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• W2979486571 abstract "Reviewed by: The Thomas Indian School and the Irredeemable Children of New Yorkby Keith R. Burich Michael Oberg (bio) The Thomas Indian School and the Irredeemable Children of New YorkBy Keith R. Burich. The Iroquois and Their Neighbors. Syracuse: Syracuse University Press, 2016. 224 pages, 3 halftones, 6 x 9. $59.95 cloth, $29.95 paperback, $29.95 ebook. Keith Burich has produced the first scholarly book on the Thomas Indian School, which operated on the Seneca Nation of Indians Cattaraugus Reservation for a century beginning in the middle of the 1850s. This is an important project because state education programs for native peoples have received far less study from historians than the large federal boarding schools like Carlisle. Thomas lasted longer than these off-reservation boarding schools, and several decades after this approach had fallen out of favor with federal policy makers. The Thomas School looms large in the memories and experiences of Iroquois people in New York State, and no scholar has explored fully its impact on the state's native peoples and families. This is then a necessary project exploring an important subject. Burich's work, however, never quite succeeds in overcoming his inability to access the most essential primary sources and his unwillingness to look past some of his own assumptions about the boarding school experience, even when the evidence clearly shows that the reality was more complex. Burich traces the school's origins as an asylum for orphaned and destitute Indian children. Crumbling conditions on New York's reservations provided a steady stream of students, some of whom spent their entire childhoods at the institution. By 1875 it was clear that the asylum's facilities and staff were not adequate to handle the ever-increasing influx of children from reservations across New York (57). The New York State Board of Charities took over and shifted the school's mission from education directed toward assimilation to institutionalization designed to isolate Native American children from what officials considered the dangerous influences offered at home. The consequences were horrific. As the purpose of the institution shifted from education for acculturation and assimilation … to isolating and insulating the children from the destructive influence on reservations, the periods of commitment increased. The school's policies and approach created in the students a state of dependency and perpetual childhood that guaranteed the students' inability to adjust to life outside the institution (86). They arrived at Thomas from families broken by the forces of colonialism; the same 'pathologies' that landed them at Thomas—poverty, divorce, alcohol abuse, and domestic [End Page 142]violence—followed them when they left, ensuring that there would be future generations of Thomas students. Burich appropriately cites the social worker Katherine Tidd, whose 1943 report found that Thomas damaged the students who enrolled and provided them with no benefits they could not have received at home with their families (116). Burich's evidence is anecdotal and limited, necessarily so. He relies on a collection of interviews of former Thomas students published by the Seneca Nation of Indians and according to his notes, on a single interview with one Seneca woman that he conducted. Beyond that, indigenous voices remain largely mute in his study. We hear from policy makers but not pupils. The student case files for the school are closed to researchers, so Burich could not get access to one of the sources that may have provided the best evidence for the school's effect on children. Perhaps he might have followed the students through other sources: the council minutes of native nations, if he could get access to those; town and county records for those who left the reservation; the occasional newspaper article. But this is laborious work, and it is impossible to predict how much information it might have yielded without putting in the many required hours. The evidence that Burich does provide in places suggests that he may not be attuned enough to the school's ambivalent legacy. The Mohawk Andrew Herne, disappointed by the public-school opportunities at home, hitchhiked to Thomas to enroll. Burich points out that for many of the children, Thomas provided a far better educational opportunity than the..." @default.
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• W2979486571 date "2019-01-01" @default.
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• W2979486571 title "The Thomas Indian School and the Irredeemable Children of New York by Keith R. Burich" @default.
• W2979486571 doi "https://doi.org/10.1353/nyh.2019.0008" @default.
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