“There is no excellence without great labor”

American Indian Residential Schools

After the Civil War and the beginning of the Westward Expansion, idealistic American reformers turned their attention to the American Indian.

The Native American Dream

Being forced onto reservations across the country, the Navajo being the last treaty to be signed in 1840, many reformers believed that with proper education and treatment the American Indian could become just like other American citizens. (Marr, 2011)

The plight of the American Indian was presented to Congress and the Bureau of Indian Affairs. The answer was the creation of residential schools where young Native Americans could receive an American education without the interference of family and traditional mindset.

Although the theory of Americanization of the American Indian was understandable, the carrying out of the plan was unethical.

“I also knew that I never wanted to experience that awful soap again. So I tried my best to avoid speaking Navajo when any adult could hear…However, some of the children were not just forgetful about using our language, they were openly defiant. They refused to give up speaking Navajo. They were beaten with heavy sticks.

The American Dream was to assimilate the American Indian into American society through education, silencing their Native traditions.

The American Dream1800’s – 1920’s

Taken from homes, children would be away from the traditional-minded relatives, further establishing the American Dream of assimilation.

The curriculum was of the dominate culture, therefore teaching that Native culture was considered inferior and against the progression of the true American Dream.

The American Dream

“Kill the Indian and save the man.” Captain Richard Henry PrattThe success of Native children was based on

their education and American influence.The goal was to create “patriotic and

productive members of society.” (Marr, 2011)With assimilation, Native children would

become “civilized.” (Marr, 2011)

The Movement…using Education

Residential Boarding Schools

Carlisle Barracks in central Pennsylvania, an old military base was used to house the first Indian school.

Carlisle Indian School

The Pine Ridge Indian Agency and Rosebud Indian Agency were the first to be contacted. From both 82 children were sent to the school

Pratt told Spotting Tail that his people need to "be able to meet him [U.S.] face to face and take care of themselves and their property without the help of either an interpreter or an Indian agent.” (Landis, 1996)

Pratt also suggested that had his “people been able to read the white man's words, the treaties would have been better understood and such violations might not have occurred.” (Landis, 1996)

Pratt stated his goal for the Carlisle Indian School. "In Indian civilization I am a Baptist, because I believe in immersing the Indians in our civilization and when we get them under holding them there until they are thoroughly soaked.“ (Landis, 1996)

He [Luther Standing Bear] talked of traveling on a moving house - his first experience on a railroad car. As they pulled into stations along the way, crowds of curious people peered into the trains, anxious for a look at these 'wild' children.

They stepped off the platform to be greeted by hundreds of townspeople, welcoming them and accompanying them to the army post. But when Pratt, Miss Mather and the children arrived at the empty military post, tired and hungry, there were no provisions awaiting them. No bedding, no food, no clothing - none of the requested necessities.

Chemawa was established “to integrate the Indian population into general society through education.” (Wilson, 1992)

Chemawa Indian School

Lt. Melville Wilkinson of the U.S. Army and secretary to General 0. 0. Howard was in charge of the project. $5,000 was provided to start the school. Lt. Wilkinson, with the help of eight Puyullap Indian boys began construction of the buildings In 1880. (Wilson, 1992)

The emphasis was on vocational training. (Marr, 2011)

The 1913 report lists farming as one of the major areas of training. Dairying, stock raising and other farm methods provided food which was preserved by the students for later use.

The Chemawa Indian School, at 112 years, is the oldest continuously operating boarding school in the United States and numbers its graduates in the thousands. (Wilson, 1992)

Discipline was strictly enforced – military style.

School was structured through half days of academics and vocational training.

There are positive and negative sides resulting from the impact of American Indian Residential Schools.

The idea had merit; however the methods used were unethical.

Once a dominate culture assumes the inferior culture is not necessary, the danger of inhumane treatments become a factor.

Effects of American Indian Boarding Schools…

Severely homesick children would runaway from the school. When captured, they would be severely punished. Some were so neglected that it resulted in death. (Marr, 2011)

Ancient traditions and lifestyles were considered anti-American.

Negative…

Students receive a military style education, but it was not fair or equal to those of regular Americans. However, they were not considered American citizens until 1924. The entire objective was to assimilate the Native child to the dominate culture through a minimal educational experience. “that is didn’t allow you to do your own thinking. You marched

everywhere, you were governed by the bell and bugle, you were told when to go to bed and when to get up, you whole life was governed. As a result, you didn’t learn how to become an independent thinker.” (Alfred Sam, Snohomish, Chemawa School)

There were no bi-lingual classes, English only. Many students were punished if they spoke their language. (Laura, 2001)

“No amount of book learning could result in economic independence for Indian people.” (Estelle Reel, Superintendent of Indian Education from 1898-1910)

Assimilation of the Native American did occur; however, the methods used were unethical and inhumane. (Marr, 2011) “On the reservations there was no electricity or running water. When

kids came to the boarding school they had these things—showers and clean clothes—and they ate decent food.” (Arnold Mckay, Lummi, Chemawa School)

Positive Contribution

The English language was successfully adopted by the Native American children. However, once again, the methods of correction were inhumane. However, the total immersion method of language learning is still used today. (Marr, 2011) “They beat me when I talked to my friend in my language” (Alfred

Sam, Snohomish)

Sports, games and friendships were made and remembered as a positive light. (Marr, 2011) “I think the sharing in the government boarding school was an

important part of that period. Just having the time to share with other Indians students a life that was completely different from your own was something that created a bond. (Vi Hilbert, Upper Skagit, Chemawa School)

1893Mandatory education for all Indian children

became law.Parents lost control of their child until graduation

1913Rise of measles, influenza and tuberculosis.

1920’sBureau of Indian Affairs changed their opinions of

boarding schools, too expensive.Chushman Indian School closed

Transition…

1923Majority of Indian Children nationwide attend public

schools.1928

Glaring deficiencies in the boarding schools, including poor diet, overcrowding, below-standard medical service, substandard teaching.

1930’sClassroom lessons in boarding schools could now reflect the

diversity of Indian culture.1932

States assume more control over Indian education because more Native children are enrolled in public schools.

Tulalip Boarding School closed

2011 Chemawa Indian School remains the sole government

boarding school remaining in the Pacific Northwest. Continues to enroll Native students across the nation

eager for college preparatory or vocational courses. 2012 and on…

Native American culture embraced and taught to encourage young people the diversity of America.

Accepting of all cultures!!! May we never forget!!!

The Future…

(Marr, 2001)

Native American boarding schools impacted the nation negatively through the methods they were using to assimilate the Native American. Although the methods were inhumane, the objective was accomplished. The Native American, as well as many other cultures, were assimilated into the dominate American culture, a melting pot of cultures..

In the end…

However, with the changing times and the acceptance of cultures and diversity, the country has begun a shift back to educating young people with the richness of culture that this country was built upon and in the past has neglected.

May society continue to communicate and educate their children to communicate with one another, so America can be truly the country it was meant to be, a nation of diverse people celebrating the differences

“I think over again my small adventuresMy fears, those small ones that seemed so bigFor all the vital things I had to get and reach

And yet there is only one great thingThe only thing

To live to see the great day that dawnsAnd the light that fills the world.“

Unknown Inuit

Bruchac, J. (2005). Code Talker: A novel about the Navajo Marines of WW2. New York, NY: Dail Books.

Landis, B. (1996). Carlisle Indian Idustrial School History. Retrieved October 10, 2011, from http://home.epix.net/~landis/histry.html

Laura, G. (2001). Boarding School Stories. In Virgina University Online Resources. Retrieved October 10, 2011, from http://xroads.virginia.edu/~hyper/incorp/native/school.html

Marr, C. J. (n.d.). Assimilation through education: Indian boarding schools in the Pacific Northwest. In Washington University Digital Collections. Retrieved October 10, 2011, from http://content.lib.washington.edu/aipnw/marr.html

Wilson, P. (2005). Chemawa Indian School. In Salem Online History. Retrieved October 10, 2011, from http://www.salemhistory.net/education/chemawa.htm

References