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Independent journalist Pember explores the history and effects of Native American boarding schools in the U.S. and in her own family. Church and state worked together to strip Native Americans of land, treaty rights, and culture. Desolate conditions made it impossible for families to feed their children. Out of desperation, children were sent to boarding or day schools, where they were taught that their Indigenous culture was a “debasing influence.” The curriculum centered on manual labor, rules were strict, and punishment was severe. Pember’s mother, Bernice, was five when she was sent to St. Mary’s in Bad River, Wisconsin, run by the Sisters of Perpetual Adoration. The shaming and abuse she endured there reverberated through her adulthood and affected her ability to parent. Pember explores the effects of intergenerational trauma on Native Americans in general and her own family in particular. Her extensive research illuminates the attempted cultural erasure by government and religious institutions. Her mother’s story provides a heartbreaking, personal focus to Pember's history of the overall tragedy of the treatment of Native Americans in the U.S.

Publishers Weekly
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Journalist Pember debuts with a devastating history of Indian boarding schools in the U.S. and Canada and the legacy of generational trauma they unleashed. Drawing on extensive archival research, Pember traces how over the course of the late 19th and early 20th centuries, the Christian mission to convert, “civilize,” and assimilate Indigenous people came to focus its efforts on children, with the explicit aim to “disrupt family ties.” (“Enforced attendance at school can... exempt the children from the debasing influences” of families who refused Christian conversion, noted one Catholic missionary in 1889.) At the schools, the children suffered abuse, neglect, and, significantly for Pember’s story, a total lack of loving care from the adults around them, which was replaced with incessant racial denigration and exhortations to be better than their origins. Weaving into her narrative her own mother’s experiences in a Catholic-run boarding school in Wisconsin, Pember explores the psychological ramifications the schools had on subsequent generations. She comes to many quietly ruinous insights about the emotional neglect she herself suffered at the hands of her wounded mother (“I am an observer, often an annoyance, who tears her away from tending her obsessions—her ghosts and her secrets—with my needs”). Concluding with a searing call for accountability, this strikes a chord. (Apr.)

Kirkus
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A concise history of Native American boarding schools and their enduring consequences. The daughter of a boarding school survivor, the author explores a highly personal subject while tracing out its broader historical dimensions. As she notes, her aim is to understand more clearly her own Ojibwe identity, the ramifying consequences of intergenerational trauma, and “Indian people’s unparalleled ability to survive.” Elegantly weaving together her mother’s stories, those of other boarding school students, and concise accounts of federal assimilationist policies and common institutional practices, she provides an informed and unsettling perspective on the schools’ individual and collective impact. The origins and evolution of assimilationist policies are convincingly framed in relation to long-standing assumptions about what the Christian faith sanctioned in encounters with pagan lands and peoples, and we gain a striking sense of how an ethic of righteous domination shaped institutions meant to accelerate the destruction of indigeneity. Particularly compelling are the accounts of the schools’ coercive religious authority, myriad forms of physical and psychological abuse, and insistent shaming, all of which aimed at, and often succeeded in, destroying the self-esteem of vulnerable children. As we come to understand, routine cruelties coexisted with the self-professed benevolence of the pedagogical bureaucracy. Indigenous resistance is also carefully charted, especially in relation to the “sense of common purpose and pan-Indian identity” that many students managed to establish in the face of crushing assimilative pressures. Less effective is the author’s reckoning with the complex motivations of the influential school administrator Richard Henry Pratt, whose ambitions and techniques are sometimes unjustly simplified. Nevertheless, this book provides a cogent summation of the significance of boarding schools and movingly represents the resilience of the author’s family over generations. A gripping, often harrowing account of the personal and communal toll of cultural genocide. Copyright © Kirkus Reviews, used with permission.