The School Story in America, 1900-1940 PDF Download

Author: Wendy Saul
Publisher:
ISBN:
Category : Education in literature
Languages : en
Pages : 616

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Author: Brenda J. Child
Publisher: U of Nebraska Press
ISBN: 9780803212305
Category : Social Science
Languages : en
Pages : 184

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Book Description
Looks at the experiences of children at three off-reservation Indian boarding schools in the early years of the twentieth century.

Author: Beverly Lyon Clark
Publisher: Routledge
ISBN: 1135581584
Category : Literary Criticism
Languages : en
Pages : 307

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First published in 1996. Routledge is an imprint of Taylor & Francis, an informa company.

Author: Daniel R. Ernst
Publisher:
ISBN: 0199920869
Category : Business & Economics
Languages : en
Pages : 241

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Book Description
Between 1900 and 1940, Americans confronted a puzzle: how could administrative agencies address the nation's troubles without violating individual liberty? From the close reasoning of judges, the self-interest of lawyers, and the machinations of politicians, an answer emerged. 'Judicialize' agencies' procedures, and a 'rule of lawyers' would keep America free.

Author: Sherrie A. Inness
Publisher: Popular Press
ISBN: 9780879726843
Category : Literary Criticism
Languages : en
Pages : 214

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Book Description
The public image of the college woman of the Progressive Era was transformed from that of a homely, sexless oddity, doomed to spinsterhood, to that of a vibrant, attractive, athletic young woman, who would eventually marry. This study shows how the many popular representations of student life at women's colleges during that time not only described the college woman, but also helped to constitute her. Paper edition (unseen), $13.95. Annotation copyright by Book News, Inc., Portland, OR

Author: W. Bernard Lukenbill
Publisher: Taylor & Francis
ISBN: 9780824084981
Category : Education
Languages : en
Pages : 488

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General Books publication date: 2009 Original publication date: 1911 Original Publisher: Eaton

Author: Scott Riney
Publisher: University of Oklahoma Press
ISBN: 9780806131627
Category : Education
Languages : en
Pages : 296

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Book Description
The Rapid City Indian School was one of twenty-eight off-reservation boarding schools built and operated by the Bureau of Indian Affairs to prepare American Indian children for assimilation into white society. From 1898 to 1933 the "School of the Hills" housed Northern Plains Indian children--including Sioux, Northern Cheyenne, Shoshone, Arapaho, Crow, and Flathead--from elementary through middle grades. Scott Riney uses letters, archival materials, and oral histories to provide a candid view of daily life at the school as seen by students, parents, and school employees. The Rapid City Indian School, 1898-1933 offers a new perspective on the complexities of American Indian interactions with a BIA boarding school. It shows how parents and students made the best of their limited educational choices--using the school to pursue their own educational goals--and how the school linked urban Indians to both the services and the controls of reservation life.

Author: Amanda J. Cobb
Publisher: U of Nebraska Press
ISBN: 9780803264670
Category : History
Languages : en
Pages : 204

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Book Description
A historical narrative of the Bloomfield Academy, its impact on educational development of the Native women who attended the school, and how it related to the education of the general Native population.

Author: Myriam Vuckovic
Publisher: University Press of Kansas
ISBN: 0700636846
Category : History
Languages : en
Pages : 353

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Book Description
Haskell Institute of Lawrence, Kansas, first opened its doors in 1884 to twenty-two Ponca and Ottawa children, sent there to be taught Anglo-Protestant cultural values. For a century and a quarter since that time, this famous boarding school institution has challenged and touched the lives of tens of thousands of Indian students and their families representing a diverse array of tribal heritages. Voices from Haskell chronicles the formative years of this unique institution through the vivid memories and words of the students who attended. Drawing on children's own accounts in letters, diaries, and other first-hand sources, Myriam Vuckovic reveals what Haskell's students really thought about the boarding school experience. By examining the cultural encounters and contests that occurred there, she portrays indigenous youth struggling to retain a sense of dignity and Indian identity-and refusing to become passive victims of assimilation. Vuckovic focuses on issues that directly affected the students, such as curriculum, health, gender differences, and extracurricular activities. She doesn't flinch from the harsh realities of daily life: poor diet, overcrowding, inadequate medical care, and students forced to work to maintain school facilities and often subjected to harsh punishments. In response to this hostile environment, students developed a subculture of accommodation and resistance-sometimes using sign language as a way around the "English only" rule-that also helped break down barriers between tribes. Many found a positive experience in the education they received and discovered new sources of pride, such as the Native American Church, Haskell's renowned football team, and its equally accomplished school band. Haskell is the only former government boarding school to evolve into a four-year university and still boasts a unique intertribal character, providing a culturally diverse learning environment for more than 1,000 students from 150 tribes every year. The first in-depth study of the school from its founding through the first quarter of the twentieth century, Voices from Haskell is a frank look at its history, a tribute to its accomplishments, and a major contribution to studies of the Indian boarding school experience.

Author: David Wallace Adams
Publisher: University Press of Kansas
ISBN: 0700622543
Category : History
Languages : en
Pages : 456

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Book Description
“Someday,” Candelaria Garcia said to the author, “you will get all the stories.” It was a tall order, in Magdalena, New Mexico, a once booming frontier town where Navajo, Anglo, and Hispanic people have lived in shifting, sometimes separate, sometimes overlapping worlds for well over a hundred years. But these were the stories, and this was the world, that David Wallace Adams set out to map, in a work that would capture the intimate, complex history of growing up in a Southwest borderland. At the intersection of memory, myth, and history, his book asks what it was like to be a child in a land of ethnic and cultural boundaries. The answer, as close to “all the stories” as one might hope to get, captures the diverse, ever-changing experience of a Southwest community defined by cultural borders—--and the nature and role of children in defending and crossing those borders. In this book, we listen to the voices of elders who knew Magdalena nearly a century ago, and the voices of a younger generation who negotiated the community’s shifting boundaries. Their stories take us to sheep and cattle ranches, Navajo ceremonies, Hispanic fiestas, mining camps, First Communion classes, ranch house dances, Indian boarding school drill fields, high school social activities, and children’s rodeos. Here we learn how class, religion, language, and race influenced the creation of distinct identities and ethnic boundaries, but also provided opportunities for cross-cultural interactions and intimacies. And we see the critical importance of education, in both reinforcing differences and opening a shared space for those differences to be experienced and bridged. In this, Adams’s work offers a close-up view of the transformation of one multicultural community, but also of the transformation of childhood itself over the course of the twentieth century. A unique blend of oral, social, and childhood history, Three Roads to Magdalena is a rare living document of conflict and accommodation across ethnic boundaries in our ever-evolving multicultural society. Published in Cooperation with the William P. Clements Center for Southwest Studies, Southern Methodist University