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Author:   Jacqueline Emery
Publisher:   University of Nebraska Press
Imprint:   University of Nebraska Press
ISBN:  

9781496219596

ISBN 10:   1496219597
Pages:   366
Publication Date:   01 June 2020
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   To order  
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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    

Reviews

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 ? -- Hilary E. Wyss 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 -- Cari M. Carpenter 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 -- Amanda Johnson * Chronicles of Oklahoma * 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 -- Farina King * Tribal College Journal of American Indian Higher Education * 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 -- 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 -- Samantha M. Williams * Transmotion * 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 -- Jerry W. Carlson * Nebraska History * 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 -- Lydia Presley * Great Plains Quarterly * 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 -- M. F. McClure * Choice *

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 ?

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 ? -- Hilary E. Wyss 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 -- Cari M. Carpenter 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 -- Amanda Johnson * Chronicles of Oklahoma * 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 -- Farina King * Tribal College Journal of American Indian Higher Education * 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 -- Samantha M. Williams * Transmotion * 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 -- Steve Amerman * H-AmIndian * 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 -- Jerry W. Carlson * Nebraska History * 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 -- Lydia Presley * Great Plains Quarterly * 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 -- M. F. McClure * Choice *

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 ? -- Hilary E. Wyss 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 -- Cari M. Carpenter

"""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 ?"

Author Information

Jacqueline Emery is an associate professor of English at State University of New York at Old Westbury.

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