Taking At Discipline, Looking At Labor By Eric Margolis

To begin, the denial of cultural identity stagnates the cultural existence of the Native Americans in the United States. Colonizers began to deny the expression of culture or other forms of “other” in the United States to conform the original people of the land to the colonizers’ culture, and they began to destroy these different cultures by slowly turning the Native American people into the cultures of the “white man.” They did this by sending Native American children to federal boarding schools and forcing those children to conform to the schools’ rules and culture. The podcast “American Indian Boarding Schools” from National Public Radio gives a brief insight into the history of the boarding schools of Native American children. Podcast host Renee Montagne states, “The [United States] government took tens of thousands of Indian children far away from their reservations to schools where they were required to dress, pray, work and speak as mainstream

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

School and education was a big topic in Sherman Alexie’s, The Absolutely True Diary of a Part-Time Indian, as the author reflects his personal life story into the protagonists’ story in the book. In the novel, Junior is a teenage kid who loves to read, but every time he goes to school in the Spokane reservation, he notices the poor education that is offered. From unmotivated teachers, to using the same textbook his own mother used to use, he knew he would end up like everyone else at the reservation, depressed, having low paying jobs, not motivated to make a change in the world. In order to be able to go to college, he knew he had to study at a high school outside of his reservation, because he would not have the education the college demanded if he stayed. During his years at the new high school away from his home, he missed a lot of school days due to funerals and ceremonies he had to attend back in his reservation. Even if Junior understood that, going to college might be difficult to do so if he was going to be attending the events at his reservation, he knew he was able to go to college from the education he gained at the new high school he attended. Similar to the article by Guillory and Wolverton, Junior, or Alexie, were able to attend college because of the high school transfer, which gained them higher quality education. Something not many Native American teenagers have the opportunity to do so, or the self-motivation, as they are still, more than likely, accepting

Yesterday’s class was not only alarming but new information. It took me a day to process the impact of the Indian boarding school. The American felt so entitled and obligated to convert and oppression others to conform. They displaced thousand and even possibly millions of native Americans from the homes, culture, trade, etc. in order to make them the American idea of successful. The Native American’s were self sustaining and independent and successful in their own way, American ideals and trade were not needed. Only after Americans had destroyed the land and forced Native American on reserves did they begin to need American skills and even then those American skills contradicted their culture. If they really just wanted to help and make Indians

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

“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.

The Native American children were educated at Carlisle in order to make a “better” transition into society for post-bellum America. Carlisle was located in Pennsylvania and was a reform school for Native American children. “Carlisle fills young Indians with the spirit of loyalty to the stars and stripes, and moves them out into your communities to show by their conduct and ability that the Indian is no different from the white or colored, that he has the inalienable right to liberty and opportunity that the white and the negro have (Paul Prucha 68).” The Native Americans didn’t have the liberty to live on their land as they were before the whites arrived; “By 1979, my people were no longer free, but were confined on reservations under the rule of agents (Standing Bear 69-71).” The Native American children such as Luther Standing Bear were taken from their families, land, and tradition to be reformed into a civilized American. Luther Standing Bear recalls his time at Carlisle; “The task before us was not only that of accepting new ideas and adopting new manners, but physical changes and discomfort had to be borne un complainingly until the body adjusted itself to new tastes and habits (Standing Bear 69-71).” The Native American children’s names, attire, religion, and diet were changed to that of the white Americans. “…the change in clothing, housing, food, and confinement combined with lonesomeness was too much, and in three years nearly one half of the children from the Plains were dead… (Standing Bear

Soon children were removed from their homes and placed in Indian Boarding Schools some of which were off the reservations. The goals of the boarding schools, which were run by the religious orders that were being paid by the government for the purpose of assimilating the young Indian population and desecrating their culture, were to Christianize Native Americans in hopes that they would accept our capitalistic system. “Kill the Indian…Save the Man”.

In the late 1800s, Captain Richard Henry Pratt set out to “Kill the Indian in him, and save the man.”(A Plea to “Citizenize” Indians). The goal to erase Indian cultures and replace it with white American culture was sought to be achieved through boarding schools. Pratt was the creator of the first Indian boarding school: Carlisle Indian School in Pennsylvania. These government-funded boarding schools would take children from their homes on reservation, often for them to not see their family again until they are grown(lecture). Pratt’s goal was to eliminate the Indian culture and incorporate the Indian people into the more “civilized”(Marr) American culture. This meant forcing the Indian students to speak only English and to give up all cultural traditions, religions, names and take up Christianity and American sounding names. Students were put into these boarding schools with little or no contact with their families for “eight to nine months of the year” (Marr). These schools operated with minimal funds, so the education was very insufficient. It was clear from the beginning; the actual goal was not to give quality education for the Native American children but to get rid of the Indian culture.

After reading Kill the Indian, Save the Man: The Genocidal Impact of American Indian Residential Schools by Ward Churchill, I have come to realization of some matters. First of all, while your goal might had been to civilize the Indians by teaching them English, manners, and change their whole appearance, the outcome was totally different. Your goal might have been successful to you, in the end you got what you wanted: to kill the Indian and Save the Man. But also, you stole those kid’s identities by taking them away from their families. You traumatized them, and making them go through so many forms of abuse. “Kill the Indian, save the men” or like U.S. Indian Commissioner William A. Jones said in 1903, the goal was to “exterminate the

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

In 1820, the United States made plans for a large scale system of boarding and day schools Noriega, 377). These schools were given the mission to, "instruct its students in 'letters, labor and mechanical arts, and morals and Christianity;' 'training many Indian leaders'" Noriega, 378). In the case of boarding schools, Native American children would be forcibly stripped from their homes as early as five years old. They would then live sequestered from their families and cultures until the age of seventeen or eighteen (Noriega, 381). <br><br>In 1886, it was decided, by the United States federal government that Native American tribal groups would no longer be treated as 'indigenous national governments.' The decision was made, not by the conjoint efforts of the Native American tribes and Congress; but, by the "powers that be" the United States Legal System. This self-ordained power allowed Congress to pass a variety of other laws, directed towards, assimilating, Native Americans, so that they would become a part of "mainstream white America" (Robbins, 90)<br><br>By this time the United States Government, had been funding over a dozen distinct agencies, to provide mandatory 'education' to all native children aged six through sixteen. Enrollment was enforced through leverage given by the 1887 General Allotment Act, which made Natives dependent on the Government for

Children were taken away from their homes and told everything they knew was wrong. They were sent to boarding schools to change their culture. These boarding schools were run by the United States government. The government's goal was to civilize Native Americans. They sent children to these schools against their will. Native American children were educated like Americans and they had to change their native ways to be more like whites (Cayton 266). Teachers abused their students and beat their native ways out of them. They were not allowed to see their families so they would try to escape, but their attempts were unsuccessful. The United States government’s Boarding Schools of the mid-late 1800s irreparably changed Native American culture.

In the 1870s, the U.S. government enacted a policy of assimilation of Native Americans, to Americanize them. Their goal was to turn them into white men. Schools were an important part of facilitating their goal. In 1879, Richard Henry Pratt founded the Carlisle Indian School. It was the first school in which Native American children were culturally exposed to American ideology. The idea for the boarding school first came through treatment of Cheyenne warriors. In the 1860s, Americans were in the midst of a major western migration. Settlers were moving into the western region, pushing natives off lands, and in some cases, killing livestock. Warriors then took revenge on settlers and soldiers. General Sherman called for “the

The purpose of the Indian Boarding school is similar to the missionaries. It is to completely convert to be taught the correct or acceptable way. The indigenous culture was viewed inappropriate so attending the new structured school created this foundation of following the dominated culture. The children are enrolled to learn more of the countries culture, rather than learning their tribe’s culture or language. One is basically removed and involved to convert into the acceptable education.