📘Native American Narratives Unit 6 – Native American Boarding School Experiences

Historical Context

• Native American boarding schools emerged in the late 19th century as part of the U.S. government's assimilation policies
• The schools aimed to "civilize" Native American children by separating them from their families, communities, and traditional ways of life
• The Civilization Fund Act of 1819 provided funding for the education of Native Americans, paving the way for the establishment of boarding schools
• The Indian Removal Act of 1830 forced many Native American tribes to relocate to designated areas (reservations), disrupting their traditional lifestyles and social structures
• The Dawes Act of 1887 further fragmented Native American communities by allotting tribal lands to individual Native Americans, weakening tribal cohesion and traditional land ownership practices
• The U.S. government believed that assimilation through education was necessary for Native Americans to become "productive" members of American society

Establishment of Boarding Schools

• The first off-reservation Native American boarding school, Carlisle Indian Industrial School, was founded by Richard Henry Pratt in 1879 in Pennsylvania
• Pratt's philosophy, "Kill the Indian, save the man," encapsulated the assimilationist agenda of the boarding schools
• Government officials, missionaries, and reformers supported the establishment of boarding schools as a means to "civilize" and "Christianize" Native American children
• By the late 1800s, a network of off-reservation boarding schools had been established across the United States (Haskell Institute, Chilocco Indian Agricultural School)
• On-reservation boarding schools were also established, often in partnership with religious organizations (Navajo Methodist Mission School, St. Joseph's Indian School)
• Boarding schools were funded by the federal government and operated by the Bureau of Indian Affairs (BIA) or religious organizations

Goals and Policies

• The primary goal of Native American boarding schools was to assimilate Native American children into mainstream American culture
• Schools aimed to eradicate Native American languages, religions, customs, and traditions, replacing them with English, Christianity, and Western values
• Boarding schools enforced strict discipline, regimented schedules, and a military-style environment to instill obedience and conformity
• Students were prohibited from speaking their native languages, practicing their traditional religions, or engaging in cultural activities
• The curriculum focused on basic academic subjects (reading, writing, arithmetic) and vocational training (agriculture, carpentry, domestic skills) to prepare students for manual labor and servitude
• The "outing system" placed students with white families during summer breaks to further immerse them in American culture and provide cheap labor

Daily Life and Routines

• Students at Native American boarding schools followed a rigid daily schedule, typically starting at dawn and ending in the evening
• The day began with a bell or whistle, signaling students to wake up, perform chores, and attend morning prayers or religious services
• Academic classes were held in the morning, focusing on subjects such as English, mathematics, history, and geography
• Afternoons were dedicated to vocational training, with boys learning skills like farming, carpentry, and blacksmithing, while girls learned domestic skills like cooking, sewing, and laundry
• Students had limited free time, which was often spent on supervised recreational activities or additional chores
• Meals were served in a communal dining hall, with a diet that often lacked variety and nutrition
• In the evenings, students attended study sessions, religious services, or cultural programs designed to promote American values and discourage traditional practices
• Strict discipline was enforced through a system of punishments (corporal punishment, solitary confinement, withholding of privileges) for infractions such as speaking native languages or engaging in traditional cultural practices

Cultural Suppression and Assimilation

• Native American boarding schools actively suppressed and discouraged students' cultural identities, languages, and traditions
• Upon arrival, students were often forced to cut their hair, discard their traditional clothing, and adopt Western-style uniforms
• The use of native languages was strictly prohibited, with punishments inflicted upon students caught speaking their mother tongue
• Traditional religious practices, ceremonies, and spiritual beliefs were banned and replaced with Christian teachings and practices
• Native American names were replaced with English names, further erasing students' cultural identities
• The curriculum and textbooks used in boarding schools promoted American history, culture, and values while denigrating Native American cultures as "primitive" and "uncivilized"
• Students were taught to view their own cultures as inferior and to embrace the "superior" American way of life

Resistance and Resilience

• Despite the oppressive environment of Native American boarding schools, many students found ways to resist assimilation and maintain their cultural identities
• Some students secretly spoke their native languages, shared traditional stories, and practiced cultural customs away from the watchful eyes of school authorities
• Families and communities often resisted the removal of their children to boarding schools, hiding them or refusing to comply with government orders
• Parents and relatives sometimes visited the schools to check on their children's well-being and to provide emotional support and cultural connection
• Students formed close bonds with each other, creating a sense of solidarity and shared experience in the face of adversity
• Some students used their education to become advocates for Native American rights and to challenge the assimilationist policies of the government
• Art, music, and writing became outlets for students to express their cultural identities and to document their experiences in boarding schools

Long-Term Impacts

• The experiences of Native American children in boarding schools had profound and lasting impacts on individuals, families, and communities
• Many students suffered from physical, emotional, and sexual abuse at the hands of school staff and administrators, leading to trauma and mental health issues
• The forced separation from families and communities disrupted traditional kinship networks and weakened cultural transmission across generations
• The suppression of native languages in boarding schools contributed to the decline and loss of many Indigenous languages
• The erosion of traditional knowledge, skills, and practices due to the assimilationist curriculum left many students ill-equipped to navigate both their native cultures and mainstream American society
• The boarding school experience often led to a sense of shame, alienation, and disconnection from one's cultural identity, which could be passed down to subsequent generations
• The legacy of boarding schools has been linked to high rates of poverty, substance abuse, domestic violence, and mental health issues in Native American communities

Contemporary Perspectives

• In recent decades, there has been growing recognition of the devastating impact of Native American boarding schools on Indigenous communities
• Many Native American individuals and organizations have called for acknowledgment, apology, and reparations from the U.S. government and the churches that operated boarding schools
• The Native American Graves Protection and Repatriation Act (NAGPRA) of 1990 has helped to repatriate the remains of students who died at boarding schools and to protect Native American burial sites and cultural objects
• Some former boarding schools have been repurposed as cultural centers, museums, or educational institutions that promote Native American history, culture, and language revitalization
• Intergenerational trauma resulting from the boarding school experience continues to affect Native American communities, with efforts to address this trauma through culturally-informed mental health services and healing practices
• Contemporary Native American education initiatives emphasize the importance of culturally-responsive curricula, the inclusion of Native American languages and knowledge systems, and the empowerment of Native American students and communities
• The legacy of Native American boarding schools serves as a reminder of the ongoing struggle for Indigenous rights, self-determination, and cultural preservation in the face of historical and ongoing colonialism and assimilation pressures