Cowboys and Indians by Basil Johnston
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Paradigms, Perspectives and Portrayals Reading Selection: Intermediate Level Cowboys and Indians By Basil Johnston Hollywood grew fast and big. By the 1930s there were many studios employing many actors in the production of many motion pictures. Within the same few years as the studios got bigger, techniques improved; as techniques improved so did the quality of acting; and as acting got better, so did the range and variety of themes enlarge. And of course viewers’ tastes became more refined and discriminating, requiring of Hollywood and the studios more authenticity and less artificiality in their productions. And the studios were willing to oblige. It was decided by the producer and director of a major studio planning a western picture with either Hoot Gibson, Tom Mix, or Ken Maynard as the principal star, to hire real Indians to take part in the production. With real Indians the advantages were obvious. Besides lending authenticity to the motion picture, Indians represented a substantial saving. Their natural pigmentation would reduce expenses in cosmetics and makeup artistics; their natural horsemanship would save time and expenses usually incurred in training greenhorns to ride; their possession of herds of ponies would save time and outlay in the rental and feeding of horses; and their natural talent for art would obviate the need for anthropologists to act as consultants in authenticating Indian art and design. The only expense to be incurred was the fee of $2.00 per day for movie extras. Management calculated that 500 Indians along with 500 horses were needed for no more than two days to shoot an attack upon a wagon-train. The producer and the director also decided that there would be substantial savings by establishing the location of the filming near an Indian reservation somewhere in the west. Inquiries, preliminary and cursory, made of historians and the Bureau of Indian Affairs in Washington indicated that the Crow Indians of Montana, having retained their traditions and still owning large herds of horses, would be best suited for a motion picture of the kind planned by the studio. Besides, the terrain in the area was genuine honest-to-goodness Indian country, excellent for camera work. Negotiations with the Bureau of Indian Affairs for permission to treat with the Crows for their services as actors and for the provision of horses began at once. Permission was granted by Washington; and the Crows were more than willing to take part. This story reproduced from Basil Johnston, “Cowboys and Indians,” in John E. Oster, Margaret L. Iveson and Jill Kedersha McClay, Literary Experiences, Volume One: Stories, Poems, Essays, Plays (Scarborough, ON: Prentice- Hall Canada Inc., 1993), pp. 70–77. Reproduced by permission of Beverley Slopen Literary Agency. Knowledge and Employability Studio Infusing FNMI Perspectives/Paradigms, Perspectives and Portrayals English Language Arts/Social Studies Reading Selection: Cowboys and Indians 1/7 ©Alberta Education, Alberta, Canada (www.LearnAlberta.ca) 2007 Crew and cast arrived by train in Billings, Montana. Anxious to get started and to finish shooting the siege of a wagon-train in as short a time as possible, the producer and director sent a limousine to the reservation to fetch the chief. Over a meal with the chief and his retinue of councillors and hangers-on, the producer, portly and bald, beneath a cloud of smoke produced by a fat cigar, informed the chief that it was a great privilege to work with the Crows and that it was an honour and a distinction for his studio to set precedent in the entire industry by being the first to use real, live, honest-to-goodness Indians in a motion picture. For the Crows, it would mean fame and national recognition … and money … $2.00 a day for those taking part; $1.00 per day for those providing horses; and $1.00 per day for those providing art work and the loan of teepees. An interpreter translated for the chief. The producer smiled and blew a cloud of smoke out of the side of his mouth. The Crow responded ‘How! How! How!’ ‘It shouldn’t take long chief, three or four days … no more. A day to get ready and two or three to film the scene. We don’t want to interfere too much in your affairs, you’ve probably got a lot to do and … we are working under a pretty tight schedule.’ The interpreter relayed this information to the chief. ‘Now chief. We want 500 warriors; 500 horses; bows and arrows and … maybe fifty or so rifles … feathers, head-dresses, buckskin jackets, and … buckskin leggings … and four or five people who can paint designs on horses and put make-up on warriors.’ The producer continued, ‘The scene itself will be easy. The warriors will attack the wagon-train at daybreak. It shouldn’t take more than half an hour. Very easy, really don’t need any rehearsals. My colleague will tell you what to do. Probably the easiest two bucks you’ll ever make … cash, as soon as the scene’s shot. Can you get all this stuff by tomorrow night, chief?’ And the producer flicked ashes from his fat cigar. The interpreter prattling in Crow to his chief and councillors pounded the table, slashed the air, shrugged his shoulders to emphasize his message to his listeners, who looked dumbfounded. Nevertheless they injected a ‘How! How!’ frequently enough into the discourse to intimate some understanding. The chief said something. ‘How many horses?’ ‘500, the producer might even settle for 450.’ The interpreter addressed his chief who shook his head grunting ‘How!’ ‘Ain’t got 500 horses,’ the interpreter said sadly. ‘450?’ ‘Ain’t dat many on de reservation.’ Knowledge and Employability Studio Infusing FNMI Perspectives/Paradigms, Perspectives and Portrayals English Language Arts/Social Studies Reading Selection: Cowboys and Indians 2/7 ©Alberta Education, Alberta, Canada (www.LearnAlberta.ca) 2007 ‘300?’ ‘No, not dat many: not like long time ago.’ ‘Well! How many have you got?’ the producer asked, his face pinching into worried lines and his voice losing its cheer and vitality. ‘Maybe 10 … 20 … an’ not very good dem.’ ‘Keeee … rice …!’ And the producer bit a chunk of cigar, crushing the other end in the ashtray. ‘Are there any horses around here?’ ‘Yeah. Ranchers and farmers got dem.’ To his assistant, the producer instructed ‘Get 500 horses by tomorrow evening. We have to shoot that scene next morning with the Indians charging down the slope.’ The interpreter whispered to his chief who shook his head. ‘Say, mister,’ the interpreter addressed the producer, ‘how about saddles?’ ‘Saddles!’ the word erupted. ‘Yeah, saddles.’ There was a moment of cosmic silence. ‘Saddles!’ the producer repeated mouthing the word in disbelief. ‘What do you mean … saddles! You’re all going to ride bare-back. This film is going to be authentic … who ever heard of Indians riding on saddles … supposed to be the finest horsemen in the world.’ The interpreter stiffened in fright at the thought that he might be one of the warriors to ride bare- back, and he hung his head. ‘Don’t know how to ride … us. Forgot how … long time ago … Need saddles … might fall off an’ git hurt … us.’ ‘This is incredible! … unbelievable! … no horses! … can’t ride!’ … the producer gasped as he sank into the chair. ‘Keeeeee-rice.’ Hope waning from his brow and voice, the producer tried ‘You still got bows an’ arrows?’ The interpreter slouched even lower ‘No! Got none of dem t’ings, us.’ ‘Buckskin outfits?’ ‘No,’ another shameful shrug. ‘Moccasins?’ ‘Some,’ a little brighter. Knowledge and Employability Studio Infusing FNMI Perspectives/Paradigms, Perspectives and Portrayals English Language Arts/Social Studies Reading Selection: Cowboys and Indians 3/7 ©Alberta Education, Alberta, Canada (www.LearnAlberta.ca) 2007 ‘Head-dresses?’ ‘Maybe two, three—very old dem.’ ‘Teepees?’ ‘No more—live in houses us.’ ‘Anyone know Indian designs … you know—war paint for warriors … and horses?’ ‘Don’t t’ink so … everybody forgot.’ The producer groaned. ‘This is astounding … I can’t believe it … No horses … can’t ride … no teepees … no buckskin … no … no moccasins … no … no head-dresses … and … probably not even loin-cloths …’ and he was quivering. ‘It boggles the mind.’ ‘What do we do?’ the director asked. For several moments the producer assessed the circumstances, and possessing an analytical mind he stated what needed to be done. ‘With all our crew and cast here, and with our wagon-train and cannon and horses, we can’t very well go back now. We’ll have to train these Indians to ride. Now … Adams,’ the producer’s assistant, ‘I want you to get on the line right away. Get a guy who knows something about Indians, from the Bureau of Indian Affairs. I want you to get maybe a dozen chiefs’ outfits; and 500 loin-cloths, bows an’ arrows for everyone, about a dozen head-dresses and moccasins … everything we need to make these Indians … Indians. Is that clear? And get those horses by tomorrow night.’ ‘Yes sir!’ ‘In the meantime, I’ll call the studio office for more money. Let’s get movin’.’ The assistant went out. ‘How long we gotta stay in this miserable God-forsaken cow-town?’ Ken Maynard inquired. ‘Coupla weeks … maybe.’ Ken Maynard groaned. ‘Now!’ directing his cigar at the interpreter and his remarks to the chief, the producer said, ‘Tell the chief to get 500 young men to learn to ride bare-back; an’ to learn fast.’ The interpreter apprised his chief of the message. The chief responded. ‘He say $2.00 a day!’ ‘Keeee-rice! Tell him, okay!’ Knowledge and Employability Studio Infusing FNMI Perspectives/Paradigms, Perspectives and Portrayals English Language Arts/Social Studies Reading Selection: Cowboys and Indians 4/7 ©Alberta Education, Alberta, Canada (www.LearnAlberta.ca) 2007 Two mornings later, 500 horses borrowed and rented from the local ranchers were delivered to the Indian reservation.