Tuesday, August 17, 2021

The ancient symbol that was hijacked by evil

(Image credit: Alamy)


By Kalpana Sunder16th August 2021

How an auspicious sacred sign was twisted to become the graphic embodiment of hate and intolerance. Kalpana Sunder explores the extraordinary history of a potent emblem.

The equilateral cross with legs bent at right angles – that looks like swirling arms or a pattern of L shapes – has been a holy symbol in Hinduism, Jainism and Buddhism for centuries. And, of course, the swastika (or the similar-looking hakenkreuz or hooked cross) is also a symbol of hate, embodying painful and traumatic memories of the Third Reich. The symbol of Nazism, it is associated with genocide and racial hatred after the atrocities of the Holocaust.

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The swastika has a long, complex history – much older than its association with Nazi Germany – dating back to prehistoric times. The emblem was a sign of well-being and long life, and was found everywhere, from the tombs of early Christians to the catacombs of Rome and the Lalibela Rock Churches, to the Cathedral of Cordoba. "The motif appears to have first been used in Eurasia, as early as 7,000 years ago, perhaps representing the movement of the sun through the sky… as a symbol of wellbeing in ancient societies," says the Holocaust Encyclopedia.


The Mezquita Cathedral in Cordoba, Spain, is adorned with intricate symbols including the swastika (Getty Images)

The word swastika comes from the Sanskrit roots su (good) and asti (to prevail), meaning wellbeing, prosperity or good fortune, and has been used in the prayers of the Rig Veda, the oldest of Hindu scriptures. In Hindu philosophy it is said to represent various things that come in fours – the four yugas or cyclical times, the four aims or objectives of life, four stages of life, the four Vedas. Swastika is even a girl's name in certain parts of India.

In Buddhism, known as the manji in Japanese, the emblem signifies the Buddha's footsteps. To Jains it means a spiritual teacher. In India, it's a symbol of the sun god with a clockwise orientation, and the auspicious symbol can be seen, often smeared in turmeric, drawn on thresholds and shop doors as a sign of welcome, or on vehicles, religious scriptures and letterheads. It is displayed at weddings and other festive occasions, to consecrate a new home, and while opening account books at the beginning of the financial year, or starting a new venture.


In Indian philosophy it represents the fourth state of consciousness, which is beyond waking, sleeping and dreaming – Ajay Chaturvedi

Ajay Chaturvedi, author of Lost Wisdom of the Swastika, tells BBC Culture: "The swastika is a four-dimensional cube used in Vedic Mathematics, and also symbolises an entire state of being in Indian philosophy – the fourth state of consciousness, which is beyond waking, sleeping and dreaming. The sign as used by Hitler was demonising [it]… and using it in politics, without any understanding of what it stood for in Indian philosophy, where symbols are always backed by meaning and deep significance."


Windows created in the shape of the swastika on a building in Lalibela, Ethiopia (Credit: Alamy)

Different civilisations associate the sign with outstretched hands, four seasons, four directions or with spreading light in all directions. In the 19th-Century book The Swastika: The Earliest Known Symbol, and Its Migrations, Thomas Wilson documents how the swastika was found all over the ancient world, on everything from quilts and shields to jewellery. Some believe that its shape was inspired by an ancient comet. The Ancient Greeks used swastika motifs to decorate their pots and vases. The ancient Druids and Celts also used the sacred sign, and in Norse mythology the swastika represented Thor's hammer.

The National Museum of the History of Ukraine houses a wide range of objects featuring the symbol. The oldest is probably a mammoth-ivory figurine of a bird, found in 1908, with a meandering swastika pattern on it that was carbon-dated to 15,000 years ago. Seals depicting swastika motifs have been found in the Mohenjo-Daro and Harappan ruins in India.


There are few more potent symbols with alternative meanings than the swastika in its many iterations – Steven Heller

US art director Steven Heller, author of Swastika: Symbol Beyond Redemption? tells BBC Culture: "I am a graphic designer. Symbols and signs and how they are used and manipulated is important to my practice. There are few more potent symbols with alternative meanings than the swastika in its many iterations."


Before World War Two, the swastika was used in branding – seen here at the Carlsberg factory entrance
(Credit: Alamy)


In the early 20th Century, the swastika was widely used in Europe as a symbol of good luck. Interlocked swastikas were used in textiles and architecture. "The sign was used in many ways before Hitler adapted it. A sign of good fortune, fertility, happiness, Sun, and it was given spiritual import as well as commercial value when it was used with or as a brand or logo," says Heller. In the early 20th Century, the swastika was used as a symbol of good luck in advertising, architecture and jewellery. The Danish brewing company Carlsberg, headquartered in Copenhagen, used the symbol as its logo from 1881 to the 1930s, and then discontinued it because of its Nazi association.

Until recently, the Finnish Air Force used a swastika as an insignia on its badges. Rudyard Kipling featured the symbol on many of his book covers because of his association with India. It was used as a symbol by the Scouts in Britain until 1935 – like Kipling, Robert Baden Powell may have picked it up in India. For the Navajo people in the US, the right-facing swastika was a symbol of friendship, which they gave up after World War Two.

Hindu cultural organisations and religious groups have tried to explain that the Nazis did not use the swastika, but a hooked cross. The Nazi swastika has the arms turned to 45 degrees giving a slant to the symbol, whereas the swastikas of Hinduism are presented with the base arm lying flat.

A complex history

When Adolf Hitler was looking for a symbol for his newly launched party, he used the hakenkreuz, rotating the swastika to the right and omitting the four dots – he then adopted this as the party's emblem in 1920. Joseph Goebbels, Hitler's minister of propaganda, passed a law in May 1933 that prevented unauthorised commercial use of the hooked cross.


In Hindu tradition, the emblem is frequently used at festive occasions such as weddings
DALIWAL  (Credit: Alamy)


It has been suggested that Hitler's adoption of the symbol may have had its roots in Germans finding similarity between their language and Sanskrit, and drawing a conclusion that Indians and Germans came from the same "pure" Aryan ancestry and lineage. During his extensive excavations, the German archaeologist Heinrich Schliemann discovered, in 1871, 1,800 variations of the hooked cross on pottery fragments at the site of ancient Troy, which were similar to artefacts from German history. "This was seen [by the Nazis] as evidence for a racial continuity and proof that the inhabitants of the site had been Aryan all along," writes anthropologist Gwendolyn Leick.

Of course, cultural appropriation usually harms the original culture. The German Orientalist Max Muller wrote to Schliemann, and warned him to avoid using the word swastika on the icons: "Swastika is a word of Indian origin, and has its history and definite meaning in India. I know the temptation is great to transfer names, with which we are familiar, to similar objects which come before us… the occurrence of such crosses in different parts of the world may or may not point to a common origin."

Not everyone agreed with this interpretation, however. In his book The Sign of the Cross: From Golgotha to Genocide, Dr Daniel Rancour-Laferriere, an expert on Christianity, suggests that Hitler's decision to use the hakenkreuz as a symbol of the Nazi party "may have been due to his childhood upbringing at the Benedictine Monastery in Austria, where he repeatedly saw the hooked cross in many places".


In Hinduism the swastika cross has for many centuries been a symbol of religious devotion (Credit: Alamy)


But over the decades, the swastika has become a contentious and controversial cultural icon. In his book The Swastika and Symbols of Hate, Heller says: "The swastika is an ancient symbol that was hijacked and perverted, twisted into the graphic embodiment of intolerance." In many European countries including Germany, public display of Nazi symbols is prohibited by law, and violating such terms is a criminal offence.

New York State Senator Todd Kaminsky introduced a bill in the New York Senate in 2021, which would require schools in the state of New York to teach that the swastika is an example of a hate symbol. Due to the bill's national implications, organisations including the World Hindu Council of America urged the New York Senate to differentiate between the original swastika and the Nazi hakenkreuz.

Director of advocacy and awareness for the World Hindu Council of America (VHPA) Utsav Chakrabarty said, "We acknowledge the horrid way the swastika has been misused and misinterpreted… For the past 70 years, the swastika continues to remain a vilified and maligned symbol. This must be corrected. Instead of censoring the symbol, we must celebrate the positive history of it."


An ancient mosaic in Uzayzy, Jordan, shows a version of the sacred emblem (Credit: Alamy)


Even members of the Jewish community have highlighted on several occasions the way in which the sign has been misused. "A distorted version of this sacred symbol was misappropriated by the Third Reich in Germany, and abused as an emblem under which heinous crimes were perpetrated against humanity, particularly the Jewish people. The participants recognise that this symbol is, and has been, sacred to Hindus for millennia before its misappropriation," said the declaration made at the Second Hindu Jewish Leadership Summit in Jerusalem held in February 2008.


I want to neutralise the swastika, to remove its association with evil, so that no one need fear it anymore – Edith Altman


Swastikas have however been allowed in the filming of historical movies and the making of video games. There have been some attempts to redeem its image by artists down the ages. The symbol was included by pop star Madonna in a video in 2012, accompanying the song Nobody Knows Me. Madonna later said that she used it to show growing intolerance of people to other communities and people.


The KiMo Theatre in New Mexico, USA, is adorned with traditional Navajo emblems (Credit: Alamy)

In 1993, a Jewish artist named Edith Altman – who lost her grandparents to the Holocaust – created an installation entitled Reclaiming the Symbol: The Art of Memory. She painted a gold swastika on a wall above a black Nazi swastika painted on the floor. "I want to neutralise the swastika, to remove its association with evil, so that no one need fear it anymore," she told the Chicago Reader.

The anti-Semitic use of the swastika did not end with World War Two. Even today racist neo-nazi gangs use the sign to desecrate Jewish graves or houses of worship. Some people feel that its taboo status has enhanced its appeal for hate groups. "The latest 2021 police figures from the two cities with the largest Jewish populations, New York and Los Angeles, show both cities tracking for a record year for overall hate crime, with Jews being the most targeted in New York and third most targeted in Los Angeles," says Brian Levin, director of the Center for the Study of Hate and Extremism (CSHE), and a professor of criminal justice.

In 2020, a 21-year-old Indian student in the US, Simran Tatuskar, faced a backlash on social media after she attempted to portray the swastika as a peaceful symbol that should be included in the school syllabus. One group tweeted: "In Nazi Germany, one of the first things anti-Semites did was erase the history and persecution of the Jews, minimise their struggles and appropriate their beings. By normalising the swastika, this is repeating that vicious cycle." Ultimately Simran Tatuskar had to clarify her position on the issue, and apologise for any unintentional misunderstanding.


The Shoin Shrine in Hagi, Japan, features the ancient sign (Credit: Getty Images)


Before the 2021 Olympic Games in Japan, the decision to drop the Japanese symbol (the manji) for temples on tourist maps, and replace it with a pagoda icon, provoked a backlash. When the elements of a culture are adopted out of context, it seems, its history and heritage become tainted.

As Brian Levin puts it: "Unfortunately, but rightly, the most recent and widespread use of the swastika as a symbol of Nazi hatred and genocide will forever cast an indelible shadow over its lengthy history and alternative meaning. It is important, however, to note that expanding our teaching of history and civics can incorporate not only the origins of symbols, but how they can be co-opted and rebranded to the most evil of ends."



SEE  MANWOMAN SACRED SWASTIKA


Archaeologists find skeleton, evidence of Greek in Pompeii

ROME (AP) — Archaeologists in the ancient city of Pompeii have discovered a remarkably well-preserved skeleton during excavations of a tomb that also shed light on the cultural life of the city before it was destroyed by a volcanic eruption in AD 79.

© Provided by The Canadian Press

A skull bearing tufts of white hair and part of an ear, as well as bones and fabric fragments, were found in the tomb in the necropolis of Porta Sarno, an area not yet open to the public that is located in the east of Pompeii’s urban center. The discovery is unusual since most adults were cremated at the time.

An inscription of the tomb suggested that its owner, a freed slave named Marcus Venerius Secundio, helped organize performances in Greek in Pompeii. Experts said it was the first confirmation that Greek, the language of culture in the Mediterranean, was used alongside Latin.

“That performances in Greek were organized is evidence of the lively and open cultural climate which characterized ancient Pompeii,” the director of the Archaeological Park of Pompeii, Gabriel Zuchtriegel, said in a statement announcing the discovery.

In an interview with The Associated Press, Zuchtriegel said Marcus Venerius clearly had been able to make a living for himself after he was freed as a slave, given the “monumental" size of his burial tomb. “He didn't become super rich, but certainly he reached a considerable level of wealth," Zuchtriegel said.

The eruption of Mount Vesuvius in 79 AD destroyed Pompeii. Excavations over the years have yielded remarkable discoveries of tombs, chariots and brilliantly frescoed homes.

The Associated Press

 

Pompeii tomb offers new hints about cultural life in ancient city

Newly excavated tomb belonged to man who organized performances in Greek

Archaeologists in the ancient city of Pompeii have discovered a remarkably well-preserved skeleton during excavations of a tomb. The discovery is unusual since most adults were cremated at the time. (Alfio Giannotti/Pompeii Archeological Park via AP)

Archeologists in the ancient city of Pompeii have discovered a remarkably well-preserved skeleton during excavations of a tomb that also shed light on the cultural life of the city before it was destroyed by a volcanic eruption in AD 79.

White hair and part of an ear, along with bones and fabric fragments, were found in the tomb in the necropolis of Porta Sarno, an area not yet open to the public that is located in the east of Pompeii's urban centre. The discovery is unusual, since most adults were cremated at the time.

This is the tomb of Marcus Venerius Secundio, located in the necropolis of Porta Sarno, in an area not yet open to the public in the east of Pompeii’s urban centre. (Alfio Giannotti/Pompeii Archeological Park via AP)

An inscription on the tomb suggested that its owner, Marcus Venerius Secundio, helped organize performances in Greek in Pompeii. Experts said it was the first confirmation that Greek was used alongside Latin.

"That performances in Greek were organized is evidence of the lively and open cultural climate which characterized ancient Pompeii," Gabriel Zuchtriegel, the director of the Archaeological Park of Pompeii, said in a statement announcing the discovery.

The eruption of Mount Vesuvius in 79 AD destroyed Pompeii. Excavations over the years have yielded remarkable discoveries of tombs, chariots and brilliantly frescoed homes.

 British Columbia

Anti-pipeline activists mark one year of treetop occupation in Burnaby

Protesters have been living in tree houses to block the Trans Mountain pipeline expansion project

Trans Mountain anticipates it needs to remove 1,275 trees from this forest in Burnaby, B.C. (Maggie MacPherson/CBC)

Tim Takaro first ascended the trees of the Brunette River Conservation Area on August 3, 2020. Over a year later, he and other protesters still occupy the treetops.

Takaro, an SFU professor and retired physician, is one of the leaders of StopTMX, the group behind the lengthy treetop protest of the Trans Mountain pipeline expansion project. 

"We have to stop building new fossil energy infrastructure or we are going to face even more death and destruction than we've already seen," Takaro said. 

The expansion project will twin the existing 1,150-kilometre pipeline, increasing the amount of petroleum it carries from Alberta to British Columbia's coast from 300,000 to 890,000 barrels per day.

The project has been contested by several groups including Indigenous activists, environmental organizations, and municipal governments. While these groups have taken their fight to the streets and the courts, StopTMX has taken it to the trees. 

Part of the Brunette River Conservation Area has been cleared of trees by Trans Mountain. (Maggie MacPherson/CBC)

With a team of about 40 people, they always have at least one person occupying each of their two tree houses, usually switching off every two to five days. The group consists of a wide range of activists, from teenagers to elders. 

"This is an intergenerational struggle and it's about intergenerational justice. We are obligated to leave a planet that is sustainable for our children and their children's children," said Takaro. 

Food, water, and other supplies are delivered to the main tree house using a system of pulleys. The protesters are able to go up and down with climbing equipment, and can walk in between the tree houses on a ladder walkway that connects the two. 

An unnamed protester occupies one of two tree houses. (Maggie MacPherson/CBC)

Maureen Curran joined the treetop protest last summer, and has been involved ever since. She was recently named the Burnaby-South candidate for the federal Green Party, and will be running against NDP Leader Jagmeet Singh in the upcoming election. 

Curran described her time spent in the treetops as "surprisingly peaceful" despite the noise from the nearby train tracks and traffic from the highway. 

"The birds come to visit. I got to watch a hawk hunt for its dinner one night … it really changes your perspective."

Maureen Curran, Green Party candidate for Burnaby South, climbs up to a tree house. (Maggie MacPherson/CBC)

Takaro believes the protest has been successful so far. 

Following two on-site inspections in April, an enforcement officer from Environment and Climate Change Canada ordered Trans Mountain to halt construction in the area until August 15 due to bird nesting season. 

Environment and Climate Change Canada ordered Trans Mountain to put up signs stating that work must be halted until August 15 due to nesting birds. (Maggie MacPherson/CBC)

According to Takaro, the enforcement officer was there to witness a tree with a hummingbird nest being cut down. 

"The mighty hummingbird has been able to stop this project since April." 

'There's no vaccine for climate change'

Takaro estimates Trans Mountain has already cut about half of the 1,275 trees they say need to be cleared from the area. 

Trans Mountain did not respond when asked how many trees they have cleared from the area so far, but said they are still on track for "mechanical completion of the project by the end of 2022, with commercial operations commencing shortly thereafter." 

Takaro, whose group would like to see the project cancelled, notes the economics of the project grow "worse by the day."

StopTMX's second tree house is connected to the other by a ladder bridge. (Maggie MacPherson/CBC)

"We are counting a victory every day that construction is not happening in this place." 

In February 2020, Trans Mountain CEO Ian Anderson announced the cost of building the expansion had increased from an initial estimate of $7.4 billion to $12.6 billion. 

"COVID is taking lives every day and causing damage every day. So is climate change and it's accelerating," said Curran.

"We have a vaccine that can get rid of COVID. There is no vaccine for climate change."

ABOUT THE AUTHOR

Michelle Gomez is a CBC News Researcher in Vancouver. You can contact her at michelle.gomez@cbc.ca.

Indigenous history, culture cut

Update: The South Dakota working group's draft recommended including Oceti Sakowin stories in kindergarten to studying tribal banking systems in high school, but the state education department cut many of those recommendations


Chairman Harold Frazier of the Cheyenne River Sioux Tribe.
 (AP Photo/Cliff Owen, File)

UPDATED:AUG 12, 2021
ORIGINAL:AUG 10, 2021
THE ASSOCIATED PRESS

Stephen Groves
Associated Press

SIOUX FALLS, S.D. — Teachers, educators and other South Dakota citizens charged with crafting new state social studies standards said Tuesday that Gov. Kristi Noem’s administration deleted many elements intended to bolster students’ understanding of Native American history and culture from their draft standards.

Members of the working group — appointed by the Department of Education to review and update the standards — said they were caught by surprise on Friday when the department released a document with significant changes. New standards are released every seven years. They said changes made to the draft they submitted in late July gave it a political edge they had tried to avoid, instead aligning with the Republican governor's rhetoric on what she calls patriotic education.

The working group's draft recommended including Native American culture from Oceti Sakowin stories in kindergarten to studying tribal banking systems in high school, but the department cut many of those recommendations.

The Forum News Service and South Dakota Public Broadcasting first reported the changes.


In this 2019 photo, South Dakota Gov. Kristi Noem gives a budget address to lawmakers at the state Capitol in Pierre, S.D. (AP Photo/James Nord, File)

“Here we are again; the Native population is not worthy of being taught,” said Sherry Johnson, the education director with the Sisseton Wahpeton Oyate and a member of the working group. “I feel it’s important for all students to learn. This is how you combat racism and you build resiliency.”

She joined the group after trying unsuccessfully for years to get the state government to implement a greater emphasis on Indigenous history and culture in public schools. Johnson said she was one of two tribal members on the 46-member working group, but felt encouraged by the draft they submitted.

When the revised draft was released, she watched in real-time as Native American history was erased. The Department of Education cut in half the number of references to Indigenous Native Americans, tribal, or Oceti Sakowin — the Sioux Nation tribes located in the region.

“We don’t show up for great periods of time. It’s like we don’t exist,” she said.

Cheyenne River Sioux Tribe Chairman Harold Frazier issued a strongly worded statement on Wednesday.

"Unfortunately, the bureaucrats and politicians who commissioned the workgroup gutted the portion of the curriculum regarding our Indigenous people," Frazier said. "Removing the important lessons of who we are, where we came from and why things are the way they are, robs every young mind of the necessary understandings to overcome the hurdles of conflict, genocide, and historical trauma."

The Department of Education said in a statement that it “relied heavily on the recommendations ” from the workgroup but that the proposed standards put a greater emphasis on learning about the experience of Native Americans in South Dakota than the previous set of standards.



“The department made certain adjustments before the release of the draft to provide greater clarity and focus for educators and the public," the department said. “The draft standards provide a balanced, age-appropriate approach to understanding our nation’s history, government, economy, and geography, including opportunities to teach about the experiences of all peoples.”

Rosebud Sioux Tribe President Rodney Bordeaux told KELO that he disagrees with the removal.

“All South Dakota citizens need to be taught what’s going on in the state and throughout the country,” he said. “You shouldn’t gloss over it — I think our citizens deserve better. They need to know the true history so they know what they’re dealing with.”


Rosebud Sioux Tribe President Rodney M. Bordeaux


NDN Collective, an Indigenous-led advocacy organization based in the state, responded "to the blatant erasure of Indigenous people."

“The consistent and active erasure of our people is demonstrative of a larger social and systemic issue of white supremacy, racism and clear lack of cultural proficiency that can only be addressed when we begin to be inclusive of the narratives that have been absent and excluded from our education system," Sarah White, NDN Collective director of Education Equity, said.

The response also included a statement from NDN Collective President and CEO Nick Tilsen.



Paul Harens, a retired teacher and another member of the working group, said the changes subverted their work. He said they worked hard to build a consensus on the draft and tried to make the standards “apolitical.”

“The new document takes sides,” he said. “They have turned it into a political football.”

While the preface submitted by the workgroup explained their purpose was to “prepare students to be active, aware, and engaged citizens of their communities, state, country, and world,” the Department of Education released an entirely new preface. It places more emphasis on the “framers of our nation’s constitution,” and references Noem's effort to create a state history and civics curriculum for K-12 students.

The revised preface states: “The founders of our nation emphasized the important role education played in equipping people for the knowledgeable practice of their responsibilities and the respectful enjoyment of their liberties, realizing the common good, and understanding other points of view and cultural beliefs are all equally protected.”

The department will hold public hearings on the proposed standards throughout the school year, and the Board of Education Standards will adopt the final standards in March. The standards are widely followed by school districts but are not mandatory.

Harens predicted the revisions from the Department of Education would stoke divisions at school boards across the state as they wade through a wider political debate on how history and racism are taught.

“All of a sudden you have a political agenda,” he said.

Indian Country Today contributed to this report. It has been updated to include more statements from tribes and Native organizations.
A shameful history

Native historians are compiling what we know about boarding schools, a piece of history unknown or forgotten by many in the United States, and Canada, though Native communities know it well

Left to right, Linda Grover; Brenda Child; Denise Lajimodiere. (Courtesy photos via Minnesota Reformer)


Colleen Connolly
Minnesota Reformer

AUG 16, 2021

Since 2006, Denise Lajimodiere, an enrolled citizen of the Turtle Mountain Band of Chippewa in North Dakota, has spent hours hunkered down in archives searching for records of Native American boarding schools.

“It is tedious,” she said. “It is dusty work.”

And grueling and traumatic. The records are incomplete, but what researchers like Lajimodiere have uncovered reveals a shameful history. Children were often abused, separated from their families and stripped of their culture and language. The records contain stories of both loss and resistance, but they are also important for what’s missing. Many children disappeared and never made it home.

For Lajimodiere, this work is extremely personal, and that’s one reason why she does it.

“I wasn’t sent to boarding school,” she said. “But my parents and grandparents were. My story is the story of millions of Native people and the intergenerational trauma and the historical trauma. We are still in that unresolved grief.”

(Related: Little justice for child sex abuse victims in Indian Country)

The archives are scattered across the country — in government offices, church basements, historical societies and museums. Some records don’t exist at all, at least not formally. Lajimodiere, 70, found out about one school in Wisconsin only after her grandchildren went dumpster diving following the death of a 100-year-old neighbor. The woman’s family threw out many of her possessions, and the kids found an old scrapbook that mentioned a boarding school Lajimodiere had never heard of: Bethany Indian Mission in Wittenberg, Wisconsin.


To date, Lajimodiere has counted 406 boarding schools in the United States, some run by the federal government, both on and off reservations, and some run by religious organizations. In addition to identifying schools, she has also interviewed boarding school survivors and their descendants — including people in her own family — and recorded many of their stories in her book “Stringing Rosaries: The History, the Unforgivable, and the Healing of Northern Plains American Indian Boarding School Survivors.”

Lajimodiere is one of the many Native researchers and historians who have been compiling information about boarding schools for decades. They’ve often had to advocate for the importance of their research in academia, working with limited funds. After Lajimodiere retired from North Dakota State University, where she taught, she applied for grants to continue her work in the archives, but was always denied.

The boarding school era, which ran from roughly 1879 to the 1930s — or longer depending on whom you ask — is a piece of history unknown or forgotten by many in the United States, though Native communities know it well. The federal initiative announced earlier this summer by Interior Secretary Deb Haaland to look into the legacy of boarding school policies has brought sudden national attention to the issue, and for the first time, researchers like Lajimodiere and their tribes might receive significant government support and funding to continue their vital work.


Interior Secretary Deb Haaland, Laguna Pueblo, speaks during a press briefing at the White House, Friday, April 23, 2021, in Washington. (AP Photo/Evan Vucci)

Lajimodiere is one of the founders and a past president of the Minneapolis-based National Native American Boarding School Healing Coalition, representing tribes across the country. In 2016, the coalition filed a Freedom of Information Act request with the Bureau of Indian Education to try to find out the names of all federal boarding schools and the children who died or went missing when they were students.

Their request was denied. The bureau said they didn’t have the information.

Today, the coalition is pushing Congress to pass a bill first introduced by Sen. Elizabeth Warren and Haaland last year to create a truth commission similar to the one in Canada that helped bring to light the history of atrocities at boarding schools there. The recent initiative announced by Haaland set a target date of April 2022 to submit a report of their findings, which the coalition believes is not enough time, considering how difficult it has been to track down documents. The commission, they hope, will continue the work.

It’s not yet clear what the federal initiative will be able to accomplish, but for Brenda Child, who is Red Lake Ojibwe and a professor of American studies and American Indian studies at the University of Minnesota, it’s vitally important to get the history right so the government can respond to it appropriately.


When Child first began her research into Native American boarding schools as a history student in the 1980s, she had to push against a lot of the scholars at the time, who argued that boarding schools weren’t very relevant after 1905. She argued that boarding schools were actually an important part of Native Americans’ lives for a few decades more, into the Great Depression and the passage of the Indian Reorganization Act. That law sought to stop the allotment of tribal land and end Native American cultural assimilation policies, including boarding schools. But Child says there’s more to the story.

“Boarding schools were about dispossessing Indians,” Child said. “By the 1930s, the big land grab was over. White Earth had lost 92 percent of their reservation land by then, so there’s no need for boarding schools anymore. Indians can go to public school.”

Like Lajimodiere, Child has spent hours digging through archives to find stories of boarding school students. As a history student writing her dissertation, Child was told she wouldn’t find much in the National Archives, but she went anyway and found loads of letters from students and parents. In addition to stories of loss, illness and death, she also found stories of resistance — something she finds missing in a lot of coverage of the topic today. Much of what she found is documented in her book “Boarding School Seasons: American Indian Families, 1900-1940.”


A federal initiative won’t be able to return the stolen childhoods to boarding school survivors and victims. But Child says there are other things they can — and should — return to atone for the era.

“Land can be returned to Indians. The United States doesn’t have a practice of returning land to Indians, but look, we’re out there dealing with land around the Mississippi and protecting our water right now,” Child said, referring to the Native-led efforts to halt construction of the Enbridge Line 3 tar sands oil pipeline in the northern half of the state. “There’s all kinds of ways to make amends.”

Scholarships and free tuition to state universities would be another obvious way, she said.

Linda Grover, a professor emeritus of American Indian studies at the University of Minnesota-Duluth, says there is a through-line that connects the boarding school experience with Native American children’s education in public schools today.

Early in her career as a historian, Grover researched and wrote about the Vermilion Lake Indian School, a federal boarding school on the Bois Forte Reservation where her grandparents met. She found that recruiters used coercion to convince parents to send their kids to the school. They would argue “the futility of efforts to continue living the Indian way.” The boys were forced to cut their hair, and all students had to wear military-style uniforms. Punishments included spanking and whipping.

Decades later, when Grover was attending graduate school at UMD, she told her aunt she was taking a history class. Her aunt responded: “Don’t let them push you out of there.”

Grover said her aunt’s generation had to fight fiercely from being excluded. “From her generation that’s how she saw things,” Grover said. “To have that feeling that this is your place as much as anybody else’s and to be really proud of who you are as a Native person is so important.”

Grover’s feeling of Native Americans being ostracized from education, however, has lingered. In the early 2000s, Grover worked as the director of Indian education for Duluth Public Schools. There, she witnessed other barriers to education for Native students. When the No Child Left Behind Act was passed, she was told they couldn’t use any of the money for educational programs connected to Native cultures.

Today, she said, things are improving. Her grandkids can learn the Ojibwe language in school if they want to. But the memories of the recent past are fresh.

One of the most lasting impacts of the boarding school era is the intergenerational trauma in families who survived. In addition to identifying boarding schools and their students, the National Native American Boarding School Healing Coalition also works with communities to ameliorate their trauma and find a way forward. In an op-ed in The Washington Post, Haaland said this is an important part of the initiative as well: “The first step to justice is acknowledging these painful truths and gaining a full understanding of their impacts so that we can unravel the threads of trauma and injustice that linger.”


Lajimodiere hopes that part of the initiative will include sending resources and funds to tribes to pay for therapy and counseling, including from medicine people. Though she is relieved by the attention that boarding schools are finally receiving, she worries about how it might re-traumatize survivors and their families. She has personally grappled with the impact of boarding schools and understands how difficult it is to break the cycle of trauma.

“We need to research how to talk to the next generation and pass on the truth in ways that are age-appropriate and aren’t re-traumatizing, as much as possible,” she said. “We need to know about it, learn about it and understand colonialism. But it also needs to be accompanied by resilience, strength and hope.”

The Minnesota Reformer is an independent, nonprofit news organization dedicated to keeping Minnesotans informed and unearthing stories other outlets can’t or won’t tell.

Legal group backs review of US boarding schools

'Putting a light on what is occurring here is so critical because we know that if we do not learn from this history, we are doomed to repeat it'



The Native American Women's Color Guard salutes as members of the Sicangu Youth Council help provide a formal burial on July 17, 2021, at the Rosebud Sioux Tribe Veteran's Cemetery for six ancestors who died at the Carlisle Indian Industrial School in the 1880s. The remains were finally returned to the homelands after 140 years, wrapped in buffalo robe bundles and placed in cedar boxes.
(Photo by Vi Waln for Indian Country Today)


AUG 10, 2021
SUSAN MONTOYA BRYAN, AP WRITER
Associated Press

ALBUQUERQUE, N.M. — The American Bar Association’s policymaking body has voted in favor of a resolution supporting the U.S. Interior Department as it works to uncover the troubled legacy of federal boarding schools that sought to assimilate Indigenous youth into white society.

The resolution, adopted Monday by delegates at the bar association’s annual meeting, calls for the Biden administration and Congress to fully fund the initiative and provide subpoena power to the Interior Department as it gathers and reviews reams of records related to the schools.

The measure also supports legislation that would create a federal commission to investigate and document all aspects of the boarding school system in the U.S., including issuing reports regarding the root causes of human rights abuses at the schools and to make recommendations to prevent future atrocities.

“Putting a light on what is occurring here is so critical because we know that if we do not learn from this history, we are doomed to repeat it,” Mark Schickman, a San Francisco-based attorney who serves as a special adviser with the bar association, said as he introduced the resolution.

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Interior Secretary Deb Haaland, a citizen of Laguna Pueblo in New Mexico and the first Native American to lead a Cabinet agency, announced the boarding school initiative following news that hundreds of bodies were being discovered on the grounds of former residential schools for Indigenous children in Canada.

Experts say the initiative will be difficult because records are scattered across jurisdictions — from the bowels of university archives to government offices, churches, museums and personal collections.



Interior Interior Secretary Deb Haaland, Laguna Pueblo, speaks during a press briefing at the White House, Friday, April 23, 2021, in Washington. (AP Photo/Evan Vucci)

“The department is compiling decades of files and records to begin a proper review that will allow us to organize documents, identify available and missing information, and ensure that our records system is standardized,” said Melissa Schwartz, a spokeswoman for the Interior Department.

The agency also is building a framework for how it will partner with outside organizations to guide the next steps of the review.

Consultations with tribes are expected to begin in late fall. Schwartz said those discussions will be focused on ways to protect and share sensitive information and how to protect gravesites and sacred burial traditions.



This July 8, 2021 image of a photograph archived at the Center for Southwest Research at the University of New Mexico in Albuquerque, New Mexico, shows a group of Indigenous students who attended the Ramona Industrial School in Santa Fe. The late 19th century image is among many in the Horatio Oliver Ladd Photograph Collection that are related to the boarding school. (AP Photo/Susan Montoya Bryan)


In the United States, the Indian Civilization Act of 1819 and other laws and policies were enacted to establish and support Native American boarding schools nationwide. For over 150 years, Indigenous children were taken from their communities and forced into boarding schools that focused on assimilation.

The discoveries in Canada and the renewed spotlight in the U.S. have stirred strong emotions among tribal communities, including grief, anger, reflection and a deep desire for healing.

Patricia Lee Refo, president of the American Bar Association, said the resolution adopted Monday was born from her visit to the Navajo Nation in July. She met with tribal President Jonathan Nez, the speaker of the tribal council and the all-female Navajo Nation Supreme Court.

Nez has said the troubling history of Indigenous boarding schools deserves more attention to educate people about the atrocities experienced by Native Americans and the intergenerational effects of the boarding school experience.

The Native American Bar Association last year adopted a resolution calling on Congress to introduce legislation focused on reparations for the treatment of American Indians and Alaska Natives.

The resolution adopted Monday by the American Bar Association includes language in support of legislation that would establish the first formal commission in U.S. history to investigate, document and acknowledge past injustices of the federal government’s cultural genocide and assimilation practices through its boarding school policy.

Brad Regehr, a citizen of the Peter Ballantyne Cree Nation in Saskatchewan and the first Indigenous person to serve as president of the Canadian Bar Association, spoke Monday at the American Bar Association meeting. Choking up, he said he and his grandfather were survivors of Canada's residential school program.

Between the 1880s and 1990s, he said 150,000 Indigenous children in his country were forcibly removed from their families and placed in schools far from home. As many as 25,000 children, including toddlers, never returned, he said.


The remains of 215 children were found buried at the site of the former Kamloops Indian Residential School, shown here on May 27, 2021, on Tk'emlups te Secwépemc First Nation in Kamloops, British Columbia, Canada. (Photo by Andrew Snucins/The Canadian Press via AP)

Regehr talked about the calls to action crafted following nearly a decade of work by Canada’s truth and reconciliation commission and the ongoing discoveries of children's remains.

“That has hit me hard, and it hits and it continues to hit many Indigenous people hard,” he said, “but it’s also hit many Canadians hard for the first time ever."


A trauma going back centuries
Child sexual abuse in Indigenous communities is rooted in a history of violent colonization and US assimilation policies, including federal boarding schools throughout the 19th and early 20th centuries





Children from the Quechan tribe stand in lines outside the federal government Indian School in Yuma, Ariz., in this historical photo taken circa 1900. (Photo by C.C. Pierce, University of Southern California Libraries and California Historical Society via Howard Center for Investigative Journalism)

AUG 16, 2021
McKenna Leavens, Allison Vaughn, Anne Mickey, Rylee Kirk, Brendon Derr and Leilani Fitzpatrick
Howard Center for Investigative Journalism

Child sexual abuse is such an age-old problem that it’s explained in many Native American communities with a parable known as the Story of the Moon and the Sun.

As retold by child psychologist Dolores Subia BigFoot, a citizen of the Caddo Nation of Oklahoma, the story is about a brother and sister who have lost their parents and many relatives and have only each other.

The sister longs for companionship and tells her brother of her “desire to share her life with someone,” the parable goes.

One night, a man comes to her in the darkness of their camp. She cannot tell who he is, but he’s kind and makes her laugh and, over time, they become lovers. Ultimately, the girl learns that the stranger is her brother, and they are devastated.

“He became the MOON who does not shine except in the darkness of night and she became the SUN. You can still see his shame because he never shines brightly when the sun is out,” the parable says.

(Related: Little justice for child sex abuse victims in Indian Country)

BigFoot directs the Native American Programs at the Center on Child Abuse and Neglect at the University of Oklahoma Health Sciences Center. She says some version of this parable has been shared among different tribes for generations.




Child psychologist Dolores Subia BigFoot retells the Story of the Moon and the Sun, which has been passed down verbally in Native communities for generations as a resource to help people learn about child sexual abuse and its prevalence. (Courtesy of Dolores Subia BigFoot via Howard Center for Investigative Journalism)

Barbara Bettelyoun is a citizen of the Rosebud Sioux Tribe in South Dakota and the Shakopee Mdewakanton Sioux Community of Minnesota with doctorates in child development and child clinical psychology. She runs Buffalo Star People, a South Dakota-based organization specializing in healing historical and childhood traumas in Native communities. She and her husband, Francis, speak nationally on child sexual abuse in Native American communities.

“I don't think that there's an Indigenous family who has not been touched by this,” Bettelyoun said, pausing. “I don't think there's one; I don't know of one.”

Rape has historically been used as a weapon of war, and that was true when settlers colonized Native American lands. According to Bettelyoun and other experts, this learned abuse has been passed down through generations, creating intergenerational trauma.

U.S. Interior Secretary Deb Haaland, a citizen of the Pueblo of Laguna and the first Native cabinet member in U.S. history, noted the “long-standing intergenerational trauma” and its “cycles of violence and abuse” when she announced in June a federal investigation into the legacy of Indian boarding schools.




Studio portrait of 15 Native American students wearing their school uniforms at the Carlisle Indian Industrial School in Pennsylvania, circa 1888. (Photo by David Ewens, Library and Archives Canada via Howard Center for Investigative Journalism)

Christian churches and the U.S. government established the schools in the 19th century to forcibly assimilate Native children into American culture. The children were taken from their families and sent — sometimes thousands of miles away — to boarding schools, where their long hair was cut short and they weren’t allowed to speak their own languages, wear traditional clothing or practice their religions.

“The intent was so that when the children came back to their own families and villages, they would be ashamed of being Indigenous,” Bettelyoun said. “They did that by raping our children and molesting our children and abusing them in horrific ways.”

(Related: Rosebud ancestors buried in emotional ceremony)

The remains of hundreds of children have already been found on the former grounds of Canada’s largest Indigenous boarding school.

A 2012 study by researchers from the University of Washington found that “former boarding school attendees reported higher rates of current illicit drug use and living with alcohol use disorder, and were significantly more likely to have attempted suicide and experienced suicidal thoughts in their lifetime compared to non-attendees.” The survey of 447 American Indian, Alaska Native and First Nations adults from urban areas who self-identified as LGBT, Two-Spirit or having engaged in same-sex behavior also found that those who were raised by someone who attended boarding schools were more likely to have attempted suicide and experienced suicidal thoughts in their lifetime.




Dr. Renée Ornelas stands outside the Tséhootsooí Medical Center in Fort Defiance, Ariz., on the Navajo Nation on July 8, 2021, where she is a child abuse pediatric specialist. She said the lack of prosecution of child sexual assault cases allows suspects to re-offend. (Brendon Derr / Howard Center for Investigative Journalism)

Dr. Renée Ornelas, a child abuse pediatric specialist for 30 years who works at Tséhootsooí Medical Center in Fort Defiance, Arizona, said the Native children sent to boarding schools were physically, sexually and spiritually abused. And the cycle of violence continued when these children, who were never parented, returned home and became parents themselves.

“All these things that you learn as you're growing up about how to be safe, nobody ever taught them,” Ornelas said, adding that nine of 10 caregivers who bring their child to her clinic for sexual abuse have been abused themselves.

In addition, she said, the modern-day version of boarding schools are now seeing cases of children abusing other children. “What we know now is that if you're growing up in a home where there's domestic violence, you can learn sexual abuse. You can do that to other children, not for sexual gratification, but to cause humiliation, embarrassment, bullying.”


Tom Torlino, a citizen of the Navajo Nation, before and after his stay at a federal Indian boarding school, circa 1882. (Photo by J.N. Choate, courtesy of the Richard Henry Pratt Papers, Beinecke Rare Book & Manuscript Library)


The trauma of childhood sexual abuse doesn’t just create lifelong emotional turmoil, it can lead to long-term physical problems, such as diabetes and cardiovascular disease, said Debra Kaysen, professor of psychiatry and behavioral sciences at Stanford University.

Speaking of boarding school survivors, Kaysen said, “What you get is somebody who is highly traumatized, who's sent back to a community, often without coping strategies for how to manage their distress.”

Francis Bettelyoun, a citizen of the Oglala Lakȟóta and Yankton Sioux Tribe, is an Indigenous liaison to Winona State University in Minnesota. He is descended from boarding school survivors and says he was sexually abused as a child.

“I deal with this every day. I can't not separate myself from the trauma that happened. My dad was in boarding school, his dad, my grandfather as well, and the two generations before dealt with this, as well,” Francis Bettelyoun said. “To get through this, it needs to be recognized that this isn't something that goes away and will go away through time. This is something that needs

to be addressed by those who have done it and those that are part of it now.”

Chiricahua Apache Indians in 1886, four months after arriving at the Carlisle Indian Industrial School in Pennsylvania.
(U.S. National Archives via Howard Center for Investigative Journalism)

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Researchers Grace Oldham and Rachel Gold contributed to this story. It was produced by the Howard Center for Investigative Journalism at Arizona State University’s Walter Cronkite School of Journalism and Mass Communication, an initiative of the Scripps Howard Foundation in honor of the late news industry executive and pioneer Roy W. Howard. 


Contact us at howardcenter@asu.edu or on Twitter @HowardCenterASU.


BY HOWARD CENTER FOR INVESTIGATIVE JOURNALISM