By Michael C. Coleman
From greater than 100 autobiographical debts written by way of American Indians recalling their education in executive and missionary associations this booklet recovers a point of view that was once nearly misplaced.
In a procedure of pedagogy that was once alien to their tradition those and hundreds of thousands of others have been wrested as teenagers from their tribal existence and regimented to turn into americans. within the strategy of enlightening them to western codes and values, their thoughts of ethnic lifestyles have been deliberately obscured for what used to be to believed to be the better sturdy of the kingdom.
Drawing upon those local American memories unearths how younger Indians replied to a process that tried to eliminate the tribal codes that had nourished them. The Christian curriculum, the military-style self-discipline, the white employees of academics and directors, and the work-for-study calls for have been alien and bewildering to them, particularly in the course of their first days on the associations.
The former students remember myriad varieties of adaptability, resistance, motivation, and rejection, in addition to the numerous difficulties readjusting to altering tribal lifestyles upon their go back from college. right here the heritage of the eighty-year epoch of such institutionalized education is put in cautious concentration. Recounting this event from the pupil’s eyeview and evaluating it with modern assets by means of white authors make this booklet a testomony to the serious worth of long term autobiographical reminiscence within the writing of history.
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Extra resources for American Indian Children at School, 1850-1930
Yet on point after point they agreed: on the regimentation, the curriculum, the varied responses of pupils, even on particular events. Thus each tends to validate the other: the contemporary correspondence of a number of teachers, and an account written decades later by an expupil. Further, there is equally strong consistency between La Flesche's account of his school days and accounts written by the other Indian autobiographers, and between these and contemporary white sources written by other missionaries and government educators.
Half-and-Half: The Curriculum 105 7. Peers and Mediation 127 8. Resistance 146 9. Rejection 162 10. Return Home 178 11. Conclusions 192 Appendix 200 A Note on the Citation of Authors 202 Bibliography 203 Index 223 Page ix Preface When I first read Francis La Flesche's The Middle Five (1900), the account of an Omaha Indian's experiences at a Presbyterian boarding school in the 1860s, I was twice surprised. My first surprise was to discover that La Flesche remembered enjoying much of his schooling, although he himself depicted the sometimes harsh discipline imposed by the teachers.
Title : American Indian Children At School, 1850-1930 author : Coleman, Michael C. publisher : University Press of Mississippi isbn10 | asin : 0878056165 print isbn13 : 9780878056163 ebook isbn13 : 9780585237626 language : English subject Indians of North America--Education--History, Indians of North America--Biography, Indians of North America--Cultural assimilation, Ethnology--Biographical methods. 97/97 subject : Indians of North America--Education--History, Indians of North America--Biography, Indians of North America--Cultural assimilation, Ethnology--Biographical methods.