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| chemawa indian school history: To Win the Indian Heart Melissa Parkhurst, 2014 To Win the Indian Heart: Music At Chemawa Indian School is an exploration of the crucial role music played at the longest-operating federal boarding school for Indian children--both as a tool of assimilation and resilience. |
| chemawa indian school history: This Benevolent Experiment Andrew John Woolford, 2015-09 A Choice Outstanding Academic Title, 2017 At the end of the nineteenth century, Indigenous boarding schools were touted as the means for solving the Indian problem in both the United States and Canada. With the goal of permanently transforming Indigenous young people into Europeanized colonial subjects, the schools were ultimately a means for eliminating Indigenous communities as obstacles to land acquisition, resource extraction, and nation-building. Andrew Woolford analyzes the formulation of the Indian problem as a policy concern in the United States and Canada and examines how the solution of Indigenous boarding schools was implemented in Manitoba and New Mexico through complex chains that included multiple government offices with a variety of staffs, Indigenous peoples, and even nonhuman actors such as poverty, disease, and space. The genocidal project inherent in these boarding schools, however, did not unfold in either nation without diversion, resistance, and unintended consequences. Inspired by the signing of the 2007 Indian Residential School Settlement Agreement in Canada, which provided a truth and reconciliation commission and compensation for survivors of residential schools, This Benevolent Experiment offers a multilayered, comparative analysis of Indigenous boarding schools in the United States and Canada. Because of differing historical, political, and structural influences, the two countries have arrived at two very different responses to the harm caused by assimilative education. |
| chemawa indian school history: Assimilation's Agent Edwin L. Chalcraft, 2004-01-01 Assimilation?s Agent reveals the life and opinions of Edwin L. Chalcraft (1855?1943), a superintendent in the federal Indian boarding schools during the critical periodøof forced assimilation in the late nineteenth and early twentieth centuries. Chalcraft was hired by the Office of Indian Affairs (now known as the Bureau of Indian Affairs) in 1883. During his nearly four decades of service, he worked at a number of Indian boarding schools and agencies, including the Chehalis Indian School in Oakville, Washington; Puyallup Indian School in Tacoma, Washington; Chemawa Indian School in Salem, Oregon; Wind River Indian School in Wind River, Wyoming; Jones Male Academy in Hartshorne, Oklahoma; and Siletz Indian Agency in Oregon. In this memoir Chalcraft discusses the Grant peace policy, the inspection system, allotment, the treatment of tuberculosis, corporal punishment, alcoholism, and patronage. Extensive coverage is also given to the Indian Shaker Church and the government?s response to this perceived threat to assimilation. Assimilation?s Agent illuminates the sometimes treacherous political maneuverings and difficult decisions faced by government officials at Indian boarding schools. It offers a rarely heard and today controversial top-down view of government policies to educate and assimilate Indians. Drawing on a large collection of unpublished letters and documents, Cary C. Collins?s introduction and notes furnish important historical background and context. Assimilation?s Agent illustrates the government's long-term program for dealing with Native peoples and the shortcomings of its approach during one of the most consequential eras in the long and often troubled history of American Indian and white relations. |
| chemawa indian school history: Education for Extinction David Wallace Adams, 1995 The last Indian War was fought against Native American children in the dormitories and classrooms of government boarding schools. Only by removing Indian children from their homes for extended periods of time, policymakers reasoned, could white civilization take root while childhood memories of savagism gradually faded to the point of extinction. In the words of one official: Kill the Indian and save the man. Education for Extinction offers the first comprehensive account of this dispiriting effort. Much more than a study of federal Indian policy, this book vividly details the day-to-day experiences of Indian youth living in a total institution designed to reconstruct them both psychologically and culturally. The assault on identity came in many forms: the shearing off of braids, the assignment of new names, uniformed drill routines, humiliating punishments, relentless attacks on native religious beliefs, patriotic indoctrinations, suppression of tribal languages, Victorian gender rituals, football contests, and industrial training. Especially poignant is Adams's description of the ways in which students resisted or accommodated themselves to forced assimilation. Many converted to varying degrees, but others plotted escapes, committed arson, and devised ingenious strategies of passive resistance. Adams also argues that many of those who seemingly cooperated with the system were more than passive players in this drama, that the response of accommodation was not synonymous with cultural surrender. This is especially apparent in his analysis of students who returned to the reservation. He reveals the various ways in which graduates struggled to make sense of their lives and selectively drew upon their school experience in negotiating personal and tribal survival in a world increasingly dominated by white men. The discussion comes full circle when Adams reviews the government's gradual retreat from the assimilationist vision. Partly because of persistent student resistance, but also partly because of a complex and sometimes contradictory set of progressive, humanitarian, and racist motivations, policymakers did eventually come to view boarding schools less enthusiastically. Based upon extensive use of government archives, Indian and teacher autobiographies, and school newspapers, Adams's moving account is essential reading for scholars and general readers alike interested in Western history, Native American studies, American race relations, education history, and multiculturalism. |
| chemawa indian school history: Chemawa Indian Boarding School Sonciray Bonnell, 1997-10 This study presents interviews with American Indian/ Alaska Native alumni who received some or all of their elementary and high school education at the Chemawa Indian Boarding School in Salem, Oregon between 1917 and 1985. A brief summary of Indian history, in particular Indian education, is presented as the context for many of the changes that occurred at Chemawa during its first one hundred years. The purpose of this study is to examine Chemawa alumni recollections of Chemawa within an imposed educational system. My research process included library and archival research, academic classes and personal interviews. I interviewed alumni who had attended Chemawa between 1917 and 1985. Themes such as academics, vocational training, social life and general impressions of Chemawa are categorized in the different eras and serve as the body of the thesis. Despite negative stereotypes of federal Indian boarding schools, the majority of Chemawa alumni interviewed for this thesis hold Chemawa in high regard. For many students Chemawa was an alternative to an orphanage, a respite from a dysfunctional family situation, an opportunity to gain an education and or vocational skills, or an opportunity to be with other Indians. Across generations, at least half of the students considered Chemawa's academic program inadequate; over half of the students interviewed found the vocational training, when it was available, to be very useful. Though most students acknowledge the downfalls of Chemawa, most alumni interviewed tended to overlook the negative and promote the positive. Alumni were able to view Chemawa in a positive light because students molded their boarding school experiences to fit their needs. Students created their own families (friends), community (school) and resisted the institutional suppression of Indian boarding schools. As young people, many adapted their situation to suit their needs, regardless of any negative experiences they might have encountered at Chemawa. |
| chemawa indian school history: A Final Promise Frederick E. Hoxie, 2021-11-08 Frederick E. Hoxie is director of the D'Arcy McNickle Center for the History of the American Indian at the Newberry Library. He coedited (with Joan Mark) E. Jane Gay's With the Nez Percés: Alice Fletcher in the Field, 1889-92 (Nebraska 1981). |
| chemawa indian school history: The Indian School on Magnolia Avenue Clifford E. Trafzer, Matthew Sakiestewa Gilbert, Lorene Sisquoc, 2012 In 1902 the Federal Government opened the flagship Sherman Institute, an influential off-reservation boarding school in Riverside, California, to transform American indian students into productive farmers, carpenters, homemakers, nurses, cooks, and seamstresses. Indian students built the school and worked there daily. The book draws on sources held at the Sherman Institute Museum. |
| chemawa indian school history: The Portland Beavers Kip Carlson, Paul Andresen, 2004 When the Pacific Coast League was founded in 1903, the Portland Beavers-then known as the Browns-played in the circuit's first game, a 3-1 road loss to the San Francisco Stars. When the PCL celebrated its centennial season in 2003, Portland was the only city in the league to have been there at the start. The team's alumni include Satchel Paige, Lou Piniella, and Louis Tiant, but even more familiar to Portland fans are players like Eddie Basinski, Roy Hesler, and Bernardo Brito, who spent much of their careers with the Beavers...and groundskeeper Rocky Benevento and broadcaster Rollie Truitt, who each spent over three decades with the ball club. The Portland Beavers samples the first century of the team's history: Walter McCredie's teams that won five pennants from 1906 to 1914; the championship clubs of 1932 and 1936; the last-to-first climb that ended with a PCL title in 1945; the 1983 pennant that came between the team's two departures from Portland; and the return in 2001 that re-established Beavers baseball as a summertime tradition. |
| chemawa indian school history: Native Hoops Wade Davies, 2020-01-30 A prominent Navajo educator once told historian Peter Iverson that “the five major sports on the Navajo Nation are basketball, basketball, basketball, basketball, and rodeo.” The Native American passion for basketball extends far beyond the Navajo, whether on reservations or in cities, among the young and the old. Why basketball—a relatively new sport—should hold such a place in Native culture is the question Wade Davies takes up in Native Hoops. Indian basketball was born of hard times and hard places, its evolution traceable back to the boarding schools—or “Indian schools”—of the early twentieth century. Davies describes the ways in which the sport, plied as a tool of social control and cultural integration, was adopted and transformed by Native students for their own purposes, ultimately becoming the “Rez ball” that embodies Native American experience, identity, and community. Native Hoops travels the continent, from Alaska to North Carolina, tying the rise of basketball—and Native sports history—to sweeping educational, economic, social, and demographic trends through the course of the twentieth century. Along the way, the book highlights the toils and triumphs of well-known athletes, like Jim Thorpe and the 1904 Fort Shaw girl’s team, even as it brings to light the remarkable accomplishments of those whom history has, until now, left behind. The first comprehensive history of American Indian basketball, Native Hoops tells a story of hope, achievement, and celebration—a story that reveals the redemptive power of sport and the transcendent spirit of Native culture. |
| chemawa indian school history: Guide to Records in the National Archives of the United States Relating to American Indians National Archives (U.S.), 1981 |
| chemawa indian school history: They Called it Prairie Light K. Tsianina Lomawaima, 1995-08-01 Established in 1884 and operative for nearly a century, the Chilocco Indian School in Oklahoma was one of a series of off-reservation boarding schools intended to assimilate American Indian children into mainstream American life. Critics have characterized the schools as destroyers of Indian communities and cultures, but the reality that K. Tsianina Lomawaima discloses was much more complex. Lomawaima allows the Chilocco students to speak for themselves. In recollections juxtaposed against the official records of racist ideology and repressive practice, students from the 1920s and 1930s recall their loneliness and demoralization but also remember with pride the love and mutual support binding them together—the forging of new pan-Indian identities and reinforcement of old tribal ones. |
| chemawa indian school history: Pipestone Adam Fortunate Eagle, 2012-11-09 A renowned activist recalls his childhood years in an Indian boarding school Best known as a leader of the Indian takeover of Alcatraz Island in 1969, Adam Fortunate Eagle now offers an unforgettable memoir of his years as a young student at Pipestone Indian Boarding School in Minnesota. In this rare firsthand account, Fortunate Eagle lives up to his reputation as a “contrary warrior” by disproving the popular view of Indian boarding schools as bleak and prisonlike. Fortunate Eagle attended Pipestone between 1935 and 1945, just as Commissioner of Indian Affairs John Collier’s pluralist vision was reshaping the federal boarding school system to promote greater respect for Native cultures and traditions. But this book is hardly a dry history of the late boarding school era. Telling this story in the voice of his younger self, the author takes us on a delightful journey into his childhood and the inner world of the boarding school. Along the way, he shares anecdotes of dormitory culture, student pranks, and warrior games. Although Fortunate Eagle recognizes Pipestone’s shortcomings, he describes his time there as nothing less than “a little bit of heaven.” Were all Indian boarding schools the dispiriting places that history has suggested? This book allows readers to decide for themselves. |
| chemawa indian school history: American Indian Education Jon Reyhner, Jeanne Eder, 2015-01-07 In this comprehensive history of American Indian education in the United States from colonial times to the present, historians and educators Jon Reyhner and Jeanne Eder explore the broad spectrum of Native experiences in missionary, government, and tribal boarding and day schools. This up-to-date survey is the first one-volume source for those interested in educational reform policies and missionary and government efforts to Christianize and “civilize” American Indian children. Drawing on firsthand accounts from teachers and students, American Indian Education considers and analyzes shifting educational policies and philosophies, paying special attention to the passage of the Native American Languages Act and current efforts to revitalize Native American cultures. |
| chemawa indian school history: Oregon's Doctor to the World Kimberly Jensen, 2012 Esther Clayson Pohl Lovejoy, whose long life stretched from 1869 to 1967, challenged convention from the time she was a young girl. Her professional life began as one of Oregon's earliest women physicians, and her commitment to public health and medical relief took her into the international arena, where she was chair of the American Women's Hospitals after World War I and the first president of the Medical Women's International Association. Most disease, suffering, and death, she believed, were the result of wars and social and economic inequities, and she was determined to combat those conditions through organized action. |
| chemawa indian school history: The Problem of Indian Administration Brookings Institution. Institute for Government Research, 1971 |
| chemawa indian school history: Away from Home Heard Museum, 2000 Draws from more than a century of archaeological research and new discoveries from recent excavations to present a thorough examination of Santa Fe's pre-Hispanic history. |
| chemawa indian school history: Songs of Power and Prayer in the Columbia Plateau Chad Hamill, 2012 Songs of Power and Prayer in the Columbia Plateau explores the role of song as a transformative force in the twentieth century, tracing a cultural, spiritual, and musical encounter that upended notions of indigeneity and the rules of engagement for Indians and priests in the Columbia Plateau. In Chad Hamill's narrative, a Jesuit and his two Indian grandfathers--one a medicine man, the other a hymn singer--engage in a collective search for the sacred. The priest becomes a student of the medicine man. The medicine man becomes a Catholic. The Indian hymn singer brings indigenous songs to the Catholic mass. Using song as a thread, these men weave together two worlds previously at odds, realizing a promise born two centuries earlier within the prophecies of Circling Raven and Shining Shirt. Songs of Power and Prayer reveals how song can bridge worlds: between the individual and Spirit, the Jesuits and the Indians. Whether sung in an indigenous ceremony or adapted for Catholic Indian services, song abides as a force that strengthens Native identity and acts as a conduit for power and prayer. A First Peoples: New Directions in Indigenous Studies book |
| chemawa indian school history: Boarding School Seasons Brenda J. Child, 1998-01-01 Looks at the experiences of children at three off-reservation Indian boarding schools in the early years of the twentieth century. |
| chemawa indian school history: Annual Report of Commissioner , 1914 |
| chemawa indian school history: Indian School Michael L. Cooper, 1999 Covers the life of eighty-four Sioux boys and girls who became the inaugural group of students enrolled in the Carlisle Indian School, and tells the stories of students who willed themselves to die rather than remain in school |
| chemawa indian school history: Education Beyond the Mesas Matthew Sakiestewa Gilbert, 2010-12-01 Education beyond the Mesas is the fascinating story of how generations of Hopi schoolchildren from northeastern Arizona “turned the power” by using compulsory federal education to affirm their way of life and better their community. Sherman Institute in Riverside, California, one of the largest off-reservation boarding schools in the United States, followed other federally funded boarding schools of the late nineteenth and early twentieth centuries in promoting the assimilation of indigenous people into mainstream America. Many Hopi schoolchildren, deeply conversant in Hopi values and traditional education before being sent to Sherman Institute, resisted this program of acculturation. Immersed in learning about another world, generations of Hopi children drew on their culture to skillfully navigate a system designed to change them irrevocably. In fact, not only did the Hopi children strengthen their commitment to their families and communities while away in the “land of oranges,” they used their new skills, fluency in English, and knowledge of politics and economics to help their people when they eventually returned home. Matthew Sakiestewa Gilbert draws on interviews, archival records, and his own experiences growing up in the Hopi community to offer a powerful account of a quiet, enduring triumph. |
| chemawa indian school history: Learning to Write "Indian" Amelia V. Katanski, 2005 Examines Indian boarding school narratives and their impact on the Native literary tradition from 1879 to the present Indian boarding schools were the lynchpins of a federally sponsored system of forced assimilation. These schools, located off-reservation, took Native children from their families and tribes for years at a time in an effort to “kill” their tribal cultures, languages, and religions. In Learning to Write “Indian,” Amelia V. Katanski investigates the impact of the Indian boarding school experience on the American Indian literary tradition through an examination of turn-of-the-century student essays and autobiographies as well as contemporary plays, novels, and poetry. Many recent books have focused on the Indian boarding school experience. Among these Learning to Write “Indian” is unique in that it looks at writings about the schools as literature, rather than as mere historical evidence. |
| chemawa indian school history: Carlisle Indian Industrial School Jacqueline Fear-Segal, Susan D. Rose, 2016-10-01 The Carlisle Indian School (1879–1918) was an audacious educational experiment. Lieutenant Richard Henry Pratt, the school’s founder and first superintendent, persuaded the federal government that training Native children to accept the white man’s ways and values would be more efficient than fighting deadly battles. The result was that the last Indian war would be waged against Native children in the classroom. More than 8,500 children from virtually every Native nation in the United States were taken from their homes and transported to Pennsylvania. Carlisle provided a blueprint for the federal Indian school system that was established across the United States and also served as a model for many residential schools in Canada. The Carlisle experiment initiated patterns of dislocation and rupture far deeper and more profound and enduring than its founder and supporters ever grasped. Carlisle Indian Industrial School offers varied perspectives on the school by interweaving the voices of students’ descendants, poets, and activists with cutting-edge research by Native and non-Native scholars. These contributions reveal the continuing impact and vitality of historical and collective memory, as well as the complex and enduring legacies of a school that still affects the lives of many Native Americans. |
| chemawa indian school history: Native Peoples of the Olympic Peninsula Jacilee Wray, 2015-10-20 The nine Native tribes of Washington State’s Olympic Peninsula—the Hoh, Skokomish, Squaxin Island, Lower Elwha Klallam, Jamestown S’Klallam, Port Gamble S’Klallam, Quinault, Quileute, and Makah—share complex histories of trade, religion, warfare, and kinship, as well as reverence for the teaching of elders. However, each indigenous nation’s relationship to the Olympic Peninsula is unique. Native Peoples of the Olympic Peninsula: Who We Are traces the nine tribes’ common history and each tribe’s individual story. This second edition is updated to include new developments since the volume’s initial publication—especially the removal of the Elwha River dams—thus reflecting the ever-changing environment for the Native peoples of the Olympic Peninsula. Nine essays, researched and written by members of the subject tribes, cover cultural history, contemporary affairs, heritage programs, and tourism information. Edited by anthropologist Jacilee Wray, who also provides the book’s introduction, this collection relates the Native peoples’ history in their own words and addresses each tribe’s current cultural and political issues, from the establishment of community centers to mass canoe journeys. The volume’s updated content expands its findings to new audiences. More than 70 photographs and other illustrations, many of which are new to this edition, give further insight into the unique legacy of these groups, moving beyond popular romanticized views of American Indians to portray their lived experiences. Providing a foundation for outsiders to learn about the Olympic Peninsula tribes’ unique history with one another and their land, this volume demonstrates a cross-tribal commitment to education, adaptation, and cultural preservation. Furthering these goals, this updated edition offers fresh understanding of Native peoples often seen from an outside perspective only. |
| chemawa indian school history: As Long as the Rivers Flow Larry Loyie, Constance Brissenden, 2020-07-03 Winner of the Norma Fleck Award for Canadian Children’s Non-Fiction From the mid-1800s to the late 1990s, the education of Indigenous children was taken on by various churches in government-sponsored residential schools. More than 150,000 children were forcibly taken from their families in order to erase their traditional languages and cultures. As Long as the Rivers Flow is the story of Larry Loyie’s last traditional summer before entering residential school. It is a time of adventure and learning from his Elders. He cares for an abandoned baby owl, watches his kokom (grandmother) make winter moccasins, and helps his family prepare for summer camp, where he will pick berries, fish and swim. While searching for medicine plants in the bush with Kokom, he encounters a giant grizzly bear. Gently but truthfully written, the book captivates its readers and reveals a hidden history. Correlates to the Common Core State Standards in English Language Arts: CCSS.ELA-LITERACY.RL.3.7 Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting) CCSS.ELA-LITERACY.RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions). CCSS.ELA-LITERACY.RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. |
| chemawa indian school history: American Pandemic Nancy K. Bristow, 2012 In 1918-1919 influenza raged around the globe in the worst pandemic in recorded history. Focusing on those closest to the crisis--patients, families, communities, public health officials, nurses and doctors--this book explores the epidemic in the United States. |
| chemawa indian school history: Next Steps Karen Gayton Swisher, John Tippeconnic, 1999 What is Indian education today? What will it look like in the future? These were the questions Karen Gayton Swisher and John W. Tippeconnic III posed to a dozen leading American Indian scholars and practitioners. They responded with the essays in Next Steps: Research and Practice to Advance Indian Education, which explore two important themes. The first is education for tribal self-determination. Tribes are now in a position to exercise full control of education on their lands. They have the authority to establish and enforce policies that define the nature of education for their constituents, just as states do for their school districts. The second theme is the need to turn away from discredited deficit theories of education, and turn instead to an approach that builds on the strengths of Native languages and culture and the basic resilience of Indigenous peoples. This second theme could be especially important for the 90 percent of Indian students who attend public schools. Next Steps is appropriate for multicultural and teacher education programs. It addresses facets of K-12 and post-secondary Native American education programs, including their history, legal aspects, curriculum, access, and achievement--Back cover. |
| chemawa indian school history: The Navajos Oscar H. Lipps, 1909 |
| chemawa indian school history: Boarding School Blues Clifford E. Trafzer, Jean A. Keller, Lorene Sisquoc, 2006-01-01 An in depth look at boarding schools and their effect on the Native students. |
| chemawa indian school history: Chinookan Peoples of the Lower Columbia Robert T. Boyd, Kenneth M. Ames, Tony A. Johnson, 2015-08 Chinookan peoples have lived on the Lower Columbia River for millennia. Today they are one of the most significant Native groups in the Pacific Northwest, although the Chinook Tribe is still unrecognized by the United States government. In Chinookan Peoples of the Lower Columbia River, scholars provide a deep and wide-ranging picture of the landscape and resources of the Chinookan homeland and the history and culture of a people over time, from 10,000 years ago to the present. They draw on research by archaeologists, ethnologists, scientists, and historians, inspired in part by the discovery of several Chinookan village sites, particularly Cathlapotle, a village on the Columbia River floodplain near the Portland-Vancouver metropolitan area. Their accumulated scholarship, along with contributions by members of the Chinook and related tribes, provides an introduction to Chinookan culture and research and is a foundation for future work. |
| chemawa indian school history: Returning Home Farina King, Michael P. Taylor, James R. Swensen, Terence Wride, 2021-11-30 Returning Home features and contextualizes the creative works of Diné (Navajo) boarding school students at the Intermountain Indian School, which was the largest federal Indian boarding school between 1950 and 1984. Diné student art and poetry reveal ways that boarding school students sustained and contributed to Indigenous cultures and communities despite assimilationist agendas and pressures. This book works to recover the lived experiences of Native American boarding school students through creative works, student interviews, and scholarly collaboration. It shows the complex agency and ability of Indigenous youth to maintain their Diné culture within the colonial spaces that were designed to alienate them from their communities and customs. Returning Home provides a view into the students’ experiences and their connections to Diné community and land. Despite the initial Intermountain Indian School agenda to send Diné students away and permanently relocate them elsewhere, Diné student artists and writers returned home through their creative works by evoking senses of Diné Bikéyah and the kinship that defined home for them. Returning Home uses archival materials housed at Utah State University, as well as material donated by surviving Intermountain Indian School students and teachers throughout Utah, Arizona, and New Mexico. Artwork, poems, and other creative materials show a longing for cultural connection and demonstrate cultural resilience. This work was shared with surviving Intermountain Indian School students and their communities in and around the Navajo Nation in the form of a traveling museum exhibit, and now it is available in this thoughtfully crafted volume. By bringing together the archived student arts and writings with the voices of living communities, Returning Home traces, recontextualizes, reconnects, and returns the embodiment and perpetuation of Intermountain Indian School students’ everyday acts of resurgence. |
| chemawa indian school history: Standing Tall Kristine Olson, 2005 How does a woman survive a concerted campaign to deny her humanity, by the government at the national level and by her foster parents and spouse at the most intimate level? Standing Tall, the biography of Oregon tribal leader Kathryn Jones Harrison, recounts the Grand Rondes' resurgence from the ashes of disastrous federal policies designed to terminate their very existence. The tribe's revival paralleled -- and was propelled by -- Harrison's determination to overcome daunting personal odds. Harrison's life story puts a human face on the suffering wrought by twentieth-century U.S. Indian policy. Historic and contemporary photographs enliven the text and depict the trauma of forced assimilation. Former Senator Mark Hatfield's foreword places Harrison in the annals of Native leaders, where her generosity of spirit shines through as she seeks to contribute to the communities that threatened to engulf her tribe's homeland. The Grand Rondes have achieved national renown as the little tribe that could, and at the forefront for over two decades stood four-foot eleven-inch Kathryn Harrison. Her pragmatic and farsighted leadership through the burgeoning casino economy and the demands of cultural repatriation resonated throughout Indian Country to Capitol Hill and New York's American Museum of Natural History. Yet the company of everyday women -- ancestors, lifelong and newfound friends, and tribal colleagues -- was what sustained her. Harrison's story models the survival skills of adaptability, endurance, patience, and sheer grit coupled with the courage to stand up to confront crusading power. |
| chemawa indian school history: Portrait in Time Samuel Gay Morse, Carolyn Marr, 1987 |
| chemawa indian school history: EDUCATION and the AMERICAN INDIAN Margaret Szasz, 1974 |
| chemawa indian school history: Shadows of Sherman Institute Clifford Trafzer, Lorene Sisquoc, Jeffrey Smith, 2017-07 Shadows of Sherman Institute is a photographic study of one of the most historically signficant sites of Native American history, the Sherman Indian Boarding School. Established in 1902, Sherman is still in operation as a high school, although today it is devoted not to assimilation but the the celebration of Native American culture and identity. This landmark book presents a selection of compelling images from the Sherman Indian Museum's formidable collection of some ten thousand photographs of Sherman people and places, edited by Clifford E. Trafzer and Jeffrey Allen Smith and Sherman Indian Museum curator Lorene Sisquoc. -- page [4] of cover. |
| chemawa indian school history: Carl Maxey Jim Kershner, 2011-12-01 Carl Maxey was, in his own words, “a guy who started from scratch - black scratch.” He was sent, at age five, to the scandal-ridden Spokane Children's Home and then kicked out at age eleven with the only other “colored” orphan. Yet Maxey managed to make a national name for himself, first as an NCAA championship boxer at Gonzaga University, and then as eastern Washington's first prominent black lawyer and a renowned civil rights attorney who always fought for the underdog. During the tumultuous civil rights and Vietnam War eras, Carl Maxey fought to break down color barriers in his hometown of Spokane and throughout the nation. As a defense lawyer, he made national headlines working on lurid murder cases and war-protest trials, including the notorious Seattle Seven trial. He even took his commitment to justice and antiwar causes to the political arena, running for the U.S. Senate against powerhouse senator Henry M. Jackson. In Carl Maxey: A Fighting Life, Jim Kershner explores the sources of Maxey's passions as well as the price he ultimately paid for his struggles. The result is a moving portrait of a man called a “Type-A Gandhi” by the New York Times, whose own personal misfortune spurred his lifelong, tireless crusade against injustice. |
| chemawa indian school history: The Northwest Coast James G. Swan, 1857 The intention of this volume is to give a general and concise account of that portion of the Northwest Coast lying between the Straits of Fuca and the Columbia River.--P. [v]. |
| chemawa indian school history: Standing Up to Colonial Power Renya K. Ramirez, 2018-01-01 Standing Up to Colonial Power focuses on the lives, activism, and intellectual contributions of Henry Cloud (1884-1950), a Ho-Chunk, and Elizabeth Bender Cloud (1887-1965), an Ojibwe, both of whom grew up amid settler colonialism that attempted to break their connection to Native land, treaty rights, and tribal identities. Mastering ways of behaving and speaking in different social settings and to divergent audiences, including other Natives, white missionaries, and Bureau of Indian Affairs officials, Elizabeth and Henry relied on flexible and fluid notions of gender, identity, culture, community, and belonging as they traveled Indian Country and within white environments to fight for Native rights. Elizabeth fought against termination as part of her role in the National Congress of American Indians and General Federation of Women's Clubs, while Henry was one of the most important Native policy makers of the early twentieth century. He documented the horrible abuse within the federal boarding schools and co-wrote the Meriam Report of 1928, which laid the foundation for the Indian Reorganization Act of 1934. Together they ran an early college preparatory Christian high school, the American Indian Institute. Standing Up to Colonial Power shows how the Clouds combined Native warrior and modern identities as a creative strategy to challenge settler colonialism, to become full members of the U.S. nation-state, and to fight for tribal sovereignty. Renya K. Ramirez uses her dual position as a scholar and as the granddaughter of Elizabeth and Henry Cloud to weave together this ethnography and family-tribal history. |
| chemawa indian school history: Jim Thorpe's Bright Path Joseph Bruchac, 2004 A biography of Native American athlete Jim Thorpe, focusing on how his boyhood education set the stage for his athletic achievements which gained him international fame and Olympic gold medals. Author's note details Thorpe's life after college. |
| chemawa indian school history: The Case of the California Indians Oscar H. Lipps, 1932 Appendices: Linguistic Groups of California Indians, Camp Fremont Treaty, March 19, 1851, California Indian Population Federal Census, 1930, and Lists of Authorities on California Indians. |
CHEMAWA INDIAN SCHOOL - Oregon.gov
HISTORY Step One: Read Aloud “Chemawa Indian School opened in 1880 in Forest Grove as part of the federal government’s efforts to forcibly assimilate Native American youth. The …
Boys at the Chemawa Indian School - oregonhistoryproject.org
Today, the school—renamed the Chemawa Indian School—is an accredited four year high school and is the oldest, continually operated Indian boarding school in the United States. Throughout …
HISTORY OF CHEMAWA by - digitalcollections.willamette.edu
It has been ay ambition for many years to write the history of the Chemawa Indian School and to this end I have gathered, here and there and from time to time information concerning items of …
CHEMAWA INDIAN SCHOOL - cis.bie.edu
SCHOOL HISTORY . Founded in 1880 at Forest Grove, Oregon as the Indian Industrial Training and Normal School, Chemawa is the oldest continuously operating off-reservation boarding …
A Brief History: Chemawa Indian - oregonnews.uoregon.edu
Sep 17, 1976 · A Brief History: Chemawa Indian by Olney Patt, Jr. After the fashion of all great success stories, Chem awa Indian School began its distinguished career humble and …
Indian Boarding Schools - The Oregon Encyclopedia
Chemawa, an accredited high school that serves Native American and Alaska Native students, is the oldest continuously operated off-reservation boarding school in the United States. From …
The Indian School at Chemawa - Herron's Advanced US …
THE INDIAN SCHOOL AT CHEMAWA. the slaughter of thousands of innocent men, women and children, the expendi- ture of millions of money, the infliction Of much cruel punishment and the …
Tradition to Acculturation: A Case Study on the Impacts …
One such government off-reservation boarding school was Forest Grove Indian Boarding School, originally located in Forest Grove, Oregon, until a fire forced the relocation of the school to its …
Girls Breaking Boundaries - JSTOR
Abstract: Th is article focuses on female student experiences at Chemawa Indian School in Salem, Oregon, between 1900 and the 1930s. It examines the broader meaning and signifi …
Cultural Assimilation and Indian Boarding Schools
• Students can explain how Indian board-ing schools served as a form of forced assimilation for Native Americans. • Students can create an example of a historical marker for Chemawa …
“FORWARD YOU MUST GO”: CHEMAWA INDIAN BOARDING …
Apr 6, 2011 · Founded in 1880 in northern Oregon, Chemawa was the first boarding school in the West. Along with Carlisle Indian School in Illinois, Chemawa represented the US government’s …
Girls’ Vocational Education at Chemawa Indian School 1900 …
This dissertation focuses on female student experiences at Chemawa Indian School in Salem, Oregon between 1900 and the 1930s. It examines the broader meaning and significance of the …
Chemawa Indian School Cheerleaders
This 1949 photograph shows cheerleaders at the Chemawa Indian School doing an impromptu cheer while waiting for their class picture to be taken. The photograph is from the Oregon …
Active Reading Worksheet - Oregon.gov
Article: Chemawa Indian School Authors: SuAnn M. Reddick Instructions: Take notes on the information you find in the article. Chemawa Indian School - Basic facts School history - How …
At Chemawa Indian Boarding School in Salem, Oregon, …
Boarding School. A cohesive historical narrative of the topic demands the integration of national trends in Indian law; both school and reservation census data; death records; student, parent, …
Chemawa Indian School Athletics Program - The Oregon …
Chemawa’s athletic programs began in 1894–1895. Athletics programs at the school were developed to improve the character and health of all students. The most important sports for …
Tribes confront painful legacy of Indian boarding schools
The Indian boarding-school movement in the U.S. began in earnest in the late 1800s. Before that, Native-American children were educated primarily in church-run mission schools and some …
Chemawa Indian School - Oregon.gov
Initially known as the Salem Indian Industrial and Training School at Chemawa, and briefly dubbed the Harrison Institute, (after President W.H. Harrison), the institution eventually …
REVIEW OF ACADEMIC ACHIEVEMENT AT THE CHEMAWA …
We found that the Chemawa Indian School was not properly assessing the academic needs of its students. The No Child Left Behind Act, signed into law in January 2002, requires schools to …
Klamath Tribes and the Boarding School Experience: Part II
The first off-reservation boarding school in the West was founded in 1880 as the Forest Grove Indian Industrial and Training School and was later moved to Salem and renamed Chemawa …
CHEMAWA INDIAN SCHOOL - Oregon.gov
HISTORY Step One: Read Aloud “Chemawa Indian School opened in 1880 in Forest Grove as part of the federal government’s efforts to forcibly assimilate Native American youth. The …
Boys at the Chemawa Indian School - oregonhistoryproject.org
Today, the school—renamed the Chemawa Indian School—is an accredited four year high school and is the oldest, continually operated Indian boarding school in the United States. Throughout …
HISTORY OF CHEMAWA by - digitalcollections.willamette.edu
It has been ay ambition for many years to write the history of the Chemawa Indian School and to this end I have gathered, here and there and from time to time information concerning items of …
CHEMAWA INDIAN SCHOOL - cis.bie.edu
SCHOOL HISTORY . Founded in 1880 at Forest Grove, Oregon as the Indian Industrial Training and Normal School, Chemawa is the oldest continuously operating off-reservation boarding …
A Brief History: Chemawa Indian - oregonnews.uoregon.edu
Sep 17, 1976 · A Brief History: Chemawa Indian by Olney Patt, Jr. After the fashion of all great success stories, Chem awa Indian School began its distinguished career humble and …
Indian Boarding Schools - The Oregon Encyclopedia
Chemawa, an accredited high school that serves Native American and Alaska Native students, is the oldest continuously operated off-reservation boarding school in the United States. From …
The Indian School at Chemawa - Herron's Advanced US …
THE INDIAN SCHOOL AT CHEMAWA. the slaughter of thousands of innocent men, women and children, the expendi- ture of millions of money, the infliction Of much cruel punishment and …
Tradition to Acculturation: A Case Study on the Impacts …
One such government off-reservation boarding school was Forest Grove Indian Boarding School, originally located in Forest Grove, Oregon, until a fire forced the relocation of the school to its …
Girls Breaking Boundaries - JSTOR
Abstract: Th is article focuses on female student experiences at Chemawa Indian School in Salem, Oregon, between 1900 and the 1930s. It examines the broader meaning and signifi …
Cultural Assimilation and Indian Boarding Schools
• Students can explain how Indian board-ing schools served as a form of forced assimilation for Native Americans. • Students can create an example of a historical marker for Chemawa …
“FORWARD YOU MUST GO”: CHEMAWA INDIAN …
Apr 6, 2011 · Founded in 1880 in northern Oregon, Chemawa was the first boarding school in the West. Along with Carlisle Indian School in Illinois, Chemawa represented the US government’s …
Girls’ Vocational Education at Chemawa Indian School 1900 …
This dissertation focuses on female student experiences at Chemawa Indian School in Salem, Oregon between 1900 and the 1930s. It examines the broader meaning and significance of the …
Chemawa Indian School Cheerleaders
This 1949 photograph shows cheerleaders at the Chemawa Indian School doing an impromptu cheer while waiting for their class picture to be taken. The photograph is from the Oregon …
Active Reading Worksheet - Oregon.gov
Article: Chemawa Indian School Authors: SuAnn M. Reddick Instructions: Take notes on the information you find in the article. Chemawa Indian School - Basic facts School history - How …
At Chemawa Indian Boarding School in Salem, Oregon, …
Boarding School. A cohesive historical narrative of the topic demands the integration of national trends in Indian law; both school and reservation census data; death records; student, parent, …
Chemawa Indian School Athletics Program - The Oregon …
Chemawa’s athletic programs began in 1894–1895. Athletics programs at the school were developed to improve the character and health of all students. The most important sports for …
Tribes confront painful legacy of Indian boarding schools
The Indian boarding-school movement in the U.S. began in earnest in the late 1800s. Before that, Native-American children were educated primarily in church-run mission schools and some …
Chemawa Indian School - Oregon.gov
Initially known as the Salem Indian Industrial and Training School at Chemawa, and briefly dubbed the Harrison Institute, (after President W.H. Harrison), the institution eventually …
REVIEW OF ACADEMIC ACHIEVEMENT AT THE …
We found that the Chemawa Indian School was not properly assessing the academic needs of its students. The No Child Left Behind Act, signed into law in January 2002, requires schools to …
Klamath Tribes and the Boarding School Experience: Part II
The first off-reservation boarding school in the West was founded in 1880 as the Forest Grove Indian Industrial and Training School and was later moved to Salem and renamed Chemawa …
