Description

Book Synopsis
2018 Outstanding Academic Title, selected by Choice Recovering Native American Writings in the Boarding School Press is the first comprehensive collectionof writings by students and well-known Native American authors who published in boarding school newspapers during the late nineteenth and early twentieth centuries.Students used their acquired literacy in English along with more concrete tools that the boarding schools made available, such as printing technology, to create identities for themselves as editors and writers.In these roles they sought to challenge Native American stereotypes and share issues of importance to their communities. Writings by Gertrude Bonnin (Zitkala-Ša), Charles Eastman, and Luther Standing Bear are paired with the works of lesser-known writers to reveal parallels and points of contrast between students and generations.Drawing works primarily from the Carlisle Indian Industrial School (Pennsylvania), the Hampton Institute (Virginia), and the Seneca Indian Sc

Trade Review
"The texts . . . go a long way toward showing the degree to which some embraced assimilationist rhetoric and others saw literacy and publishing as means to adapting, surviving, resisting, "talking back," and ultimately claiming agency over their own futures in a society that, to differing degrees, saw their existence as a problem to be solved."—M. F. McClure, Choice
"Emery's book is timely and important, as it is critical that both Native Americans and allies push for education about this period in history, especially at such a crucial time in our development as a country. Now, more than ever, with the call for a "national identity," we should be looking to our past and what the building of that national identity entails. This means that we should be educating our citizens on how our past governments have attempted to shape the "American." Emery's book provides us with a rich resource of stories gathered from the voices of the students who were part of Carlisle founder Richard Henry Pratt's vision."—Lydia Presley, Great Plains Quarterly
"This edited volume features work of thirty-five Native writers and editors and brings visibility to the boarding school newspapers, which hopefully will spur efforts at preserving and using these works as an untapped resource that give voice to Native Americans and expand the history of Native American literature."—Jerry W. Carlson, Nebraska History
"By carefully doing the time-consuming work of collecting the writings for this book—writings by Indian people themselves that are scattered in difficult-to-access newspaper archives—Emery has provided a valuable service. She has created a resource that can help us restore and recover at least some of our sight, bringing more detail, nuance, complexity, and humanity into view, if only we can take the time to look closely enough."—Steve Amerman, H-AmIndian
"The absorbing nature of these writings and reflections, combined with the insights they provide into an often-ignored chapter in U.S. history, illustrate their value and significance and underscore the importance of publishing additional volumes of Native students' writings."—Samantha M. Williams, Transmotion
"This invaluable collection of Native American writings from the turn of the 20th century amplifies Indian voices and experiences during one of the most transitional periods for Indigenous communities in North America. . . . These writings offer a lens to the humanity, creativity, and intellectualism of boarding school students who navigated many issues, cultures, and settings, while representing their peoples and futures."—Farina King, Tribal College Journal of American Indian Higher Education
"Emery's most valuable addition to boarding school literature is her use of lesser-known writers. While most boarding school presses were run by boys, Emery also has included unique sources like the all-female editorial group—Ida Johnson, Arizona Jackson, and Lula Walker—who launched the Hallaquah newspaper at Seneca Indian School in 1879. Instead of using the newspaper as a promotion of assimilation, these young women showed agency and used their newspaper as a way to preserve their cultures and serve their neighboring communities."—Amanda Johnson, Chronicles of Oklahoma
"The editor's exemplary work, meticulous research, and orchestration of a multi-vocal dialogue between boarding school students and activists across decades paves the way for similar, much-needed work of recovery in the field, both in the boarding school press and beyond. We know that Native students were also skilled poets and performers; this is a study worth undertaking by scholars in the future."—Cristina Stanciu, University of Wisconsin-Madison
“Jacqueline Emery offers an important addition to the field of Native American studies and, in particular, boarding school literature. . . . [This study] is a significant contribution to making available early voices of American Indian students.”—Cari M. Carpenter, associate professor of English at West Virginia University and coeditor of The Newspaper Warrior: Sarah Winnemucca Hopkins's Campaign for American Indian Rights, 1864–1891

“This collection offers something not only to specialists but also to general readers, and especially to classes devoted to Native American studies, Native literature, literacy history, and mass communication. This is an important work.”—Hilary E. Wyss, Hargis Professor of American Literature at Auburn University and author of English Letters and Indian Literacies: Reading, Writing, and New England Missionary Schools, 1750–1830

Table of Contents
List of Illustrations
Introduction

Part One: Writings by Boarding School Students

Letters Arizona Jackson (Wyandot) Letter to Laura, 1880
Letter to the Editors, 1881
Letter to Susan Longstreth, 1881 Samuel Townsend (Pawnee) Letter by an Apprentice, 1880
Luther Standing Bear (Oglala Sioux)
Letter on Baltimore, 1881
Letter to Father, 1882
Editorials Ida Johnson (Wyandot?), Arizona Jackson (Wyandot), and Lula Walker (Wyandot) Hallaquah Editorial, December 1879
Hallaquah Editorial, January 1880
Hallaquah Editorial, February 1880
Hallaquah Editorial, March–April 1880
Hallaquah Editorial, May 1880 Lucy Grey (Seneca), Arizona Jackson (Wyandot), and Bertrand N. O. Walker (Wyandot) Hallaquah Editorial, January 1881
Hallaquah Editorial, February 1881
Hallaquah Editorial, March 1881
Hallaquah Editorial, April 1881
Hallaquah Editorial, May 1881
Hallaquah Editorial, August, September, October, and November 1881 Samuel Townsend (Pawnee) School News Editorial, June 1880
School News Editorial, July 1880
School News Editorial, August 1880
School News Editorial, October 1880
School News Editorial, December 1880
School News Editorial, January 1881
School News Editorial, February 1881 Annie Lovejoy (Sioux), Addie Stevens (Winnebago), James Enouf (Potawatomi), and Frank Hubbard (Penobscot) Our Motto Changed, Talks and Thoughts Editorial, January 1892
Essays Henry Caruthers Roman Nose (Southern Cheyenne) An Indian Boy’s Camp Life, 1880
Roman Nose Goes to New York, 1880
Roman Nose Goes to Indian Territory, 1880
Experiences of H. C. Roman Nose, 1880
Experiences of H. C. Roman Nose, on Captain Pratt, 1881
Experiences of H. C. Roman Nose, on Going to Hampton, 1881
Experiences of H. C. Roman Nose, on Getting an Education,1881 Mary North (Arapaho) A Little Story, 1880 Joseph Du Bray (Yankton Sioux) Indians’ Accustoms, 1891
How to Walk Straight, 1892
The Sun Dance, 1893
Robert Placidus Higheagle (Standing Rock Sioux)
Tipi-iyokihe, 1895 Samuel Baskin (Santee Sioux) What the White Man Has Gained from the Indian, 1896 Alonzo Lee (Eastern Band Cherokee) The Trail of the Serpent, 1896
Indian Folk-Lore, 1896
An Indian Naturalist, 1897
Transition Scenes, 1899 Anna Bender (White Earth Chippewa) A Glimpse of the Old Indian Religion, 1904
An Indian Girl in Boston, 1904 Elizabeth Bender (White Earth Chippewa) From Hampton to New York, 1905 J. William Ettawageshik (Ottawa) My Home Locality, 1909 Caleb Carter (Nez Percé) Christmas Among the Nez Percés, 1911
How the Nez Percés Trained for Long Distance Running, 1911
Short Stories and Retold Tales Joseph Du Bray (Yankton Sioux) A Fox and a Wolf: A Fable, 1892 Harry Hand (Crow Creek Sioux) The Brave War-Chief and the Ghost, 1892
A Buffalo Hunt, 1892
The Story Teller, 1893
The Adventures of a Strange Family, 1893 Chapman Schanandoah (Oneida) How the Bear Lost His Tail: An Old Indian Story, 1893 Robert Placidus Higheagle (Standing Rock Sioux) The Brave Deaf and Dumb Boy, 1893
The Legend of Owl River, 1895 Samuel Baskin (Santee Sioux) Ite Waste, or Fair Face, 1895 Stella Vanessa Bear (Arikara) An Indian Story, 1903
How My People First Came to the World, 1903
An Enemy’s Revenge, 1905
Ghost Bride Pawnee Legend, 1910
Indian Legend—Creation of the World, 1910 Anna Bender (White Earth Chippewa) Quital’s First Hunt, 1904
The First Squirrel, 1904
The Big Dipper, 1904 William J. Owl (Eastern Band Cherokee) The Beautiful Bird, 1910
The Way the Opossum Derived His Name, 1912 Emma La Vatta (Fort Hall Shoshoni) The Story of the Deerskin, 1910
Why the Snake’s Head Became Flat, 1911 J. William Ettawageshik (Ottawa) The Maple Sugar Sand, 1910 Caleb Carter (Nez Percé) The Coyote and the Wind, 1913
The Feast of the Animals, 1913
Part Two: Writings by Late Nineteenth- and Early Twentieth-Century Native American Public Intellectuals
Francis La Flesche (Omaha) Address to Carlisle Students, 1886
The Laughing Bird, the Wren: An Indian Legend, 1900
The Past Life of the Plains Indians, 1905
One Touch of Nature, 1913 Carlos Montezuma (Yavapai) An Apache, to the Students of Carlisle Indian School, 1887
The Indian Problem from an Indian’s Standpoint, 1898
Civilized Arrow Shots from an Apache Indian, 1902
The Indian Dance, 1902
Flash Lights on the Indian Question, 1902
How America Has Betrayed the Indian, 1903 Charles Alexander Eastman (Santee Sioux) An Indian Collegian’s Speech, 1888
Address at Carlisle Commencement, 1899
The Making of a Prophet, 1899
Notes of a Trip to the Southwest, 1900
An Indian Festival, 1900
A True Story with Several Morals, 1900
Indian Traits, 1903
The Indian’s View of the Indian in Literature, 1903
Life and Handicrafts of the Northern Ojibwas, 1911
“My People”: The Indians’ Contribution to the Art of America, 1914 Angel De Cora (Winnebago) My People, 1897
Native Indian Art, 1907
An Autobiography, 1911 Gertrude Bonnin (Yankton Sioux) School Days of an Indian Girl, 1900
Letter to the Red Man, 1900
A Protest Against the Abolition of the Indian Dance, 1902 Laura Cornelius Kellogg (Oneida) Indian Public Opinion, 1902 John Milton Oskison (Cherokee) The Outlook for the Indian, 1903
The Problem of Old Harjo, 1907
The Indian in the Professions, 1912
Address by J. M. Oskison, 1912
An Indian Animal Story, 1914 Arthur Caswell Parker (Seneca) Making New Americans from Old, 1911
Progress for the Indian, 1912
Needed Changes in Indian Affairs, 1912 Henry Roe Cloud (Winnebago) Education of the American Indian, 1915 Elizabeth Bender (White Earth Chippewa) Training Indian Girls for Efficient Home Makers, 1916
A Hampton Graduate’s Experience, 1916
Acknowledgments
Notes
Bibliography
Index

Recovering Native American Writings in the

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    A Paperback / softback by Jacqueline Emery

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      View other formats and editions of Recovering Native American Writings in the by Jacqueline Emery

      Publisher: University of Nebraska Press
      Publication Date: 01/06/2020
      ISBN13: 9781496219596, 978-1496219596
      ISBN10: 1496219597
      Also in:
      Indigenous peoples / Indigeneity

      Description

      Book Synopsis
      2018 Outstanding Academic Title, selected by Choice Recovering Native American Writings in the Boarding School Press is the first comprehensive collectionof writings by students and well-known Native American authors who published in boarding school newspapers during the late nineteenth and early twentieth centuries.Students used their acquired literacy in English along with more concrete tools that the boarding schools made available, such as printing technology, to create identities for themselves as editors and writers.In these roles they sought to challenge Native American stereotypes and share issues of importance to their communities. Writings by Gertrude Bonnin (Zitkala-Ša), Charles Eastman, and Luther Standing Bear are paired with the works of lesser-known writers to reveal parallels and points of contrast between students and generations.Drawing works primarily from the Carlisle Indian Industrial School (Pennsylvania), the Hampton Institute (Virginia), and the Seneca Indian Sc

      Trade Review
      "The texts . . . go a long way toward showing the degree to which some embraced assimilationist rhetoric and others saw literacy and publishing as means to adapting, surviving, resisting, "talking back," and ultimately claiming agency over their own futures in a society that, to differing degrees, saw their existence as a problem to be solved."—M. F. McClure, Choice
      "Emery's book is timely and important, as it is critical that both Native Americans and allies push for education about this period in history, especially at such a crucial time in our development as a country. Now, more than ever, with the call for a "national identity," we should be looking to our past and what the building of that national identity entails. This means that we should be educating our citizens on how our past governments have attempted to shape the "American." Emery's book provides us with a rich resource of stories gathered from the voices of the students who were part of Carlisle founder Richard Henry Pratt's vision."—Lydia Presley, Great Plains Quarterly
      "This edited volume features work of thirty-five Native writers and editors and brings visibility to the boarding school newspapers, which hopefully will spur efforts at preserving and using these works as an untapped resource that give voice to Native Americans and expand the history of Native American literature."—Jerry W. Carlson, Nebraska History
      "By carefully doing the time-consuming work of collecting the writings for this book—writings by Indian people themselves that are scattered in difficult-to-access newspaper archives—Emery has provided a valuable service. She has created a resource that can help us restore and recover at least some of our sight, bringing more detail, nuance, complexity, and humanity into view, if only we can take the time to look closely enough."—Steve Amerman, H-AmIndian
      "The absorbing nature of these writings and reflections, combined with the insights they provide into an often-ignored chapter in U.S. history, illustrate their value and significance and underscore the importance of publishing additional volumes of Native students' writings."—Samantha M. Williams, Transmotion
      "This invaluable collection of Native American writings from the turn of the 20th century amplifies Indian voices and experiences during one of the most transitional periods for Indigenous communities in North America. . . . These writings offer a lens to the humanity, creativity, and intellectualism of boarding school students who navigated many issues, cultures, and settings, while representing their peoples and futures."—Farina King, Tribal College Journal of American Indian Higher Education
      "Emery's most valuable addition to boarding school literature is her use of lesser-known writers. While most boarding school presses were run by boys, Emery also has included unique sources like the all-female editorial group—Ida Johnson, Arizona Jackson, and Lula Walker—who launched the Hallaquah newspaper at Seneca Indian School in 1879. Instead of using the newspaper as a promotion of assimilation, these young women showed agency and used their newspaper as a way to preserve their cultures and serve their neighboring communities."—Amanda Johnson, Chronicles of Oklahoma
      "The editor's exemplary work, meticulous research, and orchestration of a multi-vocal dialogue between boarding school students and activists across decades paves the way for similar, much-needed work of recovery in the field, both in the boarding school press and beyond. We know that Native students were also skilled poets and performers; this is a study worth undertaking by scholars in the future."—Cristina Stanciu, University of Wisconsin-Madison
      “Jacqueline Emery offers an important addition to the field of Native American studies and, in particular, boarding school literature. . . . [This study] is a significant contribution to making available early voices of American Indian students.”—Cari M. Carpenter, associate professor of English at West Virginia University and coeditor of The Newspaper Warrior: Sarah Winnemucca Hopkins's Campaign for American Indian Rights, 1864–1891

      “This collection offers something not only to specialists but also to general readers, and especially to classes devoted to Native American studies, Native literature, literacy history, and mass communication. This is an important work.”—Hilary E. Wyss, Hargis Professor of American Literature at Auburn University and author of English Letters and Indian Literacies: Reading, Writing, and New England Missionary Schools, 1750–1830

      Table of Contents
      List of Illustrations
      Introduction

      Part One: Writings by Boarding School Students

      Letters Arizona Jackson (Wyandot) Letter to Laura, 1880
      Letter to the Editors, 1881
      Letter to Susan Longstreth, 1881 Samuel Townsend (Pawnee) Letter by an Apprentice, 1880
      Luther Standing Bear (Oglala Sioux)
      Letter on Baltimore, 1881
      Letter to Father, 1882
      Editorials Ida Johnson (Wyandot?), Arizona Jackson (Wyandot), and Lula Walker (Wyandot) Hallaquah Editorial, December 1879
      Hallaquah Editorial, January 1880
      Hallaquah Editorial, February 1880
      Hallaquah Editorial, March–April 1880
      Hallaquah Editorial, May 1880 Lucy Grey (Seneca), Arizona Jackson (Wyandot), and Bertrand N. O. Walker (Wyandot) Hallaquah Editorial, January 1881
      Hallaquah Editorial, February 1881
      Hallaquah Editorial, March 1881
      Hallaquah Editorial, April 1881
      Hallaquah Editorial, May 1881
      Hallaquah Editorial, August, September, October, and November 1881 Samuel Townsend (Pawnee) School News Editorial, June 1880
      School News Editorial, July 1880
      School News Editorial, August 1880
      School News Editorial, October 1880
      School News Editorial, December 1880
      School News Editorial, January 1881
      School News Editorial, February 1881 Annie Lovejoy (Sioux), Addie Stevens (Winnebago), James Enouf (Potawatomi), and Frank Hubbard (Penobscot) Our Motto Changed, Talks and Thoughts Editorial, January 1892
      Essays Henry Caruthers Roman Nose (Southern Cheyenne) An Indian Boy’s Camp Life, 1880
      Roman Nose Goes to New York, 1880
      Roman Nose Goes to Indian Territory, 1880
      Experiences of H. C. Roman Nose, 1880
      Experiences of H. C. Roman Nose, on Captain Pratt, 1881
      Experiences of H. C. Roman Nose, on Going to Hampton, 1881
      Experiences of H. C. Roman Nose, on Getting an Education,1881 Mary North (Arapaho) A Little Story, 1880 Joseph Du Bray (Yankton Sioux) Indians’ Accustoms, 1891
      How to Walk Straight, 1892
      The Sun Dance, 1893
      Robert Placidus Higheagle (Standing Rock Sioux)
      Tipi-iyokihe, 1895 Samuel Baskin (Santee Sioux) What the White Man Has Gained from the Indian, 1896 Alonzo Lee (Eastern Band Cherokee) The Trail of the Serpent, 1896
      Indian Folk-Lore, 1896
      An Indian Naturalist, 1897
      Transition Scenes, 1899 Anna Bender (White Earth Chippewa) A Glimpse of the Old Indian Religion, 1904
      An Indian Girl in Boston, 1904 Elizabeth Bender (White Earth Chippewa) From Hampton to New York, 1905 J. William Ettawageshik (Ottawa) My Home Locality, 1909 Caleb Carter (Nez Percé) Christmas Among the Nez Percés, 1911
      How the Nez Percés Trained for Long Distance Running, 1911
      Short Stories and Retold Tales Joseph Du Bray (Yankton Sioux) A Fox and a Wolf: A Fable, 1892 Harry Hand (Crow Creek Sioux) The Brave War-Chief and the Ghost, 1892
      A Buffalo Hunt, 1892
      The Story Teller, 1893
      The Adventures of a Strange Family, 1893 Chapman Schanandoah (Oneida) How the Bear Lost His Tail: An Old Indian Story, 1893 Robert Placidus Higheagle (Standing Rock Sioux) The Brave Deaf and Dumb Boy, 1893
      The Legend of Owl River, 1895 Samuel Baskin (Santee Sioux) Ite Waste, or Fair Face, 1895 Stella Vanessa Bear (Arikara) An Indian Story, 1903
      How My People First Came to the World, 1903
      An Enemy’s Revenge, 1905
      Ghost Bride Pawnee Legend, 1910
      Indian Legend—Creation of the World, 1910 Anna Bender (White Earth Chippewa) Quital’s First Hunt, 1904
      The First Squirrel, 1904
      The Big Dipper, 1904 William J. Owl (Eastern Band Cherokee) The Beautiful Bird, 1910
      The Way the Opossum Derived His Name, 1912 Emma La Vatta (Fort Hall Shoshoni) The Story of the Deerskin, 1910
      Why the Snake’s Head Became Flat, 1911 J. William Ettawageshik (Ottawa) The Maple Sugar Sand, 1910 Caleb Carter (Nez Percé) The Coyote and the Wind, 1913
      The Feast of the Animals, 1913
      Part Two: Writings by Late Nineteenth- and Early Twentieth-Century Native American Public Intellectuals
      Francis La Flesche (Omaha) Address to Carlisle Students, 1886
      The Laughing Bird, the Wren: An Indian Legend, 1900
      The Past Life of the Plains Indians, 1905
      One Touch of Nature, 1913 Carlos Montezuma (Yavapai) An Apache, to the Students of Carlisle Indian School, 1887
      The Indian Problem from an Indian’s Standpoint, 1898
      Civilized Arrow Shots from an Apache Indian, 1902
      The Indian Dance, 1902
      Flash Lights on the Indian Question, 1902
      How America Has Betrayed the Indian, 1903 Charles Alexander Eastman (Santee Sioux) An Indian Collegian’s Speech, 1888
      Address at Carlisle Commencement, 1899
      The Making of a Prophet, 1899
      Notes of a Trip to the Southwest, 1900
      An Indian Festival, 1900
      A True Story with Several Morals, 1900
      Indian Traits, 1903
      The Indian’s View of the Indian in Literature, 1903
      Life and Handicrafts of the Northern Ojibwas, 1911
      “My People”: The Indians’ Contribution to the Art of America, 1914 Angel De Cora (Winnebago) My People, 1897
      Native Indian Art, 1907
      An Autobiography, 1911 Gertrude Bonnin (Yankton Sioux) School Days of an Indian Girl, 1900
      Letter to the Red Man, 1900
      A Protest Against the Abolition of the Indian Dance, 1902 Laura Cornelius Kellogg (Oneida) Indian Public Opinion, 1902 John Milton Oskison (Cherokee) The Outlook for the Indian, 1903
      The Problem of Old Harjo, 1907
      The Indian in the Professions, 1912
      Address by J. M. Oskison, 1912
      An Indian Animal Story, 1914 Arthur Caswell Parker (Seneca) Making New Americans from Old, 1911
      Progress for the Indian, 1912
      Needed Changes in Indian Affairs, 1912 Henry Roe Cloud (Winnebago) Education of the American Indian, 1915 Elizabeth Bender (White Earth Chippewa) Training Indian Girls for Efficient Home Makers, 1916
      A Hampton Graduate’s Experience, 1916
      Acknowledgments
      Notes
      Bibliography
      Index

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