Chapter 5: To End the Story

"We at Carter Seminary believe that a free society is dependent upon education for the transmission of values, traditions, and ideals. We believe education must enhance the dignity of the individual. Dignity connotes knowledge, self-confidence, self-discipline, and responsibility." ~Carter Seminary Philosophy, present day~





Amanda, shares her thoughts and feelings of learning the story of her grandmother, sharing the stories of other Chickasaw women who continued the legacy of the Bloomfield Blossoms and the importance of literacy and education among the Chickasaws. Ida Mae Pratt passed away in 1978 when Amanda was only seven years old. Not having a chance to truly get to know her grandmother she asks Hettie McCauley King in July of 1996 what her grandmother was like and Hettie responds, "Well, you missed a lot, because she was a fine person. and a lot of fun." Being a grand-daughter of a Bloomfield student, her grandmother encouraged her father to finish high school and attend college just as her parents encouraged her to attend graduate school and teach. Valuing continuance, Amanda understands that though the loss of culture was painful, change was also something that followed.





Proudly, Amanda ends her book with, "The legacy my grandmother left me is the same legacy all of the women who attended Bloomfield and Carter left their children and grandchildren and great-grandchildren-a legacy of hope and hardiness, of family and friendship, a belief in tradition, but an ability to change. I have been looking for the right words nanaumpoli otalhi, to end the story, but I do not have them, cannot have them, because I know that listening to stories and telling them is a matter of continuance. And in that spirit, I will not end this story--I will add my name."

Amanda J. Cobb
November 1, 1999





Both Photos were taken from the book. The first photo is of Ida Mae Pratt in her school uniform taken in 1925. The second photo is from the Bloomfield/Carter Alumni Association guest register. Ida Mae Pratt Cobb, attended this reunion and signed her name on May 20, 1978. She had signed that she attended the Bloomfied Academy for Chickasaw women in 1924-1925.

Chapter 4: The Women's Story

On speaking English and forbidding Chickasaw:

"They didn't want anyone to speak Chickasaw...just English."

-Fanny Hughes Bass (1911-1914)-

"I remember one girl who came after school had started, and I think I was in probably the second or third grade, and she would not go to class...she didn't understand what they were trying to tell her because she did not speak English..."

-Jeanne Liddell Cochran (1929-1933)-

"My mother didn't allow it. My daddy didn't allow it. My mother...talked the Chickasaw language...Well, you see, my daddy was white. And we were in a white district, I guess you would say."

-Ida Bell Hughes Martin (1920-1930)-

Jeanne also recalls her grandmother and mother refusing to teach her and her sisters to speak Chickasaw. She goes on to say that she had an uncle who would teach them. She also says that she regrets not learning fluently. She recalls being told by her grandmother "the way of the Indian was gone, and we had to learn the way of the white people."

On WWI & WWII:

"In my class we knitted dish rags for World War I. They were approximately a foot square...It so happened later on I knitted a sweater for World War II. That was good training for us."

"We...knit scarves and...even packed medical kits...for the men."

-Dorothy Wall Holt (1940-1947)-

The women also recall the amount of emotions that was expressed when the announcement of the War ended. Some hollered, some screamed, and some mourned the loss of their brothers.

The Curriculum:

"...when Thanksgiving came along, we had everything but the turkey...The costumes, the hats, the buckles on the shoes..."

-Fannye Williford Skaggs & Leona Williford Isaac (1933-1947)-

"We were required to write letters...and they read those letters."

-Pauline Williford Adkins (1932-1941)-

"Letters were all censored. And if you put anything in there in there like 'I don't like school' or something about one of your teachers, they would make you do it over. And they read all...outgoing and incoming mail. it was all censored."

-Frances Griffin Robinson (1927-1929)-

Aside from learning manners, literacy, and domestics women of the Chickasaws also shared recollections of memorizing poems, plays, and songs that they recited during programs, and assemblys. Aside from reciting by memorization they performed not only for their parents but they also recall performing for social clubs in the Ardmore community. Performing and public speaking were part of life in the Bloomfield and Carter Academy schools.

Chapter 3: Chickasaw Girls' School

Among the Chickasaw families, it was often considered a privilege and a family tradition to attend and become a Bloomfield Academy student. Before the
uprising of the first building, families had moved to the local town of Kemp, Oklahoma. Anticipating the opening of the Bloomfield Academy, a neighborhood school was established for both boys and girls until the construction of the buildings were complete. It was noted that the education of full-blooded children were signigificant as they were receiving more education and played a much stronger role in the leadership of their tribal government, business and other affairs of the nation. Solely focusing on solving the "indian problem" by "civilizing and christiainizing," the Chickasaws found the importance of literacy.

The faculty of Bloomfield Academy included Reverand John Harpole Carr a trained carpenter who also physically helped build the school,his wife Anglina Hosmer Carr, and Susan (Sarah) J. Johnson whom they recruited from New England. Angelina who graduated from Mount Holyoke planned the schools curriculum. Additional teachers were later recruited who had attended women academies or schools similar to Mount Holyoke, institutions that played significant roles in increasing women's literacy and opportunities. They purposely chose women because they believed that women were the perfect choice for Indian school services, they had no other employment options, and that they were nurturing. They had the ability to teach morals, values, manners, and provide a refined atmosphere by role modeling and influencing christianity in their daily lifestyles. Bloomfield Academy's daily school schedule also patterned that of Mount Holyoke's with morning classes from 8:30 to 12:30 with a recess. The afternoons were devoted to literacy instruction and the evenings focused on domestic literacy instruction. It was noted and shared that some of the women were instructed to cut, make and mend their own clothing. Religious literacy, the prominent and heavily emphasized occured every morning before breakfast, every evening before dinner and on Sundays. Although this ritual was not required, the girls would memorize scriptures from the bible and recite the verses before meals, teachers also participated.

The Bloomfield Academy for Chickasaw's curriculum was considered "equal to the course of study offered in present day junior colleges" and included advanced subjects such as logic, chemistry, astronomy, botany, and of course the general traditional courses. The high academic standards under the Douglas H. Johnston and Elihu B. Hinshaw administration, led to prestigious measures. Students known as the Bloomfield Blossoms, strived toward "true womanhood" an ideal that placed women on pedastals as pious and pure, domestic and dutiful. The commencement at Bloomfield was a tradition, a celebration and also an important social event in the Chickasaw Nation. Oral and written examinations came first. The examinations were public, parents and friends were allowed to participate in questioning the students, this was noted to last several days.

"The class of 1904 chose white Japanese silk for their identical, ankle-length gowns; they were considered "fashion plates of lovliness." The students also wore black mortar-board academic caps, which were embroidered with the initials "B.B." (Bloomfield Blossoms) in bright yellow." (Listening to our Grandmothers' stories, pg. 60)

The Chickasaws did not provide literacy for their daughters so they could become servants, they recieved literacy instruction to become wives of leaders in the nation and in the community. So that they can be prepared to participate in both Indian and White communities, and to live a successful life.

"Be dignified and cultured young ladies.

Be a graduate of some institution.

Do not tease whatever you do.

Away with selfishness, we are not living for selves alone but for the happiness of those with whom we come in contact.

You will want to be measured by your success.

Higher up the cherry tree grows the cherry.

Have it said that you are from Bloomfield."

~Nettie Burris~

Photos were retrieved from google image.

Chapter 2: Chickasaw Children Go to School

In the previous chapter I had mentioned Reverend Carr's envisiones of an all female boarding school, which was later built and named the Bloomfield Academy for Chickasaw Females. The history of his plans for success was just the beginning of a new life for Chickasaw women who believed that literacy was crucial to thier life skills and future. However, chapter two tells a little bit of history prior to the boarding school. For instance, I learned that at one time it has been believed that the Choctaw and Chickasaw were one nation.

The stories is told that during migration, a sacred pole was carried by the tribes holy men every day of the march, and at night as the men placed the pole upright into the ground, in the morning it would magically be pointing toward the east. This continued until after crossing the Mississippi River, two brothers had argued on which direction the pole was leaning. They were unable to settle their argument and so they separated each taking members of the tribe with them. This is the condensed version of their traditional creation story. Today, the Chickasaw and the Choctaw both share similar creation stories, although the dialect has minor differences, they both share the same language.

It also touches base regarding the Removal Act of 1830, the fourteen treaties with the U.S. government between 1786-1902, the expenses from tribal funds to build indian boarding schools, and the excitement of finally attending schools to educate themselves on literacy. Unlike other Native American tribes, Chickasaw nation welcomed the english language. It is interesting how in this chapter it shared the history, traditional values, and the importance of education. The collision with white settlers demanding land on their reservations and the birth of sovereignty and independence. This second chapter gives history and knowledge of the beginnings of how the Bloomfield Academy for Chickasaw Females came to be, as well as other boarding schools throughout the reservations.

Listening to our Grandmother's Stories: Chapter 1

After having a difficult time deciding on which book to read, I would like to share my first chapter of Listening To Our Grandmothers' Stories, The Bloomfield Academy for Chickasaw Females. The photo that I have posted along with this blog was retrieved from Google Image.

The very beginning of the chapter explains the history as far as the government and how lands and the children were taken away from families to attend boarding schools and introductions to several changes that had affected the children culturally. Christianity, values, dress, and livelihood was one of the few hurdles that our elders had to overcome.

A gentleman by the name of Reverend John Harpole Carr had envisioned a schoolhouse built for Chickasaw girls, a boarding school where the boys were not allowed. His hopes for the school an ideology of literacy which included salvation, civilization, nationalism, individualism, properity and imagination was one of the few expectation that he had as a Superintendant and for is wife Angelina to teach. In the Fall of 1852, The Bloomfield Academy for Chickasaw females opened to 25 students located in what is now called Achelle, Oklahoma. Remarkable for many reasons, the school was known to be different from other boarding schools. First, the school was founded by the Chickasaw Nation. Not only because the government demanded it, but because they understood how important literacy was equally part of survival. Second, at the end of the nineteenth century was recognized at it's best as an academy for females. It was far superior toa any schooling provided for whites in Indian Territory and that it lasted long after common schools were put in place.

It continues to mention the history of other Indian Boarding Schools, Chilocco being one. Similar to other boarding schools, Bloomfield's student instructions consisted of Academic Literacy Curriculum, which entailed the common standard school curriculum of reading, writing, arithmetic, and history. Social Literacy, was considered more of an "extracurricular" activity such as art, dancing, etiquette skills, and mannerisms. Religious Literacy, included training in rituals, devotions, prayers, singing hyms and attending bible school and study. Domestic Literacy, consisted of teaching cooking, sewing, gardening, child care, animal care, and personal hygiene. Teaching by these four literacy skills were to believe the lives that the Chickasaw women would lead. At the end of this chapter, it lists a few of the women whom shared their stories, the years they attended Bloomfield, thier tribal affliation and their current residence.

I am eager to read more information on just how different Bloomfield Academy was compared to Chilocco Indian Boarding School or any other schools located off the reservations.

"Hm! White Boy! You Got No Business Here!"

After Reading about the experiences that the students had during their attendance at Chilocco Boarding School, I have come to the realization of what our elders have seen and it is through their stories that they have shared, that I am more aware and respectful of thier hardships and experiences. They have learned at a young age the sense of independence and responsibility. This has a different and whole new perspective on how our younger children are being raised and how different their challenges are, than from the challenges that our elders had to face.

Waking up early in the morning, working in the fields, cooking, cleaning, chores, and the list goes on and on. Adjusting to a new environment, moving away from thier parents and home to have an education and the sacrifices that they were dealt; had our children today have an opportunity to experience that life, would they adjust? How would it have affected them? How have our times change? It has changed significantly. In this video, it is does not need any explanation of how I felt as I watched this video.

Thank you for allowing us to experience education in a whole new level. I have not heard about Chilocco Indian Boarding School until this assignment and I can assure you that I am looking forward to researching in depth other experiences in other boarding schools throughout the country.

"Your going to be a wife" "Get in Step"

Photos taken by Google Image on Feb. 22, 2010

As I was reading chapter four it almost reminded me of the movie "Mona Lisa Smile." Our native women were put into vocations to prepare them to take care of a family one day. They're chores were to cook, clean, laundry, and also sewing. Whereas, ladies attending colleges in the eastern states had similar expections. Maybe at less harsh restrictions, but nonetheless they shared similar expecations. I remember my aunt telling me that when she attended school she also had classes in the field of cosmetology to learn how to take care of her self and maintain her nails, hair and beauty. Whereas the men were put in vocations where they learned a trade of some sort. They also experienced a military lifestyle.

Something that I found interesting was the fact that Estelle Reel encouraged native cultural crafts such as basket making and rug weaving, netting, and sewing. I also found it interesting and helpful that the chapter included photos of students and some of their experiences and accomplishments. I especially liked the photo of the young ladies wearing their prom dresses that they sewed in home ec class. The changes between the photos were quite amazing. Almost similar to a make-over.

I'm not saying that the men had an easy, laid back experience, but I commend the women for having such expectations such that even I didn't experience to the extent at a young age. I'm curious as to learning more experiences and "almost" wishing I had an opportunity to relate to similar challenges. Though I had expectations when I was in grade school, it definitely was nothing compared to the ladies and their trials at Chilocco.

"I could always plow a pretty straight line"

Photo retrieved from Google Image on February 16, 2010

The reason I chose this photo is because in contrast to what our children and adolescents were experiencing in the Chilocco Boarding School is the complete opposite as to what the children in modern schools are experiencing. As I continue and read more about their trials, I gain a new level of respect and honor to those who attended a boarding school. Thier duties and expectations were more of life skills rather than a field trip that a child in today's classroom would experience.

As I continue to read, I am more understanding as to why my parents, elders and extended family members would start their stories like, "Back when i was your age..." It makes more sense now. Before, I along with my siblings; would roll our eyes and sigh. It wasn't a sad sigh or a sympathetic sigh, it was more like the "okay, here we go again" sigh. Having this opportunity to learn the past lives of others and what they have overcome and live to tell introduces a new level of interest and respect for the topic of history for me.

'The Fines' School on Earth'

Photo retrieved from google image, 08 Feb. 2010.

In the begining of the chapter, I found it interesting that three girls from the Creek reservation had asked for applications to attend the Chilocco Boarding School. After returning back to the Indian Agency office to complete the application, they were later accepted, and so they went. In other cases, there were children who did not want to attend the boarding school and who also had a difficult time adjusting to their new life as an attendant.

As they shared their stories of attending school, I learned that some students enjoyed and had a "wonderful" experience however, there were those who had such a personal impact that would haunt them throughout their adolescence. Reading about their experiences reminded me not only of what my late grandmother told me but how one of the presenters at the conference shared that when she was growing up, her family used the "boarding school" as a discipline strategy. If her behavior was unacceptable, her grandmother would tell her that she was going to enroll her into to a boarding school.

I've had other family members attend a boarding school and every one of them had mentioned how lonely it had gotten, especially being away from home and family. However, one relative of mine couldn't wait to get back and sometimes he wouldn't come home for the weekend. I wondered why he stayed. It turns out he had friends there that he could relate to and bond with. Apparently, when he got home he was put to work and lectured. Whether this was true or not, I would be interested in learning more about the experiences that others had to face growing up and attending a boarding school.

"They Called It Prarie Light"

Chilocco 1955 Graduates. Photo retrieved from Google image.

As an adolescent, I can recall the stories that my late grandmother shared as she attended the Keams Canyon Boarding School. Though the school that she attended was located on the Navajo reservation, she had similar experiences of those attending Chilocco Boarding School, which was a culture shock. Restricted from speaking her native tongue, being taught in english only, and having expectations as a young women were just a few of her recollections. Washing their mouth out with soap or forcing their students to eat chili or something spicy was a punishment for speaking their native tongue. Being sent outside without shoes or the proper clothing on a wintery day was another punishment. Although I do not know the exact date or year she attended, I do know that her last year of education was at a fifth grade level. Shortly after leaving the boarding school, she was arranged to a young medicine man whom she grew to love, built a home with eleven children.

Unfortunately as a child, I did not understand nor did I speak the Dine' language. However, because my grandmother was forced to speak and was taught in the english language, I was able to conversate with her. Most importantly, I was able to learn a little bit more of her history and experiences in which has become my own personal lessons in life. As I read more about our history as a Native American, I find myself eager to want to learn more in regards to what other tribal affiliations have encountered as they struggled to continue their traditional lifestyles. Thankfully to the first chapter of Chilocco Indian School, I am more aware of how the name came to be as well as the improvements in the mid 1880's. It was unexpected that though many students had a negative experience some surprisingly, were thankful for their personal gains and skills. I now have a different perspective and have additional questions.

What purpose does education have in today's society?

I believe that education is a start in identifying who you are and what you will become in the future. It is critical for adults to encourage our children in our society to attend school and reach for the stars because they are our future. Economically, salary is based on the knowledge and level of education. Socially, children and our young adults will be prepared to understand the growing and unstable economy; it will be here that they will be able to voice their opinions and make changes within our political world. Education like our individualism and heritage is extremely important.

Pink Paisley Telecaster

Pink Paisley Telecaster
Originally uploaded by KaroliK

After looking at photos after photos, I found this picture. Good luck figuring out my relation to this photo.

Three truths and a lie

* I've participated in a play.
* I earned my Associates in Massage Therapy
*I am the youngest of three.
*My first job was in the kitchen.