What if the only thing that brought generations of families together were stripped of children? American Indians had this happen to them when they attended boarding schools in the late 1900s. The language a child is born into is the glue that can keep a strong bond within different cultures and families. Language barriers can cause families to be unable to bond and these children may feel as if they cannot have a relationship with their family members. The Indian boarding schools had been a destructive form of dehumanization because of the way it tore culture from students, changed American Indian culture into the culture they thought was right, and caused many American Indian’s family troubles as well as depression and confusion. To understand …show more content…
American Indian children would be housed with the missionary families while the boarding schools were built. A common assumption is that, “Indian children were forced into attending boarding schools or missionary schools, however,” Michael Coleman and others have shown that the American Indian children went for a variety of reasons, including the inability of parents to support them” (Burich 5). Many families could not afford to feed their children, which in turn, they opted to send them to the boarding …show more content…
Language can be defined as, “the learned system of arbitrary vocal symbols, by means of which human beings, as members of a society, interact and communicate in terms of their culture" (Leap 209). Language is not just the words a person chooses to speak. Language is much deeper. Language ties many different generations together and that is how people can share history. Unfortunately, “the profile of Indian language fluency among the adult members of a tribal community rarely predicts how familiar with the language the younger members of the tribe will be” (Vizenor 218). This is because the boarding schools would take away those languages and teach them to only speak English. “Indian children educated in those schools were forcibly removed from their reservations and systematically stripped of their language, their culture, and their heritage. They served lengthy internments during which they were subjected to harsh and humiliating discipline” (Burich 1). The language they spoke is what ties these children to their families. They were no longer able to speak to their family members from previous generations. American Indian culture focuses on storytelling and being able to tell stories from generation to generation. The boarding schools did not allow the children to continue their language and therefore they couldn’t share storytelling with their culture. These young,
Indigenous people across Canada have been suppressed by the government, system, and settlers still to this day. The residential school system was a system of boarding schools that were established by the Canadian government and administered by various churches to assimilate Indigenous children into Euro-Canadian culture. Many of these children suffered physical, sexual, and emotional abuse from school staff. Even though residential schools have been abolished they can still affect indigenous people today. The book “Indian Horse” clearly represents the intergenerational trauma of Indigenous communities in Canada.
In the early 19th century, the US government established re-education schools to strip native children of their language and culture and assimilate them into American culture. Of the 115 indigenous languages spoken in the U.S. today, two are healthy, 34 are in danger, and 79 will go extinct within a generation without serious intervention. Of the hundreds of indigenous languages in North America, only a few will likely survive past the 21st century. The loss of indigenous languages represents a larger loss of culture, heritage, and identity among all Native Americans. General Information on the Cocopah Tribe
Many Native children were taken by forced from their families and were submitted for a long time into residential schools. It was
The Bureau of Indian Affairs removed tens of thousands of American Indian children from their homes in the late 19th and early 20th centuries to assimilate the youth into the dominant Euro-American culture. Although the schools provided education and vocational training, their primary intention was to deprive Indian children of their tribal culture, language, and appearance. There was a significant amount of abuse in the boarding schools with administrators, teachers, and staff often treating students harshly, including physical and sexual abuse and neglect. Moreover, children suffered serious illnesses and disease. Due to these harsh conditions many Indian youth returned home with mental and physical health problems that transcended for
American Indians resisted European attempts to change their beliefs and world views through the use of violence. For example, in 1680, an Indian religious leader named Pope led a revolt against European settlers who suppressed Native American beliefs. As a result, hundreds of European settlers were killed.
He writes, “The idea of the boarding schools was to forcibly break the family bonds that, in the opinion of many, kept Indians from becoming civilized and part of the American public” (RRACCCTW page 658). The children were stripped of their language, customs, and culture. Their hair was cut and their names were changed. Essentially, they were stripped of their identities. This is a clear example of one-way assimilation, which is when certain ethnic groups are forced to give up their culture and customs in order to fit in with society.
Throughout studying the Indian Country Today news article on the good and bad things of Indian Boarding Schools one of the main things that it discusses is not only the recent studies by other scholars who have documented education in forced Indian boarding schools, but how many of those schools affect long-run outcomes such as the employment and language fluency of those who attend. Another main item that is covered is how many Canadian boarding schools strove to assimilate Native children both socially, educationally, and religiously. Another highlight from the article is that there have also been benefits from Native American children attending Indian boarding schools. Some of these benefits were that there was a higher possibility of graduating high school, being less likely to depend on government welfare programs, and having a greater opportunity in being employed.
The Native Americans suffered through many things especially when Americans wanted to “Americanize” them. Americans wanted to turn Native American into Americans people and teach them their ways and make them forget their ways. American believed that this would kill the Indian and save the man. Boarding schools were an attempt to “Americanize” Native American children. Americans believed that it was easier to manipulate children than older Indians.
The narratives explicate helplessness experienced by Snead’s mother and grandmother during their years in public schools. Snead’s mother is violently and forcibly pulled into English system of beliefs and education in spite of her resistance causing her to develop a sense of disrespect towards her own language, identity, colour, and cultural practices. The commonalities like imposition of settler’s life-style, food habits, and education on grandmother and mother hint at the overpowering influence of missionaries in Native American childhood, the only difference being that the Boarding schools which worked independently in the former case are aided by Federal Government in the latter. Here, the European influence is an enforced intervention
“At the schools the students were stripped of their culture as if it were clothing.” This statement from a paper written by Sarah E Stone explains the poor treatment of the Indians in the boarding schools. This paper also perfectly states not only the treatment of the Indian children but, also the great lengths taken to change them. It seems like such a simple task for the enforcers yet an awful act in general. American Indian children and the wolf girls at St. Lucy’s were forced to assimilate into the civilized culture of the white man through many approaches and techniques that in the end ultimately reached the goal of the enforcers, which ended with benefits to society but not to the Indian children or the girls.
These schools have been described as an instrument to wage intellectual, psychological, and cultural warfare to turn Native Americans into “Americans”. There are many reports of young Native Americans losing all cultural belonging. According to an interview with NPR, Bill Wright was sent to one of these schools. He lost his hair, his language, and then his Navajo name. When he was able to return home, he was unable to understand or speak to his grandmother.
For example, if there was an indian boarding school right near the kid’s family, they wouldn’t send the kid there, they would send them to the farthest school from their family. Also, they get punished for speaking in a native language. According to indian country media network , it says that “Native students were beaten, whipped, shaken, burned, thrown down stairs, placed in stress positions and deprived of food. Their heads were smashed against walls, and they were made to stand naked before their
The government believed that if the children remained with their parents the problems would only increase, with the boarding schools it would make it easier to cut off their culture and religions. They decided it was best to christianize the children making almost every boarding schools either christian or catholic. The Native American kids were forced into going to church two to three times a day. It was against the
The nature of these boarding schools was to assimilate young Native Americans into American culture, doing away with any “savageness” that they’re supposedly predisposed to have. As Bonnin remembers the first night of her stay at the school, she says “I was tucked into bed with one of the tall girls, because she talked to me in my mother tongue and seemed to soothe me” (Bonnin 325). Even at the beginning of such a traumatic journey, the author is signaling to the audience the conditioning that she was already under. Bonnin instinctively sought out something familiar, a girl who merely spoke in the same “tongue” as her. There are already so few things that she has in her immediate surroundings that help her identify who and what she is, that she must cling to the simple familiarities to bring any semblance of comfort.
First of all, U.S’s public education is not relevant to American Indian culture. In “Educating Sons”, it stated, “But when they came back to us, they were bad runners, and ignorant of every mean of living in the woods. Unable to bear cold or hunger…’ (Line 12). This quote shows how getting education from white men removes the culture from American Indians.