Categories
1910s Birds Folktale Native American

The Boy Who Became A God

The Boy Who Became A God

Collected by Katharine Berry Judson
Annotations by Ian McLaughlin
Plate CXXI. SECOND SAND PAINTING – from Ceremonial OF Hasjelti Dailjis and
Mythical Sand Painting of the Navajo Indians by James Stevenson (2006)
[1]

Navajo[1] (New Mexico)

The Tolchini,[3] a clan of the Navajos,[4] lived at Wind Mountains.[5] One of them used to take long visits into the country. His brothers thought he was crazy. The first time on his return, he brought with him a pine bough; the second time, corn. Each time he returned he brought something new and had a strange story to tell. His brothers said: “He is crazy. He does not know what he is talking about.”

Now the Tolchini left Wind Mountains and went to a rocky foothill east of the San Mateo Mountain. They had nothing to eat but seed grass. The eldest brother said, “Let us go hunting,” but they told the youngest brother not to leave camp. But five days and five nights passed, and there was no word. So he followed them.

After a day’s travel he camped near a canon, in a cavelike place. There was much snow but no water so he made a fire and heated a rock, and made a hole in the ground. The hot rock heated the snow and gave him water to drink. Just then he heard a tumult over his head, like people passing. He went out to see what made the noise and saw many crows crossing back and forth over the canon. This was the home of the crow, but there were other feathered people there, and the chaparral cock[6]. He saw many fires made by the crows on each side of the caeon(sic). Two crows flew down near him and the youth listened to hear what was the matter.

The two crows cried out, “Somebody says. Somebody says.”

The youth did not know what to make of this.

A crow on the opposite side called out, “What is the matter? Tell us! Tell us! What is wrong?”

The first two cried out, “Two of us got killed. We met two of our men who told us.”

Then they told the crows how two men who were out hunting killed twelve deer, and a party of the Crow People went to the deer after they were shot. They said, “Two of us who went after the blood of the deer were shot.”

The crows on the other side of the caeon (sic) called, “Which men got killed?”

“The chaparral cock, who sat on the horn of the deer, and the crow who sat on its backbone.”

The others called out, “We are not surprised they were killed. That is what we tell you all the time. If you go after dead deer you must expect to be killed.”

“We will not think of them longer,” so the two crows replied. “They are dead and gone. We are talking of things of long ago.”[7]

But the youth sat quietly below and listened to everything that was said.

After a while the crows on the other side of the canon made a great noise and began to dance. They had many songs at that time. The youth listened all the time. After the dance a great fire was made and he could see black objects moving, but he could not distinguish any people. He recognized the voice of Hasjelti.[8] He remembered everything in his heart. He even remembered the words of the songs that continued all night. He remembered every word of every song. He said to himself, “I will listen until daylight.”

The Crow People did not remain on the side of the canon where the fires were first built. They crossed and recrossed the canon in their dance. They danced back and forth until daylight. Then all the crows and the other birds flew away to the west. All that was left was the fires and the smoke.

Then the youth started for his brothers’ camp. They saw him coming. They said, “He will have lots of stories to tell. He will say he saw something no one ever saw.”

But the brother-in-law who was with them said, “Let him alone. When he comes into camp he will tell us all. I believe these things do happen for he could not make up these things all the time.”

Now the camp was surrounded by pinon brush and a large fire was burning in the centre. There was much meat roasting over the fire. When the youth reached the camp, he raked over the coals and said. “I feel cold.”

Brother-in-law replied, “It is cold. When people camp together, they tell stories to one another in the morning. We have told ours, now you tell yours.”

The youth said, “Where I stopped last night was the worst camp I ever had.” The brothers paid no attention but the brother-in-law listened.

The youth said, “I never heard such a noise.” Then he told his story. Brother-in-law asked what kind of people made the noise.

The youth said, “I do not know. They were strange people to me, but they danced all night back and forth across the canon and I heard them say my brothers killed twelve deer and afterwards killed two of their people who went for the blood of the deer. I heard them say, ‘That is what must be expected. If you go to such places, you must expect to be killed.'”

The elder brother began thinking. He said, “How many deer did you say were killed?”

“Twelve.”

Elder brother said, “I never believed you before, but this story I do believe. How do you find out all these things? What is the matter with you that you know them?”

The boy said, “I do not know. They come into my mind and to my eyes.”

Then they started homeward, carrying the meat. The youth helped them.

As they were descending a mesa, they sat down on the edge to rest. Far down the mesa were four mountain sheep. The brothers told the youth to kill one.

The youth hid in the sage brush and when the sheep came directly toward him, he aimed his arrow at them. But his arm stiffened and became dead. The sheep passed by.

He headed them off again by hiding in the stalks of a large yucca. The sheep passed within five steps of him, but again his arm stiffened as he drew the bow.

Plate CXV. CEREMONIAL MASKS. – from Ceremonial OF Hasjelti Dailjis and
Mythical Sand Painting of the Navajo Indians by James Stevenson (2006)
[9]

He followed the sheep and got ahead of them and hid behind a birch tree in bloom. He had his bow ready, but as they neared him they became gods. The first was Hasjelti, the second was Hostjoghon,[10] the third Naaskiddi,[11] and the fourth Hadatchishi.[12] Then the youth fell senseless to the ground.

The four gods stood one on each side of him,[13] each with a rattle.[14] They traced with their rattles in the sand the figure of a man, drawing lines at his head and feet. Then the youth recovered and the gods again became sheep. They said, “Why did you try to shoot us? You see you are one of us.” For the youth had become a sheep.

The gods said, “There is to be a dance, far off to the north beyond the Ute Mountain. We want you to go with us. We will dress you like ourselves and teach you to dance. Then we will wander over the world.”

Now the brothers watched from the top of the mesa but they could not see what the trouble was. They saw the youth lying on the ground, but when they reached the place, all the sheep were gone. They began crying, saying, “For a long time we would not believe him, and now he has gone off with the sheep.”

They tried to head off the sheep, but failed. They said, “If we had believed him, he would not have gone off with the sheep. But perhaps some day we will see him again.”

At the dance, the five sheep found seven others. This made their number twelve. They journeyed all around the world. All people let them see their dances and learn their songs. Then the eleven talked together and said,

“There is no use keeping this youth with us longer. He has learned everything. He may as well go back to his people and teach them to do as we do.”

So the youth was taught to have twelve in the dance, six gods and six goddesses, with Hasjelti to lead them. He was told to have his people make masks to represent the gods.

So the youth returned to his brothers, carrying with him all songs, all medicines, and clothing.

JUDSON, KATHARINE BERRY., ED. MYTHS AND LEGENDS OF CALIFORNIA AND THE OLD SOUTHWEST. MYTHS AND LEGENDS OF CALIFORNIA AND THE OLD SOUTHWEST BY VARIOUS. PLACE OF PUBLICATION NOT IDENTIFIED: A.C. MCCLURG & CO., 1912. HTTPS://WWW.GUTENBERG.ORG/FILES/2503/2503-H/2503-H.HTM#LINK2H_4_0057.

[1] This image depicts all Diné deities that appear in this story. A more complete description is above the picture in the original.

[2] The proper name for this tribe is Diné. The name Navajo comes from a Spanish adaptation of the Tewa Pueblo word navahu’u, meaning “fields adjoining an arroyo.” (OED)

[3] Likely an attempted spelling of Tódich’ii’nii (Bitter Water clan)

[4] Every Navajo belongs to four clans, the first is from the mother, the second from the father, the third is from the maternal grandfather and the fourth is from the paternal grandfather. These clans are used to define complex familial and social relationships.

[5] Likely a reference to the Four Sacred Mountains that define the traditional Diné homeland.

[6] Roadrunner (OED)

[7] Diné customs regarding death are complex.

[8] Likely an attempted spelling of Haashchʼééłtiʼí, the Talking God.

[10] Mask 5 represents Haashchʼééłtiʼí (Hasjelti). Mask 6 represents Haashchʼééʼooghaan (Hostjoghon).

[11] Likely an attempted spelling of Haashchʼééʼooghaan, the Calling God.

[12] I could find little information on this/these deity(s). In 2006, James Stevenson wrote, “The Naaskiddi are hunchbacks; they have clouds upon their backs, in which seeds of all vegetation are held.” They are depicted in sand paintings as carrying staffs of lightning.

[13] It is unclear which deity is referenced here. I could only find this spelling in other versions of this story.

[14] Some tellings state where each deity stood for this ritual.

[15] Ceremonial rattles are integral in Diné rituals.

Contexts

Stories such as this one were nearly lost due to the widespread use of residential schools to educate young Native Americans. These schools banned the use of their first language, stories from their culture, and traditional clothing- and hairstyles. These schools, like The Carlisle Indian Industrial School, were based on the philosophy of “Kill the Indian, save the man“.

Because of these schools, a whole generation lost much of their cultural identity, through the language, art, and stories of their people.

Resources for Further Study
Pedagogy

This story lends itself to comparative reading of similar stories from other cultures. For instance, the bringing of knowledge and civilization bears resemblance to the myth of Prometheus and the idea of a mortal becomeing a god is similar to the story of Heracles/Hercules.

Contemporary Connections
  • This story has interesting similarities to the story of Joseph from Genesis 37 & 39-47.
  • The clan system is still important to contemporary Diné.
  • The Four Sacred Mountains continue to saturate Navajo culture.
Categories
1850s Column Native American

Stars

Stars

By Ga-Yu-Ga[1]
Annotations by Jessica Cory
Image of hooked rug with beige and red border and the inside with a white crescent moon and eleven stars.
“Hooked Rug with Stars, Crescent and Fret.” Artist unknown. Wool on Burlap. Held in the Renwick Gallery of the Smithsonian American Art Museum.

When the golden clouds in the West have faded away, and the hours of twilight approach; when the wayward zephyrs bear on their bosoms the rich perfumes of Flora’s domains; how beautiful is the faint glimmering of the first tiny stars.

Soon all is wrapped in the deepest shade of night; then the heavens are filled with those bright luminaries sending forth their pale light to guide the weary traveller [sic] on his way.

The stars are the wonder and admiration of the world. How little children love to gaze on them, and with what strange imaginings do they fill their minds. Some think they are the eyes of angels looking down upon them from above. Others think they are lamps lit up, or blazes in the sky to give light at night.

I have heard of one who asked if they were not holes in the floor of heaven, to let the glory through. I remember when quite a child, thinking they were windows in heaven, and that at each one a little angel was placed to watch the children on earth, to see when they did right and wrong.

Who can look at the stars without thinking of their Maker? They seem so much nearer to Him than the rest of his works.

It may be that after this world is destroyed, the Saints will be permitted to visit the different stars to see and admire still more the works of their Glorious Contriver.

Well might the Psalmist exclaim, while gazing upon them, “What is man that thou art mindful of him, or the son of man that thou visitest him. [sic]

ga-yu-ga. “Stars.” a wreath of cherokee rose buds 2 no. 1 (August 1855): 3.

[1] While some residential schools at the time kept and have digitized student records, no information was available regarding Ga-Yu-Ga’s tribal affiliation or identity beyond just her name.

Contexts

The many references to Christianity within Ga-Yu-Ga’s “Stars” is likely expected, as she was a student at a seminary. In fact, it wasn’t uncommon for Native peoples to be employed as Christian ministers (such as William Apess and Samson Occom).

However, Ga-Yu-Ga’s references do harken back to the ways in which the Christian religion has been used as a tool of colonization of Indigenous peoples across the globe. In fact, religion, not race, was the primary excuse used by early colonizers to commit genocide on Turtle Island and many other territories. As this interpretation explains, the Doctrine of Discovery, an international law, allowed for lands that were not inhabited by Christian peoples to be conquered and settled, even if they were sovereign nations. Later in 1823, the decision in Supreme Court case Johnson v. Mc’Intosh upheld notions of the Doctrine of Discovery, essentially arguing that Britain was the original “discover” under the Doctrine and that the U.S inherited their ownership when the thirteen colonies won their independence from Britain. An extension of the Christian settler colonialism can also be evidenced in that many of the residential schools that Native youth were forced to attend were also run by religious organizations. On the whole though, Native Americans and Christianity is a very complex topic that cannot be fully explored on this page.

Resources for Further Study
  • For additional information on the first Cherokee Female Seminary, please take a look at my other work.
  • Mary Annette Pember (Red Cliff Tribe of Wisconsin Ojibwe) writes about the issues with missionaries on reservations and includes first-person narratives.
Pedagogy
  • The Unitarian Universalist Association’s video would be helpful in explaining the Doctrine of Discovery to middle grades and older students.
  • The Pluralism Project’s discussion of Native peoples and Christianity does a good job of capturing the complexities of the matter.

Categories
1920s Birds Education Folktale Native American Short Story

The Raven and The Fish Hawk

The Raven and The Fish Hawk

By Chief William Shelton/Wha-Cah-Dub (Snohomish)[1]
Annotations by Jessica cory
Original yellowish cover depicting a Native man in traditional dress (including war bonnet) holding a flag (maybe a U.S. flag?). Beneath him are the words "The Story of the Totem Pole or Indian Legends by William Shelton."
Original cover for the 1923 publication.

On the banks of a beautiful river lived a Raven and a Fish-Hawk and as they were neighbors they were very friendly and congenial. Now, as winter drew near and the fish in the river became scarce and food of all kinds was very
difficult to find, they began to experience some rather hard times. The fish-hawk was noted for his skill in fishing and he was also known for his honesty and truthfulness throughout the country, while on the other hand, the raven was unskilled and poor and a great deceiver. This the Fish-Hawk did not know and he always believed that his neighbor, the Raven, was a very good man.

The winter became even more severe and the Raven found very little food indeed, in fact, he was very nearly starving to death. The Fish-Hawk, however, did not fare quite so badly for although the fish in the river were scarce he managed to get enough to keep him comfortably in food. He would climb a tree one limb of which overhung the river and then would let himself fall down on the ice, breaking through it and so enabling him to get at the fish. It required great skill to do this stunt, but then we know that the Fish-Hawk was very skillful.

Chief Shelton, his wife, and daughter all wearing traditional regalia in a black and white photograph. Chief Shelton is wearing a large war bonnet and his daughter and wife are displaying handicrafts.
Chief Shelton (middle) with his wife Siastenu Sehome Shelton (Northern Klallam and Samish) on the left and his daughter, Hiahl-tsa, later known as Harriette Shelton Dover, on his right. Image housed as Hibulb Cultural Center.

The Fish-Hawk was under the impression all this time that his neighbor was getting along quite well, until one day he heard that the Raven was starving to death. Fish-Hawk walked around the bend to his neighbor’s house that day to see for himself how the Raven was getting along and he found that it was really true that the Raven was starving to death, so he invited the Raven over to his house the next day for a feast. The Raven was greatly pleased with the invitation and the next morning he made ready for his visit and started off bright and early. As he approached the house of his neighbor he noticed particularly how beautiful everything seemed and how well taken care of the grounds were. The Raven came to the house and was very cordially received by the Fish-Hawk. Here the Raven began to look around for something to eat, for he had not eaten anything for several days and was feeling rather weak. To his dismay, he could see no food and he began to wonder why he had been called over to the house of the Fish-Hawk if the Fish-Hawk had no food for him; yet he noticed that the Fish-Hawk built his fire and made ready for the feast. Then he bade the Raven sit down close to the fire so that he might warm himself. The Fish-Hawk then excused himself and went out doors; the Raven watched him and saw that he went down to the stream, that he climbed a tall tree, one limb of which was overhanging the river, and when he reached this limb and got away out on the end of it he sang a weird song that the Raven could not understand. Then suddenly he saw the Fish-Hawk fall as if he were dead, right down on the ice, right through the ice, and the Raven was certain that he had been killed at once. The Raven ran to the edge of the river, but could find no trace of the Fish-Hawk until after a few seconds he saw him come up from under the ice with a number of trout. Of course the Raven was greatly surprised at this new way of fishing and decided he would like to try it himself. So after the Fish-Hawk had given him a feast and the Raven had all he could possibly eat, he started back home again and invited the Fish-Hawk over to his house for a feast the next day.

The next day Mr. Fish-Hawk went over to the Raven’s house and as he entered the place he was aware of the fact that there was no food anywhere in sight, yet he felt quite sure that the Raven would not have asked him to visit him if he had no food at all. He watched the Raven carefully and saw that he built the fire and then walked out of the house. The Fish-Hawk wondered what he was going to do; he saw the raven climb a high tree growing close to the river. When he reached the top of the tree, the Fish-Hawk heard him singing and his song sounded very much like the one the Fish-Hawk himself had used the day before, so the Fish-Hawk was certain that the Raven could do just as he did. When the Raven finished his song he permitted himself to fall down swiftly and he hit the ice with a great thud, but did not break through the ice as the Fish-Hawk had done and so when he landed on the ice all the bones in his body were broken and he died instantly.

Black and white photograph (artist unknown) of a river bordered by pine trees and mountains.
Original artwork (artist unknown) from The Story of the Totem Pole. This image appeared on page 60, directly above “The Raven and the Fish Hawk.”

The Fish-Hawk, who was watching from the window in the house could not see down to the river and did not know that the Raven had been killed; he thought that the Raven was as skilled in doing this stunt as he himself was and therefore he waited to see the Raven come up towards the house with a catch of fish. After he waited for him several minutes he suspected some evil, so he walked down to the creek and there he discovered the broken body of the Raven. It made the Fish-Hawk feel very badly that his neighbor was killed just because he was foolish enough to try to do this trick and so he tried his best to bring him to life again. He picked up the pieces and placed them together and then he sang and danced around them until the raven finally came back to life. The Raven looked up and said: “Why, I must have been asleep for quite a time,” but the Fish-Hawk told him that he had not been asleep, but dead, adding: “I did not think that you were foolish enough to try to perform such a dangerous stunt as you must have known that you were unable to do it. In the future, you want to be sure you know how to do a thing before you try it.” Then he carried the Raven up to his house and came down to the stream again. He climbed the tree from which the Raven had fallen and after singing his great song, he let himself fall to the ice, breaking through it and after a second or two he came up with several fine fish. These he took up to the Raven’s house and left them there so that the Raven might have food while he was recovering from his fall.

Mr. Fish-Hawk went home that day very much disgusted with his neighbor, the Raven. He had discovered that the Raven was not a great man at all, but merely a fraud, and he was greatly disappointed in him.

Now the lesson part of this story is that one should not attempt to do the impossible; if you know you are not qualified to do certain things, do not try to do them just because you see someone else doing them, and so cause others to laugh at you and call you a fool. Test your strength, your power, your knowledge, and then act accordingly!

Shelton, William. “The Raven and the fish hawk.” The Story of the Totem Pole or Indian legends. (Everett, Wash., Kane & Harcus co., printers, 1923), 60-63. [3]

[1] The Snohomish Tribe are a people whose ancestral territory is in the Puget Sound area of Washington. Currently, the Tribe is not recognized by the state or federal governments. Many Snohomish have joined the federally recognized Tulalip Tribe, which is comprised of “direct descendants of and the successors in interest to the Snohomish, Snoqualmie, Skykomish, and other allied bands signatory to the 1855 Treaty of Point Elliott.” Because Chief Shelton was not enrolled in the Tulalip Tribe, I have identified him as Snohomish. According to this source, the spelling of “Snohomish” in Lushootseed, the language spoken by the Snohomish, is ‘Sdoh-doh-hohbsh.’ However, I’ve kept it as “Snohomish” in this case, as the traditional spelling is not commonly used.

[3] No publication location was provided. Additionally, an alternate title (or perhaps a subtitle) appears on the inside title page: The Story of the Totem Pole: Early Indian Legends As Handed Down from Generation to Generation Are Herewith Recorded by William Shelton of Tulalip. While Chief Shelton was not enrolled in the Tulalip Tribe, he did live in the Tulalip, WA area.

Contexts

Chief Shelton was also a master carver, creating many story poles (sometimes called spirit poles). Often these poles are carved from cedar and depict tribal stories used to teach lessons to youth. For additional information on Chief Shelton’s carvings, see the “Contemporary Connections” section below.

Not much scholarship has been written on Chief Shelton, particularly on the stories that comprise this book. One source that discusses his depictions of Native children is the article “Reading into the Voice: The Representation of Native Voices in Three Early Twentieth-Century Children’s Story Collections” by Melinda Li Sheung Ying. Ying’s article can be found in Knowing Their Place? Identity and Space in Children’s Literature, edited by Terri Doughty and Dawn Thompson, published by Cambridge Scholars in 2011.

Margaret Riddle provides additional biographical information about Chief Shelton’s life.

Resources for Further Study
  • For information on the Snohomish Tribe, please look at their tribal website.
  • The Tulalip Tribes’ website is especially helpful for understanding the differences and similarities in the Tulalip and Snohamish Tribes.
  • The Washington Governor’s Office of Indian Affairs provides the full text of the Treaty of Point Elliott, 1855, which resulted in the ceding of Native lands in Washington State. It’s important to remember the power dynamics and structures at play between the U.S government and Tribal Nations at the times many of these treaties were ratified.
  • Alexa Koenig and Joshua Stein explain the differences between state-recognized and federally-recognized tribes. Essentially, for federal recognition, a tribe has to prove that’s it has existed in an uninterrupted fashion for hundreds of years. However, federal and state policies since contact have made this difficult to prove for many tribes.
  • Gabriel Furshong explains why some tribes remain unrecognized by state or federal entities.
Pedagogy

Many lesson plans that focus on totem poles are, frankly, terrible and encourage cultural appropriation. Make sure that if you’re teaching about totem/spirit/story poles that you include education about what they are, what they represent, and how they are important to specific tribes.

Contemporary Connections

In 2010, Shelton’s massive 71-foot story pole, “Lifting the Sky,” (pictured below) was removed from the Capitol grounds in Olympia due to fear of rot and potential injury. It appears to still be in storage, though the Burke Museum in Seattle has shown interest and there is also talk to returning it to the Tribe.

Another of his story poles, a 36-foot work of art displayed at Krape Park, Illinois was also removed in 2008 and is now housed at the Burke Museum in Seattle, WA, waiting its next move. The Burke Museum features a discussion of his work as a carver and the inspiration for his work. In 2018, a biographical documentary was made of Shelton’s daughter, Harriette “Hiahl-tsa” Shelton Dover (pictured earlier).

Categories
1900s Lullaby Native American Song

Zunian Lullaby

Zunian Lullaby[1]

Transcribed and harmonized by Carlos Troyer
Annotations by JEssica Cory
Images provides a description of the Zuni mother putting her child down to sleep. She sings the lullaby, "Now rest thee in peace, with thy playmates above; Close thine eyes my baby, Go join in their happy amusements, my love, Sleep on, soundly, sweetly, etc."
Original explanation of nighttime ritual for Zuni mothers and their infants, along with the lullaby lyrics.

The Zuni mother, unlike her white sister, does not put her baby to sleep by singing a Lullaby [sic] to it, or rocking it in a cradle, or carrying it about in her arms. She simply lays it in a hammock, places her hand affectionately on top of its head and gazes at it with an intent, steady look, exhorting it in a low voice, half speaking, half singing, to go to sleep. Making a few passes over the child while pronouncing an Incantation, it falls to sleep in a few moments. The Incantation bears the character of an appeal, as in suppressed murmurs she urges the child to close its eyes, at the same time gently covering its eyelids with her fingertips. While still continuing her steady gaze into its eyes until it is asleep, she repeats soothingly the chant;

“Now rest thee in peace, with thy playmates above; Close thine eyes my baby, Go join in their happy amusements, my love, Sleep on, soundly, sweetly, etc.”

When asleep, the Zunis believe the spirit is temporarily freed from the body and enters into happy communion with the good spirits of the other world.

Image is of the original musical accompaniment by Carlos Troyer to "Zunian Lullaby."
Pictured above is the original musical accompaniment for “a) Incantation Upon A Sleeping Infant.” The professor whom Troyer mentions an indebtedness to is Frank Hamilton Cushing, an American ethnographer who studied the Zuni, living with them from 1879-1884. “However, it was reported that some members of the Pueblo consider he had wrongfully documented the Zuni way of life, exploiting them by photographing and revealing sacred traditions and ceremonies” which is, unfortunately, not uncommon.
Troyer, Carlos. “Zunian Lullaby.” Traditional Songs of the zunis. (Newton Center, MA: Wa-wan press, 1904), 4-5.

[1] In Troyer’s time, the tilde was commonly used when writing the word “Zuni.” However, it is not used anymore, hence its absence on this page.

Contexts

Troyer’s arrangement of “Zunian Lullaby” appears to only have been recorded by one artist, pianist Dario Müller. The song appears on Müller’s album The American Indianists, Vol. 2, which was released by Marco Polo Records in 1996.

Resources for Further Study
  • It is important to recognize the limitations of Troyer’s work and experience. Because the recording above does not have lyrics, and the lyrics provided by Troyer are in English, a more accurate rendition of a Zuni lullaby may be this one, performed by Laughing Eyes (Margaret Eagle, or Margaret Lewis, per the Library of Congress).
  • To learn more about the Zuni (a Pueblo people), their Nation’s website is good place to start.
  • The original publication of Troyer’s view can be viewed digitally at the Library of Congress.
  • Katy Strand designed this fantastic resource for the Smithsonian to teach about Zuni music (including lullabies), including several lessons, recordings, and assessments.
  • The National Parks Service has some lesson plans that explore present-day Pueblo who live near the Bandelier National Monument area. Of course, it’s imperative to also consider the ways in which national parks and monuments have affected Native communities.

Categories
1910s Farm life Native American Poem Seasons

Playing and Haying

Playing and Haying

By Eugene Dutton (Anishinaabe)[1]
Annotations by Jessica Cory
Original image of the poem in print.
‘Tis such a fun in autumn time
To play at making hay—
To romp in meadows full of grass
Until the evening of the day.
 
‘Tis fun to cut and rake the grass,
To stack it way up high,
And then to climb a-top of it
Till you almost reach the sky.
 
And when on top to deftly go
Down it’s [sic] loosening side;
Oh isn’t it the greatest sport,
Down a hay stack to slide.
Dutton, eugene. “Playing and haying.” The REd Man 3 no. 5 (December 1910): 146.

[1] Dutton was noted by a local newspaper as being Chippewa. Today, the term used for Chippewa is Ojibwe. The Ojibwe . . . refer to themselves in their original language as the Anishinaabe, or “the people,” thus the changes seen here.  

Contexts

Dutton’s poem was published in The Red Man, a publication of The Carlisle Indian Industrial School. Dutton, however, did not attend The Carlisle School, as the editor’s note clarifies, instead attending Mount Pleasant Indian Industrial School. Because the Carlisle School published this Native student’s poem and he attended another residential school that was likely responsible for sharing his work, we should recognize how power and censorship shape such texts.

On the author: The Mount Pleasant Indian Industrial School has very limited digital records, and I was only able to find that Dutton’s guardians were his grandparents and that several of his siblings also attended Mount Pleasant School. However, I was able ascertain some information about Eugene Dutton from local newspapers. In June of 1912, the Isabella County Enterprise evidences Dutton performing in school choir event. The next year, in October of 1913, the same newspaper reports that “Eugene Dutton…of Mackinaw Island” [now commonly called Mackinac Island] was visiting “the Government School.” Nothing else is printed of him until July 10, 1925 when he appears on the front page of the Isabella County Enterprise and on page 3 of the Clare Sentinel. Both mentions note that he was “formerly [a] pitcher for the Mt. Pleasant Indian school [baseball] team” (1) and pitched for the “North Branch Indians” in their game against the “Delwin Indians.” (3) The baseball game was part of a Fourth of July picnic held the previous week “by the Indians east and north of Rosebush in the Chatfield grove” (3). His last mentions in the newspaper occur June 3, 1930, when he appears on pages one and three of the Mount Pleasant Daily Times; these are also the only public findings of his tribal affiliation. In the front page article, “Chippewa Indian Tribe Sues Federal Government For Large Sum Under Alleged Provisions of Aged Treaty,” Dutton is one of two names nominated to become a temporary Tribal chairman. He did not, however, win that role and was instead “elected for the position as assistant to the secretary” (3).

Interestingly, the 1913 mention of Dutton being “of Mackinaw Island” was not able to be confirmed nor disconfirmed through historical records, as his birthplace was always listed simply as “Michigan.” For most of his life though, records do show that he primarily lived in Saginaw, Michigan, where the Isabella Reservation for the Saginaw Chippewa Tribe of Indians is located.

Resources for Further Study
Pedagogy

The name “Chippewa” is used less frequently than the terms “Ojibwe” and “Anishinaabe” (sometimes spelled with one ‘a’) nowadays, so in searching for lesson plans, the latter two terms will likely need to be included in search terms.

  • The National Endowment for the Humanities has some excellent lesson plans for teaching about Chippewa/Ojibwe, Anishinaabe cultures.
  • The Saginaw Chippewa Tribe also has created several lesson plans on the residential school system.
Contemporary Connections

While the Saginaw Chippewa Tribe was awarded a grant to install fencing around two buildings that were part of the Mount Pleasant Boarding School, part of the fencing was destroyed by vandals trying to access the empty buildings, which are on the National Register of Historic Places in Sept. 2020. The Tribe also has regular commemorations to remember the closing of the school.

Categories
1850s Column Native American Water

A Small River or Creek

A Small River or Creek

By Quale-U-Quah[1]
Annotations by Jessica cory
Black and white image of a man standing in a river with mountains in the background.
James Mooney. Cherokee Country of North Carolina. Black and white glass negative, 1888, Smithsonian National Museum of Natural History, Washington, D.C. The photo shows the Oconaluftee River with the Blue Ridge Mountains in the background.

There is a small river which runs along about a mile from my home; it is a very beautiful one; its banks are covered with large fine trees, grass and various kinds of flowers. In the spring, it is very pleasant to sit on the bank and look at the water gliding along. Many a happy hour I have passed at this creek with my sisters and schoolmates, looking at the water and gathering flowers, making boquets [sic] and gathering grapes and berries. There are a great many fine nut trees on the bank with their large branches hanging over the water. A little way up the creek is a mountain. It has some large rocks on it. When we go on the top of the mount [sic] and get on one of these large rocks and look down on the creek running below, it is very beautiful. There is one place at this mountain where there is a way to go down like steps, and the rocks are placed one after another, and look as if some one [sic] had made them that way. Between some large rocks, there is a place almost in the shape of a house. It is square just like a room, and it has a beautiful spring in it, and the water come from out the rock, runs down to the bottom and goes into the creek. It makes a great noise when it falls off the rock. There is an open place like a door, and just in front of the door is the creek. It is pleasant to sit in there and see every thing [sic] looking so fresh and beautiful.

Quale-u-quah. “A small river or creek.” A wreath of cherokee rose buds 1, no. 2 (august 1854): 4.

[1] While some residential schools at the time kept and have digitized student records, no information is available regarding Quale-U-Quah’s tribal affiliation or identity beyond just her name.

Contexts

This piece first appeared in A Wreath of Cherokee Rose Buds, a publication of the first Cherokee Female Seminary. The seminary, which opened in 1851, was a residential school for female Native American students in the U.S. located in Park Hill, Oklahoma, just outside of Tahlequah (the capital of the Cherokee Nation). The seminary (and other similar seminaries, many of which were for males) differed significantly from the industrial boarding schools for Native youth. While still teaching many subjects to encourage assimilation and refusing to teach the Cherokee language or culture, the seminaries’ curriculums were what we might think of today as college prep, rather than readying students for occupational labor. The student body also contrasted with boarding schools, as seminary enrollment was optional, tuition was expensive, and students generally came from upper-class and mixed-blood backgrounds.

Because of the residential nature of the seminary and the fact that it accepted students from many tribes, some of whom may have been far from home, the longing for familiar landscapes expressed by Quale-U-Quah was likely also felt by other students. Unfortunately, because there is no available biographical information about Quale-U-Quah, we can’t know more about the place she called home.

The Youth’s Companion published this piece on September 7, 1854, as “A Small River” in the “Indian Youth’s Newspaper” section.

Resources for Further Study

When learning or teaching about Cherokee history, it can be easy to get caught up in Removal (also known as the Trail of Tears) or other atrocities which the Cherokee faced. However, it’s important to also teach about Cherokee recovery and resistance. The Cherokee are still here, and that recovery and resistance in the face of settler colonialism and genocide is the reason why.

  • The Association for Core Texts and Courses offers many wonderful materials to teach about the Cherokee from pre-contact through contemporary art and culture, focusing on reclamation and renewal.
  • The Zinn Education Project, named after Howard Zinn, author of A People’s History of the United States, offers a treasure trove of history and social studies lessons for all grades. Here are some for teaching about Native Americans, including this activity, which analyzes Andrew Jackson’s speech about Removal from a critical perspective.
Contemporary Connections

The rebuilt Cherokee Female Seminary (reconstructed at a different site after an 1887 fire ruined the original) is now part of the Northeastern State University campus known as Seminary Hall. The Cherokee Heritage Center now sits on the original Park Hill site. The rebuilt seminary is also on the National Register of Historic Places.

Categories
1900s Autobiography Native American Poem Seasons

Ye Old Council House

Ye Old Council House

By Eagle Eye Thompson (Mvskoke)[1]
Annotations by Jessica Cory
Black and white photograph of a stately looking brick building and trees flanking it.
Photograph of the Mvskoke (Creek) Council House, built in 1878. Photographer unknown.
'Neath the sheltering shades I linger,
     Where cool summer breezes blow,
And list to the chirp of the song-birds
     As my sires did moons ago.
 
I long to hear the bell’s loud note
     From thy towers on high,
And feel again a joyous content,
     As I felt in days gone by.
 
But now when I hear its music,
     Pouring forth its tuneful lay,
It spreads o’er my heart a sadness
     Which I can scarcely drive away.
 
Many summers have come and vanished,
     Many suns passed o’er thy head,
Hands that carved thy towering walls,
     Are numbered with the dead.
 
Within thy hallowed walls have gathered,
     Many, many warriors bold,
Chieftains mighty—statesmen fearless,
     Gift with wisdom—from nature’s fold.
 
Within thy walls there echoed voices
     Raised for truth that ne’er will cease,
From thy halls spoke law and order,
     From thy towers echoed peace.
 
There were recounted dear traditions,
     Handed down from many ages;
There was worshipped the Great Spirit,
     There preached the honored sages.
 
All has ceased where life once blossomed,
     Like unto a fading flower;
Our nation’s grandeur has departed,
     Thou but speak of bygone power.
 
Where once echoed voices eloquent,
     Where wisdom’s voice did thrill,
All is now but gloomy silence,
     Yet tender memory hangs there still.
 
Live on, oh dear old structure,
     You have done your duty well,
For what once a noble race accomplished,
     You alone must live to tell.
Eagle Eye Thompson. “Ye old council house.” Sturm’s oklahoma magazine. January 1909, 86.

[1] According to the publication, Eagle Eye Thompson was described as “a young Creek who seems to have inherited the love and pride of race which have ever been a leading trait of the Indian.” Unfortunately, no additional biographical info on Eagle Eye Thompson was found. “Creek” was the term frequently used in 1909 for what is now known as the Muscogee Creek Nation. The spelling of their name is Mvskoke in their language.

Contexts

The Council House described in the poem and pictured above was built in 1878 after the previous Council House suffered a fire. The structure is now a museum of the Nation’s culture and history called the Muscogee Creek Council House Museum and is a tourist attraction in the Okmulgee, Oklahoma area. The Council House was the seat of the Tribe and where it handled all of its governmental affairs. While issues of government may not have directly involved very young children, older children would have been aware of such goings-on, as Eagle Eye Thompson, described as “a young Creek,” clearly was.

The Oklahoma Historical Society provides additional context and background on Sturm’s Oklahoma Magazine.

Resources for Further Study
  • The Muscogee (Creek) Nation Cultural Center’s website explores the history of the Nation’s Council House.
  • The Nation’s website provides an excellent history of the Muscogee (Creek) Nation.
  • This page on the Nation’s website has tabs that explore the different levels of the Nation’s governmental entities.
Pedagogy
  • The STEP program has lots of lessons plans for all grades that focus on Mvskoke history and culture, as well as broader Native American history. As a bonus, Oklahoma educators can even check out the educational trunk!
  • In teaching about Council Houses, it would be helpful to also explain the role that Native American governments played in shaping contemporary U.S. democracy. Terri Hansen (Winnebago Tribe of Nebraska) for PBS provides an excellent overview and several helpful comparison between the current U.S. Constitution and the Iroquois (now commonly called Haudenosaunee) Confederacy.

Categories
1880s Native American Poem

First Efforts at Rhyming

[First Efforts at Rhyming]

By “Two Little Indian Girls”
Annotations by jessica Cory
Yellowed newspaper image of the text prepared below. Above the text reads "A School Exercise by Two Little Indian Girls."
This is the original poem in print. It can be found on page four in The Morning Star.
A bird flew from the nest 
After a dark night's rest.
She flew for a fat worm.
Her heart was on the little ones firm.
She was dressed very gay
For it was a nice day.

I saw a girl had map.
Upon her lap.
And walked about 
The room and put
Her feet on stool,
Sat down on mud and spoil 
Her dress, and got
Potatoes and put them in pot.
And shut the door,
And swept the floor. 
And stood up look.
And smile and took
Me up.


two little indian girls. “first efforts at rhyming.” The Morning Star, 4 no. 7 (Feb. 1884):4.

Contexts

The nonstandard punctuation and grammar present in the poem are likely due to its creation by students learning English as a second language. While this rhyme may seem cutesy, it’s important to realize that these words were likely written as an act of forced assimilation, as The Morning Star was published by The Carlisle Indian Industrial School, and the residential schools operating at the time forbade Native children to speak their own languages (among other assimilation techniques).

The loss of language from the legacy of boarding schools has had a lasting impact on Native communities throughout the U.S., Canada, and Australia, where they were commonly implemented. Native children sometimes lost the ability to communicate with members of their own communities or families, and often were unable to teach their own children the language that was stolen from them, and thus generational language loss occurred. Several Indigenous languages were declared “extinct” and many more nearly followed suit.

To combat this language loss, often-grassroots Indigenous language revitalization efforts have been made in many Native communities. These efforts include teaching classes in Indigenous languages, forming immersion schools for young learners, and even developing apps or YouTube channels. Not only does language revitalization helped keep the languages alive, it also allows Indigenous peoples to more deeply connect to their cultures.

Resources for Further Study
  • If you’re interested in learning more about The Carlisle School, I offer several resources on another page.
  • For a more personal account of what this language loss looks like and how it affects Native peoples, check out Emily Fox’s piece.
  • Living Tongues Institute for Endangered Languages provides a thorough examination about the effects of forbidding a student from speaking their Native language, and mentions The Carlisle School in particular.
Pedagogy
  • Facing History and Ourselves is a great resource to begin the conversation about residential schools and language loss. Its focus is Canada, but the lesson plan and questions could easily be tweaked for U.S. discussion.
  • The National Museum of the American Indian discusses the government’s double standard in forbidding Native languages and then seeking the help of Navajo Code Talkers in WWII. There is also a tab with several lesson plans for grades 6-12 along with ample resources.
Contemporary Connections

There has been some discussion about the necessity to compensate Indigenous peoples who experienced language loss due to residential schools, but thus far, the U.S. has not taken such actions. Also, it’s important to remember that English is a foreign language on Turtle Island (a term used by some Indigenous peoples and activists to refer to North America).

Categories
1900s Autobiography Book chapter Education Native American

The Indian Girl

The Indian Girl

By Zitkála-Šá (Yankton Nakota)[1]
Annotations by Jessica Cory
Two Native females, one a mother and the other, her daughter, sit on blankets outside of their tepee.
Original illustration for Zitkala-Sa’s story in the The Jones Fifth Reader, p. 443.

I was a wild little girl of seven. Loosely clad in a slip of brown buckskin, and light – footed with a pair of soft moccasins on my feet, I was as free as the wind that blew my hair, and no less spirited than a bounding deer. These were my mother‘s pride, — my wild freedom and overflowing spirits. She taught me no fear save that of intruding myself upon others.

In the early morning our simple breakfast was spread upon the grass west of our tepee. At the farthest point of the shade my mother sat beside her fire, toasting a savory piece of dried meat. Near her I sat upon my feet, eating my dried meat with unleavened bread, and drinking strong black coffee.

Soon after breakfast mother sometimes began her bead work. On a bright, clear day she pulled out the wooden pegs that pinned the skirt of our wigwam to the ground, and rolled up the canvas on its frame of slender poles. Then the cool morning breezes swept freely through our dwelling, now and then wafting the perfume of sweet grasses from newly burnt prairie.

Untying the long, tasseled strings that bound a small brown buckskin bag, my mother spread upon a mat beside 5 her bunches of colored beads, just as an artist arranges the paints upon his palette. On a lapboard she smoothed out a double sheet of soft white buckskin; and drawing ‘from a beaded case that hung on the left of her wide belt a long, narrow blade, she trimmed the buckskin into shape. Often she worked upon moccasins for her small daughter. Then I became intensely interested in her designing. With a proud, beaming face I watched her work. In imagination I saw myself walking in a new pair of snugly fitting moccasins. I felt the eyes of my playmates upon the pretty red beads decorating my feet.

Close beside my mother I sat on a rug, with a scrap of buckskin in one hand and an awl in the other. This was the beginning of my practical observation lessons in the art of beadwork. It took many trials before I learned how to knot my sinew thread on the point of my finger, as I saw her do. Then the next difficulty was in keeping my thread stiffly twisted, so that I could easily string my beads upon it. My mother required of me original designs for my lessons in beading. At first I frequently insnared many a sunny hour into working a long design. Soon I learned from self – inflicted punishment to refrain from drawing complex patterns, for I had to finish whatever I began.

After some experience I usually drew easy and simple crosses and squares. My original designs were not always symmetrical nor sufficiently characteristic, two faults with which my mother had little patience. The quietness of her oversight made me feel responsible and dependents upon my own judgment. She treated me as a dignified little individual as long as I was on my good behavior; and how humiliated I was when some boldness of mine drew forth a rebuke from her!

Always after these confining lessons I was wild with surplus spirits, and found joyous relief in running loose in the open again. Many a summer afternoon a party of four or five of my playmates roamed over the hills o with me. I remember well how we used to exchange our necklaces, beaded belts, and sometimes even our moccasins. We pretended to offer them as gifts to one another. We delighted in impersonating our own mothers. We talked of things we had heard them say in their conversations. We imitated their various manners, even to the inflection of their voices. In the lap of the prairie we seated ourselves upon our feet; and leaning our painted cheeks in the palms of our hands, we rested our elbows on our knees, and bent forward as old women were accustomed to do.

While one was telling of some heroic deed recently done by a near relative, the rest of us listened attentively, and exclaimed in undertones, “Han! han!”(Yes! yes! ) whenever the speaker paused for breath, or sometimes for our sympathy. As the discourse became more thrilling, according to our ideas, we raised our voices in these interjections.

No matter how exciting a tale we might be rehearsing, the mere shifting of a cloud shadow in the landscape near  by was sufficient to change our impulses; and soon we were all chasing the great shadows that played among the hills. We shouted and whooped in the chase; laughing and calling to one another, we were like little sportive nymphs on that Dakota sea of rolling green.

On the far left is a Native man in a war bonnet. In the middle is a long pipe. Below the pipe are a pair of moccasins.
Original illustration for Zitkala-Sa’s story in The Jones Fifth Reader, page 447

One summer afternoon my mother left me alone in our wigwam, while she went across the way to my aunt’s dwelling.

I did not much like to stay alone in our tepee, for I feared a tall, broad – shouldered crazy man, some forty years old, who walked among the hills. Wiyaka – Napbina (Wearer of a Feather Necklace) was harmless, and when ever he came into a wigwam he was driven there by extreme hunger. In one tawny arm he used to carry a heavy bunch of wild sunflowers that he gathered in his aimless ramblings. His black hair was matted by the winds and scorched into a dry red by the constant summer sun. As he took great strides, placing one brown bare foot directly in front of the other, he swung his long lean arm to and fro.

I felt so sorry for the man in his misfortune that I prayed to the Great Spirit to restore him, but though I pitied him at a distance, I was still afraid of him when he appeared near our wigwam.

Thus, when my mother left me by myself that after noon, I sat in a fearful mood within our tepee. I recalled all I had ever heard about Wiyaka – Napbina; and I tried to assure myself that though he might pass near by, he would not come to our wigwam because there was no little girl around our grounds.

Just then, from without, a hand lifted the canvas covering of the entrance; the shadow of a man fell within the wigwam, and a roughly – moccasined foot was planted inside.

For a moment I did not dare to breathe or stir, for I thought that it could be no other than Wiyaka – Napbina. The next instant I sighed aloud in relief. It was an old grandfather who had often told me Iktomi legends.

“Where is your mother, my little grandchild?“ were his first words.

“My mother is soon coming back from my aunt’s tepee, “I replied.

“Then I shall wait a while for her return, “he said, crossing his feet and seating himself upon a mat.

At once I began to play the part of a generous hostess. I turned to my mother’s coffeepot.

Lifting the lid I found nothing but coffee grounds in the bottom. I set the pot on a heap of cold ashes in the center of the wigwam, and filled it half full of warm Missouri River water. During this performance I felt conscious of being watched. Then breaking off a small piece of our unleavened bread, I placed it in a bowl. Turning soon to the coffeepot, which would not have boiled on a dead fire had I waited forever, I poured out a cup of worse than muddy warm water. Carrying the bowl in one hand and the cup in the other, I handed the light luncheon to the old warrior. I offered them to him with the air of bestowing generous hospitality.

“How! how!“ he said, and placed the dishes on the ground in front of his crossed feet. He nibbled at the bread and sipped from the cup. I sat back against a pole watching him. I was proud to have succeeded so well in serving refreshments to a guest. Before the old warrior 5 had finished eating, my mother entered. Immediately she wondered where I had found coffee, for she knew I had never made any and that she had left the coffeepot empty. Answering the question in my mother‘s eyes, the warrior remarked, “My granddaughter made coffee on a heap of dead ashes, and served me the moment I came.”

They both laughed, and mother said, “Wait a little longer, and I will build a fire.” She meant to make some real coffee. But neither she nor the warrior, whom the law of our custom had compelled to partake of my insipid hospitality, said anything to embarrass me. They treated my best judgment, poor as it was, with the utmost respect. It was not till long years afterward that I learned how ridiculous a thing I had done. [1]

Zitkala-Ša. “the indian girl.” in the jones fifth reader, edited by L.m. Jones, 441-447. Boston: Ginn & Company, 1903.

[1] The Yankton Nakota are also sometimes called the Yankton Sioux. Located in South Dakota, “the reservation is the homeland of the Ihanktonwan or Yankton and the Ihanktowanna or Yanktonai who refer to themselves as Nakota.” Some sources have noted Zitkála-Šá as being Yankton Dakota. Legends of America explains the differences in Dakota, Lakota, and Nakota, as well the problematic term “Sioux.”

Contexts

This piece, published in 1903, appears to be a cross-written version of Zitkála-Šá’s “Impressions of An Indian Childhood” which was originally published in 1901 in the Atlantic Monthly. The piece also begins her 1921 book American Indian Stories. American Indian Stories is largely autobiographical and highlights the stark contrast between Zitkála-Šá’s childhood on the reservation, as the piece above shows, and her experience at White’s Indiana Manual Labor Institute, a boarding school for Native children that was operated by Quaker missionaries.

Resources for Further Study
  • This document provides a bit more information on Quaker-run boarding schools and specifically mentions Zitkála-Šá’s American Indian Stories.
  • To learn more about the Yankton Reservation, please see the transcribed treaty that the U.S. government entered into with the Yankton tribe in 1858. This short article by the National Parks Service explains the pressure the Yankton were under in signing the treaty and the National Archives gives additional background on the 1858 treaty..
Contemporary Connections

Concerned about waste management facilities encroaching on and polluting the reservation, the Yankton tribe sued the state of South Dakota twice, once in 1995 and again in 1997. In both cases, the courts rejected the Tribe’s claims.

Categories
1880s Food Native American Poem Song, Ballad

The Eating of the Poi

The Eating of the Poi

Traditional Hawaiian song
Annotations by JEssica Cory
Photographer unknown. Taro patch, a plant whose root when made into poi forms the principal food of the natives of Hawaiian Islands. Photograph on stereograph card, 1902, Library of Congress Prints and Photographs Division. Thanks to Maggie Murphy for locating this image.  
Oh dear! Oh dear! a very queer
And curious thing I’ve seen,
Which takes the shine completely off,
The wearing of the green;
Potatoes constitute a dish
That Irishmen enjoy,
But it can’t hold a candle to
The eating of the poi. [1]
   
I met a fat kanaka, and he [2]
Asked me to his hale [3]
He wore no clothes to speak of,
But a pa-u and papale.[4]
Upon a mat cross-legged we sat,
And there, and then, my boy,
I was initiated in
The eating of the poi.

A calabash before us stood,
Tutui in a dish, [5]
And in another one, some
Animated shrimps and fish;
We pitched in, and did
No cutlery employ,
The finger is the instrument
For the eating of the poi.

You dip it in, and stir it round,
‘Tis difficult to learn,
And harder to describe the
Proper scientific turn,
Sometimes one finger, sometimes two,
And sometimes three employ,
According to your appetite
When eating of the poi.

To unaccustomed lips, it has,
A most peculiar taste,
A strong similarity
To very ancient paste.
But when you’ve clean’d the calabash,
You’ll want to hiamoe [6]
And soon get fat as butter, just
From eating of the poi.
“The eating of the poi.” In ka buke o na leo mele hawaii no ka pono a me ka pomaikai o na home hawaii na anaina hoolaulea a me na aha mele hoonanea (book of hawaiian songs for the good and the happiness of hawaiian homes for friendly gatherings and for musical assemblies) edited by keakaokalani and j.m. bright, 96.

[1] Poi is a common food in traditional Native Hawaiian cuisine. It is made from pounding or mashing cooked taro root.

[2] Kanaka is short for Kānaka Maoli, the people Indigenous to Hawai’i.

[3] Hale means home or house.

[4] A pa-u is a skirt and papale is a hat, especially a hat made on coconut fronds.

[5] Tutui is candlenut, the seed of the fruit bearing candlenut tree, Aleurites moluccanus.

[6] Hiamoe means to doze or nap.

Contexts

This song does not appear to have an author and, in the publication by Keakaokalani and Bright, did not include any sheet music or other indication of accompaniment. As a traditional song though, it is likely that the publication’s audience would have been familiar with how to perform the tune. Because “The Eating of the Poi” is a traditional song, it has certainly been performed by countless people, including The Waialea Trio. Some sources also note that “The Eating of the Poi” is the first hapa-haole (literally half-white) song, meaning the first song “with lyrics being a combination of English and Hawaiian (or wholly English).”

Resources for Further Study
  • To learn more about traditional Hawaiian foods, check out Kathryn Orr’s presentation, which also includes recipes.A Hawaiian tourism page also includes a glossary of Hawaiian food terms that also might be helpful.
  • For further information about Hawaiian music, the Smithsonian details some of the elements found in a variety of Hawaiian music styles. This wiki by hosted by McGill University provides more in-depth discussion of the evolution of musical styles in Hawai’i.
Pedagogy

When teaching about aspects of Native Hawaiian culture, including music and food, it’s also important to keep in mind the power dynamics that exist between Native Hawaiians and white settlers, both in historical and contemporary times, as well as the power dynamics involved in research. In teaching early Native Hawaiian texts, the dynamics between pro-annexationists and those opposed to annexation are also important to include, particularly in discussions of Native sovereignty.

  • Just as you wouldn’t (hopefully) encourage students to make feathered headdresses as part of a lesson, don’t have them don hula skirts either. Kumu Leilehua explains why both are a problem.
  • For more advanced classrooms, it would be helpful to delve into Indigenous food sovereignty and how U.S. policies (particularly environmental policies) affect the ability to procure some traditional foods. Jeremy Miller provides a good introduction on this issue for The Sierra Club, and Don Heacock, a kalo (taro) farmer, explores the links between agriculture and food sovereignty in Hawai’i.

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