Indian Schools of the United States

Description

Course of Study
For U.S. Indian Schools
Of the United States
Industrial and Literary
By Bureau of Indian Affairs, 1922
433 Pages, Illustrated, Searchable
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Bonus -
Social Plays, Games & Marches
Old Folk Dances & Rhythmic Movements
For Use In Indian Schools
By Government Printing Office, 1911
67 pages, Illustrated, Searchable
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Bonus -
Routes to Indian Agencies & Schools
With Post Offices, Telegraphic Offices
And Nearest Railroad Stations
By Government Printing Office, 1915
42 pages, Searchable
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Bonus -
Indian Industrial School
Carlisle, PA
1895
63 pages, Illustrated, Searchable
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Digital
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Requires Adobe Reader 7 or higher to View, or MAC Access
Autoboot Menu for Easy PC Access; Manually Open Files on MAC
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An Indian boarding school refers to one of many schools that were established in the United States during the late 19th century to educate Native American youths according to American standards. In some areas, these schools were primarily run by missionaries. Especially given the young age of some of the children sent to the schools, they have been documented as traumatic experiences for many of the children who attended them. They were generally forbidden to speak their native languages, taught Christianity instead of their native religions, and in numerous other ways forced to abandon their Indian identity and adopt American culture. Tragically, many cases of mental and sexual abuse have been documented, as in North Dakota.
The Carlisle Indian Industrial School founded by Richard Henry Pratt in 1879 was the first Indian boarding school established. Pratt was encouraged by the progress of Native Americans whom he had supervised as prisoners in Florida, where they had received basic education. When released, several were sponsored by American church groups to attend institutions such as Hampton Institute. He believed education was the means to bring American Indians into society.
Pratt professed "assimilation through total immersion." Because he had seen men educated at schools like Hampton Institute become educated and assimilated, he believed the principles could be extended to Indian children. Immersing them in the larger culture would help them adapt. In addition to reading, writing, and arithmetic, the Carlisle curriculum was modeled on the many industrial schools: it constituted vocational training for boys and domestic science for girls, in expectation of their opportunities on the reservations, including chores around the school and producing goods for market. In the summer, students were assigned to local farms and townspeople for boarding and to continue their immersion. They also provided labor at low cost, at a time when many children earned pay for their families.
Carlisle and its curriculum became the model for schools sponsored by the Bureau of Indian Affairs. By 1902 there were twenty-five federally funded non-reservation schools across fifteen states and territories with a total enrollment of over 6,000. Although federal legislation made education compulsory for Native Americans, removing students from reservations required parent authorization. Officials coerced parents into releasing a quota of students from any given reservation.
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