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Essay On My School Garden For Class 3
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The boarding schools had what came to be called the "half and half" system where students spent half of the day in the classroom and half at a work assignment or "detail" on the school grounds. The academic curriculum included courses in U.S. history, geography, language, arithmetic, reading, writing and spelling. Music and drama were offered at most schools. Young women spent either the morning or the afternoon doing laundry, sewing, cooking, cleaning and other household tasks. Oldergirls might study nursing or office work. The young men acquired skills in carpentry, blacksmithing, animal husbandry, baking and shop. They chopped firewood to keep the steam boilers operating. The work performed by students was essential to the operation of the institution. The meat, vegetables and milk served in the dining room came from livestock and gardens kept by the students. The girls made and repaired uniforms, sheets, and curtains and helped to prepare the meals.
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The foremost requirement for assimilation into American society, authorities felt, was mastery of the English language. Commissioner of Indian Affairs T.J. Morgan described English as Such chauvinism did not allow for bilingualism in the boarding schools. Students were prohibited from speaking their native languages and those caught "speaking Indian" were severely punished. Later, many former students regretted that they lost the ability to speak their native language fluently because of the years they spent in boarding school.
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My school garden in English essay
Mandatory education for Indian children became law in 1893 and thereafter agents on the reservations received instructions on how to enforce the federal regulation. If parents refused to send their children to school the authorities could withhold annuities or rations or send them to jail. Some parents were uncomfortable having their children sent far away from home. The educators had quotas to fill, however, and considerable pressure was exerted on Indian families to send their youngsters to boarding schools beginning when the child was six years old. Fear and loneliness caused by this early separation from family is a common experience shared by all former students. Once their children were enrolled in a distant school, parents lost control over decisions that affected them. For example, requests for holiday leave could be denied by the superintendent for almost any reason. ()
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Illness was another serious problem at the boarding schools. Crowded conditions and only the basic medical care no doubt contributed to the spread of diseases such as measles, influenza and tuberculosis. Tuberculosis was especially feared and at the Tulalip Indian School the dormitories were kept cold by leaving the windows open at night. Several students were sent to sanitariums in Idaho or Nevada. In a letter issued to superintendents in 1913, the Indian Office advised disinfecting all textbooks at the end of each school year to reduce the chance of spreading disease. Hospital reports for Tulalip indicate that boys spent a total of 110 days in the hospital during one month and girls 125 days. Death was not an unknown occurrence either. At Chemawa, a cemetery contains headstones of 189 students who died at the school, and these represent only the ones whose bodies were not returned home for burial.
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