Michael C. Coleman - American Indian Children at School, 1850-1930
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Indians of North America--Education--History, Indians of North America--Biography, Indians of North America--Cultural assimilation, Ethnology--Biographical methods.
publication date
:
1993
lcc
:
E97.5.C64 1993eb
ddc
:
371.97/97
subject
:
Indians of North America--Education--History, Indians of North America--Biography, Indians of North America--Cultural assimilation, Ethnology--Biographical methods.
Page iii
American Indian Children at School, 1850-1930
Michael C. Coleman
University Press of Mississippi Jackson
Page iv
Some images in the original version of this book are not available for inclusion in the netLibrary eBook.
Copyright 1993 by the University Press of Mississippi All rights reserved Manufactured in the United States of America
96 95 94 93 4 3 2 1
The paper in this book meets the guidelines for permanence and durability of the Committee on Production Guidelines for Book Longevity of the Council on Library Resources.
Library of Congress Cataloging-in-Publication Data
Coleman, Michael C. American Indian children at school, 1850-1930 / Michael C. Coleman. p. cm. Includes bibliographical references and index. ISBN 0-87805-616-5 1. Indians of North AmericaEducationHistory. 2. Indians of North AmericaBiography. 3. Indians of North AmericaCultural assimilation. 4. EthnologyBiographical methods. 1. Title. E97.5.C64 1993 371.97'97dc20 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.
And in memory of my sister, Felicity Coleman.
Page vii
Contents
Preface
ix
Abbreviations
xvi
1. Introduction: Autobiography and American Indians
3
2. The Traditional Education of American Indian Autobiographers
15
3. American Indians and the School
36
4. To Go or Not to Go?
60
5. A Whole Different World
79
6. 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. The second surprise sprang from recognition. La Flesche's memories closely coincided with the reports which these same teachers had written decades earlier while he was still a pupil at the school.
Presbyterian and other Protestant missionaries, along with officials and teachers at United States Government Indian schools in the late nineteenth and early twentieth centuries, believed that tribal peoples allowed their children to run wild. Only Christian control, combined with a "civilized" curriculum, would mold the little "heathens" into future citizens of the United States. At Indian schools, the religious and secular educators rigidly divided each day into periods for eating, class work, and physical labor; even play could be indulged in only for a precise number of minutes between other planned activities. Positive and negative incentives varied from school to school and from teacher to teacher. But pupils could be subjected to corporal and other kinds of punishment and occasionally to outright brutality.
Francis La Flesche did not romanticize the Presbyterian mission school. His first day was close to traumatic; later he was often bored by monotonous instruction and religious sermons, and the assault by an outraged teacher on a dull student deeply embittered him. Yet the school introduced him to intense boyhood friendships, and offered him a chance to acquire the skills and knowledge of the powerful American nation. Thus he gained personal satisfaction while simultaneously pleasing his adaptation-minded father. A gifted student who later worked for the Bureau of American Ethnology of the Smithsonian Institution, La Flesche overcame his difficulties at the school. He thrilled to the intellectual challenge as he advanced in the knowledge of English, American history, and mathematics.
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