Native American Schools

Best known as a leader of the Indian takeover of Alcatraz Island in 1969, Adam Fortunate Eagle now offers an unforgettable memoir of his years as a young student at Pipestone Indian Boarding School in Minnesota. In this rare firsthand account, Fortunate Eagle lives up to his reputation as a "contrary warrior" by disproving the popular view of Indian boarding schools as bleak and prisonlike. Although Fortunate Eagle recognizes Pipestone's shortcomings, he describes his time there as nothing less than "a little bit of heaven."

The words of the individuals included in this book offer just a glimpse of the results of the effort of one group of people to educate people who were in many cases not seeking the knowledge being offered. These are tales of lessons learned, languages lost, traditions replaced, & charity corrupted.

After the Indian wars, many Americans still believed that the only good Indian was a dead Indian. But at Ganado Mission in the Navajo country of Northern Arizona, a group of missionaries and doctors - who cared less about saving souls and more about saving lives - chose a different way and persuaded the local parents and medicine men to allow them to educate their daughters as nurses. In this detailed history, Jim Kristofic traces the story of Ganado Mission on the Navajo Indian Reservation.

The last "Indian War" was fought against Native American children in the dormitories and classrooms of government boarding schools. Only by removing Indian children from their homes for extended periods of time, policymakers reasoned, could white "civilization" take root while childhood memories of "savagism" gradually faded to the point of extinction. In the words of one official: "Kill the Indian and save the man."

In 1903, over 300 Indian children from across America lived at the Fort Shaw Indian Boarding School in a remote, isolated valley in Montana. Among the children were a handful of teenage girls, many who had only lived in tepees. They quickly learned to play basketball and resoundingly crushed all opponents, including men's and women's university teams. After the games, the girls recited Shelley and Longfellow, played mandolins and violins, sang, danced, and pantomimed.

Like thousands of Aboriginal children in the United States, Canada, and elsewhere in the colonized world, Xatsu'll chief Bev Sellars spent part of her childhood as a student in a church-run residential school. These institutions endeavored to "civilize" Native children through Christian teachings; forced separation from family, language, and culture; and strict discipline. In this frank and poignant memoir of her years at St. Joseph's Mission, Sellars breaks her silence about the residential school's lasting effects on her and her family and eloquently articulates her own path to healing.

When superstar athlete Jim Thorpe and football legend Pop Warner met in 1904 at the Carlisle Indian Industrial School in Pennsylvania, they forged one of the winningest teams in American football history. Called "the team that invented football", they took on the best opponents of their day, defeating much more privileged schools such as Harvard and Army in a series of breathtakingly close calls, genius plays, and bone-crushing hard work.

After discovering a near-lifeless Eli at the base of the Great Tree, Morgan knows she doesn't have much time to save him. And it will mean asking for help—from friends old and new. Racing against the clock, and with Arik and Emily at her side, Morgan sets off to follow the trail away from the Great Tree to find Eli's soul before it's too late. As they journey deep into the northern woods, a place they've been warned never to enter, they face new challenges and life-threatening attacks from strange and horrifying creatures.

It is impossible to be unaware of the effect of development, invariably at the hands of outsiders, upon the lands, inhabitants and very nature of faraway climes. Hunter School shows us first-hand the immediate and long-reaching effects of such changes upon an indigenous people. The fabric of the community is changed, its balance and its self-sufficiency undermined, and confusion reigns. A common theme running throughout this charming but important book is that of a young man learning about himself and his heritage from the past, elders, ancestors, and nature itself.

This is the true story of Shannen Koostachin and the people of Attawapiskat, a Cree community in Northern Ontario, who have been fighting for a new school since the late 1970s when a fuel leak contaminated their original school building.

For over 100 years, thousands of Aboriginal children passed through the Canadian residential school system. Begun in the 1870s, it was intended, in the words of government officials, to bring these children into the “circle of civilization,” the results, however, were far different. More often, the schools provided an inferior education in an atmosphere of neglect, disease, and often abuse. Using previously unreleased government documents, historian John S. Milloy provides a full picture of the history and reality of the residential school system.

“It can start with a knock on the door one morning. It is the local Indian agent, or the parish priest, or, perhaps, a Mounted Police officer.” So began the school experience of many Indigenous children in Canada for more than a hundred years, and so begins the history of residential schools prepared by the Truth and Reconciliation Commission of Canada (TRC).