Elaine Goodale Eastman was a talented teacher who established a day school on a Sioux Indian reservation in the territory of South Dakota. She believed very strongly that it was best to keep Native American children at home rather than transport them far away from their families to Indian boarding schools. She hadn’t taught on the reservation very long when she was promoted to the position of Superintendent of Indian Education for the Two Dakotas. In this capacity, she travelled throughout the five Dakota reservations, visiting the more than 60 government and missionary schools within her jurisdiction, writing detailed evaluation reports on each school she visited.

While I was conducting research for my book Chalkboard Champions, I was surprised to learn a great deal about numerous types of schools, more than I ever learned in the thirty-odd years I had been teaching. Industrial schools, soup schools, farm schools, normal schools, specialist schools. Where were all these terms when I went through student teaching? I was particularly interested in reading about Indian boarding schools, and the controversies these generated.

Indian boarding schools were created specifically for the purpose of educating Native Americans. Indian children were sent to these schools, sometimes involuntarily, because it was believed the only way Native Americans could ever succeed in a predominantly white society would be if they abandoned their tribal ways and adopted the lifestyle practiced by the dominant culture, and that this assimilation could best be accomplished when the Indians were very young. Most Indian boarding schools were first founded by church missionaries in the late 19th and early 20th centuries. Later, some were established and run by the U.S. government. The intentions were pure, but in retrospect the results were disastrous. Some historians go so far as to assert these schools were institutions of cultural genocide.

The children, some as young as four years old, were taken away from their families, sent many miles away from home, and forced to give up their languages, customs and religious beliefs, art and music, native clothing, and even their names. These youngsters often found it traumatic when they were forced to cut their long hair, a symbolic act of shame and sorrow to Native Americans. The highly regimented routine and military atmosphere were harsh on the youngest ones. Exposure to diseases to which they had no natural immunities, coupled with homesickness and, in some locations, unsanitary conditions, led to a disturbingly high death rate. In despair, some of the youngsters ran away from their schools, freezing or starving to death trying to make their way back to their home reservations. Such a terribly sad thought for educators who care so much about kids and really believe in the liberating power of schools.

You can read a quick overview of these schools in the book Indian Boarding School: Teaching the White Man’s Way, available on amazon.com. You can also read about them in Chalkboard Champions.