Indian Residential Schools

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We will be doing this lesson following the first. It will be done the same way (lecture). There is an assignment at the end, which will also be posted on facebook and it will be due 7 days from the time we go over the assignment

Education

Residential Schools in Quebec and Canada Lesson 2

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Historical foundation of curriculum development in the Philippines. It was only in 1976 with PD 1006 known as the Decree Professionalizing Teaching that teachers in the Philippines became professionalized. The need to professionalize teaching was felt “to insure that in the immediacy and urgency of teacher recruitmet, qualitative requiements are not overlooked...” and “although teaching requires a number of years of collegiate study, it is the only course that is not yet considered profession” (PD1006). Furthermore... “in recognition of the vital role of teachers in nation-building and as an incentive to raise the morale of teachers, it is imperative that they be considered as professionals and teaching be recognized as a profession” (P.D.1006) Then in 1994, R. A 7836, otherwise known as the Philippine Teachers Professionalization Act of 1994, was passed to ... “promote quality education by proper supervision and regulation of the licensure examination and professionalization of the practice of the teacher profession.” (Section 2) During the pre-Hispanic period, there was no established formal schooling in the country. So there was no formal prreperation for teachers, too. The mothers and fathers and tribal leaders served as teachers at hom and in the community. During the Spanish period and by virtue of Educational Decree of 1863 free public school system was established. There was one school for boys and another school for girls in every municipality. The Spanish missionaries served as teachers. The same Decree provided for a normal school run by the Jesuits to educate male teachers in Manila. Normal schools for women were not established until 1875. So it was the Spaniards who started training teachers in normal schools. The foundations of teacher education in the Philippines were laid by the Spanish government during the mid-eighteenth century. It is said to have begun on August 4, 1765, when King Charles of Spain issued a Royal Decree requiring each village to have a “maestro.” On November 28, 1772, another Royal Decree specified the qualifications of teahcers. However, it was not until 1863 that there was a specific attempt to systematize and update the education of Filipino teachers.

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BOARDING SCHOOLS The boarding school experience for Indian children began in 1860 when the Bureau of Indian Affairs established the first Indian boarding school on the Yakima Indian Reservation in the state of Washington. These schools were part of a plan devised by well-intentioned, eastern reformers Herbert Welsh and Henry Pancoast, who also helped establish organizations such as the Board of Indian Commissioners, the Boston Indian Citizenship Association and the Women’s National Indian Association. The goal of these reformers was to use education as a tool to “assimilate” Indian tribes into the mainstream of the “American way of life,” a Protestant ideology of the mid-19th century. Indian people would be taught the importance of private property, material wealth and monogamous nuclear families. The reformers assumed that it was necessary to “civilize” Indian people, make them accept white men’s beliefs and value systems. Boarding schools were the ideal instrument for absorbing people and ideologies that stood in the way of manifest destiny. Schools would quickly be able to assimilate Indian youth. The first priority of the boarding schools would be to provide the rudiments of academic education: reading, writing and speaking of the English language. Arithmetic, science, history and the arts would be added to open the possibility of discovering the “self-directing power of thought.” Indian youth would be individualized. Religious training in Christianity would be taught. The principles of democratic society, institutions and the political structure would give the students citizenship training. The end goal was to eradicate all vestiges of Indian culture. By the 1880s, the U.S. operated 60 schools for 6,200 Indian students, including reservation day schools and reservation boarding schools. The reservation day school had the advantage of being relatively inexpensive and caused the least opposition from parents. The reservation boarding school spent half a day teaching English and academics and half a day on industrial training. Regimentation was the order of the day and students spent endless hours marching to and from classes, meals and dormitories. Order, discipline and self-restraint were all prized values of white society. The boarding schools hoped to produce students that were economically self-sufficient by teaching work skills and instilling values and beliefs of possessive individualism, meaning you care about yourself and what you as a person own. This opposed the basic Indian belief of communal ownership, which held that the land was for all people. “Kill the Indian, Save the Man” At this juncture, it was felt that reservation schools were not sufficiently removed from the influences of tribal life. In the eyes of assimilationists, off-reservation boarding schools would be the best hope of changing Indian children into members of the white society. For Col. Richard Henry Pratt, the goal was complete assimilation. In 1.

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