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To
the Universal Boy

Preface

As the object of this book is to reveal the true nature and character of the Indian boy, I have chosen to write the story of my schoolfellows rather than that of my other boy friends who knew only the aboriginal life. I have made this choice not because the influences of the school alter the qualities of the boys, but that they might appear under conditions and in an attire familiar to the reader. The paint, feathers, robes, and other articles that make up the dress of the Indian, are marks of savagery to the European, and he who wears them, however appropriate or significant they might be to himself, finds it difficult to lay claim to a share in common human nature. So while the school uniform did not change those who wore it, in this instance, it may help these little Indians to be judged, as are other boys, by what they say and do.

It is not my purpose to give a continued story with a hero in the following pages, but, in a series of sketches, to present the companions of my own young days to the children of the race that has become possessed of the land of my fathers.

This introduction is a genuine one, for all the boys who appear in these sketches have really lived and played a part in the incidents herein recorded. Each little actor, including the writer, made his entrance upon the stage of life in the “teepee” or in the dome-shaped earth lodge; for, in the years when we boys were born, only the aboriginal dwellings were in use among our people, the Omaha tribe of Indians. Like all the infants for countless generations in the line of our ancestry, we too had to pass through the cradle-board period while our bones “ripened,” as the Indians say, and grew strong enough to bear the weight of our bodies. When at last our mothers gave us liberty to creep and to toddle about, we promptly used that freedom to get into all sorts of mischief as we explored the new and wonderful world in which we found ourselves.

Among my earliest recollections are the instructions wherein we were taught respect and courtesy toward our elders; to say “thank you” when receiving a gift, or when returning a borrowed article; to use the proper and conventional term of relationship when speaking to another; and never to address anyone by his personal name; we were also forbidden to pass in front of persons sitting in the tent without first asking permission; and we were strictly enjoined never to stare at visitors, particularly at strangers. To us there seemed to be no end to the things we were obliged to do, and to the things we were to refrain from doing.

From the earliest years the Omaha child was trained in the grammatical use of his native tongue. No slip was allowed to pass uncorrected, and as a result there was no child-talk such as obtains among English-speaking children—the only difference between the speech of old and young was in the pronunciation of words which the infant often failed to utter correctly, but this difficulty was soon overcome, and a boy of ten or twelve was apt to speak as good Omaha as a man of mature years.

Like the grown folk, we youngsters were fond of companionship and of talking. In making our gamesticks and in our play, we chattered incessantly of the things that occupied our minds, and we thought it a hardship when we were obliged to speak in low tones while older people were engaged in conversation. When we entered the Mission School, we experienced a greater hardship, for there we encountered a rule that prohibited the use of our own language, which rule was rigidly enforced with a hickory rod, so that the newcomer, however socially inclined, was obliged to go about like a little dummy until he had learned to express himself in English.

All the boys in our school were given English names, because their Indian names were difficult for the teachers to pronounce. Besides, the aboriginal names were considered by the missionaries as heathenish, and therefore should be obliterated. No less heathenish in their origin were the English substitutes, but the loss of their original meaning and significance through long usage had rendered them fit to continue as appellations for civilized folk. And so, in the place of Tae-nooʻ-ga-wa-zhe, came Philip Sheridan; in that of Wa-pahʻ-dae, Ulysses S. Grant; that of Kooʻ-we-he-ge-ra, Alexander, and so on. Our sponsors went even further back in history, and thus we had our David and Jonathan, Gideon and Isaac, and, with the flood of these new names, came Noah. It made little difference to us that we had to learn the significance of one more word as applied to ourselves, when the task before us was to make our way through an entire strange language. So we learned to call each other by our English names, and continued to do so even after we left school and had grown to manhood.

The names thus acquired by the boys are used in these sketches in preference to their own, for the reason that Indian words are not only difficult to pronounce, but are apt to sound all alike to one not familiar with the language, and the boys who figure in these pages might lose their identity and fail to stand out clearly in the mind of the reader were he obliged to continually struggle with their Omaha names.

In the talk of the boys I have striven to give a reproduction of the peculiar English spoken by them, which was composite, gathered from the imperfect comprehension of their books, the provincialisms of the teachers, and the slang and bad grammar picked up from uneducated white persons employed at the school or at the Government Agency. Oddities of speech, profanity, localisms, and slang were unknown in the Omaha language, so when such expressions fell upon the ears of these lads they innocently learned and used them without the slightest suspicion that there could be bad as well as good English.

The misconception of Indian life and character so common among the white people has been largely due to an ignorance of the Indian’s language, of his mode of thought, his beliefs, his ideals, and his native institutions. Every aspect of the Indian and his manner of life has always been strange to the white man, and this strangeness has been magnified by the mists of prejudice and the conflict of interests between the two races. While these in time may disappear, no native American can ever cease to regret that the utterances of his fathers have been constantly belittled when put into English, that their thoughts have frequently been travestied and their native dignity obscured. The average interpreter has generally picked up his knowledge of English in a random fashion, for very few have ever had the advantage of a thorough education, and all have had to deal with the difficulties that attend the translator. The beauty and picturesqueness, and euphonious playfulness, or the gravity of diction which I have heard among my own people, and other tribes as well, are all but impossible to be given literally in English.

The talk of the older people, when they speak in this book, is, as well as I can translate it, that of every day use.

Most of the country now known as the State of Nebraska (the Omaha name of the river Platt, descriptive of its shallowness, width, and low banks) had for many generations been held and claimed by our people as their own, but when they ceded the greater part of this territory to the United States government, they reserved only a certain tract for their own use and home. It is upon the eastern part of this reservation that the scene of these sketches is laid, and at the time when the Omahas were living near the Missouri River in three villages, some four or five miles apart. The one farthest south was known as Tonʻ-won-ga-hae’s village; the people were called “wood eaters” because they cut and sold wood to the settlers who lived near them. The middle one was Ishʻ-ka-da-be’s village, and the people designated as “those who dwell in earth lodges,” they having adhered to the aboriginal form of dwelling when they built their village. The one to the north and nearest the Mission was E-staʻ-ma-za’s village, and the people were known as “the make-believe white men,” because they built their houses after the fashion of the white settlers. Furniture, such as beds, chairs, tables, bureaus, etc., were not used in any of these villages, except in a few instances, while in all of them the Indian costume, language, and social customs remained as yet unmodified.

In those days the Missouri was the only highway of commerce. Toiling slowly against the swift current, laden with supplies for the trading posts and for our Mission, came the puffing little steamboats from the “town of the Red-hair,” as St. Louis was called by the Indians, in memory of the auburn locks of Governor Clark—of Lewis and Clark fame. We children used to watch these noisy boats as they forced their way through the turbid water and made a landing by running the bow into the soft bank.

The white people speak of the country at this period as “a wilderness,” as though it was an empty tract without human interest or history. To us Indians it was as clearly defined then as it is today; we knew the boundaries of tribal lands, those of our friends and those of our foes; we were familiar with every stream, the contour of every hill, and each peculiar feature of the landscape had its tradition. It was our home, the scene of our history, and we loved it as our country.

The Middle Five

Indian Boys at School

I

The Mission

Leaning against the wall of a large stone building, with moccasined feet dangling from a high wooden bench on the front porch, sat a little boy crying. His buckskin suit, prettily fringed and embroidered with porcupine quills of the brightest colors, indicated the care bestowed upon him by fond parents. Boys and girls were at play around the house, making the place ring with their merry laughter as they chased each other among the trees, but the little boy sat all alone, sobbing as though his heart would break. A big boy came and sat by his side, put an arm around him, and in a kindly tone said, in Indian:

“What are you crying for? Don’t cry—I’ll play with you and be your friend. I won’t let the boys hurt you.”

“I want my mother! I want to go home!” was all the homesick little chap could say, crying harder than ever.

“You will see your mother soon, we can go home every bathing-day.1 It is only three days to wait, so don’t cry. I have to go away, but I will be back soon. Play with this dog until I come,”—putting into the hands of the little boy a wooden dog.

A bell rang, and from every direction came boys and girls, crowding and pushing one another as they entered two of the large doors of the building. The big boy came running, and grasping the little one by the hand, fairly dragged him along, saying: “Come, quick! We are going to eat.”

They entered a large room filled with people. Parallel to the walls stood tables of great length, at one of which the two boys took seats. After considerable hard breathing and shuffling by the children, they suddenly became very still, everyone bowed his head, then a man with gray hair and whiskers, who sat at the end of one of the tables, spoke in a low tone. He finished speaking, then followed a deafening clatter of a hundred tin plates and cups. Young women carrying great pans of steaming food moved rapidly from table to table. One of these girls came to the two boys, and put into the plate of the younger a potato. “Give him two, he’s hungry,” whispered the big boy to the girl.

Everything was strange to the little newcomer and he kept looking all around. The lamps that were fastened to the walls and posts, the large clock that stood ticking gloomily on a shelf, and the cupboard with its tin door perforated in a queer design were objects upon which his eyes rested with wonder.

The supper over, the boys and girls who sat on the inner side of the tables turned to face the centre of the room, and folded their arms. Then they all sang. When this was done, they dropped on their knees and the gray-haired man began to talk again. The little boy watched him for a while, then laid his head on the hard bench—the tones of the old man grew fainter and fainter until the boy lost all consciousness of them. Suddenly there burst upon him a noise like thunder. He arose to his feet with a start, and, bewildered, he looked around. Everything seemed to be in a whirl. He took fright, ran to the door that first caught his sight, and went with a thud down to a landing, but did not lose his balance; he took another step, then fell headlong into a dreadful dark place. He screamed at the top of his voice, frightened almost into a fit. A woman picked him up and carried him in her arms up a flight of stairs, speaking to him in a language that he could not understand.

This was my first experience at the boarding school established by the Presbyterian Board of Foreign Missions for the instruction of the children of the Omaha tribe of Indians.

The Mission school, the founding of which had marked an epoch in the tribe, was located among the wooded bluffs of the Missouri on the eastern part of the reservation. The principal building was of stone, plain and substantial, and plastered inside and out. It was three stories high and had an attic. This attic was perhaps the most interesting part of the structure, for we boys were quite sure it was tenanted by ghosts, and that the devil, who figured considerably in the instruction given us, had full sway in this apartment.

There was a large square hole close to the head of the stairs that led up to the attic. This hole had the greatest terror for us; there was a constant whistling within it, and out of it came sounds like distressing moans and sighs. I remember once, when Graybeard had sent me up to the attic for something, that I never hurried so on any other errand as I did on that one. I found the article he desired, put it under my arm, and cautiously approached the head of the stair, keeping an eye on the dark hole, then suddenly I made a dash past it, and with amazing rapidity thundered downstairs. “Lad, you will break your neck!” exclaimed Graybeard. I told him I liked to run downstairs!

Under the attic was the boys’ dormitory. The beds were placed close together, and some were wide enough for three boys. The room was large, and in the middle of it stood a post. I have reason to remember this, for one night I got up in my sleep and ran with all my might against this post, making such a noise as to awaken Graybeard and the superintendent, who came up in great haste with candles in their hands. I was laid up for days after this exploit, but I never ran in my sleep again.

Beneath our dormitory were the parlor and the bedroom of Graybeard, our teacher and disciplinarian. This name was not inherited by him, nor was it one of his own choosing; the boys gave it to him because his beard was iron-gray, and the Indians adopted it from the boys. In his room at night he might have heard strange noises from the cherubs in the dormitory above, in fact he came up there quite often, rod in hand, as a reminder that such sounds made sleep impossible.

Under Graybeard’s rooms was the schoolroom where we struggled with arithmetic, geography, history, and A.B.C., up to the Fifth Reader. This room corresponded in size to our dormitory, but it had no middle post.

The dining-hall, where on my arrival I had taken fright and stampeded head foremost into the cellar, was in the middle of the first story. It was very large and held, beside the three long tables, a big stove in the middle between two large posts. I remember these posts very well, I kept close company with one of them, on my return from a runaway expedition; and it was on this occasion that I had my first love adventure—but I must not anticipate.

The rooms on the two stories above the dining-hall were occupied, one as playroom for the girls, the others by the various employees.

On the same floor with the schoolroom and the dining-hall, at the north end of the building, was the chapel. Here we sat in rows on Sunday mornings, afternoons, and evenings, and on Thursday evenings, ranged on long, high, wooden benches without backs, our feet scarcely touching the floor, and listened (sometimes) to sermons which were remarkable for their length and sleep-enticing effects. I had many delightful dreams in this chapel, about Samson and his jawbone war club, the fight between David and Goliath, and of the adventures of Joseph the dreamer—stories that were the delight of my boyhood. Brush, one of my dearest friends at the school, knowing my weakness, secured a seat back of mine on purpose to support me when I was in a slumberous mood. I shall never forget his goodness; he now sleeps in the cemetery just above the Mission.

The two large rooms over the chapel were occupied by our superintendent and minister. Above his apartments was the girls’ dormitory, while over all stretched the haunted, ghostly attic.

There were other buildings grouped around: to the back stood the storehouse and the smokehouse; out of the latter came our delicious hams and our sermons, for a part of this building was used as the minister’s study. Then there was the great barn where we boys played hide-and-seek in the haymow; the corncrib with its yellow wealth showing between the boards; and the dusty wheat-bins with padlocked doors. Below on the bottom were the Government saw and grist mills, where we often went to see the grinding of the Indians’ grain and the large trees sawed into lumber for Agency use or for the Indians’ houses. The carpenter and blacksmith shops were also down there, and a long wooden house for the occupancy of the Government employees. All of these buildings stood for the fulfilment of the solemn promises made by the “Great Father” at Washington to his “Red Children,” and as a part of the price paid for thousands and thousands of acres of fine land.