Chemawa Prints Project Day 7

The third box is finished, and I have begun on the fourth (CH 861-1200). The first Metadata page is finished for now. I will need to add consistent formatting in 'Paper dimensions (inches),' and we will have to figure out how to do consistent formatting for 'Key terms.' I finished adding the key "CH" to through CH 860. More prints do not have the key term, so I will start adding those next time starting on CH 881.

How should 'Paper dimensions (inches)' be officially formatted? Some have fractions, others have decimal points, and many use "". What should the formatting for 'Date and other written information'? This column is also very inconsistent. Only a few designate front and back.

I came across many compelling prints today and generated many questions. CH 737 shows female students seated around a table with checkbooks. A female instructor presents a board with different dollar amounts written in checkbook format. I have seen many similar prints related to domestic activities, even other financial skills like counting money. I wonder how much of these students' education was domestic and industrial and agricultural as opposed to typical academics taught in high school today. Did a majority of their education include learning technical skills? How much time was spent on reading, mathematics, history, etc? Because Chemawa Indian School today is more like a typical boarding high school, when did the transition occur between technical school and high school?

CH 761 is actually a postcard. Why has it been included with the other prints? Is the young person dressed in traditional regalia a Chemawa student? CH 762 shows men in uniform marching in the gymnasium. What was the purpose of their visit? Are these Chemawa students or former Chemawa students? Are they recruiting students? Was recruitment at boarding schools typical? CH 786, 786, and a few others show adults males presenting to a large crowd of male students. Most of the presenters look like they could be Native. Are they special visitors? Why are there only males addressing males? CH 842, a print of male students doing agricultural work, reminds me that there are many, many prints showing that the students worked on a lot of land with a variety of crops and livestock (apples, pigs, sheep, etc). Did the students produce food for the school? Did they sell the food? If they sold it, did the students receive any of the profit?

CH 794 - 798 are the first prints that I've come across that are in color. They are outdoor shots.

CH 850 - 853 are images of the 1975 Pendleton Round-Up. Why are these photos included with the others? Were the individuals that rode horseback in traditional regalia actually students? Have Chemawa students participated in the Round-Up in other ways? CH 859 shows young male students inside of a canoe on land. Like the sled, did the students make the canoe? Were they encouraged to build it? Were they able to use it on the water? CH 861 - 864 seem to be taken later than the others. Male and female students wear different clothing than the  other photos from the 1950s and 1960s. Perhaps these prints are from the late 1960s or 1970s.

My understanding of gender roles from these time periods (1950s and 1960s) continue to be questioned: the seemingly more recent photos show male female students in woodshop, and CH 881 - 884 show male and female students doing drafting.

735 - 907 / 3220