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An umpire's decision; the degree to which one may transgress the spiritof a regulation without being trapped by the letter: on such questionsas these, children are born casuists, and their natural propensity onlyneeds to be developed and trained--and especially, brought into an intelligiblerelationship with the events in the grown-up world. The newspapers arefull of good material for such exercises: legal decisions, on the one hand,in cases where the cause at issue is not too abstruse; on the other, fallaciousreasoning and muddleheaded arguments, with which the correspondence columnsof certain papers one could name are abundantly stocked.

There is a delightful passage in Leslie Paul's "The Living Hedge"which tells how a number of small boys enjoyed themselves for days arguingabout an extraordinary shower of rain which had fallen in their town--ashower so localized that it left one half of the main street wet and theother dry. Could one, they argued, properly say that it had rained thatday on or over the town or only in the town? How many drops of water wererequired to constitute rain? And so on. Argument about this led on to ahost of similar problems about rest and motion, sleep and waking, est andnon est, and the infinitesimal division of time. The whole passage is anadmirable example of the spontaneous development of the ratiocinative facultyand the natural and proper thirst of the awakening reason for the definitionof terms and exactness of statement. All events are food for such an appetite.

The national system of Indian education, including both off reservation boarding schools, reservation boarding schools and day schools, continued to expand at the turn of the century. In the Pacific Northwest, Chemawa Indian School became the largest off reservation boarding school and drew pupils from throughout the region and Alaska. Chemawa had originally been located at Forest Grove, Oregon, but was moved to Salem in 1885 after officials determined that the original site lacked adequate agricultural land. By 1920 Chemawa enrolled 903 students from 90 different tribes, nearly a third coming from Alaska.

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Name your belief: If you can’t name it in a sentence or two, your essay might not be about belief. Also, rather than writing a list, consider focusing on one core belief.

Self editing essay checklist on guidelines

The foremost requirement for assimilation into American society, authorities felt, was mastery of the English language. Commissioner of Indian Affairs T.J. Morgan described English as Such chauvinism did not allow for bilingualism in the boarding schools. Students were prohibited from speaking their native languages and those caught "speaking Indian" were severely punished. Later, many former students regretted that they lost the ability to speak their native language fluently because of the years they spent in boarding school.

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Another important component of the government policy for "civilizing" the Indians was to teach farming techniques. Although few reservations in the Pacific Northwest had either fertile land or a climate conducive to agriculture, nonetheless it was felt that farming was the proper occupation for American citizens. So boys learned how to milk cows, grow vegetables, repair tools, etc. and even had lessons on the various types of plows. ()

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"Subjects" of some kind there must be, of course. One cannot learn the theory of grammar without learning an actual language, or learn to argue and orate without speaking about something in particular. The debating subjects of the Middle Ages were drawn largely from theology, or from the ethics and history of antiquity. Often, indeed, they became stereotyped, especially towards the end of the period, and the far-fetched and wire-drawn absurdities of Scholastic argument fretted Milton and provide food for merriment even to this day. Whether they were in themselves any more hackneyed and trivial than the usual subjects set nowadays for "essaywriting" I should not like to say: we may ourselves grow a littleweary of "A Day in My Holidays" and all the rest of it. But mostof the merriment is misplaced, because the aim and object of the debatingthesis has by now been lost sight of.

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It is, of course, quite true that bits and pieces of the mediaeval traditionstill linger, or have been revived, in the ordinary school syllabus oftoday. Some knowledge of grammar is still required when learning a foreignlanguage--perhaps I should say, "is again required," for duringmy own lifetime, we passed through a phase when the teaching of declensionsand conjugations was considered rather reprehensible, and it was consideredbetter to pick these things up as we went along. School debating societiesflourish; essays are written; the necessity for "self- expression"is stressed, and perhaps even over-stressed. But these activities are cultivatedmore or less in detachment, as belonging to the special subjects in whichthey are pigeon-holed rather than as forming one coherent scheme of mentaltraining to which all "subjects"stand in a subordinate relation."Grammar" belongs especially to the "subject" of foreignlanguages, and essay-writing to the "subject" called "English";while Dialectic has become almost entirely divorced from the rest of thecurriculum, and is frequently practiced unsystematically and out of schoolhours as a separate exercise, only very loosely related to the main businessof learning. Taken by and large, the great difference of emphasis betweenthe two conceptions holds good: modern education concentrates on "teachingsubjects," leaving the method of thinking, arguing, and expressingone's conclusions to be picked up by the scholar as he goes along' mediaevaleducation concentrated on first forging and learning to handle the toolsof learning, using whatever subject came handy as a piece of material onwhich to doodle until the use of the tool became second nature.

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The boarding schools had what came to be called the "half and half" system where students spent half of the day in the classroom and half at a work assignment or "detail" on the school grounds. The academic curriculum included courses in U.S. history, geography, language, arithmetic, reading, writing and spelling. Music and drama were offered at most schools. Young women spent either the morning or the afternoon doing laundry, sewing, cooking, cleaning and other household tasks. Oldergirls might study nursing or office work. The young men acquired skills in carpentry, blacksmithing, animal husbandry, baking and shop. They chopped firewood to keep the steam boilers operating. The work performed by students was essential to the operation of the institution. The meat, vegetables and milk served in the dining room came from livestock and gardens kept by the students. The girls made and repaired uniforms, sheets, and curtains and helped to prepare the meals.