Public School Aspect Of Forced Assimilation

Economic factors, however, were not the only discrepancy between the colonies and England. As time passed, cultural differences became increasingly evident. Pragmatism and diversity were the overlying themes of colonial culture. Indians already lived in America and immigrants from England, France, Spain, Germany, Africa, and Holland soon arrived (Text, 41). These people were all from vastly different cultures, but mutual survival forced them to coexist peacefully. Living side by side created a mix of customs, traditions, and ideas that had never been seen in England. Over time, the different cultures merged and created a uniquely American culture with a modified language and artistic style. English settlers began using words from other countries, creating regional dialects and accents (Text, 41). “Life in colonial America was as coarse as the physical environment in which it flourished, so much so that English visitors expressed shock at the extent to which immigrants had been transformed in the new world” (Text, 41). The

The Irish and Native Americans had similarities and one of them was the awful ways in which they were treated. The English colonizers believed that Irish people were lazy and unable to improve the lands they lived on, which is why they prohibited them from purchasing land (Takaki, 29). Native Americans were similarly not allowed to own lands because the English colonizers believed they didn’t work hard enough (Takaki, 40). Both of these groups were denied lands because of a belief that they were incapable of working. However, the Irish and Native Americans were capable of working, but this was used an excuse for English colonizers to take over as much land as they could. Furthermore, another way they were treated equivalently was in the ways that English colonizers wanted both of these groups to assimilate.

The immigrants that settled the colonies of Chesapeake Bay and New England came to the New World for two different reasons. These differences were noticeable in social structure, economic outlook, and religious background. As the colonies were organized the differences were becoming more and more obvious and affected the way the communities prospered. These differences are evident from both written documents from the colonists and the historical knowledge of this particular period in time.

Throughout all of Minnesota’s history, assimilation of culture has been present. In Minnesota’s early history (pre-1880), the assimilation of culture was sometimes voluntary and sometimes involuntary. This same trend continues in the modern history of the state (post-1880). For the Native Americans in the state, assimilation was involuntary and mandatory for them, and especially for the young Native Americans. One example of forced Native American assimilation is the “Indian boarding schools” for young Native Americans (Laliberte, Natives, Neighbors, and the National Game, 2010). These purpose of these schools was to ‘civilize’ the Native Americans and force them to adopt western culture, like English and Christianity (Laliberte, Natives, Neighbors, and the National Game, 2010). The process of assimilating Native Americans picked up intensity during the 1880s (Laliberte, Natives, Neighbors, and the National Game,

These Indians were also not given the chance to leave or stay in these schools.

There are times when assimilation is not a choice but rather something is forced. In circumstances such as being taken hostage, the ability to survive must come at the price of assimilating one's own customs into another lifestyle. In February of 1675 the Native Americans who were at war with the Puritans obtained hostage Mary Rowlandson of the Plymouth colony. During this time she must perform a role that is uncommon to a colonial woman's way of life so that she may live among them. With the need to survive, how can a person accommodate a second culture? The actions of Mary Rowlandson demonstrate how a person can gain,

      English colonizers brought old world traditions into the new world and strengthened their respective communities in order to protect their cultural identity in the colonies. For the English, immigration into the colonies meant facing one’s inessentiality; the colonies had high rates of mortality and weakly structured economies.11  Faced with their dispensability, settlers discovered new means to retain their cultural identities. For example, Quakers “rejected institutions of high culture and made virtues of simplicity and hard work in a hostile environment.” 12 They transplanted their theological cultural inheritances into colonial society and were able to perpetuate that facet of their identity in the colonies. The solidification of their communities was vital to the survival of their identities. For Scots, maintaining close relationships with prominent Scots in other colonies emphasized a Scottish identity, even across colonial borders.13 Maintaining relationships equated sustenance of old world culture through social interactions. Additionally, English colonizers solidified their community by placing a strong importance on trust. “Among persons for whom doubt replaced basic trust in the way of one’s social group, such doubt may undermine the

When the first European colonists arrived in 1620 on land in the New World, a disaster was forming. Arriving in what is known today as Massachusetts on The Mayflower, the settlers didn’t have enough experience surviving cold, harsh winters causing almost half of the settlers to die that had arrived on The Mayflower. This had changed in 1621 with the help of the Native people. The American Indians had started teaching the English people how to do many things including harvesting and growing crops. This help from the Native’s had led to the first Thanksgiving between the two groups. These two societies, however, didn’t remain friends. The English settlers had kicked off the American Indians of their own land and tried to make them convert to Christianity. The English settlers had also brought diseases from Europe causing many Indians to get very sick and even some die.

The ethnocentrism of the colonists meant that due to their belief in their own superior culture, half of all children at the time were taken to boarding schools and half of those children did not come out

Imagine. Can you imagine being part of a culture within a country that supported assimilation of your people? That your rights and freedoms were taken away, your land was taken and you were given parcels to live on, removed from your sources of food through hunting and fishing and not supported by the government that stole it from you? Finally, when you feel there is nothing else the government can do to you, they take away your children, sending them to residential schools. Leaving the children helpless, the parents feeling powerless and generations later, an apology is made by the government

Latino immigrants have always had many obstacles when coming into the United States, the difference between the American and the Latin cultures is what has caused a huge hurdle that immigrants have found hard to overpass. This obstacle has caused many generations to go through cultural assimilation. Mize et al. (2012) explain that cultural assimilation is the adaptation of immigrants to unfamiliar cultural patterns, which include language and the value systems of other cultures. In order for immigrants to be successful in another country, which is not of their origin; they need to learn how to assimilate to their new homes. Immigrants have learned that they need to adapt in order to get to experience new opportunities and also to learn from new cultures that are not theirs (Mize et al., 2012). Immigrants have learned that they are not leaving behind their own believes and norms, but mixing their norms, this gives them the opportunity to create and mix their culture with the new. Cultural assimilation can be hard to achieve because in one hand it is important to change in order to live within a different culture, but on the other hand it is important for a person to maintain their identity regardless of where they live. At times immigrants find it difficult to achieve a balance and for many families it is a struggle over generations. There are different levels of assimilation, some immigrants come to the

The article was a very interesting read. When I first started reading it I thought that it was going to be an argument for integration and how the government would support it, however, when I began to read the article I found that this was not the case. The article argues against the forced integration that the government was planning to execute, I expected the article to argue passionately that is was an 'unnatural' state that was not acceptable in a proper society like so many articles from the time. However, the article did not argue like this at all; instead, it points out that in the original constitution education is not mentioned, therefore the government's decision to intervene and force integration in schools is not justified by the

Children were taken away from their homes and told everything they knew was wrong. They were sent to boarding schools to change their culture. These boarding schools were run by the United States government. The government's goal was to civilize Native Americans. They sent children to these schools against their will. Native American children were educated like Americans and they had to change their native ways to be more like whites (Cayton 266). Teachers abused their students and beat their native ways out of them. They were not allowed to see their families so they would try to escape, but their attempts were unsuccessful. The United States government’s Boarding Schools of the mid-late 1800s irreparably changed Native American culture.

With waves of the American population moving westward, government attempted to assimilate, or integrate, Native Americans into American society. Their goal was for Native Americans to live and behave like white Americans, and for them “to cast off their savage habits and become an interesting, civilized, and Christian community” (Doc 9). Children were sent to boarding schools where they were given new clothes and haircuts, and taught English, Christianity, and American ways of life (Doc 13). While many Americans believed this would be good for the Native Americans, it effectively destroyed their culture and identity. By forcing them to learn English, they were unable to communicate the concepts, beliefs, and ideas their languages were based on. Americans did not consider the fact that English could not substitute for Native languages, because they are based on different realities, histories, and cultures (Doc 3). Assimilation turned the lives of Native Americans upside-down, forcing them to give up ideas and beliefs they had been practicing their whole lives, without any say. Slowly, Native American culture and lifestyle faded until it was nearly

There are various reasons why an individual may accommodate to a culture that is not theirs. A name can give power, authority, allegiances, and other special values. As a female that was brought to the United States at the age of four, I have become accustomed to the culture and style of living of the United States. As someone who was now residing in the United States, I had to learn to speak the native language, which serves as an example of forced assimilation. In order to survive in a country which was unknown I found myself compelled to do whatever was necessary so I can belong to societal norms. The idea of assimilation has been connected to the metaphor of a "melting pot," or a blurring of differences between different ethnic and racial