Showing posts with label Choctaw Indians. Show all posts
Showing posts with label Choctaw Indians. Show all posts

Friday, April 06, 2018

Indian Removal and the Treaty of Doaksville

The Indian Removal Act was signed into law by President Andrew Jackson on May 28, 1830. The legislation authorized the U.S. president to provide American Indians with lands west of the Mississippi River in exchange for the ancestral homelands the tribes were forced to abandon.[1]

As a result of the new law, in the early 1830s Chickasaw leaders traveled west and began their search for a new homeland. But several expeditions failed to identify a suitable place. The site selection was delayed. As historian Arrell M. Gibson notes, one group of Chickasaw leaders spent most of 1835 searching. Another group continued the task until late 1836.
Finally on January 17, 1837, at Doaksville in the Choctaw Nation, Chickasaw leaders concluded an agreement with Choctaw spokesmen. By the Treaty of Doaksville the Chickasaws agreed to pay the Choctaws $530,000 for the central and western portion of the tribe's vast grant. At last the Chickasaws had a western home.[2]
Notes

[1] For a narrative description of this episode, see A. J. Langguth, Driven West: Andrew Jackson and the Trail of Tears to the Civil War (New York: Simon & Schuster, 2010), 138-67. See also N. Bruce Duthu, American Indians and the Law (New York: Viking Penguin, 2008), 8-10.

[2] Gibson, The Chickasaws, 178.

Wednesday, April 04, 2018

Education among the Chickasaws in Indian Territory: Early Beginnings to 1855

Before 1850, public education hardly existed among the Chickasaws in Indian Territory. The tribe received appropriations from the federal government, and part of that money was spent to support students who were attending schools in the Choctaw District, where most Chickasaws lived at the time. But students were few. For example, in 1843 the tribal agent noted that there were not more than seven or eight Chickasaws attending Choctaw schools. At least some of the brightest Chickasaw students were sent to the Choctaw Academy, founded by the Baptist Mission Society at Great Crossings, Kentucky, in 1818. In time, the federal subsidy that provided for those students expired. Afterward, a few attended Plainfield Academy in eastern Connecticut, a school established mainly to prepare young men for future study at Yale College.[1]

The scene changed when Christian missionaries arrived in Indian Territory. Baptists, Roman Catholics, Presbyterians, and, above all, Methodists made up this group. Prior to Chickasaw removal from the southeastern United States, by far the most successful Christian missions among the Chickasaws were conducted by Presbyterians.[2] But during the 1840s and '50s, the most productive missionaries among them were Methodists. Part of their success resulted from a willingness to follow the Indians as they left their settlements in the Choctaw District and moved further west into what would become the territory of the Chickasaw Nation. In 1844, Methodist missionary E. B. Duncan planted a church at Pleasant Grove near Fort Washita. The settlement served as a base of operations for Duncan's circuit-riding mission among the Chickasaws. At the same time, Duncan's wife began a day school where she taught as many as forty children.[3]

Mrs. Duncan's school exemplified a strong tendency among Methodist missionaries to bring education as well as religion to Indian Territory. Early on, Methodist officials began negotiating with Chickasaw leaders regarding the educational needs of the tribe. Their collaboration led to the establishment of a system of schools for both elementary and upper-level students in the Chickasaw District. According to the agreement, the Indians contributed over 80 percent of the cost for these schools; the denominations contributed only a small fraction. The first school in the district was the Chickasaw Manual Labor Academy. An impressive two-story stone building was completed in 1851. The school admitted both girls and boys, with 140 students as early as 1857. Instructors taught a wide variety of subjects, including English, Latin, arithmetic, geometry, music, and religion. They segregated part of the curriculum according to sex: boys learned to perform "agricultural and mechanical arts," while girls learned "house-wifery, needle-work, domestic industry, and child care."[4]

Presbyterian missionaries established an academy among the Chickasaws in 1851, Wapanucka Female Manual Labor School. In 1854 the Methodists added Bloomfield Academy, a school for girls, and Colbert Institute. In 1857 the Chickasaw council approved legislation for the construction of a fifth school in their district, the Burney Academy near Lebanon. From the Chickasaw perspective, antebellum missionary schools in Indian Territory focused on literacy mainly for the sake of Bible reading and conversion to Christianity. To the Indians, those educational goals did not serve the best interests of the tribe. Most Chickasaw leaders understood that schooling was vital to the future of their nation, but they wanted their schools to provide a broad academic foundation. That is, they wanted teachers who would teach, not preach.[5]

Cultural differences between missionary teachers and Chickasaw students created another concern. The differences often resulted in harsh judgments and cruel discipline based on stereotypes. For example, in 1855 at Wapanucka Academy, one schoolmaster publicly whipped a group of girls. He offered the justification that,
These little rogues need something more than mere kindness to manage them. They are full of evil from the crown of their head to the sole of their feet."
Children sometimes ran away from school and did everything they could to keep from being sent back.[6]

Trouble between students and teachers is, of course, an age-old problem. Yet, in many instances white teachers in the Chickasaw Nation interpreted the friction in racial terms. One nonnative principal surmised that stubbornness was "a fundamental characteristic" of especially full-blooded Chickasaws. According to his stereotype, there was also a benefit to being a full-blood: "the higher the percentage of Indian blood the better artists they were."[7]

Notes

[1] Arrell M. Gibson, The Chickasaws (Norman: University of Oklahoma Press, 1971), 231-32. Regarding the Choctaw Academy, see Clara Sue Kidwell, "Choctaw Academy," in The Kentucky Encyclopedia, ed. John E. Kleber (Lexington, KY: University Press of Kentucky, 1992), 184. For more about the Plainfield Academy, see Orwin Bradford Griffin, The Evolution of the Connecticut State School System (New York: Teachers College, Columbia University, 1928), esp. 28, 48, 176-81. See also the following URL:  https://connecticuthistory.org/plainfield-academy-grooming-connecticut-scholars-in-the-18th-and-19th-centuries/

[2] Gibson, The Chickasaws, 106-09.

[3] Ibid., 233-34. Gibson cites the Annual Report of the Commissioner of Indian Affairs for 1845, 524-26.

[4] Gibson, The Chickasaws, 235.

[5] Wendy St. Jean, Remaining Chickasaw in Indian Territory, 1830s-1907 (Tuscaloosa: University of Alabama Press, 2011), 92. The same sort of tension between Indians and Euro-Americans cropped up at other times and places. See, for example, Linford D. Fisher's discussion of evangelization in eighteenth-century southern New England in The Indian Great Awakening: Religion and the Shaping of Native Cultures of Early America (New York: Oxford University Press, 2012), ch. 2.

[6] St. Jean, Remaining Chickasaw in Indian Territory, 91.

[7] Ibid., 95.

Wednesday, May 01, 2013

Some Recent Books on Choctaws and Chickasaws

In his most recent book, This Indian Country: American Indian Political Activists and the Place They Made (New York: Penguin, 2012), Frederick E. Hoxie offers a broad observation: in the United States, forgetting and ignoring American Indians is an old habit, one with deep historical roots. But, he notes, it was not always this way. Hoxie goes on to relate that during the decades leading up to the American Revolution, Europeans typically maintained both formal and informal alliances with Native Americans. Two Indian leaders who personified these arrangements were Joseph Brant, a Mohawk war captain, and Alexander McGillivray, a Creek merchant and soldier. Both men were significant figures upon whom the British could always depend.

But the treaty between the North American colonies and European states, signed in Paris in 1783, left out the Native Americans and their long-standing relations with the British and other colonial powers. The new American nation sought to sever all ties to Europe and to begin fresh on the North American continent. Because of these interests, the American colonists ignored all previous alliances, leaving the Indians of North America without a political friend. As Hoxie puts it, the Paris agreements "accomplished the double trick of erasing Native people from the international diplomatic arena, while placing them under the authority of a nation that took no formal notice of their existence" (23). According to the arrangement that was finally worked out, "the Americans laid the foundation of a new country that sought to ignore the Indian nations within its borders" (36). Consequently, citizens of the the new nation looked out over the vast expanse to the west and, in spite of the presence of tens of thousands of Indians, considered the land unoccupied and open for settlement. Indians soon concluded that if the United States had their way in North America, then they would be left with only two choices: death or surrender (43).

However, subsequent U.S. history bears out that unlike leaders such as Crazy Horse, Geronimo, and Sitting Bull, many Indians neither died nor surrendered. Rather, they learned to close an earlier chapter in which they established and maintained diplomatic relations with the Spanish, British, and French, and open a new chapter in which Indians would do legal battle with the new United States of America. In other words, shortly after the American Revolution, a good number of Native Americans came to realize that in the new political climate, in addition to a charismatic chief, it was just as important to have a sharp lawyer and a persuasive lobbyist. Consequently, from the days of the early American republic until the present moment, legal and political issues have held a central position in histories of American Indian tribes. A handful of recent studies emphasize this theme in connection with the Choctaw and Chickasaw Nations. The first three of the four books in the discussion and evaluation that follows fall into this category.

I.

Clara Sue Kidwell, The Choctaws in Oklahoma: From Tribe to Nation, 1855-1970 (Norman, OK: University of Oklahoma Press, 2007), can be seen as a specific example of Hoxie's broad point. It is no accident that Kidwell's book was the second volume in the American Indian Law and Policy Series, a title that clearly emphasizes the legal and political contours of Native American life.

Early on, Kidwell explains the specific dates of her subtitle. It was in 1855 that the Choctaw national government "appointed a delegation to initiate negotiations for a new treaty that would redefine its relationship with the U.S. government." In 1970, "the federal government acknowledged the right of tribal members to choose their own leaders by popular election" (xvii). 

As Kidwell narrates in detail, between the times "the Choctaw Nation underwent a transition from a tribal society whose cultural values were based on communal land-holding, obligations to kin, oral traditions and language, and traditional food and game, to a political, corporate national entity that in 2001 had a budget of over $300 million dollars; whose tribal leaders traveled regularly to Washington, D.C., to lobby for legislation favorable to the tribe; and whose membership included approximately 128,000 people living in all fifty of the United States" (xvii).

In short, through one hundred and fifteen years of struggle, the Choctaws went "from tribe to nation." Almost always, Kidwell's approach to the history of the Choctaws focuses on legal and political struggles vis-a-vis the United States, but also within the tribe itself. Her method is thoroughly descriptive, treating the story as an historical narrative inherently worthy of being told.

In at least two points, however, it becomes clear that, for the author, Choctaw history is always part family history. Series editor, Lindsay G. Robertson refers to Kidwell as both "a seasoned scholar" and "a citizen of the Choctaw Nation" (xi). Later, in Chapter 13, the author tells some of her personal family history, beginning with her great-grandfather, Gilbert Webster Thompson, a Choctaw Indian, and one of his daughters, Susie Ellen Thompson Kidwell, the author's grandmother (176-82). An interesting story, it brings some relief to the reader who has, by that point, digested page after page of often-detailed legal and political description. Kidwell placed her autobiographical chapter so that it would fit into the chronological scheme of her book. But one wonders if it might have been better to have put this chapter where it more likely belongs, at the beginning. How might this book have been different, even more insightful, if sometimes the author had included recollections of her childhood, and things told to her by her parents and grandparents, relating them to the overall story of the Choctaw past?

II.

Published in the same year, Valerie Lambert's book, Choctaw Nation: A Story of American Indian Resurgence (Lincoln, NE: University of Nebraska Press, 2007), offers both a supplement and contrast to Kidwell. Two basic differences between them stand out. First, while Kidwell's survey deals with Choctaw history before 1970, the bigger part of Lambert's book takes up episodes in the story after 1970. Second, unlike Kidwell, whose treatment is mostly phenomenological, Lambert looks at the history of the Choctaws through the eyes of a social anthropologist. Not surprisingly, then, her research  involves Lambert as an observer-participant. In fact, prior to writing, she conducted seventeen months of field study in Oklahoma. Consequently, unlike Kidwell, Lambert identifies and discusses the potential of cross-cultural parallels to Choctaw history. On the other hand, like Kidwell herself, Lambert is a member of the Choctaw Nation. In her "Acknowledgements," she expresses thanks to "the Choctaws" and refers to "our tribe"(ix). She also gives thanks to her academic mentors among whom is Clara Sue Kidwell (x).

Following her Introduction and an insightful, brief overview of Choctaw history to 1970, Lambert tells four separate political stories taken from the tribe's recent past. The first narrates the post-1970 reconstitution of the tribe as a legal entity, which culminated in a 1983 constitution, "the first since 1860" (90). The three chapters that follow go on to "explore the consequences of the late-twentieth-period of Choctaw nation building" (4). But instead of speaking in generalities, or of giving a blow-by-blow description of Choctaw history since the new constitution, Lambert takes up three specific recent episodes: the 1995 election of a Choctaw chief, ethnic conflicts associated with the construction of a travel plaza at Kalichito in the 1990s, and the 2001 water-rights battle between the Choctaw Nation and the State of Oklahoma, a conflict that was and is ultimately about tribal sovereignty.

Interestingly, although her treatment focuses on Choctaw resurgence since the near demise of the nation in 1970, early on Lambert radically expands the historical scope of her investigation in order to interpret the significance of the most recent period. In tracing out Choctaw history, Lambert identifies three special times that were characterized by what she styles as "massive rupture followed by a dramatic rebirth" (4). First, during the sixteenth century there occurred a "complete disintegration of the the great Mississippian chiefdoms," after which the group likely migrated and established what is the modern Choctaw tribe. Second, in 1830 the Choctaws "became the first tribe to experience the mass removal of their entire tribe by the U.S. government." Nonetheless, almost immediately upon resettlement in what is now southeastern Oklahoma, "Choctaw leaders launched a period of intensive tribal nation building and rebirth" (5). Third, although the nation nearly died as a political entity in 1970, since then, the tribe has once again experienced a restoration. Thus, according to Lambert's interpretation, recorded Choctaw history includes three periods of deep disruption and crisis that were followed by some sort of resuscitation. Her point is that the previous three and a half decades have been not only a time of resurgence, but also as a time equaled in significance only twice over the last five centuries.

Lambert also raises broad anthropological and political questions that the recent history of the Choctaw Nation helps both to answer and to illustrate. So, for example, one question the book explores involves nation building. Specifically, does the process arise more or less organically, like a natural reef? Or is it rather that nations are built  by individuals and leading groups who make critical decisions? To ask another way, is nation building the result of accidental process or deliberate action? Lambert believes it is the latter, and so do Choctaws who think of the recent rise of their tribe as the result of the efforts of Chief Hollis Roberts. Again, Lambert's work is especially important as a supplement to Kidwell. Too, Lambert's book would be more immediately interesting to contemporary Choctaws, and to those who monitor the the political life of their nation.

III.

A third book, Wendy St. Jean, Remaining Chickasaw in Indian Territory, 1830s-1907 (Tuscaloosa, AL: University of Alabama Press, 2011), "is a study of the Chickasaw Nation's struggle, in the wake of encroachments by the federal government and groups of noncitizen immigrants, to restrict tribal membership and assert its flagging sovereignty in the nineteenth century" (5). St. Jean's book is significantly shorter than and not nearly as detailed as Kidwell's. But aside from that and the incidental differences in the dates given in their subtitles, St. Jean on the Chickasaws is a counterpart to Kidwell on the Choctaws.

St. Jean relates that upon removal from Mississippi to Indian Territory in the 1830s, Chickasaws faced trouble on many sides. To the east lived the more numerous Choctaws, who agreed to sell land to the Chickasaws provided they would forfeit their political autonomy and merge with the Choctaws. To the west were "wild" (as opposed to "civilized") Indians--Apaches, Kiowas, Comanches, and other fierce tribes--who considered the Chickasaws intruders and who commonly came into their land, stealing what they could. To the south were Texans, who often mistook Chickasaws for dangerous, "wild" Indians, which made the Texans as dangerous as any of the western tribes.

By the 1850s, the U.S. government came to recognize a political distinction between Choctaws and Chickasaws, giving the Chickasaw Nation an independence that they had never known before in Indian Territory. But following the Civil War, Chickasaws were required to deal with former slaves and white intruders, all of whom sought from the tribal nation citizenship with its tremendous economic opportunities. St. Jean notes the most remarkable aspect of this story, and the events that ensued, as follows:

"Despite the nation's small population and internal divisions, the Chickasaw government managed to hold on to a measure of independence and inheritance longer and more effectively than its Indian neighbors. In state and federal courts and in the court of public opinion, the Chickasaws challenged noncitizens' claims and sometimes won privileges that other Indian nations surrendered without a fight. For example, the Chickasaw Nation delayed Indian Removal the longest, got the best payments for its southeastern lands, secured the right to tax and use force against white intruders, excluded intermarried whites from voting in critical national elections (1880s through the 1890s), surrendered its schools last, and was the only tribe to gain compensation for allotments that the U.S. government granted to freedpeople. The Chickasaws' leadership methods and attempts to redefine tribal membership helped them to accomplish these political and legal feats" (6-7).

Thus, in successive chapters, St. Jean takes up different parts of the history of Chickasaw political resistance and cultural maintenance. Along the way, she tells various stories like the Chickasaw's post-War decision not to adopt former slaves, the claim to the right to tax or eject U.S. citizens in tribal lands, and the attempt to maintain schools conducted by and for the Chickasaw people. By the end of the book, the reader can only admire the courageous battle the Chickasaws waged for one long decade after another, and lament the loss of what might have been.

Again, much like Clara Sue Kidwell's book, St. Jean's deeply-researched study focuses almost exclusively on the political and legal aspects of one tribe's history. In much the same way that political surveys of U.S. history leave out so much of the American story, both books present portraits that should be supplemented by works that take into account other contours of the histories of the respective tribes. 

IV.

First published in 1980, Theda Purdue, Nations Remembered: An Oral History of the Cherokees, Chickasaws, Choctaws, Creeks, and Seminoles in Oklahoma, 1865-1907 (Norman, OK: University of Oklahoma Press, 1993) is the perfect follow-up to the books examined to this point. So much of what they lack, this book provides, and vice versa.

As Perdue explains, her book actually began during the Great Depression. One of the many branches of the Works Progress Administration was the Writers' Project. During the 1930s, under the auspices of the the WPA, the Writers Project "employed between eighty and one hundred individuals to send questionnaires to and conduct interviews with Oklahoma citizens who were knowledgeable about the days before statehood" (xviii). Decades later, once oral history began to democratize a discipline previously dominated by elitism, Purdue made her way through the dozens of volumes that had been produced. She then selected, cropped, and organized scores of transcribed oral reports. Thus, anyone who picks up her book can easily access representative statements in various sections that Perdue created, chapters like "War and Its Aftermath," "Entertainment," and "Religion and Education." In each of her chapters, Perdue not only gives the entries, but also provides a helpful introduction at the beginning, and notes at the end.

For those not yet acquainted with the history of the Five "Civilized" Tribes in Indian Territory, the selections found in this book are a great entry into the subject. But perhaps the opposite direction is better. For anyone already acquainted with standard surveys, to read the reports copied in Purdue is nothing short of an eye-opening delight. 

For example, though St. Jean can describe and discuss Comanche raids on the recently-arrived Chickasaws beginning in the 1830s (see St. Jean, Chapter 2), there is simply no substitute for reading for oneself the extended, harrowing report of an eyewitness found in Purdue (21-23). Thus Perdue is the perfect supplement to the surveys found in Kidwell, St. Jean, and in the first two chapters of Lambert.

Sunday, March 10, 2013

Remaining Chickasaw in Indian Territory, 1830s-1907

St. Jean, Wendy. Remaining Chickasaw in Indian Territory, 1830s-1907. Tuscaloosa, AL: University of Alabama Press, 2011.

As Wendy St. Jean explains, this book "is a study of the Chickasaw Nation's struggle, in the wake of encroachments by the federal government and groups of noncitizen immigrants, to restrict tribal membership and assert its flagging sovereignty in the nineteenth century" (5).

The author relates that upon removal from Mississippi to Indian Territory in the 1830s, Chickasaws faced trouble on many sides. To the east lived the more numerous Choctaws, who agreed to sell land to the Chickasaws provided they would forfeit their political autonomy and merge with the Choctaws. To the west were "wild" (as opposed to "civilized") Indians--Apaches, Kiowas, Comanches, and other fierce tribes--who considered the Chickasaws intruders and who commonly came into their land, stealing what they could. To the south were Texans, who often mistook Chickasaws for dangerous, "wild" Indians, which made the Texans as vicious as any of the western tribes.

By the 1850s, the U.S. government came to recognize a political distinction between Choctaws and Chickasaws, giving the Chickasaw Nation an independence that they had never known before in Indian Territory. But following the Civil War, Chickasaws were required to deal with former slaves and white intruders, all of whom sought from the tribal nation citizenship with its tremendous economic opportunities. St. Jean notes the most remarkable aspect of this story, and the events that ensued, as follows:

Despite the nation's small population and internal divisions, the Chickasaw government managed to hold on to a measure of independence and inheritance longer and more effectively than its Indian neighbors. In state and federal courts and in the court of public opinion, the Chickasaws challenged noncitizens' claims and sometimes won privileges that other Indian nations surrendered without a fight. For example, the Chickasaw Nation delayed Indian Removal the longest, got the best payments for its southeastern lands, secured the right to tax and use force against white intruders, excluded intermarried whites from voting in critical national elections (1880s through the 1890s), surrendered its schools last, and was the only tribe to gain compensation for allotments that the U.S. government granted to freedpeople. The Chickasaws' leadership methods and attempts to redefine tribal membership helped them to accomplish these political and legal feats (6-7).

Thus, in successive chapters, St. Jean takes up different parts of the history of Chickasaw political resistance and cultural maintenance. Along the way, she tells various stories like the Chickasaw's post-War decision not to adopt former slaves, the claim to the right to tax or eject U.S. citizens in tribal lands, and the attempt to maintain schools conducted by and for the Chickasaw people. By the end of the book, the reader can only admire the courageous battle the Chickasaws waged for one long decade after another, and lament the loss of what might have been.

Much like Clara Sue Kidwell's book, The Choctaws in Oklahoma: From Tribe to Nation, 1855-1970 (Norman, OK: University of Oklahoma Press, 2007), St. Jean's fine, deeply-researched study mainly focuses on the political and legal aspects of one tribe's history. In much the same way that political surveys of U.S. history leave out so much of the American story, both books present portraits that should be supplemented by works that take into account other contours of the histories of the respective tribes. A good follow-up to both books would be Theda Perdue, Nations Remembered: An Oral History of the Cherokees, Chickasaws, Choctaws, Creeks, and Seminoles in Oklahoma, 1865-1907 (Norman, OK: University of Oklahoma Press, 1993).