Interpretive text may soon be added to a controversial mural at the Durham Post Office to give it historical context, but a group representing Native Americans still say that is not enough.
The mural was questioned last year by Rev. Larry Brickner-Wood of the Waysmeet Center at the University of New Hampshire. Brickner-Wood said at the time that he has always felt uneasy about what is depicted in the panel “Cruel Adversity,” which shows a Native American preparing to torch a settler’s home.
According to a decades-old brochure about the 16-panel mural, it was commissioned by the Women’s Club of Durham in 1959 and painted by artist Bernard Chapman. The goal was to reflect the history of the town, and the panel is meant to depict the Oyster River Massacre of 1694, where five garrison-style homes and 15 dwellings were burned. It is believed 100 people were killed or carried off.
Last week, during a meeting with town officials, members of the New Hampshire Commission of Native American Affairs, a representative from the New Hampshire Division of Cultural Affairs and a representative from the United States Postal Service (USPS), the idea of installing interpretive text on the wall was brought up. The USPS has a policy that it does not remove or cover historic artwork, and it does not allow new artwork to be added, according to town administrator Todd Selig.
Full story (and photos) by Kimberly Haas in the NH Union Leader.
For millennia, the ancestors of today’s Mohawk, Abenaki and other Native tribes have called the Adirondack Mountains home. Yet much of that history, not to mention present experience, has gone unrecognized. A new exhibit aims to change all that.
“We have not tackled the story of Native Americans in the Adirondacks in the past,” said David Kahn, executive director of The Adirondack Experience, The Museum on Blue Mountain Lake, formerly the Adirondack Museum. “The institution has been influenced by the sort of general perception that Native Americans didn’t really live here full time, this hasn’t been Native territory. But it’s not true.”
Read the full article by Theresa Braine on the new exhibit in Indian Country Today.
Corinne Kasper ’17, who belongs to the Pokagon Band of the Potawatomi tribe in southwestern Michigan, has been studying her native language since she was 13 years old. But fluent speakers and teachers of Potawatomi have been dwindling as English has become dominant. Kasper, a linguistics major, is developing teaching tools to help people learn or re-learn an endangered language that she sees as a cornerstone of her culture.
“This is what I want to do for the rest of my life,” says Kasper, who holds a Mellon Mays Fellowship. She’s one of five senior fellows who, recognized for academic excellence, are freed from classes in their final year to concentrate on a single project. The projects conducted by the senior fellows are funded by the Kaminsky Family Fund. Gerry Kaminsky ’61, who established the fund, was himself a senior fellow at Dartmouth.
For her thesis, Kasper is studying three similar languages: Potawatomi, Ojibwe, and Odawa. She’s doing something she says has not been done before: making a study guide about the formation and function of verbs. Potawatomi’s verb system is difficult for language learners to master, and she wants to make it easier.
Read this encouraging story by Charlotte Albright in the Dartmouth News. Photo by Eli Burakian.
The Vermont Folklife Center announces the continuation of the Vermont Traditional Arts Apprenticeship Program for its 24th year. Initiated to support Vermont’s living cultural heritage, the program provides stipends of up to $2,000 as honoraria and to cover such expenses as materials and travel. Under the auspices of the program, traditional arts such as blacksmithing, Abenaki basket making, Franco American singing, and Bhutanese Nepali folk dancing have received support.
A traditional arts apprenticeship brings teachers and learners together who share a common commitment to keeping these art forms alive. It pairs a community-acknowledged master artist who has achieved a high level of expertise in his or her art form with a less-experienced apprentice. The master and apprentice jointly plan when, where, and what they expect to accomplish over the course of the apprenticeship. Apprenticeship schedules reflect the time constraints of both master and apprentice and range from short-term, intensive sessions to meetings spread over the course of a year.
Read the full announcement here.
Next weekend, June 24 &25, 2017, at Lake Champlain Maritime Museum in Vergennes, Vermont. This is a wonderful, friendly, and positive gathering. A schedule of the planned activities is below:
Sponsored by the Vermont Commission on Native American Affairs:
The purpose of the Vermont Indigenous Youth Essay Contest is to promote a sense of pride and community among indigenous youth in the State of Vermont. The commission would like to foster positivity surrounding identity and how their unique perspective brings value to self and the communities they belong to.
Eligibility: The contest is for indigenous students in two categories: Grades 7 through 8 and 9 through 12 who are living in the State of Vermont. Students must identify as Native American or First Nations.
Rules: Please answer the essay question below in 1000 words or less. Submissions can be emailed to Jennifer.email@example.com or mailed to the Vermont Commission on Native American Affairs, 1 National Life Drive, Davis Building 6th Floor, Montpelier, VT 05620-0501. The deadline for submission is May 15. Results will be announced at the Heritage Celebration at the Lake Champlain Maritime Museum on June 24. The Moccasin Tracks Radio Program will be hosting participants from this contest for a radio program on May 18.
Question: How does your indigenous heritage inform the way that you walk through the world?
Prize: Students who receive recognition for their essays will receive an award from the Vermont Commission on Native American Affairs and all students will select from a list of experiences with an indigenous community member. Examples of an experience may be learning a particular craft, such as twining, beadwork, or finger weaving, or spending an afternoon with a chief or other leader in the community. Students can elect to participate in the Moccasin Tracks Radio Program as well.
Link to a pdf file of this announcement: Indigenous-Heritage-Essay-Contest
The [Brattleboro] Selectboard unanimously voted to approve a resolution proclaiming the second Monday in October of each year be named “Indigenous Peoples’ Day.”
During Representative Town Meeting in March, the body unanimously voted to recommend the Selectboard approve the proclamation.
At the April 18 regular Selectboard meeting, Board Chair Kate O’Connor read the document — written by Town Attorney Bob Fisher with edits by Rich Holschuh — into the record.
In addition to setting the date of the day, the proclamation says the Selectboard “heeds said advice and desires to recognize the Indigenous People of Wantastegok in Sokwakik — the immediate area now known as Brattleboro, Vermont — dwelling here prior to and during the colonization begun by Christopher Columbus in the Western Hemisphere[.]”
Read the full article by Wendy Levy in The Commons.