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Norwich Vermont and Dartmouth College

Notwithstanding the fact that Norwich had for many years within its borders a collegiate institution of its own, founded and directed by its most distinguished son, the relations of their people towards Dartmouth College on the opposite bank of the Connecticut were always intimate and friendly.

Education, Schools and Language on the Six Nations Reservations

The pagan element, as a general rule, is opposed to education. Exceptions are sometimes found. Families with small means, unwilling to make any effort to change their condition, claim that they need their children for homework. Even when they enter them at the beginning of the term, they do not enforce their attendance. The children, to a large extent, inherit careless, sluggish, indolent natures, and a lazy spirit. In some respects their capacities are above the average standard of the white people. They are more uniformly good penmen, good musicians, and excel in drawing, but the statements of the Indians as to reading, writing, and speaking the English language magnify the facts. Their reading, as a general rule, goes little beyond the slow mechanical utterances of fixed lessons. Letters are merely objects easily memorized and related to each other in their fixed order, but the thought involved is rarely recognized. There are bright exceptions in all the schools, as well as among adults, but the ability to read ordinary books and papers is an after growth. Writing, to many, is even more difficult than reading, but their mechanical copying, for which they have a natural faculty, will compare favorably with that of the best schools of the same grade in any state, girls and women doing better in this respect than boys and men. In Several families the educated women have, the care of their husbands books and correspondence, and their social temperaments lead to letter writing, as among the white people. Thus, a woman of Cattaraugus conducts a successful school at Cornplanter, across the Pennsylvania line, which is...

Choctaw Nation Schools in 1904

The following dataset is a list of students in the Choctaw Nation schools during the class year of 1904. It was compiled by Ruthie McLillan and provided to AccessGenealogy for publication. A day school curriculum included subjects such as English, math, history, drawing and composition. Students would often produce a variety of weekly and monthly newspapers and other publications that were considered part of their “industrial training,” or preparing for work in the larger economy. These featured their artwork and writing. Students also learned trade and work skills, such as artisan and domestic crafts, which were considered useful at the time. The children attended school during the day and returned to their homes in the evening. The concept behind day schools was simple. It was the white man’s continued attempt to force Native Americans to assimilate to the white culture. Day Schools Choctaw Nation – A-B Alamo Day School Albany Day School Albion Day School Ashland Day School Beach Creek Day School Bennington #1 Day School Bennington #2 Day School Day Schools Choctaw Nation – B Bently Day School Bethel #1 Day School Bethel #2 Day School Big Hill Day School Big Lake Day School Black Jack Day School Boggy Depot Day School Boiling Springs Day School Bokchito #1 Day School Bokchito #2 Day School Bower Day School Brooken Day School Day Schools Choctaw Nation – C Calloway Day School Calvin Day School Canadian Day School Cedar Day School Celestine Day School Chishoktak Day School Choate Springs Day School Coal Creek Day School Conser Day School Cox Chapel Day School Crowder Chapel Day School Day Schools Choctaw Nation –...

Schools by County

Gaine School Boiling Spring School Teacher: Robert E. Lee (fullblood Choctaw) Local Trustee: Jackson James (fullblood Choctaw) Dunlap School Teacher: E.P. Sullivan (white) Local Trustee: Lum Dunlap (intermarried white) Featherston School Teacher: May Featherston (white) Local Trustee: L.C. Featherston (intermarried white) Mountain Station School Teacher: H.J. Sexton (fullblood Choctaw) Local Trustee: Houston Nelson (fullblood Choctaw) Vireton School Teacher: R.H. Burrows (white) Local Trustee: Osburn White (fullblood Choctaw) White Oak School Teacher: No Name Listed (white) Local Trustee: Mike Hicks (fullblood Choctaw) San Bois County Bethel School Teacher: Belle Green Local Trustee: William Martin (fullblood Choctaw) Brooken School Teacher: Miss Ida Erwin (white) Local Trustee: John Saunders (intermarried white) Cartersville School Teacher: M.M. Ryan (white) Local Trustee: W.T. Ross (intermarried white) Cedar School Teacher: Simon Dwight (fullblood Choctaw Indian) Local Trustee: Jonas Thompson (fullblood Choctaw Indian) Enterprise School Teacher: Lula Brown (white) Local Trustee: James Rickle (intermarried white) Lenox School Teacher: Mrs. W.L. Jackson Local Trustee: Isaac Garland Longtown School Teacher: Miss Mary Kennon Local Trustee: Green Taylor ( intermarried white) Mission School Teacher: William H. Harrison ( Choctaw Indian) Local Trustee: William Bond ( fullblood Choctaw) Rock Creek School Teacher: Mrs. Emma Hornidy Local Trustee: Sampson McCurtain San Bois School Teacher: I.H. Windsor Local Trustee: Rus Vance Stigler School Teacher: J.B. Holleman (white) Local Trustee: S. Stigler (intermarried white) Tamaha School Teacher: Ella Walker (white) Local Trustee: J.S. Forrest (half blood Choctaw) Toloka School Teacher: D.F. Jones (white) Local Trustee: Arnold Folsom (3/4 blood Choctaw) Whitefield School Teacher: B. L. Phepps (white) Local Trustee: W.S. Hall (intermarried white) Skullyville County Bokoshe School Teacher: Katherine Albright (white) Local Trustee: D.A....

School Duties

The plat of ground inclosed by our buildings was rectangular, the sides of which were one hundred feet in length. In the center of this square a post or column was firmly planted, upon the upper end of which a bell was hung. In the winter season the bell was rung at five o’clock, and in the summer at sunrise, as the signal for rising. In one hour after the first bell the second bell was rung as the signal for assembling in the chapel for family worship, which consisted of the reading of the Scriptures, singing, and prayer. From the chapel we went directly to the dining-room for breakfast. Immediately after breakfast all the pupils were taken to the fields or woods, and kept at manual labor till half past eight o’clock; they were always in the care of one of the teachers. At nine o’clock the exercises in the school­room commenced; the session continued till twelve, at which time we had an intermission of one hour for dinner and recreation. The afternoon session continued till four o’clock; at half-past four the pupils again engaged in manual labor till within a half hour of sunset. In the winter season, when the days were short, the school did not open till half-past nine in the morning, and was dismissed at half-past three in the afternoon. At the ring of the bell we met in the chapel for prayers at sunset in the evening, after which we had supper. The students were encouraged to read of evenings, but were not required to devote any of the time to study; they...

Opening of the Fort Coffee Academy

On the ninth day of February, 1844, the school opened with six students from the Pushmataha district; they presented certificates of appointment signed by J. Folsom, chief, and S. Jones, Trustee. On the following day a number of pupils came from the Puckchenubbee district with certificates signed by James Fletcher, chief, and P. P. Pitchlynn, Trustee; also from the Moshulatubbee district, with certificates from Nat Folsom, chief, and Thomson M’Kenny, Trustee. In a few days we had received thirty pupils into the school to be clothed, fed, and taught. In addition to these we had consented to teach all the day scholars who should choose to come, boarding at home and being clothed by their friends. There were only a few who availed themselves of this privilege. The lads came in dressed in the prevailing fashions, having generally shirts, pants, and calico hunting­shirts; a few had shoes or moccasins, but the major­ity came with the feet bare. Not more than two or three wore hats; the balance were either entirely bareheaded or had a cotton handkerchief twisted around the head, making a sort of turban. According to Indian taste they all had long hair, and a few of them wore it braided. Our first work after their arrival was to wash and clothe them; we had entire suits prepared in advance for them. The coat and pants were of Kentucky jeans; good stout shoes, sealskin caps, white shirts of stout cloth, and cotton handkerchiefs completed the outfit. We had a tub of water for ablutions; then Mr. P., armed with stout shears, soon reduced their hair to our notions...

Fort Coffee Academy for Boys

On the first day of October, 1844, the second session of the Academy opened with about thirty students in attendance, a few not having yet returned. Mr. Brigham was employed as an assistant teacher. He was an Irishman, having been born and educated in the city of Dublin, and was, by profession, a druggist. His education was good; he was intelligent and gentlemanly and had once been a member of the Presbyterian Church. Our school was full, not one of the old pupils failing to return. They manifested very great pleasure at meeting us and in getting back to the regular round of school duties. A few of the lads were accompanied by friends, fathers or brothers, mounted on their ponies, while not a few had walked, carrying their provisions and camping by the roadside at night. The friends who came as visitors all remained several days, resting themselves and horses, and witnessing the mysteries of the school-room. Indians are seldom in haste, and never in a hurry to quit a place where grazing is abundant and provisions ample and free. We encouraged them to remain sufficiently long to become favorably impressed with the Academy and so carry back a good report of the institution. Every man who came into the recitation room took occasion to make a speech to the lads; they, no doubt, gave much sage counsel, the purport of which we could not quite comprehend with our im­perfect knowledge of their language. But, at the termination of each address, the boys gave the accus­tomed response, “ Yes, it is well!” and it became necessary for one...

New School System

It will be remembered that at the session of the General conference of the Methodist Episcopal Church, in the month of May, 1840, four Secretaries, or agents, were appointed to serve under the direction of the Missionary Board of our Church, Rev. E. R. Ames was appointed to the western portion of the work. The Secretaries were expected to travel extensively, to address the Churches on the subject of missions, to labor to arouse the people to a sense of their duty, to learn the wants of the desti­tute, and to devise means for the support of such new missions as the parent Board should feel authorized to establish. The office involved immense responsibilities, no less than herculean labor. The western Secretary, after carefully consulting the map of his field, determined to explore the entire western frontier from the northern lakes to the Gulf of Mexico. A faithful history of that prospecting tour would of itself be a volume of intense and thrilling interest. Mr. Ames left his family at his residence, in Greencastle, Indiana, and, traveling by coach to St. Louis, he took passage on a steamboat bound for the upper Mississippi. He ascended the river to the head of steam navigation, visiting the frontier settlements and all the Indian tribes on the tributaries of the Mississippi. As there were Indians located further up, and near the sources of the smaller rivers, he procured a canoe and native oarsmen to ascend the streams as far as possible. It was not an unusual occurrence to take the canoe upon their shoulders, and make a portage from one river or...
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