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Like the figures in the ancient oral literature of Native
Americans, children who lived through the American Indian boarding
school experience became heroes, bravely facing a monster not of
their own making. Sometimes the monster swallowed them up. More
often, though, the children fought the monster and grew stronger.
This volume draws on the full breadth of this experience in showing
how American Indian boarding schools provided both positive and
negative influences for Native American children. The boarding
schools became an integral part of American history, a shared
history that resulted in Indians turning the power by using their
school experiences to grow in wisdom and benefit their people. The
first volume of essays ever to focus on the American Indian
boarding school experience, and written by some of the foremost
experts and most promising young scholars of the subject, Boarding
School Blues ranges widely in scope, addressing issues such as
sports, runaways, punishment, physical plants, and Christianity.
aboriginal people of the Americas and Australia, the book reveals
both the light and the dark aspects of the boarding school
experience and illuminates the vast gray area in between. Clifford
E. Trafzer is a professor of American Indian history, director of
public history, and director of graduate studies at the University
of California, Riverside. His many books include As Long as the
Grass Shall Grow and Rivers Flow: A History of Native Americans.
Jean A. Keller is an adjunct professor of American Indian studies
at Palomar College in San Marcos, California, and a private
cultural resources consultant. She is the author of Empty Beds:
Indian Student Health at Sherman Institute, 1902-1922. Lorene
Sisquoc is the curator of the Sherman Indian Museum in Riverside,
California. She teaches Native American traditions to high school
students and instructs extension classes in Native American
studies.
The first collection of writings and images focused on an
off-reservation Indian boarding school, The Indian School on
Magnolia Avenue shares the fascinating story of this flagship
institution, featuring the voices of American Indian students. In
1902, the federal government opened Sherman Institute in Riverside,
California, to transform American Indian students into productive
farmers, carpenters, homemakers, nurses, cooks, and seamstresses.
Indian students helped build the school and worked daily at
Sherman; teachers provided vocational education and placed them in
employment through the Outing Program. Contributors to The Indian
School on Magnolia Avenue have drawn on documents held at the
Sherman Indian Museum to explore topics such as the building of
Sherman, the school's Mission architecture, the nursing program,
the Special Five-Year Navajo Program, the Sherman cemetery, and a
photo essay depicting life at the school. Despite the fact that
Indian boarding schools-with their agenda of cultural genocide-
prevented students from speaking their languages, singing their
songs, and practicing their religions, most students learned to
read, write, and speak English, and most survived to benefit
themselves and contribute to the well-being of Indian people.
Scholars and general readers in the fields of Native American
studies, history, education, public policy, and historical
photography will find The Indian School on Magnolia Avenue an
indispensable volume.
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