Oklahoma American Indian Boarding Schools

The history of Oklahoma is inextricably linked to the story of American Indian boarding schools. Established across the state, primarily during the late 19th and early 20th centuries, these institutions played a complex and often painful role in the lives of countless Native American children. This article delves into the history of these schools, providing information about their locations, operational periods, and the organizations that often ran them. The aim is to offer a comprehensive overview of the network of Oklahoma American Indian Boarding Schools that existed and, in some cases, continue to exist within the state.

These schools were typically founded with the stated intention of assimilating Native American children into mainstream American society. This assimilation often involved suppressing Native languages, cultures, and spiritual practices. Children were frequently forbidden from speaking their native tongues and were forced to adopt Western clothing, customs, and religious beliefs. The impact of these policies on individuals, families, and entire tribes has been profound and lasting.

It is important to acknowledge that these institutions represent a multifaceted history. While some aimed to provide education and vocational training, others inflicted severe emotional, physical, and even sexual abuse. The legacy of these schools continues to be a source of pain and trauma for many Native American communities, and their history is a crucial part of understanding the ongoing challenges faced by these communities today.

Below is a detailed list of Oklahoma American Indian Boarding Schools, outlining their key characteristics:

• Anadarko Boarding School, Anadarko, Oklahoma: This school operated from 1911 to 1933 in the town of Anadarko, a region with a significant Native American population. It likely served children from various tribes in the southwestern part of the state. The relatively short operational period might suggest financial difficulties or changing policies regarding Indian education during that time.

• Bacone College, Muscogee, Oklahoma: Founded in 1881, Bacone College stands apart from many other institutions on this list due to its continued operation to the present day. Originally established to educate Native Americans, it has evolved into a diverse liberal arts college. Bacone’s long history provides a unique lens through which to examine the changing landscape of Native American education. The college’s current mission emphasizes cultural preservation and academic excellence, reflecting a shift away from the assimilationist policies of the past.

• Bloomfield Female Academy/Carter Seminary, Ardmore/Kingston, Oklahoma: Bloomfield Female Academy began its journey near Achille in the Chickasaw Nation around 1848. Initially established as a school for young women of the Chickasaw Nation, it was later relocated to Ardmore, Oklahoma, around 1917. In 1934, it underwent a name change, becoming Carter Seminary. This institution continued to operate in Ardmore until 2004, when it moved to Kingston, Oklahoma, and was renamed the Chickasaw Children’s Village. This evolution highlights the adaptive nature of some of these schools, transitioning from strictly academic institutions to care facilities focused on children’s welfare. The final transformation into the Chickasaw Children’s Village underscores a contemporary focus on providing a nurturing and supportive environment for Chickasaw children.

• Chickasaw (male) Academy/Harley Institute, Tishomingo, Oklahoma: This institution, located near Tishomingo in the Chickasaw Nation, opened its doors in 1850 under the auspices of the Methodist Episcopal Church. Originally known as the Chickasaw Academy, it catered specifically to male students. Around 1889, the school underwent a name change, becoming the Harley Institute. The Methodist Episcopal Church continued to operate the Harley Institute until 1906. The shift in name and the duration of the church’s involvement provide insight into the evolving religious and educational landscape of the Chickasaw Nation.

• Chickasaw Children’s Village, Kingston, Oklahoma: Situated on the shores of Lake Texoma near Kingston, this facility opened in 2004. As mentioned previously, it represents the continuation of the Bloomfield Female Academy/Carter Seminary legacy. Its focus on providing care and support for Chickasaw children reflects a contemporary approach to Native American child welfare.

• Chilocco Indian Agricultural School, Chilocco, Oklahoma: This institution, which operated from 1884 to 1980, stands as one of the most well-known and controversial of the Oklahoma American Indian Boarding Schools. Located in Chilocco, Oklahoma, the school aimed to provide vocational training in agriculture and related trades. However, it also became a symbol of the forced assimilation policies that characterized the boarding school system. Stories of harsh discipline, cultural suppression, and abuse have emerged from former students, contributing to the ongoing dialogue about the legacy of these institutions.

• Dwight Mission, Marble City, Oklahoma: Dwight Mission holds a significant place in the history of education in the region. Founded by missionaries, it predates many of the other boarding schools on this list. It played a crucial role in providing education and religious instruction to Native American communities in the area.

• Elliott Academy (formerly Oak Hill Industrial Academy), Valliant, Oklahoma: Operating near Valliant, Oklahoma, from 1912 to 1936, Elliott Academy, previously known as Oak Hill Industrial Academy, offered industrial training to Native American students. Its relatively short period of operation may reflect changes in funding or shifts in educational priorities.

• Eufaula Dormitory (formerly Eufaula High School), Eufaula, Oklahoma: What began as Eufaula High School underwent a transformation in 1952, becoming the Eufaula Dormitory. Remarkably, this institution remains in operation today. The transition from a high school to a dormitory suggests a change in function, potentially focusing on providing housing for Native American students attending other educational institutions in the area.

• Folsom Training School, Smithville, Oklahoma: This school, located near Smithville, Oklahoma, operated from 1921 to 1932. Notably, it transitioned into an all-white school after 1932. This shift highlights the racial segregation that was prevalent during this period and the discriminatory practices that often affected Native American communities.

• Goodland Academy & Indian Orphanage, Hugo, Oklahoma: This institution combined educational instruction with the care of orphaned Native American children. The dual role of providing both education and refuge underscores the complex social needs that these schools often addressed.

• Harley Institute, Tishomingo, Oklahoma: As previously mentioned, the Harley Institute, formerly known as the Chickasaw Academy, operated under the Methodist Episcopal Church until 1906. Its history reflects the significant role that religious organizations played in Native American education during this era.

• Jones Academy, Hartshorne, Oklahoma: Located in Hartshorne within the Choctaw Nation, Jones Academy opened its doors in 1891. Its establishment reflects the Choctaw Nation’s commitment to providing education for its citizens.

• Murray State School of Agriculture, Tishomingo, Oklahoma: Established in 1908, Murray State School of Agriculture in Tishomingo highlights the emphasis on agricultural education in Oklahoma during the early 20th century. While not exclusively for Native Americans, it likely served students from Native American communities in the surrounding area.

• Oklahoma Presbyterian College for Girls, Durant, Oklahoma: This institution focused on providing higher education specifically for young women. Its existence reflects the growing opportunities for women in education during the late 19th and early 20th centuries.

• Oklahoma School for the Blind, Muskogee, Oklahoma: This specialized school provides education and support for visually impaired students.

• Oklahoma School for the Deaf, Sulphur, Oklahoma: Similar to the School for the Blind, this institution caters to the educational needs of deaf students.

• Park Hill Mission School, Park Hill, Oklahoma: Established in 1837, Park Hill Mission School represents one of the earliest attempts to provide formal education to Native Americans in the region. Its long history underscores the enduring presence of missionary efforts in Native American education.

• Riverside Indian School, Anadarko, Oklahoma: Founded in 1871, Riverside Indian School in Anadarko remains in operation today. This longevity makes it a particularly significant institution in the history of Oklahoma American Indian Boarding Schools. Like Chilocco, Riverside has faced scrutiny regarding its past practices and the experiences of its students. However, it continues to evolve and adapt to the changing needs of Native American students.

• St. Agnes Academy, Ardmore, Oklahoma: As a Catholic institution, St. Agnes Academy reflects the presence of various religious denominations in the realm of Native American education.

• St. Agnes Mission, Antlers, Oklahoma: Similar to St. Agnes Academy, this mission likely provided both religious instruction and education to Native American communities.

• St. Elizabeth’s Boarding School, Purcell, Oklahoma: Another Catholic boarding school, St. Elizabeth’s contributed to the network of religious institutions serving Native American students.

• St. Joseph’s Boarding School, Chickasha, Oklahoma: Like the other Catholic schools, St. Joseph’s played a role in providing education and religious instruction to Native American children.

• Shawnee Boarding School, Shawnee, Oklahoma: Operating from 1923 to 1961, the Shawnee Boarding School contributed to the network of institutions aimed at educating and assimilating Native American students.

• Wheelock Academy, Millerton, Oklahoma: Wheelock Academy closed its doors in 1955. Its history reflects the changing landscape of Native American education and the eventual decline of the boarding school system.

The legacy of Oklahoma American Indian Boarding Schools is a complex and often painful one. While some institutions aimed to provide education and opportunities for advancement, many were also instruments of forced assimilation and cultural suppression. The stories of former students, the ongoing efforts at reconciliation, and the continuing evolution of Native American education are all crucial parts of understanding this important chapter in Oklahoma’s history. Further research and open dialogue are essential to acknowledging the past and building a more just and equitable future for Native American communities.