Anne Libert Normal Community High School

K. Tsianina Lomawaima's narrative about the Chilocco Indian School is a moving historical account of life at the school and the impact of that life on those who spent time at the school. Lomawaima clearly intends for this narrative to tell a part of history that has been heard by very few of us. She has also created is an ethnographic study that reveals the emotions and experiences that shaped the lives of the adults who tell their story.

Some parts of the book, by necessity are a dry recounting of basic information about the creation of schools for Native Americans and specifically the history of Chilicco. The compelling portions of the book are the stories of the students. Most students of history are aware of the Dawes Act, which was intended to "civilize" the "natives", but I will confess I had not heard of the "Civilization Fund" (2). I was unaware that as early as 1819 the United States government had begun the process of planning for the education of the Native Americans. Yet I should not be surprised, because one of the early expectations of American society was "conversion" of the residents of the country, not only to Christianity, but the "American" way of life. Native Americans and immigrants needed to assimilate in order to "fit in". I could not help but think of the influence of the Puritans. While the Puritans overt influence lasted only a short time, their image of "the city on the hill" was in no small measure an influence on those who wished to civilize Native Americans and assimilate the various racial and ethnic groups who were becoming part of the United States.

Lomawaima mentions the connection between General Richard Pratt, a strong supporter of the Indian boarding schools and General Samuel Armstrong of the Hampton Agricultural School. The mention of the connection in the introduction was interesting, however once I began in depth reading the similarities in plans were astounding. Student's learned "manual" skills that would prepare them for their appropriate place in the world of work. Of course, appropriate place meant no chance to seek professional work.

More intriguing however, are the stories of how young children and young adults coped with the circumstances in which they found themselves. Girls sometimes ditched their bloomers when they would go out. Boys creating "campgrounds" where they could get away from the rigid structure of school life. The school experience was often unpleasant for many of the students, yet they found ways to cope, as well as have fun. For a few students, life at school was better than home. I can't help think of the sad story of the young man who drank himself to death after graduation, because he had no where else to go. For others, like the author's father, home was sorely missed, and you ran away to return to your roots. Many children, especially the boys, had to deal with the issue of degree of Native American blood. Children had to adjust to a very regimented way of life.

As the author points out in observations about who resisted and who accommodated (158), many factors affected the response of students. The story of the school and its students is not a simple narrative, but a complex one with many layers that reveal many different truths about the experience at the school. All students seemed to find something positive in the education, as well as in the shared experience with their peers. Yet, as the author and many former students remind us, the intent of the schools was to end a way of life. Fortunately, that part of the educational experience was not completely accomplished. Such stories will help students understand the many dimensions of history.

Return to Reactions to Assigned Readings index