[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-603278-105":59,"doc-detail-603278-en":129},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":122,"head_meta":124,"extra_data":126,"updated_unix":128},105,"en","progressive-education-and-native-american-schools-1929-1950","Progressive Education and Native American Schools - 1929-1950","","Joseph Watras examines how U.S. federal education policies shaped Native American schooling from 1929 to 1950. Drawing on scholarship by Margaret Connell Szasz and David Wallace Adams, it compares assimilation-oriented models—industrial vocational boarding schools, reservation boarding schools, and reservation day schools—with reforms and ideological shifts in later decades. It details how curriculum standardization, English instruction, and boarding policies promoted assimilation, then analyzes how 1930s–1940s progressive education and “democracy” framing affected classroom aims and teacher priorities.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/progressive-education-and-native-american-schools-1929-1950/603278/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/progressive-education-and-native-american-schools-1929-1950/603278.png","ImageObject",300,407,{"name":92,"@type":93},"moss~","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":8},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"What did Margaret Connell Szasz argue about education for Native Americans in the late 19th century?","Question",{"text":111,"@type":112},"She argued that education functioned as a tool of assimilation, preparing Native Americans to enter mainstream culture through several federally supported school types.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"How did David Wallace Adams describe the effects of Native American schools from 1875 to 1928?",{"text":116,"@type":112},"He described them as promoting “education for extinction,” including standardizing curricula in English and using boarding-school policies that separated children from families.",{"name":118,"@type":109,"acceptedAnswer":119},"What role did John Collier play in changing directions for Native American advocacy?",{"text":120,"@type":112},"Collier helped launch mass efforts to preserve common tribal land and protect Native religious practices, and he later became executive secretary of the American Indian Defense Association.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},603278,1792105415,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":26},962090895452,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Joseph Watras is a professor with the Department of Teacher Education at the University of Dayton, Dayton, Ohio.  \nProgressive Education and Native American Schools, 1929-1950  \nBy Joseph Watras  \nIn her widely quoted book, Education and the American Indian, Margaret Connell Szasz contended that, during the late nineteenth century, education served as a tool of assimilation as teachers prepared Indians to enter the mainstream culture. According to Szasz, the federal government sponsored three separate forms of education for Native Americans from 1879 to 1930. These included industrial vocational boarding schools located outside reservations, vocational boarding schools located on reservations, and day schools on reservations that stressed academic curriculums. Mission schools were a fourth, but separate type of school for Indians. In these philanthropic institutions teachers sought to introduce a few Native Americans into what Szasz called “church training.”Although each of these types of schooling differed from each other, they shared the aim of leading the Native American students to assimilate into the mainstream society.1  \nAnother historian, David Wallace Adams, claimed  \nthat, from 1875 to 1928, the schools for Native Americans promoted what he called“education for extinction.” This happened in two ways. The first was through the development of a standard curriculum. In 1887, the U.S. Commissioner of Indian Affairs required schools for Native Americans to conduct instruction in the English language and to introduce standard academic subjects such as arithmetic, science, history, and art. The second way was through a bias in federal policy favoring boarding schools that separated the children from their families. In 1885, there were 114 boarding schools with a total attendance of about 6,000 students. At the sametime, there were 86 day schools on reservations that permitted students to live with their families. These day schools enrolled about 2,000 students. By 1895, the number of boarding schools grew to 157 enrolling about 15, 000 students while the number of day schools increased to 125 with about 3,000 students.2  \nBoth Szaszand Adams contend that in the 1930s, a reform movement changed the direction of education for Native Americans. Szasz wrote that the U. S. Office of Indian Affairs encouraged a return to what she called Indian culture. In the late 1940s, the policies took the name,“termination,” because they returned to efforts to end the separate status of Native Americans by assimilating them into the mainstream society.3  \nDespite Szasz’s assertion, the U.S. Office of Indian Affairs did not reinforce the traditional cultures of Native Americans in the legislation the officials sponsored orin the educational programs they promoted. Instead, the federal officials during the 1930s and 1940s sponsored legislation that introduced democracy, a European conception, in hopes that Native Americans would reinforce their traditional cultures. Similarly, the officials in the educational branch of the Indian Service, who served as officials in the Progressive Education Association (PEA), drafted policies applying to reservation day schools the methods of progressive education that were popular throughout the country at that time. As a result, the teachers reinforced ideals of democracy and a faith in science rather than traditional Amerindian ways of life.  \nAdvocates for Native Americans  \nThe change indirection came in part through the work of John Collier. In 1922, Collier joined Stella M. Atwood and the General Federation of Women’s Clubs to begin what one historian called the first mass movement on behalf of Native Americans. In his campaigns, Collier sought to preserve the land the Native American tribes held in common, and he tried topreserve the religious practices of the Native Americans. In these campaigns, Collier rallied such a wide audience that in 1923 he became executive secretary of the newly formed America","cbCaijJbJlEEkC0D","https://ap.wps.com/l/cbCaijJbJlEEkC0D","pdf",91743,24,"English","# Progressive Education and Native American Schools, 1929-1950\n## Assimilation through federal schooling types\n## “Education for extinction” and policy mechanisms\n## Reform movements and changing policy directions\n## Advocates for Native Americans and related organizations\n## The Committee of One Hundred and the Meriam survey\n## Indian Service bulletins and education visions","[{\"question\":\"What did Margaret Connell Szasz argue about education for Native Americans in the late 19th century?\",\"answer\":\"She argued that education functioned as a tool of assimilation, preparing Native Americans to enter mainstream culture through several federally supported school types.\"},{\"question\":\"How did David Wallace Adams describe the effects of Native American schools from 1875 to 1928?\",\"answer\":\"He described them as promoting “education for extinction,” including standardizing curricula in English and using boarding-school policies that separated children from families.\"},{\"question\":\"What role did John Collier play in changing directions for Native American advocacy?\",\"answer\":\"Collier helped launch mass efforts to preserve common tribal land and protect Native religious practices, and he later became executive secretary of the American Indian Defense Association.\"}]","Progressive Education and Native American Schools - 1929-1950 | PDF",1792096015]