After the Indian wars in the late 19th century, the government established Native American boarding schools, initially run primarily by or affiliated with Christian missionaries. At this time, American society thought that Native American children needed to be acculturated to the general society. The boarding school experience was a total immersion in modern American society, but it could prove traumatic to children, who were forbidden to speak their native languages. They were taught Christianity and not allowed to practice their native religions, and in numerous other ways forced to abandon their Native American identities. Before the 1930s, schools on the reservations provided no schooling beyond the sixth grade. To obtain more, boarding school was usually necessary. Small reservations with a few hundred people usually sent their children to nearby public schools. The "Indian New Deal" of the 1930s closed many of the boarding schools, and downplayed the assimilationist goals. The Indian Division of the Civilian Conservation Corps operated large-scale construction projects on the reservations, building thousands of new schools and community buildings. Under the leadership of John Collier the BIA brought in progressive educators to reshape Indian education. The Bureau of Indian Affairs (BIA) by 1938 taught 30,000 students in 377 boarding and day schools, or 40% of all Indian children in school. The Navajo largely opposed schooling of any sort, but the other tribes accepted the system. There were now high schools on larger reservations, educating not only teenagers but also an adult audience. There were no Indian facilities for higher education. They deemphasized textbooks, emphasized self-esteem, and started teaching Indian history. They promoted traditional arts and crafts of the sort that could be conducted on the reservations, such as making jewelry. The New Deal reformers met significant resistance from parents and teachers, and had mixed results. World War II brought younger Indians in contact with the broader society through military service and work in the munitions industries. The role of schooling was changed to focus on vocational education for jobs in urban America. Since the rise of self-determination for Native Americans, they have generally emphasized education of their children at schools near where they live. In addition, many federally recognized tribes have taken over operations of such schools and added programs of language retention and revival to strengthen their cultures. Beginning in the 1970s, tribes have also founded colleges at their reservations, controlled, and operated by Native Americans, to educate their young for jobs as well as to pass on their cultures.

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World War II brought younger Indians in contact with the broader society through military service and work in the munitions industries.