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Welcome | Florida Missing Children's Day Foundation
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Seeking to educate increasing numbers of Indian children at lower cost, the federal government established two other types of schools: the reservation boarding school and day schools. Reservation boarding schools had the advantage of being closer to Indian communities and as a result had lower transportation costs. Contact between students and their families was somewhat restricted as students remained at the school for eight to nine months of the year. Relatives could visit briefly at prescribed times. School administrators worked constantly to keep the students at school and eradicate all vestiges of their tribal cultures. Day schools, which were the most economical, usually provided only a minimal education. They worked with the boarding schools by transferring students for more advanced studies.
Essay on Teachers Day for Children and Students
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The Tulalip Indian School began under the supervision of Charles Milton Buchanan, a physician who also served as Indian Agent for the reservation. The first year it had only one dormitory, but by 1907 both girls' and boys' buildings were completed and the school had a capacity enrollment of 200 students. The children ranged in age from 6 to 18 years and came from many different reservations as well as some off reservation communities. It was not uncommon for teachers at day schools to recommend certain students for the boarding school. Because Tulalip offered a maximum of eighth grade education, some students transferred to Chemawa for more advanced training.
Essay about Children s Day - 391 Words - StudyMode
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. ()
Fort Spokane Boarding School opened in 1900 with an enrollment of 83 pupils and grew to 200 by 1902. It operated only until 1914 after which time the children attended day schools closer to their homes. Similarly, the military facility at Fort Simcoe became a school for the Yakama and their neighbors.
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