Native American boarding schools represent a complex and often somber chapter in U.S. history. These institutions aimed to assimilate Indigenous youth into Anglo-American culture. Their origins are tied to evolving government policies and societal views on Native Americans. This historical trajectory reveals a gradual shift from localized efforts to a widespread, federally orchestrated system designed to reshape Indigenous identities.
Early Educational Efforts for Native Americans
Long before the widespread federal boarding school system, educational initiatives targeting Native Americans began during the colonial period. Various religious denominations, including Christian missionaries, played a significant role in establishing early schools. These efforts, often starting in the mid-17th century, aimed primarily at religious conversion and teaching European customs.
Missionaries frequently established schools on or near reservations, often with government approval. The U.S. Congress, in 1819, passed the Civilization Fund Act, appropriating funds to support these missionary efforts. While these early schools represented attempts at cultural alteration, they differed from the later, more centrally organized federal system that emerged.
The Genesis of Federal Boarding Schools
The late 19th century marked the beginning of systemic federal boarding schools for Native Americans. This change was rooted in a U.S. government policy focused on forced assimilation following the Indian Wars. The philosophy guiding these institutions was “Kill the Indian, Save the Man,” reflecting the belief that Indigenous cultures must be eradicated for individuals to “succeed” in American society.
A significant milestone was the establishment of the Carlisle Indian Industrial School in Carlisle, Pennsylvania, in 1879. Founded by Civil War veteran Richard Henry Pratt, this off-reservation school became the model for subsequent federal boarding institutions. Pratt believed that removing Indigenous children from their tribal environments and immersing them in Anglo-American culture was the most effective way to achieve assimilation. The school opened in November 1879 with an enrollment of 147 students, many from distant reservations.
Rapid Growth and Assimilationist Goals
The Carlisle model quickly influenced the expansion of the federal boarding school system across the United States. Numerous other off-reservation boarding schools, alongside on-reservation schools, were created in the late 19th and early 20th centuries. By 1900, approximately one in five Native American school-aged children attended a boarding school. Over the course of 150 years, from 1819 to 1969, the government funded or operated more than 400 Indigenous boarding schools across 37 states and territories.
These schools shared common characteristics designed to suppress Native identities. Upon arrival, children were often stripped of their traditional clothing, had their hair cut, and were assigned new English names. Students were forbidden from speaking their Native languages, with punishments for violations. The curriculum emphasized vocational training for boys (farming, carpentry) and domestic arts for girls (cooking, sewing), often involving extensive unpaid labor. Military-style discipline was common, with rigid schedules and formations intended to instill obedience and conformity.