Educating the Seminole Indians of Florida, 1879-1970
Bibliographic record
Abstract
It was not until the 1920s that Seminole Indian children in Florida began to attend federal and public schools on a regular basis. The Seminoles were among the last tribes to accept the benefits of public school education. Much of the basis for this long resistance is found in the cultural and geographic isolation of the Seminoles. Following a series of devastating confrontations with the government between 1817 and 1858, collectively known as the Seminole Wars, most of the Seminoles who had not been killed were sent to the Indian Territory in Oklahoma. Those few Indians who remained in Florida withdrew to the wild interior swamplands of the southern part of the peninsula. They rarely ventured from their isolated camps in the deep Everglades except to trade at such frontier villages as Fort Myers, Miami, and Fort Lauderdale. They had little use for the settlers who had usurped their lands, and they kept contacts to a minimum. A few males learned enough English to facilitate their commerce in hides, pelts, and plumes, but beyond that there was no desire to become acquainted with white man’s ways. Nor were there many positive overtures on the part of the white settlers to acculturate the Seminoles. Throughout the last quarter of the nineteenth century there were isolated instances of informal efforts by missionaries and concerned citizens to teach the basic elements of learning to Seminoles, but there were few federal or state efforts in this direction.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.007 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".