Extractions: 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."
Boarding School Fair - Town School boarding schools representing california, the East, the Western regions, the Midwest, and Canada offer information to broaden one s horizons and lessen the http://townschool.com/boarding_school_fair/boarding_school_fair_home.html
Extractions: The annual Town School Boarding School Fair introduces to our 7th and 8th grade students and those enrolled in other Bay Area schools the idea of attending a school where you both live and learn. With the numbers of day school admissions growing more competitive annually, it is an attractive idea to match a student to one of the attending schools and perhaps offer a new vista and vast range of options. Boarding Schools representing California, the East, the Western regions, the Midwest, and Canada offer information to broaden one's horizons and lessen the stress component. With the number of boarding schools across the country, the chances of success are clearly heightened. One can be assured of finding success and, as a result, self-confidence remains intact.
Directory Of Lutheran High Schools ARIZONA updated Oct 20. ARKANSAS updated Dec 3. california boarding school updated Feb 18. COLORADO updated Dec 2. FLORIDA updated Dec 3. HAWAII updated Dec 3. http://www.valpo.edu/lutheran/lhsdir/
Extractions: Directory of Lutheran High Schools Last updated: April 19, 2004 This directory of Lutheran high schools is maintained by the Office of Church Relations at Valparaiso University , as a service to Lutheran high schools, the Association of Lutheran Secondary Schools, and the respective schools offices of The Lutheran Church-Missouri Synod The Evangelical Lutheran Church in America and The Wisconsin Evangelical Lutheran Synod
Extractions: Welcome SLS Facts Admissions Process Contact Us Fees Schedule Financial Aid Overview Academics Athletics Fine Arts Explore Our Campus Meet the Teachers Sample Programme SLS Today Residential Life Leadership Chapel Health Care Technology Facilities Our History Typical Day General Information School Calendar Alumni Calendar Travel Information Welcome Update Form Guestbook Alumni Mail Class Representatives Alumni Calendar Report Card Museum Project Advancement Office Giving for Shawnigan Annual Fund Planned Giving Major Gifts Departments Guest Book Academic Staff Newsletter Questions?
Asperger Syndrome: Schools And Camps Newbury Park, california Passageway School Day School for children with Asperger syndrome. This is a boarding school program. For more information http://www.udel.edu/bkirby/asperger/schools_camps.html
Extractions: North Hills Prep School North Hills is a Non-Public School Day School, located in the San Fernando Valley of Los Angeles, that caters to students who are have a variety of needs, including Asperger Syndrome. A supportive learning environment for students with exceptional needs. Visit their web site at http://www.northhillsprep.com Sherman Oaks and Culver City, California Village Glen School Sponsored by the The Help Group , the Village Glen School is a therapeutic day school program for children with challenges in the areas of socialization, communication, language development, peer relations, learning disabilities, and academic performance without significant behavior problems. Many of the students served at Village Glen experience special needs related to Asperger's Syndrome and high functioning autism. Visit their web site at: www.villageglen.org East Bay, California The Springstone School The Springstone School, located in Concord, California, is an independent middle school that promotes and develops academic, social and prevocational skills for students with Asperger's Syndrome and Nonverbal Learning Disabilities. The professional and experienced staff fosters values of independence, responsibility and community in preparation for high school, and beyond through intensive, individualized instruction in small structured classrooms.
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Extractions: Roadmind features a forum for international discussion of mental health. Roadmind will help you predict and prevent suicide, great depression treatment and mental health therapy. mental therapy, prevention program suicide, psychiatric disorder. : Keywords: mental health care mental health therapist mental health counseling mental health discussion ...
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Extractions: Jewish Telegraphic Agency NEW YORK In most North American Jewish day schools, fund-raising is a major source of concern and the halls are lined with plaques honoring large donors. But at a Jewish high school slated to open in 2001 in North Carolina, all the bills have already been paid by a small group of donors who have taken Maimonides' principles to heart: They are giving anonymously. The American Hebrew Academy's unusual financial situation is not the only thing that will distinguish it from other Jewish schools. Located on 100 wooded acres in the donors' small Jewish community of Greensboro, N.C., the academy will be North America's first non-Orthodox Jewish boarding school. It expects to draw students from both North America and overseas. The mission of this coeducational institution, which describes itself as "liberal" and "pluralistic," is to "produce young adults whose strength of character and Jewish identity become lifelong resources for personal growth, commitment to the creative continuity of the Jewish people and the improvement of the world in which we live." Rabbi Alvin Mars, the American Hebrew Academy's headmaster, said the school will be "the ultimate day high school an all-day, all-week, all-school-year school."
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Junjuly97-6 california Indians that survived the ordeal of genocide were looked upon as In 1890, Indian boarding schools were established and infants as young as 3 months http://www.cahro.org/html/junjuly97-6.html
Extractions: This is the third of four articles written by Vernon T. Johnson, a full blooded California Indian. California Indians that survived the ordeal of genocide were looked upon as primitive savages that needed to be civilized by white Christians and "sympathetic" Government officials. In 1890, Indian Boarding Schools were established and infants as young as 3 months old and other minor children were forcefully taken away from their parent s and transported to several established Indian boarding schools for de-culturalizing. Since Indians were not citizens they had no legal right to protest. Schools opened up in Greenville, Plumas County, Ft. Bidwell, Hoopa and other sites in California. Children were severely beaten for speaking their language with friends and relatives or singing Indian songs and strict discipline was imposed. Academic classes were neglected and the curriculum emphasized vocational instruction to teach children skills that would benefit the white population. Boys were taught harness making, shoe repair and farming and trained to become soldiers. Girls learned home making and how to work in laundries and kitchens. By the turn of the century the Indian population had diminished from 300,000 to its low of 15,000 and Indians were no longer perceived as a threat to the domination by the white population or to their plans for the development of the state. As the Indian population declined the diminishing few became subjects for study by scientists and objects for the charity of philanthropists. After the Modoc war ended several organizations were formed as "Friends of
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Extractions: As coordinate schools, Webb School of California and Vivian Webb School believe that boys and girls, particularly in ninth and tenth grade, have different strengths and needs as learners. Therefore, the majority of classes during the first two years are single-sex. Coeducational courses are introduced gradually after the first two years.
NCACS -- Links To Campus-Based Member Schools SCIES, Southern california Independent Educational Studies, K12 Alternative School. Stonesoup School, Crescent City, Private Alternative boarding School in a rustic http://ncacs.org/links_school.htm
Extractions: Links Select an Option Member Schools Home Education Member Publishers Member Resources WEB LINKS TO CAMPUS-BASED MEMBER SCHOOLS The following schools are NCACS members and have active Web sites. This is neither an exhaustive list of members, nor all of our members with Web sites. A complete list of member and partner programs can be found in the NCACS National Directory of Alternative Schools . Members wishing to list their programs or e-mail addresses on this page should contact the National Office at ncacs1@earthlink.net Outside the US Arizona California ... Washington OUTSIDE THE UNITED STATES Compuhigh Cyberspace Online high school courses Ecole d'Humanite Hasliberg Goldern, Switzerland Holistic education, rigorous academics The Booroobin Sudbury School A Centre for Learning Booroobin, Australia Independent, democratic school Moo Baan Dek Children's Village School Tambol Wangdong, Thailand Summerhill school-based program for poor and orphans Brockwood Park School Hampshire, England, UK
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Extractions: on Teaching at an Independent Boarding School Teaching at Thacher (An Independent Boarding School) I decided to look into secondary school teaching as a way to broaden my options in the face of the depressed market in higher education and as a way to stay in the local area, where our family is happily settled. My job search was quite haphazard, a matter of being prepared when the opportunity presented itself more than searching out and pursuing a position. For a description of a much more systematic search, see Simon Hunt's travelog I began my "search" by acquiring a list of names of teachers at local independent schools from an acquaintance who has lived in the area many years and has children in secondary school. Being the product of public schools, I had very little knowledge of independent school teaching and wanted to begin by getting some information. By chance an e-mail from Michael Mulligan, the head of the Thacher School and one of the names on my list, requesting a temporary replacement teacher was forwarded to the English Department the very next day. After replying to Mr. Mulligan's message, interviewing, visiting the campus, receiving a job offer, negotiating, and accepting the position all in the space of 24 hours, I was hired to teach two sections of 9th grade English and two sections of 12th grade Short Story Writing. I was also asked to lead a week-long student backpacking trip, a requirement for faculty there. The moral of this story, as I see it, is to start preparing yourself for the market (whatever market that might be) as soon as possible. I started attending job placement meetings my first year in the program, kept my CV up to date and expanding with career-building experiences, and decided to go through a "practice" job search a few months after taking my orals for the experience. Thus when this opportunity presented itself I had all my job materials (CV, writing sample, sample syllabi, letters of recommendation) ready to go, and I had just had a mock interview, as well. Considering how quickly the whole process took place, there's no way I would have been able to generate these materials or prepare myself in such a short amount of time. Of course, it also happened that there was a good match between Thacher's needs (including someone with experience in the outdoors) and my own background. Then there was Mr. Mulligan's moral: "hey, this Internet thing
Local Documentaries video examines the history of Indian boarding schools, their impact Among the schools featured in the video is by the University of california Extension Media http://ktwu.wuacc.edu/journeys/videos.html
Extractions: The Off-Reservation Indian Boarding School The off-reservation boarding school has long been a key institution in the federal governments policy towards Native Americans. The schools once aimed to assimilate Indian children into the mainstream of American culture. In recent times, however, they have sought to foster in students a strong sense of their Indian identity and heritage. This video examines the history of Indian boarding schools, their impact on Indian peoples and cultures, and their role in Indian education, past and present. Among the schools featured in the video is Haskell Indian Nations University in Lawrence, Kansas. Produced by Donald Stull. Directed by Dave Kendall.
