10.1 Origins and goals of the boarding school system
3 min read•august 9, 2024
The boarding school system was a key part of the U.S. government's policies. These schools aimed to erase Native American cultures and force children to adopt Euro-American ways. The system had far-reaching impacts on Indigenous communities.
's motto "Kill the Indian, Save the Man" summed up the ' goals. Children were taken from their families, given English names, and forbidden from speaking their languages. The effects of this are still felt today.
Assimilation Policies
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- Assimilation involved forcibly integrating Native Americans into mainstream American society
- provided financial support for organizations to "civilize" Native Americans
- Cultural genocide aimed to eradicate Native American languages, religions, and traditions
- programs sought to replace Native cultures with Euro-American values and practices
- imposed Western education, Christianity, and individualism on Native communities
Implementation of Assimilation Policies
- Federal government established day schools on reservations to teach English and American customs
- Missionaries played a key role in converting Native Americans to Christianity
- Land allotment policies broke up communal tribal lands into individual parcels
- Native children were often removed from their families and sent to boarding schools
- Traditional Native American religious practices were outlawed and suppressed
Impact and Resistance to Assimilation
- Many Native Americans resisted assimilation efforts by preserving their languages and cultural practices
- Assimilation policies led to significant loss of Native American cultural knowledge and traditions
- Some Native individuals and communities adapted to new circumstances while maintaining their identity
- Long-term effects included and disconnection from cultural roots
- in the 20th century sought to reclaim and revitalize traditional cultures
Boarding School System
Origins and Philosophy of Indian Boarding Schools
- Richard Henry Pratt founded the in 1879
- Pratt's motto "Kill the Indian, Save the Man" encapsulated the boarding school philosophy
- Boarding schools aimed to completely transform Native American children culturally and socially
- Schools were often located far from reservations to isolate children from their families and cultures
- Military-style discipline and regimentation characterized the boarding school environment
Structure and Curriculum of Boarding Schools
- Children were given English names and forbidden from speaking their native languages
- Traditional Native American clothing and hairstyles were replaced with Western attire
- Curriculum focused on basic academic subjects and vocational training
- Boys learned trades such as farming and carpentry, while girls were taught domestic skills
- Religious instruction, typically Christian, was a central component of the education
Consequences and Legacy of the Boarding School System
- Many children experienced physical, emotional, and sexual abuse at boarding schools
- High rates of illness and death occurred due to poor living conditions and inadequate healthcare
- Boarding school experiences led to loss of language, cultural knowledge, and family connections
- Intergenerational trauma resulted from the boarding school system, affecting Native communities today
- Some Native Americans used skills learned at boarding schools to advocate for Indigenous rights
Key Terms to Review (19)
Americanization: Americanization refers to the process of assimilating individuals or groups into American culture and societal norms, often leading to the loss of original cultural identities. This process has been particularly evident in the context of Indigenous peoples, where policies and practices aimed at integrating Native Americans into Euro-American culture sought to eradicate traditional ways of life and promote Western values.
Assimilation: Assimilation is the process by which individuals or groups from one culture adopt the customs, values, and behaviors of another culture, often leading to the loss of their original cultural identity. This process can be voluntary or forced and typically involves various social, political, and economic pressures that push marginalized groups to conform to the dominant culture. In the context of Native American history, assimilation has been a significant factor through policies and systems aimed at integrating Indigenous peoples into Euro-American society.
Boarding schools: Boarding schools for Native American children were institutions designed to assimilate Indigenous youth into Euro-American culture, often at the cost of their own cultural identities. These schools sought to erase Native languages, traditions, and social structures, leading to profound changes in both individuals and communities.
Carlisle Indian Industrial School: The Carlisle Indian Industrial School was the first federally funded boarding school for Native American students, established in 1879 in Carlisle, Pennsylvania. Its purpose was to assimilate Native American children into Euro-American culture by educating them in English, vocational skills, and Western values while erasing their Indigenous identities. The school is a critical example of broader federal policies aimed at controlling Native American populations and enforcing cultural assimilation.
Civilization Fund Act of 1819: The Civilization Fund Act of 1819 was legislation passed by the United States Congress that aimed to promote the education and 'civilization' of Native American tribes. This act allocated funds for establishing schools to educate Native American children, reflecting the broader goal of assimilation into Euro-American culture.
Colonialism: Colonialism is the practice of acquiring control over a territory and its people, often through force, and exploiting them for economic gain. It involves the domination of one culture over another, leading to significant cultural, social, and political changes in the colonized societies. The impacts of colonialism have deeply influenced indigenous traditions, artistic expressions, and social structures.
Cultural genocide: Cultural genocide refers to the deliberate destruction of the cultural heritage of a group, aiming to eliminate its identity, beliefs, and practices. This term emphasizes not just physical extermination but also the systematic erasure of traditions, languages, and spiritual practices that define a community. Such actions often stem from colonial policies and institutions that seek to assimilate indigenous populations and undermine their societal structures.
Cultural Revitalization: Cultural revitalization refers to the process of reaffirming and renewing cultural identities, traditions, languages, and practices that have been suppressed or diminished, often due to colonization or external influences. This concept is crucial in understanding how Indigenous communities reclaim their heritage and promote their unique cultural expressions in the face of historical trauma and modern challenges.
Cultural Suppression: Cultural suppression refers to the systematic effort to undermine, diminish, or eradicate the cultural practices, languages, and identities of a particular group, often imposed by a dominant society. This process can lead to significant loss of cultural heritage and identity for marginalized communities, including Native American groups, as they faced aggressive policies aimed at assimilation and control throughout history.
Dawes Act: The Dawes Act, enacted in 1887, aimed to assimilate Native Americans into American society by allotting them individual plots of land and granting U.S. citizenship. This act marked a significant shift in federal policy from recognizing tribal sovereignty to promoting individual land ownership, which ultimately led to the fragmentation of tribal lands and communities.
Education Act of 1879: The Education Act of 1879 was a significant piece of legislation in the United States that aimed to establish a formal system of education for Native American children through government-funded boarding schools. This act sought to assimilate Indigenous youth into Euro-American culture, emphasizing English language instruction and vocational training, often at the expense of their cultural identities and traditional knowledge.
Forced acculturation: Forced acculturation is the process where one culture is compelled to adopt the customs, values, and practices of another dominant culture, often through coercive means. This practice typically involves the erasure or suppression of the original culture, leading to significant changes in identity and social structure. In many cases, forced acculturation is implemented by those in power as a way to assimilate marginalized groups, undermining their cultural heritage.
Indian Removal Act: The Indian Removal Act of 1830 was a law that authorized the forced relocation of Native American tribes from their ancestral lands in the southeastern United States to designated Indian Territory west of the Mississippi River. This act aimed to clear land for white settlers and has had long-lasting effects on Native American communities and cultures.
Intergenerational Trauma: Intergenerational trauma refers to the psychological and emotional harm that affects individuals and communities as a result of trauma experienced by previous generations. This type of trauma can manifest in various ways, influencing identity, cultural connections, mental health, and social structures within communities.
Mental health disparities: Mental health disparities refer to the differences in the prevalence, access to care, and quality of mental health services experienced by different population groups. These disparities often arise from various factors, including socioeconomic status, cultural background, and historical injustices, leading to unequal treatment and outcomes in mental health. Addressing these disparities is crucial for ensuring equitable mental health care for all communities, particularly those affected by systemic issues.
Native American Activism: Native American activism refers to the organized efforts by Indigenous peoples in the United States to promote their rights, preserve their cultures, and address issues affecting their communities. This activism often focuses on civil rights, land sovereignty, environmental justice, and cultural preservation, showcasing a resilience against centuries of oppression and marginalization. The roots of Native American activism can be traced back to historical injustices, including colonization and the boarding school system, which sought to erase Indigenous identities.
Post-traumatic stress disorder: Post-traumatic stress disorder (PTSD) is a mental health condition that can occur after someone experiences or witnesses a traumatic event. It is characterized by symptoms such as flashbacks, severe anxiety, and uncontrollable thoughts about the event. In the context of historical injustices faced by Indigenous peoples, including forced assimilation and combat experiences, PTSD has significant implications for understanding the psychological impact of these traumas on individuals and communities.
Richard Henry Pratt: Richard Henry Pratt was a U.S. Army officer and educator known for founding the Carlisle Indian Industrial School in 1879. His work was instrumental in establishing the boarding school system aimed at assimilating Native American children into Euro-American culture, emphasizing education, vocational training, and the abandonment of Indigenous identities.
Tribal sovereignty: Tribal sovereignty refers to the inherent authority of indigenous tribes to govern themselves and make decisions regarding their internal affairs without external interference. This concept is foundational for understanding the relationship between Native American tribes and the federal government, as it highlights the rights of tribes to self-determination and self-governance.