Overwhelming Proof the Government Uses Schools to Indoctrinate

Eliminating culture, separating children from families, and ignoring children’s psychological needs are strategies that could be plucked from recent news.

However, they are the tried-and-true educational policy the US admitted to utilizing for 150 years. This was done to drive Native Americans to assimilate and, notably, to obtain Indian territorial property.

They Have Done This Before

The Agency of Indian Affairs (BIA) published a 106-page report this quarter, describing in detail how the US government “applied methodical militarized and identity-altering techniques in the Federal Indian boarding education system.”

This was done to “integrate American Indians, Alaska Native, as well as Native Hawaiian kids, through schooling.”

According to the BIA, the administration used children’s schooling to “replace the Indians’ civilization with our own.”

This was deemed “the simplest and safest manner of subjugating the Indians, ensuring a safe environment for the country’s white population.”

This ended up “assisting the whites in acquiring attractive territory, and modifying the Indian’s economics so he’d be comfortable with less land,” according to the report.

Secretary Deb Haaland, a descendant of the Laguna Pueblo in New Mexico, ordered the report the year before. She is the very first Native American to be appointed to the cabinet.

Haaland has requested a probe into the deaths and long-term effects of the Federal Indian residential school system.

In a letter trying to introduce the report, Bryan Newland, undersecretary of Indian Affairs, wrote, “This study reveals for the first moment the United States functioned or backed 408 prep schools all over 37 states [or then-territories] between 1819 as well as 1969.”

This ended up “including 21 school systems in Alaska and seven school systems in Hawaii.”

The research will be expanded in a future report

“The Federal Indian boarding school strategy was designed to assimilate students and, as a result, take their territory,” Newland explained.

The report recommends increased funding, as well as the restoration of tribal languages and traditional traditions, which Newland believes is required to begin the process of healing.

In 1871, Congress stopped negotiating treaties with Indian tribes. It began regulating Indian affairs through statutes, executive orders, and accords, according to the study.

Around the same time, Congress passed legislation requiring Indian families to move to school.

It also ended up authorizing the Secretary of the Interior to issue regulations ensuring the enlistment and services of qualified Indian children, whom the state deemed wards of the state.

The 1969 Kennedy Study, cited in the present report, stated “many Indian families fought the federal government’s onslaught on their lives by declining to send their children to school.”

Congress permitted the withdrawal of food, including those provided by treaties, from Indian households whose children aged 8 to 21 did not attend education, under the March 3, 1893 Act.

Without school, the family would be without money and food.

According to the report, “there is abundant evidence in federal documents proving the United States pressured, enticed, or forced Indian children to enroll in the Federal Indian boarding education department.”