Chapter 5 Discipline, Punishment, & Violence: Chapter 6 Employees

     This chapter began by talking about the number of employees it obtained and also who was allowed to do what in the high school. The school was quite limited in employees but did have one person in necessary fields such as a carpenter, farmer, and clerks. The school also had a disciplinarian, matron and five assistant matrons these seven people were the only ones allowed to discipline the students. However, that did not take place as I further read into this chapter some of the employees were striking the children. For example, the cook would routinely slap children on the back of the head when they would mess up. This would keep children nervous and keep them in line as she thought. Soon many of the parents would begin to hear about this from children who began to run away. The children would be returned back and when they were the parents would also send letters stating that if the children were struck anymore they would come and remove their child from the school. The superintendent immediately took action and emphasized that if a child needs to be disciplined that they immediately be brought to a matron or him personally. From then the children were treated quite a bit better but some of the children never did get over the discipline of being beaten and at that times when into depression, which some could not be brought out of.

      When this chapter began it talked about how the employees were again very few. This time though as time went on many students’ jobs were beginning to be offered to whites and Indians alike. In 1912, out of the 31 employees at the boarding school nine were Indian. Many of these Indians earned equal pay as well just like the whites, except for the more advanced positions which at that time were given to the older more experienced employees not the recent graduates. The employees would be on a probationary period of six months by that time they were then in permanent status. Many of the Indian employees must be able to basically have dual skills if one employee took ill or leave of absence such as a teacher becoming a matron, or a clerk becoming a disciplinarian for a short time. As the years grew so did the numbers of the Indian employees and being treated fair and equal as well.

Chapter 3: The Curriculum & Chapter 4: The Cylce of Days

In Chapter 3 of my book it started to talk about the curriculum that was going to be taught at the school as well as what happened to the children. First when children were taken to the boarding school, just like every other one English was the only language to be spoken. In my book it stated that “If English is good enough for whites and blacks then it is good enough for Indians”. Most of the schooling took place in one room school houses that were taught by a single teacher who normally didn’t have a high school education. In the beginning of the school there were five teachers total to teach 150 students. Which wasn’t so bad in the beginning, but as time went on attendance started to grow and the teacher population did not. In 1922 when they finally added on one more teacher to make six the student population was 290 students.

            As I started to read more into this chapter I read that children there were only taught Basic English and skills and also basic manners. Many of the children could not even count when they came to the school. With so few teachers it was very hard to cover a large chunk of material in the English language when children didn’t even understand the language.

The fourth chapter discussed about the cycle of days and this chapter after talking about the 4^th of July celebration, and how school started in first week of September but children wouldn’t show up until a week or two later. This was because they were allowed to return home during the summer and for some it was a long trip back to the school. The children would take the trip unsupervised and sometimes it was luck finding their way, but for others when they had older students with them it was a bit easier. Then this chapter started to discuss sports, Rapid City Indian school was not known for its sports. While I was reading I noticed that they were constantly getting beat, it was a seldom occurrence for the to get a win in what I assume was predominantly white school such as Sturgis, School of Minds, Lead and other Rapid City school. It also did not matter what sport it was basketball, football or baseball wins were hard to come by for the Native American students who were usually younger by a great margin.

Chapter 2: Providing for the children

The first few pages of this chapter have to deal with the rations of the students and also what they ate. At the beginning of the functioning of the school the students were given the bare minimum of nutrition. At time the students would get only one glass of milk during their 3 course meals. Also, quite a few students had trouble getting used to the 3 square meals a day. Many of the children ate when they were hungry and had a hard time waiting to be told to eat. When they were served food it was normally the same thing every day. This book had a menu of the early years of what was served.

1910 Food Menu

Breakfast: Oat meal & milk, Fried potatoes, bread & coffee.

Dinner: Boiled meat (which was very bland) & gravy, potatoes, cabbage, bread & water.

Supper: Roast Meat & gravy, potatoes, beans, prunes, bread & water.

            This menu did not have very many variations to it, every now and then the cooks would put dumplings in with the gravy but that was the best of what the children got at that time. Fresh fruits were never served the only way children got the nutrients of vitamins was normally through the cabbage which contained vitamin C which greatly help prevent the scurvy. In the book it also shared how the children complained of their oatmeal being wormy, and the book also names 3 children who had run away because they had found worms in their rice. The menu slowly got better as time grew on and parents as well as the government began to notice that the children would complain of being hungry and write letters to their parents to insist that they take them home.

            Another thing this book talked about was the horrible was the health care. Many of the students who attended Rapid City were subjected to a variety of possible sicknesses including; tuberculosis, scarlet fever, smallpox, cerebro-spinal meningitis, influenza and many others. The medical care for these viruses was nothing more than rest and water, because at this time in the medical field there weren’t very many antibiotics available. The flu pandemic was one of the biggest concerns at this point in time and in 1918-19 it actually caused the school to shut down in order to control the plague.

The Rapid City Indian School Chapter 1: Many Roads to Rapid

In this chapter it began by talking about how families were having a hard time sending their children away from their home to go to boarding schools, and also that children did not want to attend all white schools. At this time that the Rapid City boarding school was opened was about 20 years after the doors of Carlisle Boarding school had opened. So at this time the stories of abuse, homesickness and malnutrition were coming back to the parents and the parents had a hard time sending their children away to be treated this way. When parents became reluctant to send their children away the reservation agents started withholding rations form the resisting families.

                When the doors finally did open on September 20, 1898 it had a total enrollment of 100 students. A main reason for the enrollment and parental consent was the generosity of Superintendent Sam B. Davis who would pay parents generous travel allowances for anyone who brought their child to the school. One great thing that Rapid City did allow was that the school allowed families to stay together, at that time the boarding school would only educate children who were of fourth grade education and up. However, when boarding schools such as Chamberlain and Pierre began to shut down the families would not send them there unless the brothers and sisters were able to go to school together. So at that point Rapid City stated:  “that no child under fourteen years of age may attend school here, unless he/she is accompanied by an older brother/sister also attending”. Eventually, the school was forced to take children of all ages by the parents. Ignoring a the structure of educatining older students, because if reservation schools did not provide the education that they needed then the Rapid City school must.

 This school had a very frequent turnover rate in Superintendents. As a matter of fact the superintendent was from the day it opened in 1898 until 1933. At this time however Rapid City boarding school was a savior to a family in crisis. This school provided for more of a daycare than an actual school at times.

The Rapid City Indian School: Introduction

The introductory paragraph just gave mainly insight to the history of Native Americans during the time of the Dawes Act and the process of what happened there. It also gave a bit of a background about not only the Rapid City Indian School but also the other major and minor boarding school to pop up all over the United States. The one mainly talked about in the introduction was the Carlisle Indian School in Pennsylvania. Along with talking about the schools the introduction also mentioned the authors a various other books that have been written about boarding schools and also the styles used by those authors. After all of that it started to give a brief history/background about the Rapid City Boarding School (who attended, from what reservation, number of years operated, etc.) not detail to significant just more brief glimpses. Then, the author gave us an insight on how he was going to go about explaining how he wrote the book and how he is going to present his information throughout the rest of the book.

Similarities: This introduction gave some of the same information as chilocco, how the treatment was, how it was underfunded.

Differences: In depth insight about other boarding schools,

Chapter 6: 'Hm! White Boy! You Got No Business Here!'

When I read this chapter I can completely relate to the first part. There were always going to be cliques inside the school walls, you had to have someone to look out for you and vice versa. The kids who were interested in the same things at my school were the ones that usually hung together as I’m sure are the same in many other schools. As I kept reading I could also understand how children would fight throughout the course of the school year. I know that when I was going to school I would get in fights as well, being around people for so many hours at a time some people tend to get on your nerves. One of the things I wonder is what the punishment would have been like for the children who fought.

Chapter 5: 'You Dizzy Bastard, Get in Step'

In this chapter as I read I couldn't imagine hearing all those bugles every day, all day. After I got done reading this chapter I automatically thought back to when my dad made me cut the grass in our yard. It was not harsh or strenuous work, but I just remember him making the comment when I asked for a break he said “five minutes, that’s all we would get in the military.” I just think about how hard the military was, and then I think about Chilocco and the comment one of the students made saying he had been in the marines for a tour of 23 years that was easy compared to Chilocco. I had to laugh to myself when I read that.

Chilocco: Chapter 4 - 'You're a Woman, You're Going to Be a Wife'

     As I read the book the one thing I really noticed was that they had a strict dress code. I remember in high school that our Administration thought about administering a dress code to keep down on gang affiliation. I remember them sending out surveys to our parents asking what their feelings where towards the school implementing the dress code. As I thought about it I would have hated to have a dress code, looking the same as everyone else, not being able to show your individuality. That’s exactly how it must have felt for the children that were going to school not some much the boys but definitely the girls because they were not allowed to get away with any alteration on their appearance while attending Chilocco.

Chilocco Chapter 3: "I could always plow a pretty straight line"

As I was reading this chapter I didn’t think about school, I thought about the summer helping my dad stack hay, check cattle, and brand. Although this was by choice and I did get paid, I can't imagine how it is getting paid 25 cents a day for 12 to 16 hours of work, from sun up to sun down. The more I read about how the school was teaching them a trade so they would be able to survive in the world and earn a wage when they did graduate. I thought about taking over my father’s ranch and having him teach me the basics when I was younger, at times I felt there was nothing more that I needed to do after I graduated high school. My father made me realize that there wasn’t really a living to be made in ranching and if there was it was very unstable living from year to year, so I can relate to the students in the book not wanting to take up agriculture as a trade.

Chilocco: Chapter 2, The Fines' School on Earth'

As I read this second chapter a few thoughts ran through my head. I remember how after high school I was unsure about what I wanted to do, but I was curious about the college life. I knew for a fact that I wanted to continue my education and do something with my life. So I enrolled in college at NDSU, the one thing I didn’t realize is that it is not like high school. Not so much that the studies were extremely difficult, but as far as knowing and seeing friend’s every day in the halls or in class that is what made it difficult for me. I remember always being home sick, driving home every weekend and I mean literally every weekend. Some days I would even skip class on Fridays just to get a head start for home. However, after that year of schooling I was still interested in getting my education I just figured out that i needed to be somewhere either close to home or with plenty of friends to keep me occupied when i wasn’t focused on my studies. I definitely get where the children said they would try sneaking into seeing brothers or sisters who were placed in different homes even though it was strictly segregated in gender. As I read how the author placed the comments of [laughter] I can totally picture myself doing that as I look back on my experience in Fargo.

They Called It Prairie Light, Chilocco Indian School

     When I picked up this book I did not know what would be told. I knew some  information on Indian boarding schools from classes I have taken in my college career. However, I did not know that the treatment was so severe. I knew children were removed from their homes and their hair was cut off when they did reach the boarding school, but I had no clue of the malnutrition they were subjected to as well as the punishment of running away from school, or speaking their native tongue. I was never told of the life in a boarding school, thankfully my parents never had to experience it. I do not know about my Grandparents. I dont think they like to talk about it all that much thats why I never did really ask.

   

Flickr Interpretation

My Small Heart on a Sleeve (literally) III
Originally uploaded by Atomic Citrocity

My Picture. See if you can guess what I am trying to interpret with this photo.

Three Truths and a Lie

Hello fellow classmates,

I have posted three truths and one lie, see if you are able to figure out which statement is the lie.

I have one sister and two brothers.

I love eating sushi.

I am allergic to penicillin.

I have lived in three different states