Lot of 6. Three silver gelatin boudoir photographs of Fort Shaw Indian School, including a view of the dining room inscribed, "Dining Room at Fort Shaw," on verso; a view of men and boys working in a field (horses, plows, hoes, baskets all being employed) inscribed, "Fred asked / agriculture class at Fort Shaw," on verso; and a classroom scene featuring several Indian students and one white teacher, with tables and chairs at center, and sewing machines on either side of the room, inscribed, "Indian Boys at Fort Shaw," and marked for The Elite Photo Company, Great Falls, MT, on verso. Images have some discoloration and fading, with some wear to mounts. One albumen boudoir photograph of an outdoor winter scene in Marysville, Montana Territory. Credited on image to Thomas H. Rutter, Butte City, Montana Territory. Image and mount very worn, with spots of discoloration throughout. One cabinet card portrait of William McKinley captioned, "Hon. Wm. McKinley." Credited on mount to Launey, New York. One notable rip/tear to left side of image. One cabinet card portrait of William Jennings Bryan captioned, "William J. Bryan." Credited on mount to A. S. Campbell, Elizabeth, NJ. Bending and edge wear to mount, with one hole in image, not affecting portrait. Fort Shaw Indian School, previously a United States Army fort called Camp Reynolds, served as a school for Native American children from 1892-1910. Boarding schools like Fort Shaw were instrumental in the United States strategy to nonviolently pacify Native American tribes, because they helped to Americanize young Native Americans by teaching them the English language, vocations and skills valued by white society, and even white values and cultural norms. This created an identification with white culture that could surpass a young Native American's identification with his or her native culture, leading to assimilation and, more importantly, less resistance. Students at Fort Shaw would spend half of each school day studying English and other academic subjects, and the other half doing more vocational work including gardening, stable cleaning, livestock raising, uniform-making, furniture repairing, and other such jobs. Many of these tasks were divided according to white gender roles, with boys being taught "men's work" and girls learning "women's work." The school also had a certain amount of acreage allocated to it for agricultural purposes, some of which is possibly featured in the photograph of men and boys working in a field.
Lot of 6. Three silver gelatin boudoir photographs of Fort Shaw Indian School, including a view of the dining room inscribed, "Dining Room at Fort Shaw," on verso; a view of men and boys working in a field (horses, plows, hoes, baskets all being employed) inscribed, "Fred asked / agriculture class at Fort Shaw," on verso; and a classroom scene featuring several Indian students and one white teacher, with tables and chairs at center, and sewing machines on either side of the room, inscribed, "Indian Boys at Fort Shaw," and marked for The Elite Photo Company, Great Falls, MT, on verso. Images have some discoloration and fading, with some wear to mounts. One albumen boudoir photograph of an outdoor winter scene in Marysville, Montana Territory. Credited on image to Thomas H. Rutter, Butte City, Montana Territory. Image and mount very worn, with spots of discoloration throughout. One cabinet card portrait of William McKinley captioned, "Hon. Wm. McKinley." Credited on mount to Launey, New York. One notable rip/tear to left side of image. One cabinet card portrait of William Jennings Bryan captioned, "William J. Bryan." Credited on mount to A. S. Campbell, Elizabeth, NJ. Bending and edge wear to mount, with one hole in image, not affecting portrait. Fort Shaw Indian School, previously a United States Army fort called Camp Reynolds, served as a school for Native American children from 1892-1910. Boarding schools like Fort Shaw were instrumental in the United States strategy to nonviolently pacify Native American tribes, because they helped to Americanize young Native Americans by teaching them the English language, vocations and skills valued by white society, and even white values and cultural norms. This created an identification with white culture that could surpass a young Native American's identification with his or her native culture, leading to assimilation and, more importantly, less resistance. Students at Fort Shaw would spend half of each school day studying English and other academic subjects, and the other half doing more vocational work including gardening, stable cleaning, livestock raising, uniform-making, furniture repairing, and other such jobs. Many of these tasks were divided according to white gender roles, with boys being taught "men's work" and girls learning "women's work." The school also had a certain amount of acreage allocated to it for agricultural purposes, some of which is possibly featured in the photograph of men and boys working in a field.
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