The U.S. Department of the Interior (DOI) recently released its second and final report on Federal Indian boarding schools, concluding a three-year investigation into the legacy of these institutions. This 105-page report, authored by Assistant Secretary of Indian Affairs Bryan Newland (Bay Mills Indian Community), builds on the initial findings published in May 2022. The report provides an in-depth look at the traumatic and violent legacy of the Indian boarding school system that operated in the United States from the late 19th century until the late 20th century.
in this three-part series, S4 Mobile Laboratories will examine the DOI's findings, examining the historical context, cultural impact, and ongoing legacy of the Indian boarding school system. We'll explore how government and religious institutions collaborated in these efforts and how the federal Indian boarding school policy has had lasting repercussions on Indigenous identities, cultures, and languages. Throughout this series, S4 will also highlight its work using Subterra© Grey technology, employing innovative technologies to uncover hidden truths, including the location of unmarked graves in Canada, thereby playing an essential role in acknowledging historical injustices.
The Dark Chapters: The Assimilation Policy and Impact of Indian Boarding Schools from 1871 to 1969
The history of Indian boarding schools is rooted in the U.S. government's policy of assimilation, which sought to eradicate Native cultures and identities. Between 1871 and 1969, over 400 federal Indian boarding schools operated across 37 states, with the aim of assimilating Native American, Alaska Native, and Native Hawaiian children into white American society. This period marked a dark chapter in U.S. history, characterized by cultural genocide and forced assimilation.
The initial report released in 2022 provided a comprehensive overview of the boarding school system, including a list of the institutions and the policy justifications for their establishment. It detailed the harsh conditions and the intergenerational impacts these schools had on Indigenous communities. The report also identified 18,624 students who attended these schools, with at least 973 recorded deaths and 74 associated burial sites, numbers that are expected to be much higher as more data emerges.
The Genesis of Indian Boarding Schools
The establishment of Indian boarding schools was driven by the U.S. government's desire to solve what was referred to as "the Indian problem." This involved either assimilating Native peoples into American culture or destroying their cultural identities altogether. The boarding school system was seen to achieve this assimilation by removing children from their families and communities and immersing them in Euro-American culture.
The implementation of boarding schools was backed by policies such as the Civilization Fund Act of 1819, which allocated federal funds to support the education of Native children. Key figures like Colonel Richard Henry Pratt, founder of the Carlisle Indian Industrial School in Pennsylvania, championed the idea of "killing the Indian, saving the man" as a means of cultural transformation. These policies and figures played pivotal roles in the proliferation of boarding schools across the nation.
Religious organizations were instrumental in running many of these schools, with about half of the 417 identified institutions being managed by religious groups. These organizations were tasked with the responsibility of converting Native children to Christianity while simultaneously eradicating their indigenous cultural practices. The involvement of religious groups often led to further entrenchment of the assimilationist agenda.
Inside the Indian Boarding Schools: Harsh Realities, Traumatic Practices, and the Deep Cultural Impact
Life inside Indian boarding schools was harsh and unforgiving. Native children were subjected to strict regimentation, often facing severe discipline for minor infractions. Education was centered around English language acquisition and vocational training, with little regard for the cultural backgrounds of the students. The curriculum was designed to erase Indigenous identities and replace them with Western values and norms.
The boarding schools employed a range of traumatic practices to enforce assimilation. Students were frequently punished for speaking their native languages, with common punishments including having their mouths washed with lye soap or experiencing various forms of corporal punishment. Testimonies from survivors highlight the lasting impacts of these practices, including loss of language, culture, and identity.
The forced assimilation experienced at boarding schools had profound and lasting impacts on the identity and culture of Native communities. The suppression of languages and cultural practices led to a spiritual wounding that has been passed down through generations. Many survivors have shared stories of grief and trauma, bringing to light the deep scars left by the boarding school experience.
Unpacking $23.3 Billion in Federal Spending and Disparities in Indian Boarding Schools
The DOI report revealed that the federal government spent over $23.3 billion (in inflation-adjusted dollars) to fund the Indian boarding school system. This significant investment underscores the government's commitment to assimilation policies, despite the severe human cost.
Despite the substantial financial investment, there were significant discrepancies in the funding of these institutions. Many schools relied on the manual labor of students to maintain facilities due to inadequate financial support from the government. This exploitation further compounded the trauma experienced by Native children.
A comparison between government-run and religiously affiliated schools reveals differences in management and resources. While both types of institutions shared the goal of assimilation, religious schools often faced additional challenges in securing funding, leading to further reliance on student labor.
S4's Role in Uncovering Hidden Histories
S4 Mobile Laboratories, in collaboration with Subterra Grey, has played a crucial role in bringing to light the hidden truths of the Indian boarding school legacy. By utilizing advanced technologies and innovative research methods, S4 has been instrumental in uncovering unmarked graves and other historical injustices associated with these institutions. This partnership has previously achieved significant success in Canada, where S4 and Subterra Grey have worked tirelessly to locate and identify unmarked graves at former residential school sites. Their efforts have helped communities acknowledge and confront the painful past, fostering healing and understanding.
Through their commitment to revealing the truth, S4 continues to support Indigenous communities in their pursuit of justice and reconciliation, contributing to the broader effort of uncovering historical injustices and fostering healing and reconciliation.
The legacy of Indian boarding schools is a painful and enduring chapter in U.S. history. The DOI's report highlights the extensive efforts to assimilate Native children and the lasting impacts on Indigenous communities. As we move forward, it is essential to acknowledge this history and work towards healing and reconciliation.
Part 2 of this series will focus on the Road to Healing, exploring modern repercussions and the path to recovery. Subscribe to our blog and LinkedIN page to be notified of new posts and articles.
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