Publicity of The Carlisle Indian School

Exploring the construction of differences and their profound effects on people, communities, and broader societal narratives can be done with extensive detail due to the institutional history of the Carlisle Indian Industrial School located in Pennsylvania. As it can be an example of much bigger late 19th- and early 20th-century American ideologies, the assimilationist actions carried out at Carlisle not only reveal the deliberate erasure of Native American cultural distinctions, but additionally indicate the deep implications of the differences in identity formation, intergenerational trauma, and the ongoing struggles of indigenous communities for cultural recovery. In addition to being subjected to severe punishments like physical punishment and solitary confinement, students were made to cut their hair, change their names, give up speaking in their native tongues, and become Christians. Hundreds of other Native American boarding schools—many run by churches, many by the government—finally adopted this strategy. The view of many at the time was that total integration within white American culture and the abandonment of all Native American culture and customs constituted the only chance for Native Americans to survive. A greater awareness of the complexities that govern the construction of differences and their lasting implications in the country's culture ultimately becomes possible by the complicated investigation of Carlisle's history, which reveals the intricate relationship across educational, social, and political forces.

Cultural erasure and forced assimilation:

During this time, policies to assimilate were prevalent in the United States, therefore, the Carlisle Indian School served as a symbol of them. The learning environment of the school intended to systematically strip Native American children of their native tongues, customs, and identities. The institution reinforced its belief that the dominant culture was superior by implementing Western-style education and eradicating Native American cultural components, resulting in the building of a distinction between "civilized" and "uncivilized" societies.

Racial hierarchies and social engineering:

Racial and cultural superiority views were widespread, and this was reflected in the school's mission. It centered on the concept that Native American cultures were inferior and needed to be superseded by those of European Americans, who were considered to be better.

The school's policies of forced assimilation emphasized the establishment of racial hierarchies and strengthened ideas of a dominant culture that intended to absorb and assimilate others.

Loss of personal Identity:

Another significant aftereffect caused by the boarding school period is the loss of tribal ties and cultural identity. Children who experienced their language taken away from them, many did not return home after boarding school. As a result, many lost their cultural identity irreversibly. Ultimately, the purpose of boarding schools was to facilitate assimilation. Many Native Americans who are the descendants of boarding school graduates are now trying to reestablish their ties to their tribe and culture. Many still feel a separation from their family members, who experienced trauma in boarding school and were not allowed to speak the language or observe cultural customs. 

In 1918, the Carlisle Indian Industrial School declared its official closure. From its establishment in 1879 until its closure in 1918, the school ran for almost forty years. The school was started by Captain Richard Henry Pratt, who resigned in 1904. Several administrations managed it until its final closure. A combination of declining enrollments, differing opinions on the assimilation practices the school represented, and changing educational philosophies all played a role in the decision to close the Carlisle Indian School.

The integration of Native American children into mainstream American society was the goal of the early Carlisle Indian Boarding School, established in 1879 by Captain Richard H. Pratt. Publicity efforts performed by the school were crucial in influencing the general population and gaining support for the school's objectives. Through the examination of the methods used by the Carlisle Indian Boarding School to highlight its claimed achievements and how it sought to highlight the teaching of traditional gender roles to Native children.

The school made an organized push to showcase the successes of its assimilation initiatives through PR campaigns. Newspapers, magazines, and souvenir booklets that highlight the Carlisle Indian School and the activities of students can be found in the publishing section. Many of the printed media given there, like The Indian Helper and The Red Man, were created by students at the school as they learned how to print and set type (Dickinson). The main goal was to show how children had supposedly assimilated into Western education, society, and professions. Newspapers, brochures, and photos were just a few of the media Carlisle employed to tell the story of Native children who had undergone transformation and were now successfully acceptable members of civilization.

Following the gender norms of Victorian-era America, Carlisle's curriculum for girls included domestic skills like cooking, sewing, and child care. Images of girls participating in these household activities were frequently included in publicity materials, which served to reinforce the idea that assimilation also meant conforming to predefined gender norms. Whereas the boys received training in trades like farming, blacksmithing, and carpentry. The intention was to conform them to the dominant masculinity stereotypes by training them for manual labor jobs. Pictures of the boys participating in these activities were extensively shared to demonstrate how the school had been able to shape them into hardworking, independent men.

Present-day relevance:

The Carlisle Indian School's everlasting impact on Native American communities, education, and the continuous efforts to right past injustices make it relevant even in modern times. The Carlisle Indian School continues to remain relevant presently due to the impact it had on Native American communities and because it contributed to developing conversations about historical injustices, cultural preservation, education, and indigenous rights. Subsequently, it is crucial to acknowledge and comprehend this past in order to promote communication, reconciliation, and positive change. 

Historical Awareness and Education: A fundamental component of comprehending the difficulties and injustices that Native American communities have endured throughout history is knowing the history of the Carlisle Indian School. It makes the historical trauma brought about by forced assimilation policies and the destruction of indigenous cultures more widely known.

Cultural Revival and Preservation: Native American cultures have proven to be resilient in the face of erasure efforts, as demonstrated by the legacy of the Carlisle Indian School. One way to understand Native American communities' current efforts to preserve and revitalize their languages, traditions, and identities is to view them as a reaction to prior efforts to suppress these aspects of themselves.

Reconciliation and Healing: Discussions surrounding healing and reconciliation have been encouraged by an understanding of the negative impacts of the Carlisle Indian School and other comparable institutions. A number of groups and communities have taken steps to address the intergenerational trauma brought on by such laws, acknowledge historical injustices, and promote discourse.

Indigenous rights and educational policies: The history of the Carlisle Indian School is relevant to discussions about how educational practices presently impact Native American communities. It has become possible to advance inclusive, culturally sensitive, and rights-based education that respects the identities and rights of indigenous students by keeping in mind the injustices of the past.

Support of Native American Rights: The past experiences of Native American students at schools such as Carlisle contribute to the advocacy for Native American rights. It also includes addressing problems like cultural appropriation and misrepresentation, as well as campaigning for the preservation of tribal sovereignty and the acknowledgment of treaty rights.

The lasting consequences of the forced assimilation policies implemented by the Carlisle Indian School and other similar institutions are readily apparent in the trauma experienced by Native American communities due to intergenerational trauma. In order to promote the well-being of indigenous people and communities in the modern era, it is crucial that intergenerational trauma is recognized and addressed.

Memorials and Museum Exhibits: A number of Native American history-focused museums and memorials incorporate artifacts about the Carlisle Indian School. By providing an awareness of the historical background and personal histories of individuals who attended the school, these areas serve as educational tools. 

Final thoughts:

It is important that Native Americans reclaim their own history because it is a profound act of cultural reclamation that fosters empowerment, healing, and a true representation of the range of indigenous experiences. In addition to supporting larger movements for individual choice, cultural preservation, and the recognition of historical injustices, this process serves a critical role in challenging stereotypes and historical misrepresentations. Native Americans who take control of the narrative not only demonstrate their agency in creating their own stories but also play an essential role in fostering intercultural understanding, strengthening ties within communities, and advocating their legal and political rights. In the end, reclaiming Native American history is a crucial step toward decolonization, helping to create a more just and respectful future in which indigenous voices and perspectives are acknowledged, valued, and genuinely incorporated into the way we all understand each other's history.

Works Cited

“Carlisle Indian School.” Carlisle Indian School Project, 25 July 2023, carlisleindianschoolproject.com/. 

“The Permanent Commission’s Place Justice Initiative Seeks to Redress Historical Harms, by Meadow Dibble.” Wabanaki REACH, 6 Oct. 2023, www.wabanakireach.org/the_permanent_commission_s_place_justice_initiative_seeks_to_redress_historical_harms. 

“Carlisle Indian Industrial School: Carlisle, PA 17013.” Cumberland Valley Visitors Bureau, www.visitcumberlandvalley.com/listing/carlisle-indian-industrial-school/1144/. Accessed 13 Nov. 2023. 

 “Native American Education at  Carlisle Indian Industrial School.” Carlisle Indian Industrial School.Html, www.austincc.edu/pgoines/Carlisle%20Indian%20Industrial%20School.html. Accessed 13 Nov. 2023. 

Affairs, Commissioner of Indian. “Publications.” Publications | Carlisle Indian School Digital Resource Center, 1 Jan. 1878, carlisleindian.dickinson.edu/publications. 

Press, Associated, and Morning Call. “Carlisle Indian School Legacy Presents a Conflicted Point-of-View.” The Morning Call, The Morning Call, 28 Mar. 2019, www.mcall.com/2018/09/09/carlisle-indian-school-legacy-presents-a-conflicted-point-of-view/.