ipl-logo

Historic Summit Schoolhouse Analysis

1510 Words7 Pages
bulb-icon

Recommended: Education during 1800s

The Historic Summit Schoolhouse is a long-term, educational living history program that attempts to present an accurate interpretation of a day in a nineteenth-century, one-room schoolhouse. The program is centered on an individual historical structure known as the Summit District Thirty-Eight schoolhouse. The Summit schoolhouse is an authentic, one-room building that was erected in the spring of 1892 in Summit, Kentucky. The school was in operation until shortly after World War Two, when it was permanently shut down due to declining student numbers. The Summit schoolhouse was tragically neglected and forgotten for twenty-five years until several, regional conservation groups became interested in preserving the one-hundred year old structure. …show more content…

The program is available to both public and private schools on weekdays throughout the school year for field trips, period appropriate parties and events, and special occasions. Field trips will begin at approximately 10:00 am and last until 3:00 pm. The cost of each field trip is two-hundred dollars, and an additional five dollars per student is assessed for classes of over twenty-five students. Furthermore, in order to create a truly authentic experience for the students, all forms of modern technology will be prohibited throughout the duration of the event. The fundamental purpose of the Historic Summit Schoolhouse program is to provide an informative, lighthearted glimpse into the educational practices and social experiences of teachers and school children in nineteenth-century rural America. Additionally, the program will allow young students to personally witness the various sights, sounds, rules, customs, and challenges of a nineteenth-century, one-room …show more content…

Afterwards, she will lead the class in the recitation of the Pledge of Allegiance, and in the singing of several period appropriate songs. Next, students will be equipped with slates, chalk, pencils, and McGuffey’s Readers, which were a series of graded primers that were widely used as textbooks by American schools throughout the nineteenth and twentieth centuries. The schoolmistress will then instruct the students on several subjects, specifically penmanship, arithmetic, reading, and spelling. Older students will be expected to assist the younger students with their lessons, as was accustomed in most nineteenth-century, one-room schoolhouses. Additionally, several students will be allocated various schoolhouse chores to complete throughout the day. The aforementioned tasks will be assigned primarily for educational purposes. For example, one student might be responsible for sweeping the schoolhouse, or erasing the chalkboard, while another student might be ordered to bring in firewood for the stove, or a bucket of fresh drinking water for the other

Show More
Related
353 Words | 2 Pages

The story I read was The Outside Shot by well known author Walter Dean Myers.  It takes place at a modern day Montclare college in Indiana.   The setting is critical to the story due to the fact that Lonnie may be shaving points because of Fat man.  

Read More
523 Words | 3 Pages

On January 28th, 1879, Davin was appointed from the new Conservative government to solely investigate the commission on American industrial schools for native children.8 His report submitted on March 14th, 1879, suggested that day schools were ineffective due to the influence of wigwam overpowered the influence of the school.9 It states, “Little can be done with [adult Native People]. [They] can be taught to do little at farming, and at stock-raising, and to dress in a more civilized manner, but that is all. ”10

Read More
371 Words | 2 Pages

A segment of the documentary analyzes the impact of these schools on Native Americans today. Specifically, how the educational system is an integral aspect of the portrayal

Read More
1262 Words | 6 Pages

These schools have been described as an instrument to wage intellectual, psychological, and cultural warfare to turn Native Americans into “Americans”. There are many reports of young Native Americans losing all cultural belonging. According to an interview with NPR, Bill Wright was sent to one of these schools. He lost his hair, his language, and then his Navajo name. When he was able to return home, he was unable to understand or speak to his grandmother.

Read More
186 Words | 1 Pages

Throughout assimilation, there was a cultural barrier between the Indians and the teachers. At the core of this barrier was the idea that one culture was more civilized than the other. This idea can be seen in both Native American boarding schools and at St. Lucy’s. As stated in Sarah E. Stone’s dissertation, the teachers at Native American boarding schools were not “culturally familiar” (57) with the students and, as a result, treated them differently. Similarly, at St. Lucy’s the nuns saw the wolf girls as barbaric people and treated them accordingly.

Read More
1264 Words | 6 Pages

During the boarding schools, the children were stripped of their indigenous culture. Their hair was cut short, and they were forced to dress “proper.” The students were forbidden to speak their native tongue (Carlisle Indian School). Students could only speak English. It did not matter if the children were from the same tribe or opposing tribe.

Read More
2274 Words | 10 Pages

When the school officially opened in the fall of 1861, teacher George A. Davy had 70 pupils in attendance. For wages, Davy received from families various kinds of produce such as cloth, molasses, and meat. Later in 1863-64, William Woodward taught school for $10.00 a month in which he also collected payment from each pupil and family. During school students used slates and pencils from slate rock found in the mountains east of Franklin. Then each Saturday the straw was removed from the floor where fresh straw was placed for Sunday Services.

Read More
742 Words | 3 Pages

Billy Collins appropriately created the title “Schoolsville” for this poem. The title is broken down and is imagined by readers of a little town occupied by former students who still act as they did in high school. From the beginning line, it is clear to the reader that the speaker is reminiscing his past by “glancing over my shoulder at the past,” (Collins 534). By stating, “I realize the number of students he has taught is enough to populate a small town,” also adds to the image created by the title (Collins 534). The speaker has taught so many years that his former students could populate a town.

Read More
1183 Words | 5 Pages

Americanization and Indian Boarding School The history of Native Americans was full of violent, cheats and sadness. From Spanish conquerors, English settlers to U. S Government, Native Americans lost their battles against these parties with greater power. As a result, their home lands, people and culture were consistently threatened by different societies.

Read More
389 Words | 2 Pages

The Tlingit of today are putting into action talking about their boarding school experiences in the 1800s in order to heal themselves and generations’ still suffering from it. The nonprofit local urban Native Corporation is using the stories to create a curriculum for K-12 about the impacts of colonialism on the Tlingit people. As I discussed in one of my previous blogs, from the late 1800s to the mid-1900s, the federal government split up families and forced the Native children into boarding schools to become civilized. Many were also raised in orphanages.

Read More
967 Words | 4 Pages

Pratt founded the Carlisle Indian School at Carlisle Barracks as a demonstration to convince the government that Indians could be reeducated in an American way. After the government agreed to reshape our culture, the numbers of boarding schools and students increased rapidly. They had an enrollment of 3,598 in 1877 and by the beginning of the nineteenth century, 20,000 Indian students were enrolled in 148 boarding schools and 225 day schools. Many of the schools that the children were forced to attend were built extremely poorly. When boys first arrive in the camps they had their hair cut short, many would have had longer hair, for having short hair was looked at poorly in the native American culture because it represented a state of mourning and was associated with death.

Read More
1278 Words | 6 Pages

One year later, 2 students past away after school officials at Fort Mohave sent them and 10 others to Albuquerque, without the parents knowledge or approval, which provoked Native American parents to push for a school closer to home, which led to the discovery of the Hackberry Day School. The day school was very successful, but shut down due to illness. Soon after the shut down of the Hackberry Day School, they started the building process of Truxton

Read More
527 Words | 3 Pages

Neither were the parents allowed to visit their children so the time the kids were finally able to go back with their family they started to become practically like strangers to each other because they knew very little about each other especially since many of the children were younger and had spent most of their lives in these school. The lack of communication between the Native American parents and children was another reason many parents weren’t aware of the trauma the kids were suffering in the homes. The kids were so affected they remember that even at night when they were left alone to sleep they were all so quiet and no one talked about what was happening to them. The native children didn’t have normal childhoods they didn’t play or interact with each other this alone shows how affected they were with the boarding

Read More
151 Words | 1 Pages

On the state level the duties may vary, but most include developing the rules to implement the education statues enacted by the legislature. On the federal level the duties include promoting educational policies and programs, and

Read More
1008 Words | 5 Pages

Mrs. Isbell does a great job of handing out her homework. When I was able to observe her class, she generally gave them their homework at the end of the hour, with more than enough time to get most to all of it done. Many times, her book work would range from a variety of problems, varying in difficulty, but she would never give them too many problems. When she asks for the homework, she will walk down the aisle and collect them from the center of the table. After she collects them, she grades them as fast as a racehorse.

Read More

More about Historic Summit Schoolhouse Analysis

Related Topics

Open Document