The history of Alaska is intertwined with the complex and often painful legacy of Alaska Alaskan Native Boarding Schools. These institutions, initially established by the Bureau of Indian Affairs (BIA) and various religious organizations, aimed to assimilate Alaskan Native children into Western culture. This article delves into the history of these schools, their impact on Alaskan Native communities, and their lasting legacy.
The Establishment of Boarding Schools in Alaska:
The late 19th and early 20th centuries marked a period of significant cultural and political change for Alaska and its indigenous inhabitants. Driven by the United States’ assimilation policies, the government, in collaboration with religious denominations, began establishing boarding schools across the territory. The underlying philosophy was rooted in the belief that Native cultures were inferior and that assimilation into mainstream American society was the only path to progress and survival.
These schools were strategically located, often far from Native villages, making it difficult for families to maintain contact with their children. The remoteness served to isolate students from their cultural roots and traditional ways of life. The curriculum was heavily focused on Western education, vocational training, and Christian religious instruction. Native languages, customs, and spiritual practices were actively suppressed.
Mount Edgecumbe High School: A Case Study:
One prominent example is Mount Edgecumbe High School in Sitka, Alaska. Originally established as a BIA school, it later transitioned into a state-operated institution. Its history reflects the evolving landscape of Native education in Alaska. While initially intended for assimilation, Mount Edgecumbe eventually adapted to incorporate Native cultural education and provide opportunities for Alaskan Native students.
The establishment of Mount Edgecumbe, like other boarding schools, was fraught with challenges. The initial years were marked by strict rules, limited resources, and a focus on eradicating Native identities. Students were often punished for speaking their Native languages or practicing their cultural traditions. The isolation from family and community contributed to feelings of displacement, alienation, and trauma.
Life at the Boarding Schools:
Life within the walls of these schools was a stark contrast to the traditional lifestyles of Alaskan Native communities. Children were often forced to abandon their Native names and adopt English ones. They were forbidden from speaking their ancestral languages, which were seen as a barrier to assimilation. Traditional clothing was replaced with Western-style uniforms, further stripping away their cultural identity.
The daily routine was highly regimented, with a strong emphasis on discipline and obedience. Students were expected to perform manual labor, such as farming, cleaning, and laundry, as part of their education. The quality of education varied widely, and many students received inadequate academic instruction.
Perhaps the most devastating aspect of the boarding school experience was the emotional and psychological trauma inflicted on the students. Separation from family, cultural alienation, and the suppression of their identities led to feelings of loneliness, depression, and anger. Physical and emotional abuse were also prevalent in many schools, further compounding the trauma.
The Impact on Alaskan Native Communities:
The legacy of Alaska Alaskan Native Boarding Schools extends far beyond the individual experiences of the students. The forced assimilation policies had a profound and lasting impact on Alaskan Native communities as a whole. The suppression of Native languages and cultural practices led to a significant loss of traditional knowledge and skills. The disruption of family structures and social networks contributed to a breakdown of community cohesion.
The trauma experienced by boarding school students has been passed down through generations, contributing to a cycle of intergenerational trauma. This trauma manifests in various forms, including substance abuse, mental health issues, and high rates of suicide. The boarding school experience has also contributed to a loss of cultural identity and a sense of disconnection from their ancestral heritage.
Towards Healing and Reconciliation:
In recent years, there has been a growing movement towards acknowledging and addressing the legacy of Alaska Alaskan Native Boarding Schools. Survivors of these schools have come forward to share their stories and demand accountability for the injustices they suffered. Organizations and communities are working to promote healing, reconciliation, and cultural revitalization.
Efforts are underway to document the history of boarding schools in Alaska, preserve Native languages and cultural traditions, and provide support services for survivors and their families. The importance of cultural healing and the passing on of traditional knowledge to the younger generations can not be understated. Many organizations are involved in supporting and sustaining indigenous art forms.
Montana American Indian Boarding Schools: A Broader Context:
The experiences of Alaskan Native children in boarding schools were not unique. Similar institutions were established across the United States, including Montana, where American Indian children were subjected to similar assimilation policies. The history of Montana American Indian Boarding Schools serves as a reminder of the widespread nature of these practices and the devastating impact they had on Native communities nationwide.
For example, Bond’s Mission School, also known as Montana Industrial School for Indians, operated by Unitarians on the Crow Indian Reservation near Custer Station, Montana, from 1886 to 1897. Similarly, Fort Shaw Indian School was located in Fort Shaw, Montana. These schools, like their counterparts in Alaska, aimed to eradicate Native cultures and assimilate children into Western society.
The Path Forward:
The legacy of Alaska Alaskan Native Boarding Schools continues to shape the lives of Alaskan Native people today. While the era of forced assimilation is officially over, the wounds of the past remain. Healing and reconciliation require a commitment to truth, justice, and cultural revitalization. It is essential to listen to the stories of survivors, acknowledge the injustices they suffered, and work together to create a future where Alaskan Native cultures are respected, valued, and celebrated.
The path forward involves empowering Alaskan Native communities to reclaim their cultural heritage, strengthen their languages, and heal from the trauma of the past. It also requires a commitment from government and society to address the systemic inequalities that continue to affect Alaskan Native people. By working together, we can create a future where all Alaskans, including Alaskan Natives, have the opportunity to thrive and reach their full potential. The Alaska Alaskan Native Boarding Schools represent a dark chapter, but learning from this history is crucial for building a more just and equitable future.
