🏞️Indigenous Peoples of California Unit 8 – Native American Boarding Schools: Assimilation Era

Historical Context

• In the late 19th century, the U.S. government sought to assimilate Native Americans into mainstream American society
• Believed that Native American cultures were inferior and incompatible with "civilized" society
• Viewed education as a means to "civilize" and "Americanize" Native children
• Influenced by the ideology of Manifest Destiny, which justified westward expansion and the subjugation of Indigenous peoples
• Supported by religious organizations that aimed to convert Native Americans to Christianity
• Coincided with the forced relocation of many Native American tribes to reservations
• Reflected the prevailing attitudes of cultural superiority and racism towards Indigenous peoples

Establishment of Boarding Schools

• The first off-reservation boarding school, Carlisle Indian Industrial School, was founded by Richard Henry Pratt in 1879
• Pratt's philosophy was to "Kill the Indian, save the man," advocating for the complete assimilation of Native children
• Government-funded boarding schools were established across the United States, often far from Native communities
• Schools were run by the Bureau of Indian Affairs (BIA) and various religious organizations
• Attendance was made compulsory for Native children through coercive means, such as withholding rations or using force
• By 1900, there were 20,000 Native children in boarding schools, representing a significant portion of the Native youth population
• Schools were modeled after military academies, emphasizing discipline, obedience, and conformity

Policies and Goals

• The primary goal was to assimilate Native children into mainstream American society by erasing their cultural identities
• Schools aimed to replace traditional Native languages, religions, and customs with English, Christianity, and Western values
• Policies prohibited the use of Native languages, traditional clothing, and cultural practices
• Students were given English names and forced to adopt Western hairstyles and clothing
• Curriculum focused on vocational training, such as agriculture and domestic skills, to prepare students for manual labor
• Academic education was limited, as the schools prioritized practical skills over intellectual development
• Policies were designed to break down tribal and family ties, isolating children from their communities and heritage

Daily Life and Curriculum

• Students followed a strict daily schedule, with little free time or privacy
• Days were divided between academic classes, vocational training, and manual labor
• Academic subjects included English, arithmetic, history, and geography, taught from a Western perspective
• Vocational training varied by gender:
  • Boys learned agriculture, carpentry, and other trades
  • Girls were taught domestic skills, such as cooking, sewing, and housekeeping
• Manual labor was a significant part of the curriculum, with students working in school farms, kitchens, and workshops
• Physical punishment and abuse were common, used to enforce discipline and suppress cultural expression
• Students had limited contact with their families, often only allowed to return home during summer breaks, if at all

Cultural Suppression

• Schools actively suppressed Native cultures, languages, and identities
• Students were punished for speaking their Native languages or practicing traditional customs
• Traditional clothing, hairstyles, and personal items were confiscated and replaced with Western equivalents
• Native spiritual practices and ceremonies were banned, replaced by mandatory Christian worship and education
• Students were taught that their cultures were primitive and inferior, leading to feelings of shame and disconnection
• Cultural suppression had long-lasting psychological and emotional impacts on students and their communities
• The loss of language and cultural knowledge disrupted the transmission of traditions to future generations

Impact on Native Communities

• Boarding schools had devastating effects on Native communities and families
• The removal of children from their families and communities disrupted social and cultural structures
• Many children experienced trauma, abuse, and neglect in the schools, leading to long-term mental health issues
• The loss of language and cultural knowledge made it difficult for students to reintegrate into their communities
• Boarding schools contributed to the erosion of tribal sovereignty and self-determination
• The forced assimilation policies undermined Native identities and led to a sense of cultural disconnection
• The impact of boarding schools is still felt by Native communities today, with ongoing struggles to reclaim and revitalize cultural traditions

Resistance and Survival

• Despite the oppressive conditions, Native students and communities found ways to resist and maintain their cultural identities
• Some students secretly spoke their Native languages and practiced traditional customs, risking punishment
• Families resisted the removal of their children, hiding them or refusing to send them to boarding schools
• Native communities organized to advocate for the rights of their children and to challenge the boarding school system
• Some former students became activists and leaders, working to preserve and revitalize their cultures
• Native artists, writers, and scholars used their talents to document and share their experiences, ensuring that their stories were not forgotten
• The resilience and determination of Native peoples enabled the survival of their cultures in the face of assimilation efforts

Legacy and Modern Perspectives

• The legacy of Native American boarding schools continues to impact Indigenous communities today
• Many Native individuals and communities are still grappling with the trauma and cultural loss resulting from the boarding school era
• Efforts to reclaim and revitalize Native languages, cultures, and traditions are ongoing, led by Indigenous activists, educators, and community members
• The boarding school experience has been documented in literature, art, and oral histories, providing a powerful testament to the resilience of Native peoples
• In recent years, there has been increased recognition of the harm caused by boarding schools and calls for accountability and healing
• Some former boarding school sites have been repurposed as cultural centers, museums, or educational institutions, serving as spaces for remembrance and cultural reclamation
• The legacy of boarding schools has also led to a greater understanding of the importance of cultural preservation, self-determination, and the rights of Indigenous peoples
• Modern perspectives emphasize the need for truth-telling, reconciliation, and the support of Indigenous-led initiatives to address the ongoing impacts of the boarding school era