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University of Toronto Scarborough
Mc Kinon

CHAPTER 50: CIVILIZE THEM WITH A STICK Mary Crow Dog Nations policies toward Native Americans: separation of Indian children from their families and cultures To civilize these children into the dominant society Started in 1879, peaked around 1879-1930; Native American children were forced to attend boarding schools, day schools, and schools in converted army posts; these institutions used tactics similar to those used by military to resocialize these children Crow Dog describes these children as victims of Nazi concentration camps Even now, when buildings are new with well trained teachers, some children who arrive dont speak for days while others go to very drastic measures such as suicide The children of the Natives are always surrounded by relative, are seldom forced to do anything against their will, are seldom screamed at or beaten therefore, when they enter these schools, they experience a completely different environment The schools consist of impersonality instead of close human contact; a sterile, cold atmosphere, unfamiliar routine, language problems, and above all, the clock (which is a white mans time, not Indian time) The schools were intended as an alternative to the outright extermination seriously advocated by generals Sherman and Sheridan they were established by the so- called do-gooders The Indian children realized that they were not wanted by the Indians, nor wanted by the Whites as a result, they became alcoholics Solving the Indian Problem: by making Indians into whites St. Francis a Christian boarding school for the Indians; although the school is now run by the Bureau of Indian Affairs, during the 1960s, it was still run by the Church at these schools, children were beaten, treated harshly, given inadequate food, were not allowed to meet with their families, except for one week a year, and were forced to pray in the Christian way, as opposed to the Indian way Beating was the common punishment for not doing homework, for arriving late, etc
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