The history of the United States is intertwined with the complex and often tragic narrative of Native American assimilation. A significant chapter in this history involves the establishment and operation of Indian boarding schools, institutions designed to forcibly assimilate Native American children into Euro-American culture. While many states across the nation hosted these schools, Iowa, despite its relatively small Native American population, played a part in this nationwide system. This article will explore the history of Iowa Indian Boarding Schools, shedding light on the institutions that operated within the state and their impact on Native American communities.
The primary goal of these boarding schools, driven by the prevailing assimilationist policies of the late 19th and early 20th centuries, was to eradicate Native American cultures, languages, and traditions. Native American children were forcibly removed from their families and communities, often under the guise of providing them with an education and a pathway to a better future. However, the reality within these schools was often far different.
The most documented Iowa Indian Boarding Schools was the White’s Manual Labor Institute, located in West Branch, Iowa. While its operational period was relatively short, from 1881 to 1887, its existence reflects the broader assimilationist agenda that was prevalent at the time.
White’s Manual Labor Institute: A Closer Look
Established in 1881, White’s Manual Labor Institute in West Branch, Iowa, represented an attempt to educate Native American children within a structured, vocational-focused environment. The school’s relatively brief existence, lasting only six years, offers a glimpse into the challenges and complexities inherent in the Indian boarding school system.
The institute’s curriculum focused on manual labor skills, reflecting the belief that Native Americans should be trained for agricultural and industrial jobs. This emphasis on vocational training was a common feature of Indian boarding schools across the country, as it was seen as a way to prepare Native American children for integration into the dominant Euro-American economy. Boys were often taught farming, carpentry, and other trades, while girls were instructed in domestic skills such as cooking, sewing, and laundry.
Life at White’s Manual Labor Institute, like other Indian boarding schools, was often regimented and disciplined. Students were subjected to strict rules and regulations, and any deviation from these rules was met with punishment. Traditional Native American practices were forbidden, and students were often punished for speaking their native languages or expressing their cultural identities.
The institute’s location in West Branch, Iowa, a predominantly Quaker community, may have influenced its approach to education and discipline. Quakers were known for their commitment to education and social justice, and it is possible that the institute’s founders hoped to create a more humane and supportive environment for Native American children than was typically found in other boarding schools. However, even with the potential influence of Quaker values, the fundamental goal of assimilation remained at the core of the institute’s mission.
The impact of White’s Manual Labor Institute on the Native American children who attended it is difficult to fully assess. While some students may have benefited from the vocational training they received, others likely experienced trauma and cultural loss as a result of their time at the school. The forced separation from their families and communities, the suppression of their cultural identities, and the harsh disciplinary measures they endured likely had lasting negative effects on their emotional and psychological well-being.
The Broader Context of Indian Boarding Schools
White’s Manual Labor Institute was just one of many Indian boarding schools that operated across the United States during the late 19th and early 20th centuries. These schools were part of a broader federal policy aimed at assimilating Native Americans into mainstream American society.
The origins of the Indian boarding school system can be traced back to the Indian Peace Policy of 1869, which sought to end the Indian Wars through peaceful means. As part of this policy, the federal government began to contract with religious organizations to operate schools for Native American children. The goal of these schools was to "civilize" Native Americans by teaching them English, Christianity, and Euro-American customs.
In 1879, Richard Henry Pratt, a former army officer, founded the Carlisle Indian Industrial School in Carlisle, Pennsylvania. Carlisle became the model for Indian boarding schools across the country, and its motto, "Kill the Indian, Save the Man," encapsulated the assimilationist philosophy that drove the boarding school system.
The curriculum at Carlisle and other Indian boarding schools focused on academic subjects, vocational training, and religious instruction. Students were required to speak English at all times, and they were often given new English names. Traditional Native American clothing, hairstyles, and religious practices were forbidden.
Life at Indian boarding schools was often harsh and regimented. Students were subjected to strict discipline, and they were often punished for speaking their native languages or expressing their cultural identities. Many students experienced physical, emotional, and sexual abuse at the hands of school staff.
The impact of the Indian boarding school system on Native American communities was devastating. Generations of Native American children were forcibly removed from their families and cultures, and many suffered lasting trauma as a result of their experiences. The boarding school system contributed to the loss of Native American languages, traditions, and cultural identities.
The Legacy of Iowa Indian Boarding Schools and Beyond
The legacy of Iowa Indian Boarding Schools, including White’s Manual Labor Institute, continues to resonate within Native American communities today. The trauma experienced by students at these schools has had intergenerational effects, contributing to issues such as poverty, substance abuse, and mental health problems.
In recent years, there has been a growing movement to acknowledge and address the historical injustices of the Indian boarding school system. The Truth and Reconciliation Commission of Canada, which investigated the legacy of Canadian residential schools, has served as a model for similar efforts in the United States.
In 2021, the U.S. Department of the Interior launched the Federal Indian Boarding School Initiative, which aims to investigate the history of Indian boarding schools in the United States and to identify the remains of Native American children who died while attending these schools. The initiative is also working to develop recommendations for how to address the ongoing trauma caused by the boarding school system.
The history of Iowa Indian Boarding Schools serves as a reminder of the complex and often painful relationship between the United States government and Native American tribes. While the boarding school system was intended to assimilate Native Americans into mainstream American society, it ultimately resulted in cultural loss, trauma, and intergenerational harm. Acknowledging and addressing this history is essential for healing and reconciliation.
