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PRIMITIVE EDUCATTON TKT NORTH AMERICA BY GEORGE A. PEXTIXT UNIVERSITY OF CALIFORNIA PRESS BERKELEY AND LOS ANGELES 1946 oli CLI GB IA. PUBLICATIONS IK AMERICAN ARCHAEOIX GY AND EDITORS BERKELEY A. L. KBOEBER, It. BE. LOWIE, It. L. OLSOK Volume 43, ISTo. 1 7 pp. Iv 1-182 Submitted by editors September 3, 1943 Issued June 1, 1946 Paper, 2.25 cloth, 3.50 OF CALIFORNIA PRESS AOT Los IN THB TTCTXTKD STATBB O3T CONTENTS SUCTION PAGE I. INTRODUCTION - . . . . . 1 II. DISCIPLINE 6 III. THE ROLE OF THE MOTHERS BROTHER 15 The Avunculate . . 17 Mothers Brother as Disciplinarian and Teacher 18 IV. DISCIPLINE BEFEBBXP TO THE SUPERNATURAL 25 The Use of Masks for Disciplinary Purposes 28 V, IMITATION VERSUS STIMULATED LEARNING 40 Praise as an Incentive 47 Bidicule as a Deterrent and as an Incentive 50 The Privileges of Maturity 53 VI. THE EDUCATIONAL FUNCTION OP PERSONAL NAMES 59 The Bole of Personal Names in Ridicule Stimulus 60 Personal Names as Prestige Rewards 62 Use of Names in Personality Transference 65 VTI. THE SIGNIFICANCE OF FIRST-FOOD BITES 75 VIII. THE VISION QUEST AND THE GUARDIAN SPIRIT 87 The Nature of the Vision, 94 IX THE TRAINING OP EXTKAMUNDANE iNoaatoEssoRS 105 The Nature of Extramundane Intercessors ., ., ., 105 Training for the Priesthood 107 The Training of the Shamaai, . 118 X. THE STORYTELLING ART 151 XI. GENERAL CONSIDERATIONS 161 BIBLIOGRAPHY, 165, , 179 PRIMITIVE EDUCATION IN NORTH AMERICA BY GEORGE A. PETTITT I. INTRODUCTION CIVILIZATION is, of course, a gold mine of paradoxes but none of them is more curious than the success and purported failure of Americas magnificent experi ment in mass education. The success of the public school system would seem to be obvious. Exceptfor slight reverses occasioned by economic depressions and regres sions, the number of public schools and of subjects included in the curricula, the percentage of each age group attending the schools, and the duration of the average individuals period of schooling have all steadily increased. The public has ex pressed its satisfaction with the schools and their product by voting more and more stringent, compulsory attendance laws, by urging young people to stay in the schools far beyond the compulsory age limit, and by cheerfully spending large sums of money on public education. In spite of these evidences of success, there has been an ever more vociferous com plaint from leading educators and observant laymen that the public schools have failed in their basic responsibility that they have filled the minds of youth with disparate and fragmentary bodies of knowledge intended to supplement living, without teaching them how to live either as individuals or as members of a demo cratically inclined society. Criticism of the school system, of the content of cur ricula, and of teaching methods is not, of course, a new thing. Whether the first critic arose before or after the first public school and the first teacher, is a moot question. But the voice crying in the wilderness did not become an a eapella choir until the depression struck and well-schooled young men and women failed to find jobs or to found families as successfully as had their frequently less literate parents and grandparents in times past. Few people actually claimed that the schools were responsible for - unemployment, but there was a widespread feeling that conditions would be better if the schools at least taught somespecific trade and that the depression would have been shortened if the schools had properly equipped their graduates to create jobs and to carry on the tradition of helping their parents. Then came the rise of the dictators and the onslaught of totalitarianism against democratic ideals. The choir swelled to a full symphonic chorus...
The art of reconstructing civilizations from the artifacts of daily life demands integrity and imagination. Indians of North America displays both in its description of the enormous variation of culture patterns among Indians from the Arctic to Panama at the high points of their histories—a variation which was greater than that among the nations of Europe. For this second edition, Harold Driver made extensive revisions in chapter content and organization, incorporating many new discoveries and interpretations in archeology and related fields. He also revised several of the maps and added more than 100 bibliographical items. Since the publication of the first edition, there has been an increased interest in the activities of Indians in the twentieth century; accordingly, the author placed much more emphasis on this period.
This volume provides an intellectual history of Kerr's vision of the multiversity, as expressed in his most famous work, The Uses of the University, and in his greatest administrative accomplishment, the California Master Plan for Higher Education. Building upon Kerr's use of the visionary hedgehog/shrewd fox dichotomy, the book explains the rise of the University of California as due to the articulation and implementation of the hedgehog concept of systemic excellence that underpins the master plan.Arguing that the university's recent problems flow from a fox culture, characterized by a free-for-all approach to management, including excessive executive compensation, this is a call for a new vision for the university—and for public higher education in general. In particular, it advocates re-funding and re-democratizing public higher education and renewing its leadership through thoughtful succession planning, with a special emphasis on diversity.Gonzalez's work follows the ups and downs of women and minorities in higher education, showing that university advances often have resulted in the further marginalization of these groups. Clark Kerr's University of California is about American public higher education at the crossroads and will be of interest to those concerned with the future of the public university as an institution, as well as those interested in issues relating to leadership, diversity, and succession planning.
Butte County mining camps and foothill farms were an active front in the California Indian wars. Using centuries-old tribal tactics, Butte Creeks, the Mountain Maidu tribelets’ warriors, resisted settlers’ seizures of their territories. Making a strategic shift, in 1857, they acquired bases in the neighboring Yahi’s Deer Creek Canyon. They merged with renegades and Yahi fighters, called Mill Creeks, whose raids had terrified Maidu and Tehama County farmers through the mid-1850s. Meanwhile, quarrels between miners and farmers and with John Bidwell continued as Civil War loyalties undermined unity against the Indian raiders, now out of Deer Creek. In 1863, Bidwell urged the Interior Department to expunge Butte County of all the Maidu—except his own workers, mostly Mechoopda Maidu. After centuries of self-governance, this independent tribelet had to labor for him on their own historic territory. A few Mechoopdas, remembering the dignity of autonomy and self-sufficiency, joined in Mountain Maidu raids on Bidwell’s ranch. Bloody Butte County conflicts culminated in 1865 with that county’s final round of Indians’ and settlers’ mutual retaliatory killings. "A richly informative investigation of a tragic episode." --Kirkus Reviews