Pedagogies of Prejudice: The Role of Early American Colleges in the Replacement of Indigenous Languages and Ways of Being 1636-1900 Restricted; Files Only

Abstract

In 2022, the United States Department of the Interior released Volume I of their investigative of the Federal Boarding Schools that operated across the country in the late 19^th and early 20^th centuries. The report concludes that these schools were not, in fact, intentioned to educate Native peoples. Rather these schools focused on teaching Native peoples they were inferior to Americans, and this was done in the interest of facilitating land concessions to the United States by pushing Native peoples to reject their ways of being and their connections to their homelands because of this bigoted education. However, the federal boarding school system was neither the first iteration of Native education nor the first iteration to use education with hopes to dispossess Native peoples of land. This thesis explores the first three centuries of Native education in the land that is now the United States and concludes with a focused look at the era the DOI report examines. This thesis explores Native education in the Harvard Indian College, Dartmouth’s precursor, the Moor’s Indian Charity School, and a Quaker boarding school, Tunesassa, with connections to Haverford in context of Wampanoag, Mohegan, Seneca, and Onandaga peoples and their unique histories. This further prevents an intervention in the historiography that language suppression was at the center of Native education from its inception. This project contends that colonial early American colleges used Native education to suppress language to facilitate land concession.

Table of Contents

Table of Contents

 

Introduction………………………………………………………………………………………1

 

Chapter 1: Godly Texts and Earthly Laws: How Missionary Texts Produced by the Harvard Indian College Under John Eliot Contributed to Culture Change, 1629-1690……………........11

 

Chapter 2: Aaron Occom and Refusal at Moor’s Indian Charity School…………………..…...28

 

Chapter 3: Tunesassa Indian Charity School: Quaker Commitments and Resistance through Preservation 1850-1920…………………………………………………………………………42

 

Conclusion: Further Relevance…………………………………………………………………60

 

Bibliography…………………………………………………………………………………….63

 

 

 

 

 

 

Figures

 

 

 Figure 1: Massachusetts Bay Colony Seal 1629……………………………………………….12

About this Honors Thesis

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School	Emory College
Department	History
Degree	B.A.
Submission	Honors Thesis
Language	English
Research Field	History, United States American Studies Native American Studies
Mot-clé	Colonialism Higher Education Language
Committee Chair / Thesis Advisor	Dr. Malinda Maynor-Lowery, Emory University
Committee Members	Dr. Katrina Dickson, Emory University Dr. Jonathan Prude, Emory University

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