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Throughout my research, I could reach the conclusion that boarding schools were a form of ghettoization that deliberately acted as concentration camps. Native American children were rooted to educational and social standards that they did not understand and were maintained in confinement on reservations. It was also the case on boarding schools where children slept in dormitories. According to Geoffrey Paul Carr’s thesis, 'House of no spirit': an architectural history of the Indian Residential School in British Columbia, “the dormitory provided a key means for effecting sociocultural dissolution, separating the student cohort according to age and gender.” The creation of dormitories was aimed to produce separateness among brothers and sisters,
Residential schools undoubtedly created detrimental inter-generational consequences. The dark legacy of residential schools has had enduring impact, reaching into each new generation, and has led to countless problems within Aboriginal families including: chemical dependence, a cycle of abuse in families, dysfunctional families, crime and incarceration, depression, grief, suicide, and cultural identity issues (McFarlan, 2000, p. 13). Therefore, the inter-generational consequence...
...e families results in broken homes, repeating the cycle of abuse over generations. Many native people became alcoholics and drug addicts to cope with the trauma. This caused their children to go to foster homes because their parents were not able to take care of them. Residential schools did not think what they were doing was going to effect the natives in the future, therefor, makes them careless.
When the policy of aggressive civilization was supported by the Canadian government, public funding became available for the residential school project which involved stripping aboriginal children of their cultur...
Bear, Charla. "American Indian Boarding Schools Haunt Many." NPR. NPR, 12 May 2008. Web. 13 Apr. 2014.
In the article “Indian Boarding Schools” the author, Joseph Bruchac illustrates that twenty years ago, his friend told him the story of how he wind up in an Indian boarding school andt Indians were taken by U.S Army and led them in chains. Then they put them into a monster train. After that, they went to Indian boarding school. Everyone who was in Indian boarding school had many stories about their experiences. For example, in Carlisle, Pennsylvania, which was the most famous Indian School, Indian boys had their hair cut and decent in uniforms, and girls were outfitted with moveable Mother Hubbard dresses. Also, all students were subjected to discipline in every moment. The humanitarian duty of Carlisle was to prepare Indians for adaptation
Though the film mentioned the impact that residential schools had and still has on the aboriginal people, I felt that this issue needed to be stressed further because the legacy of the schools is still extremely prominent in aboriginal communities today. The film refers to the fact that residential schools harmed the aboriginal people because they were not able to learn their culture, which has resulted in the formation of internalized oppression within in the group. “The...
In 1879, the Carlisle Indian Industrial School was the first off-reservation Indian school opened by Army officer, Richard Pratt. Pratt based the program off of a program he started at an Indian prison. Pratt quoted an Army general in a speech he gave, “A great general has said that the only good Indian is a dead one.” Pratt said that while he agreed with the sentiment, he felt it was better to, “Kill the Indian in him, and save the man” (npr.org/templates). Consequently, Indian children were taken to these schools in an effort to civilize them and upon arrival were given European style clothes, haircuts, and new names. They were forbidden to speak in their native tongue or to engage in cultural practices and were severely disciplined if caught doing so; this total immersion into white culture put these children into an inconceivable torment. While attending the school, white families could make application for pupils to work their land, now the “In...
children, and while their Indianness was under assault at these boarding schools at least their children
Beginning as early as 1890, these school systems were created by a mixture of the federal government and christian churches with more influence from the later. According to Loppie, this process of removing children from their homes to “educate and civilize” them caused an immense amount of physical, emotional and sexual harm. These schools would rip innocent children from their families where they would live in schools were they could only speak in english and/or french, eat foods they did not know and over all live lives that they were not adjusted to whatsoever. The purpose of this torture? To “kill the indian in the child” by destroying the customs and beliefs of indigenous people. After all, if one full generation knows nothing of their heritage then the continuous generations there after will have no way of knowing and the cycle will be ended. Loppie declares them a way of structural
First Nations children suffered many forms of abuse at the hands of the Canadian Government (Oh, Canada!) under the guise of residential schools. The purposes of the residential schools were to remove First Nations children from the influence of their families and cultures, and to intergrade them into the dominant culture (The Residential School System). This was done under the assumption that First Nations culture was lesser, “to kill the Indian in the child” as it was commonly said. The children were forcibly separated from their families to live in year-round schools where they were taught “white man” curriculum, with a two-month vacation time, completely separated from their Aboriginal heritage and forbidden from speaking their own languages (The Residential School System). If these rules, along with many others, were broken the punishments were severe (Oh, Canada!). Residential school survivors spoke of their horrible abuse during their time at the schools, including: sexual, physical and psychological (The Psychological and Intergenerational Impacts of the Indian Residential School System). The students received an inferior education, usually only taught up to grade five, training them for manual labor jobs (The Residential School System). The residential school system undermined First Nations culture and disrupted families for generations, leaving severe psychological damage in not only the survivors but also their families and the following generations (The Psychological and Intergenerational Impacts of the Indian Residential School System). Many students grew up without experiencing a family life, never gaining the experience and knowledge necessary to raise a family of their own. The effects of the schools were far reac...
Residential schools were created to teach the First Nation’s Children about European and Christian beliefs so that they could find a useful place in Canadian society. In over 100 years that the schools ran, approximately 150,000 students were enrolled from the age of 5 till they were teenagers. Most of the children were taken away from their parents between the ages of 5-6. The main reason for these institutions was to put a huge amount of stress over the fact that the Indian children did not know anything according to the Europeans. So that they could live and lead good lives in the new country called Canada. These assumptions and mistreatments with the First Nation children caused them to lose their native tongue, develop disorders and then self-medicate themselves for those conditions.
In the 1870s the Canadian government decided that there was a problem between the white people ( the Europeans) and the aboriginal/indigenous people, the “Indian Problem”. The white people did not agree and understand the indigenous people, they considered them as “filthy indians”. As a solution to the “ Indian Problem”, the Canadian government created: Residential Schools, A place where the aboriginal children would learn the christian’s way, without their parents interfering. Throughout the hours of these residential schools, Many efforts of assimilating the children had positives, but were often overtaken by the negatives.The staff's methods of educating and disciplining the children began harsh and started to involve abuse. Abuse then became a regular activity in the residential schools, meaning the children experienced Spiritual abuse, physical abuse, and sexual abuse from their caretakers, the people they were supposed to be able to trust.
The government tried to send the Native Americans to boarding school. Attending boarding school was supposed to convert Native Americans to the way of life that the white society lived. The government wanted Native Americans to stop associating themselves with tribes and start thinking of themselves as normal white citizens. Sending Native Americans to boarding school was supposed to “kill the Indian, and save the man” (475). These boarding schools compare to the ones that slaves were sent to once they were emancipated. The idea of boarding schools backfired because Native Americans would form bounds with other Native Americans. The government also tried to split up Native American’s reservations. This was supposed to end the association of tribes and separate the groups of Native Americans. The government was trying to change the culture of Native Americans and make them convert to the white society ways of
“If anything is to be done with the Indian, we must catch him very young. The children must be kept constantly within the circle of civilized conditions.” Nicholas Flood Davin,” From 1831 to 1969 more than 150,000 aboriginal children were forced into Indian Residential Schools. The government of Canada used this system to assimilate young aboriginal children. The government and many churches joined to run these schools. Indian Residential Schools were one of the biggest stains in Canadian history because they violated human rights, tried to eliminate aboriginal culture and created the lasting effects which are still felt today.
During the westward expansion, white Americans created boarding schools for Native American children to civilize them in horrible ways. In her story “The Cutting of My Long Hair”, Zitkala-Sa talks about how she “cried aloud, shaking [her] head” because she was placed in a boarding school involuntarily. The whites made them move very far away to become American clones. The teachers at these schools were teaching their ways, culture, and the supposed right way of life. Zitkala-Sa also found “better educational opportunities” for native children very important (Britannica.com). This was because the boarding