DOCSLIB.ORG

American Indian Students at the Northfield Mount Hermon School

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

University of New Hampshire University of New Hampshire Scholars' Repository Doctoral Dissertations Student Scholarship Spring 2009 Bridging cultures: American Indian students at the Northfield Mount Hermon School Kathryn A. Askins University of New Hampshire, Durham Follow this and additional works at: https://scholars.unh.edu/dissertation Recommended Citation Askins, Kathryn A., "Bridging cultures: American Indian students at the Northfield Mount Hermon School" (2009). Doctoral Dissertations. 467. https://scholars.unh.edu/dissertation/467 This Dissertation is brought to you for free and open access by the Student Scholarship at University of New Hampshire Scholars' Repository. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of University of New Hampshire Scholars' Repository. For more information, please contact [email protected]. BRIDGING CULTURES: AMERICAN INDIAN STUDENTS AT THE NORTHFIELD MOUNT HERMON SCHOOL BY KATHRYN A. ASKINS BS, Franklin Pierce College, 1982 MA, University of Arizona, 1999 DISSERTATION Submitted to the University of New Hampshire in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in History May, 2009 UMI Number: 3363711 Copyright 2009 by Askins, Kathryn A. INFORMATION TO USERS The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleed-through, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. UMI® UMI Microform 3363711 Copyright 2009 by ProQuest LLC All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. ProQuest LLC 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106-1346 ALL RIGHTS RESERVED ©2009 Kathryn A. Askins This dissertation has been examined and approved. Dissertation Director, Lucy Salyer, Assoc. Professor of History J. William Harris, Professor of History Kurk Dorsey, Assoc. Professor of History Siobhan Senier, Assoc. Professor of English Mary Jo Tippeconnic Fox, Assoc. Professor, American Indian Studies, University of Arizona Date ACKNOWLEDGEMENTS When I embarked upon my graduate studies, I intended to invest two years in obtaining my Masters degree in American Indian Studies, period. But, sometime during my second semester at the University of Arizona, I revised my plans to include a Ph.D. Two years of graduate study turned into eleven, and although the journey has been challenging at times, I do not regret the trip. Along the way I learned that my love of overcoming objections in a sales situation was transferable to teaching - "selling" the notion that history is more than dates and events; it is about people. I found that students do appreciate dedication to and passion for a discipline, and they have rewarded me with enthusiastic class participation and assurances that after taking my class, they no longer "hate history." I am so fortunate to have had these experiences, and, just as history is about people, so is my journey. Beginning close to home, I wish to formally thank my husband, children, and grandchildren for their unwavering support. Yes, Nana will finally be writing something other than the dissertation and you will be able to use the computer in my office once again. Next, I wish to announce that the recipients of the "Helping to Keep Me Sane" award are Dick and Sandra Tessier in light of their generosity in allowing me the use of their lake house. I have fond memories of writing chapters one and two during lovely fall days, and celebrating the Red Sox win in 2004 (by myself), as well as the unpleasant realization that over 100 pages of writing added nothing to my argument and were doomed for elimination. As you read this Dick and Sandra, I hope you find that I have added to the body of knowledge in American Indian education. IV To my teaching mentors and sounding boards, Professors Lige Gould, Kurk Dorsey, and Lucy Salyer: I so enjoyed working with you as your Teaching Assistant (and for some of you more than once). Not only did you show me, by example, how to be a better teacher, you also were generous in overlooking my need to laminate. Thank you to my dissertation committee members, Professors Lucy Salyer, J. William Harris, Kurk Dorsey, Siobhan Senier, and Mary Jo Tippeconnic Fox, for your time and patience through this long, long, long, process. I did not intend for life to get in the way of progress, and although I am probably not your first problem child, I do hope I am the last. To Ellen Fitzpatrick: I would not have finished this project without your encouragement and kind words. The emails you sent are still pinned to my office wall and, no doubt, they will be read as I tackle my next project. And, a special thank you to Mary Jo Tippeconnic Fox, my inspiration for this project: all of this began with you. The financial support provided by the Darrett and Anita Rutman Fellowship from the Department of History, the two Summer Teaching Assistant Fellowships and the Dissertation Year Fellowship provided by the Graduate School offset all of the travel expenses of driving and flying around the country for interviews and archival research, and allowing me to set aside large blocks of time to convert ideas to words on paper. To Peter Weis, NMH Archivist: you are one of the most generous and patient men I have ever met. Thank you for allowing me the months required to comb the archives for the information I needed, and thank you for only smiling when I shook with sheer joy at first touching a letter written by Henry Roe Cloud. Thanks also to the staffs of Yale Divinity School, Baker Library at Dartmouth College, the Indian Archives Division of the Oklahoma Historical Society and the Moody Bible Institute for their help and cooperation. Lastly I wish to extend my deep appreciation to those graduates of NMH who agreed to speak with me. Your stories are a vital part of the history of D. L. Moody's v schools, and your willingness to relate your experiences may encourage others to do so in the future. You are inspirational, and I thank you so very much. PREFACE In 1989 our family celebrated the graduation of our younger daughter, Grechen, from the Northfield Mount Hermon School. After four years of rigorous study, Grechen recalls her experience as "the best decision we ever made." It was a gratifying statement, because that was not how she had always felt. The first year was trying. She called home several times a week during her first semester, crying that she was homesick, that she did not like her roommate, that the days were long and tiring. She wanted to be with her friends and in familiar surroundings. Those phone conversations were heart rending, but we held firm, hoping that NMH was the right choice. Grechen was intelligent and we believed she would do well in an environment in which being a good student was expected. Grechen was also shy and quiet. After the admissions interview - during which she was aloof and minimally responsive - we were encouraged to postpone matriculation until the following year, because the Director felt Grechen was not ready for campus life. We insisted that she join the freshmen class. It was the right decision. Grechen's time at NMH exposed her to experiences she would not have had locally. She had exceptional teachers, devoted to their students; she met people from various social and economic backgrounds, and she made life-long friends. Her classmates were from South Africa, Haiti, Asia, and Iran; they were Native Americans, children of diplomats, and the sons and daughters of local residents. The diversity of the student body was invigorating. It opened our daughter's eyes to world issues, politics, new perspectives/and humanity. It was not until 1997 that I began to look at NMH from a new perspective. I was a Master's student at the University of Arizona's American Indian Studies Programs, enrolled vii in a course entitled "The History of American Indian Education," taught by Professor Mary Jo Tippeconnic Fox. One project required research on an American Indian boarding school, and although I was aware that American Indian students had attended NMH for several decades, I was uncertain of the exact dates. I contacted my friend Sally Holland, who had worked in the NMH Development Office from 1983 to 1986, and she informed me that Native students had been present for nearly 120 years, which meant the school had accepted students since the beginning of the boarding school "era." Why? Who were the students, and from where did they originate? How did they know about the Northfield Schools? How long did they stay? What did they do after they left? How were their experiences different from those of enrollees at federal boarding schools? How did more recent graduates feel about attending a boarding school? The questions kept growing, along with my curiosity. I spent a week at the NMH archives - just enough to raise more questions, not only about the students, but about the schools' founder, D.L. Moody. The presentation at U of A on my limited research on NMH went well. With team members Becky Akins and Kara Gniewek, we reported to our class and Professor Fox on a different kind of boarding school. That was the beginning. I had to learn more, but little was written about the school and even less about its Native American students, I spoke to anyone who would listen about my fascination with NMH and its connection with Indian Country.
Recommended publications
  • Food and Drink War and Peace

    Food and Drink War and Peace

    NATIONAL MUSEUM Of ThE AMERICAN INDIANSUMMER 2018 FooD AND DrINk Healthy Eating ANd SOvEREIgNTy ThE Persistence Of ChIChA + WAr AND PeAce hUMbLE Hero Of d-Day NAvAjO Treaty Of 1868 JOIN TODAY FOR ONLY $25 – DON’T MISS ANOTHER ISSUE! NATIONAL MUSEUM of the AMERICAN INDIANFALL 2010 DARK WATERS THE FORMIDABLE ART OF MICHAEL BELMORE EXPLAINING ANDEAN DESIGN THE REMARKABLE LARANCE SPECIAL ISSUE ............................... FAMILY DECEMBER INDIANS ON THE POST ART OFFICE MARKETS WALLS + A NEW VANTAGE POINT ON CONTEMPORARY ARTISTS JOIN TODAY AND LET THE MUSEUM COME TO YOU! BECOME A MEMBER OF THE NATIONAL • 20% discount on all books purchased MUSEUM OF THE AMERICAN INDIAN from the NMAI web site FOR JUST $25 AND YOU’LL RECEIVE: • 10% discount on all purchases from • FREE 1 year subscription to our exclusive, the Mitsitam Café and all NMAI and full-color quarterly publication, American Smithsonian Museum Stores Indian magazine • Permanent Listing on NMAI’s electronic • Preferred Entry to the NMAI Mall Member and Donor Scroll Museum at peak visitor times Join online at www.AmericanIndian.si.edu or call toll free at 800-242-NMAI (6624) or simply mail your check for $25 to NMAI, Member Services PO Box 23473, Washington DC 20026-3473 SMITHSONIAN INSTITUTION 17 NMAI_FALL15.indd 16 2015-07-17 1:00 PM Contents SUMMER 2018 VOL. 19 NO. 2 18 10 ON THE COVER NATIONAL MUSEUM O F THE AMERICAN Traditional food and drink continue to sustain Indigenous identity and cultural (and political) survival. This richly carved Inka qero (wooden drinking cup) shows a mule team hauling house SUMMER 2018 beams to the highlands as a Native woman offers a INDIAN drink of chicha to the mule drivers.
  • Outline of United States Federal Indian Law and Policy

    Outline of United States Federal Indian Law and Policy

    Outline of United States federal Indian law and policy The following outline is provided as an overview of and topical guide to United States federal Indian law and policy: Federal Indian policy – establishes the relationship between the United States Government and the Indian Tribes within its borders. The Constitution gives the federal government primary responsibility for dealing with tribes. Law and U.S. public policy related to Native Americans have evolved continuously since the founding of the United States. David R. Wrone argues that the failure of the treaty system was because of the inability of an individualistic, democratic society to recognize group rights or the value of an organic, corporatist culture represented by the tribes.[1] U.S. Supreme Court cases List of United States Supreme Court cases involving Indian tribes Citizenship Adoption Mississippi Band of Choctaw Indians v. Holyfield, 490 U.S. 30 (1989) Adoptive Couple v. Baby Girl, 530 U.S. _ (2013) Tribal Ex parte Joins, 191 U.S. 93 (1903) Santa Clara Pueblo v. Martinez, 436 U.S. 49 (1978) Mississippi Band of Choctaw Indians v. Holyfield, 490 U.S. 30 (1989) South Dakota v. Bourland, 508 U.S. 679 (1993) Civil rights Oliphant v. Suquamish Indian Tribe, 435 U.S. 191 (1978) United States v. Wheeler, 435 U.S. 313 (1978) Congressional authority Ex parte Joins, 191 U.S. 93 (1903) White Mountain Apache Tribe v. Bracker, 448 U.S. 136 (1980) California v. Cabazon Band of Mission Indians, 480 U.S. 202 (1987) South Dakota v. Bourland, 508 U.S. 679 (1993) United States v.
  • American Indian Law Journal

    American Indian Law Journal

    American Indian Law Journal Volume III, Issue II • Spring 2015 “The Spirit of Justice” by Artist Terrance Guardipee Supported by the Center for Indian Law & Policy SPIRIT OF JUSTICE Terrence Guardipee and Catherine Black Horse donated this original work of art to the Center for Indian Law and Policy in November 2012 in appreciation for the work the Center engages in on behalf of Indian and Native peoples throughout the United States, including educating and training a new generation of lawyers to carry on the struggle for justice. The piece was created by Mr. Guardipee, who is from the Blackfeet Tribe in Montana and is known all over the country and internationally for his amazing ledger map collage paintings and other works of art. He was among the very first artists to revive the ledger art tradition and in the process has made it into his own map collage concept. These works of art incorporate traditional Blackfeet images into Mr. Guardipee’s contemporary form of ledger art. He attended the Institute of American Indian Arts in Sante Fe, New Mexico. His work has won top awards at the Santa Fe Market, the Heard Museum Indian Market, and the Autrey Museum Intertribal Market Place. He also has been featured a featured artists at the Smithsonian’s National Museum of the American Indian in Washington, D.C., along with the Museum of Natural History in Hanover, Germany, and the Hood Museum at Dartmouth College. American Indian Law Journal Editorial Board 2014-2015 Editor-in-Chief Jocelyn McCurtain Managing Editor Callie Tift Content Editor Executive Editor Jillian Held Nancy Mendez Articles Editors Writing Competition Chair Events Coordinator Jessica Buckelew Nick Major Leticia Hernandez Jonathan Litner 2L Staffers Paul Barrera - Jessica Barry J.
  • Indian Warfare, Household Competency, and the Settlement of the Western Virginia Frontier, 1749 to 1794

    Indian Warfare, Household Competency, and the Settlement of the Western Virginia Frontier, 1749 to 1794

    Graduate Theses, Dissertations, and Problem Reports 2007 Indian warfare, household competency, and the settlement of the western Virginia frontier, 1749 to 1794 John M. Boback West Virginia University Follow this and additional works at: https://researchrepository.wvu.edu/etd Recommended Citation Boback, John M., "Indian warfare, household competency, and the settlement of the western Virginia frontier, 1749 to 1794" (2007). Graduate Theses, Dissertations, and Problem Reports. 2566. https://researchrepository.wvu.edu/etd/2566 This Dissertation is protected by copyright and/or related rights. It has been brought to you by the The Research Repository @ WVU with permission from the rights-holder(s). You are free to use this Dissertation in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you must obtain permission from the rights-holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/ or on the work itself. This Dissertation has been accepted for inclusion in WVU Graduate Theses, Dissertations, and Problem Reports collection by an authorized administrator of The Research Repository @ WVU. For more information, please contact [email protected]. Indian Warfare, Household Competency, and the Settlement of the Western Virginia Frontier, 1749 to 1794 John M. Boback Dissertation submitted to the College of Arts and Sciences at West Virginia University in partial fulfillment of the requirements for the degree of Doctor
  • The Commune Movement During the 1960S and the 1970S in Britain, Denmark and The

    The Commune Movement During the 1960S and the 1970S in Britain, Denmark and The

    The Commune Movement during the 1960s and the 1970s in Britain, Denmark and the United States Sangdon Lee Submitted in accordance with the requirements for the degree of Doctor of Philosophy The University of Leeds School of History September 2016 i The candidate confirms that the work submitted is his own and that appropriate credit has been given where reference has been made to the work of others. This copy has been supplied on the understanding that it is copyright material and that no quotation from the thesis may be published without proper acknowledgement ⓒ 2016 The University of Leeds and Sangdon Lee The right of Sangdon Lee to be identified as Author of this work has been asserted by him in accordance with the Copyright, Designs and Patents Act 1988 ii Abstract The communal revival that began in the mid-1960s developed into a new mode of activism, ‘communal activism’ or the ‘commune movement’, forming its own politics, lifestyle and ideology. Communal activism spread and flourished until the mid-1970s in many parts of the world. To analyse this global phenomenon, this thesis explores the similarities and differences between the commune movements of Denmark, UK and the US. By examining the motivations for the communal revival, links with 1960s radicalism, communes’ praxis and outward-facing activities, and the crisis within the commune movement and responses to it, this thesis places communal activism within the context of wider social movements for social change. Challenging existing interpretations which have understood the communal revival as an alternative living experiment to the nuclear family, or as a smaller part of the counter-culture, this thesis argues that the commune participants created varied and new experiments for a total revolution against the prevailing social order and its dominant values and institutions, including the patriarchal family and capitalism.
  • Highlights for Fiscal Year 2013: Denali National Park

    Highlights for Fiscal Year 2013: Denali National Park

    Highlights for FY 2013 Denali National Park and Preserve (* indicates action items for A Call to Action or the park’s strategic plan) This year was one of changes and challenges, including from the weather. The changes started at the top, with the arrival of new Superintendent Don Striker in January 2013. He drove across the country to Alaska from New River Gorge National River in West Virginia, where he had been the superintendent for five years. He also served as superintendent of Mount Rushmore National Memorial (South Dakota) and Fort Clatsop National Memorial (Oregon) and as special assistant to the Comptroller of the National Park Service. Some of the challenges that will be on his plate – implementing the Vehicle Management Plan, re-bidding the main concession contract, and continuing to work on a variety of wildlife issues with the State of Alaska. Don meets Skeeter, one of the park’s sled dogs The park and its partners celebrated a significant milestone, the centennial of the first summit of Mt. McKinley, with several activities and events. On June 7, 1913, four men stood on the top of Mt. McKinley, or Denali as it was called by the native Koyukon Athabaskans, for the first time. By achieving the summit of the highest peak in North America, Walter Harper, Harry Karstens, Hudson Stuck, and Robert Tatum made history. Karstens would continue to have an association with the mountain and the land around it by becoming the first Superintendent of the fledgling Mt. McKinley National Park in 1921. *A speaker series featuring presentations by five Alaskan mountaineers and historians on significant Denali mountaineering expeditions, premiered on June 7thwith an illustrated talk on the 1913 Ascent of Mt.
  • White Squaws: Work As a Factor in Choosing Indian Life

    White Squaws: Work As a Factor in Choosing Indian Life

    W&M ScholarWorks Dissertations, Theses, and Masters Projects Theses, Dissertations, & Master Projects 2004 White Squaws: Work as a Factor in Choosing Indian Life Karen L. Hines College of William & Mary - Arts & Sciences Follow this and additional works at: https://scholarworks.wm.edu/etd Part of the Indigenous Studies Commons Recommended Citation Hines, Karen L., "White Squaws: Work as a Factor in Choosing Indian Life" (2004). Dissertations, Theses, and Masters Projects. Paper 1539626465. https://dx.doi.org/doi:10.21220/s2-4dn4-xw28 This Thesis is brought to you for free and open access by the Theses, Dissertations, & Master Projects at W&M ScholarWorks. It has been accepted for inclusion in Dissertations, Theses, and Masters Projects by an authorized administrator of W&M ScholarWorks. For more information, please contact [email protected]. WHITE SQUAWS: WORK AS A FACTOR IN CHOOSING INDIAN LIFE A Thesis Presented to The Faculty of the Department of History The College of William and Mary in Virginia In Partial Fulfillment Of the Requirements for the Degree of Master of Arts By Karen L. Hines 2004 APPROVAL SHEET This thesis is submitted in partial fulfillment of The requirements for the degree of Master of Arts Karen L. Hines Approved by the Committee, May 2004 A k UU James L. Axtell, Chair Le . Meyer Nwando Aphebe ii TABLE OF CONTENTS Page Acknowledgments iv Abstract v Introduction 2 Chapter I. The Squaw’s Work World: A Hard Row to Hoe? 14 Chapter II. The Colonial Woman: Housewife’s Matter ‘Have Never an End’ 30 Chapter III. Work Culture - Keeping Pace 48 Bibliography 64 Vita 70 iii ACKNOWLEDGMENTS The writer wishes to express her appreciation to Professor James Axtell, whose first-semester three-page assignment on Indians stirred my interest in colonial contact and conflict between cultures.
  • A Native History of Kentucky

    A Native History of Kentucky

    A Native History Of Kentucky by A. Gwynn Henderson and David Pollack Selections from Chapter 17: Kentucky in Native America: A State-by-State Historical Encyclopedia edited by Daniel S. Murphree Volume 1, pages 393-440 Greenwood Press, Santa Barbara, CA. 2012 1 HISTORICAL OVERVIEW As currently understood, American Indian history in Kentucky is over eleven thousand years long. Events that took place before recorded history are lost to time. With the advent of recorded history, some events played out on an international stage, as in the mid-1700s during the war between the French and English for control of the Ohio Valley region. Others took place on a national stage, as during the Removal years of the early 1800s, or during the events surrounding the looting and grave desecration at Slack Farm in Union County in the late 1980s. Over these millennia, a variety of American Indian groups have contributed their stories to Kentucky’s historical narrative. Some names are familiar ones; others are not. Some groups have deep historical roots in the state; others are relative newcomers. All have contributed and are contributing to Kentucky's American Indian history. The bulk of Kentucky’s American Indian history is written within the Commonwealth’s rich archaeological record: thousands of camps, villages, and town sites; caves and rockshelters; and earthen and stone mounds and geometric earthworks. After the mid-eighteenth century arrival of Europeans in the state, part of Kentucky’s American Indian history can be found in the newcomers’ journals, diaries, letters, and maps, although the native voices are more difficult to hear.
  • And So We Walked Delanna Studi and the Trail of Tears

    And So We Walked Delanna Studi and the Trail of Tears

    Monday, October 12, 7:30 PM EDT AND SO WE WALKED DELANNA STUDI AND THE TRAIL OF TEARS Moss Arts Center HomeStage Series AND SO WE WALKED DELANNA STUDI AND THE TRAIL OF TEARS Moderated by Mae Hey, assistant professor of American Indian Studies, Virginia Tech Produced by Octopus Theatricals Mara Isaacs, executive/creative producer Creator and Performer DeLanna Studi Director Corey Madden Excerpts from And So We Walked: Andrew Jackson Fort Cass Stomp Dance Presented in celebration of Indigenous People’s Day, in partnership with the Virginia Tech American Indian and Indigenous Community Center Program Notes PLAYWRIGHT’S NOTE This is a story about a journey. Perhaps that is a statement of the obvious, since you are here to see a play about “An Artist’s Journey along the Trail of Tears.” But it is more than that. It isn’t just my story about my journey. It is a Cherokee story, one that transcends my own personal identity and experiences. It belongs to the Cherokee people, past and present; to the Cherokee Nation in Oklahoma and Eastern Band of Cherokee in North Carolina; and to the dozens of people across the country who helped me complete this project. The Cherokee have a word, gadugi (written in Cherokee as “ᎦᏚᎩ”), which describes the tradition of coming together as a community to promote, support, and celebrate each other. Gadugi is a reflection of the tribal mentality and the awareness of our ancestors that we are stronger together. By helping one another, we help the collective. While the word is often connected to communal work (such as barn raisings), it also has a more spiritual meaning.
  • The People and the Strangers

    The People and the Strangers

    THE PEOPLE AND THE STRANGERS Narratives and A Theory of American Indian Life by Robert D. Cooter and Robert K. Thomas first draft finished in winter 1991 episodic revisions continuing in 2003 This manuscript still requires much work on the theoretical chapters and there is no concluding chapter. *** This book is dedicated to Blair. *** In Memory of Bob Thomas Arms, legs, kidneys, lungs, brain -- so much of a body comes in pairs that work together. So it was with Bob Thomas and me as we wrote this book. When he died in June of 1991, I flinched and faltered over flaws in a half-completed manuscript as if my left brain were working without my right brain. Together we could have overcome these problems with ease. Now, thinking of Bob, I am reminded that I have only one heart. Page 3 The People and the Strangers Short Table of Contents PREFACE .........................................................................................................10 CHAPTER 1 INTRODUCTION -- THE PEOPLE AND THE STRANGERS.......13 CHAPTER 2 A LIFE AMONG KIN....................................................................20 CHAPTER 2* INDIVIDUALS AND RELATIVES.................................................59 CHAPTER 3 TO WORSHIP IN A CLEAN PLACE...........................................73 CHAPTER 3* THE TRIBE AS EXPERIENCE....................................................97 CHAPTER 4 THE WHITE DOVE OF THE DESSERT -- PREEMPTION, ASSIMILATION, AND FRAGMENTATION .....................................................120 CHAPTER 4* THE MEANING OF CHANGE IN
  • The National Congress of American Indians Resolution #SAC-12-062

    The National Congress of American Indians Resolution #SAC-12-062

    N A T I O N A L C O N G R E S S O F A M E R I C A N I N D I A N S The National Congress of American Indians Resolution #SAC-12-062 TITLE: Commemorate the Centennial of the First Successful Climb of Denali in 1913, with Alaska Native Walter Harper First to Reach the Summit WHEREAS, we, the members of the National Congress of American Indians E XECUTIVE C OMMITTEE of the United States, invoking the divine blessing of the Creator upon our efforts and PRESIDENT purposes, in order to preserve for ourselves and our descendants the inherent sovereign Jefferson Keel Chickasaw Nation rights of our Indian nations, rights secured under Indian treaties and agreements with FIRST VICE-PRESIDENT the United States, and all other rights and benefits to which we are entitled under the Juana Majel Dixon Pauma Band of Mission Indians laws and Constitution of the United States, to enlighten the public toward a better RECORDING SECRETARY understanding of the Indian people, to preserve Indian cultural values, and otherwise Edward Thomas Central Council of Tlingit & Haida promote the health, safety and welfare of the Indian people, do hereby establish and Indian Tribes of Alaska submit the following resolution; and TREASURER W. Ron Allen Jamestown S’Klallam Tribe WHEREAS, the National Congress of American Indians (NCAI) was R EGIONAL V ICE- P RESIDENTS established in 1944 and is the oldest and largest national organization of American ALASKA Indian and Alaska Native tribal governments; and Bill Martin Central Council of Tlingit & Haida Indian Tribes of Alaska th WHEREAS, in the spring of 2013, on the 100 Anniversary of the first EASTERN OKLAHOMA S.
  • History and Foundation of American Indian Education

    History and Foundation of American Indian Education

    History and Foundation of American Indian Education Written by Stan Juneau Revised and Updated by Walter Fleming and Lance Foster Indian Education for All Division 2001/rev. 2012-2013 History and Foundation of American Indian Education Written by Stan Juneau Revised and Updated by Walter Fleming and Lance Foster Indian Education for All Division 2001/rev. 2012-2013 Table of Contents Introduction 1 Chapter One: Traditional Indian Education and European Intrusion (1492-1787) 4 Traditional Indian Education 5 Indians in Montana 6 An Intrusion Process: Involuntary Minorities 7 Chapter Two: Federalism and the Indian Treaty Period (1787-1871) 9 Legal Foundations 10 The Constitution and the Commerce Clause 10 Indian Treaties and Education 11 Indian Treaties in Montana 12 End of Treaty Period 12 Effects of Treaties on Indian Lands and Education 13 Chapter Three: The Indian Boarding School (1617-Present) 17 Missionary Period (1500s-1800s) 18 Federal Period (1800s-Present) 19 The Federal Boarding School System 19 Carlisle Indian School 20 Boarding Schools in Montana 23 Indian Boarding Schools Today 25 Chapter Four: The Allotment Period (1887-1934) 28 Property as a Basis of Western Societies 29 The Dawes Act of 1887 (General Allotment Act) 30 The Allotment Period in Montana 30 Indian Citizenship Act of 1924 31 The Meriam Report of 1928 31 Chapter Five: Tribal Reorganization Period (1934-1953) 34 The Indian Reorganization Act (IRA) of 1934 35 Tribal Constitutions 36 The Johnson-O’Malley Act of 1934 37 The Reorganization Period in Montana 38 Chapter