{"product_id":"recovering-native-american-writings-in-the-boarding-school-press-9781496219596","title":"Recovering Native American Writings in the","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e2018 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\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\"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, \u003ci\u003eChoice\u003c\/i\u003e\u003cbr\u003e\"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, \u003ci\u003eGreat Plains Quarterly\u003c\/i\u003e\u003cbr\u003e\"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, \u003ci\u003eNebraska History\u003c\/i\u003e\u003cbr\u003e\"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\u003cbr\u003e\"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, \u003ci\u003eTransmotion\u003c\/i\u003e\u003cbr\u003e\"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, \u003ci\u003eTribal College Journal of American Indian Higher Education\u003c\/i\u003e\u003cbr\u003e\"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, \u003ci\u003eChronicles of Oklahoma\u003c\/i\u003e\u003cbr\u003e\"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\u003cbr\u003e“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 \u003ci\u003eThe Newspaper Warrior: Sarah Winnemucca Hopkins's Campaign for American Indian Rights, 1864–1891\u003c\/i\u003e\u003cbr\u003e  \u003cbr\u003e“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 \u003ci\u003eEnglish Letters and Indian Literacies: Reading, Writing, and New England Missionary Schools, 1750–1830 \u003c\/i\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003eList of Illustrations    \u003cbr\u003e Introduction    \u003cbr\u003e\u003cbr\u003e Part One: Writings by Boarding School Students\u003cbr\u003e\u003cbr\u003e Letters    \u003cb\u003eArizona Jackson\u003c\/b\u003e (Wyandot)     Letter to Laura, 1880    \u003cbr\u003e Letter to the Editors, 1881    \u003cbr\u003e Letter to Susan Longstreth, 1881    \u003cb\u003eSamuel Townsend\u003c\/b\u003e (Pawnee)     Letter by an Apprentice, 1880    \u003cbr\u003e\u003cb\u003eLuther Standing Bear \u003c\/b\u003e(Oglala Sioux)     \u003cbr\u003e Letter on Baltimore, 1881    \u003cbr\u003e Letter to Father, 1882    \u003cbr\u003e Editorials    \u003cb\u003eIda Johnson\u003c\/b\u003e (Wyandot?), \u003cb\u003eArizona Jackson\u003c\/b\u003e (Wyandot), and \u003cb\u003eLula Walker \u003c\/b\u003e(Wyandot)     \u003ci\u003eHallaquah \u003c\/i\u003eEditorial, December 1879    \u003cbr\u003e\u003ci\u003eHallaquah \u003c\/i\u003eEditorial, January 1880     \u003cbr\u003e\u003ci\u003eHallaquah\u003c\/i\u003e Editorial, February 1880     \u003cbr\u003e\u003ci\u003eHallaquah\u003c\/i\u003e Editorial, March–April 1880     \u003cbr\u003e\u003ci\u003eHallaquah\u003c\/i\u003e Editorial, May 1880     \u003cb\u003eLucy Grey\u003c\/b\u003e (Seneca), \u003cb\u003eArizona Jackson\u003c\/b\u003e (Wyandot), and \u003cb\u003eBertrand N. O. Walker \u003c\/b\u003e(Wyandot) \u003ci\u003eHallaquah\u003c\/i\u003e Editorial, January 1881     \u003cbr\u003e\u003ci\u003eHallaquah\u003c\/i\u003e Editorial, February 1881     \u003cbr\u003e\u003ci\u003eHallaquah\u003c\/i\u003e Editorial, March 1881     \u003cbr\u003e\u003ci\u003eHallaquah\u003c\/i\u003e Editorial, April 1881     \u003cbr\u003e\u003ci\u003eHallaquah\u003c\/i\u003e Editorial, May 1881     \u003cbr\u003e\u003ci\u003eHallaquah\u003c\/i\u003e Editorial, August, September, October, and November 1881     \u003cb\u003eSamuel Townsend \u003c\/b\u003e(Pawnee)     \u003ci\u003eSchool News\u003c\/i\u003e Editorial, June 1880    \u003cbr\u003e\u003ci\u003eSchool News\u003c\/i\u003e Editorial, July 1880    \u003cbr\u003e\u003ci\u003eSchool News\u003c\/i\u003e Editorial, August 1880    \u003cbr\u003e\u003ci\u003eSchool News \u003c\/i\u003eEditorial, October 1880    \u003cbr\u003e\u003ci\u003eSchool News\u003c\/i\u003e Editorial, December 1880    \u003cbr\u003e\u003ci\u003eSchool News\u003c\/i\u003e Editorial, January 1881     \u003cbr\u003e\u003ci\u003eSchool News\u003c\/i\u003e Editorial, February 1881     \u003cb\u003eAnnie Lovejoy\u003c\/b\u003e (Sioux),\u003cb\u003e Addie Stevens\u003c\/b\u003e (Winnebago), \u003cb\u003eJames Enouf\u003c\/b\u003e (Potawatomi), and \u003cb\u003eFrank Hubbard \u003c\/b\u003e(Penobscot)     Our Motto Changed, \u003ci\u003eTalks and Thoughts\u003c\/i\u003e Editorial, January 1892     \u003cbr\u003e Essays    \u003cb\u003eHenry Caruthers Roman Nose\u003c\/b\u003e (Southern Cheyenne)     An Indian Boy’s Camp Life, 1880     \u003cbr\u003e Roman Nose Goes to New York, 1880     \u003cbr\u003e Roman Nose Goes to Indian Territory, 1880     \u003cbr\u003e Experiences of H. C. Roman Nose, 1880     \u003cbr\u003e Experiences of H. C. Roman Nose, on Captain Pratt, 1881    \u003cbr\u003e Experiences of H. C. Roman Nose, on Going to Hampton, 1881     \u003cbr\u003e Experiences of H. C. Roman Nose, on Getting an Education,1881     \u003cb\u003eMary North\u003c\/b\u003e (Arapaho)     A Little Story, 1880     \u003cb\u003eJoseph Du Bray\u003c\/b\u003e (Yankton Sioux)     Indians’ Accustoms, 1891     \u003cbr\u003e How to Walk Straight, 1892     \u003cbr\u003e The Sun Dance, 1893     \u003cbr\u003e\u003cb\u003eRobert Placidus Higheagle\u003c\/b\u003e (Standing Rock Sioux)     \u003cbr\u003e Tipi-iyokihe, 1895     \u003cb\u003eSamuel Baskin\u003c\/b\u003e (Santee Sioux)     What the White Man Has Gained from the Indian, 1896     \u003cb\u003eAlonzo Lee\u003c\/b\u003e (Eastern Band Cherokee)     The Trail of the Serpent, 1896     \u003cbr\u003e Indian Folk-Lore, 1896     \u003cbr\u003e An Indian Naturalist, 1897     \u003cbr\u003e Transition Scenes, 1899     \u003cb\u003eAnna Bender\u003c\/b\u003e (White Earth Chippewa)     A Glimpse of the Old Indian Religion, 1904     \u003cbr\u003e An Indian Girl in Boston, 1904     \u003cb\u003eElizabeth Bender \u003c\/b\u003e(White Earth Chippewa)     From Hampton to New York, 1905     \u003cb\u003eJ. William Ettawageshik\u003c\/b\u003e (Ottawa)     My Home Locality, 1909     \u003cb\u003eCaleb Carter\u003c\/b\u003e (Nez Percé)     Christmas Among the Nez Percés, 1911     \u003cbr\u003e How the Nez Percés Trained for Long Distance Running, 1911     \u003cbr\u003e Short Stories and Retold Tales    \u003cb\u003eJoseph Du Bray\u003c\/b\u003e (Yankton Sioux)     A Fox and a Wolf: A Fable, 1892     \u003cb\u003eHarry Hand \u003c\/b\u003e(Crow Creek Sioux)     The Brave War-Chief and the Ghost, 1892     \u003cbr\u003e A Buffalo Hunt, 1892     \u003cbr\u003e The Story Teller, 1893     \u003cbr\u003e The Adventures of a Strange Family, 1893     \u003cb\u003eChapman Schanandoah\u003c\/b\u003e (Oneida)     How the Bear Lost His Tail: An Old Indian Story, 1893     \u003cb\u003eRobert Placidus Higheagle \u003c\/b\u003e(Standing Rock Sioux)     The Brave Deaf and Dumb Boy, 1893     \u003cbr\u003e The Legend of Owl River, 1895     \u003cb\u003eSamuel Baskin\u003c\/b\u003e (Santee Sioux)     Ite Waste, or Fair Face, 1895     \u003cb\u003eStella Vanessa Bear\u003c\/b\u003e (Arikara)     An Indian Story, 1903     \u003cbr\u003e How My People First Came to the World, 1903     \u003cbr\u003e An Enemy’s Revenge, 1905     \u003cbr\u003e Ghost Bride Pawnee Legend, 1910     \u003cbr\u003e Indian Legend—Creation of the World, 1910     \u003cb\u003eAnna Bender\u003c\/b\u003e (White Earth Chippewa)     Quital’s First Hunt, 1904     \u003cbr\u003e The First Squirrel, 1904     \u003cbr\u003e The Big Dipper, 1904     \u003cb\u003eWilliam J. Owl\u003c\/b\u003e (Eastern Band Cherokee)     The Beautiful Bird, 1910     \u003cbr\u003e The Way the Opossum Derived His Name, 1912     \u003cb\u003eEmma La Vatta \u003c\/b\u003e(Fort Hall Shoshoni)     The Story of the Deerskin, 1910     \u003cbr\u003e Why the Snake’s Head Became Flat, 1911     \u003cb\u003eJ. William Ettawageshik \u003c\/b\u003e(Ottawa)     The Maple Sugar Sand, 1910     \u003cb\u003eCaleb Carter\u003c\/b\u003e (Nez Percé)     The Coyote and the Wind, 1913     \u003cbr\u003e The Feast of the Animals, 1913     \u003cbr\u003e Part Two: Writings by Late Nineteenth- and Early Twentieth-Century Native American Public Intellectuals\u003cbr\u003e  \u003cb\u003eFrancis La Flesche\u003c\/b\u003e (Omaha)     Address to Carlisle Students, 1886     \u003cbr\u003e The Laughing Bird, the Wren: An Indian Legend, 1900     \u003cbr\u003e The Past Life of the Plains Indians, 1905     \u003cbr\u003e One Touch of Nature, 1913     \u003cb\u003eCarlos Montezuma\u003c\/b\u003e (Yavapai)     An Apache, to the Students of Carlisle Indian School, 1887     \u003cbr\u003e The Indian Problem from an Indian’s Standpoint, 1898     \u003cbr\u003e Civilized Arrow Shots from an Apache Indian, 1902     \u003cbr\u003e The Indian Dance, 1902     \u003cbr\u003e Flash Lights on the Indian Question, 1902     \u003cbr\u003e How America Has Betrayed the Indian, 1903     \u003cb\u003eCharles Alexander Eastman \u003c\/b\u003e(Santee Sioux)     An Indian Collegian’s Speech, 1888     \u003cbr\u003e Address at Carlisle Commencement, 1899     \u003cbr\u003e The Making of a Prophet, 1899     \u003cbr\u003e Notes of a Trip to the Southwest, 1900     \u003cbr\u003e An Indian Festival, 1900     \u003cbr\u003e A True Story with Several Morals, 1900     \u003cbr\u003e Indian Traits, 1903     \u003cbr\u003e The Indian’s View of the Indian in Literature, 1903     \u003cbr\u003e Life and Handicrafts of the Northern Ojibwas, 1911     \u003cbr\u003e “My People”: The Indians’ Contribution to the Art of America, 1914     \u003cb\u003eAngel De Cora\u003c\/b\u003e (Winnebago)     My People, 1897     \u003cbr\u003e Native Indian Art, 1907     \u003cbr\u003e An Autobiography, 1911     \u003cb\u003eGertrude Bonnin\u003c\/b\u003e (Yankton Sioux)     School Days of an Indian Girl, 1900     \u003cbr\u003e Letter to the\u003ci\u003e Red Man\u003c\/i\u003e, 1900    \u003cbr\u003e A Protest Against the Abolition of the Indian Dance, 1902     \u003cb\u003eLaura Cornelius Kellogg\u003c\/b\u003e (Oneida)    Indian Public Opinion, 1902    \u003cb\u003eJohn Milton Oskison\u003c\/b\u003e (Cherokee)     The Outlook for the Indian, 1903     \u003cbr\u003e The Problem of Old Harjo, 1907     \u003cbr\u003e The Indian in the Professions, 1912     \u003cbr\u003e Address by J. M. Oskison, 1912     \u003cbr\u003e An Indian Animal Story, 1914     \u003cb\u003eArthur Caswell Parker\u003c\/b\u003e (Seneca)     Making New Americans from Old, 1911     \u003cbr\u003e Progress for the Indian, 1912     \u003cbr\u003e Needed Changes in Indian Affairs, 1912    \u003cb\u003eHenry Roe Cloud\u003c\/b\u003e (Winnebago)     Education of the American Indian, 1915     \u003cb\u003eElizabeth Bender\u003c\/b\u003e (White Earth Chippewa)     Training Indian Girls for Efficient Home Makers, 1916     \u003cbr\u003e A Hampton Graduate’s Experience, 1916     \u003cbr\u003e Acknowledgments    \u003cbr\u003e Notes    \u003cbr\u003e Bibliography    \u003cbr\u003e Index    ","brand":"University of Nebraska Press","offers":[{"title":"Default Title","offer_id":49409230176599,"sku":"9781496219596","price":21.59,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781496219596.jpg?v=1730506053","url":"https:\/\/bookcurl.com\/products\/recovering-native-american-writings-in-the-boarding-school-press-9781496219596","provider":"Book Curl","version":"1.0","type":"link"}