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Six Nations Women Teachers at Grand River in the Early Twentieth Century Alison Norman

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Six Nations Women Teachers at Grand River in the Early Twentieth Century Alison Norman Document generated on 09/24/2021 6:07 a.m. Ontario History “True to my own noble race” Six Nations Women Teachers at Grand River in the early Twentieth Century Alison Norman Women and Education Article abstract Volume 107, Number 1, Spring 2015 While classrooms for Indigenous children across Canada were often taught by non-Indigenous men and women, at the Six Nations of Grand River, numerous URI: https://id.erudit.org/iderudit/1050677ar Haudenosaunee women worked as teachers in the day schools and the DOI: https://doi.org/10.7202/1050677ar residential school on the reserve. While very different from each other, Emily General, Julia Jamieson and Susan Hardie shared a passion for educating the See table of contents young of their community, especially about Haudenosaunee culture and history, along with the provincial curriculum. They were community leaders, role models and activists with diverse goals, but they all served their community through teaching, and had a positive impact on the children they Publisher(s) taught. The Ontario Historical Society ISSN 0030-2953 (print) 2371-4654 (digital) Explore this journal Cite this article Norman, A. (2015). “True to my own noble race”: Six Nations Women Teachers at Grand River in the early Twentieth Century. Ontario History, 107(1), 5–34. https://doi.org/10.7202/1050677ar Copyright © The Ontario Historical Society, 2015 This document is protected by copyright law. Use of the services of Érudit (including reproduction) is subject to its terms and conditions, which can be viewed online. https://apropos.erudit.org/en/users/policy-on-use/ This article is disseminated and preserved by Érudit. Érudit is a non-profit inter-university consortium of the Université de Montréal, Université Laval, and the Université du Québec à Montréal. Its mission is to promote and disseminate research. https://www.erudit.org/en/ 5 “True to my own noble race” Six Nations Women Teachers at Grand River in the early Twentieth Century by Alison Norman Figure 1. Emily General on le, with Chauncey Garlow and Dora Jamieson, in Hampstead England,1930. Courtesy of the Emily C. General School, Grand River. was bad one time. I went with a del- people “in buckskins and feathers” con- egation of chiefs to England. I le my tinued to draw audiences.3 She met with a school and put a girl in my place.”1 committee of six members from the Brit- ISo said Emily General, the Six Nations ish House of Commons, but was denied teacher and activist, upon the occasion of a visit with the Crown, and even with the the naming of a new school in her name Secretary of State for the Dominions. In on the reserve in 1991. In the summer August, aer three months in England, of 1930, as a twenty-seven-year-old Mo- she boarded the S.S. Aquitania in South- hawk woman, she led a delegation of peti- ampton to return home to Grand River. tioners to London, England, to ask for the Before she le the reserve, she had hired Crown’s help in dealing with the Canadian her own replacement to nish her school government concerning control over their year. Despite her planning, or possibly be- funds.2 e trip caused a great stir both at cause of it, the Six Nations School Board home and in England, where Indigenous decided to suspend her from teaching for 1 Vicki White, “School named for Six Nations teacher Emily General,” e Expositor, August 24 1991. Emily General File, Woodland Cultural Centre. 2 “Red Indian Chiefs in the Commons,” e Times, 3 July 1930. e petitioners included her brother Sylvanus General. 3 “Canadian Indians in Costume Appear in British “Commons”,” e Citizen, 24 June 1930; “Red Indian Chiefs in the Commons”; “Canadian Indians in Tribal Costume visit in Commons,” Toronto Globe, 24 June 1930. Ontario History / Volume CVII, No. 1 / Spring 2015 OH spring 2015.indd 5 15/03/2015 3:32:40 PM 6 ONTARIO HISTORY Abstract While classrooms for Indigenous children across Canada were oen taught by non-Indig- enous men and women, at the Six Nations of Grand River, numerous Haudenosaunee women worked as teachers in the day schools and the residential school on the reserve. While very dierent om each other, Emily General, Julia Jamieson and Susan Har- die shared a passion for educating the young of their community, especially about Hau- denosaunee culture and history, along with the proincial curriculum. ey were com- munity leaders, role models and activists with diverse goals, but they all served their community through teaching, and had a positive impact on the children they taught. Résumé: Tandis que dans la plupart des écoles pour Aborigènes au Canada l’enseignement était fait par des non-Indigènes, à la réserve des Six-Nations sur la rivière Grand de nom- breuses femmes haudenosaunee ont travaillé comme institutrices dans les écoles. Quoique très diérentes les unes des autres, Emily General, Julia Jamieson, et Susan Hardie partageai- ent une passion pour l’éducation des jeunes de leur communauté. Toutes trois ont combiné l’enseignement de la culture et de l’histoire haudenosaunee avec le curriculum proincial. Guides pour leur communauté, modèles pour les jeunes, et activistes avec des buts divers, toutes ont servi la communauté par leur enseignement et ont eu une inuence positive sur leurs élèves. three years. had recently celebrated forty-two years at same year, Julia Jamieson, a of continuous service in the school. She forty-one-year-old pious Baptist Cayuga was honoured at a picnic with an address woman, part of a large teaching family, by her former pupils and a presentation taught at the No. 1 School on the Grand by the Six Nations Council.5 River Reserve.4 Of the eleven day schools While very dierent from each other, on the reserve, women held teaching Emily General, Julia Jamieson and Susan positions at nine of them, including Ju- Hardie shared a passion for educating lia’s sisters Nora and Mary. And at the the young of their community, especially Mohawk Institute, the local residential about Haudenosaunee culture and histo- school just o the reserve, a sixty-three- ry, which they did along with teaching the year-old Mohawk woman, Susan Hardie, provincial curriculum.6 ey also shared 4 Dominion of Canada Annual Report of the Department of Indian Aairs for the year ended 31 March 1930, Ottawa, 79. 5 Ibid., 19. 6 Terminology surrounding the Six Nations can be complicated to those unfamiliar with the commu- nity. e Six Nations are an Iroquoian-speaking community made up of six nations – the Seneca, Cayuga, Onondaga, Tuscarora, Oneida and Mohawk. ese nations united in a Confederacy prior to contact with Europeans (although the Tuscarora joined the original ve nations in the early eighteenth century). Aer their removal from New York State to the Haldimand Tract in 1784, the mixed community became known as the Six Nations of Grand River, and the term “Six Nations” is oen used by the community to OH spring 2015.indd 6 15/03/2015 3:32:40 PM six nations women teachers at grand river 7 aspirations to improve their community throughout the nineteenth century, and in various and divergent ways. ese the unique Six Nations School Board three women negotiated multiple identi- all resulted in women working as teach- ties as Six Nations women, as Christians, ers in high numbers and, as a result, had as teachers in a Western school system, a strong impact on multiple generations and as ‘good women.’ ey took part in a of Six Nations students. ey were com- process of cultural negotiation, exerting munity leaders, role models and activists exibility, creativity, and a willingness with dierent goals, but the result was a to look for opportunities to do the work comparatively well-educated Indigenous they desired to do in and for their com- community with a high number of grad- munity. While Susan Hardie was will- uates who went on to high school and ing to teach in a residential school all of to post-secondary education. It was, and her life, Emily General resigned in 1948, still is a community with a strong sense of rather than make an oath to the Crown. their culture, history and tradition. How Each of the three women discussed in this did Six Nations women teachers nego- article found various ways of partaking in tiate the task of educating Six Nations the colonial project, while resisting the children for assimilation into non-Indig- assimilative eorts of the Department of enous culture while preserving and en- Indian Aairs. couraging Six Nations culture and identi- While Six Nations women were rst ty? is paper will examine the history of hired at Grand River schools in the mid- education in this Indigenous community, nineteenth century, we know less about and look at three teachers who exempli- their goals and their work than we do ed the complicated and contradictory about women teachers in the early twen- work of an Indigenous teacher working tieth century.7 e numbers of women in Western schools. teachers increased proportionally so that by the 1920s, they dominated the profes- e History of Education at sion on the reserve. e Haudenosaunee tradition of women’s involvement in Grand River children’s education combined with a he Six Nations of Grand River is a comparatively long tradition of Western Tlarge reserve of about 46,000 acres education for children in mission schools situated southeast of the city of Brant- in New York state, the establishment of ford in south-western Ontario. e re- numerous day schools on the reserve serve itself was rst established with the describe itself, both in the past and today.
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