Communication is crucial in any relationship, whether it is a personal or impersonal exchange. Since the founding of North America, the Euro-American people have constantly clashed with the First Americans, never attempting to functionally coexist together. After years of no understanding between the two civilizations and in a state of haste to resolve the Indian problem in the west plains, the United States felt action must be in order. While a portion of the public felt complete physical extermination was the solution to follow, Captain Richard H. Pratt pioneered the idea that it would be wiser to “Kill the Indian, and Save the Man.” Although seen as a convenient solution during the late nineteenth century, boarding schools became a tool for cultural genocide targeting Native American children, exposing them to forced assimilation, grueling labor and abuse. In 1824, Secretary of War John C. Calhoun, created within the War Department the Bureau of Indian Affairs. Calhoun’s intentions for the bureau were to oversee treaty negotiations, manage Indian schools, and administer Indian trade, as well as handle all correspondence concerning the native people. Once established, the B.I.A. created a strong bond and a sense of hope for peace between the two communities in the beginning of their years, but it wasn’t until the mid-1930s when their relationship began to crumble. President Andrew Jackson viewed the tribes solely as obstacles in the way of the newly found American dream, which was to expand into the West, the direction for this movement was led by Manifest Destiny. The Indian Removal Act and other federal legislative initiatives sought to separate Indians from the path of settlement, and by 1840, the bureau and the American mil... ... middle of paper ... ...rtwine between education and politics. Unlike public schools during the same period which were separate and disconnected from federal power, Indian schools were a site where U.S. policy directly influenced the students. Under rule by the B.I.A., Indian schools were alike in architecture and landscaping, and all structured military-style regime (Student Body Assembled). They all also had a common curriculum which involved English, farming and manual trades for men and domestic work for women. The goal of the boarding schools thus went far beyond industrial training, gender role socialization and even the creation of capitalist desires. Re-socialization of Native Americans was to be accomplished by institutions: removal of personal possessions, loss of control over their own schedule, uniforms, haircuts and the inability to escape from organizational rules and policy.
Through Laws, treaties and proclamations it becomes clear of the transfer of power between Native Americas and colonizing powers within the US and Canada. One significant treaty was Treaty NO. 9 in which Native Americans gave up their aboriginal title and land for money, hunting right, entrance into the christian school system and a Canadian flag presented to the Chief. The treaties described define the cascading effect of how western powers came into control of land at which Native Americans resided in. Specifically converging on the using Native Americans “elites” to influence other Native Americans into adopting western cultural beliefs, overshadowing the diverse Native American cultural practices. The overshadowing and belittling of Native American culture is not only expressed through the several treaties presented to Native Americans across history but also through real life accounts of Native American children adopted into the western school system. This sections places into the prospective the monopolization of Native American land and
The generalization that, “The decision of the Jackson administration to remove the Cherokee Indians to lands west of the Mississippi River in the 1830s was more a reformulation of the national policy that had been in effect since the 1790s than a change in that policy,” is valid. Ever since the American people arrived at the New World they have continually driven the Native Americans out of their native lands. Many people wanted to contribute to this removal of the Cherokees and their society. Knox proposed a “civilization” of the Indians. President Monroe continued Knox’s plan by developing ways to rid of the Indians, claiming it would be beneficial to all. Andrew Jackson ultimately fulfilled the plan. First of all, the map [Document A] indicates the relationship between time, land, and policies, which affected the Indians. The Indian Tribes have been forced to give up their land as early as the 1720s. Between the years of 1721 and 1785, the Colonial and Confederation treaties forced the Indians to give up huge portions of their land. During Washington's, Monroe's, and Jefferson's administration, more and more Indian land was being commandeered by the colonists. The Washington administration signed the Treaty of Holston and other supplements between the time periods of 1791 until 1798 that made the Native Americans give up more of their homeland land. The administrations during the 1790's to the 1830's had gradually acquired more and more land from the Cherokee Indians. Jackson followed that precedent by the acquisition of more Cherokee lands. In later years, those speaking on behalf of the United States government believed that teaching the Indians how to live a more civilized life would only benefit them. Rather than only thinking of benefiting the Indians, we were also trying to benefit ourselves. We were looking to acquire the Indians’ land. In a letter to George Washington, Knox says we should first is to destroy the Indians with an army, and the second is to make peace with them. The Indian Trade and Intercourse Act of 1793 began to put Knox’s plan into effect. The federal government’s promise of supplying the Indians with animals, agricultural tool...
In 1887 the federal government launched boarding schools designed to remove young Indians from their homes and families in reservations and Richard Pratt –the leader of Carlisle Indian School –declared, “citizenize” them. Richard Pratt’s “Kill the Indian… and save the man” was a speech to a group of reformers in 1892 describing the vices of reservations and the virtues of schooling that would bring young Native Americans into the mainstream of American society.
People know about the conflict between the Indian's cultures and the settler's cultures during the westward expansion. Many people know the fierce battles and melees between the Indians and the settlers that were born from this cultural conflict. In spite of this, many people may not know about the systematic and deliberate means employed by the U.S. government to permanently rid their new land of the Indians who had lived their own lives peacefully for many years. There are many strong and chilling reasons and causes as to why the settlers started all of this perplexity in the first place. There was also a very strong and threatening impact on the Native Americans through the schooling that stained the past and futures of Native Americans not only with blood but also with emotion. It was all a slow and painful plan of the "white man" to hopefully get rid of the Indian culture, forever. The Native American schools were created in an attempt to destroy the Native American way of life, their culture, beliefs and tradi...
The process of assimilation, as it regards to the Native Americans, into European American society took a dreaded and long nearly 300 years. Initially, when the European’s came to the hopeful and promising land of the “New World”, they had no desire or reason anything but minimal contact with the Indians. However, starting in the 1700s the European colonists population skyrocketed. The need for more resources became evident and the colonists knew they could attain these necessities by creating a relationship of mutual benefit with the Native tribes. The Indians, at first skeptical, however became growingly open to the colonists and the relationship they were looking to attain. Indian furs were traded for colonial goods and military alliances were formed.
In May 1830, Congress passed the Indian Removal Act which forced Native American tribes to move west. Some Indians left swiftly, while others were forced to to leave by the United States Army. Some were even taken away in chains. Andrew Jackson, the seventh president of the United States, strongly reinforced this act. In the Second State of the Union Address, Jackson advocated his Indian Policy. There was controversy as to whether the removal of the Native Americans was justified under the administration of President Andrew Jackson. In my personal opinion, as a Native American, the removal of the tribes was not in any way justified.
American Indians shaped their critique of modern America through their exposure to and experience with “civilized,” non-Indian American people. Because these Euro-Americans considered traditional Indian lifestyle savage, they sought to assimilate the Indians into their civilized culture. With the increase in industrialization, transportation systems, and the desire for valuable resources (such as coal, gold, etc.) on Indian-occupied land, modern Americans had an excuse for “the advancement of the human race” (9). Euro-Americans moved Indians onto reservations, controlled their education and practice of religion, depleted their land, and erased many of their freedoms. The national result of this “conquest of Indian communities” was a steady decrease of Indian populations and drastic increase in non-Indian populations during the nineteenth century (9). It is natural that many American Indians felt fearful that their culture and people were slowly vanishing. Modern America to American Indians meant the destruction of their cultural pride and demise of their way of life.
Deloria defines the relationship between the US Government and the Indians as paternalistic. The US Government treated and governed the Indians as a father would by providing basic needs but without given them rights. There has been some improvement with the Indian Reorganization Act in 1934. This act allowed the return to local self-government on a tribal level and restored the self management of their assets. By allowing the Indians to self govern it encouraged an economic foundation for the inhabitants of Indian reservations. Unfortunately only a few tribes have fully taken advantage of this Act, while others struggle for survival.
This school was significant because it changed the way they lived for the rest of their lives. The boarding school’s mission was to help Native Americans adjust to American culture by influencing upon their children white lifestyles, or what was close to it. However, this did not seem to help Native Americans. Many of the children weren’t welcomed back home because some of them could no longer remember the life they used to lead and were therefore thought of as a shame to all Native Americans and their heritage. Many came back not knowing how to speak their native tongue, or even not knowing their tribes’ rituals. In some ways, the Americans did accomplish what they set out to do, they did change many Native Americans, but there were cases in which they didn’t. Some students disobeyed the rules and continued to speak their native tongue and practice rituals in secret in school. This was resistance inside the school, and resistance also happened outside of the school. However, if children were caught disobeying the rules they were punished. Some parents were angry that they weren’t allowed to see their kids when they wanted, so few would resist allowing their children to go back after breaks. Others would run away with their children and families, though this was a tough choice to
There are consistent patterns or themes regarding Native American world views and the differentiation of cultural elements and society. Native Americans retained control of institutional and cultural orders against the assimilation effort because all aspects of Native American societies are interrelated, guided by the broader cultural world views. Each cultural or institutional element is, in fact, overlapped with other elements, so change in one element inevitably affects the broader cultural and social complex. While adopting to a new environment and small changes was possible in the West, where social and cultural elements are separate from each other, Native Americans were faced with conflicts and a potential, large disruption of the existing social orders.
The Indian removal was so important to Jackson that he went back to Tennessee to have the first negotiations in person. He gave the Indians a couple simple alternatives. Alternatives like to submit to state authority, or migrate beyond the Mississippi. Jackson Offered generous aid on one hand and while holding the threat of subjugation in the other. The Chickasaws and Choctaws submitted quickly. The only tribe that resisted until the end was the Cherokees. President Jackson’s presidency was tarnished by the way the U.S. government handled the Native Americans. Although financially, and economically Jackson truly was a good leader, some people view him in a negative way because of the “Indian Removal Act.”
At these boarding schools, Native American children were able to leave their Indian reservations to attend schools that were often run by wealthy white males. These individuals often did not create these schools with the purest of intentions for they often believed that land occupied by Native American Tribes should be taken from them and put to use; it is this belief that brought about the purpose of the boarding schools which was to attempt to bring the Native American community into mainstream society (Bloom, 1996). These boarding schools are described to have been similar to a military institution or a private religious school. The students were to wear uniforms and obey strict rules that included not speaking one’s native tongue but rather only speaking English. Punishments for not obeying such rules often included doing laborious chores or being physically reprimanded (Bloom, 1996). Even with hars...
The tragedy of the Cherokee nation has haunted the legacy of Andrew Jackson"'"s Presidency. The events that transpired after the implementation of his Indian policy are indeed heinous and continually pose questions of morality for all generations. Ancient Native American tribes were forced from their ancestral homes in an effort to increase the aggressive expansion of white settlers during the early years of the United States. The most notable removal came after the Indian Removal Act of 1830. The Cherokee, whose journey was known as the '"'Trail of Tears'"', and the four other civilized tribes, Chickasaw, Choctaw, Creek and Seminole, were forced to emigrate to lands west of the Mississippi River, to what is now day Oklahoma, against their will. During the journey westward, over 60,000 Indians were forced from their homelands. Approximately 4000 Cherokee Indians perished during the journey due to famine, disease, and negligence. The Cherokees to traveled a vast distance under force during the arduous winter of 1838-1839.# This is one of the saddest events in American history, yet we must not forget this tragedy.
In 1830, President Andrew Jackson passed the Indian Removal Act. This let him negotiate with the Native Americans for their lands. Although the si...
The movement westward during the late 1800’s created new tensions among already strained relations with current Native American inhabitants. Their lands, which were guaranteed to them via treaty with the United States, were now beginning to be intruded upon by the massive influx of people migrating from the east. This intrusion was not taken too kindly, as Native American lands had already been significantly reduced due to previous westward conquest. Growing resentment for the federal government’s Reservation movement could be felt among the native population. One Kiowa chief’s thoughts on this matter summarize the general feeling of the native populace. “All the land south of the Arkansas belongs to the Kiowas and Comanches, and I don’t want to give away any of it” (Edwards, 203). His words, “I don’t want to give away any of it”, seemed to a mantra among the Native Americans, and this thought would resound among them as the mounting tensions reached breaking point.