Julia Keefe’s Indigenous Big Band

ta ‘c meeywi folks (good Morning)

The Joseph Center was fortunate to have Julia Keefe’s quartet perform here in February. For those who have not followed this Nez Perce musical thread, here is a press release about Julia’s Indigenous Big Band’s upcoming performance at the Kennedy Center in Washington D.C.

This press release captures many things that we have worked on at the Center, first and foremost our “Nez Perce Music” exhibit, which traces the use of music in assimilating Indians, and Native peoples’ use of music and the tools of music to resist. That exhibit–which features photos of the Carlisle Boarding school band and an 1890 Nez Perce musician there to Julia Keefe today, photos of an 1800s Spalding Nez Perce hymnal and of Nez Perce drumming and dancing on the Colville Reservation in the early 1900s–just came black from display at Eastern Oregon University, and is available for display elsewhere. Call or email us!

Here’s the link to Julia’s press release:

https://www.juliakeefe.com/so/bcOyxB8d4?languageTag=en&cid=9d221399-b4b1-43c9-a348-807f7d32f0f8

Native Gains: Deb Haaland, Joe Biden, and Harry Slickpoo

It’s hard to get a handle on it. So much has happened in and for Indian Country since Biden took office and appointed Deb Haaland (Laguna Pueblo) Secretary of the Interior. Haaland had held tribal offices, headed the New Mexico State Democratic party, and had served in the US House of Representatives before she became the first Native American to be a US Cabinet secretary. She knew the ropes, and she hit the ground running.Read Rich’s Post →

Hurray for the Supreme Court

Last week the Supreme Court upheld the Indian Child Welfare Act. “The bottom line is that we reject all of petitioners’ challenges to the statute, some on the merits and others for lack of standing,” Justice Amy Coney Barrett, the conservative Trump appointee, wrote in her majority opinion. Justices Alito and Thomas were the only dissenters.

In brief snippets on National Public Radio, we were reminded that prior to the 1978 Act, “hundreds of thousands” of Native children were removed from their families and tribes. One account said that fully one-third of Native children were being removed from their families over decades in the twentieth century.Read Rich’s Post →

Reparations and “Land-Back”

It’s complicated—but here are some first thoughts:

In 2014, Ta-Nehisi Coates made the argument for reparations to the descendants of African-American slaves in The Atlantic Magazine. The country, he said, would never be “whole” until it came to terms with the bad chapters of slavery, Jim Crow, and racial discrimination in our past.Read Rich’s Post →

Indian Horse–Richard Wagamese

The name—its explanation comes on the first pages of the book—pulls you into the story. The writing is measured and strong and beautiful—

“The Old Ones say that our long straight hair comes from the waving grasses that thatch the edges of bays. Our feet and hands are broad and flat and strong, like the paws of a bear… Our talk rolls and tumbles like the rivers that served as our roads.”  It keeps you going.

But it’s a rough road. Richard Wagamese, a Canadian Ojibwa writer well known in his own country but not much here, tells a brutal story of old wisdom, a vicious boarding school, the grace and beauty in sport, and the depth of irrational racial hatred.

I’ve said before that slavery is not the original sin; the racism that produced and supported slavery is the country’s original sin. And here I include our neighbors to the north, who were part of, and are today, like us, a product of the invasion of White Europeans, who stole, plundered, and installed a system that we are now learning to see as “systemic racism.”

Ideas precede actions, as Ibram X. Kendi says: “race craft” had to be developed before Black Africans could be routinely put in chains. Race craft meant a color hierarchy, with white Europeans at the top; the Brown peoples of the New World were displaced as Black Africans were imported to build an economy on their lands. 

The digression on race is because one cannot read Indian Horse without wondering at the viciousness, cruelty, and disdain of Whites towards Indians. And there is no room here to allow our northern friends a pass on racism. Their guilt is as deep as our own.

What Euro-Canada did give to Indians was hockey (as we have given them basketball). What will engage sports enthusiasts in the book are descriptions of the thrill of sport, and not the jaw-dropping crushes routine in hockey or football, or even the pure athleticism of any sport’s best. It is the intuitive knowledge of sport, and the grace with which the best go about it.

Saul Indian Horse sees “the rink”—from the shabbiest coldest outdoor rinks in backwoods Canadian Indian hockey to the indoor, Zamboni-groomed rinks of the pros—and the puck and all the skaters as they are and as they might or could be in the next micro-seconds.  Saul scores, but more profoundly, he passes and makes other players and his teams better. Teammates learn to skate where he will find them, and defenses are befuddled by the eyes in the back of his head. He sees the hockey rink as his grandmother saw the lakes and rivers—and a hard route in freezing cold that saved Saul’s own life.

Hockey is Saul Indian Horse’s ticket out of the boarding school—and into other worlds of discrimination and cruelty. I was in tears at book’s end.

And Richard Wagamese, the writer? He’s a Canadian Ojibwa, so there are two counts against him in the American (read US) book world. I think most of his books are only available from Canadian publishers. Milkweed from Minneapolis brought this book out in a beautiful edition. 

The man’s story. The scenes in Indian Horse must be close to those Wagamese lived—parents and their generation were forced into boarding schools; he himself was removed from them and placed in foster care. He ran away from abuse and intolerance at 16, lived on the streets and in prisons until finding his story-telling voice. 

I sometimes feel doubly and triply robbed: robbed of the stories that were all around me when I was young—the Minnesota Ojibwa were my neighbors; robbed of any true accounting of the racism that has permeated White America from its onset in 1492; and robbed of the work of fine artists because of political, ethnic, and cultural boundaries observed by the American literary establishment and publishing industry. 

Oh—one more: I should have known and invited this man to Fishtrap when I was in charge and he was still alive.

# # #

The American Indian Religious Freedom Act

“The American Indian Religious Freedom Act of 1978  protects the rights of Native Americans to exercise their traditional religions by ensuring access to sites, use and possession of sacred objects, and the freedom to worship through ceremonials and traditional rites.”

Alvin Josephy explained that in America, prior to this act, one could be a Buddhist, Methodist, Catholic, Hasid, Hindu, or Sikh, and your right to practice your religion was protected. But in the eyes of the government–and most Euro-Americans–what Indians had was not religion, but “mumbo jumbo.”

Alvin further said that the “Peace Policy” of President Grant was the biggest abrogation of the Constitutionally protected freedom of religion in the country’s history. Here is an explanation from the Smithsonian Museum of the American Indian:

“During the 1870s, in what was seen as a progressive decision, the administration of President Ulysses S. Grant assigned 13 Protestant denominations to take responsibility for managing more than 70 Indian agencies on or near reservations (leading the Catholic Church quickly to establish the Bureau of Catholic Indian Missions). In 1887, the Dawes Act dividing tribal lands into individual allotments included a provision allowing religious organizations working among Indians to keep up to 160 acres of federal land to support their missions.”

Christianity was a major tool in the government’s assimilation arsenal, missionaries their weapons. In the 1880s, the Code of Indian Offenses gave reservation authorities authority to punish Indians–by withholding rations or on-reservation imprisonment, for practicing religion with dances and regalia, and especially for being religious leaders, so called “medicine men.”

In the 1880s also, the system of boarding schools became another tool in the battle of assimilation. Hair was cut, languages banned, and church attendance required. But the darkest part of the boarding school era was the breaking up of Indian families. Parents were cajoled, threatened, and bribed to give their young children over to the boarding schools.

It all makes for several bleak chapters in our past. But it is also a story of Indian resilience in the face of it all. That the Freedom of Religion Act was passed is one sign. That dances and powwows are held throughout the country, and that there is a new longhouse–an Indian Church–on the Nez Perce Homeland grounds right here in Wallowa County, Oregon are other signs.

In troubling times, we can all take heart from American Indians, who have endured and accommodated, learned to live in the 21st century while holding to traditional values–and religion–in spite of all efforts to erase them.

# # #

The Generational Wreckage of Boarding Schools

It was the week after Albert and Veronica Redstar, brother and sister elders of the Joseph or Wallowa Band of the Nez Perce from the Colville Reservation in Washington, talked about 140 years of exile. The audience was 45 workers and board members from Wallowa County’s government agencies and non-profits. The exile dated to the Nez Perce War of 1877, which took the Wallowa Band across the Snake River in spring flood on an unwanted journey to a reduced reservation in Idaho. An uprising of young Indians against cruel white settlers set off a war, a fighting retreat that ended five months and almost 1400 miles east and north, 40 miles from the Canadian border at Bear’s Paw, Montana. From a famous surrender there the Indians were herded to Bismarck, North Dakota, and then to Kansas and Oklahoma Indian Territory.

Eventually, through the extraordinary diplomatic efforts of their leader, Hin-mah-too-yah-lat-kekt, known to us as Chief Joseph, they were allowed to return to the West, and about half of the returnees went to the Idaho reservation. Joseph was not allowed that small reward, and he and 149 followers ended up on the Colville Reservation in north central Washington with the Moses Band. Albert and Veronica are descendants of that group of Nez Perces—still in exile from their ancestral Wallowas.

Their words about loss, and the rifts and reconciliations among the people were vivid and striking. Their remaining attachment to this Wallowa Country is palpable.

They’d meant to talk some about the continuing oppressions by government agencies and officials in the 132 years they have lived on the Colville Reservation, about the government regulations regarding language, songs, music and regalia; the Allotment Act that would turn them all into yeoman farmers; about Termination and Relocation. And about Indian boarding schools. No one was sorry that they ran out of time talking about their own people, the loss on leaving and the years of displacement. I thought I could take a few minutes to address the topic at the next class.

So on the final week of our class, when Wenix Red Elk was to talk about natural resources and about the unique program on the Umatilla Reservation that ties the First Foods served in the long house to land and natural resource management, I asked that we take a few minutes at the beginning of the class to show a short video, a trailer for a longer movie, on the boarding school experience.

I found the story of Walter Littlemoon a few years ago. Walter was born the same year I was, 1942, and grew up in South Dakota, about 300 miles from my own Minnesota birthplace. I lived with parents and, during the war, with my mother and her parents. When Walter was five years old, he was taken from his parents and put in boarding school. Years and years later, Walter is the subject of a documentary called “The Thick Dark Fog,” which described the way he had long felt and became the title of his life story as he retraced it with a filmmaker.

We watched the three minutes, and Wenix, with tears in her eyes, rose to speak. She had not seen this particular video, but the experience of the boarding schools was in her bones—“We forgot how to parent,” she said, “and lost our traditional ways of bringing up children.” And not just for one generation. That loss, Wenix said, is with her people still, with her still. I don’t know but don’t think she went to a boarding school, and if she did so, it was long after severe abuses were discovered and mitigated if not corrected. But that loss is still visibly with her.

I used this video in a class I taught last year at Eastern Oregon, and students were outraged—“We did that?” they said. And I was satisfied that I had awakened something, some new kind of empathy, in them. But I missed then what Wenix felt last week. I missed the generational loss of culture, the longing that some young Indians feel today for the lessons stolen from their grandparents and great grandparents, and therefor so difficult to pass on today.

The sins of “our” fathers visited on Indian people.

Thick Dark Fog trailer

Built on Broken Families

One of the earliest stories of white-Indian interaction in North America is that of Squanto, a Patuxet Indian taken captive by English explorer Thomas Hunt in 1614 and sold as a slave in Spain. Tisquantum—his real name—escaped and made his way back to Cape Cod through England. He had picked up English along the way, a skill that would prove valuable when the Mayflower landed and the newcomers needed help with agriculture and the ways of the new world. Unfortunately, Squanto, whose tribe had completely succumbed to diseases brought ashore by European fishermen, who was valued and praised by Plymouth Colony Governor William Bradford, did not live long, just long enough to show the colony food caches, seeds, fertilizer and fields.

The violence in Squanto’s capture and demise was caused by slavery and disease, harbingers of continuing interrelationships between the misnamed Indians and the European newcomers from that day forward. A third tool of dismemberment of the native societies was armed force, the use of guns and powder, as the Euro-Americans marched across the continent.

Here’s the time to point out that the earliest Europeans were WASPS, white Anglo-Saxon Protestants, because disease, slavery, and physical force have often been wielded against other “white” immigrants as well as resident tribal people and imported African slaves. And the common theme in all cases is that the break-up of family and tribe was critical in the WASP hold on power as it pursued its Manifest Destiny.

We know the story of slave markets, of selling off children and spouses and arranged breeding of more slaves. We’re less likely to think of the indentured white servants, sent to America by distraught parents living in poverty—often drought related in the time of the Little Ice Age—as a means of giving them some small chance at life. They came singly with ships’ captains auctioning them off for 4, 5, or 7 years of servitude to recapture the cost of their passage. Over half of the European immigrants from the Mayflower to the Revolution—almost 200 years worth—were indentured servants. In other words, single, mostly young, white girls and boys ripped from families to start new lives on their own.

I can find no good numbers on the number of European immigrants, and the number of indentured servants, but adding numbers from various sources says it must have been more than 200,000, so over 100,000 from broken families. And in one place found a number of over 20,000 Irish alone.

For whatever reason, the number of Africans coming to the new world is easier to find. Here, down to the 100s, is a figure for the period 1700-1775: an “estimated 278,400 Africans” were brought to the new WASP world. The point in all of this is that the first 200 years of the United States of America owed its building to broken families.

And it didn’t stop there. While a flood of immigrants from Western European countries came from Civil War through the end of the 19th century, the government, promoting programs of westward expansion and settlement with grants to railroads and eventually the Homestead Act, actively cleared the country of Indians, breaking up tribes and families with wars and, beginning in the 1880s, boarding schools, where children were torn from families and stripped of their language and culture.

But even the Europeans who moved west became or resulted in broken families. Many of the women wanted to stay near families that had become rooted on farms and in towns across the East and Midwest. But the promise of free land and a patriarchal society that put husbands and fathers in charge of their nuclear families moved them west.

Italians, Greeks, the Irish, and Eastern European Jews filled eastern cities and did establish and rely on extended families, which grew into clans that in many cases dominated local politics, business, and even crime. Some accounts say that this—the enclaves of Eastern and Southern Europeans—drove WASPS west and promulgated the idea of Manifest Destiny. Owen Wister and his ilk thought themselves the tip on civilization’s arrow, which they had picked up from the fading British Empire.

But the WASPs could not do it alone. Some did bring slaves with them, but the quest for slave states was lost to the Civil War, and the westering WASPs soon turned to Asian workers. The Chinese and Japanese who came to work on railroads, to mine, and to farm came primarily as single men. The Chinese sent money from Gold Mountain back to China; the Japanese, having fled a small land with growing population, sent home for “picture brides.”

Families made their way on the Oregon Trail. But the white west attracted adventurous men, the fur traders, loggers, and fishermen. The trappers often married or took in Indian women. On an island near Seattle, a man named Mercer sent east for factory working women to come meet potential husbands in the fishermen and lumberjacks on what would become Mercer Island. It’s said that white men outnumbered white women in the region 10-1. The Puget Sound was not settled by families.

The Indian story is the dreariest. Along with boarding schools came the Dawes Allotment Act, which allotted reservation lands to individual Indians. They were to pay taxes and could, after 25 years, sell it to whites. The connections of extended families and tribes were frayed, and the attack on Indian families continued through the 1950s, when Eisenhower sought to “solve” the Indian “problem” by terminating tribal reservations completely, and a “relocation” program which moved young Indians to cities with a bus ticket and a few bucks towards a job or school. The policies failed, and the remnant urban Indians today are sometimes reconnecting with tribal roots and land.

When we come that far forward in time, to WW 2 and its aftermath, the jumble of urban whites from the East had mixed up the West, while the Mexican Braceros—men recruited to work while western farmers went to war, were herded back to Mexico, and the country has invented and reinvented migrant labor programs to harvest our crops ever since. Sometimes migrants travel as families, sometimes as individuals, but in any case they are broken from any previous lives as stable families who lived and grew in one place over time.

New immigrants to the country, whether they come individually or as families, are coming to a world that is dominated by individualism, where grandparents, cousins, extended families and tribes are here still—but often struggle against the forces that have broken families in the names of progress and nation building for over 500 years.

# # #

More thoughts on Walter Littlemoon & Indian Boarding Schools

 
I am still haunted by the “Thick Dark Fog” that Walter Littlemoon described in the video I saw on Public Television last week. Walter was born the same year that I was, 1942, in Wounded Knee, South Dakota on the Pine Ridge Indian Reservation. I was born in Fosston, Minnesota, just 600 miles east and north of Wounded Knee. Walter was taken from his parents and shipped to an Indian boarding school when he was five.  I didn’t go to school when I was five, because Fosston didn’t have a kindergarten. And there weren’t any Indians in our school when I did go, although the White Earth Reservation was fewer than ten miles away from Fosston. I have vague recollections of asking where the Indians went to school as we traveled through the rez to get to my Uncle Al’s resort—a few cabins and boats on Island Lake, which must have been on the rez or surrounded by it. 
The resort was a couple of two track miles off the county road that went on to Mahnoman and the center of the rez I guess. I remember that you had to back up to a passing spot when you met a car. And I remember an Indian boy showing me how to thread a minnow on a hook. I don’t remember learning where the Indians went to school. I don’t remember any other instance of meeting or talking with Indians in the ten years we lived in Fosston, or on any of the visits back we made after we moved to California in 1952.
Wait, there were the times we went to Itasca State Park, headwaters of the Mississippi, and my uncles ran ahead to put pennies and nickels on tree branches—they had told me that there were money trees at Itasca—and I would shake the trees and fill my pockets with money. And for a quarter’s worth of pennies and nickels I could get my picture taken with a real Indian Chief. That’s the other Indian I remember from Minnesota.
And now I am pushing memory. When I was nine, the summer before we moved to California, I played on some kind of pre-Little League baseball team that went to the Red Lake Reservation for a game. I was the youngest kid on the team, a tagalong who got to play some right field. And mostly now I remember that in California when Little League came to town I bragged that I had played real baseball with 90 foot bases and leading off. I don’t remember anything about the kids we played against at Red Lake except that they were Indians.
How many of us have Indian stories in our pasts that have been brushed aside by educational and social systems that saw them as vanishing or already vanished? How many of us my age and close knew that Indian kids our own age were being literally kidnapped by authorities in a strange and ultimately brutal attempt at assimilation?
Here’s a link to five minutes of Walter’s story on Youtube: http://www.youtube.com/watch?v=5uxtVtBhceY