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American Indian Boarding Schools Haunt Many : NPRThroughout the history of the Native American boarding schools, the U. S. It established the attitudes of Indian Affairs Agents in the early days of federal boarding schools. The report was a compilation of agent reports; the agents largely saw Indians as savages who should be compelled using whatever means necessary to send their children to schools. Only by complete isolation of the Indian child from his savage antecedents can he be satisfactorily educated, and the extra expense attendant thereon is more than compensated by the thoroughness of the work.
Riley, Indian School Superintendent. A cadet battalion organization of five companies broke up the tribal associations. Parental authority is hardly known or exercised among the Indians in this agency.
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The agent should be endowed with some kind of authority to enforce attendance. The agent here has found that a threat to depose a captain if he does not make the children attend school has had a good effect. Ward, United States Indian Agent, Mission Agency, California. The treaty with the Indians gives the children to the Government, for school purposes, nine months in the year, but the punishment therein provided in case they fail to comply is hardly humane or just. If taking ration tickets only metered out merited punishment to the heads of families, who are alone guilty, it would be a wise provision, but the children have togo hungry and suffer the disobedience of the parents. It is better, in my opinion, to compel attendance through the police than taking up ration tickets for non- attendance.
The report that followed in 1. The Problem of Indian Administration (also called the Meriam Report after Lewis Meriam, who supervised the study), found that children at federal boarding schools were malnourished, overworked, harshly punished and poorly educated. EXCERPTS. At the worst schools, the situation is serious in the extreme. The supply of soap and towels has been inadequate. The work is bad for children of this age, especially children not physically well- nourished; most of it is in no sense educational since the operations are large- scale and bear little relation to either home or industrial life outside; and it is admittedly unsatisfactory even from the point of view of getting the work done. At present the half- day plan is felt to be necessary, not because it can be defended on health or educational grounds, for it cannot, but because the small amount of money allowed for food and clothes makes it necessary to use child labor. The labor of children as carried on in Indian boarding schools would, it is believed, constitute a violation of child labor laws in most states.
Routine institutionalism is almost the invariable characteristic of the Indian boarding school. Punishments of the most harmful sort are bestowed in sheer ignorance, often in a sincere attempt to be of help. Routinization is the one method used for everything; though all that we know indicates its weakness as a method in education. If there were any real knowledge of how human beings are developed through their behavior, we should not have in the Indian boarding schools the mass movements from dormitory to dining room, from dining room to classroom, from classroom back again, all completely controlled by external authority; we should hardly have children from the smallest to the largest of both sexes lined up in military formation; and we would certainly find a better way of handling boys and girls than to lock the door to the fire- escape of the girls' dormitory. Whatever the advantages of military drill for boys of high school age (and this is a controverted matter even among military experts), few advocates of military training would find any value for girls and little children in the formal type of drill insisted upon in most Indian boarding schools.
This is especially true of those non- reservation boarding schools that have upwards of a thousand students, where the numbers and general stiffness of the organization create problems that would be bad in any school but are especially serious in Indian schools. Such superior education has not been and cannot be supplied by the BIA on its current budget of some $1,0. It has been pointed out that the Job Corps spent from $7,0. Apparently, many of the teachers still see their role as that of . Thus, the goal of BIA education appears to direct students toward migration into a city while at the same time it fails to . As a result, many return to the reservation disillusioned, to spend the rest of their lives in economic and intellectual stagnation.
Several reports point to examples of overcrowding in dormitories or classrooms, of lack of privacy for the students, of inadequate areas for study and recreation, of unappealing meals, of rules which irritate older students by their rigid enforcement and inappropriateness to the student's age, and of punitive discipline.