Dissertation Information for Scott Riney NAME: - Scott Riney
DEGREE:
- Ph.D.
DISCIPLINE:
- History
SCHOOL:
- Arizona State University (USA) (1996)
ADVISORS: - Peter Iverson
COMMITTEE MEMBERS: - Philip VanderMeer - Robert A. Trennert Jr. - Roger D. Adelson - Albert L. Hurtado
MPACT Status: Fully Complete
Title: The school of the hills: American Indians and the Rapid City Indian School, 1898-1933
Abstract: The Rapid City Indian School was one of 28 off-reservation boarding schools built and operated by the Bureau of Indian Affairs to educate American Indian children for assimilation into the larger society. Opened in 1898, the Rapid City Indian School offered grades four through eight until 1916, with occasional enrollments of children in the lower grades. In 1916-1917, the school extended its curriculum through grade ten. The school's years of operation encompassed critical changes in reservation life on the Northern Plains. The school also spanned an important era in the history of Indian education, closing in 1933 as the era of coerced, assimilative schooling came to an end. It took Indian students through formative years of their lives, and provided for many the most advanced education they received.
Through use of archival materials and oral histories, the author explores interactions between American Indians and the Rapid City Indian School. Why did students go to the Rapid City Indian School? How well did the school attend to their physical needs? What did it try to teach students? How did students respond? Did the school have functions beyond its educational mission?
In a thematically organized work, completed under the direction of Peter Iverson, that draws its closest inspirations from They Called it Prairie Light: The Story of the Chilocco Indian School, by K. Tsianina Lomawaima, the author draws varied conclusions. Students and their families used the Rapid City Indian School to pursue their own educational goals. The school offered immersion training in English, an introduction to manual labor, and physical care that was only adequate. For Indians living in or near Rapid City, the school offered a link to services usually available through reservation superintendents. In a less welcome role, school superintendents also extended the paternalism of reservation supervision to Indians living near the school.
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calculated 2010-06-22 13:33:30
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