Here's how children of the Ute Indian Tribe were required to work day after day, providing unpaid labor for decades to the federal boarding schools they were often coerced to attend.
Boarding schools’ reliance on child labor left students with “irrelevant” skills, federal officials now concede, “further disrupting tribal economies.”
“Even the smallest girls were required to do such work as they could perform in the various departments,” Uintah Superintendent G. V. Goshorn assured his superiors in 1897. “In theory,” it said, there was a distinction between work that trained children and “work done primarily for the support of the institution.” But teachers “say that much of it is, as a matter of fact, production work for the maintenance of the school.”
That focus left students “with employment options often irrelevant to the industrial U.S. economy,” it said, “further disrupting tribal economies.”‘A real drudgery and hardship’ Two years earlier, Uintah Superintendent G. V. Goshorn had noted: “[Water] must be dipped from the stream and carried in buckets to the different departments. … Over 18,000 articles of clothing, bedding, towels, etc., were washed in the laundry during the last year, and the supply of water is very inconvenient for this purpose.”
The lack of water was a fire risk and a health risk; and without sewage systems, waste was saturating school grounds, superintendents repeated in annual reports. Water and sewage systems were finally installed at both schools in 1904. “Under the direction, and with the aid of the industrial teacher and myself, the boys planted 5 acres in corn, potatoes, melons, and garden truck,” Superintendent Fannie Weeks wrote the next year."… I regret having to state that their labor was in vain, from the fact that the garden seeds were received entirely too late for planting.
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