The Board of Indian Commissioners was a committee that advised the federal government of the United States on Native American policy and inspected supplies delivered to Indian agencies to ensure the fulfillment of government treaty obligations.
The board, established by Congress on 10 April 1869, authorized the president to organize a board of not more than ten persons "to be selected by him from men eminent for their intelligence and philanthropy, to serve without pecuniary compensation." [1] It remained an all-Protestant, male body[ citation needed ] until 1902, when President Theodore Roosevelt appointed two Roman Catholics to fill vacancies. [2] The Board of Indian Commissioners established what an "Indian" was, and the rights that they were given, through the different laws and regulations for educating Indians that the board established. An Indian was determined based on their physical appearances. However, legally, it was difficult to determine what rights to give Indians, as according to the board, they weren't aliens or foreigners, however, they weren't citizens by birth. The board therefore determined how to go about treating Native Americans. [3] The members of the board all held semi-official positions within the government, unlike other humanitarian boards. However, the amount of work that the board was able to accomplish was rather compromised, because Congress held the board responsible for funding, and didn't give sufficient powers to enforce either their fundings or recommendations. [4]
Beginning in 1869, and in concert with the board, President Ulysses S. Grant attempted to formulate a new humane policy towards Native American tribes that was free of political corruption. Known as the Peace Policy, it aimed to place Native Americans on reservations where, in collaboration with Christian Church organizations, the Office of Indian Affairs would provide Native Americans with moral and competent Indian agents, establish churches and schools, teach agriculture and civilized pursuits and provide high-quality supplies at reasonable prices.
In 1872, the implementation of the policy involved the allotting of Indian reservations to religious organizations as exclusive religious domains. Of the 73 agencies assigned, the Methodists received fourteen; the Orthodox Friends ten; the Presbyterians nine; the Episcopalians eight; the Roman Catholics seven; the Hicksite Friends six; the Baptists five; the Dutch Reformed five; the Congregationalists three; Christians two; Unitarians two; American Board of Commissioners for Foreign Missions one; and Lutherans one. In the same year, 1872, Presbyterian, Methodist, and Episcopal missions converted more than 600 Sioux, Chippewas, Nez Percés and other Native Americans to these religions. In order to join these Christian religions, the Native Americans were required to shave their hair, adopt civil clothing, and go to work for his living. In essence, the conversion of Native Americans to these Christian religions was an attempt at assimilating Native Americans to the white man's society. [5] The distribution caused immediate dissatisfaction among many groups who claimed that they had been slighted or overlooked. The selection criteria were vague and some critics saw the Peace Policy as violating Native American freedom of religion. Among the Roman Catholics, this dissatisfaction led to the establishment of the Bureau of Catholic Indian Missions in 1874.
The Peace Policy remained in force until 1881, when the government heeded the protests of religious organizations whose missionaries had been removed from reservations on which they had not been assigned. [6]
Although the Board of Indian Commissioners began to lose influence in 1900, the appointment of new members quickly revived it. The introduction of Warren K. Moorehead to the Board led to the Board becoming aware of diseases that existed on reservations, as Moorehead was dedicated to this. [7] In 1922, Flora Warren Seymour became the first woman on the Board. [8] [9] The fight against diseases on reservations was continued by the board member Charles Burke in 1923, when he began a health drive. Although the Board of Indian Commissioners continued to accomplish its goals of fighting disease on reservations, assimilating Native Americans into popular society, and making citizenship available to Native Americans throughout the Progressive Era and well into the 1920s, the Board was terminated by John Collier in 1933, as there was no funding for the Board in the New Deal. [7]
Religion in the United States began with the religions and spiritual practices of Native Americans. Later, religion also played a role in the founding of some colonies, as many colonists, such as the Puritans, came to escape religious persecution. Historians debate how much influence religion, specifically Christianity and more specifically Protestantism, had on the American Revolution. Many of the Founding Fathers were active in a local Protestant church; some of them had deist sentiments, such as Thomas Jefferson, Benjamin Franklin, and George Washington. Some researchers and authors have referred to the United States as a "Protestant nation" or "founded on Protestant principles," specifically emphasizing its Calvinist heritage. Others stress the secular character of the American Revolution and note the secular character of the nation's founding documents.
A Christian mission is an organized effort to carry on evangelism or other activities, such as educational or hospital work, in the name of the Christian faith. Missions involve sending individuals and groups across boundaries, most commonly geographical boundaries. Sometimes individuals are sent and are called missionaries, and historically may have been based in mission stations. When groups are sent, they are often called mission teams and they undertake mission trips. There are a few different kinds of mission trips: short-term, long-term, relational and those that simply help people in need. Some people choose to dedicate their whole lives to mission.
An American Indian reservation is an area of land held and governed by a U.S. federal government-recognized Native American tribal nation, whose government is autonomous, subject to regulations passed by the United States Congress and administered by the United States Bureau of Indian Affairs, and not to the U.S. state government in which it is located. Some of the country's 574 federally recognized tribes govern more than one of the 326 Indian reservations in the United States, while some share reservations, and others have no reservation at all. Historical piecemeal land allocations under the Dawes Act facilitated sales to non–Native Americans, resulting in some reservations becoming severely fragmented, with pieces of tribal and privately held land being treated as separate enclaves. This jumble of private and public real estate creates significant administrative, political, and legal difficulties.
The Colville Indian Reservation is an Indian reservation in the Northwestern United States, in north central Washington, inhabited and managed by the Confederated Tribes of the Colville Reservation, which are federally recognized.
The Pascua Yaqui Tribe of Arizona is a federally recognized tribe of Yaqui Native Americans in the state of Arizona.
The Bureau of Catholic Indian Missions was a Roman Catholic institution created in 1874 by J. Roosevelt Bayley, Archbishop of Baltimore, for the protection and promotion of Catholic mission interests among Native Americans in the United States.
The American Indian Religious Freedom Act, Public Law No. 95–341, 92 Stat. 469, codified at 42 U.S.C. § 1996, is a United States federal law, enacted by joint resolution of the Congress in 1978. Prior to the act, many aspects of Native American religions and sacred ceremonies had been prohibited by law.
A series of efforts were made by the United States to assimilate Native Americans into mainstream European–American culture between the years of 1790 and 1920. George Washington and Henry Knox were first to propose, in the American context, the cultural assimilation of Native Americans. They formulated a policy to encourage the so-called "civilizing process". With increased waves of immigration from Europe, there was growing public support for education to encourage a standard set of cultural values and practices to be held in common by the majority of citizens. Education was viewed as the primary method in the acculturation process for minorities.
The American Ceylon Mission (ACM) to Jaffna, Sri Lanka started with the arrival in 1813 of missionaries sponsored by the American Board of Commissioners for Foreign Missions (ABCFM). Although they had originally planned to work in Galle, the British colonial office in Ceylon restricted the Americans to out-of-the-way Jaffna due to the security concerns of the British who were warring with France at the time. The critical period of the impact of the missionaries was from the 1820s to early 20th century. During this time, they engaged in original translations from English to Tamil, printing, and publishing, establishing primary, secondary and tertiary educational institutions and providing health care for residents of the Jaffna Peninsula. These activities resulted in many social changes amongst Sri Lankan Tamils that survive even today. They also led to the attainment of a lopsided literacy level among residents in the relatively small peninsula that is cited by scholars as one of the primary factors contributing to the recently ended civil war. Many notable educational and health institutions within the Jaffna Peninsula owe their origins to the missionary activists from America. Missionaries also courted controversy by publishing negative information about local religious practices and rituals.
Native American civil rights are the civil rights of Native Americans in the United States. Native Americans are citizens of their respective Native nations as well as of the United States, and those nations are characterized under United States law as "domestic dependent nations", a special relationship that creates a tension between rights retained via tribal sovereignty and rights that individual Natives have as U.S. citizens. This status creates tension today but was far more extreme before Native people were uniformly granted U.S. citizenship in 1924. Assorted laws and policies of the United States government, some tracing to the pre-Revolutionary colonial period, denied basic human rights—particularly in the areas of cultural expression and travel—to indigenous people.
Native American self-determination refers to the social movements, legislation and beliefs by which the Native American tribes in the United States exercise self-governance and decision-making on issues that affect their own people.
American Indian boarding schools, also known more recently as American Indian residential schools, were established in the United States from the mid-17th to the early 20th centuries with a primary objective of "civilizing" or assimilating Native American children and youth into Anglo-American culture. In the process, these schools denigrated Native American culture and made children give up their languages and religion. At the same time the schools provided a basic Western education. These boarding schools were first established by Christian missionaries of various denominations. The missionaries were often approved by the federal government to start both missions and schools on reservations, especially in the lightly populated areas of the West. In the late 19th and early 20th centuries especially, the government paid religious orders to provide basic education to Native American children on reservations, and later established its own schools on reservations. The Bureau of Indian Affairs (BIA) also founded additional off-reservation boarding schools based on the assimilation model. These sometimes drew children from a variety of tribes. In addition, religious orders established off-reservation schools.
The Indian Peace Commission was a group formed by an act of Congress on July 20, 1867 "to establish peace with certain hostile Indian tribes." It was composed of four civilians and three, later four, military leaders. Throughout 1867 and 1868, they negotiated with a number of tribes, including the Comanche, Kiowa, Arapaho, Kiowa-Apache, Cheyenne, Lakota, Navajo, Snake, Sioux, and Bannock. The treaties that resulted were designed to move the tribes to reservations, to "civilize" and assimilate these native peoples, and transition their societies from a nomadic to an agricultural existence.
The Spanish missions in the Americas were Catholic missions established by the Spanish Empire during the 16th to 19th centuries in the period of the Spanish colonization of the Americas. Many hundreds of missions, durable and ephemeral, created by numerous Catholic religious orders were scattered throughout the entirety of the Spanish colonies, which extended southward from the United States and Mexico to Argentina and Chile.
President Ulysses S. Grant sympathized with the plight of Native Americans and believed that the original occupants of the land were worthy of study. Grant's Inauguration Address set the tone for the Grant administration Native American Peace policy. The Board of Indian Commissioners was created to make reforms in Native policy and to ensure Native tribes received federal help. Grant lobbied the United States Congress to ensure that Native peoples would receive adequate funding. The hallmark of Grant's Peace policy was the incorporation of religious groups that served on Native agencies, which were dispersed throughout the United States.
There were ten American Indian Boarding Schools in Wisconsin that operated in the 19th and 20th centuries. The goal of the schools was to culturally assimilate Native Americans to European–American culture. This was often accomplished by force and abuse. The boarding schools were run by church, government, and private organizations.
Chamberlain Indian School was an American Indian boarding school in Chamberlain, South Dakota, located on the east bank of the Missouri River. It was among 25 off-reservation boarding schools opened by the federal government by 1898 in the plains region. It was administered by the Bureau of Indian Affairs and operated until 1908
Flandreau Indian School (FIS), previously Flandreau Indian Vocational High School, is a boarding school for Native American children in unincorporated Moody County, South Dakota, adjacent to Flandreau. It is operated by the Bureau of Indian Education (BIE) and is off-reservation.
Tucson Indian school was founded in 1888 with the purpose of facilitating the assimilation of native children of the Pima and Papago tribes from the area around what is now Tucson, Arizona. The school was created under federal acts with the goal of indoctrinating native American children into western colonial society by separating them from their communities' culture and reeducating them in boarding schools. The school closed in the 1950s.
St. Elizabeth's Boarding School for Indian Children was established in 1886 and remained in operation until 1967. It was located in the Wakpala area of the Standing Rock Reservation in South Dakota. This school was one of many schools established across the United States as part of an incentive to integrate Native Americans into the American Culture. St. Elizabeth's boarding school was one of the religious boarding schools from the Episcopal Church. The environment for education was harsh and difficult. Children were often forced to learn how to do manual labor and to abandon their culture. There were many prominent teachers and leaders at St. Elizabeths Indian School. Instructors like Mary Frances helped organize the children and keep the school running. There were also different school administrators over the years that had different strategies on how to instruct the children and also had different opinions on Native Americans. Daily life at this school was interesting and varied between the boys and the girls and what day of the week it was. One problem was that they lacked the resources to care for the children. The students would do manual labor to support the school. On Sundays they were expected to attend church services. Where they would sing hymns and read in there native language. This may have been the only opportunity for them to get a glimpse of there families, although they were not allowed to see them or talk to them. Sundays were also a more relaxed day where they could play and sleep longer. The education and focus of the curriculum was to help Native American Children assimilate as was the goal of the U.S. Government at the time. Students took classes like English, literature, and geography.
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