By Michael C. Coleman
From greater than 100 autobiographical money owed written by means of American Indians recalling their education in executive and missionary associations this booklet recovers a viewpoint that used to be nearly misplaced.
In a approach of pedagogy that was once alien to their tradition those and hundreds and hundreds of others have been wrested as teenagers from their tribal existence and regimented to develop into americans. within the means of enlightening them to western codes and values, their stories of ethnic lifestyles have been deliberately obscured for what was once to believed to be the better reliable of the kingdom.
Drawing upon those local American recollections finds how younger Indians spoke back to a approach that tried to get rid of 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, specifically in the course of their first days on the associations.
The former scholars remember myriad types of adaptability, resistance, motivation, and rejection, in addition to the numerous difficulties readjusting to altering tribal lifestyles upon their go back from college. the following the historical past of the eighty-year epoch of such institutionalized education is positioned in cautious concentration. Recounting this event from the pupil’s eyeview and evaluating it with modern resources 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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Additional resources for American Indian Children at School, 1850-1930
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. For the historian, such consistency tends to reinforce the historical credibility of all. Thus the two related, major goals of this study are, firstly, to demonstrate the ambivalent responses of the narrators as children to missionary and government schools, as these responses are recalled in published autobiography; and, secondly, to demonstrate the surprising historical credibility of these recollections.
The next five chapters are more thematic in focus, examining different pupil responses: to the institutional sides of the missionary and government school, and to the white staff (Chapter 5); to the curriculum (Chapter 6); pupil responses to each other, and pupil mediation between school, home, and white society (Chapter 7); resistance compatible with continued attendance (Chapter 8); and rejection, including running away, and "quitting" with permission from the school authorities (Chapter 9). The pleasures and difficulties of homecoming are the next concern (Chapter 10); this chapter generally confines itself to the period immediately after the return from school.
Library of Congress Cataloging-in-Publication Data Coleman, Michael C. Coleman. cm. Includes bibliographical references and index. Indians of North AmericaEducationHistory. Indians of North AmericaBiography. Indians of North AmericaCultural assimilation. EthnologyBiographical methods. Title. 97'97dc20 92-37760 CIP British Library Cataloging-in-Publication data available Page v To those American scholars who, since the late 1960s, encouraged me in my study of American history and culture.
American Indian Children at School, 1850-1930 by Michael C. Coleman