Boarding School System

During Westward Expansion, white settlers saw the Indians as a hindrance to civilization. Therefore the mindset of settlers were to convert Native Americans into white culture. To begin assimilating, the government should, “cease to recognize the Indians as political bodies,” adult male Indians should become a citizen to the government, Indian children shall be taken away and “be trained in industrial schools,” and Indians should be, “placed in the same position before the law.” Assimilating Indians wasn’t a simple teaching of a new culture instead, it was brutal. The boarding schools were merciless towards the Indians, mainly because they wanted to force Indians to drop their culture. Native Americans were obligated to change and lost their

Boarding School Seasons by Brenda J. Child offers a look into the boarding school experiences of many American Indian students. Child favors unpublished sources such as letters to give an uncensored inside look into boarding school experiences. However, she also includes other sources such as school newspapers, oral history collections, photographs, biographies, United States government publications, and annual reports. Government boarding schools were created to help the American government gain more control over Indians and to push the Natives to adopt the white ways of life such as language, skill, and education. While integration was the ultimate objective, Child sets out “to show that even with the challenges of cultural assimilation and a devastating land policy, American Indian people, even children, placed limits on assimilation and also defined and shaped the boarding school era.” (viii) The boarding schools designed to tear American Indian families apart did not succeed in isolating children from their tribes, but created bonds and

Residential schools have left many scars on the Indigenous peoples, including their physical health to this day. Residential

For the purpose of, residential school was to force indigenous children to Christianity and to civilize them by living Europeans lifestyle. Also to connives First Nations to abandon their traditional, culture beliefs and language so that they may adopt to Europeans values and religion. They Europeans tried to change Inuit children by cutting their long hair to short hair and getting them to dress like Europeans and by teaching them their culture, religion beliefs and values.

Indian Residential Schools has been a major contributing factor towards the mistreatment and decreased standard of living for the First Nations people of Canada. Originally founded in the 1840’s and the last to close in 1996 the goal of Residential Schools was to assimilate First Nations people into Canadian society. The assimilation process consisted of the forced attendance (by Canadian law) for every Native, Metis, and Inuit child to attend the “boarding” schools. Residential Schools were ran by Christian, Catholic, and Anglican churches, the schools were also funded by the Canadian government’s Indian Affairs. Treatment students received while attending the schools was unbearable for the young children. After being taken and

“America remembers what it did to its Black slaves and is sorry. America remembers what happened to the Jews in Europe and says "never again." America refuses to remember what it has done to Native people, it wants to forget the lies and the slaughter.” (“Reservation Boarding Schools”). From 1878- 1978, Native American children were taken from their families and homes to boarding schools that stripped them of everything they were raised to believe. Schools today do not teach much on the topic of Native American boarding schools, so students either know nothing about them or very little.

In the Indigenous community, when the community is faced with a trauma, it takes seven generations for the community to heal (Trimble, 2015). People may underestimate how oppressed and how much suffering the Indigenous communities had to struggle with, and continue to struggle with these issues today. We may underestimate how severe the situation is because many of us were not taught much about the impact of colonization on the Indigenous communities in school. There are many myths people may have concerning Indigenous life experiences, particularly schooling. To address these myths, I would begin by giving a brief history of residential schools. I would then analyze how residential schools have impacted the indigenous community and how they continue to affect them today. I would also mention the current issues children on reserves are facing today regarding school. Lastly, I would mention some of the progress that has been made. I will use the work of Sefa Dei to demonstrate the importance of community in education regarding the Indigenous people.

Eventually, these structural grounds caused for Europeans to exercise a form of cultural genocide through residential schooling. The idea to establish residential schools for First Nations children was greatly influenced by the desire to assimilate and supposedly adapt the various First Nations

In order to make this assimilation possible, federal boarding schools were established outside the reservations, and were quite far from the reservations. The phrase chosen encapsulate this federal policy was expressed by “the Father of the US Boarding School Movement,” Richard Henry Pratt, in 1890 as follows: “Kill the Native American and save the man” (Hirschfelder 129) meaning destroy the identity of the Native Americans and then build them into the dominant White society. To achieve this goal, federal boarding schools deprived children of “all outward and inward signs of […] identification with tribal life, at the same time instructing them in the values and behaviors of White culture” (128). “Children caught speaking their Native language or performing religious rituals” (129) were severely punished. The Native American children were denied their right to use their own mother tongue, and without the words of their tribal language, over time they became unable to create their own identity because not only were the Words missing but also the traditions and the spiritual power located in it. Consequently, the emergence of identity crisis

In order to do this residential schools were founded. Children were forcibly removed from their homes, often without the permission of their parents. They were brought to residential schools in order to morph them into the ideal “civilised” citizen/child. The residential school system ruined the rules, values, and traditions within Aboriginal communities/families. This can also be known as a “cultural genocide.” [3] To this day there are still lasting effects on the Aboriginal community. “According to a study conducted in Australia by Cripps et al (2009), Indigenous women (with children) who had been removed from their natural family during childhood were at higher risk of experiencing violence as adults than those who had not been removed.” [4] Many Aboriginal women dealt with both physical and emotional abuse while at these residential schools. They caused a large amount of evil on the Aboriginal community as they were taking children away from one of the most important things in life; family. This would effect many of them later on in life. The lasting effect that residential schools have on aboriginal families is visible to this

Boarding schools were an issue that plagued both Native Americans and Inupiats. As conveyed by the writings of Mary Crow Dog and other Native American figures, we see how the effects of such schools were devastating to the native population. Boarding schools wiped Natives of their language and culture, teaching young children to be ashamed of what makes them unique. Pupils would return from their long stays at boarding schools, unable to speak to their own family, resulting in an isolation between themselves and their community. Over the years, generations would eventually lose most of what makes them native and, for the most part, their culture slowly faded away. It seems that the Inupiat people faced a similar fate. Inupiat children were forced to learn by Western standards, eventually forgetting their crucial survival skills, language, religion and other unique aspects of their culture. However, we are exposed to a more positive outlook towards boarding schools in the book, Fifty Miles from Tomorrow, where William Hensley says he enjoyed his boarding school

Residential schools were viewed as a way to refine the Aboriginal population and keep children from keeping their language and their cultural traditions. The purpose of residential schools was to civilize the Aboriginal people and to make them useful and good members of society with strict punishments for any of their wrong doings. Richard Pratt is the person who founded the Carlisle Indian Industrial School and he said “you must kill the Indian in him; to save the man”. (Kill the Indian in him) The goal of residential schools was to combine the Aboriginals into white society when they were children since they were much more gullible. My research paper will focus on the residential schools and will contend that the Canadian government and churches committed genocide against the Aboriginal population in an attempt to eliminate the Aboriginal culture.

Indian Residential Schools were a network of boarding schools that were run conjunctionally by the Canadian government under the administration of the church. Residential schools were founded in 1867 and lasted up until the late 1990’s. There were about 130 schools with around 150,000 children. The purpose of these schools was to “kill the Indian in the child;” Indian children were forcibly taken from their homes and placed in these boarding schools where they were forced to assimilate to the settler Canadian culture. Children were subject to physical, sexual and emotional abuse, and as a result, mortality rates were as high as 35 to 60

The Indian boarding schools had many goals; however, the primary goal was to completely obliterate the culture of indigenous people. This process was done through small goals. The Indians didn’t have many options. The only options that they were given were either to be killed or to assimilate into white civilization through Indian boarding schools. Richard Pratt, a former military man is a prime example of implementing Indian boarding schools. Indian children were taking from their home reservations to attend off-reservation boarding schools. The goals of the boarding school were to “kill the Indian, save the man.” Indians attending boarding schools were going through an assimilation process. The long-term goal was to leave with a white man’s image or with white ways. This was achieved through Indians being forced to cut their hair, wearing military uniforms, learning English, new religion (ex: Christianity). Through this process, many children forgot what their birth given name was. It was not uncommon for children to return back to their reservation with no recollection of who they are “" 'Your name's not Billy. Your name's 'TAH-rruhm,' " she told him (Bear, Charla). The white Anglo-Saxons goal was to erase anything associated with Indian culture because in their minds they viewed Indians as savages. The white people in charge of running these boarding schools went to extreme lengths to achieve erasure. These short-term goals were very traumatizing for the children

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