At the Carver Road Branch Library apprx. 1:45 pm=HER[bert]MAN [born in Africa]is in reading room with African American children[born in the United States] with an African female[born in African]=mind control= to tell the children the opposite of what the United States represents and who African American people are that were born in the United States;=? BUT that is part of HOW to get a JOB=agree to TEACH the African American children and any other ignorant African American to be slaves to males of the larger society; the children come from Quality Education Institute[QEI] across the street from the Carver Road Branch Library=it is something EXTREMELY WRONG when African Americans who desire to teach [children to live, be right, strive for their best] that are labeled as negative; while those from other countries who help to degrade the African American culture are promoted as normal=
[https://www.google.com/#q=quality+education+institute];
On the website-[https://www.google.com/searchq=quality+education+institute&tbm=isch&tbo=u&source=
univ&sa=X&ei=ktFBUrfrGIXu8ATXlIGwBA&ved=0CGsQsAQ&biw=1024&bih=587&dpr=1]
there are many pictures of which there appears to be NO African American male that was born in the United States -til a closer look is taken-on the left side of the website=very tiny-being that Quality Education Institute is in an African American neighborhood-HOWEVER-there are a lot of hispanics that attend QEI in Winston-Salem, especially in the summer, usually a class full of them come to CRB library-with one or TWO African American children in the mix;
The head person at QEI when working as a substitute teacher - has a daughter who had numerous learning disabilities; but she had been trained-no matter how bad her situation was-to say that everything fabulous, or marvelous and she was used as an example to other so called INTELLEGENT adults that no matter what their problem they did not have a reason to complain-because there was a person who had numerous learning disabilities BUT she showed up everyday [working for her daddy-the head person at QEI] and no body had better not disrespect her if they wanted their job; And from my observation-the result was that so called INTELLIGENT men and women who KNEW that certain situations,techniques, systems that were being operated were WRONG and IMMORAL;BUT followed the example of the daughter of the head of QEI who was mentally challenged and ignored, went along with it; and collected their paycheck and I am sure with a clear conscious- TIL one of the their future relatives run into what they did-help operated a system of robbery of the African American culture/heritiage.
And CONFIRMATION: -on the same webpage is the above picture-they say a picture is worth a thousand words=but they didn't just put the picture; they put the words=LUNCH MENU = CODE= in exchange FOR=?= train African American females for MEN -U =what men=U MEN who are connected to the group[secet] connected to QEI =HER[bert]MAN at the Carver Road Branch Library [with the assistance of the African female[from Africa] DIRECTING the African American female children towards U MEN[white males]-to work against African Americans[born in the United States] and against the African American culture; not to mention it may even be of a sexual manner-[part of what Oprah Winphrey's school for GIRLS is designed for [and if not then issue to be public]-if want issue to stay hid=cooperate;[PRAY for African American children born in the United States] as well as all children;
And evidently the EXCHANGE is= in EXCHANGE for African American male youth heritage and culture of economic and social prosperity[MONEY for the head of QEI and family]=QEI [ and those associated] will serve African American female youth up to U MEN[white males]-who will supply the MONEY [through programs];[all can be verified];[BECAUSE THEY ARE PROUD OF WHAT THEY ARE DOING];
Thus part of how /one of the ways to get a job is to agree to help U-MEN[white males] to use innocent children [specifically African American boys and girls] to be on the LUNCH menu,etc..
BUT KNOW THIS: everything hid shall be revealed and everthing covered shall be KNOWN;
And some of the workers at QEI's are innocent; but some KNOW exactly what they are doing and what their real job is- keep African American female girs on the MENU to serve to U-MEN
[white males];
Most of the African American parents do not have a clue=HOWEVER there are some who are well aware of what their child is being used for and make no complaint=because they are PAID=they get MONEY in exchange=Like at the Indian Education [http://en.wikipedia.org/wiki/Native_American_boarding_schools]-where in some cases the children were beat so badly that they died with the parents living outside in a tent[but saying nothing about their child being abused by those operating the schools];
The article at [http://en.wikipedia.org/wiki/Native_American_boarding_schools] does not state that the children were abuse so badly that they died[which there is an article where the people who operated the schools were charged]and it also states who funded the schools;
Socialpeacest
Native American boarding schools
An Indian boarding school refers to one of many schools that were established in the United States during the late 19th and early 20th centuries to educate Native American children and youths according to Euro-American standards. They were first established by Catholic missionaries of various denominations, who often started schools on reservations and founded boarding schools to provide opportunities for children who did not have schools nearby,[1] especially in the lightly populated areas of the West. The government paid religious societies to provide education to Native American children on reservations. In the late 19th and early 20th centuries, the Bureau of Indian Affairs (BIA) founded additional boarding schools based on the assimilation model of the Carlisle Indian Industrial School.Children were usually immersed in European-American culture through appearance changes with haircuts, were forbidden to speak their native languages, and traditional names were replaced by new European-American names. The experience of the schools was often harsh, especially for the younger children who were separated from their families. In numerous ways, they were encouraged or forced to abandon their Native American identities and cultures.[2] The number of Native American children in the boarding schools reached a peak in the 1970s, with an estimated enrollment of 60,000 in 1973. Especially through investigations of the later twentieth century, there have been many documented cases of sexual, physical and mental abuse occurring at such schools.[3] Since those years, tribal nations have increasingly insisted on community-based schools and have also founded numerous tribally controlled colleges. Community schools have also been supported by the federal government through the BIA and legislation. The largest boarding schools have closed. In some cases, reservations or tribes were too small or poor to support independent schools and still wanted an alternative for their children, especially for high school. By 2007, the number of Native American children in boarding schools had declined to 9,500.
Did locate part of article about the Canadian Indian Residential School System in which those who had been abused were apologized to by the Canadain Prime Minister Stephen Harper, The Anishinabek Nation, and the Anglican Church of Canada[who was sued for abuses,[Carver Road Christian Church for the last three to four years could easily fit into that category];
Part of the article is as follows:
Canada[edit]
For more details on this topic, see Canadian Indian residential school system.
A similar system in Canada was known as the Canadian Indian residential school system.[13][14] On June 11, 2008, Canadian Prime Minister Stephen Harper issued a 3,600-word formal apology to First Nation, Métis and Inuit people for the legacy of Indian Residential Schools, which he called a "sad chapter in our history." The Anishinabek Nation Grand Council Chief John Beaucage said, "Our first thoughts today are for our elders, many of them have suffered life-long physical and emotional pain because of their residential school experiences."Similarly, the Anglican Church of Canada, which ran many of the boarding schools and was sued for abuses, has issued an official apology in addition to paying court-ordered settlements. It has further adopted a policy of a "living apology" and has been working to support First Nations and other indigenous peoples within their own cultures
Socialpeacest
*******
History of education of Native Americans[edit]
How different would be the sensation of a philosophic mind to reflect that instead of exterminating a part of the human race by our modes of population that we had persevered through all difficulties and at last had imparted our Knowledge of cultivating and the arts, to the Aboriginals of the Country by which the source of future life and happiness had been preserved and extended. But it has been conceived to be impracticable to civilize the Indians of North America — This opinion is probably more convenient than just.In the late eighteenth century, reformers starting with Washington and Knox,[5] in efforts to "civilize" or otherwise assimilate Native Americans (as opposed to relegating them to reservations), adopted the practice of educating native children in current American culture, which was at the time largely based on rural agriculture, with some small towns and few large cities. The Civilization Fund Act of 1819 promoted this civilization policy by providing funding to societies (mostly religious) who worked on Native American education, often at schools established in Indian communities.
—Henry Knox to George Washington, 1790s.[4]
I rejoice, brothers, to hear you propose to become cultivators of the earth for the maintenance of your families. Be assured you will support them better and with less labor, by raising stock and bread, and by spinning and weaving clothes, than by hunting. A little land cultivated, and a little labor, will procure more provisions than the most successful hunt; and a woman will clothe more by spinning and weaving, than a man by hunting. Compared with you, we are but as of yesterday in this land. Yet see how much more we have multiplied by industry, and the exercise of that reason which you possess in common with us. Follow then our example, brethren, and we will aid you with great pleasure ...
—President Thomas Jefferson, Brothers of the Choctaw Nation, December 17, 1803[6]
Non-reservation boarding schools[edit]
In 1634, Fr. Andrew White of the Society of Jesus established a mission in what is now the state of Maryland, and the purpose of the mission, stated through an interpreter to the chief of an Indian tribe there, was "to extend civilization and instruction to his ignorant race, and show them the way to heaven."[7] The mission's annual records report that by 1640, a community had been founded which they named St. Mary's, and the Indians were sending their children there "to be educated among the English."[8] This included the daughter of the Pascatoe Indian chief Tayac, which exemplifies not only a school for Indians, but either a school for girls, or an early co-ed school. The same records report the in 1677, "a school for humanities was opened by our Society in the centre of [Maryland], directed by two of the Fathers; and the native youth, applying themselves assiduously to study, made good progress. Maryland and the recently established school sent two boys to St. Omer who yielded in abilities to few Europeans, when competing for the honour of being first in their class. So that not gold, nor silver, nor the other products of the earth alone, but men also are gathered from thence to bring those regions, which foreigners have unjustly called ferocious, to a higher state of virtue and cultivation."[9]Harvard College had an Indian College on its campus in the mid-1600s, supported by the English Society for Propagation of the Gospel. Its few Indian students came from New England, at a time when higher education was very limited for all classes and colleges were more similar to today's high schools. In 1665, Caleb Cheeshahteaumuck, "from the Wampanoag...did graduate from Harvard, the first Indian to do so in the colonial period".[10] In early years, other Indian schools were created by local communities, as with the Indian school in Hanover, New Hampshire in 1769, which gradually developed into Dartmouth College. Other schools were created in the East, where Indian reservations were less common than they became in the late nineteenth century in western states.
West of the Mississippi, schools near Indian settlements and on reservations were first founded by religious missionaries, who believed they could extend education and Christianity to Native Americans. Some of their efforts were part of the progressive movement after the Civil War. As Native Americans were forced onto reservations following the Indian Wars, missionaries founded additional schools with boarding facilities, to accommodate students who lived too far to attend on a daily basis.
The Carlisle Indian Industrial School, founded by the US Army officer Richard Henry Pratt in 1879 at a former military installation, became a model for others established by the Bureau of Indian Affairs (BIA). Pratt said in a speech in 1892, "A great general has said that the only good Indian is a dead one. In a sense, I agree with the sentiment, but only in this: that all the Indian there is in the race should be dead. Kill the Indian in him and save the man."[11] Pratt professed "assimilation through total immersion."[11] He had arranged for education of some young Indian men at the Hampton Institute, a historically black college, after he had supervised them as prisoners at a fort in Florida.
At the prison, he made efforts to have the Indians taught English and United States culture, while giving them leeway to govern themselves. From seeing the progress of both his younger prisoners and the ones who attended Hampton, he came to believe that removing Indians from their native culture could result in their successful assimilation into the majority culture of the United States. As at the Hampton Institute, he included in the Carlisle curriculum vocational training for boys and domestic science for girls, including chores around the school and producing goods for market. They also produced a newspaper, had a well-regarded chorus and orchestra, and developed sports programs. The vocational training reflected the administration's understanding of skills needed at most reservations, which were located in rural areas, and reflected a society still based on agriculture. In the summer, students often lived with local farm families and townspeople to continue their immersion in European-American culture, and provide labor at low cost to the families. Carlisle and its curriculum became the model for the Bureau of Indian Affairs; by 1902 there were 25 federally funded non-reservation schools in 15 states and territories, with a total enrollment of over 6,000 students. Federal legislation required Native American children to be educated. Parents had to authorize their children's attendance at boarding schools, but sometimes officials used coercion to gain a quota of students from any given reservation.[citation needed]
As the model of boarding schools was adopted more widely by the US government, many Native American children were separated from their families and tribes when they were sent or sometimes taken to boarding schools far from their home reservations. These schools ranged from those similar to the federal Carlisle Indian Industrial School, which became a model for BIA-run schools; to the many schools sponsored by religious denominations.
In that period, when students arrived at the boarding schools, their lives usually altered dramatically. They were given short haircuts (a source of shame for boys of many tribes), uniforms, and English names; sometimes these were based on their own, other times they were assigned at random, and sometimes children chose new names. They were not allowed to speak their own languages, even between each other, and they were expected to attend church services and encouraged to convert to Christianity. Discipline was stiff in many schools (as it was in families and other areas of society), and it often included chores and punishments.[citation needed]
The following is a quote from Anna Moore regarding the Phoenix Indian School:
- "If we were not finished [scrubbing the dining room floors] when the 8 a.m. whistle sounded, the dining room matron would go around strapping us while we were still on our hands and knees."[12]
The Meriam Report of 1928[edit]
In 1926, the Department of Interior (DOI) commissioned the Brookings Institution to conduct a survey of the overall conditions of the American Indians and to assess federal programs and policies. The Meriam Report, officially titled The Problem of Indian Administration, was submitted February 21, 1928 to the Secretary of the Interior Hubert Work. Related to education of Native American children, it recommended:- abolition of "The Uniform Course of Study", which taught only European-American cultural values;
- education of younger children at community schools near home, while providing for older children to be able to attend non-reservation schools for higher grade work; and
- provision by the Indian Service (now Bureau of Indian Affairs) to Native Americans of the education and skills to adapt both in their own communities and United States society.
Today, a few off-reservation boarding schools still operate, but funding for them is in decline. Some American Indians found their experiences and education at such schools to be valuable and have wanted to retain the schools as alternatives to reservation-based education. Many others found their times at boarding schools to be repressive.
West of the Mississippi, schools near Indian settlements and on reservations were first founded by religious missionaries, who believed they could extend education and Christianity to Native Americans. Some of their efforts were part of the progressive movement after the Civil War. As Native Americans were forced onto reservations following the Indian Wars, missionaries founded additional schools with boarding facilities, to accommodate students who lived too far to attend on a daily basis.
The Carlisle Indian Industrial School, founded by the US Army officer Richard Henry Pratt in 1879 at a former military installation, became a model for others established by the Bureau of Indian Affairs (BIA). Pratt said in a speech in 1892, "A great general has said that the only good Indian is a dead one. In a sense, I agree with the sentiment, but only in this: that all the Indian there is in the race should be dead. Kill the Indian in him and save the man."[11] Pratt professed "assimilation through total immersion."[11] He had arranged for education of some young Indian men at the Hampton Institute, a historically black college, after he had supervised them as prisoners at a fort in Florida.
At the prison, he made efforts to have the Indians taught English and United States culture, while giving them leeway to govern themselves. From seeing the progress of both his younger prisoners and the ones who attended Hampton, he came to believe that removing Indians from their native culture could result in their successful assimilation into the majority culture of the United States. As at the Hampton Institute, he included in the Carlisle curriculum vocational training for boys and domestic science for girls, including chores around the school and producing goods for market. They also produced a newspaper, had a well-regarded chorus and orchestra, and developed sports programs. The vocational training reflected the administration's understanding of skills needed at most reservations, which were located in rural areas, and reflected a society still based on agriculture. In the summer, students often lived with local farm families and townspeople to continue their immersion in European-American culture, and provide labor at low cost to the families. Carlisle and its curriculum became the model for the Bureau of Indian Affairs; by 1902 there were 25 federally funded non-reservation schools in 15 states and territories, with a total enrollment of over 6,000 students. Federal legislation required Native American children to be educated. Parents had to authorize their children's attendance at boarding schools, but sometimes officials used coercion to gain a quota of students from any given reservation.[citation needed]
As the model of boarding schools was adopted more widely by the US government, many Native American children were separated from their families and tribes when they were sent or sometimes taken to boarding schools far from their home reservations. These schools ranged from those similar to the federal Carlisle Indian Industrial School, which became a model for BIA-run schools; to the many schools sponsored by religious denominations.
In that period, when students arrived at the boarding schools, their lives usually altered dramatically. They were given short haircuts (a source of shame for boys of many tribes), uniforms, and English names; sometimes these were based on their own, other times they were assigned at random, and sometimes children chose new names. They were not allowed to speak their own languages, even between each other, and they were expected to attend church services and encouraged to convert to Christianity. Discipline was stiff in many schools (as it was in families and other areas of society), and it often included chores and punishments.[citation needed]
The following is a quote from Anna Moore regarding the Phoenix Indian School:
- "If we were not finished [scrubbing the dining room floors] when the 8 a.m. whistle sounded, the dining room matron would go around strapping us while we were still on our hands and knees."[12]
The Meriam Report of 1928[edit]
In 1926, the Department of Interior (DOI) commissioned the Brookings Institution to conduct a survey of the overall conditions of the American Indians and to assess federal programs and policies. The Meriam Report, officially titled The Problem of Indian Administration, was submitted February 21, 1928 to the Secretary of the Interior Hubert Work. Related to education of Native American children, it recommended:- abolition of "The Uniform Course of Study", which taught only European-American cultural values;
- education of younger children at community schools near home, while providing for older children to be able to attend non-reservation schools for higher grade work; and
- provision by the Indian Service (now Bureau of Indian Affairs) to Native Americans of the education and skills to adapt both in their own communities and United States society.
Assimilation efforts:
Today, a few off-reservation boarding schools still operate, but funding for them is in decline. Some American Indians found their experiences and education at such schools to be valuable and have wanted to retain the schools as alternatives to reservation-based education. Many others found their times at boarding schools to be repressive.
Canada[edit]
For more details on this topic, see Canadian Indian residential school system.
A similar system in Canada was known as the Canadian Indian residential school system.[13][14] On June 11, 2008, Canadian Prime Minister Stephen Harper issued a 3,600-word formal apology to First Nation, Métis and Inuit people for the legacy of Indian Residential Schools, which he called a "sad chapter in our history." The Anishinabek Nation Grand Council Chief John Beaucage said, "Our first thoughts today are for our elders, many of them have suffered life-long physical and emotional pain because of their residential school experiences."Similarly, the Anglican Church of Canada, which ran many of the boarding schools and was sued for abuses, has issued an official apology in addition to paying court-ordered settlements. It has further adopted a policy of a "living apology" and has been working to support First Nations and other indigenous peoples within their own cultures
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