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Gaudium et Spes and Boarding Schools
Native American boarding schools have been a prominent part of the US history, remembered for the many controversies and atrocities committed within. In Oclahoma, St. Patrick’s Mission school and others operated since 1875, being responsible for the education of hundreds of Native American children (Oklahoma Historical Society, n.d.). From a sociological perspective, it is possible to argue both for and against their existence as an institution. Gaudium et Spes, for example can be utilized to either support or discourage the use of the boarding school system within Native American Communities. Section 25 of the text discusses the importance of social institutions towards promoting the common wellbeing and cultivating an individual. Partaking in social structures and the formation of dependencies, or socialization, is noted to be especially important for people. It is stated that the process “brings with it many advantages with respect to consolidating and increasing the qualities of the human person, and safeguarding his rights” (“Gaudium Et Spes,” n.d.). This quality is present in social in most social institutions, such as schools. Therefore, it can be argued that boarding schools are a necessary and beneficial component of socialization as a whole, and bring benefits despite their potential flaws.
Alternatively, one can see them from an opposite perspective. Section 26 of Gaudium et Spes talks about the importance of family and personal freedoms. It is noted that each individual requires the capacity to act on their personal wishes build a family and interact with others (“Gaudium Et Spes,” n.d.). Similarly, the role of a family unit as a component of personal fulfillment is noted. If one considers boarding schools from this perspective, they are a detriment to human flourishing. A boarding school takes children away from their families, oftentimes against their will, and denies many the opportunity to realize their wishes.
Pro Arguments
Discussing the topic of boarding schools for Native Americans further, it is possible to find arguments supporting the practice from the time periods they were established in. The article from the The Catholic Telegraph, dated January 1890, proposes boarding schools as the only suitable option for native children (The Catholic Telegraph, n.d.). In particular, the author cites their ability to socialize the Native Americans in accordance with Christian American values, and promote the formation of nuclear families (The Catholic Telegraph, n.d.). In addition, the writer notes low rates of attendance for regular schools by native children as the reason for their argument. Taking both of these sentiments as truth, it can be surmised that a system of compulsory boarding school education is a necessary and only solution to the problem of Native American education.
Against Arguments
There are specific arguments against this stance, however, particularly regarding the organization and actual implementation of boarding schools. Constructed as a way to teach Native American children, they were envisioned to possess all the necessary accommodations for housing and prolonged living. With both the dorms and the school building, children were taken away from their families for prolonged stay. The actual existing boarding schools, unfortunately, did not meet the proper standards for educational or residential buildings. The buildings were well-known for their poor financing, resulting in terrible living conditions and a lack of necessary infrastructure (Native Voices, 1903). Most boarding schools were built from existing barrack buildings or constructed without proper care. In addition, boarding schools, particularly ones established by Catholic religious orders, often focused heavily on the Christian faith. In schools such as St. Patrick’s in Anadarko native spiritual and religious practices were prohibited, instead familiarizing children with Catholicism (Hinton, 2022). Pressure to conform and limited access to native traditions payed a large role in shaping negative experiences in boarding schools. Many factors found within boarding schools contributed towards children’s high mortality, including poor ventilation, overcrowding and violent treatment by the staff (Native Voices, 1903). Children were not screened for disease in full measure, resulting in outbreaks and other issues. Tuberculosis and eye disease were rampant among the students.
References
The Catholic Telegraph. “Indian Education.” Catholic Research Resources Alliance. Web.
“Gaudium Et Spes.” Vatican. Web.
Hinton, Carla. “Catholic Leaders Exploring History, Legacy of Oklahoma Catholic Indian Boarding Schools.” Oklahoman. Web.
Native Voices. “Overcrowding, Poor Ventilation Contribute to Deaths in Boarding Schools – Timeline – Native Voices.” National Library of Medicine – National Institutes of Health. Last modified 1903. Web.
Oklahoma Historical Society. “St. Patrick’s Mission | The Encyclopedia of Oklahoma History and Culture.” Oklahoma Historical Society. Web.
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