61. NATIVE-L (September 1993): Re: Native American Boarding Schools Program here at the University Of pennsylvania. in Riverside, California, an IndianBoarding School open Native American experiences in borading schools. http://nativenet.uthscsa.edu/archive/nl/9309/0325.html

Re: Native American Boarding schools Jeanette Mills jcmills@u.washington.edu Sat, 25 Sep 1993 11:25:21 -0700 Articles sorted by: [ date ] [ thread ] [ subject ] [ author ] Next article: John Burrows: "1993 UN Draft Declaration" Previous article: debra@oln.comlink.apc.org: "New Video: Zapotec Women in Mexico" On Fri, 24 Sep 1993 Jacqueline.F.Keeler@Dartmouth.edu (Jake) wrote: 149027@netnews.upenn.edu martinez@mail.sas.upenn.edu (Desiree Martinez) writes: At the University of Washington there is a professor in the American Indian Studies division of the Anthropology Department who, I believe, has done extensive research on Indian boarding schools. I think she even recently published a book on this subject. Her name is Tsianina Lomawaima and you should be able to reach her through her office, (206) 543-4793, or the departmental phone number, (206) 543-9082. I can't find an e-mail address for her. jcmills@u.washington.edu Next article: John Burrows: "1993 UN Draft Declaration" Previous article: debra@oln.comlink.apc.org: "New Video: Zapotec Women in Mexico"

62. NATIVE-L (September 1993): Re: Native Maerican Boarding Schools Program here at the University Of pennsylvania. in Riverside, California, an IndianBoarding School open Native American experiences in borading schools. http://nativenet.uthscsa.edu/archive/nl/9309/0283.html

Re: Native Maerican Boarding schools Jake jacqueline.f.keeler@dartmouth.edu Fri, 24 Sep 1993 03:37:54 GMT Articles sorted by: [ date ] [ thread ] [ subject ] [ author ] Next article: E. Gaele Gillespie: "Re: Native American Technical Associations" Previous article: Nigel Allen: "US Govt/Lakota Update" [ This article relayed from the Usenet "soc.culture.native" newsgroup ] 149027@netnews.upenn.edu martinez@mail.sas.upenn.edu (Desiree Martinez) writes: Of value would be the article written on Catholic Boarding Schools I the 2nd or 3rd week of May 1993 edition. Jake Jacqueline.F.Keeler@Dartmouth.edu Next article: E. Gaele Gillespie: "Re: Native American Technical Associations" Previous article: Nigel Allen: "US Govt/Lakota Update"

63. State Archives Exhibit Recounts Indian Boarding School Experience The exhibit includes stories of Indian boarding school survivors the large, offreservationfederal schools – Carlisle in pennsylvania, Chilocco in http://www.sos.state.or.us/executive/pressrel/041200.html

NEWS RELEASE FOR IMMEDIATE RELEASE April 12, 2000 Contact: Layne Sawyer Oregon State Archives 503/373-0701 x 239 State Archives Exhibit Recounts Indian Boarding School Experience Salem The Oregon State Archives, located at 800 Summer Street NE in Salem, will host the exhibit "They Sacrificed for Our Survival: The Indian Boarding School Experience," from April 14 to May 8, 2000. "I am pleased that the State Archives will display information about this important, yet often unmentioned, chapter in Oregon history," said Secretary of State Bill Bradbury, whose agency includes the State Archives. "It is not a chapter we can be proud of, but one which we should not forget." Federal Indian policy makers in the late 1800s and early 1900s sought to use the schoolhouse specifically the boarding school as an instrument for acculturating Indian youth to "American" ways of thinking and living. Only by removing Indian children from their homes for extended periods of time, policy makers reasoned, could white "civilization" take root while childhood memories of "savagism" gradually faded to the point of extinction. The attempted eradication of Indian cultures is still a source of pain for many American Indians. This exhibit introduces a subject little known outside American Indian communities. The exhibit includes stories of Indian boarding school survivors told in the oral tradition of their ancestors and through historical photographs and student artwork dating from the late 1800s through the 1950s. The photographs illustrate several of the large, off-reservation federal schools – Carlisle in Pennsylvania, Chilocco in Oklahoma, and Chemawa in Oregon – as well as mission schools in Washington and Idaho. Exhibit materials are part of the Estelle Reel Collection at Cheney Cowles Museum in Spokane, Washington.

64. LancasterOnline.com: Community Harriet attended boarding schools in Lancaster, pennsylvania and inCharlestown, West Virginia. She completed her education at the http://www.wheatland.org/servlet/community_ProcServ/dbpage=page&GID=010400104209

Community Request Free Web Site Organizations Online Local Places of Worship Community Calendar ... Help Education Newspapers in Education Freestyle Local Schools Local Colleges ... Homework Hotline Channels Homepage News Business Sports ... Archives Marketplace Apartments Automobile Classifieds Coupons ... Yellow Pages Special Sections Active Lifestyles HOME Education Guide Destination Lancaster ... Wedding Planner Online Features Talk Back Movie Guide Outdoor Guide Route 30 Traffic Cam ... Going Out Lancaster Newspapers Intelligencer Journal New Era Sunday News LancasterOnline ... Archives Harriet Lane Johnson, First Lady 1857-1861 Harriet Lane was born in 1830 in Mercersburg , Pennsylvania. The youngest daughter of James Buchanan's sister, Jane, and husband, Elliot Tole Lane, Harriet was eleven when she became an orphan. James Buchanan was her guardian, and unofficially became her adopted father. Harriet moved in with her Uncle James in his downtown Lancaster townhouse. Harriet attended boarding schools in Lancaster, Pennsylvania and in Charlestown, West Virginia. She completed her education at the Georgetown Visitation Convent near Washington, DC, graduating with honors. In 1849, Harriet moved with her Uncle and his household from downtown Lancaster to his newly acquired Wheatland estate, where, Harriet was given the task of purchasing many of the furnishings for the mansion house.

65. Chester County Community Services And Programs Website Directory. CCIU Services boarding schools Westtown School, Westtown, coeducational boardingand religious studies school Miscellaneous pennsylvania schools Report Card http://www.ccsites.com/community.html

Chester County Community Services And Programs Website Directory CC Sites CCSites Home Web Design Member Sites Add URL ... Contact Us Chester County Community Chester County, PA Network ADVERTISEMENT Attractions Businesses Community ... Resources CCSites.com ChesterCountySites.com Categories Activities Charities Churches Emergency ... Health + Therapists Health Care + Hospitals + Pediatrics + Physicians Libraries Prisions Schools Seniors ... Town Watch Indicates a Chester County Sites Website! Add Your Chester County Website, Add URL ccflyer.com WEB PAGE FLYER (one page website) Cornerstone Fellowship Coatesville, PA Growing Baptist congregation. Located near routes 82 and 340. Top Of Page Search our site for: Exact Match: Chester County, PA News Sports Weather C-O-N-N-E-C-T-I-O-N www.ccsites.com Avon Grove, Berwyn, Bryn Mawr, Coatesville, Collegeville, Devon, Downingtown, Exton, Frazer, Glenmoore, Honeybrook, Kennett Square, Lancaster, Lionville, Malvern, New London, Octoraro, Oxford, Paoli, Phoenixville, Radnor, Thorndale, Valley Forge, Wayne, Westtown, West Chester, Pennsylvania. Inspirations by mcfeth.com

66. Asians Flock To Private Schools 2/4 | Asian American Parenting | GoldSea favorite stops include the pennsylvania Dutch country and a medieval meal in suburban New Jersey. How do Asian students rate US boarding schools? http://goldsea.com/Parenting/School/school2.html

ASIAN AMERICAN PARENTING AA FORUMS COMMENT ON AN ARTICLE CONTACT US No part of the contents of this site may be reproduced without prior written permission. GOLDSEA ASIAMS.NET ASIAN AMERICAN PARENTING PRIVATE SCHOOL BOOM PAGE 2 OF 4 Ten years ago 160 students attended Foxcroft; enrollment dipped to 120 during the 1988-89 school year. This trend, Leipheimer says, closely parallels U.S. demographics for all secondary schools during the 1979-2020. International markets and renewed interest in same-sex schools have helped enrollment stabilize and start growing again. Most overseas candidates are introduced by alumni through "a tremendous network, particularly [among] our Asian families." She says Asian families view the rural, all-girl school as a safe environment, and appreciate its proximity to, yet isolation from, Washington D.C. They are also reassured by seeing a "population that is not just Asian," assuring them that their daughters will get a "true global experience". Asian parents are looking for a school that is "not crowded with other Asian students," thereby forcing their children to speak English, concurs Jack Eidan, dean of admissions at the Wyoming Seminary, a co-ed school in northeastern Pennsylvania which, despite its name, is non-sectarian. The school instituted its English as a Second Language program in 1989 and developed a special summer orientation program and U.S. history course for foreign students. The six-week program includes three weeks of travel to various historical sites, resorts and university campuses. favorite stops include the Pennsylvania Dutch country and a "medieval meal" in suburban New Jersey. Wyoming Seminary also offers a modified host family program so that students can periodically partake of weekend excursions or Super Bowl Sunday family style.

67. The Challenges And Limitations Of Assimilation: Indian Board Schools -- Brown Qu African Americans, Pratt contended that nonreservation boarding schools could accomplish experimentwhen an old army barracks in pennsylvania was transformed http://brownvboard.org/brwnqurt/04-3/04-3a.htm

Personal Perspective Volume 4, No. 3 (Fall 2001) Native American Issue Vol. 4, no. 3 (Fall 2001): A Personal Perspective Using the Internet Book Nook Teacher Talk ... Cherokee Female Seminary, 1851 The Challenges and Limitations of Assimilation Indian Board Schools Information for this article was provided by the National Parks Service, Racial Desegregation in Public Education in the United States, Theme Study August 2000. Click an image to read its caption. The legacy of non-reservation Native American boarding schools can be traced to the ideas and efforts of one man, Captain Richard Henry Pratt. A cavalry officer who had commanded African American troops against American Indians in the west, Pratt developed his notion of "assimilation through total immersion" while in charge of incarcerated Indians at Ft. Marion Florida. Unlike many of his contemporaries, Pratt did not believe there were innate genetic differences in American Indians. For him, environment explained all of human nature. Using the specious analogy that slavery had assimilated African Americans, Pratt contended that non-reservation boarding schools could accomplish the same result for native peoples. In 1879, Pratt got his chance to test his experiment when an old army barracks in Pennsylvania was transformed into the Carlisle Indian School (a National Historic Landmark). With Pratt as both founder and superintendent, Carlisle became the model for federal Bureau of Indian Affairs (BIA) boarding schools across the Midwest and Southwest during the late 19th century. By 1902, there existed 25 federally supported, non-reservation boarding schools for American Indians across 15 states and territories with a total enrollment of 6,000 students. In Alaska, two boarding schools at Sitka and Wrangell were also created with the express purpose of providing manual and domestic training for a select group of Alaska Native children, those considered "the brightest boys and girls."

68. Native American Education Documents From The 19th Century in his motto for the Carlisle Indian School in pennsylvania Kill the opened upschools on Native lands, and then eventually, boarding schools were opened on http://www.duke.edu/~ehs1/education/

Native American Education: Documents from the 19th Century Elizabeth Hope Styron Native American History, Professor Peter Wood Duke University Kill the Indian and Save the Man George Grant, a Presbyterian minister from Nova Scotia who traveled across the northwest portions of Canada in 1872 observing Native Americans of that country, wrote upon his return; "As the Indian has no chance of existence except by conforming to civilized ways, the sooner that the Government or the Christian people awake to the necessity of establishing schools among every tribe the better. Little can be done with the old, and it may be two, three or more generations before the old habits of a people are changed; but, by always taking hold of the young, the work can be done." Grant's attitude closely resembled that of many clergy and legislators in both the United States and Canada throughout the Nineteenth-Century and into the Twentieth. It was an attitude that Captain Richard Pratt epitomized in his motto for the Carlisle Indian School in Pennsylvania - "Kill the Indian, save the Man."

69. Stables, Livery And Riding Schools In Pennsylvania boarding Kennels Breeders Breed Clubs Dog Trainers Dog Walkers Grooming ServicesRescue Humane You are in Directory Stables Riding schools. pennsylvania. http://www.petprospects.com/directory/stables/Pennsylvania.htm

Add to favorites Make Home Page FREE eZine powered by FreeFind Submit a Listing Be Featured! Update a Listing ... Cancellations Categories Boarding Kennels Breeders Breed Clubs Catteries ... Link to Us! Please Quote 'PetProspects.com' when Contacting Our Listings. Thanks! You are in: Directory Pennsylvania Sorry, there are currently no listings in this category. Please return later Sorry, there are currently no listings in this category. Please return later Horse Gallery Horse Care Get the lowdown on common queries and problems from our experts Horses' Paddock Chat Forum Horse Wallpapers Brighten up your desktop - choose from dozens of beautiful pictures Articles Have you got experience keeping, riding or breeding horses? We might want to hear from you... Horse Fun! Ask for Advice Get the lowdown on common queries and problems from our experts More Please Quote 'PetProspects.com' when Contacting Our Listings. Thanks!

70. Pennsylvania State University Intensive English Communication Program Programat pennsylvania State University.Featured schools Search Request Information Resource Guide boarding schools http://www.studyusa.com/factshts/jpn/pennst.htm

Pennsylvania State University Intensive English Communication Program 301 Boucke University Park, PA 16802-5901 USA “d˜b: 814-865-7550 ƒtƒ@ƒbƒNƒX: 814-863-5889 E-ƒ[ƒ‹: IECP@outreach.psu.edu ƒEƒFƒuƒTƒCƒg: www.outreach.psu.edu/IntensiveEnglish/ ƒtƒŒƒ“ƒhƒŠ[‚ō§Ø’š”J‚ȃvƒƒOƒ‰ƒ€ IECP‚ÅŠw‚ñ‚¾Šw¶‚͈êŠÑ‚µ‚ăvƒƒOƒ‰ƒ€ƒXƒ^ƒbƒt‚̐e‚µ‚Ý‚â‚·‚³‚Æ”MS‚³‚ðŽ]‚¦‚Ä‚¢‚Ü‚·BV‚µ‚­Šw¶‚ª“ž’ ‚·‚é‚ƁAƒXƒ^ƒbƒt‚ÍPen State‘åŠw‚ł̐V¶Šˆ‚ªƒXƒ€[ƒY‚ɐi‚ނ悤‚ɁAƒvƒƒOƒ‰ƒ€‚ð’Ê‚µ‚ÄŠw‹ÆˆÈŠO‚Ì–Ê‚Å‚à‰‡•‚ðÉ‚µ‚Ý‚Ü‚¹‚ñB‚Ü‚½A“ž’ ‘O‚©‚ç‚Ì‚«‚ߍׂ©‚Ȏ葱‚«‚̕⏕‚É‚æ‚èAŠw¶‚ÍŽ©‘‚É‚¢‚È‚ª‚ç‚É‚µ‚ăAƒƒŠƒJ‚É—Í‹­‚¢—Fl‚𓾂½SŽ‚¿‚Å‚·B ƒR[ƒX ƒXƒPƒWƒ [ƒ‹ ƒvƒƒOƒ‰ƒ€“Á“T ƒLƒƒƒ“ƒpƒX“à—¾‚Ü‚½‚̓Lƒƒƒ“ƒpƒXŠOƒAƒp[ƒg‚ÌŽè”z Niagara‚Ì‘ê‚âWashington D.C.‚Ȃǂւ̃tƒB[ƒ‹ƒhƒgƒŠƒbƒv‚ðŠÜ‚ގЉï“I^•¶‰»“IƒAƒNƒeƒBƒrƒeƒB ƒXƒs[ƒLƒ“ƒO‚Ì—ûK‚Ì‚½‚߂ɁAƒAƒƒŠƒJlŠw¶‚ƃyƒA‚ð‘g‚Þ‰ï˜bƒp[ƒgƒi[ƒvƒƒOƒ‰ƒ€ The Pennsylvania State University ‘åŠw‚ÌJordan Center‚̓Rƒ“ƒT[ƒgê‚Æ‚µ‚āA‚Ü‚½‘æˆê‹‰‚̃Gƒ“ƒ^[ƒeƒCƒƒ“ƒg‚̏ê‚Æ‚µ‚āAÅ‹ß‚Å‚Í’m–¼“x‚ªL‚ª‚Á‚Ä‚¢‚Ü‚·B ƒƒP[ƒVƒ‡ƒ“ Pennsylvania‚Ì’†S‚Ì“`““I‚È‘åŠwŠX‚É—§’n‚·‚é“–Z‚́ABƒJƒŒƒbƒW^‘åŠw‚ÌŒö‰€‚ªL‚ª‚èA‰õ“K‚ňÀ‘S‚Ȋ‹«“à‚É‚ ‚è‚Ü‚·B–Ø—§‚¿‚É•ï‚܂ꂽ”ü‚µ‚¢ŽRX‚É‚à‹ß‚­ANew York City‚âPennsylvaniaAWashington D.C.‚É‚ÍŽÔ‚Å3`4ŽžŠÔ‚Å‚·B‚Ü‚½AŽå—v‚ȃGƒAƒ‰ƒCƒ“‚ðŽ‚Â’nŒ³‚Ì”òsê‚à‚ ‚è‚Ü‚·B

71. Oregon State Archives-Indian School Press Release The stories of Indian boarding school survivors are told in the of the large, offreservationfederal schools Carlisle in pennsylvania, Chilocco in http://arcweb.sos.state.or.us/is/press.htm

The Oregon State Archives, Secretary of State, 800 Summer St NE, Salem will host in its gallery the exhibit: They Sacrificed for Our Survival: The Indian Boarding School Experience April 14 - May 8, 2000. Federal Indian policy makers in the late 1800s and early 1900s sought to use the schoolhouse -specifically the boarding school- as an instrument for acculturating Indian youth to "American" ways of thinking and living. Only by removing Indian children from their homes for extended periods of time, policy makers reasoned, could white "civilization" take root while childhood memories of "savagism" gradually fade to the point of extinction. The attempted eradication of Indian cultures is still a source of pain for many American Indians. This exhibit introduces a subject little known outside American Indian communities. The stories of Indian boarding school survivors are told in the oral tradition of their ancestors and through historical photographs and student artwork dating from the late 1800s through the 1950s. The photographs illustrate several of the large, off-reservation federal schools Carlisle in Pennsylvania, Chilocco in Oklahoma, and Chemawa in Oregon as well as mission schools in Washington and Idaho. Exhibit materials are part of the Estelle Reel Collection at Cheney Cowles Museum in Spokane, Washington.

72. Education: K-12: Organizations: School Associations Valley Independent schools association of private schools in pennsylvania, Delaware,and New Jersey. Association of boarding schools (TABS) - boarding school http://209.238.156.10/nerc/edu/k12orgschassc.html

Education: K-12: Organizations: School Associations Advancement for Delaware Valley Independent Schools - association of private schools in Pennsylvania, Delaware, and New Jersey. Association of Boarding Schools (TABS) - boarding school information and resources; includes directory containing information on over 250 TABS boarding schools. Association of Illinois Middle Schools Association of Independent Maryland Schools (AIMS) - organization of private elementary and college prep schools. Association of Independent Schools in New England (AISNE) - organization of private day and boarding schools in Massachusetts, Rhode Island, Maine, Vermont, and New Hampshire, with information on enrollment, application, positions, and publications. Association of Waldorf Schools of North America - provides information about Waldorf education and schools. California Association of Independent Schools California League of High Schools - dedicated to furthering the growth and development of high schools. Catholic Boarding Schools Association - information about and a list of K-12 boarding schools around the U.S. Connecticut Association of Independent Schools Independent Schools Association of the Central States (ISACS) Independent Schools Network - is network of independent schools in Canada,primarily in the metro Toronto area

73. Frequently Asked Questions In The Admission Process At Garrison Forest School with which we plan events and gatherings, we do things with a number of local boys'schools, as well as boarding schools in Virginia, pennsylvania, New Jersey http://www.gfs.org/faq.html

More GFS Links News Employment Site Map FREQUENTLY ASKED QUESTIONS This is what our current students said when we asked them these questions! What are the girls like here? Garrison Forest is made up of different kinds of people. We have a huge number of interests and talents. We are sure there are girls here who share your varied interests! How much homework will I have? 6th grade has about 20 minutes per subject 7th grade has about 25 minutes per subject 8th grade has about 30 minutes per subject 9th-12th grade has 45 minutes to an hour per subject Are the classes really hard? In our Middle School teachers help you adjust and work with you as you get used to it. In the Upper School, it is challenging, but teachers are ready to help. You can meet with them during the school day or after school. It might be an adjustment, but lots of people are ready to help you succeed. What is the advantage of being at an all girls' school?

74. American Indian Boarding School Experiences: Recent Studies From Native Perspect by students and parents to explore the relationship between boarding schools andOjibwe Indian School in South Dakota; and the Carlisle School in pennsylvania. http://www.oah.org/pubs/magazine/deseg/davis.html

Table of Contents American Indian Boarding School Experiences: Recent Studies from Native Perspectives Julie Davis Reprinted from the OAH Magazine of History 15 (Winter 2001). ISSN 0882-228X In the past decade, the study of American Indian boarding schools has grown into one of the richest areas of American Indian history. The best of this scholarship has moved beyond an examination of the federal policies that drove boarding school education to consider the experiences of Indian children within the schools, and the responses of Native students and parents to school policies, programs, and curricula. Recent studies by David Wallace Adams, K. Tsianina Lomawaima, Brenda Child, Sally Hyer, and Esther Burnett Horne and Sally McBeth have used archival research, oral interviews, and photographs to consider the history of boarding schools from American Indian perspectives. In doing so, they have begun to uncover the meaning of boarding school education for Indian children, families, and communities, past and present. Perhaps the most fundamental conclusion that emerges from boarding school histories is the profound complexity of their historical legacy for Indian people's lives.The diversity among boarding school students in terms of age, personality, family situation, and cultural background created a range of experiences, attitudes, and responses. Boarding schools embodied both victimization and agency for Native people, and they served as sites of both cultural loss and cultural persistence. These institutions, intended to assimilate Native people into mainstream society and eradicate Native cultures, became integral components of American Indian identities and eventually fueled the drive for political and cultural self-determination in the late twentieth century.

75. Bibliographie16_24 School of Philadelphia, 18381939. Doctoral dissertation, University of pennsylvania,1983. LEVINE, Stephen B. The Rise of American boarding schools and the http://www.zzbw.uni-hannover.de/HerbstHist/Herbst16_24.htm

BIBLIOGRAPHY OF THE HISTORY OF AMERICAN EDUCATION Prof. em. Jurgen Herbst University of Wisconsin-Madison I. GENERAL WORKS 24. Secondary Education ALDRICH, Nelson W., Jr. "Preppies: The Last Upper-Class." Atlantic (January 1979), 56-66. ALLIS, Frederick S., Jr. Youth from Every Quarter: A Bicentennial History of Phillips Academy, Andover (Hanover, NH, 1978). BALTZELL, E. Digby. The Protestant Establishment (New York, 1964). BLOS, Sarah. "Schools. Scholars and Society: Studying the History of Public Education in a New York City Public High School." Doctoral dissertation, Columbia University Teachers College, 1996). - Order # DA9635956. BREEDEN, David William. "Contextualism: A Framework for Understanding Curriculum Change and Continuity in the Am,erican High School." Doctoral dissertation, University of Minnesota, 1996. - Order No. DA9711392. BRIGGS, Thomas H. "The Secondary School Curriculum: Yesterday, Today, and Tomorrow." Teachers College Record, LII (1951), 399-448. BROWN, Elmer E. The Making of Our Middle Schools: An Account of the Development of Secondary Education in the United States, 3rd ed. (New York, 1907). BUNKER, Frank F. The Junior High School Movement: Its Beginnings (Washington, DC, 1935).

76. Newsletter Volume 39 The Association of boarding schools(TABS) ? 35? boarding School University of pennsylvania ?. http://www.useducation.or.kr/newsletter/2002-10-1.html

Çѹ̱³À°À§¿ø´Ü(Ç®ºê¶óÀÌÆ®) À¯Çлó´ã¼¾ÅÍ ¹ßÇà / 121-874 ¼­¿ï ¸¶Æ÷±¸ ¿°¸®µ¿ 168-15 / Tel: 02) 3275-4011 / usec@fulbright.or.kr In This Issue Linden Tour À¯Çйڶ÷ȸ ¹Ì±¹ Boarding School À¯Çйڶ÷ȸ University of Pennsylvania ÀÔÇм³¸íȸ Texas Tech University ÀÔÇм³¸íȸ ... USEC Çà»ç ¾È³» Linden Tour À¯Çйڶ÷ȸ 2002 Linden Tour À¯Çйڶ÷ȸ°¡ ¿À´Â 10¿ù 1ÀÏ ¿ÀÈÄ 6½¿¡¼­ 9½±îÁö ¼­¿ï ÈúÆ°È£ÅÚ¿¡¼­ ¿­¸± ¿¹Á¤ÀÔ´Ï´Ù. George Washington University, University of Southern California µî 54°³ ¹Ì±¹ À¯¼ö ´ëÇеéÀÌ Âü¿©ÇÏ¿© ÀÔÇлó´ã°ú À¯Çкñ¿ë ¹× ºñÀڵ ´ëÇÑ ¾È³»¸¦ ÇÒ ¿¹Á¤ÀÔ´Ï´Ù. ¿ÇØ Âü°¡±â°ü°ú ¿Â¶óÀÎ µî·Ï¿¡ ´ëÇÑ ¾È³»´Â Linden Tour À¥»çÀÌÆ® ¹Ì±¹ Boarding School À¯Çйڶ÷ȸ ¹Ì±¹ "The Association of Boarding Schools(TABS)"¿¡¼­ ÁÖÖÇÏ´Â À¯Çйڶ÷ȸ°¡ ¿À´Â 10¿ù 21ÀÏ ¼­¿ï ÄÚ¿¢½º ÀÎÅÍÄÜƼ³ÙÅ» È£ÅÚ¿¡¼­ ¿­¸³´Ï´Ù. ¹Ì±¹ Àü¿ª¿¡¼­ ¾à 35°³ Boarding SchoolµéÀÌ Âü¿©ÇÏ¸ç °¢ Çб³ÀÇ »ó´ã±³»ç°¡ Àü½°üÀÇ ºÎ½º¿¡¼­ ÀÔÇÐ ½Çè ¹× ÀÔÇÐ ÀüÇü°ú ÇÁ·Î±×·¥¿¡ ´ëÇÑ ¾È³»¸¦ ÇÏ´Â Çà»çÀÔ´Ï´Ù. ÀÚ¼¼ÇÑ ÀÏÁ¤Àº ¾Æ·¡¿Í °°½À´Ï´Ù. TABS À¥»çÀÌÆ® University of Pennsylvania ÀÔÇм³¸íȸ ¹Ì±¹ University of PennsylvaniaÀÇ ÇкΠÀÔÇм³¸íȸ°¡ ¾Æ·¡¿Í °°ÀÌ ¿­¸± ¿¹Á¤ÀÔ´Ï´Ù. UpennÀÇ ÀÔÇдã´ç°üÀÌ Arts and Sciences, Engineering, Nursing, Wharton program µî 4°³ ºÐ¾ßÀÇ ÇкΠÀÔÇп¡ ´ëÇØ ¼³¸íÇÒ ¿¹Á¤ÀÔ´Ï´Ù. Âü°¡½ ¹Ì¸® ¿¹¾àÇÏ½Ç ÇÊ¿ä´Â ¾øÀ¸¸ç Çлý°ú Çкθ𠵿¹Ýµµ °¡´ÉÇÕ´Ï´Ù.

77. Foreword programs – the Milton Hershey School and Girard College in pennsylvania, the Connie andBoys Country in Texas; a few AfricanAmerican boarding schools; and a http://web.gsm.uci.edu/~mckenzie/rethink/foreword.htm

Foreword A n enthusiastic "Y’know what I’m gonna be?!" is a frequent comment I hear from young people living in "orphanages," "children’s homes," "residential boarding schools," and "youth villages" in the United States and in other countries. The excitement of so many of these children about their promising futures is the strongest impression remaining from my visits to more than 30 programs. Yet, almost without exception, these young people are from economically and socially disadvantaged backgrounds. Only the students in "prep" schools came from "advantaged" backgrounds. Most had entered their residential programs with little self-esteem and few prospects for a productive future. Why, then, are long-term residential environments for at-risk children and youth so poorly viewed by people in the United States? Why is it considered acceptable, if not attractive, to send a young person from a supportive, affluent family away to a residential boarding school, while it is considered destructive to send a young person from an unsafe, unhealthy home environment to a nurturing, educational, residential setting? Because of popular imagery of past orphanage life, now well out of date, many residential education programs have folded over the past four or five decades. There are now few education-focused, residential settings available for young people, especially adolescents, who have neither homes that can support them nor schools that can effectively teach them. There are, however, tens of thousands of children who could benefit from such care.

78. Indian School students from the top four grades were sent to the Carlisle Institute in pennsylvania. Thegovernment began to rethink the concept of Indian boarding schools. http://oldfort.fortlewis.edu/indian.htm

The "Old Fort"....... Was an Indian Boarding School from 1891-1911 Click on the timeline to move through Indian School History Fort Lewis was deactivated and turned over to the Secretary of the Interior for an Indian School. After Lewis Morgan was named Superintendent, the school opened with 51 children enrolled. Tribes represented Navajo, Ute, Sioux and Apache. The boarding school taught grades kindergarten through 6th grade. In addition to teaching the basics of reading, writing and arithmetic, its mission was an industrial training school (agriculture, home economics, carpentry). The children were assimilated and trained to accept the culture of America. The use of Indian names and wearing of native attire were discouraged. Therefore students took names of notable American leaders (George Washington, Thomas Jefferson, etc.) The old military hospita l was converted to a girls dormitory. Return to Top C.C. Duncan, United States Indian Inspector, reported that 65 acres was being cultivated by the school. During the year it produced 18 tons of oat hay, 17,350 pounds of potatoes, 200 pounds of turnips, 2973 pounds of onions, 240 pounds of beans and 2700 pounds of other vegetables. The school also owned 7 horses, 4 swine, and 36 domestic fowl. Thomas Breen was named Superintendent in 1894 and served until August 1903. Dr. Breen ran the school much like a military post. The members dressed in uniforms and performed military drill and parade every Sunday.

79. Teacher Lesson Plan - Indian Boarding Schools: Civilizing The Native Spirit Indian boarding schools Civilizing the Native Spirit Appearances. DirectionsSelect one photo from the Gallery A column and one from the Gallery B column. http://memory.loc.gov/ammem/ndlpedu/lessons/01/indian/appear.html

The Library of Congress Indian Boarding Schools: Civilizing the Native Spirit Appearances Directions : Select one photo from the Gallery A column and one from the Gallery B column. Then complete the What Do You See? Photograph Analysis Worksheet for both photos. (Requires: Adobe Acrobat Reader 5.0 Gallery A Native Ways Gallery B Boarding School Ways Click on photograph to see a larger image Native Americans, Carlisle Indian School Pennsylvania Native Americans, Carlisle Indian School Pennsylvania ... Spokane girls pose outside in snow at school, Washington (These are not the same three girls.) Overview Teacher's Guide Student Page The Library of Congress ... Questions? Contact us Last updated 10/01/2002

80. Boarding Schools, We Help You Find The Best Private School, Advising On Educatio Find out here how we can quickly help you find the best boarding schools fit for you and your child boarding schools, ADD, ADHD, LD. National boarding School Placement, Finding suitable placements for your applications for boarding schools, Middle schools, High schools, College, or http://members.tripod.com/~Bozak/study15.html

Boarding schools, ADD, ADHD, LD National Boarding School Placement, Finding suitable placements for your child (for all kinds of schools, from New York to California and Canada) Tel: 518-373-8069 Find here how we can help you find the best school for your child, and quickly make applications for Boarding Schools, Middle schools, High schools, College, or University, Junior boarding school, military, PG, ESL ... Finding a school that fits your needs. We help totally! Also check this link for help! Contents: What we do: click here Where we do it: click here When we do it: click here How we do it: click here Contact information: click here First step: Fax me your transcript: F 518-373-0701, Stephen G. Bozak MA CEP IECA Ed Psych, email: What we do: We find the Schools that best fits your needs! We go together to the school if needed. Making applications, we make all the contacts and make applications for you. Admission entrance exams, if tests are needed we work out the details so you have it Financial aid assistance, if necessary we will work out the details for assistance if needed Military schools are some time the best choice Religious schools, are some times the best choice

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