Читать книгу Lost Worlds of 1863. Relocation and Removal of American Indians in the Central Rockies and the Greater Southwest онлайн
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Recent studies of the boarding school experience have demonstrated that in the early twentieth century Hopi students at the Sherman Institute in Riverside, California “turned the power” so as to create vocational and cultural opportunities for themselves from programs originally designed to destroy their identity. Through these ways the vanishing Indian refused to vanish, and by 1928 the Boarding School philosophy had changed to face the new realities of a people with a culture that would not die. Teachers such as Dorothy Dunn at the Santa Fe Indian School began to promote indigenous art, and the off-reservation Indian boarding school system eventually witnessed their students “turn the power” to make the schools work for themselves and their communities.27
By way of conclusion a final case study should be examined. This is the example of Sarah Winnemucca (Thocmetony) and her attempts at Indian education. After having served as a teacher at the Pyramid Lake Indian Reservation outsides of Reno, Nevada, Sarah in the spring of 1885 began to think about establishing her own Indian school. Her “model school” was initially supported with finances from Elizabeth Palmer Peabody, the Boston philanthropist who was a pioneer in the kindergarten movement. With financial help from Peabody and land available on her brother Natches’s ranch in Lovelock, east of Pyramid Lake and southwest of the current city of Winnemucca, Sarah established her school for “all the Paiute children in the neighborhood.” By the summer of 1886 her school, called the “Peabody Institute,” was flourishing.28