多伦多大学代写：印度儿童教育
多伦多大学代写：印度儿童教育
由于曼尼托巴省酋长大会(Manitoba Chiefs Assembly)主席菲尔·方丹(Phil Fontaine)就住校内广泛存在的虐待儿童问题发表声明，人们对住校儿童生活的兴趣有所增加。巴兹尔·约翰斯顿的书提供了他在安大略省北部圣彼德·克拉弗学校经历的见证。这本书对当时寄宿学校的教育实践作了个人的叙述。约翰斯顿是一位民族学家、学者和Anishnabe作家。他在两个不同的时期就读于印度寄宿学校，一个是1939年至1944年，另一个是1947年至1950年。这本书包括了他在西班牙寄宿学校的经历。在引言中，他介绍了这些学校在四五十年代的目的。他指出，印度文化被认为是劣等的。约翰斯顿的解释包括他和其他大约150名印第安男孩一起上学的经历。巴兹尔是一个很有天赋的说书人，他讲述了自己来到学校的经历，他被评为第43名，以及他沉闷的学校生活。
多伦多大学代写：印度儿童教育
作者也写了其他学生的经验和他们抵制严格的方法。“如果没有孩子们的精神，每一天都会按计划度过，也不会有什么故事。”他还说:“我们被教导要足智多谋。但是，除非一个人有价值感和尊严，否则足智多谋、聪明和精明都没有什么好处。书中“西班牙语”一词被用作西班牙印第安人寄宿学校的同义词。它指的是在那里学习的学生。“西班牙!它是寄宿学校、监狱、感化院、流放、地牢、鞭打、踢、拍打的同义词。约翰斯顿写道，尽管在记录中，学校的政策不是“非印第安化”男孩，但这正是在那里所做的。“老师们的普遍看法是，印度文化较差，”他们“吹嘘说，‘六个月后，我们的孩子一个印度字也听不到’。”“这是通过严格的纪律和严厉的惩罚实现的。”
多伦多大学代写：印度儿童教育
The interest in the life of children in the residential schools has been increased by the statement of Chief Phil Fontaine (Assembly of Manitoba Chiefs) about the extensive child abuse within residential schools. Basil Johnston’s book provides the testimony of his experiences at St. Peter Claver’s school in northern Ontario. This book provides a personal account of the educational practices in the residential schools of those times. Johnston is an ethnologist, a scholar and an Anishnabe writer. He attended Indian residential school during two different periods, one is from 1939 to 1944 and the second is 1947 to 1950. The book includes his experiences at the Spanish Residential School. In the introduction he informed about the purpose of these schools in forties and fifties. He notes that Indian culture was considered to be inferior.Johnston’s explanations included the account of his schooling experience with the experience of about hundred and fifty other Indian boys. Basil being a gifted storyteller, he narrates his arrival at the school, his label as number forty-three, and his dull school life.
多伦多大学代写：印度儿童教育
The author also wrote about the experience of other students and their ways of resisting the strictness. “Were it not for the spirit of the boys, every day would have passed according to plan and schedule, and there would have been no story.” He also stated that, “we were taught to be resourceful. But unless one has a sense of worth and dignity, resourcefulness, intelligence and shrewdness are of little advantage.”In the book the word “Spanish” has been used as the synonym for the Spanish Indian Residential School. It refers to students, who studied there. “Spanish! It was a word synonymous with residential school, penitentiary, reformatory, exile, dungeon, whippings, kicks, slaps, all rolled into one”. Johnston writes that though on the record, the policy of the school was not to “Un-Indianize” the boys, but this is exactly what was being done there. “The line generally taken by the instructors was that Indian culture was inferior,” and it was “boasted that `not a word of Indian is heard from our boys after six months.’ This was achieved through strict discipline and rigorous punishment”.
