Categories
1900s African American Poem Wild animals

De Critters’ Dance

De Critters’ Dance

By Paul Laurence Dunbar
Annotations by Rene Marzuk
Mazell, Peter. The Hedgehog from the Book The British Zoology by Thomas Pennant. Etching with Hand Coloring, 1766, Fine Arts Museum of San Francisco.
Ain't nobody nevah tol' you not a wo'd a-tall,
'Bout de time dat all de critters gin dey fancy ball?
Some folks tell it in a sto'y, some folks sing de rhyme,
'Peahs to me you ought to hyeahed it, case hit's ol' ez time.

Well, de critters all was p'osp'ous, now would be de chance
Fu' to tease ol' Pa'son Hedgehog, givin' of a dance;[1]
Case, you know, de critter's preachah was de stric'est kin',
An' he nevah made no 'lowance fu' de frisky min'.

So dey sont dey inbitations, Racoon writ 'em all,
"Dis hyeah note is to inbite you to de Fancy Ball;
Come erlong an' bring yo' ladies, bring yo' chillun too,
Put on all yo' bibs and tuckahs, show whut you kin do."

W'en de night come, dey all gathahed in a place dey knowed,
Fu' enough erway f'om people, nigh enough de road,
All de critters had ersponded, Hop-Toad up to Baih,
An' I's hyeah to tell you, Pa'son Hedgehog too, was daih.

Well, dey talked an' made dey 'bejunce, des lak critters do,
An' dey walked an' p'omenaded 'roun' an' thoo an' thoo;[2]
Jealous ol' Mis' Fox, she whispah, "See Mis' Wildcat daih,
Ain't hit scan'lous, huh a'comin' wid huh shouldahs baih?"

Ol' man T'utle was n't honin' fu' no dancin' tricks,
So he stayed by ol' Mis' Tu'tle, talkin' politics;
Den de ban' hit 'mence a-playin' critters all to place,
Fou' ercross, an' fou' stan' sideways, smilin' face to face.

'Fessah Frog, he play de co'net, Cricket play de fife,
Slews o' Grasshoppers a-fiddlin' lak to save dey life;
Mistah Crow, 'he call de figgers, settin' in a tree,
Huh, uh! how does critters sasshayed was a sight to see.

Mistah Possom swing Mis' Rabbit up an' down de flo',
Ol' man Baih, he ain't so nimble, an' it mek him blow;
Raccoon dancin' wid Mis Squ'il squeeze huh little han',
She say, "Oh, now ain't you awful, quit it, goodness lan'!"

Pa'son Hedgehog groanin' awful at his converts' shines,
'Dough he peepin' thoo his fingahs at dem movin' lines,
'Twell he cain't set still no longah w'en de fiddles sing,
Up he jump, an' bless you, honey, cut de pigeon-wing.[3]

Well, de critters lak to fainted jes' wid dey su'prise,
Sistah Fox, she vowed she was n't gwine to b'lieve huh eyes;
But dey could n't be no 'spurtin' 'bout it any mo':
Pa'son Hedgehog was a-cape'in' all erroun' de flo'.

Den dey all jes' capahed scan'lous case dey did n't doubt,
Dat dey still could go to meetin'; who could tu'n 'em out?
So wid dancin' an' uligion, dey was in de fol',
Fu' a-dancin' wid de Pa'son could n't hu't de soul.
Crane, Walter. Tailpiece with Dancing Foxes. Wood Engraving, 1914, in Household Stories from the Collection of the Bros. Grimm. Public Domain.
DuNBAR, Paul Laurence. “de critters’ dance.” The southern Workman, VOL. XXIX, NO. 11 (November 1900): 608-09.

[1] Hedgehogs are not native to America.

[2] p’omenaded: i.e. promenaded.

[3] According to the University of Wisconsin-Madison’s Dictionary of American Regional English, to cut the pigeon’s wing is to execute intricate dance steps gracefully.

Contexts

Paul Laurence Dunbar’s poem appeared in The Southern Workman magazine, an American journal “devoted to the interests of the black and red races,” according to its cover page. The magazine included sections on education and suggestions for school lessons. Dunbar received international acclaim for his dialect verse, but he also wrote many poems in standard English. Although the dialect may appear challenging, reading “De Critters’ Dance” aloud helps make the meanings clear.

Definitions from Oxford English Dictionary:

  • fiddle: A stringed instrument of music, usually the violin.
  • fife: A small shrill-toned instrument of the flute kind, used chiefly to accompany the drum in military music.
  • parson: A vicar or any other beneficed member of the clergy of the Church of England; a chaplain, curate, or any Anglican clergyman; a minister or preacher of any Christian denomination, a clergyman. Sometimes with pejorative connotation.
  • meeting: An assembly of people for worship.
  • sashay: To perform a chassé, especially in square dancing.
Resources for Further Study
Categories
1900s Family Poem Seasons

Little Light Moccasin

Little Light Moccasin

By Mary Austin
Annotations by Rene Marzuk
Curtis, Edward S. Umatilla Child. Photograph, 1910, Library of Congress.
Little Light Moccasin swings in her basket,
   Woven of willow and sinew of deer,
Rocked by the breezes and nursed by the pine tree,
   Wonderful things are to see and to hear.

Wide is the sky from the top of the mountain,
   Sheltered the canon from glare of the sun,
Ere she is wearied of watching their changes,
   Little Light Moccasin finds she can run.

Brown is her skin as the bark of the birches,
   Light are her feet as the feet of a fawn,
Shy little daughter of mesa and mountain,
   Little Light Moccasin wakes with the dawn.

All of the treasures of summer-time canons,
   These are the playthings the little maid knows,
Berry time, blossom time, bird calls, and butterflies,
   Columbine trumpets, and sweet brier rose.[1]

Bear meat and deer meat, with pine-nuts and acorns,
   Handsful of honey-comb dripping with sweet,
Tubers of joint grass the meadows provide her,
   Bulbs of wild hyacinth, pleasant to eat.[2]

When on the mesa the meadow lark stooping,
   Folds her brown wings on the safe hidden nest,
Hearing the hoot of the owlets at twilight,[3]
   Little Light Moccasin goes to her rest.

Counting the stars through the chinks of the wickiup,
   Watching the flames of the campfire leap,
Hearing the songs of the wind in the pine trees,
   Little Light Moccasin falls fast asleep.
Pair of Moccasins. Hide and beads, early 20th century, Brooklyn Museum, NY.
AUSTIN, MARY. “LITTLE LIGHT MOCCASIN.” THE SOUTHERN WORKMAN XXIX, NO. 4 (APRIL 1900): 237-38

[1] The Eastern Red Columbine is a branching perennial known for its drooping flowers which attract long-tongued insects and hummingbirds. According to the Lady Bird Johnson Wildflower Center’s website, Native American men rubbed their palms with its crushed seeds as a love charm.

[2] Wild hyacinth bulbs have a nutty flavor and can be used like potatoes. They were an important food source for Native American tribes and early European settlers.

[3] Listen to various North American owls’ calls.

Contexts

Mary Austin’s poem appeared in The Southern Workman magazine, an American journal “devoted to the interests of the black and red races of this country,” according to its cover page. The magazine included sections on education and suggestions for school lessons. The U.S. Congress had passed several Indian Appropriations Acts (in 1851, 1871, 1885, and 1889) that made Native American lands available to white settlers and confined their original inhabitants to reservations they could not leave without permission.

Definitions from Oxford English Dictionary:

  • canon: An alternate spelling of cañon (together with cannon and canyon), a deep gorge or ravine at the bottom of which a river or stream flows between high and often vertical sides; a physical feature characteristic of the Rocky Mountains, Sierra Nevada, and the western plateaus of North America.
  • mesa: A flat-topped hill of plateau of rock with one or more steep sides, usually rising abruptly from a surrounding plain and common in the arid and semi-arid areas of the United States.
  • moccasin: A kind of soft-soled leather shoe originally worn by North American Indians.
  • wickiup: A dwelling used by certain North American Indian peoples of the west and south-west consisting of a dome-shaped frame covered with brushwood.
Resources for Further Study

Categories
1900s Folktale Myth Native American Short Story

Legend of Horn Lake

Legend of Horn Lake

By Stella Le Flore Carter (Cherokee-Chickasaw), age 9
Annotations by Karen L. Kilcup
OK sunset at Washita NWR Public domain
Sunset at Washita National Wildlife Refuge, OK. Public domain.

My Aunt Lizzie lives at the head of the beautiful Washita canyon. [1] She is almost a full-blood Chickasaw, and has all the ways of a full-blood Indian. She tells many beautiful stories about her people, as she calls the Chickasaws. [2] She calls these tales legends and traditions, but Papa says they are pipe stories. Among others she told me what she calls the legend of Horn Lake, which I will tell you as she told it to me. [3]

Many years ago, when your Great Grandfather wore the breech clout and hunting shirt, a clan of my people lived in a beautiful valley, near the line of Mississippi and Tennessee.

The Chief of this clan had a beautiful daughter, named Climbing Panther. [4] She was known among all the Chickasaws for her pretty face and perfect form. One day the young men of the tribe cut down a large bee tree for they wanted the honey. [5] The trunk of the tree was found to be hollow and full of water, and a fish was seen coming to the surface for air. Climbing Panther wanted to get the fish, but the old Medicine Man fussed at her, and told her not to do it. But she took the fish home to her father’s wigwam[,] cooked it and ate it. She became very thirsty and they brought her water, but she could not get enough. At last she went to the spring and drank the water as fast as it ran from the spring. Before leaving camp she told her father that she was sick, and to call his people together and have a big Pashofa, or Medicine Dance. [6]

Her father called the people together that night, and when they were forming lines for the Tikbahoka, [7] the men on one side and the women on the other, they heard an awful roaring noise. A big snake as big as a horse appeared between the two lines. It had long horns and on its head was the face of Climbing Panther. Then they all knew that Climbing Panther had turned to a snake.

The lightning flashed and the Heavens gave a mighty roar. The body of the snake burst open, the ground sank and everything was covered with water except the long horns of the snake. This is the way Horn Lake was made. And the great horns of the snake can be seen sticking above the water today. And it was all caused by Climbing Panther’s disobedience.

STELLA LE FLORE CARTER, “LEGEND OF HORN LAKE,” TWIN TERRITORIES 5, NO. 5 (MAY 1903): 182-83.
7th US Cavalry charging on Black Kettle's village Nov 27 1868
Attack on Peace Chief Black Kettle’s village near the Washita River by the Seventh U.S. Cavalry let by Lt. Colonel George Armstrong Custer, November 27, 1868.
Harper’s Weekly 12 (December 1868): 804. Public domain.

[1] The Washita River, which meanders across many miles in southwest Oklahoma, figures tragically in Native American history. See Contexts and Resources for Further Study, below.

[2] The Chickasaw people were among the groups called the “Five Civilized Tribes” that the U.S. Government removed to Indian Territory (now part of Oklahoma) on the Trail of Tears.  See Resources for Further Study, below.

[3] Horn Lake does not appear in any contemporary or historical maps of Oklahoma. The location the story references is almost certainly in the traditional homeland of the Chickasaws. Crossing the Tennessee-Mississippi border, Horn Lake appears on a 1932 U.S. Army Corps of Engineers topographic map, as well as on contemporary Google maps. Thanks to Jessica Cory for locating this information.

[4] The name Climbing Panther may suggest that the chief’s daughter belonged to the Panther Clan, traditionally regarded as hunters.

[5] As its name suggests, a bee tree contains a colony of honeybees. Those we regularly reference today are not native to North America but were brought here from Europe in the seventeenth century. Before this time, American Indians “enjoyed a different kind of honey prior to the arrival of the Spanish conquistadors. The Mayans and Aztecs ate honey from a bee, Melipona beecheii, that used hollowed-out logs as hives.” See Carson in Resources for Further Study, below.

[6] “Pashofa” is a traditional Chickasaw dish composed of pashofa corn and pork. The Chickasaw Nation website, which contains recipes, comments that it “was, and still is, served at large gatherings of Chickasaws, for celebrations and ceremonies.”

[7] The author may have transcribed this word imprecisely, for a search reveals no results. The context suggests that it references the Medicine Dance mentioned in the previous paragraph.

Contexts

Stella Carter’s story exemplifies a notable genre of Native American literature, the traditional tale that explains the origin of a natural feature. The story’s key emphasis, however, lies in what the narrator calls “Climbing Panther’s disobedience”: in rejecting her elders’ wisdom and prioritizing her individual desires, she endangers the entire tribe.

Carter’s narrative does not mention the 1868 Washita Massacre, but her aunt would almost certainly have known about this attack in which U.S. soldiers led by Lt. Colonel George Armstrong Custer decimated the village of Peace Chief Black Kettle and killed the chief. Four years earlier, the horrific Sand Creek Massacre by U.S. soldiers in Colorado had killed many women and children, but Black Kettle attempted to maintain peaceful relations with the federal government. The websites of the National Park Service (NPS) and the Washita Battlefield National Historic Site in Oklahoma provide some historical background, although readers should be wary of non-Native accounts. The NPS description acknowledges that “Black Kettle, a respected Cheyenne leader, had sought peace and protection from the US Army and had signed the Little Arkansas Treaty in 1865 and the Medicine Lodge Treaty in 1867.” For eyewitness Cheyenne accounts, see Hardoff, below.

Resources for Further Study
  • Brown, Dee. Bury My Heart at Wounded Knee: An Indian History of the American West. 1970; rpt. New York: Henry Holt, 2007. See 167-68, 243.
  • Carson, Dale. “The Origins of Golden Honey and its Gastronomic and Medical Uses.” Indian Country Today, January 26, 2013.
  • Carter, Charles David, 1868-1929.” Biographical Dictionary of the United States Congress.
  • Hardoff, Richard G., ed. Washita Memories: Eyewitness Views of Custer’s Attack on Black Kettle’s Village. Norman: University of Oklahoma Press, 2006. Notable because it contains accounts by Cheyenne Indians who witnessed the massacre.
  • Hatch, Thom. Black Kettle: The Cheyenne Chief Who Sought Peace But Found War. Hoboken: John Wiley, 2004. See Chapters 8, 9, and 12.
  • History.” Office of the Governor. The Chickasaw Nation. This site encompasses Chickasaw history from the pre-settler period to the present.
  • Horwitz, Tony. “The Horrific Sand Creek Massacre Will Be Forgotten No More.” Smithsonian, December 2014.
  • Kosmerick, Todd J. “Carter, Charles David (1868-1929).” Oklahoma Historical Society.
Pedagogy

Boatman, Christine. “Lessons Learned in Teaching Native American History.” Edutopia. George Lucas Educational Foundation, September 18, 2019. “A white teacher shares resources and things she’s learned: Be humble, find the gaps in your knowledge, and listen to Native voices.”

Chickasaw Nation Curriculum.” The essential guide for teaching primary and secondary grades about the Chickasaw Nation.

English Language Arts: Oral Traditions.” Oregon Department of Education.

Maps and Spatial Data: Map Resources for Teaching Oklahoma History.” Edmon Low Library. Oklahoma State University. Includes maps of Indian Territory from 1889 and of the proposed State of Sequoyah from 1905.

Reese, Debbie (Nambe Pueblo). “American Indians in Children’s Literature.” Website with numerous pedagogical resources.

———. “Proceed with Caution: Using Native American Folktales in the Classroom.” Language Arts 84, no. 3 (January 2007): 245-56. Open-access article that contains additional valuable resources for teachers at various levels.

Teacher’s Guide. American Indian History and Heritage.” EDSITEment! National Endowment for the Humanities. “Transforming teaching and learning about Native Americans.” Native Knowledge 360° Education Initiative. National Museum of the American Indian, Smithsonian. The site offers educators and others free webinars, including many hosted by Native Americans, aimed to correct problematic narratives about Native Americans; it maintains an archive of previous sessions.

Contemporary Connections

For a Native American perspective on the events of November 1868, see Winter Rabbit (Métis). “Washita Massacre of November 27, 1868: 151st Anniversary.” Daily Kos, November 27, 2019.

Northwest of Foss Reservoir (and of the town of Washita) lies the 8,075-acre Washita National Wildlife Refuge, established in 1961. The refuge encompasses both resources for geese and other wildfowl and seven active natural gas wells. The Washita Battlefield National Historic Site lies near Cheyenne, Oklahoma.

Categories
1900s Farm life Native American Poem

The Unruly Pigs

The Unruly Pigs

By Hellen Rebecca Anderson (Cherokee), age 8
Annotations by Karen L. Kilcup
Two pigs by George Morland, late 18th century. Public domain.
Two Pigs, by George Morland, probably late eighteenth century. Public domain.
Billy Wiggs once caught some pigs, [1]
    And he put them in a pen,
But the pen was not strong,
    And so all went wrong,
And the pigs were gone again.

He followed them fast,
    And found them at last
And put them in another;
    They ate and they fussed,
As if they would bust,
    And he sold them to his mother.
HELLEN REBECCA Anderson, “The Unruly Pigs,” Twin territories 5, no. 4 (April 1903): 136.

[1] Wiggs may be a Chickasaw name. In the late 1890s, a Richard C. Wiggs applied for tribal enrollment on the Dawes Rolls. His application is listed in the National Archives catalog. See below.

Contexts

Anderson was featured in Twin Territories, an Indian Territories magazine that achieved national recognition. The lavishly illustrated periodical was edited and published by Ora V. Eddleman (later Reed) beginning in 1899, when the editor was herself only nineteen years old. “The Unruly Pigs” appeared in a new column that Eddleman inaugurated, “For the Little Chiefs and Their Sisters”; Anderson’s poem had the honor of being the first contribution by a young reader. Eddleman was responding to a letter from “a little Indian girl—a bright little Cherokee maid” who wrote to the magazine with a request: “Twin Territories is good, and of course we all read it, and look at the pictures. Once my papa’s picture was in it, and we all liked it. But I think if you would have a page for the children’s own it would be better. We want a page that we can write for and can have pictures in it. Won’t you please fix a page for us?”

Eddleman responds with encouragement, aiming to make the new feature “attractive” and announcing plans for “prizes for the best stories, poems, compositions, etc.” She comments, “Especially do we urge the Indian children to contribute.” Eddleman prefaces “The Unruly Pigs” proudly: “The following poem was written by a little Cherokee girl just eight years of age—Hellen Rebecca Anderson, daughter of Mrs. Mabel Washbourne Anderson, a contributor to Twin Territories. The poem is entirely original with little Hellen, and we give it just as she submitted the manuscript to Twin Territories.”

The magazine’s goal was to showcase the achievements of Native peoples in the area that would become Oklahoma and to combat the stereotype of Indians as uncivilized.

Resources for Further Study
  • Carpenter, Cari, and Karen L. Kilcup. Introduction. Selected Writing of Ora Eddleman Reed, Cherokee Author, Editor, and Activist. Lincoln: University of Nebraska Press, forthcoming.
  • Constantin, Dave. “Rewriting History—for the Better.” Teaching Tolerance 51 (Fall 2015).
  • Kilcup, Karen L. “Mabel Washbourne Anderson (Cherokee, 1863-1949).” In Native American Women’s Writing, c. 1800-1924: An Anthology. Malden, MA and Oxford, UK: Blackwell, 2000. 248-49.
  • Pennington, William D. “Twin Territories.” Oklahoma Historical Society.
  • Wilson, Linda D. “Reed, Ora V. Eddleman (1880-1968).” Oklahoma Historical Society.
  • ———. “Twin Territories: The Indian Magazine.” Oklahoma Historical Society.
Pedagogy

Numerous resources support teaching at various levels about Native Americans in the Twin Territories, Oklahoma, and the United States more generally. The Cherokees were long invested in fostering their citizens’ education, and teachers can help students learn about the Cherokee Female Seminary and the Cherokee Male Seminary. A few examples follow, but many more are easily found on the web.

Boatman, Christine. “Lessons Learned in Teaching Native American History.” Edutopia. George Lucas Educational Foundation, September 18, 2019. “A white teacher shares resources and things she’s learned: Be humble, find the gaps in your knowledge, and listen to Native voices.”

Maps and Spatial Data: Map Resources for Teaching Oklahoma History.” Edmon Low Library. Oklahoma State University. Includes maps of Indian Territory from 1889 and of the proposed State of Sequoyah from 1905.

Teacher’s Guide. American Indian History and Heritage.” EDSITEment! National Endowment for the Humanities.

Transforming teaching and learning about Native Americans.” Native Knowledge 360° Education Initiative. National Museum of the American Indian, Smithsonian. The site offers educators and others free webinars, including many hosted by Native Americans, aimed to correct problematic narratives about Native Americans; it maintains an archive of previous sessions.

Contemporary Connections

One ongoing manifestation of the Cherokees’ commitment to education is their newspaper, the Cherokee Phoenix. A version of this newspaper, edited by Cherokee Elias Boudinot, first appeared in 1829 as the Cherokee Phoenix, and Indians’ Advocate. The weekly newspaper, which appeared in both English and the Cherokee syllabary developed by Chief Sequoyah, contained a wide range of materials, including the Cherokee Constitution, political and religious news, biographies of notable Cherokees, and more. In “Education has always been important to the Cherokees” (March 12, 2004), Principal Chief Chad Smith celebrates the nation’s tradition, commenting that “before statehood, our school system was the envy of local states. In fact, many non-Indian families that lived on the border of the Cherokee Nation would send their children to our day schools because of the high level of education they would receive there.”

Masthead for the Cherokee Phoenix, and Indians' Advocate, May 5, 1832. Courtesy Amherst College.
Masthead for the Cherokee Phoenix, and Indians’ Advocate, May 5, 1832. Courtesy Archives and Special Collections, Amherst College.

Richard C. Wiggs, Dawes Enrollment Jacket for Chickasaw, Chickasaw by Blood, Card #1723. Records of the Bureau of Indian Affairs, 1793-1999. Applications for Enrollment in the Five Civilized Tribes, 1898-1914.

Categories
1900s Poem

Clover-Top and Thistle-Down

Clover-Top and Thistle-Down

By Eugene Field
Annotations by Maggie Kelly/JB
Mary Vaux Walcott. Thistle (Cirsium arizonica). Watercolor on paper, 1938,
Smithsonian American Art Museum and its Renwick Gallery, Washington, D.C.
Clover-top sighed when the wind sang sweet,
Dropping the thistle-down at her feet; [1]
“Oh, dear me, never a day
Can I roam at my will, but ever, alway,
In this tiresome meadow must ever stay!”

Thistle-down floated, then sunk into rest,
Only to rise at the breezes' behest,
Hither and yon, on the wings of the air,
Tired little sprite, so dainty and fair,
“Oh, to just stop,” she sighed, “anywhere.”

Honey-bees swarmed to thistle and clover,
Sweet little toiling ones, over and over
A work-a-day song they cheerily sing:
“Look up, dear hearts, and what the days bring,
Bless God for it all—yes—everything!”
Field, Eugene. “Clover-top And Thistle-down,” in A little book of tribune verse: a number of hitherto uncollected poems, grave and gay, Ed. Joseph G. Brown, 40. Grosset & Dunlap, 1901.

[1] Clover is a common, diverse species of plant, with the most common types being white clover and red clover. These plants grow freely, often in pastures. Thistle is a flowering plant covered in sharp prickles, often with purple flowers.

Contexts

Both the clover and the thistle are flowers full of symbolic meaning. The clover is often associated with its leaves rather than its flower, with the rare four-leaf clover symbolizing luck. The thistle, the national flower of Scotland, is shrouded in legend: the story goes that in 1250 A.D., Scotland was saved from the conquests of Norway when one of the Norse soldiers stepped on some thistle during a sneak attack and yelped in pain, awakening the Scottish soldiers.

Definitions from Oxford English Dictionary:

alway: Now chiefly archaic and regional. After the Middle English period alway becomes increasingly less common in standard English, being supplanted in all senses by always adv. By the 19th cent. the word survives mainly in literary and regional uses.

workaday: Of, relating to, or associated with a workday or its activities; (hence) routine, ordinary, humdrum; not special, unusual, or interesting in any way.

Resources for Further Study
Categories
1900s Short Story

The Flying Mouse

The Flying Mouse

By Julia McNair Wright
Annotations by Kathryn T. Burt
Original illustration from Youth: an illustrated magazine for boys and girls, p. 169.

Little Tom ran to me, crying: “Oh, I have found a “flying mouse’!”

That night as we sat on the porch we heard a little squealing sound above our heads. Cora put her hands over her ears, screaming, “Oh, the bat! the bat.” I went out in the gravel-walk and saw a little thing running along in a slow, queer way. “It is only a flitter mouse[1],” said the gardener, who was looking at the night-blooming flowers.

Let us look at this little creature that is called a “flitter mouse,” a “bat,” a “leather mouse,” a “flying mouse.”

You see the body is very like that of a small mouse. The bat has four legs. The two front legs answer to your arms, or to a bird’s wings. Stretch out your arm. Fancy that it is very short, and that your fingers are very long. Spread out your fingers.

A bat has four fingers and a thumb on its front limb, just as you have. Now, the bat has a thin, tough skin stretched between all its long fingers.

Have you ever noticed the skin stretched between the toes of ducks and geese? From the fingers of the bat this skin or membrane stretches down the sides of the body, and along the hind legs to the ankle-joints. In many bats, also, this skin reaches around the tail. This skin can be stretched out wide, like wings, to hold up the bat in the air.

The thumb of the bat is left free, and has a strong, hooked claw. This claw holds his food and also serves as a hook by which he can hang himself up. A bat rests and sleeps hanging up.

The bat has good eyes, but they are sensitive to light, and, like the owl, he prefers to fly and hunt by night.

He catches night-flying insects for food. In the daytime the bats like to hide in caves, hollow trees, church towers, or the high dark roofs of barns.

A bat is not a pretty creature, but it is very harmless. Also it is frail and easily killed.

You should handle a bat gently. It is a clean animal. It spends much time cleaning its fur and wings.

Look at its mouth. Do you see the thick shining upper lip? That is as elastic as India rubber[2].

The bat can stretch it out. This big lip is the bat’s clothes-brush for cleansing its skin. The bat has some sharp, strong, little teeth, and strong jaws. It can break up and eat large beetles.

In hot lands there are very big bats which live mostly on fruit. The bat makes a shrill chirping cry as it flies. It flies past not in a straight line, but flitting here and there, as it sees insects to catch. The bat can fold up its wings and walk, but it is clumsy in walking, as its limbs are short.

Most bats have very short ears like mice. But there is one called the “long-eared bat,” who is a funny looking fellow, indeed. Bats are fond of company and do not live alone. They live in flocks or parties. They are friendly, and do not quarrel. When the day dawns they go to their dark cave, and hang themselves up by taking hold of the rock or wall with the claws of their hind feet.

So they hang head downwards. That would kill you if you tried it very long, but the bats find it very comfortable.
A mother bat is very good to her baby. She rubs and brushes it clean with her big lip. Then she tucks the baby bat into a fold of the skin about her body. The baby bat at once clings fast to its mother with its little hooked claws.

Wright, Julia Mcnair. “The flying mouse.” Youth: an illustrated magazine for boys and girls 4, no. 5 (March 1905): 169-170.

[1] The term “flitter mouse” likely comes from the German word for bat, fledermaus.

[2] “India rubber” or “natural rubber” is the stretchy material found in the sap of some trees. The name “rubber” comes from the substance’s ability to rub out pencil marks on paper.

Contexts

In the preface of the first volume of Nature Readers: Sea-Side and Way-Side, Wright included a brief letter to her juvenile audience:

To the Boys and Girls,
    Do you know that there are cities on your path to school, and under the trees in your garden? Do you know that homes
with many rooms in them hang in the branches above your head? Do you know that what you call "little bugs" hunt and fish, 
make paper, saw wood, are masons and weavers, and feed and guard and teach their little ones, much as your papa and mamma
take care of you? This sounds like a fairy story, but it is a true fairy story.
    In this book you will read some of these wonders. And when you have read this book well, you shall have one or two more.
    These books will not try to tell you all that there is to tell of these things. They are only to wake up your minds,
so that you will think and study and notice these things for yourselves.
    Your eyes will be worth many times as much to you as they now are, when you learn to observe with care and to think
about what you see.
                                                                                                               J.M.N.W.
Resources for Further Study
  • You can access Wright’s four-volume, illustrated natural sciences for children, Nature Readers: Sea-Side and Way-Side. No. 1-4. online through the Hathi Trust Digital Library. Included in the fourth volume is a longer and more detailed column about bats entitled: “Lesson XLV: A Flying Mammal.”
  • Wright was a tireless advocate for children’s education, and she argued that it was crucial for parents, teachers, and librarians to work together to expose children to literary and scientific texts and to encourage curiosity and exploration. You can find her essay on the subject, “The Cultivation in Young Children, of a Taste for the Literary and Scientific (1888),” at Log College Press.
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
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
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
1900s Birds Native American Short Story Wild animals

Battle of the Owls

Battle of the Owls

By Joseph M. Poepoe (Kānaka Maoli)
Annotations by Jessica cory
Printed panel, entitled "The Owl" with front, back and bottom views of a perched owl in shades of brown, green and yellow, meant to be cut and sewn into a stuffed toy. Sewing instructions are printed in the center. "Arnold Print Works, North Adams, MA" is printed on the upper left corner.
Artist unknown, The Owl, Printed by Arnold Print Works, N. Adams, Mass. Textile (engraved roller on plain weave
cotton), 1892, Cooper Hewitt, Smithsonian Design Museum, New York, NY.

The following is a fair specimen of the animal myths current in ancient Hawaii, and illustrates the place held by the owl in Hawaiian mythology.

There lived a man named Kapoi, at Kahehuna, in Honolulu, who went one day to Kewalo to get some thatching for his house. On his way back he found some owl’s eggs, which he gathered together and brought home with him. In the evening he wrapped them in ti leaves[1] and was about to roast them in hot ashes, when an owl perched on the fence which surrounded his house and called out to him, “O Kapoi, give me my eggs!”

Kapoi asked the owl, “How many eggs had you?”

“Seven eggs,” replied the owl.

Kapoi then said, “Well, I wish to roast these eggs for my supper.”

The owl asked the second time for its eggs, and was answered by Kapoi in the same manner. Then said the owl, “O heartless Kapoi! why don’t you take pity on me? Give me my eggs.”

Kapoi then told the owl to come and take them.

The owl, having got the eggs, told Kapoi to build up a heiau, or temple, and instructed him to make an altar and call the temple by the name of Manua. Kapoi built the temple as directed; set kapu[2] days for its dedication, and placed the customary sacrifice on the altar.

News spread to the hearing of Kakuihewa, who was then King of Oahu, living at the time at Waikiki, that a certain man had kapued certain days for his heiau, and had already dedicated it. This King had made a law that whoever among his people should erect a heiau and kapu the same before the King had his temple kapued, that man should pay the penalty of death. Kapoi was thereupon seized, by the King’s orders, and led to the heiau of Kupalaha, at Waikiki.

That same day, the owl that had told Kapoi to erect a temple gathered all the owls from Lanai, Maui, Molokai, and Hawaii to one place at Kalapueo. [3] All those from the Koolau districts were assembled at Kanoniakapueo, [4] and those from Kauai and Niihau at Pueohulunui, near Moanalua.

It was decided by the King that Kapoi should be put to death on the day of Kane. [5] When that day came, at daybreak the owls left their places of rendezvous and covered the whole sky over Honolulu; and as the King’s servants seized Kapoi to put him to death, the owls flew at them, pecking them with their beaks and scratching them with their claws. Then and there was fought the battle between Kakuihewa’s people and the owls. At last the owls conquered, and Kapoi was released, the King acknowledging that his Akua (god) was a powerful one. From that time the owl has been recognized as one of the many deities venerated by the Hawaiian people.

Poepoe, Joseph m. “battle of the owls,” in hawaiian folk tales: a collection of native legends, ed. thomas g. thrum, 200-202. a.c. mcclurg & co., 1907.

[1] Ti leaves are leaves of Cordyline fruticosa, a tree that grows in the Pacific Islands. Its leaves are often used to wrap foods before cooking, similar to how corn husks are used for tamales.

[2] Kapu is a traditional code of conduct that governed many interpersonal, spiritual, and government interactions. By making “kapu days,” Kapoi would create holy days or dedicate them to a higher power. The word contemporarily means “taboo” or “avoid.”

[3] Situated beyond Diamond Head, a volcanic cone on Oahu.

[4] In Nuuanu Valley.

[5] When the moon is 27 days old.

Contexts

This story reminds us that while owls often signify death in some Native American tribes, particular tribal meanings or symbols are not universally true for all Indigenous peoples. It is also important to recognize that these are stories, not just myths. As stories, particularly Native Hawaiian stories (moʻolelos), there are many layers of meaning that a reader outside of that culture may not fully understand. For more information on moʻolelos, check out Kumakahi: Living Hawaiian Culture.

Resources for Further Study

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