Pinon Boarding School, Navajo Route 41, North of Navajo Route 4, Pinon

Source document Quoted word for word from HABS ARIZ,9-PIN,1-. Not written, edited or summarised by this site.

Established in as a day school, the Pifion Boarding School's original Pueblo Revival sandstone buildings date back to These buildings were built during the administration of John Collier, Commissioner of Indian Affairs, who launched a large fast-track construction campaign to provide schools for the Navajo Reservation. The Pifion Boarding School was one of 47 schools on the Navajo reservation funded by a Public Works Administration grant of million. It was among the first schools built and had one of the four largest classroom buildings. PINON BOARDING SCHOOL (Piffon Community School) HABS No. AZ-162 (Page 2) PARTI.

Description

The original Pueblo Revival buildings were constructed of native, Dakota sandstone cut, dressed, and laid by Navajo workers employed by the Civilian Conservation Corps. Some of the roofs are flat with overhangs, while others are flat with parapets. Architectural details include wood lintels, exposed wood vigas and large wood canales (scuppers). The buildings of interest are listed below: NO. DATE USE STYLE/

Type Status

Classroom/Admin. Pueblo Revival Abandoned. parapet Scheduled for demolition. Staff Quarters PR - parapet Abandoned. Scheduled for demolition. 305 Pumphouse PR Demolished. Residence PR - parapet Abandoned. and overhang Dormitory PR - overhang To be restored. 1 See HABS No. AZ-162-A 2 See HABS No. AZ-162-B 3 See HABS No. AZ-162-C 4 See HABS No. A2-162-D PINON BOARDING SCHOOL (Pinon Community School) HABSNo. AZ-162 (Page 3) PART II.

History

Architecture as Historical Record The stone buildings at Pinon Boarding School present a historically interesting duality of architectural character. Being of Pueblo Revival Style, the buildings evoke nostalgia of the rugged Old West, yet possess a kinship with refined stone halls on Ivy League campuses of the East. White the style of the buildings is a valuable part of American architectural heritage, the buildings themselves become even more significant historically as they represent layers of American and Navajo history. Their very existence is a testament to the reversal of a culturally destructive government policy and a commitment to preserve the rich Navajo heritage.

Assimilation through Education From to the United States government executed a strategic policy of systematic assimilation of all Native Americans. In stark contrast to its purpose today, the Bureau of Indian Affairs (BIA) set out to undermine Indian culture by destroying the power of chiefs, splintering tribal cohesiveness and relations, and breaking up the cultural fabric - primarily through education. This was the mission of boarding schools. In Indian Commissioner Hiram Price, explained the role of boarding schools in his Annual Report: "The agency boarding school is the object lesson for the reservation. The new method of thought and life exemplified, while being wrought into pupils, are watched by those outside.

Parents visit the school, and the pupils take back into their homes new habits and ideas gained in the School room, sewing room, kitchen, and farm." Boarding schools, whether on or off the reservation, separated the children from their families and culture. Since most Indians could not see the value of formal education, attendance was low. As a result. Congress passed a law in that made it mandatory for Indian children to attend school. In government agents actually seized Indian children in the southwest and sent them to school in Grand Junction, Colorado -- far away from their homes and families. This created resentment toward the government and further demoralized the Indian people. Between and more boarding schools were opened on the reservation, making them more accessible.

Attendance improved as the Indians became more aware of the outside world, thus the need for formal education. But as interest in attending increased, conditions at the schools worsened. The buildings were dilapidated, overcrowded and poorly suited for instruction. Many had been abandoned military buildings and dormitories were typically old barracks. As a result of poor diets and sanitation, the children suffered from a variety of illnesses, with tuberculosis and trachoma being full-blown epidemics. PlfiON BOARDING SCHOOL (Pinon Community School) HABS No. AZ-162 (Page 4) The curriculum for the boarding schools was a combination of classroom work and vocational training to prepare the student to earn a living in white society.

The "vocational training" conveniently coincided with the labor required to keep the school operating. In "The Course of Study for United States Indian Schools" states: "In our Indian schools a large amount of productive work is necessary. They could not possibly maintain on the amounts appropriated by Congress for their support were it not for the fact that students are required to do washing, ironing, baking, cooking, sewing, to care for the dairy, farm, garden, grounds, buildings, etc. -- an amount of labor that has in aggregate a very appreciable monetary value.

The Plan requires the Indian student to work half a day and to attend classroom exercises during the other half." The reprehensible conditions of Indian boarding schools finally received attention in with the release of a report entitled The Problem of Indian Administration. The study had been compiled by experts in areas such as education, health, and administration. The Meriam Report, as it was also called, was a comprehensive condemnation of the effectiveness of the BiA education system and its advancement of Indian peoples. The report cited the government's assimilation policy and lack of funding as the primary causes for the failure. By August the Hoover administration had initiated some of the reforms suggested by the Meriam Report including a three-fold policy: 1.

Development of community day schools. 2. Allowing Indian children to attend public schools. 3. Phasing out boarding schools. The Crash of slowed progress, but by a few day schools had been built, reducing enrollment in boarding schools - which had adjusted their curricula to emphasize instruction rather than labor. John Collier Some of these reforms were to be continued in the years to follow by an Indian rights advocate and reformer by the name of John Collier. Mr. Collier was from Georgia and was educated at Columbia University as well as the College de France. He had pursued a career in social work with a particular interest in new immigrants. While in New York City he had also been active in various reform movements.

In Collier visited the Taos Pueblo in New Mexico where he saw the impressive Christmas rituals. It was here that he was introduced to the Pueblo Indian social structure which was an example of what he had tried to achieve with immigrants in his social work: a group of people living together and making decisions communally. This was an experience that would change the course of Collier's life and, ultimately, the interaction between the federal government and Native Americans, especially the Navajo. After touring the Navajo reservation in Collier wrote: PlfiON BOARDING SCHOOL {Pinon Community School) HABSNo.

AZ-162 (Page 5) "The Navajos are the Indian tribe within the United States who have kept the prehistorical cultural system most nearly unchanged and unweakened." Over the next ten years. Collier became an influential spokesman for Native Americans, fighting to protect their land, water, and oil rights, and teaching the Indians to mobilize in defense of their tribal interests. Plight of The Navaio Nation By the Navajo Nation, whose people had always shown great resiliency to hardship, had fallen on difficult times that were only to become worse. The tribe's immense number of sheep and goats, estimated at 1.3 million head, was at least twice what their range land could sustain. This estimate did not include the cattle and horses that also grazed on the reservation.

The excessive number of livestock was destroying the Navajo land by overgrazing and erosion. To make matters worse, the Depression had crippled the US economy, driving down wool and sheep prices and decreasing demand. This left more sheep on the range which exacerbated the problem. Consequently, the Navajo economy was already depressed when the severe winter of struck. Heavy snowfall buried the already sparse grazing lands and temperatures dropped to -20 . White traders extended credit and helped the Indians as much as they could, but the bitter winter had brought too much suffering. George Hubbell, operating the trading post across the road from the site of the Pinon school, wrote in January "I feel sorry for these people.

The government [sent] up about 80 bags of flour which lasted one day and now every day from 10 to 30 come in wanting rations, nearly ail of them afoot, men, women, and children; many of them stay all night and of course I have to feed them....It is indeed piteful, and then they have to go back home without any food, lagging #10 shoes, underware and a shirt. The last truck from the Cannon [Keams Canyon?] brought shoes, underware and blankets and 6 cc of baking powder no flour or sugar. My goodness, of course I keep out of the mess but I see everything and cannot help but wonder what is to be done." That spring, the range was littered with hundreds of thousands of dead animals. In desperation, the Navajo would pull wool off the sheep carcasses and sell it for whatever the trader would pay.

With the temperatures of summer, every trading post was blanketed in the stench of rotten wool - a grim reminder of the long suffering of the Navajo people. The New Deal Amid the devastation, the Presidential election brought a glimmer of hope. Franklin D. Roosevelt was ushered into the White House with his economic package, the New Deal, which promised to pull the nation out of the Depression. As the early months of Roosevelt's administration unfolded, he exhibited a willingness to appoint unlikely candidates, and those with unconventional ideas. PlfiON BOARDING SCHOOL {Pifion Community School) HABSNo. AZ-162 (Page 6) Such was the appointment of Harold Ickes to Secretary of the Interior.

Considered a long shot without much experience in politics in the West, Ickes was sympathetic to the plight of the Navajos. Roosevelt met with Ickes and Senate Majority Leader Joseph Robinson regarding the appointment of Commissioner of Indian Affairs. Ickes, wanting reform, backed John Collier because of his years of experience fighting for Indian causes. Robinson backed Edgar Merritt who represented the politics of assimilation instituted by past administrations. Roosevelt had also received many letters in opposition to Merritt.

Collier, therefore, was selected and sworn in as Commissioner on April 21, As Commissioner, Collier was in a position to implement the reforms dictated by his fresh new philosophies toward Indian affairs, and the suffering of the Navajos was the most critical issue to address. In fact. New Deal funds poured into the reservation to relieve the severe plight of the people, and because Collier and the government saw the Navajo as a unique opportunity. As Collier had observed in the Navajo heritage had survived nearly unchanged despite the policy of assimilation. Given that the new administration's philosophy toward Indian education was to preserve Indian heritage and promote self-government, the Navajos seemed ideal for achieving these goals.

They were relatively isolated from white society and its ever-increasing influence, and their rich heritage and culture was intact. The Navajo reservation was viewed as a pilot project where ideas could be tested before being implemented on other reservations. Education and Heritage Collier's philosophy on education was that children should not be isolated in boarding schools, away from their parents and culture. He believed they should attend day schools where they could be educated while maintaining direct contact with their heritage by living at home. Philosophically, this was admirable, but was somewhat impractical on the Navajo reservation.

Being the largest tribe on the largest reservation in the country, Navajo families were often far from schools or even roads, most of which were in poor condition and impassable during inclement weather. This was only one of a number of objections to Collier's proposed changes and philosophies. There were debates over the curriculum and who should teach. Collier was in favor of young tribesmen teaching subjects pertinent to Indian life. Others argued that Indian children should be taught the "three by a qualified white teacher -- just as white children were taught. Many critics pointed out that the mission schools were graduating students that scored as well or better than the national average on achievement tests.

Government school students, on the other hand, scored much lower than average. Even the day school concept was challenged by Navajo leaders who had attended the old boarding schools where military discipline, absolute attention, harsh punishment, and contempt for Indian life prevailed. Since their education was not fun, they could not understand how children could learn in the casual, pleasant atmosphere of a day school. PlRON BOARDING SCHOOL (Pifion Community School) HABSNo. AZ-162 (Page 7) All of the debate eventually molded the day school concept into a final form. The day schools would offer four grades instructed by qualified (usually white) teachers who would teach both white and Indian subject matter with an emphasis on Navajo problems and government programs.

Teachers were also encouraged to be extension workers, visiting students' homes, meeting parents, and involving the community in school activities. In a Public Works Administration (PWA) grant of million funded a massive construction campaign to build forty-seven day schools on the Navajo reservation. Some, such as the school at Pifion, were both boarding and day schools, providing sleeping quarters for students who were far from home. A New York City architectural firm, Mayers, Murray and Phillip, designed the new schools. In keeping with Collier's philosophies, the architecture was sensitive to Indian culture, but provided facilities similar to those of white schools.

Since the schools were on a fast-track construction schedule, they were quickly located at trading posts where public access was maximized and access to water was ensured. The designs were simple and functional, built of native materials, thus easily constructed by unskilled Indian workers employed by the Civilian Conservation Corps. The new schools reflected Collier's vision of community living by providing residents access to facilities such as a kitchen, free water for laundry and showers, and a workshop for vocational needs. Statistics gleaned from the book The Navaios and the New Deal prompt some conclusions about the historic details of Pifion and its school.

Author Donald Parman mentions that although Collier's building campaign was on a fast-track schedule, only three schools were completed by Since the school buildings at Pifion were completed in this makes it one of the first three schools built. He also writes that trading posts doing at least in annual trade were selected as sites of two-classroom schools. Since Pifion's classroom building was originally four (possibly five) classrooms one can surmise that the Hubbelt trading post must have been very prosperous. In a footnote, Parman addresses the size of classroom buildings, stating that of the four largest, three had four classrooms and one had eight. Pifion, therefore, had one of the four largest classroom buildings of the 47 schools built.

From their siting at a reservation trading post to the native materials used in their Pueblo Revival architecture, the buildings recall a time when the United States government made a concentrated effort to correct the cultural destruction caused by the policy of assimilation that was perpetrated on Native Americans for nearly 70 years. These buildings served to educate Navajo children and nurture their heritage while providing the adult community with essential services that would improve the Navajo quality of life. PlRON BOARDING SCHOOL (Pinon Community School) HABS No.

A2-162 (Page 8) The School at Pifion Pinon Day School, the precursor of Pifion Boarding School, was originally established in and may have been one of the day schools established by the Hoover administration in response to the Meriam Report. The PWA buildings were built in and include a classroom building staff quarters a residence a boys dormitory (south wing and its mirror image girls dormitory (north wing [Figs. Photo 3) With the new buildings, the school at Pifion became a boarding school, but also served as a community center as Collier envisioned. The single-story buildings are constructed of Dakota sandstone with wood vigas, canales, and lintels typical of the Pueblo Revival Style.

(Details are discussed more thoroughly in each building's respective HABS documentation.) Changes: Past and Future The dormitories are the only buildings that received any major alteration over the years. In the two buildings were joined by a concrete block addition containing toilet and shower facilities, a mechanical room, and a staff apartment. All other buildings have remained unaltered. The classroom building and the residence have been abandoned. The staff quarters was also abandoned after a death occurred in the north living quarters some years ago. Navajo beliefs regarding the dead require the building to be abandoned. It is considered a "chinde" building.

(See the documentation of Building 302 for more details.) A new complex of school buildings has been designed for the site*, requiring the demolition of the classroom building and the staff quarters (Fig. 3, Photos The middle addition of the dormitory building will also be demolished, returning the two dormitories to freestanding buildings as they were originally built. [Figs. The boys dormitory (south wing will be restored and assigned a different use. The girls dormitory (north wing is being relinquished to the Navajo tribe and its fate is unknown. # Architect: Lescher and Mahoney^DLR Group; Phoenix, AZ PART HI.

Sources

Parman, Donald L The Navaios and the New Deal New Haven: Yale University Press, Threinen, Ellen. The Navaios and the BIA: A Study of Government Buildings on the Navajo Reservation. American Indian Engineering, Inc./Bureau of Indian Affairs Other possible sources: Indians at Work. Issues published from - PIISlON BOARDING SCHOOL (Pifton Community School) HABS No. AZ-162 (Page 9) PART IV. PROJECT INFORMATION This survey is a mitigative recording required by a Memorandum of Agreement signed by the following parties: Phyllis Badoni, Executive Director ...

Pifton Community School Board Tom Tippeconnic, Assistant Area Director Navajo Area Office, Navajo Area BIA Jim Garrison Arizona State Historic Preservation Office Alan Downer, Historic Preservation Officer Navajo Nation Historic Preservation Department Robert Bush, Executive Director Advising Council on Historic Preservation The survey documentation was completed in July by Lescher and Mahoney/DLR Group with the cooperation of the following: Pifion Community School Board Bureau of Indian Affairs - Gallup Office Bureau of Indian Affairs - Albuquerque Office Arizona State Historic Preservation Office Navajo Nation Historic Preservation Department David Sloan and Associates, Architects Prepared by: Brett A.

Hobza Affiliation: Lescher and Mahoney/DLR Group, Architects Phoenix, Arizona Date: July PlfiON BOARDING SCHOOL (Pifion Community School) UNITED STATES HABS No. AZ-162 (Page 10) DEPARTMENT OF THE INTERIOR GEOLOGICAL SURVEY m|

Site Location Map

Pifion Boarding School Pinon, AZ PtfiON BOARDING SCHOOL (Pinon Community School) HABSNo. AZ-162 (Page 11: Figure 1. Existing Site Plan PINON BOARDING SCHOOL (Pifion Community School) HABS No. AZ-162 (Page 12) Figure 2. Site Plan - PlfiON BOARDING SCHOOL (Pinon Community School) HABS No. A2-162 {Page 13) ru 050 100 i Figure 3. Site Plan - New Complex PINON BOARDING SCHOOL (Pifiori Community School) HABS No. AZ-1.62 (Page Photo 1. Model - New Pifion Community School PlfiON BOARDING SCHOOL {Pifton Community School) HABS No. AZ-162 (Page 15) Photo 2. Model -New Pifion Community School PI&ON BOARDING SCHOOL (Pifion Community School) HABSNo. AZ-162 {Page 16) 0 ru i 50 100 Photo 3. Aerial View - Existing Pinon Community School PlftON BOARDING SCHOOL (Pinon Community School) HABS No.

AZ-162 {Page 17) Photo 4. Aerial View from North (Pihon Community School) HABSNo. AZ-162 Photo 5. Aerial View from West DESCRIPTION OF ILLUSTRATIONS (Pages PINON BOARDING SCHOOL (Pinon Community School) HABS No. AZ-162 (Page 19) SITE LOCATION MAP Photocopy of U.S. Geological Survey map, Pinon Quadrangle, Arizona- Navajo County. SITE LOCATION MAP FIGURE 1 Photocopy of drawing (original drawing located at Lescher and Mahoney/DLR Group, Phoenix Office). .Brett A. Hobza, Delineator. June EXISTING SITE PLAN, PlftON COMMUNITY SCHOOL, FIGURE 2 Photocopy of civil engineering drawing (original drawing located at Navajo Area Bureau of Indian Affairs, Window Rock, Arizona). SITE PLAN OF PlfiON DAY SCHOOL, SHEET 07.

FIGURE 3 Photocopy of drawing (original drawing located at Lescher and Mahoney/DLR Group, Phoenix Office). Tim D. Smith, Delineator. June SITE PLAN OF NEW PlfiON COMMUNITY SCHOOL WITH BUILDINGS SUPERIMPOSED. PHOTO 1 Photocopy of photograph (original print located at Lescher and Mahoney/DLR Group, Phoenix Office). Tim D. Smith, Photographer. July MODEL AERIAL VIEW OF NEW PlfiON COMMUNITY SCHOOL. DORMITORY BUILDINGS ARE WEST OF CEREMONIAL CIRCLE. RESIDENCE IS NORTHEAST OF CEREMONIAL CIRCLE. PHOTO 2 Photocopy of photograph (original print located at Lescher and Mahoney/DLR Group, Phoenix Office). Tim D. Smith, Photographer. July MODEL VIEW OF NEW PifoON COMMUNITY SCHOOL, LOOKING WEST. DORMITORY BUILDINGS ON WEST SIDE OF CEREMONIAL CIRCLE. RESIDENCE TO NORTHEAST OF CEREMONIAL CIRCLE.

PHOTO 3 Photocopy of aerial photograph (original print located at Lescher and Mahoney/DLR Group, Phoenix Office). Atherton Engineering, Phoenix, Photographer. Flown January AERIAL VIEW OF PINON COMMUNITY SCHOOL, SHOWING ORIGINAL PINON BOARDING SCHOOL BUILDINGS. PHOTO 4 Photocopy of aerial photograph (original print located at Bureau of Indian Affairs, Albuquerque Office). Photographer unknown. Date unknown. AERIAL VIEW FROM

North of

PlftON COMMUNITY SCHOOL. PHOTO 5 Photocopy of aerial photograph (original print located at Bureau of Indian Affairs, Albuquerque Office). Photographer unknown. Date unknown. AERIAL VIEW FROM WEST OF PINON COMMUNITY SCHOOL.