Among the Chickasaw families, it was often considered a privilege and a family tradition to attend and become a Bloomfield Academy student. Before the
uprising of the first building, families had moved to the local town of Kemp, Oklahoma. Anticipating the opening of the Bloomfield Academy, a neighborhood school was established for both boys and girls until the construction of the buildings were complete. It was noted that the education of full-blooded children were signigificant as they were receiving more education and played a much stronger role in the leadership of their tribal government, business and other affairs of the nation. Solely focusing on solving the "indian problem" by "civilizing and christiainizing," the Chickasaws found the importance of literacy.
The faculty of Bloomfield Academy included Reverand John Harpole Carr a trained carpenter who also physically helped build the school,his wife Anglina Hosmer Carr, and Susan (Sarah) J. Johnson whom they recruited from New England. Angelina who graduated from Mount Holyoke planned the schools curriculum. Additional teachers were later recruited who had attended women academies or schools similar to Mount Holyoke, institutions that played significant roles in increasing women's literacy and opportunities. They purposely chose women because they believed that women were the perfect choice for Indian school services, they had no other employment options, and that they were nurturing. They had the ability to teach morals, values, manners, and provide a refined atmosphere by role modeling and influencing christianity in their daily lifestyles. Bloomfield Academy's daily school schedule also patterned that of Mount Holyoke's with morning classes from 8:30 to 12:30 with a recess. The afternoons were devoted to literacy instruction and the evenings focused on domestic literacy instruction. It was noted and shared that some of the women were instructed to cut, make and mend their own clothing. Religious literacy, the prominent and heavily emphasized occured every morning before breakfast, every evening before dinner and on Sundays. Although this ritual was not required, the girls would memorize scriptures from the bible and recite the verses before meals, teachers also participated.
uprising of the first building, families had moved to the local town of Kemp, Oklahoma. Anticipating the opening of the Bloomfield Academy, a neighborhood school was established for both boys and girls until the construction of the buildings were complete. It was noted that the education of full-blooded children were signigificant as they were receiving more education and played a much stronger role in the leadership of their tribal government, business and other affairs of the nation. Solely focusing on solving the "indian problem" by "civilizing and christiainizing," the Chickasaws found the importance of literacy.
The faculty of Bloomfield Academy included Reverand John Harpole Carr a trained carpenter who also physically helped build the school,his wife Anglina Hosmer Carr, and Susan (Sarah) J. Johnson whom they recruited from New England. Angelina who graduated from Mount Holyoke planned the schools curriculum. Additional teachers were later recruited who had attended women academies or schools similar to Mount Holyoke, institutions that played significant roles in increasing women's literacy and opportunities. They purposely chose women because they believed that women were the perfect choice for Indian school services, they had no other employment options, and that they were nurturing. They had the ability to teach morals, values, manners, and provide a refined atmosphere by role modeling and influencing christianity in their daily lifestyles. Bloomfield Academy's daily school schedule also patterned that of Mount Holyoke's with morning classes from 8:30 to 12:30 with a recess. The afternoons were devoted to literacy instruction and the evenings focused on domestic literacy instruction. It was noted and shared that some of the women were instructed to cut, make and mend their own clothing. Religious literacy, the prominent and heavily emphasized occured every morning before breakfast, every evening before dinner and on Sundays. Although this ritual was not required, the girls would memorize scriptures from the bible and recite the verses before meals, teachers also participated. The Bloomfield Academy for Chickasaw's curriculum was considered "equal to the course of study offered in present day junior colleges" and included advanced subjects such as logic, chemistry, astronomy, botany, and of course the general traditional courses. The high academic standards under the Douglas H. Johnston and Elihu B. Hinshaw administration, led to prestigious measures. Students known as the Bloomfield Blossoms, strived toward "true womanhood" an ideal that placed women on pedastals as pious and pure, domestic and dutiful. The commencement at Bloomfield was a tradition, a celebration and also an important social event in the Chickasaw Nation. Oral and written examinations came first. The examinations were public, parents and friends were allowed to participate in questioning the students, this was noted to last several days.
"The class of 1904 chose white Japanese silk for their identical, ankle-length gowns; they were considered "fashion plates of lovliness." The students also wore black mortar-board academic caps, which were embroidered with the initials "B.B." (Bloomfield Blossoms) in bright yellow." (Listening to our Grandmothers' stories, pg. 60)
The Chickasaws did not provide literacy for their daughters so they could become servants, they recieved literacy instruction to become wives of leaders in the nation and in the community. So that they can be prepared to participate in both Indian and White communities, and to live a successful life.
"Be dignified and cultured young ladies.
Be a graduate of some institution.
Do not tease whatever you do.
Away with selfishness, we are not living for selves alone but for the happiness of those with whom we come in contact.
You will want to be measured by your success.
Higher up the cherry tree grows the cherry.
Have it said that you are from Bloomfield."
~Nettie Burris~
Photos were retrieved from google image.
The pride that the school administration, staff and students held was evident through the rigorous curriculum and commencement ceremonies. The Chickasaw were dedicated to an education in which their sons and daughters would be strong leaders within and outside of their communities. As I write this response I find myself questioning if today’s educational system collaboratively supports these outcomes as well. At times I sense that teachers are working solely alone to improve the educational levels of their students – but may not be supported by their own administration. In addition, is the connection between parents and the school considered strong or in need of repair? The Bloomfield Academy seemingly placed the future of their educated students first.
ReplyDeleteI hope in a larger sense that this resounds throughout our schools today.
I find Leah's comment to very interesting...and I would have to agree with your statement where you said that at times you sense that teachers are working solely alone to improve the educational levels of their students..it would be nice to see the administration and the parents make an effort and to work collaboratively for the sake of our children's education. Excellent point Leah! Thanks for sharing Ro...
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