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
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.

Categories
1880s Poem

An Alphabet Menagerie

An Alphabet Menagerie

By Isabel Frances Bellows
Annotations by Kathryn T. Burt/JB
Original illustrations from St. Nicholas by R. B. Birch
A, was an Amiable Ape,
Who lived on an African cape.
He climbed up the trees
On his elbows and knees –
And came down by the fire escape.



C, was a Comical Cat
Who tried to make love to a rat.
She sang him a song
Both loving and long,
But he said "You can't fool me like that!"
E, was an Eminent Elephant
Who invented a thing called a Telephant
When they asked: "What's it for?"
He replied: "Such a bore
To be pestered with questions irrelevant!"



G, was a Greedy old Goat
Who ate up his master's best coat
He stood by with a leer
While they searched far and near
And remarked: "They seem rather afloat!"


I, was an Idle Ichneumon[2]
Who wanted to learn to play Schumann[3],
But he found to his pains,
It took talent and brains;
And neither possessed this Ichneumon.




K, was a Keen Kangaroo,
Who painted his children sky-blue.
When his wife said: "My dear,
Don't you think they look queer?"
He replied "I'm not sure but they do"



M, was a Merry young Mink[4],
Who went in to skate at a rink.
But he said that the ice
Was too hard to be nice,
And too smooth to allow him to think



O, was an Obese Old Ox
Who wanted to learn how to box
A teacher he hired
Who nearly expired
At the first of his terrible knocks!


Q, was a Quarrelsome Quagga[6]
Who made a great bluster and swagger
But what was quite queer
When danger was near
No trace could be found of the bragger.


S, was a Senseless old Sheep
Who spent all his time half asleep.
He was thinking, he said,
When he nodded his head,
But his friends thought that tale rather steep


U's a Unique Unicorn
Who tried to peek over his horn
He said he saw more
Than he e'er did before
But it made him feel rather folorn.





W's a Wan little Weasel,
Who spent all his days at his easel.
His friends came to see
What they thought was a tree.
But he called it a "Study of Teasel[8]"


B, was a Bustling old Bear,
Who thought he must have change of air;
So he went with a show,
Though it filled him with woe
To see people so rude as to stare.
D, was a Dainty old Dog,
Who every day drank an egg nog.
He took it he said,
To steady his head,
In case there should come up a fog!


F, was a Frivolous Fawn
Who gave a soireé[1] on the lawn
He played on the flute
And sang to a lute
But the guests would do nothing but yawn


H, was a Hopeful young Horse
Who was brought up on love without force
He had his own way
And they sugared his hay;
So he never was naughty of course!


J, was a Jaunty Jaguar,
Who once took a ride in a car;
But when asked for his fare,
Gave a growl and a stare,
And remarked: That is going too far!



L, was a Lively old Lion,
Whose conduct no man could rely on.
For he'd smile and look sweet
At the people he'd meet,
And be thinking which one he should fly on!




N, was a Naïve Nylghau[5]
Who would take his tea through a straw
When his Aunt said "I think
'Twould be better to drink"
He replied "You had better withdraw!"


P, was a Prosy old Pig,
Who complained that his brain was too big.
He felt it, he said,
Inside of his head –
Which was certainly strange, for a pig!


R, was a Rowdy young Rabbit
Who had a most terrible habit!
When he saw any food
Which appeared to him good
He would rise from his chair, and just grab it.


T, was a Terrible Tiger,
Whose name was Abdullah Meshigah.
For lunch he would eat
Forty two kinds of meat
And his postal address was "The Niger."[7]


V, was a Verdant old Viper
Who let himself out as a piper
But so badly he played
That the dancers all said
They would wait til his talents were riper


X, Y, and Z, were three creatures
With all sorts of fabulous features.
They had talons, and claws,
And fiery jaws.
But their names haven't happened to reach us!
Bellows, Isabel Frances. “An Alphabet Menagerie.” St. Nicholas: An Illustrated Magazine for Young Folks 11, no. 5 (March 1884): 382-87.

[1] A French word for a party typically held in the evening.

[2] A species of mongoose—a small mammal that looks similar to a ferret or meerkat—also known as the Egyptian mongoose.

[3] Since the illustration shows the ichneumon at a piano, this likely refers to playing music by German composer Robert Schumann.

[4] A small semiaquatic mammal related to weasels, otters, and ferrets.

[5] Sometimes spelled “nilgai,” a nylghau is a species of antelope from Northern India.

[6] A subspecies of the zebra that is now extinct.

[7] Not to be confused with Nigeria, the Niger is a country on the Niger River (the Republic of Niger) that became independent in 1960. The area that modern-day Niger is in was part of the Bornu Empire area, which several West African empires and states had long contested. The French occupied Niger in the late 19th century and made it a colony in 1922.

[8] A teasel is a flowering plant often used as a natural comb for cleaning and disentangling wool.

Contexts

According to Lawrence C. Stedman and Carl F. Kaestle, the U.S. tracked the nation’s literacy with a question about the ability to read and write any language in every decennial census from 1840 to 1930 (78). Although the accuracy of this data collection method has since been questioned, Kaestle et al. nonetheless contend that the 1880s mark an interesting time in American history “when the population was broadly if not highly literate, and the nation was on the verge of a rapid expansion of popular printed material and a slower but steady expansion of secondary education” (xv). For more on the history of literacy in the United States, see Literacy in the United States: Readers and Reading Since 1880.

Resources for Further Study
  • See Nyr Indictor’s clever and fascinating article “Alphabet Poems: A Brief History” for a crash course in the genre of alphabet poetry, which extends far beyond the realm of our modern alphabet. The abecedarian form derives from the Latin abecedarius (of or according to the alphabet). It refers to a poem in which each verse or line begins with a letter in alphabetical order. According to the Oxford English Dictionary, the earliest use of “abecedary” regarding poetry dates to the late 16th century, and early usage often referred to religious psalms and proverbs.
  • The University of Michigan Museum of Zoology Animal Diversity Web (ADW) has information on the ichneumon or Egyptian mongoose.
  • Find out more about the nylghau, also known as the nilgai or nilgai antelope, from ADW.
  • Read about the now-extinct quagga on the ADW website. There is an effort to restore the animal, the last of which died in 1883, led by the Quagga Project.
  • This brief overview of Niger’s history includes early African tribes and kingdoms, French colonization, and independence to the late 20th century. A more thorough history is available from Cambridge University Press.

Categories
1880s 1890s Letters/Correspondence

Two Letters of Helen Keller

Two Letters of Helen Keller[1]

By Helen Keller
Annotations by Celia Hawley
Charles Whitman. Helen Adams Keller. Platinum print, 1904, National Portrait Gallery,
Washington, D.C.
TO MR. WILLIAM WADE
  South Boston, Mass., Nov. 20, 1889.

  My Dear Mr. Wade:—I have just received a letter from my mother,
  telling me that the beautiful mastiff puppy you sent me had
  arrived in Tuscumbia safely.[2] Thank you very much for the nice
  gift. I am very sorry that I was not at home to welcome her; but
  my mother and my baby sister will be very kind to her while her
  mistress is away. I hope she is not lonely and unhappy. I think
  puppies can feel very home-sick, as well as little girls. I
  should like to call her Lioness, for your dog. May I? I hope she
  will be very faithful,—and brave, too.                                    
                                         
  I am studying in Boston, with my dear teacher. I learn a great
  many new and wonderful things. I study about the earth, and the
  animals, and I like arithmetic exceedingly. I learn many new
  words, too. EXCEEDINGLY is one that I learned yesterday. When I
  see Lioness I will tell her many things which will surprise her
  greatly. I think she will laugh when I tell her she is a
  vertebrate, a mammal, a quadruped; and I shall be very sorry to
  tell her that she belongs to the order Carnivora. I study French,
  too. When I talk French to Lioness I will call her mon beau
  chien. Please tell Lion that I will take good care of Lioness. I
  shall be happy to have a letter from you when you like to write
  to me.

  From your loving little friend,
  HELEN A. KELLER.

  P.S. I am studying at the Institution for the Blind.

  H. A. K. [3]
TO  DR. OLIVER WENDELL HOLMES
  South Boston, Mass., April, 1891

  Dear Dr. Holmes:—Your beautiful words about spring have been
  making music in my heart, these bright April days. I love every
  word of "Spring" and "Spring Has Come." I think you will be glad
  to hear that these poems have taught me to enjoy and love the
  beautiful springtime, even though I cannot see the fair, frail
  blossoms which proclaim its approach, or hear the joyous warbling
  of the home-coming birds. But when I read "Spring Has Come," lo!
  I am not blind any longer, for I see with your eyes and hear with
  your ears. Sweet Mother Nature can have no secrets from me when
  my poet is near. I have chosen this paper because I want the
  spray of violets in the corner to tell you of my grateful love. I
  want you to see baby Tom, the little blind and deaf and dumb
  child who has just come to our pretty garden. He is poor and
  helpless and lonely now, but before another April education will
  have brought light and gladness into Tommy's life. If you do
  come, you will want to ask the kind people of Boston to help
  brighten Tommy's whole life. Your loving friend,
  HELEN KELLER.
Keller, Helen. “to mr. William Wade,” “To Dr. Oliver Wendell Holmes.” Personal correspondence, Courtesy American Federation for the blind.

[1] Helen was only 9 and 11 years old, respectively, when she wrote these letters. Newspapers in America and Europe had already celebrated her, and she had met a number of well-known people of the period. At the age of eight, she visited President Grover Cleveland at the White House. (See Helen Keller: Selected Writings)

[2] Tuscumbia, Alabama is Helen Keller’s birthplace. Listed on the National Register of Historic Places, it is also the location of the Alabama Music Hall of Fame.

[3] Helen wrote this correspondence by hand. She learned to write using paper with a grooved board behind it, an arduous and time-consuming process. Having learned her first letters and words through manual finger positions, she would eventually learn and have access to standard Braille, a system not adopted in the U.S. until 1918. (See Helen Keller: Selected Writings)

Contexts

Helen was born with both sight and hearing, as detailed in the Helen Keller Biography. She and her teacher, Anne Sullivan, were lifelong companions. Anne’s life was alsofull of challenges to overcome. Born in 1866 to a family who left Ireland due to the Great Famine, Anne contracted a chronic eye disease at age five. She and her brother Jimmy were abandoned to a poor house as children after their mother’s death, and her admittance to the Perkins Institute changed her life.

Resources for Further Study
Contemporary Connections

The Perkins School for the Blind in Watertown, Massachusetts, is the oldest school for the blind in the U.S. The school now uses the Expanded Core Curriculum (ECC), a disability-specific set of skills that focuses on many avenues to independence.

Categories
1880s Column Education Essay Native American

Our Young Folks

Our Young Folks

By The Indian
Annotations by jessica cory
The header of The Indian newspaper. Volume 1 in the left hand corner, number 7 in the right hand corner. Hagersville, Ontario and Wednesday, April 14, 1886 in the middle.
Header for the issue of the The Indian containing the new column, “Our Young Folks.”

Under this head we propose to establish a new feature in our journal. The bulk of the matter hitherto appearing in the The Indian has been to mature and older heads. This, our new departure [sic] is calculated to be especially for the Indian children, but answers and questions will receive all due attention, no matter from what source they come. We propose publishing continuously an interesting story suitable for juvinile [sic] readers, also a series of questions of a general character: Historical, Geographical, Mathematical, etc, and also conundrums, graded to suit our young readers and to come within their scope of knowledge. The answers to these questions will be published in each following issue with the names of those who answer correctly. We shall be glad to have questions sent to us by those who have any which they may deem worthy of publication. Our object in this is to create a spirit or desire for knowledge among the young of our people to whom The Indian comes. As soon as we can arrive at an opinion as to the capacity of our readers to grapple with the problems of a varied character, we shall offer prizes and awards to successful candidates. This feature will be added to this department from time to time. We commence this issue with the following:—

                1) Find the cost of a 160-acre farm at $11.25 an acre.

                2) A fence is 38 rods long. How many feet long is it?

                3) How many cords of wood in a pile 32 feet long, 12 feet wide, 14 feet wide?

Pictured is a yellowed newspaper clipping with the page's text included on it.
The original column in The Indian from April 14, 1886. Original is held by The Newberry Library in Chicago, Illinois.
“Our young folks.” The Indian, April 14, 1886, 82. https://webvoyage.carli.illinois.edu/nby/cgi-bin/Pwebrecon.cgi?DB=local&v1=1&BBRecID=494884.

Contexts

The Indian was published by The Indian Publishing Company from December 30, 1885 until December 29, 1886. According to the American Indian Newspapers database, “The Indian: A paper devoted to the aborigines of North America and especially to the Indians of Canada was established by Peter Edmund Jones – or Kahkewaquonaby – a Mississauga Ojibwa chief. The first newspaper to be published by an Indigenous Canadian, The Indian was circulated across Ontario’s Indian Reserves and intended to inform the First Nations people about Canadian legislation.” Not many Indigenous newspapers at the time contained features specifically for children, and it’s notable that features, such as this one, would contain environmental themes like cords of wood or farming, as these topics would’ve been familiar to readers, including youth.

Though no way way to know for certain, the column’s title, “Our Young Folks,” may have been inspired from the popular U.S. children’s periodical Our Young Folks: an Illustrated Magazine for Boys and Girls that circulated in the 1860s and ’70s.

Resources for Further Study

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