Mod 3 Assimilation Through Education

Assimilation Through Education: Indian Boarding Schools in the Pacific Northwest

            The source I reviewed for Mod 3 is called Assimilation Through Education: Indian Boarding Schools in the Pacific Northwest by Carolyn J. Marr. I find this source credible because it is the University of Washington Library. During the 1880's to the 1920's, the goal of Indian education was to assimilate Indian people into white Americans. This was done by placing Indians into institutions that were intended to replace their traditions with ones sanctioned by the government. Federal Indian policy allowed the removal of Indian children from their families. These children were enrolled in a government run boarding school. Policy makers believed that young people would be engaged in the values and knowledge of what was considered a dominant American society. All the while the Indian children were being kept away from any inspirations conveyed by their traditional family members. https://content.lib.washington.edu/aipnw/marr.html#study

            Reformers were convinced that with the correct education Indians could become more like white Americans. “They convinced the leaders of Congress that education could change at least some of the Indian population into patriotic and productive members of society” (Marr 1). Carlisle Indian School in Pennsylvania, founded by Captain Richard Henry Pratt in 1879, was one of the first attempts s to accomplish this objective. These schools seemed military like in nature if you ask me (See the sample schedule below). Pratt believed that the Indian traditions were inferior to the ways of the white man. Pratt endorsed the principle, ‘kill the Indian and save the man’ (Marr 1). That was a common belief among many misguided individuals. I’m not opposed to anyone furthering their education at their own will. However, to force anyone into an education in an attempt to make them conform to traditions and ways other than their own is disheartening.

            Runaways were punished severely, and were often examples for their fellow peers. Chronic illness was a serious problem in these boarding schools. The boarding schools were crowded and lacked medical care. This was a contributing factor of spreading diseases such as measles, influenza and tuberculosis. “Tuberculosis was especially feared and at the Tulalip Indian School the dormitories were kept cold by leaving the windows open at night” (Marr 1).

    

Indian Training School girl activities                     Indian Training School boy activities

https://content.lib.washington.edu/aipnw/marr.html#study

Sample Daily Routine

Cushman Indian School, Tacoma, Wash.

February 1, 1912

Monday

5:45 A.M.	Reveille.
5:55 to 6:10	Setting Up Exercise & Drill.
6:12	Air Beds.
6:12 to 6:45	Recreation.
6:45	First Call for Breakfast.
6:55	Assembly. Roll Call.
7:00	Breakfast.
7:30 to 7:35	Care of teeth.
7:35 to 7:40	Make beds.
7:40 to 7:55	Police Quarters.
7:55	Industrial Call.
8:00	Industrial work begins. School detail at liberty. The use of this period is at pupils' discretion. The more studious at books; those inclined to athletics make use of this time for practice. Some pupils practice music lessons, etc.
8:50	First School Call. Roll Call and Inspection.
9:00	School.
11:30	Recall. Pupils at liberty.
11:55	Assembly and Roll Call.
12:00	Dinner.
12:30	Recreation.
12:50	School and Industrial Call. Inspection.
1:00 P.M.	Industrial work and School.
3:30	School dismissed. School detail at liberty. Time spent in same general manner as morning detail utilizes period from 8:00 to 8:50.
4:30	Industrial recall. Drill and Gymnasium classes.
5:15	First Call.
5:25	Assembly. Roll Call.
5:30	Supper.
6:00	Care of teeth.
6:10	Recreation.
7:15	First Call.
7:25	Roll Call. Inspection.
7:30	Lecture. This period varies in length. Men prominent in education or civic affairs address the pupils.
8:15	Call to Quarters. Older pupils prepare lessons; intermediate children play.
8:45	Tattoo. Pupils retire.
8:55	Check.
9:00	Taps.