Schooling Girls and Women and Schooling and American Indians

1
Schooling Girls and Womenand Schooling and
American Indians
Focus on Political Economy Ideology
Schooling In addition

• Tozer Chapters 5 and 7

2
Schooling Girls and Women
Political Economy

• American Revolution-ideas on how new nation
  should be and educations essential role
• Need for teachers in Common Schools led women to
  the workforce therefore needing a higher
  education for women
• Growing industry required clerical workers

Ideology

• Move from wives and mothers to workers in society
• Women not viewed as rational and independent
  beings
• Women still believed to be inferior to men, but
  entitled to an education
• Most believed the only appropriate goal was
  matrimony
• 19th century-3 thoughts regarding education of
  girls
• Right Wing
• Liberals
• Left Wing

3
Schooling

• Increase in number of girls in public school
• Curriculum of domestic sciences
• 1630-start of American Rev.-women barred from
  public schooling (few exceptions)
• Those girls that were accepted to public school
  done so grudginglycould only attend when boys
  were absent (5-7am)
• Wealthy women often tutored at home/private
  academies
• Dancing, music, drawing, needlepoint
• Read about Emma Willard and her accomplishments
• p. 132

4
In addition

• Womans first responsibility was to her husband
• Manners and morals of society called for women to
  exemplify this behavior to their children
• Cult of Domesticity-women should be educated as
  homemaking and nurturing were exclusively female
  teaching roles
• Radicals Susan B. Anthony, Elizabeth Cady Stanton
  and Soujourner Truth, and others, led the demand
  for gender equality
• Seneca Falls Womens Rights Convention-demand
  for vote and higher education for women
• Normal Schools opened in response to demand for
  higher education for women
• Vassar College founded on the premise that women
  were equal to men---major breakthrough
• 1920s-bDomestic Vocational Education movement
• Commercial Education-appropriate for white
  working class females, immigrants and African
  American females could then socialize in
  workforce

5
Schooling and American Indians

• 6 STAGES
• INTERACTION OF NATIVE AMERICANS AND EUROPE
  AMERICANS
• CONQUEST- 1492-1886. Number of Indians reduced
  from 1 million to ¼ million by 1890war and
  disease. Indians seen as an impediment to
  expansion and progress.
• CIVILIZATION- 1819 Civilization ActIndian men to
  stop hunting, move from kinship to
  individualization. Capitalism, women out of the
  fields.
• REMOVAL- 1820s. Whites in the south East felt
  that change wasnt going fast enough,Indians felt
  that they could maintain their culture by moving.
  
• Trail of Tearsrelocated to land in the West.
  For their own good. (president Jackson).

6

• 4. CONCENTRATION- concentrate in out of the way
  places and continue to convert reservations
• 5. ASSIMILATION- 1880s, poverty on
  reservations, living in teepees, not
  assimilating. Christian missionaries sent to
  kidnap children. Public schooling to socialize
• Education Goal-assimilation, boarding schools,
  and later on reservation
• schools, and public schools. Children required
  to cut hair, rituals banned, prohibited from
  speaking native language.
• Land allotment and boarding school policies
  contributed to the destitution rather than the
  assimilation. Indians would receive and education
  appropriate to their statusvocationalmarginal
  laborers/repetitive hand work.
• 6. SELF DETERMINATION- 1960s Bureau of Indian
  Affairs (BIA) established. Red Power to force
  the government to uphold its treaties. (Protest
  dismissed as communist inspired.)

7
Political Economy

• -Each group of Indian people is a unique and
  complex
• cultural within the North American
  environment
• -Many differences among tribeslinguistics,
  cultural and
• environmental
• -Many different tribes coexisted as a means of
  survival.
• -Iroquois lived in towns. Matrilineal (Women
  owned
• property). Hunted, fished, crops, shared
  deer with other
• towns. Coexisted with nature.
• -Provided for own needs, cared for the sick,
  taught tribal beliefs to children, taught values
  and skills.
• -War and disease accelerated Indian change and
  disillusioned Indians were constantly being
  encouraged to assimilate into European Christian
  culture
• -Treaties were agreed upon between the tribes and
  the federal government.

8
Ideology

• -The idea of Manifest Destiny was often used as
  justification for subduing all native cultures.
• -19th century, Euro-Americans believed that their
  culture was the definition of civilization.
• American Indians, when conceptualizing God, saw
  God and nature as one. American Indians believed
  that they should live in harmony with the
  environment, not to subdue it. Seen as savage by
  Euro-Americans.
• -1886-Dawes Act-distribute tribal lands to
  individual tribes members Policy reduced tribal
  lands by 100 million acres between 1886-1933.
• -Euro-American missionaries and government
  officials wanted to lessen the differences
  between themselves and the Indians.
• -Growing Nationalism resulted in an inevitable
  clash of ideological perspectives

9
Schooling

• European attempts to educate Native Americans
  were intended to be a part of a civil solution to
  problems that ensued violence.
• -Native American families resisted formal
  education and its assimilative approach
• -1886-Dawes Act-intended to teach Indians how
  yeoman farmers work.
• -18th and 19th centuries, Government was funding
  a number of Indian schools run by Missionaries.
  Indians also educated in on-reservation boarding
  schools and in public schools.
• -Boarding schools and the allotment policy was a
  major contributor of the break up of Indian
  tribes.
• Boarding Schools criticized
• -Barbaric living and working conditions in
  Boarding
• Schools
• -Attempt at rapid assimilation caused resentment
  of
• the dominant culture did not create
  a faster
• assimilation.

10

• Francis E. Leupp- supported use of reservation
  day schools-- civilization could be brought to
  Indian instead of Indian to civilization.
• Scientific Management and Educational Reform-
• 1928-The Merriam Report titled Problem of Indian
  Administration concluded
• -Need to revise the BIA policy of cultural
  assimilation and boarding schools
• -BIAs most fundamental concern was education
• -More government administration was needed to
  effect
• policy change and maintenance
• -Through education the Indian could begin to
  
• understand better the demands of
  modern culture and
• technology
• -Important that Indians retain their cultural
  wisdom.
• -Indian culture became a value by the BIA
  administration
• -Indians would progress only if the most
  sophisticated management techniques and
  educational practices were employed.
• -Lack of Indian administrators and
  teachers for Indian schools

11
Read about these major players in the schooling
of American Indians

• W. Carson Ryan
• John Collier
• Willard Walcott Beatty (no relation to Warren!)
• WHAT IS THE IRA?