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.
Tyson,
ReplyDeleteAfter hearing a number of disciplinary methods implemented during the early boarding school years I was quite amazed that this particular superintendent listened to the concerns of the parents and did something about who and how children were handled and disciplined. When I reflect back to the methods of discipline I find myself wondering what discipline strategies were used within the family. Did they utilize some type of time outs, spankings, or exclusion of activities or objects? Was discipline even necessary?
As time went on, more and more boarding schools were becoming diverse within their employees as you have pointed out. I wonder how many of the Indian employees became teachers within the boarding school system and how many became administrators? My book did not mention employees outside of the Jesuit priests, therefore I am lead to believe that it would have been very rare for this particular school to have hired Indian staff to directly oversee the children.
I enjoyed reading your posts throughout the semester, thank you Tyson!
While reading your post, I was trying to imagine how it would be to go to school at this time. That would be crazy to see one of my classmates to get smacked in the head by a teacher or cook. I’m glad that times changed for the better. As a parent, I would be very upset of one of my kids was struck by a teacher. I don’t blame the ones that ran away, I know I would’ve made a break for it.
ReplyDeleteI am glad that the superintendent somewhat 'stuck up' for the student. It seems quite different than my book, where there where times the superintendent would hide things or sugar coat them when it was time to report to the Commissioner of Indian Affairs. Your boarding school seems a bit more lenient than mine, so if I absolutely had to choose, I would pick yours to attend.
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