They Called It Prairie Light Chapter 4

Just as the boys were given the duty of tending the farm, the girls were also responsible for helping keep up the school. The fed and clothed eight hundred to one thousand students. The girls were not given the option of helping out with the farm. It’s sad that because they were female they were supposed to assume the motherly role. They were going to be wives and mothers and take care of the household.
Being a young woman, you were limited to sewing, cooking, and cleaning. They were not given the opportunity to develop into anything else besides homemakers. Girls weren’t taught any skills that would help them develop an interest in becoming a nurse or holding a higher position than males. I found it strange how the only employment for graduates of boarding schools was in a boarding school itself.
I understand that both the males and females were being made into what the teachers thought that they should be, but females were especially. Young women were transformed into wives and mothers. They even attended classes that ranked them according to their responsibility level.
There were even places where the girls coul go and play house. The exercise wasn’t for them to have fun and be kids, instead, they were practicing for the future. They experienced what it would be like if they lived in a home with two parents and two children. Four children would live in a cottege for six weeks and practicing being housewives. This was like telling the girls to forget any and all motherly advice that may have been given to them while still living at home.
I’ve noticed that many boarding school alumni have gone on to raise large families. After reading Chapter 3, I was left wondering if this was because they were so prepared for this grueling task while they were away at boaring school. Some of the girls were very thankful for what they were taught and I believe this was what made them into such loving mothers.

They Called It Prairie Light Chapter 3

Chapter 3 of They Called It Prairie Light made me realize how much people have been shaped and molded to fit a certain form. The earliest Native American students were conformed into civilized Americans by following Christianity. Later, Native American students were conformed into what others believed they should be. This time, they were to be manual laborers and workers. Once it was noticed how changing a society was an attainable goal, schools began exploring how to shape students into docile, efficient workers. Although this wasn’t as severe as slavery, I believe it was a form of it. The students went to school wanting to learn and further themselves, yet a large part of their daily school life was spent working on the school farm. Native American children were the guinea pigs of the early school systems. First, they were to follow another’s religion, then, they were to acquire another’s work ethic.
I was offended with the idea that the Native American children could only make a living if they were able to do manual labor. After reading on, I began to get a clearer understanding. Many families were small town farmers. Educators had a preconceived notion that Native American children could only follow in their parent’s footsteps. Native Americans were not supposed to advance in life. They were not supposed to hold higher jobs than whites. They were not supposed to be interested in becoming doctors, nurses, or superintendents of schools. Men were to work on the farms and women were to take on the role of homemaker.
After reading Chapter 3, I found myself reflecting on how far education has come since the first boarding schools. From placing ‘slow learners’ into ‘opportunity’ classes and limiting them to the basic fundamentals of Arithmetic, English, and Social Sciences to the No Child Left Behind Act. Slow learners were left behind working the school farm and doing manual labor for over 75% of their days. It was like a challenge to see who could keep up. Those who could were granted the opportunity to learn. Those who couldn’t weren’t put in Special Ed classes to help give them the extra assistance they needed, they were sent to work on the farm.

They Called It Prairie Light Chapter 2

Much of what we know about the daily lives of the students and employees at Chilocco Indian School we learned through narratives. Some of the earliest recollections tell of traveling to Chilocco in the dead of winter by way of wagon. Many of the students were like me when I took my first steps onto the University of North Dakota campus. They were surprised by the size of the campus and large number of students.

Upon arrival came shock, with the shock came homesickness. As students became homesick, many decided to run away. One group of students who were caught planning an escape were stripped naked, given a blanket, and dropped off in the middle of the prairie. I guess the superintendent figured, if they want to leave, then let them go. I’m sure occurrences like this kept some of the other students from trying to leave.

I was glad to learn that over time, education become a more desired commodity. Instead of having to attend, students began wanting to attend. Like attending some colleges today, Chilocco became a family tradition. Younger siblings wanted to follow in their brothers’ and sisters’ footsteps and attend Chilocco. Just like colleges today, Chilocco had an application for acceptance. By the 1920’s, Chilocco was forced to deny over 300 applicants for lack of space. When Chilocco made the decision to only teach upper grades, a more structured curriculum was put into place. It began establishing itself as an agricultural school. Later, girls were introduced to the teaching aspect of school.

After reading chapter 2, I learned that although Chilocco was established to keep Native Americans from practicing their traditions, not everything about it was negative. Many alumni told of enjoying their time at Chilocco. They were taught valuable trades that they were able to use in their everyday lives upon leaving the school. Some of the students even had trouble adjusting to the outside world once they were on their own. I think that the structure the school brought to student’s lives helped make them the people they grew to be. My grandmother who attended boarding school is the hardest working woman I have ever met. At 77, she still jokes that she can outwork me any day!

They Called It Prairie Light Chapter 1

Image taken from Google. Carlisle Indian School, 1900.

After reading chapter one I wondered how Native Americans would be living today had they not been sent to boarding schools. Would we be considered "civilized U.S. Americans"? I am sure that many of our traditions and languages would still be practiced in our daily lives.

It is sad how so many children were taken away from their parents and forced to attend boarding school. Children were punished for using the only language they knew. Of course they are going to experience culture shock. Many kids even tried to run away.

My Grandma attended boarding schoolo in Chamberlain, SD. She said that they had to do many chores throughout the day. She was the only one out of her brothers and sisters who didn't try to run away.

I also found it ironic that when building the Chilocco Indian School, the superintendent went over budget yet the school was more concearned with converting or "civilizing" Native American children than they were with educating them. They focused more on teaching the children that the christian way of life was the working way of life.