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Indian boarding school:the runaways
Assimilation of native american indians
Assimilation of native american indians
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In chapter 5 of Lomawaima & McCarty (2006), the Hopification is used to describe the success of the Hopi people in co-opting cultural norms into their society while maintaining their unique identity as a tribal and ethnic group and they were not the only ethnic Native American group to use parts of American national norms to help continue the existence of their ethnic identities (Processes of Hopification, Para 1). In chapter 1 of Lomawaima & McCarty (2006), the issues of local public school control was an American idea that was not extended to all Americans, the government along with the support of the colonizers decided to raise up the race of the Native Americans so they could one day join the ranks of civilized society, however; it is unclear the timeline in which the Native Americans would be deemed civilized because their cultural norms had been so different than those of the European colonizers that they were seen as savages who needed saving even though they had managed their tribes long before the colonizers came to the Americas (Schools as “Civilizing” and Homogenizing Institutions,
The Native Americans were taught the white people's culture and language. The goal of the white man's school was to teach the Native Americans their ways so that they would forget their own culture. They were taught to be responsible for yourself and not to help the group. They were taught that if you work in solidarity then you get to the top at the expense of others. 4.
The perception was that Native American adults had a limited ability to learn new skills and concepts. Later in the report, it is expressed that children learn little at day school, causing their “tastes to be fashioned at home, and [their] inherited aversion to toil is in no way combated. ”11 Davin recommended that similar industrial boarding schools should be built in Canada, which would attempt to assimilate Native children into the European culture.12 Nicholas Flood Davin’s research and advances about the industrial schools in America, was important in the creation and developing of the Residential school system in
In both instances in “St. Lucy’s” and the Native American Indians, they had no other option but to be repressed by the Early Americans. Such as the early American nation thought it was necessary for the assimilation of the American Indians. Likewise the assimilation of the American Indians the girls in “St. Lucy’s” were forced to blend in and forget their old way of life to learn to act like a human. For the purpose of assimilation, some American Indian children were kidnapped and taken to boarding schools to learn how to be more like the early Americans and forced to forget their old way of life. With this in mind; “St. Lucy’s” children weren’t really kidnapped, but more convinced that this is what there wolf parents wanted from them and
“The First Days at Carlisle”: Critical Analysis “The First Days at Carlisle” by Luther Standing Bear takes place in the year of 1879 in Carlisle, Pennsylvania at the Carlisle school, a federal boarding school. The purpose of the school was to force the Native American children to assimilate to the white man's culture and to eradicate their culture and traditions. At the school Native Americans children were taught the ways of the white man, but they were not given beds, they were not well fed, they were treated like prisoners, and they were taken advantage of. Throughout the short story “The First Days at Carlisle,” Luther Standing Bear shows how the Native American children were not well taken care of at the Carlisle school.
The students in “St. Lucy’s Home for Girls” nor the Native Americans had a choice to be forced out of their homes and assigned a new home, which resulted in learning a new language and to learn how to change their attitudes towards other people, how
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.
By doing this, colonial Canadians assumed that aboriginal cultural and spiritual beliefs were invalid in relation to European beliefs (244). The problem with ridding the First Nations Peoples of their languages, as Williston points out is to “deprive them of the sense of place that has defined them for thousands of years” (245). The private schooling system was an attack on First Nations identities, and their identity is rooted in “a respect for nature and its processes” (245).
The girls for example where taught to be domestic workers, they were to cook, clean and sew (American Indian Relief Council). The boys on the other hand obtained other skills for example shoemaking, blacksmithing, or performed manual labor like farming (American Indian Relief Council). Instead of boys learning to hunt and girls learning to pick berries, they where taught to do basic labors expected of them in the new American culture they were being taught. There were consequences when these tasks where refused, which resulted in harsh beatings. There was no waiting for the punishment to begin; as soon as some children had arrived to the boarding school they experienced their first traumatic experience.
Laurel Mckelva the protagonist of the novel The Optimist’s Daughter, is a widow in her forties and the only child Judge Mckelva ever had. Throughout the novel she is caught in-between funerals, reminiscing old memories that took place in Mount Salus connecting them into place. She was never at peace in Mount Salus, but throughout the novel as she reencounters things from the past, it slowly starts making sense. Laurel was not only in between that, but also finding secrets and discovering more about his father’s second wife, Fay. Fay is a loving young woman whom Laurel’s father met while being out of town. In the eyes of the Judge she was loved and cherished, but in Laurel’s vison she seem otherwise.
The white men had treated the natives poorly, continued in viewing them as savages and trying to civilize the Native Americans through uncomfortable ways. Native Americans were forced to assimilate into Western culture and have to withstand the racism and discrimination from the Whites during that time. One of the methods that the Whites used to try to have the Indians fit into the Western culture were Native American boarding schools. These schools were established during the late 19th century to educate the Native American children according to Euro-American standards. The boarding schools often established rules for the Native Americans to follow, but most of the Native Americans were not willing to abandon their culture and tribal traditions.
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.
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
Though many First Nations people believed that the concept of these residential schools would help connect their children to a better life, residential schools were also faced with harsh criticism and strong resistance from First Nations parents and students. After generations of family members facing the harsh conditions of the residential schools, parents began to speak out against the use of residential schools, showing their discomfort and their discontent. Parents
Residential Schools was an enormous lengthening event in our history. Residential schools were to assimilate and integrate white people’s viewpoints and values to First Nations children. The schools were ran by white nuns and white priests to get rid of the “inner Indian” in the children. In residential schools, the children suffered immensely from physical, emotional, sexual and spiritual abuse. Although the many tragedies, language was a huge loss by the First Nations children.
