Why Indians Came Into Education Warrangement Analysis

The Colonial and Revolutionary Eras set the precedence for expectations of religion and schooling in the United States. The Colonial Era is known as the era of religious freedom. During this time, immigrants traveled to the colonies from Europe to avoid religious persecution (Basile McDaniel, 2017). Immigrants consisted of voluntary and involuntary settlers who were looking forward to endless possibilities. The Revolutionary War caused a decline in immigration, but it increased again the war ended. This era offered the possibility of new lives, but the primary language that was used in schools was English, and there was no help for English Language Learners (Basile McDaniel, 2017).

In the book Broken Circle: The Dark Legacy of Indian Residential Schools, the author discusses his gruesome experiences while attending the Indian Residential School systems. Theodore Fontaine was stripped away from his family at the young age of seven, and sent to a residential school, operated by the Canadian government. Fontaine begins the book by explaining his joyful and culturally rich life as a young Ojibway child. Later, Fontanne was forced to attend Fort Alexander Residential School, where he was punished for displaying any aspect of his indigenous culture. These punishments include insidious forms of abuse: emotional, physical, and sexual. The story of a young, innocent child, experiencing such misery and distresses is an example

This books tells us a lot about the relationship between Christianity and colonialism. Originally, the Spaniards went to the New World to convert the natives to Christianity but, they got lazy and greedy. De Las Casas stated that “The reason the Christians have murdered on such a vast scale and killed anyone and everyone in their way is purely and simply greed” (13). The Spaniards only cared about getting the gold and conquering the land. Of course, they had the intention of converting all of the natives to Christianity at first but it was easier to conquer and to just kill the natives in horrific ways to be able convert all the land to be Christian rather than keeping the people and just converting the people. The land was easier to convert than the people. The land was especially easy to conquer because the natives were such a docile group of people and had such giving nature and were always welcoming with open arms. The Spaniards took advantage of that characteristic of the natives. De Las Casas states how the natives were “submissive” by saying, “Their insatiable greed and overweening ambition know no bounds; the land is fertile and rich, the inhabitants simple, forbearing and submissive” (13). The

Most colonists that came in the early 1600’s were Christians, a religion that has very specific rules and rigid regulations that must be followed to be a “saved” person destined for a paradisiacal after life. Within these restrictions were the directions to “Go ye into all the world, and preach the gospel to every creature” (Mark 16:15). It seems clear that from the first the Christian religion was telling the colonists to “help” the natives by making them conform to the culture of the colonists and destroying their own. This was always done with a sense of Native American natural inferiority. In most cases, the Native Americans were not told the entire nature of their conversion. A Jesuit described the tactics used in converting Native Americans, “The outward splendor with which we endeavor to surround the Ceremonies of the Church…with a magnificence surpassing anything that the eyes of our savages have ever beheld – all these things produce an impression on their minds” (Le pays reneverse by denys delage 168). For those truly religious souls, coming to the New World meant a chance to bring salvation and Christianity to new

In the short story “Indian Education” by Sherman Alexie the theme that is represented in each grade is racism. Throughout Alexie’s life he experiences more and more accounts of racism in school. Also, Alexie experiences levels of hardship as he gets older. Thus, the story’s theme statement could be summarized that racism enables hardship in one's life.

Education —an institution for success, opportunity, and progress — is itself steeped in racism. In Sherman Alexie’s short story “Indian Education” from his book The Longer Ranger and Tonto Fistfight in Heaven is set in two places, the Spokane Indian Reservation and a farm town nearby the reservation. The story is written in a list of formative events chronologize Victor’s youth by depicting the most potent moment from each year he is in school. Alexie addresses the issue of racism in education by examining examples of injustice and discrimination over twelve years in a boy’s life. Victor faces his initial injustice in first grade when he is bullied by bigger kids, but his understanding of injustice becomes much more complex in grades two through twelve as he experiences discrimination against his American Indian identity. Familial experiences of a Native woman, Alexie’s style and humor, and Victor’s awareness of discrimination from grade one to twelve all reveal the grim reality of growing up and being schooled on an American Indian reservation.

Butler, J. (2007). . In New Worl Faiths: Religion in Colonial America. [ebrary book]. Retrieved from http://lrps>wgu.edu/provision/17908228

First Nation children were forced to attend Indian residential schools dating back to the 1870’s and spanned many decades with the final school closing in 1996. These educational institutions were government funded and church run by Roman Catholic, Presbyterian, United and Anglican denominations (Truth and Reconciliation Commission, n.d.). There were 139 schools where more than 150 000 First Nations children attended. The children of these schools were mentally, physically, emotionally and sexually abused. There were a multitude of accounts of being strapped and needles piercing children’s tongues for speaking their native language. After a sentencing in British Columbia court of a supervisor of a residential school, Supreme Court Justice Hogarth called Arthur Plint a “sexual terrorist” it was also noted that “as far as the victims were concerned, the Indian residential school system was nothing more than institutionalized pedophilia” (First Nations Studies Program, 2009). In 1920 it became mandatory for every Native child to attend a residential school. It was illegal to attend any other main stream educational facility (First Nations Studies Program, 2009). The abuse that the victims suffered during their attendance at the residential school far from concluded at that point. It is evident that it has had an intergenerational effect culturally and psychologically and has caused an incredible loss of family dynamic.

Maya Angelou and Sherman Alexie detailed their lives as a person of color growing up in predominantly white America. When reflecting back on their lives, both authors used various techniques in order to effectively make an imprint on the reader of the trials and tribulations both authors had to go through and what they learned from the experience. By analyzing Sherman Alexie’s “Indian Education” and Maya Angelou’s “Champion of the World”, a stark contrast can be seen in how two authors can use structure and various other techniques to tell a story with a similar subject to a different effect compared to the other.

For others, it was the idea of riches that pushed them to travel and settle in the new world. In the Chesapeake region, the established church was the Church of England. The regiment of the church was much looser and less strict than that of New England's society. In the New England area, many of the colonists were Puritans, who led a life devoted to their faith, and to serving God. Religion was directly tied to education in the colonies. In New England, the people used their zeal to create schools for writing, reading, education of the bible, and to create seminaries for the education of ministers. In the Chesapeake colonies, where the religious regiment was not as strict due to the rural area and the distance between the church and church members, people were less educated because of the distance. The geographics of both the Chesapeake and the New England area helped to determine religious practices and economic

Colonization was detrimental to not only the physical bodies of the Native Americans, but to their minds as well. The shift in indigenous education was a destructive one; Western education completely overtook the indigenous education that had thrived for generations. Instead of allowing education to benefit both indigenous and European peoples, it was used as a tool to destroy indigenous culture. When the settlers from Europe and Spain first came to the Americas, “indigenous men and women articulated their petitions for more educational spaces” (Díaz 60). The attempt to share educational spaces was continuously rejected by the settlers in an attempt to spur assimilation instead of cooperation.

It is a fairly well known fact that the colonization of the New World in general, and more specifically, what would become eventually become the United States of America, was heavily based upon commercial endeavors. However, it was also heavily influenced by the desire of people to possess and preserve religious independence. Placing the potential for commercial success aside and focusing on the religious aspects of colonization, the proliferation of various religions over the course of colonial history is quite extensive and, by proxy, its’ influence upon developing colonial societies was far-reaching. Because of the historical significance of many different religions throughout the colonies, it would also suggest that religious diversity was likely equally impactful in eliciting change. All of this leads this author to speculate about how much influence religion had upon colonial upheaval over time and whether or not the ensuing dissent was a major factor in the lead up to The French and Indian War and eventual revolution of the American colonies. To uncover the significance and role religion played in the American colonies, a number of different articles were reviewed, each representing different perspectives, points of view, and empirical evidence about religion in colonial America.

A second reason for the religious prevalence in Colonial America was the evil that people faced. “The providence of God was ‘wonder-working’ in making manifest the reach of his sovereignty; such acts of ‘special providence’ represented God’s clearer and more explicit than usual intervention into the affairs of man. But he was not alone in having supernatural power. The events

Early English settlers came to colonial America to escape religious oppression in England, however, one settling in America they enforced their own religious oppression on both natives, and colonials who dared to question their religion. The colonial hierarchy had a very basic pattern, those who followed the religion of the colony had the most power. Those who opposed were given little to no power, and we often forced to either stay silent or leave the community as a whole in search of land in which they were free to express their beliefs. This religious oppression is a common theme with the Puritan community of New England, where Roger Williams was forced to move to providence due to his beliefs, so called “witches” were murdered with little proof of any wrongdoing, and Native Americans were looked at as impure due to their culture. By sustaining a society of religious oppression the Puritans were able to hold a great amount of power in the Northern colonies of America.

Sherman Alexie, in “Indian Education” tells his experiences in school on the reservation. Some of his teachers did not treat him very good and did not try to understand him. In his ninth grade year he collapsed. A teacher assumed that he had been drinking just because he was Native American. The teacher said, “What’s that boy been drinking? I know all about these Indian kids. They start drinking real young.” Sherman Alexie didn’t listen to the negatives in school. He persevered and became valedictorian of his school.