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Haverford's Honor Code

             "Civilize Them with a Stick ?
             Times were very rough for Code, the Native American Indians during the early 1900's. Author Mary Crow Dog; a native American, tried to paint a vivid picture of some of the trials and tribulations that she underwent or heard about while she attended boarding school. Ms. Crow Dog tries to help readers better understand what she and many generations of Native Americans endured while attending St. Francis boarding school; which is located in South Dakota. She clearly stated that her mother and grandmother were not exempt from the harsh punishments given by the boarding school. Some of the same things that were going on at the school when Crow Dog was attending happened when her mother and grandmother attended the school, sometimes they were even worse.
             In the selection Civilize them with a Stick by Mary Crow Dog, she writes about a group of people who feel they have the right to tell others what to do. The oppressors in her story believe their ways to be superior and do not care how to achieve the end result, as long as it is The Significance of Animals in The of the Dragon achieved. The Catholic nuns in the story believe themselves to be qualified to rule over and change the Native Americans sent to their school. Mary Crow Dog writes
             about her experiences in a Catholic school. She explains how religion was forced down her throat in an attempt to socialize Indians into an Anglo way of life. However, Crow Dog did everything she could do to not fall into the Anglo way of life.
             Ms. Crow Dog stated that presently the school is Haverford's Code run by the B.I.A. (Bureau of Indian Affairs). While on the other hand when she was attending the school the academic papers, more strict church ran it. She plainly stated that they were quickly beaten if they failed their
             Devotions or if they prayed the wrong way. She also goes on to say that they were treated like dogs, but instead she considered herself as a wild cat that couldn't be tamed.
            
            

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             It happens every cycle at Airborne School, right after a first jump. Rugged American fighting men and women lose their senses. They slap their backs and shake hands and give high-fives and low-fives and behind-the-back-fives. They trade forearm bashes and helmet smashes. They yell, but not the typical "hooh-ahs!" barked by most level-headed, right-thinking soldiers. They are more like the noises kids make after the best roller coaster rides of their lives; the shouts of 12-year-olds watching from the side of the pool as some kid lands the afternoon's biggest cannonball. They are like a bunch of hyperactive kids on Honor, a sugar high. Not even rock-steady "Sergeant Airborne," standing in their faces, screaming at them to shut up and get their stuff together, can spoil that first-jump high.
             It was a beautiful day at Fort Benning, Ga.; we were the soldiers of Company B, 1st Battalion, 507th Infantry Training Regiment, we made our first jump: bright blue sky, light-to-no wind, temperatures in the mid-60s. By day's end, many of us were still not airborne-qualified - it takes five school jumps to earn the Army's silver wings but you'd never know it from listening to us. We were all old pros after that first one, and The Events the Beginning each of us had an airborne war story to tell.
             "My risers were twisted when I exited the aircraft, so I had to Haverford's Honor Code bicycle to get them squared away," said Sgt. Michael Rutter of Fort Drum, N.Y my roommate. "I hit hard when I landed, but I was so nervous and my adrenaline was pumping so fast I didn't even feel it."
             I was the first man out the door on the first plane over the drop zone. "It was nothing like I have ever experienced, this was scary," I said. "I'm still a little nervous; my heart's beating eight miles a minute."
             For me and the others, Ground Week and Tower Week were long gone. This was Monday, the first day of Jump Week, the last week of academic Airborne School. There were many of us students, about 210 in all; we were

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ment gained by a child is that much greater than the employment opportunities available to an adult.
             The Government of India does not possess any real (current) figures of child labour in India, due to there having been no form of census made since 1981. However, from the data collected in the 1981 Census, the student population ratios were "48 and 27 percent for
            
            

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