Dear Scholastic: Given your statement about standards...

January 25, 2016

Richard Robinson, CEO
Scholastic Books

Dear Mr. Robinson,

Those of us who study and share children's literature in classrooms and libraries have been using social media to share our astonishment at each new development with regard to A Birthday Cake for George Washington. We--and you, too, I gather--have watched these conversations take place outside of our relatively small community. That is a plus for us, and should be for you, too.

Personally and professionally, I welcome the critical eyes of those who object to the book.

I assume that your public relations office is keeping track of key developments. For the benefit of my readers, I've put together a brief timeline of the key points. I think the dates are correct. For a more comprehensive timeline, see here.

Wednesday, January 6
Scholastic released A Birthday Cake for George Washington.

On the same day, there was a statement on the Scholastic blog. Written by the book's editor, it explained the thinking that went into the book. The statement referenced discussions that took place in 2015 over A Fine Dessert (not published by Scholastic).

Friday, January 15
Scholastic released an unsigned statement on its blog, acknowledging the discussions online.

Sunday, January 17
Scholastic released an unsigned statement that it was stopping distribution of A Birthday Cake for George Washington. It said "We do not believe this title meets the standards of appropriate presentation of information to younger children..."

Friday, January 22 
The National Coalition on Censorship (NCAC), the PEN American Center, and the American Society of Journalists and Authors issued a statement that cast Scholastic's decision as one of self-censorship.

Monday, January 25
Scholastic issued a statement saying that NCAC and PEN "did not correctly read" their statement about withdrawing the book. The decision, they state, is not due to the controversy over the book, but because "it does not meet the standards which support our publishing mission." It attributed the decision to CEO, Richard Robinson.

The statement also includes this paragraph:

In addition to engaging children with great stories, all of us at Scholastic have an important responsibility to ensure that our history—both the good and the bad--is portrayed accurately in a way children can understand, as we prepare the next generation of young people who are being raised on our books, classroom magazines and curriculum programs widely used in schools and homes.

Speaking as a scholar who studies portrayals of Native peoples in children's and young adult literature, I can say that you publish many books that do not meet the "portrayed accurately in a way children can understand" statement that I assume is part of the "standards" that prompted you to withdraw A Cake for George Washington. 

My question, Mr. Robinson, is this: will you be withdrawing other books, too, for the same reasons?

On Twitter, I asked about a few you have in The Teacher Store pages. I've read and analyzed these ones. I know that they do not accurately portray Native peoples. Other scholars have written about their inaccuracies, too.

• Hiawatha, illustrated by Susan Jeffers
• Island of the Blue Dolphins, by Scott O'Dell
• Touching Spirit Bear, by Ben Mikaelsen
• Sign of the Beaver, by Elizabeth George Speare
• The Girl Who Loved Wild Horses, by Paul Goble
• Julie of the Wolves, by Jean Craighead George 
• Indian in the Cupboard, by Lynne Reid Banks
• Stone Fox, by John Reynolds Gardiner

I also asked about your "Thanksgiving Feast Readers Theater Headbands and Play Script." I have no doubt that people mean well when they create and use these kinds of items, but they foster stereotypical thinking and encourage playing Indian in stereotypical ways.

Clearly, those headbands are meant to be used at Thanksgiving. That prompts me to say that I think you're failing to give young children an accurate picture of colonization.

I've seen a lot of smiling Indians in children's books that send the same message that the illustrations of smiling slaves send to readers: it wasn't that bad. Your statement tells me you know it was bad. Indeed, you called it evil, as you should. I agree. Slavery was evil.

The same is true about colonization and the genocidal policies of the early colonists and later, the men embraced as "Founding Fathers." I hope that your statement is an indication that you're convening meetings within the Scholastic offices and you're going to withdraw other books, too.

Is that, in fact, happening?

Sincerely,
Debbie Reese
American Indians in Children's Literature

___________________

Note: I sent a link to this letter to Kyle Good. She is listed as the contact person for the statement, as shown here:

Kyle Good
kgood@scholastic.com
212-343-4563

Dear Philip Nel: Some Questions about WAS THE CAT IN THE HAT BLACK: THE HIDDEN RACISM OF CHILDREN'S LITERATURE AND WHY WE NEED DIVERSE BOOKS

Editor's note on Dec 8 2015: Perry Nodelman's comment and Philip Nel's response are now in the body of the original post. 


December 5, 2015

Dear Phil,

I read your post about your new book, Was the Cat in the Hat Black: The Hidden Racism of Children's Literature, and Why We Need Diverse Books. On one hand, I want to say congratulations, because I know that people buy/read/teach your books, and as such, books that look at racism in children's literature are important.

On the other hand, as an activist scholar from a marginalized population, my thoughts and emotions since reading your post include me uttering "WTF." As I write that last sentence, I imagine a lot of my colleagues in children's literature rolling their eyes--not at you--but at me. The truth is, though, that my WTF won't hurt your career. You're a white male, tenured, at a Research I school. You have all the cred in the world. You also have many books published--books that have been very well received.

But.

I have some questions. I could raise them in an email and thereby have a private conversation with you, but, those private conversations tend to be helpful to those who already have power, so I've chosen to do this publicly.

In your blog post, you said that

"The book is about different manifestations of structural racism in the world of children's books: the subtle persistence of racial caricature, how anti-racist revisionism sustains racist ideas, invisibility as a form of racism, whitewashing young adult book covers, and institutional discrimination within the publishing industry." 

Let's start with structural racism.

You know We Need Diverse Books is trademarked, right? And you know that the organization itself is a grass roots effort comprised largely of people of color who object to the ways that structural racism consistently rewards white, and specifically white males, for the work they do--over the work of people of marginalized communities, right? Are you in conversation with anyone at WNDB about your book, and/or have you had conversations with anyone there about using that phrase in the title of your book?

I hope so, because if not, you might be rendering them invisible and thereby contributing to "invisibility as a form of racism."

Let's look at that invisibility you reference, next. In your post, you offer

"a hearty thanks to those who have read and commented here, answered my questions, offered feedback when I've presented portions of this work, or educated me via your books and articles. I've learned so much from all of you. (Hint: Look for your names in the book's Acknowledgements!) I couldn't have done it without you. Thank you."

Given your status, it seems to me that you could have done more than list people in the Acknowledgements. This is a huge presumption on my part, but my guess is that I am one of the people who may get listed in your Acknowledgments. Maybe I am, and maybe I'm not, but either way, your hearty thank you--though you mean well--will not be received in the way you might think it would be. There is a robust conversation online about people in privileged spaces being informed by the work of people of color--and using that work with little to no acknowledgement. Being listed in an Acknowledgement is not what people want to see.

Do you quote from Twitter, Tumbr, and various blogs, and do you cite the individuals? I hope so! In a way, this ask is similar to my asking about your use of the We Need Diverse Books phrase. By that, I mean that it is hard to say when a bit of information or knowledge ought to be attributed to a specific person. With social media, the voices we read are much more diverse than they've ever been before. It can mean that ideas and points of view seep into our own heads and shape our thinking and then become our thinking, and then it seems unnecessary to cite a specific person who was instrumental in ones own thinking! But it IS necessary. The community of people participating in conversations about children's books is larger than it has ever been before--thanks to social media--but scholars should not replicate injustices of the past wherein white males profit through the work of those who they and their ancestors, overtly and subtly, oppressed and oppress.

Actually--I think people could fairly wonder about the project itself. It could have been an edited volume, with you using your stature as a means to lift the names and work being done by people who aren't white males.

Course, in wondering that, I make some assumptions that you and I see things from a similar vantage point! Our conversations on your blog suggest that isn't necessarily the case. But you also said in your blog post, that some of those posts (where we conversed via the comments) contain "admittedly flawed" thinking, so maybe you're in a different space today than you were then and could, therefore, lift those voices.

You said that your book is:

"attempting to do for children's books what The New Jim Crow does for the justice system." 

We do need to get more people to think about racism in children's literature, and there's a lot of people who have been doing that for a very long time. You say that it is a "tall order" to do for children's literature what Michelle Alexander's book does for the justice system.

But.

You're inadvertently placing yourself on the same plane as a Black scholar like Michelle Alexander? I'm stuck right there. Stuck without words to capture what that feels like to me. A huge problem in children's literature is white saviors sweeping in to help or rescue characters of marginalized populations. And here you are, doing that very thing. Did you realize what that would feel like to people of color? Did you imagine any of us, reading those words, as you wrote them? Did you imagine us as your audience?

You say that you'll also look at institutional discrimination within the publishing industry. Seems to me that gives you space to write about institutional discrimination within the academy, too. I'm guessing you've read the various articles online about the experiences of people of color in the academy. We both know how white our field of study is, so it seems that your book might address barriers we face, as scholars. Does it?

My sense from that line in your post about flawed thinking in earlier posts suggests to me that you're in a more reflective space than you've been in the past, but the things you said also suggest that the flawed thinking is still there. We care so very much about children's books, and the work we do. In that care, we are often blind to what we say and how we say it. Maybe it is the flow of a new project that inadvertently blinded you to the way your words in that post read? Indeed, there are likely things I've said in this letter that are similarly blind and I hope that people will note them in comments.

All that said, I look forward to your book but hope that it is a bit more... reflective of your own privilege than your blog post about the book is.

Debbie

__________

Perry Nodelman's (Nodelman is amongst the key scholars in children's literature) comment, submitted on Dec 5, 2015 at 1:21 PM:

You raise important concerns here, Debby--ones that are constantly on my mind these days as I continue to think about and write about children's literature. I recently became painfully aware of my own unconscious expression of white privilege as I looked through old articles I was considering uploading to Academia.edu, and came upon one on Scott O'Dell's Sing Down the Moon which was published in Horn Book in 1984. It's full of praise for a novel about the “Long Walk” of 1863, in which American soldiers forced the entire Navajo nation to relocate after destroying their villages and crops. Among other things, I say in this essay that I admire O'Dell's choice of not providing his young Navaho narrator with a name for much of the book--a choice which I saw in 1984 as universalizing her and making her a sympathetic and believable character, and which I now see as a commentary on the deprivation of her personhood that in fact confirms and reinforces that deprivation. I also celebrate O'Dell's depiction of the Navajo stoicism and refusal to express anger at what is happening to them--another confirmation of a hoary stereotype.

Worst of all, it become apparent to me as I read through this old essay that I simply took it as an absolute truth that no one who was Navajo or even remotely like a Navajo would ever be part of the audience of the book: "Sing Down the Moon is about people unlike ourselves," I conclude, clearly and unconsciously assuming that all the readers of this book would all be white like me. I am wrestling now with whether or not I should upload this essay as evidence of how ignorant I was and much I've learned about these matters in the last three decades--much of it from you, Debby. Uploading it would have to potential to be very embarrassing; not doing so would misrepresent who I once was. I’m tending to choose to upload it.

At any rate, I find these issues of unconscious racism--my own and that of other white people, especially other white men--deeply troubling. I don't want to have to remain silent about the racism that I find so troublesome, but I'm also aware of the troubling aspects of my choosing to speak about what so troubles me. My own solution to this dilemma is to forefront in anything I write about these topics my awareness of the potentially poisonous aspects of my speaking about them—to acknowledge my white male privilege and to attempt to become aware of how it might be distorting how I see things and read texts before and during and after my readings of those texts. I want to acknowledge and accept the possibility that I might yet once more be seriously embarrassing myself, in the faith that even if I do, my doing so will help to further a cause I profoundly believe in by confirming the blindness of my privilege. And I would hope that any discussion of these matters by other white men like me would be equally aware of and forthright about the minefield they enter in writing about race, equally open to exploring the possibility of their blindnesses, and equally unwilling to assume a kind of authority that unconsciously replicates the very kinds of unconscious repression they want to argue against.

_________

Philip Nel's response, submitted on December 7, 2015 at 3:35 PM:

Dear Debbie,

Thanks for your critique of my unpublished manuscript. Here are some responses to your queries.

Yes, I cite We Need Diverse Books in the manuscript, and in the conclusion (a manifesto for anti-racist children’s literature) recommend WNDB as a resource. My hope is that citing WNDB several times in the manuscript, and in the title, will draw attention to the excellent work they do. I did not know that the phrase is copyrighted. Prompted by your query, I have sought their permission to use it in the subtitle and, if they prefer it not be in the subtitle, will remove it. (The original subtitle was "Structures of Racism in Children's Literature." I changed that after being told that it was too academic. I thought the current subtitle more clearly expressed the idea to a general audience.)

As is the case in all of my scholarship, this book builds on a lot of research, all of which I cite. I’ve learned from books, scholarly articles, blog posts, tweets, journalism, conference papers, and more. There are children's literature scholars, critical race theorists, children's & YA literature authors, theorists of affect, among many others. Then, in the Acknowledgments, I name people who have been especially helpful. But I haven't finished compiling the Acknowledgments yet, and I didn't want to publish an incomplete Acknowledgments on the blog — so, that's why I left that part of the blog post deliberately vague.

Michelle Alexander's work is amazing. The New Jim Crow should be required reading for every citizen. Even approaching her level of brilliance would be a tall order. So, if the blog post implied that I'm in her league as a writer or scholar, that's not my intent. I aspire to her level of work, which — to be frank — is how I approach all book projects. I want to write something better than I'm capable of, and so I look to other, better scholars as my role models. There are several such models for Was the Cat in the Hat Black? Alexander's The New Jim Crow is one. Robin Bernstein's Racial Innocence is another.

I do address my Whiteness in the book, yes. Indeed, I've been deeply concerned about how my subject position (straight White male) may impair my thinking about racism. I wrote a little about that here: http://www.philnel.com/2015/04/04/painofracism/

In conclusion, I think that the book will address your concerns. I’d be glad to send you a copy when it comes out.

Thanks for writing.

Best regards,

Phil

Dear Katherine Handcock at A MIGHTY GIRL...

November 16, 2015

Katherine Handcock
A Mighty Girl
amightygirl.com

Dear Katherine,

I saw your November 15, 2015 post at A Mighty Girl. Your topic is celebrating Native American Heritage Month. Of course, I applaud A Mighty Girl for lot of reasons, and I am glad to see you contributing a post about Native peoples, but some of the books you chose are pretty awful.

I'll start with Scott O'Dell. Though he meant well and people who decided to give his books medals meant well, too, his books are not accurate. Rather than providing children with worthwhile information about Native peoples, children's misconceptions of who Native people were--and are--are affirmed by the misrepresentations and bias in his books. Please don't recommend Sing Down the Moon or Island of the Blue Dolphins. 

My guess is, Katherine, that you read those books when you were a child. They resonated with you. That's the case with a lot of people. They read something when they were a child, but upon re-reading it as an adult, they are taken aback by the ways that Native people are depicted. A few weeks ago, CBC Diversity recommended Island of the Blue Dolphins in a post about strong female characters. The pushback from social media was immediate. It came from Native people, and from scholars in children's literature, too. Within hours, CBC Diversity had removed the book from that post.

Julie of the Wolves... oh dear. Wrong in so many ways! Same with Mama Do You Love Me!

I see you also have The Girl Who Loved Wild Horses on that list. It's a fail, too, when looked at critically. Pretty art, some say, and a Caldecott Medal, too, but there's no tribe in that story! It is a made-up story--made up by a well-intentioned British writer/illustrator (Paul Goble). It looks like a Native story, and to most people, it will be assumed to be a Native story, but it isn't. Same with Frog Girl. That is made up, too, by someone (Paul Owen Lewis) who is not Native.

You do have some terrific books listed, including:

• Buffalo Bird Girl, written and illustrated by S.D. Nelson
• Crossing Bok Chitto, written by Tim Tingle, illustrated by Jeanne Rorex Bridges
• Morning Girl, written by Michael Dorris
• The Birchbark House, written by Louise Erdrich
• Fatty Legs and A Stranger at Home: by Christy Jordan-Fenton and Margaret Pokiak-Fenton, illustrated by Liz Amini-Holmes
• House of Purple Cedar, by Tim Tingle
• Native Women of Courage, by Kelly Fournel
• SkySisters, written by Jan Bourdeau Waboose, illustrated by Brian Dienes
• Jingle Dancer, written by Cynthia Leitich Smith, illustrated by Cornelius Van Wright and Ying-Hwa Hu
• Very Last First Time, written by Jan Andrews, illustrated by Ian Wallace

Anything I didn't list above is something I've not read, or, that I have read but cannot recommend and haven't yet written about in my book chapters, journal articles, or at my blog American Indians in Children's Literature.  I should also note that I'm a Pueblo Indian woman, a former school teacher and professor in American Indian Studies.

A few additional thoughts: because Capaldi's book about Carlos Montezuma was so flawed, I suspect that her book on Zitkala-Sa has similar problems. Same thing with regard to dePaola. His Legend of the Indian Paintbrush has problems, so I suspect that his Legend of the Bluebonnet might have similar problems. And, Katherine, if you're into children's literature, I highly recommend a new blog called Reading While White. Among its writers are librarians at the CCBC (you cited CCBC in your post).

Please reconsider the books you have on your list. Like thousands (millions?) of people, you meant well, but intentions don't matter. The content of a book and what it tells children is what matters most of all. Some of the books you recommended actually work against what I think A Mighty Girl is all about. Affirmation. Some of the books you recommend affirm stereotypes. Can you remove them?

Thanks,
Debbie Reese
American Indians in Children's Literature
http://americanindiansinchildrensliterature.blogspot.com/

Dear First Book: Step Up Your Game!

Editor's note, May 22, 2014: In response to concerns I raised about the information on First Book's Native American Heritage Month page, First Book removed the page. I look forward to one with accurate information about Native people. Thanks, First Book!

_____________________________________________

May 19, 2014

Dear First Book,

I've been tweeting at you over the last week or so, especially in the last 24 hours. Some might think I'm being unfair to an organization that is doing good work.

First...

I agree that you are doing some pretty good work. The list of books you have on your "Native Interest" page? For the most part, it is an impressive list. It includes a good many Native authors. That, in and of itself, is unusual. So, I am very glad to see it. It isn't perfect, though, and I'd really like to see some books come off that list, including:

Island of the Blue Dolphins --- Yeah, I know. It won the Newbery and is on umpteen lists of favorite books. It isn't on my list of favorites. Far from it! It has stereotypes, bias, and misinformation. I'm sure Scott O'Dell meant well, but he goofed. Given its ubiquity in American society, I am concerned that teachers, parents, librarians---whomever it is that orders books from your site---will see it and spend their precious dollars on it because they recognize the title. They may have fond memories of it that prompt feelings of nostalgia. But! I think it ought to be set aside in favor of books that do a far better job of providing children--via fiction--information about Native peoples.

Starfish --- I was astounded when I read that new book. The stereotypes and sensationalism in it are evidence, I think, of how powerful stereotypes of Native peoples are within the minds of writers (like Crowley) and editors at big publishers (like Hyperion).

You, First Read, are a non-profit. You're not trying to make money, right? You're trying to give kids good books, and you're especially interested in diversity. Seems logical to me that you'd stay away from books like Island of the Blue Dolphins and Starfish. 

Second...

Your page on Native American Heritage Month needs some work. You link to New Age music. Not cool. You feature Pocahontas: Princess of the New World. She was not a princess! The whole idea of royalty is European. Promoting that book, you promote misinformation! There are far better choices, many of which you actually have on your Native Interest list! Jingle Dancer by Cynthia Leitich Smith, or Kunu's Basket are both excellent.

That page links to New Age music rather than Native music. In a tweet, I suggested you use the Black Lodge Singers instead. Their kid pow wow songs are terrific!

Third...

Your CEO, Kyle Zimmer, gave an interview to NPR this weekend. Zimmer noted that the We Need Diverse Books is the most recent effort to call attention to what some of us call 'the all white world of children's books.'

I wish that Zimmer had named the men and women who created this latest effort. Most of them are people of color. (For the record, I'm not one of the creators of WNDB.)

In an earlier blog post and in a twitter chat with First Book, I advocated for Native writers/illustrators because I think the identity of an author/illustrator makes a difference. It presents a child with a possible-self, which is a phrase used in psychology. It means 'what I imagine as being possible for myself as an adult.' That idea is more commonly known as a role model.

Imagine what a boost it would be for the children of the We Need Diverse Books campaign, if they'd heard the name of their mom or dad on the radio! White kids hear the names of people that look like them all the time. They get that in books, too. All the time. Lot of possible selves.

That is not the case for children of color. You can do that, First Book. You can offer lots and lots of possible selves.

I want First Book to use their power and influence to do precisely that. Feature and promote writers and illustrators who are outside what we call 'the mainstream' or 'the norm.'

As reported on your website, First Book, you are making a difference. Step up your game. You have nothing to lose and the entire country as everything to gain by such a move.

First Book! Step up your game!

Sincerely,

Debbie Reese
American Indians in Children's Literature

Rush Limbaugh's RUSH REVERE AND THE BRAVE PILGRIMS

Editor's Note, May 14, 2014 8:00 PM: Limbaugh won the Children's Book Council's 2014 Author of the Year Award.

Editor's Note, June 17, 2014, 5:08 AM: Yesterday, Rush Limbaugh made Teaching for Change and its Executive Director, Deborah Menkart, the targets of his venom. In his segment he derides her for not stocking his books. He says he has characters of color in his books that are "heroes." My review (below) illustrates that he created a Native character to fit his agenda. She is not a hero. His use of the word "diversity" is spurious. See Rush Limbaugh Calls Teaching for Change Racist for Promoting Diverse Children's Books

~~~~~

Rush Limbaugh's Rush Revere and the Brave Pilgrims
Review by Debbie Reese, March 23, 2014

Rush Limbaugh's book, Rush Revere and the Brave Pilgrims is a best seller. That status means he is on the Children's Book Council's (CBC) list of contenders for Author of the Year. People in children's literature were shocked when they saw his name on the list. Some suggested that the best selling status was not legitimate. The CBC responded with an open letter explaining why Limbaugh is on the list:

The Author of the Year and Illustrator of the Year finalists are determined solely based on titles’ performances on the bestseller lists – all titles in those categories are listed as a result of this protocol. Some of you have voiced concerns over the selection of finalists from bestseller lists, which you feel are potentially-manipulable indications of the success of a title. We can take this into consideration going forward, but cannot change our procedure for selecting finalists after the fact.  

The CBC letter goes on to say that children will choose the Author of the Year. Voting starts on March 25th. The CBC says that they have procedures in place to eliminate duplicate, fake, and adult votes.

Transcripts on Limbaugh's website state that his company, Two If By Tea, bought many copies of the book and sent them to schools. In this transcript of Limbaugh's conversation with a 10 year old girl from Cynthiana, Kentucky, she thanks him and Two If By Tea for sending books to her school. He asks how many books they got, and she replies "I think we got 60." He goes on to say "We sent like 10,000 or 15,000 books to schools as a charitable donation across the country." At the end of the transcript, he says they donated over 15,000 copies. Presumably, the other authors on the contender list for author of the year do not buy thousands of copies of their own books and donate them to schools.

Sales aside, what does the book actually say (I read an electronic copy of the book and cannot provide page numbers for the excerpts below)?

Limbaugh opens the book with "A Note from the Author" wherein he says that America is exceptional because "it is a land built on true freedom and individual liberty..." and that:

The sad reality is that since the beginning of time, most citizens of the world have not been free. For hundreds and thousands of years, many people in other civilizations and countries were servants to their kings, leaders, and government. It didn't matter how hard these people worked to improve their lives, because their lives were not their own. They often feared for their lives and could not get out from under a ruling class no matter how hard they tried. Many of these people lived and continue to live in extreme poverty, with no clean water, limited food, and none of the luxuries that we often take for granted. Many citizens in the world were punished, sometimes severely, for having their own ideas, beliefs, and hopes for a better future.

The United States of America is unique because it is the exception to all this. Our country is the first country ever to be founded on the principle that all human beings are created as free people. The Founders of this phenomenal country believed all people were born to be free as individuals. 

Nowhere in that note does he reference slavery of American Indians or African Americans in the United States, pre- or post-1777. The word "slave" does appear in his book, though, when his protagonist, "Rush Revere" and two students who time travel with him to 1621 meet Squanto. The two students are a white boy named Tommy and a Native American girl named Freedom.

When Limbaugh's Squanto speaks, he does so with perfect English. Why? Because, Squanto explains, he had been kidnapped and taken to Spain. He says that Bradford's God rescued him from slavery in Spain when Catholic friars helped him escape.

See that? Limbaugh tells us that Spain is one of those places where people could not be free. Slaves in the United States of America? Nope. Not according to Limbaugh. The way that he presents Squanto's enslavement fits with his exceptionalism narrative. How, I wonder, are parents and teachers dealing with that narrative? At Betsy Bird's blog with School Library Journal, Jill Dotter says (in a comment) she is a Libertarian, and that she bought Limbaugh's book for her son. He loves it. She doesn't note any problems with the book. I'll post a question and see what she says.

Squanto continues, saying that he shows his gratitude to Bradford's God by serving his "new friend and holy man, William Bradford." Limbaugh would have us believe that Squanto was loyal to Bradford. The facts are otherwise. Squanto was an opportunist who played one side against the other for his own benefit (see Debo, A History of the Indians of the United States; Jennings, The Founders of America, and Salisbury, Manitou and Providence: Indians and Europeans, 1500-1643.)

In the Prologue, Limbaugh introduces his readers to his buddy, "Rush Revere" who is a history teacher from the twenty-first century at a school where they hire only the "smartest and most educated" teachers. In Limbaugh's world, apparently, it is smart to completely ignore slavery as part of US history.

"Freedom"

Of interest to me is the character, Freedom, in Limbaugh's book. Mr. Revere loves her name. She has long black hair. One day she wears a blue feather, the next day she wears a yellow one. Other students don't like her, but Mr. Revere is intrigued by her. She has dark eyes and a determined stare. She speaks "from somewhere deep within." From her grandfather, she learned how to track animals. She and Mr. Revere's horse, Liberty, can read each other's minds. Liberty can also talk, which I gather from reviews, is what children like about the book. Freedom explains that he must be a spirit animal, that "there is an Indian legend about animals that can talk to humans." She wondered if Mr. Revere was "a great shaman" when she saw Revere and Liberty enter the time travel portal. (Note: Screen capture of Freedom added at 5:30 PM on 3/23/2014. Mr. Revere gazes at her hair, thinking "It was silky smooth, as if she brushed it a thousand times.")

What is behind Limbaugh's creation of a Native American girl named Freedom?

Later in the story, we learn that her mother (we never learn of a specific tribe for Freedom or her mother) named her Freedom because she was born on the fourth of July. Let's think about that for a minute. There are obvious factual errors in the book related to Limbaugh's presentation of slavery. With his character, Freedom, we see how fiction can be manipulated in the service of a particular ideology. Limbaugh is creating a modern day Native girl as someone who holds the same views as he does. Packed into, and around, his Native character are many stereotypes of Native peoples. Does he cast her in that way so that it isn't only White people who view history as he does?

I think so. He casts Squanto and Samoset that way, too.

As noted earlier, Squanto is in Limbaugh's book. So is "Somoset" (usually spelled Samoset). Both speak English. In the note at the end of the book, Limbaugh lists William Bradford, Myles Standish, William Brewster, Squanto, and Samoset (spelled right this time) as brave, courageous, ordinary people who accomplished extraordinary things. Remember how Limbaugh presented Squanto as "serving" Bradford?

Massasoit, who is also part of Limbaugh's story, is not amongst Limbaugh's list of brave and courageous people. Maybe because he spoke "gibberish" instead of English. There's more I could say about Limbaugh's depiction of Massasoit, but I'll set that aside for now. The point is, Limbaugh's book is a factual misrepresentation of history that Limbaugh is donating to schools. How are teachers using it? I think we ought to know.

I will not be surprised if Limbaugh wins the contest when kids vote. They seem to like the horse. Some people seem to think it doesn't matter what kids read, as long as they read. Others, of course, agree with Limbaugh's political views and, no doubt, pass those views on to their children.

As CBC's open letter indicates, they will be revising their criteria. With Limbaugh on the short list for Author of the Year, their credibility is suddenly in question. I had concerns with CBC prior to this when I saw books that stereotype American Indians on CBC Diversity's bookshelf at Goodreads. Amongst those books is Scott O'Dell's Island of the Blue Dolphins, which is one of the best selling children's books of all time. It is fraught with problems in the ways that O'Dell presents his Native character. I asked that it be removed, but that could not be done. As some have said, what I call a stereotype, someone else views as a role model.

Perhaps Limbaugh's book will push CBC to think more critically about the distinctions between quality, viewpoint, and quantity--especially as census data points to the rapid change in majority/minority statistics and the country tries to recognize all of its citizens.

Below are the notes I took as I read Limbaugh's book. I invite your  thoughts on the book, what I said about it, what I left unsaid... Please use the comment option below to submit your thoughts. And--another 'thank you' to K8 for giving me permission in January to post her excerpts/comments about Limbaugh's book.

~~~~~

Detailed notes I took as I read Rush Revere and the Brave Pilgrims; some are not part of the review but could use further study and analysis:

When chapter 1 opens, the principal is telling a classroom of honors history students that their teacher has to take leave. But, he reminds them, their school has the smartest and most educated teachers, and, well, Mr. Revere (remember, in this book, "Mr. Revere" is Rush Limbaugh), the substitute is among the smartest and most educated.

He starts some banter with the students, and notices a girl in the very last row, in the corner:

Her dark hair had a blue feather clipped in it. She wore jeans with a hole in one knee, but I could tell it wasn't a fashion statement. I looked at the seating chart and noticed the girl's name, Freedom. What an unusual name. Personally, I couldn't help but be a fan!

He brings his horse into the classroom. The students gather round, but Freedom hangs back, "unsure of whether she was welcome to join them in their new discovery." Another student, Elizabeth, tells her not to get too close, because the "horse might smell you and run away." Freedom goes back to her desk. Mr. Revere sets up a way for students to watch him and Liberty time travel, and takes off, heading to the portal. Just as he does that, he sees that he was being watched, by Freedom.

Mr. Revere talks with William Bradford and his wife, before they set off from the Netherlands. Revere returns to the present and asks the students what they think of Bradford choosing not to take his little boy on a "death-defying voyage across a tempestuous sea." Freedom, with "dark eyes" and a "determined stare" just like Bradford's, raises her hand and speaks "from somewhere deep within" saying

"I could tell they loved their son, more than anything. They only wanted what was best for him. It took courage for the Pilgrims to leave their homes and travel into the unknown. But it takes more courage to travel into the unknown and leave someone you love behind."

Chapter 3

Freedom and Tommy stay after class (Tommy got in trouble with the principal). Revere thinks Freedom stayed behind because she knows he's doing the time traveling. Liberty (the horse) seems to have disappeared, but Freedom says:

"Liberty, he's still in the room," she calmly said. "I can smell him."

Revere thinks Freedom has a gift. Revere decides to tell Freedom and Tommy that Liberty can make himself invisible, but Freedom says he doesn't disappear, that he just blends into his surroundings. Revere wonders why Freedom could see him, and she says

"I've had lots of practice tracking animals with my grandfather."

Because Liberty can talk, Freedom says:

"he is more than a horse. He must be a spirit animal. There is an Indian legend about animals that can talk to humans."

Revere asks Freedom if she saw he and Liberty jump through the time machine portal earlier that day, and she says:

"Yes, I did. At first I wasn't sure what I saw. As I said, I though Liberty must have been a spirit animal. Maybe you were a great shaman. i did not know. But I'm glad to know the truth."

She leaves, and Tommy and Rush ride Liberty back in time to the Mayflower where they meet Myles Standish. When it is time to leave, Liberty is sleeping. They wake him with an apple and he asks if he missed anything important:

"Nothing too important," I said, still feeding him apples. "But it's time to jump forward to the end of the Mayflower voyage. There's a new land to discover! There are Indians to befriend and a new colony to build. And a celebration to be had called Thanksgiving!

When the ship captain tells them they're going to land at Cape Cod, Tommy wonders if Indians will be in the woods. Myles Standish says:

"Yes, probably Indians," Myles said. "We will do what we must to protect ourselves. We have swords and muskets and cannons if need be."

Chapter 6

Tommy and Revere and Liberty return to the  classroom where Tommy tells the principal all he's learning from Revere. The next day, Tommy and Freedom are waiting for Revere at school:

She was wearing a faded yellow T-shirt and faded jeans. It was hard not look at her black hair. It was silky smooth, as if she brushed it a thousand times. This morning there was a yellow feather clpped in it.

She wants to time travel with them. Revere has winter clothes for her and Tommy because the trip will be to wintertime. Freedom says "I'm a wimp when it comes to the snow." Earlier in the book, Freedom and Liberty started talking to each other without speaking. They can hear each other's thoughts. Tommy asks about it. Revere says:

It's apparent that Freedom has a gift. How long have you been able to communicate with animals?"

"Since I was eight, I think," said Freedom. "My grandfather says that animals can feel what we feel, especially fear. Our emotions are powerful. He trained me to use emotions to speak to the mind of an animal."

Before they leave, Revere tells them it will be cold, and that the Pilgrims were "even attacked by Indians." Freedom replies by talking about the cold, and Tommy says:

"Wait," Tommy said wide-eyed. "Did you say they were attacked by Indians? I thought the Indians were their friends. How many Pilgrims died?"

Rush tells him that none died, and that "friendly Indians" came later. Liberty says he hopes they had friendly horses, too. Elizabeth (another student who happens to be the principal's daughter) shows up. Her and Freedom get into a fight when Elizabeth takes a photo of Freedom dressed as a Pilgrim and says she's going to share it. Elizabeth storms off.

Revere asks Freedom if she can ride a horse. She sprints up to, and jumps up onto Liberty's back. They travel to 1620, Plymouth Plantation. Revere approaches Bradford and Standish, telling them that he and Tommy had been out exploring and

"were fortunate to come across a young Native American girl riding a horse. Strange, I know. But the girl took a liking to us and helped us find our way back to you!"

Bradford tells Revere that Myles and his men had survived an Indian attack, that Mrs. Standish had died, and many others are sick. He also says they found a place to build their town

"When we arrived we found barren cornfields with the land strangely cleared for our homes."

Revere asks if someone once lived there, and Bradford says "Perhaps" but that it has been deserted for years. They talk of building a fort. Revere says he remembers building forts in his living room, using blankets and chairs, and using Nerf guns to keep out his annoying little sisters. Smiling, Standish says those guns probably wouldn't be effective for "savage Indians."

Revere heads off up a hill. Tommy and Freedom approach, on Liberty. Tommy says "We saw Indians!" and Rush asks 'what' and 'where' and 'how many.'

Freedom says there were two scouts, watching, and that they wore heavy pelts and furs and were only curious. They time travel to 1621.

Chapter 7

They arrive in 1621 and see a deer nearby. Tommy asks Freedom if she can talk to it. She stares intently at it, and it approaches then. She walked over to it. All around them are tree stumps. The Pilgrims had cut down trees to make their homes. In the Pilgrim town they meet up with Bradford. Revere introduces Freedom:

"This is Freedom," I said. "We've spent the last couple of months teaching Freedom the English language. She's an exceptional learner."

She replies:

"Thank you," said Freedom slowly. "Please excuse my grammar as I have only just learned to speak your language. I was born on the fourth of July, so my mother felt like it was the perfect name for a special day."

Bradford asks what the significance of that day is, and Freedom realizes the Pilgrims don't know about that day yet. Before Revere or Freedom can come up with an explanation, a bell rings. The bell means Indians. Bradford points to a lone Indian walking towards a brook by the Pilgrim settlement. Bradford tells the men not to shoot:

"Do not fire our muskets! The Indian walks boldly but he does not look hostile. He is only one and we are many. There is no need to fear. God is with us."

The Indian man has black hair and no facial fair, but

the biggest difference was the fact that the Indian was practically naked. A piece of leather covered his waist but his legs and chest were bare.

He approached the group, smiled, saluted, and said "Welcome, Englishmen!" The wind catches his hair. He surveys the group and sees Freedom's hair moving in the wind, too. He stares at her for a minute and then talks to Bradford, saying "Me, Somoset, friend to Englishmen." Bradford asks how he learned English, and he replies

"Me learn English from fishing men who come for cod" 

and then tells them that the harbor is called Patuxet. He says

"Death come to this harbor. Great sickness. Much plague. Many Pokanokets die. No more to live here."

Bradford asks if it was the plague, and Somoset replies

"Yes," said Somoset. "Many, many die. Much sadness. And you. Your people. Much die from cold and sickness. Massasoit knows. Waiting. Watching."

Bradford asks who Massasoit is:

"Massasoit great and powerful leader of this land. He watching you. He knows your people dying. He lives south and west in place called Pokanoket. Two-day journey."

Bradford asks Somoset to let Massasoit know that they (Pilgrims) are his friends. Standish says they have guns, bullets, armor, and cannons, and that they "are here to stay" and hope they can be friends. Samoset says

"Me tell Massasoit. Bring Squanto. He speak better English."

Standish asks who Squanto is, and Samoset says

"Squanto translate for Massasoit. Squanto speak like English man. Help Massasoit and William Bradford together in peace."

Liberty and Revere marvel at what just happened. Liberty wonders about trust, and Revere says Liberty watches too many movies, and that Bradford relied on God's grace to protect them in rough waters and was doing it now, too. Tommy and Freedom offer Somoset a plate of food. Before he takes it,

he reached out to touch the yellow feather in her hair.

She takes it off and offers it to him. He leans toward her and she clips it in his hair. Bradford and Standish wonder if it is safe for him to stay with them overnight. They ask Revere for advice and he tells them that they can't afford to offend Massasoit, and so they agree to let him stay the night. Tommy wonders if Somoset is trustworthy, and Revere tells him that, from everything he'd read, Somoset and Squanto became friends with William, that they realized they could help each other.

Revere, Tommy, Freedom and Liberty are hungry, so time travel to a 50s diner. As they eat, Freedom talks about how hard Pilgrim life was, and Revere tells them that many Pilgrims starved. They return to 1621.

The bell rings and they see five Indians approaching the settlement, led by Somoset, still wearing the yellow father. Squanto steps forward:

"I am Squanto," he said. "I used to live here in Patuxet Harbor. That was many years ago. I've been sent by Massasoit, the sachem and leader of this land. He permits me to come and speak with you. He will come soon. He is eager to meet you."

Bradford asks why his English is so good.

The ease in which Squanto spoke English was unnerving. It didn't seem natural. And yet he was a perfect gentleman as he stood there in his leather loincloth and bare chest.

He doesn't answer, instead talking about sharing of food, and friendship. Somoset gets ready to leave, but before he does, he looks around for Freedom and then gifs her a leather strap with a bear claw attached to it.

Samoset leaves, and Freedom asks Squanto why he and his people left Patuxet Harbor. He replies

"I have heard about the girl they call Freedom," said Squanto. "The girl with midnight hair who speaks perfect English."

She blushes, and, he tells her:

"Seven years ago, I was kidnapped and taken from Patuxet Harbor, never to see my family or loved ones again. I was put on a ship and sailed across the ocean to a new world called Spain. Eventually I sailed to England and learned to speak like you do. Finally I had the chance to travel back to my homeland. I was eager to see my family, my parents and brothers and sisters. But when I returned, there was nothing. Everyone was gone. I soon learned that the plague, a great sickness, had swept over Patuxet Harbor and killed my people."

He pauses, looking into the distance. Freedom and William express condolences. Squanto blinks and a tear rolls down his cheek. He tells them they are kind, and that many of their people died, too, and that the place has "great sorrow" for both Indian and Englishman. But together, he says, they will change that. He will show them how to plant corn.

Revere, Tommy, Freedom, and Liberty travel back to the school where, he thinks, Elizabeth is like Massasoit, that she is "the leader or sachem" of the school, and that students revered or feared her. She watched and waited for signs of weakness in her classmates, or any opportunity to send a message that she was in control of the school. Tommy approaches Revere with a letter that Bradford wanted him to give to Revere. It is an invitation to the "very first Thanksgiving! What an honor!"

Revere, Tommy, Freedom, and Liberty go the the first Thanksgiving. Freedom says "Look at all the Indians." Bradford introduces Revere to "the Indian king, Massasoit" who smiled "and spoke a language that was complete gibberish."

Squanto tells Revere he has a gift for Freedom, and asks permission to give it to her. Revere says it is fine, and that Squanto has been a good friend to Bradford. Bradford says they learned a lot from Squanto, and that

"We believe he's been sent from God as an instrument to help us grow and prosper."

"You are too kind, William," said Squanto. "God, as you say, rescued me from slavery in Spain. The Catholic friars, holy men, helped me escape. They risked their lives to free me so that I could return to my native land. I have much to be grateful for. And I choose to show my gratitude by serving my new friend and holy man, William Bradford."

Later, Revere hears loud shrieks and pounding drums

I turned to see Indians dancing around a fire ring, their faces streaked with paint. Both Indians and Pilgrims smiled as they watched the performing Pokanokets twirl and bend and wave their arms as they sang and chanted to the drums.

They stopped after a while and other Indians whooped and hollered for more. Revere finds Tommy and Freedom. She is wearing a

deerskin dress trimmed with fur and matching moccasins. She also wore a necklace of shimmering shells and two hawklike feathers in her hair.

She tells Revere that Squanto gave her the dress and that

"He said I should be proud of who I am and that I shouldn't care what people think of me. He knows a lot."

The book closes with a note from the author, where Limbaugh writes that Bradford, Standish, Brewster, Squanto, and Samoset were brave and courageous ordinary people who accomplished extraordinary things.

Beverly Slapin's review essay of Helen Frost's SALT

Editor's Note: Beverly Slapin submitted this review essay of Helen Frost's SALT, comparing it to Bruchac's ARROW OVER THE DOOR. It may not be used elsewhere without her written permission. All rights reserved. Copyright 2013. Slapin is currently the publisher/editor of De Colores: The Raza Experience in Books for Children.

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A few years ago, a colleague and I facilitated a workshop in Albuquerque. The workshop dealt with evaluating children’s books about Indian peoples. It was a small group, about 20 or so participants, mostly teachers and librarians in the area. Of these, some were Diné (Navajo) and some were white. At one point, we brought out one of the worst historical fiction books in our collection, Scott O’Dell’s SING DOWN THE MOON.[1] We asked the participants to read sections of this book and, based on a series of evaluative questions, to review it. They did, and almost all of them agreed that this was not a book they’d use in their classrooms or libraries.

Except for one, a Diné elder, who worked specifically with Diné young people—“reluctant readers” at risk for dropping out of school. This elder said that each year, she purchases a new class set of SING DOWN THE MOON because it’s the first book her students actually get excited about. My colleague and I were astonished. We just looked at each other. We weren’t about to confront an elder, especially a Diné elder, especially about a book purporting to be about Navajo people. So we waited.

What seemed like an eternity was actually just a couple of minutes. This elder told us that she brings SING DOWN THE MOON into the classroom each year, opens it up and starts reading it aloud. The reaction, she said, is immediate. “They just can’t stop laughing,” she said, in disbelief that a book about their Diné people could be this bad. We’d never leave our sheep in a storm. This isn’t how our ceremonies go. We don’t talk like this. They reach for the books. They read the story, again and again. They laugh about it. They talk about it. They critique it. They write about it. The books get marked up, some pages get folded over and others get torn out. It doesn’t matter, the elder said, because her students have gotten excited about a book. Then, she said, she introduces them to BLACK MOUNTAIN BOY: A STORY OF THE BOYHOOD OF JOHN HONIE[2] and other books published by Rough Rock Press and the Navajo Curriculum Center, traditional stories they recognize and new stories they appreciate.

SING DOWN THE MOON received the Newbery Honor Award. It received rave reviews from all of the “mainstream” reviewers, including The New York Times. Not one of the reviewers saw any of what made the Diné students fall out of their chairs.

If there’s a moral to this story, it might be this: Some really terrible books can probably be used in good ways. (But I could not bring myself to purchase a class set of them.)

Here are some questions I’ve used and taught in evaluating historical fiction: Is this book based on true events or are the details rooted in actual history? Is this book based on the lives of real people or could these people really have lived? Does the author have an understanding of and respect for the era and the characters? Are the characters believable and does the author present the characters’ ways of seeing the world respectfully? Does the author explain cultural nuances that may be misunderstood? Are the language and the dialogue believable? And finally, does the book read well?

Which brings me to one of my favorite historical novels for young readers: Joseph Bruchac’s THE ARROW OVER THE DOOR.[3] Bruchac is a gifted writer, and one of the things he does well is breathe life into historical events.

Told in alternating voices of two young men—Stands Straight, an Abenaki, and Samuel Russell, a Quaker—the story is based on an actual incident that took place between the Abenaki and the Quakers during the summer of 1777.

As British troops near Saratoga, the young Quaker wrestles with his pacifism and the taunts of his neighbors, and Stands Straight—whose mother and brothers were killed by the Bostoniak—joins his uncle in a scouting party. Surrounding the meetinghouse, the party of Abenaki encounters a group of Quakers engaged in a “silent meeting.” As Stands Straight and Samuel Russell sign their friendship to each other, they place an arrow—its head broken off—over the door. There will be no war in this place this day.

In an interesting author’s note, Bruchac recounts the research that he and his sister, Marge Bruchac, conducted, notes how several accounts of this historical event differ, and further denotes the changes he made in his telling.

While SING DOWN THE MOON would not measure up to the standards of the questions listed a few paragraphs above, THE ARROW OVER THE DOOR would shine. 

Which brings me to a young adult novel currently being discussed,[4] Helen Frost's SALT: A STORY OF FRIENDSHIP IN A TIME OF WAR [5]. As with THE ARROW OVER THE DOOR, this story is also told in alternating voices of two young men—Anikwa, a Myaamia (Miami) living in Kekionga, and James, son of a trader family, living outside of Fort Wayne, inside the stockade. SALT takes place in 1812. “As the British and American armies prepare to meet at Fort Wayne for a crucial battle…James and Anikwa, like everyone around them, must decide where their deepest loyalties lie. Can their families—and their friendship—survive?”[6]

In reading SALT against ARROW, I don’t see Anikwa and James as believable as Stands Straight and Samuel, and I question some of the introductory description, such as

• “Kekionga is part of the Miami Nation, a Native American community made up of villages along the rivers…”  (In the year in which this story takes place, the Myaamia Nation was the seat of a huge political confederacy of nations. The terms “community” and “villages” diminishes the size and political structure—and, for young readers and their teachers, the importance—of the Myaamia. In an attempt to equalize Anikwa’s people with James’ people—who really were a small trading community—Frost diminishes one and emphasizes the other.)

• “Although there is sometimes distrust and fighting between the two communities, friendships and intermarriage are also common.” This was wartime; there was lots of killing going on. Although it’s possible that friendships between enemy peoples may have occurred, to describe the horrors of war as “sometimes distrust and fighting” minimizes the depredation of Native peoples and the wholesale theft of land. (And notice that, while the word “sometimes” is a descriptor for war, “common” is a descriptor for friendship. Here, in her “story of friendship,” she minimizes the larger and emphasizes the smaller.)

• In places, Anikwa seems to step out of the story to inform readers about how his family lives and how things are done. This is probably for the benefit of young readers and their teachers who may not be familiar with how the Myaamia people lived in 1812, but it disrupts the flow of the narrative.

• And, as Debbie Reese comments, “We don't know enough about that period of history, or about the Miami Nation and its resistance to encroachment, to be able to read the sparse text within a context that this story needs.”[7] Reading the treaty of 1803[8] might help, as well as reading the material on the Myaamia Center website.[9] But are young students and their teachers going to dig as deeply as they need to, to get the real story?

Myaamia children who may read SALT will undoubtedly have the historical and cultural knowledge they’d need to deal with the inconsistencies and historical inaccuracies present in Frost’s book. For children and their teachers who are not Myaamia, not so much. Since historical fiction is often used in classrooms to supplement the teaching of history, accuracy is especially important in these books for young readers. When it comes down to it, it's the responsibility of an author—especially a children's book author—to get the history right.

—Beverly Slapin

---

[1] Scott O’Dell, Sing Down the Moon (Houghton Mifflin, 1970). See a critical review of this title in Doris Seale and Beverly Slapin, eds., A Broken Flute: The Native Experience in Books for Children (AltaMira, 2005).

[2] Vada Carleson and Gary Witherspoon, Black Mountain Boy: A Story of the Boyhood of John Honie (Rough Rock Press, 1993).

[3] See a review of this title in Seale and Slapin, op. cit.

[4] See Debbie Reese’s discussion and comments in “American Indians in Children’s Literature” (americanindiansinchildrensliterature.blogspot.com).

[5] Helen Frost, Salt: A Story of Friendship in a Time of War (Farrar, Straus and Giroux, 2013).

[6] This text is from the publisher’s copy.

[7] Debbie Reese, op. cit., October 13, 2013.

[8] This treaty is between the US and Delawares, Shawanoes, Putawatimies, Miamies, Eel River, Weeas, Kickapoos, Piankashaws, and Kaskaskias nations of Indians. Article 3 can be found on Debbie Reese’s page, op. cit., and the entire treaty (entitled “Treaty with the Delawares, etc., 1803”) can be found at http://digital.library.okstate.edu/kappler/Vol2/treaties/del0064.htm.

[9] http://myaamiacenter.org/

A Peek at American Indians in Children's Fiction Published from 1955-1965

Nancy Larrick's article, The All White World of Children's Book, was published in 1965. I wondered what I might find if I did a search in the Children's Literature Comprehensive Database, using "Indian" as the search term and limiting the search for fiction published from 1955 to 1965. What, I wondered, were her options for books about American Indians? She was, for those who don't know, looking particularly at depictions of African Americans and was very troubled by what she found. Hence the title of her article "all white."

I ran the search and got 337 titles. I am pasting the results below. As you scroll through the list, you'll see duplicates and you'll see books that obviously don't belong on the list (for example, The Elephant that Galumphed).  

Some observations:

There aren't any authors on the list that I recognize as being Native.

I see that James Fenimore Cooper is on it several times. I'm thinking we can likely credit him with being responsible for a wide range of stereotyping. Good Indians, bad ones, ones who disappear into the mists of time...

Looks like there are several stories of whites who befriend Indians, and, stories of whites who are captured by Indians...

And how 'bout that Bread and Butter Indian by Anne Colver? Interesting title, don't you agree? Wondering what that one is about, I did a quick look-see at Google Books, learned that the illustrations are by Garth Williams! Here's the cover:

And here's the summary of the book:

A little girl named Barbara befriends a hungry Indian, offering him the bread and butter. Later she is kidnaped by a strange Indian. The story describes how the "bread-and-butter" Indian comes to her rescue.

What do you think? Is that Indian on the cover the hungry one? Or the strange one!

Some books on the list make me shudder because they are over-the-top in how they present Native characters (borrowing Rudine Sims Bishop's words about early books about African Americans) as objects of ridicule. Let's take a look at a few of them.

Check out Syd Hoff's Little Chief, the lonely Indian boy with an upside-down feather who finds friends among a wagon load of white kids:

Little Chief was/is an early reader. I don't think its still being published. Thank goodness for that, but believe it or not, Benchley's Red Fox and his Canoe, illustrated by Arnold Lobel, is still being marketed and used as an early reader. Here's an illustration from Red Fox and his Canoe:

Another one still in publication is Good Hunting, Little Indian by Peggy Parrish. But wait! The title is now Good Hunting, Blue Sky! I'll have to see if I can find the older copy so I can compare text and illustrations. For now, here's the covers. The original publication was in 1962, illustrated by Leonard Weisgard. The one with a new title has new illustrations, by James Watts.

Here's a page from inside Good Hunting, Blue Sky:

I'll wrap this up for now and do more analytical work with the list. One thing I'll probably do for a more closely aligned comparison, is limit the search to the specific years of Larrick's study. She looked at books published in 1962, 1963, and 1964.

Before I close, though, I'm going to suggest that no child in your classroom or library gains anything useful by reading Little Chief or Good Hunting, Blue Sky.  Please consider setting them aside.

Sources cited:

Bishop, Rudine Sims. (2012). "Reflections on the Development of African American Children's Literature," Journal of Children's Literature, 38(2), pp. 5-13.

Larrick, Nancy. "The All White World of Children's Books," Saturday Review, September 11, 1965, pp. 63-65+

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CLCD Search

Use your browser's save and print functions to save or print this report.
Use the Back button to return to your search results.Search was for: The word Indian (All Fields).
Singular and plural forms were searched.
Search restricted to books published between 1955 and 1965.
Only works of fiction were retrieved.

AUTHOR	TITLE	YEAR	PUBLISHER	ISBN	ANNOTATIONS
Harrington, M. R.	The Indians of New Jersey; Dickon among the Lenapes,	1963	Rutgers University Press		First ed. published in 1938 under title: Dickon among the Lenape Indians.;
Cooper, James Fenimore	The deerslayer : or, The first war-path	1962	Collier Books
Stoutenburg, Adrien.	The mud ponies : based on a Pawnee Indian myth	1963	Coward-McCann
Kendall, Lace.	The mud ponies : based on a pawnee Indian myth	1963	Coward-McCann
Ward, Nanda Weedon.	The elephant that ga-lumphed,	1959	Ariel Books.		After a series of misadventures a noisy baby Indian elephant learns to walk quietly. Grades 1-3.;
Adams, Audrey	Karankawa boy.	1965	Naylor Co.
Adams, Audrey.	Karankawa boy.	1965	Naylor
Allen, T. D.	Tall as great standing rock.	1963	Westminster Press
Allen, Terry.	Tall as great standing rock	1963	Westminster
Cooper, James Fenimore	The last of the Mohicans : a narrative of 1757	1956	Scribner		While guiding a small party of English settlers to the protection of a fort during the French and Indian War, Hawkeye, a frontier scout, and his two Indian friends, the remaining braves of the Mohican tribe, struggle against the evils of Uncas who desires a white maiden for his wife.;
Cooper, James Fenimore.	The deerslayer, or, The first warpath	1963	New American Library
Cooper, James Fenimore	The last of the Mohicans	1957	Washington Square Press
Annixter, Jane.	Buffalo chief	1958	Holiday
Annixter, Jane.	Buffalo chief	1958	Holiday
Annixter, Jane.	Buffalo chief	1958	Holiday
Annixter, Jane.	Buffalo chief	1958	Holiday
Annixter, Jane.	Buffalo chief	1963	E. M. Hale
Annixter, Jane.	Windigo	1963	Holiday House
Armer, Laura (Adams)	Waterless mountain	1963	D. McKay Co.
Armer, Laura Adams.	Waterless mountain	1959	David McKay
Armer, Laura Adams.	Waterless mountain	1959	McKay
Arnold, Elliott.	White Falcon	1958	Knopf
Arntson, Herbert E.	Two guns in old Oregon	1964	Watts, F.
Whipple, Mary Anne	The first Californians	1962	Shinozaki Shorin		Title on cover: The first Californian.;
Overholser, Wayne D.	The Meeker Massacre,	1964	Cowles	0402141016 ; 9780402141013	Two boys, one Indian and one white, become involved in the growing conflict between an inflexible Indian agent and a Ute tribe.;
Baker, Betty.	Killer-of-death	1963	Harper & Row
Baker, Betty.	Killer-of-Death.	1963	Harper & Row
Baker, Betty.	Little Runner of the longhouse	1962	Harper & Row	0005091829 ; 9780005091821
Baker, Betty.	Little Runner of the longhouse.	1962	Harper	0060203412 (lib. bdg.) ; 9780060203412	A young Indian boy, too young to join the older boys in part of the New Year celebration, celebrates his own way with his family.; Reading Counts-Scholastic; Interest Level K-2; Reading Level 2; Title Point Value 2; Lexile Measure 430; 0430; 00 01 02; 020; 002;
Baker, Betty.	Little Runner of the longhouse.	1962	Harper
Baker, Betty	Walk the world's rim.	1965	Harper & Row	0060203811 (lib. bdg.) ; 9780060203818	Bibliog; As they journey to Mexico, Chakoh, a young Indian boy, and Esteban, a Spanish Negro slave, become friends and teach each other their ways;
Baker, Betty.	Walk the world's rim	1965	Harper & Row	0064400263 ; 9780064400268	Bibliography: p. [169];
Balch, Glenn	Little Hawk and the free horses.	1957	Crowell
Balch, Glenn	Spotted horse.	1961	Crowell
Baldwin, Clara.	Little Tuck.	1959	Doubleday		An undersized frontier lad, anxious to grow up and share the chores and fun of his big brothers, catches his own turkey, helps shear sheep, finds honey, befriends an Indian, and kills a bobcat.;
Baldwin, Clara.	Little Tuck.	1959	Doubleday		An undersized frontier lad, anxious to grow up and share the chores and fun of his big brothers, catches his own turkey, helps shear sheep, finds honey, befriends an Indian, and kills a bobcat.;
Ball, Zachary	Joe Panther	1961	E. M. Hale		In an endeavor to earn money for school, an industrious Seminole becomes a deck hand on a tourist boat and accidently is involved in a smuggling ring.;
Bannon, Laura.	Hop-High, the goat.	1960	Bobbs-Merrill		A Navajo Indian family comes back from town with a new stove and a naughty, spoiled goat that causes many troubles before he becomes useful as leader of the flock of sheep.;
Bannon, Laura.	Hop-High, the goat.	1960	Bobbs-Merrill		A Navajo Indian family comes back from town with a new stove and a naughty, spoiled goat that causes many troubles before he becomes useful as leader of the flock of sheep.;
Bealer, Alex W.	Picture-skin story	1957	Holiday
Beatty, Patricia	Indian canoe-maker	1960	Caxton Printers
Beckhard, Arthur J.	Black Hawk.	1957	J. Messner		Includes bibliography.; A biography of Black Hawk, the Sauk Indian who became chief of his tribe in 1788 and whose refusal to yield his tribal lands to the white man resulted in the Black Hawk War.;
Beckhard, Arthur J.	Black Hawk.	1957	J. Messner		Includes bibliography.; A biography of Black Hawk, the Sauk Indian who became chief of his tribe in 1788 and whose refusal to yield his tribal lands to the white man resulted in the Black Hawk War.;
Beebe, B. F.	Coyote, come home.	1963	D. McKay Co.		A coyote, orphaned as a pup, is rescued and befriended by an old Apache seeking companionship, and provides the aged Indian with loyalty and affection which protects them both.;
Beebe, Burdetta Faye.	Chestnut cub	1963	McKay
Benchley, Nathaniel.	Red fox and his canoe / (paper)	1964	Harper & Row	0064440753 ; 9780064440752	A young Indian boy receives a larger canoe along with some unforseen complications.; Accelerated Reader; Interest Level Lower Grade; Book Level 2.2; Accelerated Reader Points 0.5; Accelerated Vocabulary, Recorded Voice Quizzes; 00 01 02 03; 022; 000; Lexile, MetaMetrics, Inc.; Lexile Measure 260; 0260; Reading Counts-Scholastic; Interest Level K-2; Reading Level 3; Title Point Value 2; Lexile Measure 260; 0260; 00 01 02; 030; 002;
Benchley, Nathaniel.	Red fox and his canoe	1964	Harper & Row	0060204761 ; 9780060204761	A young Indian boy receives a larger canoe along with some unforeseen complications.;
Benchley, Nathaniel	Red fox and his canoe.	1964	Harper & Row		A young Indian boy receives a larger canoe along with some unforseen complications.;
Benchley, Nathaniel	Red fox and his canoe.	1964	Harper & Row		A young Indian boy receives a larger canoe along with some unforseen complications.;
Benchley, Nathaniel	Red fox and his canoe	1964	Scholastic Book Services		A young Indian boy receives a larger canoe along with some unforseen complications.;
Berry, Erick.	Valiant captive ...	1962	Chilton Co.
Berry, Erick	Valiant captive; a story of Margaret Eames, captured in 1676 by the Indians from the New Settlement, which later became Framingham, Massachusetts	1963	Chilton
Booker, Jim.	Trail to Oklahoma	1959	Broadman Press
Borland, Hal Glen	When the legends die. (paper)	1963	Lippincott	0553113380 ; 9780553113389
Borland, Hal Glen.	When the legends die	1963	Lippincott	039700303X: ; 9780397003037
Borland, Hal, Glen	When the legends die	1963	Lippincott	0553257382 (pbk.) ; 0881030570 (Econo-clad) ; 9780553257380 ; 9780881030570	Cover: A Bantam starfire book.; Accelerated Reader; Interest Level Upper Grade; Book Level 5.2; Accelerated Reader Points 13; Accelerated Vocabulary, Literacy Skills; 09 10 11 12; 052; 013; Lexile, MetaMetrics, Inc.; Lexile Measure 850; 0850; Reading Counts-Scholastic; Interest Level 6-8; Reading Level 6; Title Point Value 20; Lexile Measure 850; 0850; 06 07 08; 060; 020;
Borland, Hal	When the legends die	1963	Bantam Books
Borland, Hal	When the legends die.	1963	Lippincott
Borland, Hal	When the legends die.	1963	Lippincott		An orphaned Ute Indian boy wins stardom on the rodeo circuit, but becomes disillusioned by the new ways and searches for his identity in the old ways of his ancestors.;
Borland, Hal	When the legends die	1964	Bantam Books	0553257382 (pbk.) ; 0553226428 (pbk.) ; 9780553257380 ; 9780553226423	"A Bantam Starfire book."; An orphaned Ute Indian boy wins stardom on the rodeo circuit, but becomes disillusioned by the new ways and searches for his identity in the old ways of his ancestors.; Accelerated Reader; Interest Level Upper Grade; Book Level 5.2; Accelerated Reader Points 13; Accelerated Vocabulary, Literacy Skills; 09 10 11 12; 052; 013; Lexile, MetaMetrics, Inc.; Lexile Measure 850; 0850; Reading Counts-Scholastic; Interest Level 6-8; Reading Level 6; Title Point Value 20; Lexile Measure 850; 0850; 06 07 08; 060; 020;
Borland, Hal	When the legends die	1964	Bantam Books	0812416945 (Cover Craft) ; 0553257382 (pbk.) ; 0881030570 (Econo-clad) ; 0881030570 (Econoclad) ; 9780812416947 ; 9780553257380 ; 9780881030570 ; 9780881030570	Cover: A Bantam starfire book.; Accelerated Reader; Interest Level Upper Grade; Book Level 5.2; Accelerated Reader Points 13; Accelerated Vocabulary, Literacy Skills; 09 10 11 12; 052; 013; Lexile, MetaMetrics, Inc.; Lexile Measure 850; 0850; Reading Counts-Scholastic; Interest Level 6-8; Reading Level 6; Title Point Value 20; Lexile Measure 850; 0850; 06 07 08; 060; 020;
Borland, Hal	When the legends die	1965	Bantam Books		An orphaned Ute Indian boy wins stardom on the rodeo circuit, but becomes disillusioned by the new ways and searches for his identity in the old ways of his ancestors.;
Bowers, Gwendolyn.	Journey for Jemima.	1960	Walck, H.Z.
Breedlove, Caroline H.	Billy Black Lamb	1958	U.S. Bureau of Indian Affairs		"Developed in the Workshop in Navajo Education, Arizona State College, Flagstaff, Arizona, May 26-June 6, 1958.";
Brick, John.	Captive of the Senecas.	1964	Duell
Brick, John.	Captives of the Senecas.	1964	Duell, Sloan and Pearce
Brick, John.	Captives of the Senecas.	1964	Duell
Brick, John.	Eagle of Niagara; the story of David Harper and his Indian captivity.	1955	Doubleday
Brick, John.	Tomahawk trail.	1962	Duell
Buff, Mary (Marsh)	Dancing Cloud : the Navajo boy	1957	Viking
Buff, Mary (Marsh)	Dancing Cloud, the Navajo boy.	1957	Viking Press
Buff, Mary	Dancing Cloud, the Navajo boy.	1957	Viking Press
Buff, Mary.	Hah-Nee of the Cliff Dwellers [by] Mary and Conrad Buff.	1956	Houghton Mifflin
Bulla, Clyde Robert.	Indian Hill	1963	Crowell
Bulla, Clyde Robert.	John Billington, friend of Squanto.	1956	Crowell		A young Pilgrim boy is always causing trouble for Plymouth Colony until one day his mischief results in more friendly relations with the Indians.;
Bulla, Clyde Robert.	John Billington, friend of Squanto.	1956	Crowell		A young Pilgrim boy is always causing trouble for Plymouth Colony until one day his mischief results in more friendly relations with the Indians.;
Bulla, Clyde Robert.	John Billington, friend of Squanto	1956	Crowell		A young Pilgrim boy is always causing trouble for Plymouth Colony until one day his mischief results in more friendly relations with the Indians.;
Butterfield, Marguerite Antoinette	Little Wind	1963	Lyons & Carnahan
Butterfield, Marguerite Antoinette	Morning Star,	1963	Lyons & Carnahan
Carroll, Ruth	Tough Enough's Indians,	1960	H. Z. Walck		While Pa is off fighting a forest fire, Beanie and his brothers and sisters go off to hunt fire-wood, find refuge from the fire under a waterfall, and seek help from a Cherokee Indian family.;
Carroll, Ruth	Tough Enough's Indians,	1960	H. Z. Walck		While Pa is off fighting a forest fire, Beanie and his brothers and sisters go off to hunt fire-wood, find refuge from the fire under a waterfall, and seek help from a Cherokee Indian family.;
Carse, Robert	Friends of the wolf; a novel.	1961	Putnam
Chandler, Edna Walker.	Charley Brave.	1962	A. Whitman
Chandler, Edna Walker.	Cowboy Sam and the Indians	1962	Beckley-Cardy
Chandler, Edna Walker.	Cowboy Sam and the Indians	1962	Benefic Press
Chandler, Edna Walker.	Cowboy Sam and the Indians	1962	Benefic Press
Christensen, Gardell Dano.	Buffalo Horse	1961	Nelson
Christensen, Gardell Dano.	Buffalo kill	1959	Nelson
Christie, Caroline.	Silver Heels : a story of Blackfeet Indians at Glacier National Park	1958	Winston
Clark, Ann (Nolan).	Little Indian basket maker	1957	Melmont Pubs.
Clark, Ann Nolan	Little Indian pottery	1955	Melmont
Clark, Ann Nolan.	Medicine man's daughter	1963	Farrar, Straus
Clark, Electa.	Osceola, young Seminole Indian.	1965	Bobbs-Merrill		Bibliography: p. 198.;
Clymer, Eleanor	Chipmunk in the forest	1965	Atheneum Pubs.
Coatsworth, Elizabeth,	Indian encounters : an anthology of stories and poem/	1960	Macmillan,
Coatsworth, Elizabeth.	Indian encounters : an anthology of stories and poems	1960	Macmillan
Colver, Anne.	Bread-and-butter Indian	1964	Holt
Conrader, Constance.	Blue wampum.	1958	Duell, Sloan and Pearce
Cooper, James Feinmore.	The last of the Mohicans	1964	Parents' Magazine
Culp, John H.	The bright feathers.	1965	Holt, Rinehart and Winston
Nevin, Evelyn C.	The river spirit and the mountain demons	1965	Van Nostrand
Davis, Russell G.	Chief Joseph, war chief of the Nez Percâe	1962	McGraw-Hill
De Leeuw, Cateua	Fear in the forest	1960	T. Nelson		A young orphan boy, whose father was killed by marauding Indians, manages to overcome his morbid fear of the forest when he joins a pack-horse train which travels through the dense forests of Ohio. ;
Dick, Trella Lamson.	Bridger's boy	1965	Follett
Dolch, Edward W.	Once there was a dog	1962	DLM Teaching Resources		Short tales about dogs from the folklore of Poland, Africa, Korea, Yucatan, China, and the American Indian.;
Dolch, Edward W.	Once there was a dog,	1962	Garrard Pub. Co.		Short tales about dogs from the folklore of Poland, Africa, Korea, Yucatan, China, and the American Indian.;
Dolch, Edward W.	Stories from Alaska	1961	DLM Teaching Resources		Folk tales representative of the northernmost state of the United States, from its two native peoples, the Indians and the Eskimos.;
Downey, Fairfax Davis	General Crook: Indian fighter.	1957	Westminster Press
DuBois, Theodora.	Tiger burning bright.	1964	Ariel Bks.
Dwight, Allan.	Guns at Quebec.	1962	Macmillan
Simms, William Gilmore	The Yemassee; a romance of Carolina.	1964	Twayne Publishers
Edmonds, Walter Dumaux.	Wilderness clearing	1963	Dodd		In a wilderness clearing in Western New York State when Indian attack threatened and the British attack was expected, sixteen year old Dick Mount proved to Maggie Gordon that he could meet peril.;
Emmons, Della Gould.	Leschi of the Nisquallies.	1965	T. S. Denison
Wood, Kerry	The great chief, Maskepetoon : warrior of the Crees	1959	Canadiana Co. Ltd.
Evans, Katherine	One good deed deserves another.	1964	A. Whitman		A story of a robber who plans to repay a good deed with evil, but who is tricked by a small boy, based on a theme that is common in animal tales told by Indians of the Southwest and Mexico.;
Evans, Katherine	One good deed deserves another.	1964	A. Whitman		A story of a robber who plans to repay a good deed with evil, but who is tricked by a small boy, based on a theme that is common in animal tales told by Indians of the Southwest and Mexico.;
Evans, Katherine	One good deed deserves another.	1964	A. Whitman		A story of a robber who plans to repay a good deed with evil, but who is tricked by a small boy, based on a theme that is common in animal tales told by Indians of the Southwest and Mexico.;
Fall, Thomas	Edge of manhood	1964	Dial Press
Fall, Thomas.	Edge of manhood	1964	Dial Press
Fernald, Helen Clark.	The shadow of the Crooked Tree.	1965	McKay
Fiedler, Arkady	Orinoko.	1961	Iskry
Firethunder, Billy.	Mother Meadowlark and Brother Snake : an Indian legend	1963	Holt
Fisher, Clay.	Valley of the Bear : a novel of the North Plains Sioux	1964	Houghton
Foltz, Mary Jane.	Awani	1964	Morrow
Franklin, George Cory.	Indian uprising	1962	Houghton
Franklin, George Cory.	Indian uprising	1962	Houghton
Franklin, George Cory	Pioneer horse	1960	Houghton
Franklin, George Cory	Pioneer horse	1960	Houghton
Friskey, Margaret Richards	Indian Two Feet and his horse	1959	Children's		LOCATED IN PICTURE BOOK SECTION;
Friskey, Margaret	Indian Two Feet and his horse	1959	Childrens Press	0516035010 ; 0590424297 (Scholastic : pbk.) ; 9780516035017 ; 9780590424295
Furman, A. L.	Young readers nature stories.	1959	Lantern Press		Nine short stories about animals, like coyotes and raccoons, or men in encounters with them, as an Indian boy in a buffalo hunt, a ranch boy seeking to separate the ranch's horses from a band of wild horses, or a boy who cared for an injured sea gull.;
Gage, Wilson.	Secret of the Indian mound	1958	World Pub.
Garst, Shannon	James Bowie and his famous knife.	1955	J. Messner		A biography of a famous Indian fighter and reputed inventor of the defensive Bowie knife, from his childhood on the Louisiana bayou to his death defending the Alamo.;
Garst, Shannon	John Jewitt's adventure.	1955	Houghton Mifflin		Based on the journal of John Jewitt, published in 1807.;
Garst, Shannon	John Jewitt's adventure.	1955	Houghton Mifflin		Based on the journal of John Jewitt, published in 1807.;
Garst, Shannon	Red eagle	1959	Hasting House
Garst, Shannon.	Red Eagle	1959	Hastings House
Gendron, Val.	Behind the Zuni masks	1958	Longmans
George, Jean Craighead.	La tierra que habla / (paper)	1959	Ediciones, Alfaguara	084410728X ; 9780844107288
Giles, Janice Holt.	Johnny Osage / by Janice Holt Giles. --	1960	Houghton Mifflin	0395077354 : ; 9780395077351
Giles, Janice Holt.	Johnny Osage / by Janice Holt Giles.	1960	Houghton Mifflin
Giles, Janice Holt.	Johnny Osage	1960	Houghton
Gipson, Fred	Savage Sam	1962	Harper & Row Publishers		The son of Old Yeller helps his owners escape from the Apaches in East Texas during the 1870's;
Gipson, Fred.	Savage Sam.	1963	Pocket Books
Grant, Bruce	Pancho : a dog of the plains	1958	World Pub
Gringhuis, Dirk.	Young voyageur	1955	McGraw
Haines, Francis.	Red Eagle and the Absaroka.	1960	Caxton Printers
Hall, Gordon Langley.	Peter Jumping Horse at the stampede	1961	Holt
Hall, Gordon Langley.	Peter Jumping Horse at the stampede	1961	Holt
Hall, Gordon Langley.	Peter Jumping Horse	1961	Holt
Harris, Christie.	West with the White Chiefs	1965	Atheneum Pubs
Hayes, John F.	Buckskin colonist	1960	Copp Clark
Hays, Wilma Pitchford.	Easter fires	1959	Coward-McCann	069830067X ; 9780698300675	A fictional account of the first Indian tribes to hear and accept Christianity and of the great fires they lit to celebrate Easter.;
Hays, Wilma Pitchford.	Easter fires	1959	Coward-McCann.
Hays, Wilma Pitchford	Easter fires	1959	Coward-McCann
Hazletine, Alice Isabel	Red man, white man; legends, tales and true accounts of the American Indians,	1957	Lothrop, Lee & Shepard
Heiderstadt, Dorothy.	Marie Tanglehair	1965	McKay
Heiderstadt, Dorothy.	Marie Tanglehair	1965	McKay
Heinzman, George.	Only the earth and the mountains, a novel of the Cheyenne Nationa. --	1964	Macmillan
Henderson, Le Grand	How baseball began in Brooklyn	1958	Abingdon		A humorous story giving one version "of how baseball was started. It all happened when Pieter Denbooms and his nine brothers met up with nine Canarsie Indians." McClurg. Book News.;
Henty, G. A.	With Wolfe in Canada.	1961	Walker		When young James Walsham leaves England unexpectedly in 1755 and finds himself in America fighting in the French and Indian War, he discovers that he must still contend with the treachery of his old rival.;
Hill, Monica	Rin Tin Tin and the lost Indian	1956	Simon and Schuster
Hoff, Syd.	Little Chief	1961	Harper	0004292669 ; 9780004292663	An Indian boy's kindness encourages a group of frontiersmen to settle in the same green valley as the Indians.;
Hoff, Syd	Little Chief,	1961	Harper		An Indian boy's kindness encourages a group of frontiersmen to settle in the same green valley as the Indians.;
Hoffine, Lyla.	Jennie's Mandan bowl	1960	McKay
Hood, Flora Mae.	Something for the medicine man.	1962	Melmont Publishers
Hood, Flora Mae.	Something for the medicine man	1962	Melmont Pubs.
Howells, Anne Molloy	Captain Waymouth's Indians.	1956	Hastings House		Published in 1968 under title: Five kidnapped Indians.;
Hurley, William.	Dan Frontier goes exploring.	1963	Benefic Press		Dan Frontier helps Ranger Jack Finley explore the wooded land inhabited by Indians near the Ohio River.;
Hurley, William.	Dan Frontier goes exploring.	1963	Benefic Press		Dan Frontier helps Ranger Jack Finley explore the wooded land inhabited by Indians near the Ohio River.;
Hurley, William.	Dan Frontier scouts with the Army.	1962	Benefic Press		Dan Frontier becomes an army scout when Indians threaten to attack Fort Detroit.;
Hurley, William.	Dan Frontier scouts with the Army.	1962	Benefic Press		Dan Frontier becomes an army scout when Indians threaten to attack Fort Detroit.;
Icaza, Jorge	Huasipungo. The villagers, a novel.	1964	Southern Illinois University Press
Icaza, Jorge	Huasipungo	1960	Editorial Losada
Furman, A. L.	Young readers nature stories.	1959	Lantern Press		Nine short stories about animals, like coyotes and raccoons, or men in encounters with them, as an Indian boy in a buffalo hunt, a ranch boy seeking to separate the ranch's horses from a band of wild horses, or a boy who cared for an injured sea gull.;
Saurel, Louis.	Le Hardouin chez les Hurons	1960	âEditions Fleurus		Pour enfants.;
Jackson, Helen Hunt	Ramona, a story.	1959	Printed for the members of the Limited Editions Club at the Plantin Press
James, Harry Clebourne	Hopi Indian butterfly dance	1959	Melmont Pubs.
Karney, Beulah.	The listening one.	1962	Day
Keith, Harold	Komantcia. --	1965	Crowell
Keith, Harold	Komantcia. --	1965	Crowell
Keith, Harold	Komantcia. --	1965	Crowell
Keith, Harold	Komantcia	1965	Crowell
Keith, Harold	Komantcia.	1965	Crowell
Keith, Harold	Komantcia	1965	Thomas Y. Crowell		Captured by Comanches at fifteen, a sensitive Spaniard learns to accept their way of life and becomes a leader among them.;
Kjelgaard, Jim	Wolf Brother	1957	Holiday House		An Apache brave who has been educated among the white men returns to his tribe, now confined to the reservation, and is forced, by an unfortunate meeting with an American Army sergeant, to take refuge with an infamous renegade band.;
Kjelgaard, Jim	Wolf Brother.	1957	Holiday House		An Apache brave who has been educated among the white men returns to his tribe, now confined to the reservation, and is forced, by an unfortunate meeting with an American Army sergeant, to take refuge with an infamous renegade band.;
Kjelgaard, Jim	Wolf Brother	1962	E. M. Hale		An Apache brave who has been educated among the white men returns to his tribe, now confined to the reservation, and is forced, by an unfortunate meeting with an American Army sergeant, to take refuge with an infamous renegade band.;
Kubaésta, Vojtéech	The Day of the bison hunt.	1962	Bancroft & Co.		Caption title.; Ill. signed: V. Kubasta.; Lower cover is a double-page which opens into a pop-up color illustration of an Indian village with tepees, a totem, and men in ceremonial costumes.;
La Farge, Oliver	Laughing Boy	1957	Houghton Mifflin	00812416031 (Covercraft) ; 9780081241608
Lampman, Evelyn (Sibley)	Navaho sister	1956	Doubleday
Lane, Neola Tracy.	Secret of the silver spoons.	1963	Bobbs-Merrill		Paul tries to establish his grandmother's true identity by locating the silver spoons she remembers hiding when she was a little girl.;
Lauritzen, Elizabeth M.	Shush'ma,	1964	Caxton Printers		Bibliography: p. 188.; The life and habits of a bear reflect her sensitivity to the loss of peace and harmony on the land that is home for her and the Navajo. Based on documented information.;
Hoffmann, Eleanor	The charmstone	1964	McNally and Loftin		Shuku, son of Chief Islay of Helo, fights the plots of his wicked stepmother, Ojai, and her equally wicked son, Mogi.;
Leckie, Robert	Danger at Mormon Crossing	1959	Simon and Schuster		While on a camping and hunting trip in the Idaho mountains, Sandy Steele and his friends become involved in a mystery concerning their Indian guide.;
Lenski, Lois	Little Sioux girl,	1958	Lippincott
Lomask, Milton.	Cross among the tomahawks	1961	Douleday
Longstreet, Stephen.	War in the golden weather	1965	Doubleday
James, Harry Clebourne	A day in Oraibi, a Hopi Indian village	1959	Melmont Pubs.
Stinetorf, Louise A.	A charm for Paco's mother	1965	Day
James, Harry Clebourne	A day with Honau, a Hopi Indian boy.	1957	Melmont Publishers
MacLeod, Robert.	The medicine bull.	1963	Day
Marriott, Alice Lee.	The black stone knife. Illustrated by Harvey Weiss.	1957	Crowell
Marriott, Alice Lee	Black stone knife	1957	Crowell
Marriott, Alice Lee	Black stone knife	1957	Crowell
Marriott, Alice Lee	Indian Annie : Kiowa captive.	1965	McKay
Marriott, Alice Lee	Indian Annie, Kiowa captive.	1965	McKay
Marriott, Alice Lee	Indian Annie: Kiowa captive	1965	McKay
McGaw, Jessie Brewer.	Little Elk hunts buffalo : as Little Elk tells it in Indian picture writing	1961	T. Nelson
McGiffin, Lee	Pony soldier.	1961	Dutton
McNamee, James.	My Uncle Joe	1963	Viking
Molloy, Anne Stearns Baker	Captain Waymouth's Indians.	1956	Hastings House		Published in 1968 under title: Five kidnapped Indians.;
Montgomery, Rutherford George	The capture of West Wind. --	1962	Duell, Sloan and Pearce
O'Dell, Scott	Island of the blue dolphins [sound recording]	1960	Recorded Books	1556904673 ; 9781556904677	Unabridged.; Narrated by Christina Moore; Tells the true story of an American Indian girl who lived alone on an island for eighteen years.;
O'Dell, Scott.	Island of the blue dolphins [sound recording]	1960	Recorded Books		Unabridged.; Tells the true story of an American Indian girl who lived alone on an island for eighteen years.;
O'Dell, Scott	La Isla de los Delfines Azules	1964	Noguer	8427931085 (pbk.) ; 9788427931084	Translation of: Island of the Blue Dolphins.; Left alone on a beautiful but isolated island off the coast of California, a young Indian girl spends eighteen years, not only merely surviving through her enormous courage and self-reliance, but also finding a measure of happiness in her solitary life.; Accelerated Reader; Interest Level Middle Grade; Book Level 5.4; Accelerated Reader Points 6; Accelerated Vocabulary, Literacy Skills; 04 05 06 07 08; 054; 006; Lexile, MetaMetrics, Inc.; Lexile Measure 1090; 1090;
O'Dell, Scott	La Isla de los Delfines Azules	1964	Noguer	8427931085 ; 9788427931084	Translation of: Island of the Blue Dolphins.; Left alone on a beautiful but isolated island off the coast of California, a young Indian girl spends eighteen years, not only merely surviving through her enormous courage and self-reliance, but also finding a measure of happiness in her solitary life.; Accelerated Reader; Interest Level Middle Grade; Book Level 5.4; Accelerated Reader Points 6; Accelerated Vocabulary, Literacy Skills; 04 05 06 07 08; 054; 006; Lexile, MetaMetrics, Inc.; Lexile Measure 1090; 1090;
O'Dell, Scott	Island of the Blue Dolphins.	1960	Dell
O'Dell, Scott	Island of the Blue Dolphins.	1960	Houghton Mifflin	0395069629 ; 9780395069622	Records the courage and self-reliance of an Indian girl who lived alone for eighteen years on an isolated island off the California coast when her tribe emigrated and she was left behind.; Reading Counts-Scholastic; Interest Level 6-8; Reading Level 6; Title Point Value 12; Lexile Measure 1000; 1000; 06 07 08; 060; 012;
O'Dell, Scott	Island of the Blue Dolphins.	1960	Houghton Mifflin
O'Dell, Scott	Island of the Blue Dolphins.	1960	Houghton Mifflin
Nicholson, John D.	The white buffalo,	1965	Platt & Munk
Rhoads, Dorothy.	The corn grows ripe	1956	Viking		Tigre, a twelve-year-old Mayan boy living in a modern-day village in Yucatâan, must learn to be a man when his father is injured.;
Conrad, Joseph	The nigger of the "Narcissus"	1965	Printed by the Ward Ritchie Press for the members of the Limited Editions Club		Limited ed. of 1,500 copies, signed by the artist.; Issued in slipcase.; Newman & Wiche. Great and good books,; 372; Limited Editions Club. Bibliography of the fine books published by the Limited Editions Club, 1929-1985,; no. 372;
Allsopp, Joy.	The tale of Teddy the toucan : a story for children	1960	Govt. Information Services		"This story is one of a series of stories based on some of the legends of the Amerindian tribes of British Guiana.";
Parish, Peggy.	Good hunting, Little Indian	1962	Young Scott Bks.
Patrick, Pearl Haley	O'po of the Omaha. Illustrated by Dan Jacobson.	1957	Caxton Printers
Provan, Eldoris Angel.	Drummer for the Americans.	1965	Chilton Bks.
Provan, Eldoris Angel.	Drummer for the Americans.	1965	Chilton Books
Radau, Hanns.	Illampu : adventure in the Andes	1961	Abelard-Schuman
Radau, Hanns.	Illampu : adventure in the Andes	1961	Abelard-Schuman
Rainbow, Elizabeth.	Concha and the silver star	1965	Duell
Ramâirez, Pablo.	Wa O'Ka,	1961	Bobbs-Merrill		A young Indian brave accomplishes three seemingly impossible tasks to win the chief's daughter for his bride.;
Ranney, Agnes V.	Flash of Phantom Canyon.	1963	Criterion Bks
Ray, Ophelia.	Daughter of Tejas.	1965	New York Graphic Society Pubs.
Ray, Ophelia.	Daughter of the Tejas.	1965	New York Graphic Societ Pubs.
Reilly, Robert T.	Massacre at Ash Hollow	1960	Bruce Pub. Co.
Ressler, Theodore Whitson.	Treasury of American Indian tales	1957	Association
Richter, Conrad.	The light in the forest.	1963	Bantam Books
Roberts, Helen M.	Mission tales,	1963	Pacific Books
Roberts, Kenneth Lewis	Northwest passage	1961	Doubleday
Roberts, Kenneth Lewis	Northwest passage	1963	Fawcett Crest/Ballantine,	0449213838 (pbk.) ; 9780449213834	Saga of French and Indian war heroics in which Major Robert Rogers is the leader of the Rogers' Rangers.; Lexile, MetaMetrics, Inc.; Lexile Measure 1010; 1010;
Robinson, Barbara.	Across from Indian Shore	1962	Lothrop
Robinson, Barbara.	Trace through the forest.	1965	Lothrop
Rowland, Florence Wightman.	Pasquala of Santa Ynez Mission	1961	Walck, H.Z.
Davis, Russell.	The Choctaw code	1961	Whittlesey House
Cooper, James Fenimore	The last of the Mohicans	1961	Scribner	0553213296 (Bantam : pbk. : 1981) ; 0808519735 (Econoclad) ; 9780808519737	While guiding a small party of English settlers to the protection of a fort during the French and Indian War, Hawkeye, a frontier scout, and his two Indian friends, the remaining braves of the Mohican tribe, struggle against the evils of Uncas who desires a white maiden for his wife.;
Cooper, James Fenimore	The Pathfinder	1964	Airmont Publishing Co., Inc.
Nelson, May.	The Redbirds are flying	1963	Criterion Bks.
Steele, William O.	The Year of the Bloody Sevens	1963	Harcourt
Steele, William Owen.	The year of the Bloody Sevens	1963	Harcourt
Capron, Louis.	The red war pole	1963	Bobbs
Tavo, Gus.	The buffalo are running	1960	Knopf
Lauritzen, Jonreed.	The legend of Billy Bluesage	1961	Little, Brown
Sandoz, Mari.	The Story Catcher	1963	Westminster Press
Oberreich, Robert.	The blood red belt	1961	Doubleday
Jones, Weyman.	The talking leaf	1965	Dial Press
Clark, Margaret Goff.	The mystery of the buried Indian mask	1962	Watts, F.
Surany, Anico.	The golden frong	1963	Putnam
Lobdell, Helen.	The fort in the forest	1963	Houghton
Lobdell, Helen.	The fort in the forest	1963	Houghton
Haig-Brown, Roderick Langmere Haig	The whale people	1963	Morrow
Haig-Brown, Roderick Langmere Haig	The whale people	1963	Morrow
Hollmann, Clide.	The eagle feather	1963	Hastings House
Hollmann, Clide.	The eagle feather	1963	Hstings House
Sandoz, Mari	The horsecatcher.	1957	Westminster Press		Unable to kill, a young Cheyenne is scorned by his tribe when he chooses to become a horse catcher rather than a warrior.;
Sandoz, Mari	The horsecatcher.	1957	Westminster Press		Unable to kill, a young Cheyenne is scorned by his tribe when he chooses to become a horse catcher rather than a warrior.;
Sandoz, Mari	The horsecatcher.	1957	Westminster Press		Unable to kill, a young Cheyenne is scorned by his tribe when he chooses to become a horse catcher rather than a warrior.;
Sandoz, Mari	The horsecatcher.	1957	Westminster Press		Unable to kill, a young Cheyenne is scorned by his tribe when he chooses to become a horse catcher rather than a warrior.;
Sandoz, Mari	The horsecatcher.	1957	Westminster Press		Unable to kill, a young Cheyenne is scorned by his tribe when he chooses to become a horse catcher rather than a warrior.;
Sandoz, Mari	The horsecatcher.	1957	Westminster Press		Unable to kill, a young Cheyenne is scorned by his tribe when he chooses to become a horse catcher rather than a warrior.;
Schultz, James Willard	With the Indians in the Rockies.	1960	Houghton Mifflin		The adventures of Thomas Fox and Pitamakan, a Blackfoot Indian boy.;
Scott, Paul	Eliza and the Indian war pony,	1961	Lothrop, Lee & Shepard Co.
Scull, Florence D.	Bear teeth for courage	1964	Van Nostrand
Scull, Florence D.	Bear teeth for courage.	1964	Van Nostrand
Shannon, Terry.	Tyee's totem pole	1955	Whitman
Shannon, Terry.	Wakapoo and the flying arrows.	1963	A. Whitman
Shannon, Terry.	Wakapoo and the flying arrows	1963	Whitman		Wakapoo, a Chumash Indian boy, finds the secret of courage when his peace loving people are attacked on their island home off the coast of Southern California.;
Sharp, Edith Lambert.	Nkwala.	1958	Little, Brown
Sharp, Edith Lambert.	Nkwala.	1958	Little, Brown
Sharp, Edith Lambert.	Nkwala.	1958	Little, Brown
Sharp, Edith Lambert.	Nkwala	1958	McClelland and Stewart	0771081243 : ; 9780771081248
Simmons, Dawn Langley.	Peter Jumping Horse	1961	Holt
Snedden, Genevra Sisson	Docas, Indian of Santa Clara.	1958	Heath		Bibliography: p. 187-189.; Through the eyes of Docas and his playmates one sees the coming of the white man to California and the establishment of one of its famous chain of missions.;
Sorensen, Edna Jennings.	Felipe's long journey : a story of the Andes ; pictures by Ezra Jack Keats.	1961	Watts F.
Sorensen, Edna Jennings.	Felipe's long journey : a story of the Andes ; pictures by Ezra Jack Keats.	1961	Watts F.
Speare, Elizabeth George.	Calico Captive	1957	Houghton Mifflin		During the French and Indian War, young Miriam is captured by Indians and taken to Montreal;
Steele, William O.	Flaming arrows	1957	Harcourt, Brace		An Indian attack on a fort in the Tennessee wilderness makes young Chad Rabun realize that it is wrong to condemn one person for the misdeed of another. ;
Steele, William O.	Wayah of the Real People	1964	Colonial Williamsburg : distributed by Holt
Steele, William O.	Wayah of the Real People	1964	Colonial Williamsburg: distributed by Holt
Steffan, Jack.	Mountain of fire : a novel.	1959	Day
Stevenson, Augusta.	George Custer, boy of action.	1963	Bobbs-Merrill		The boyhood of the great Indian fighter who died in the controversial Battle of Little Big Horn.;
Stevenson, Augusta.	Israel Putnam, fearless boy.	1959	Bobbs-Merrill		A biography of an American patriot who fought in both the French and Indian and Revolutionary Wars, describing his boyhood and youth on the Massachusetts frontier.;
Stevenson, Augusta.	Israel Putnam, fearless boy.	1959	Bobbs-Merrill		A biography of an American patriot who fought in both the French and Indian and Revolutionary Wars, describing his boyhood and youth on the Massachusetts frontier.;
Stevenson, Augusta.	Kit Carson, boy trapper.	1962	Bobbs-Merrill		The boyhood of the frontier trapper, hunter, Indian fighter, scout, and soldier.;
Stevenson, Augusta.	Kit Carson, boy trapper.	1962	Bobbs-Merrill		The boyhood of the frontier trapper, hunter, Indian fighter, scout, and soldier.;
Stevenson, Augusta.	Sam Houston, boy chieftain.	1962	Bobbs-Merrill		A biography of the man who helped make Texas a part of the United States, emphasizing his boyhood in Virginia and his friendship with the Cherokee Indians.;
Stevenson, Augusta.	Sam Houston, boy chieftain.	1962	Bobbs-Merrill		A biography of the man who helped make Texas a part of the United States, emphasizing his boyhood in Virginia and his friendship with the Cherokee Indians.;
Stevenson, Augusta.	Squanto, young Indian hunter.	1962	Bobbs-Merrill		The boyhood of the Wampanoag Indian who lived for a time in England and then returned to New England where he helped the Pilgrim settlers in Plymouth.;
Stevenson, Augusta.	Squanto, young Indian hunter.	1962	Bobbs-Merrill		The boyhood of the Wampanoag Indian who lived for a time in England and then returned to New England where he helped the Pilgrim settlers in Plymouth.;
Strachan, Margaret Pitcairn.	Cabins with window boxes	1964	I. Washburn
Steele, William O.	The year of the bloody sevens.	1963	Harcourt, Brace & World
Cooper, James Fenimore	The last of the Mohicans : a narrative of 1757	1957	World
Haig-Brown, Roderick Langmere	The whale people.	1963	Morrow
Barbary, James.	The fort in the wilderness; an adventure in history.	1965	Norton		First published in England under title: The fort in the forest.; An English officer, in command of a fort on the Canadian frontier during Pontiac's uprising, is captured by the Indians, returned to the English as a hostage, but comes back later to convince Pontiac of French betrayal.;
Barbary, James.	The fort in the wilderness; an adventure in history.	1965	Norton		First published in England under title: The fort in the forest.; An English officer, in command of a fort on the Canadian frontier during Pontiac's uprising, is captured by the Indians, returned to the English as a hostage, but comes back later to convince Pontiac of French betrayal.;
Surany, Anico.	The golden frog : illus. by Leonard Everett Fisher.	1963	Putnam
Tilghman, Zoe Agnes Stratton	Maiom, the Cheyenne girl;	1956	Harlow Pub. Corp.
Tomerlin, John.	Prisoner of the Iroquois.	1965	Dutton
O'Dell, Scott	La isla de los delfines azules	1964	Noguer	8427931085 ; 9788427931084	Medalla Newbery.; Tâitulo original: Island of the Blue Dolphins.; Left alone on a beautiful but isolated island off the coast of California, a young Indian girl spends eighteen years, not only merely surviving through her enormous courage and self-reliance, but also finding a measure of happiness in her solitary life.; Accelerated Reader; Interest Level Middle Grade; Book Level 5.4; Accelerated Reader Points 6; Accelerated Vocabulary, Literacy Skills; 04 05 06 07 08; 054; 006; Lexile, MetaMetrics, Inc.; Lexile Measure 1090; 1090;
O'Dell, Scott	La isla de los delfines azules	1964	Editorial noguer	8427931085 (pbk.) ; 9788427931084	"Tâitulo original: Island of the blue dolphins"--t.p. verso.; Stranded on a beautiful isolated island off the coast of California, a young 19th century Indian girl spends 18 years, not only surviving through her courage and self-reliance, but also finding happiness in her solitary life.; Accelerated Reader; Interest Level Middle Grade; Book Level 5.4; Accelerated Reader Points 6; Accelerated Vocabulary, Literacy Skills; 04 05 06 07 08; 054; 006; Lexile, MetaMetrics, Inc.; Lexile Measure 1090; 1090;
Underhill, Ruth M.	Antelope Singer	1961	Coward-McCann
Baker, Betty.	The shaman's last raid	1963	Harper & Row
Carlson, Natalie Savage.	The Tomahawk family.	1960	Harper		An Indian girl is anxious to do everything her teacher at school tells her, in order to be a good American, but her stubborn brother and her old fashioned grandmother present problems.;
Carlson, Natalie Savage.	The Tomahawk family.	1960	Harper		An Indian girl is anxious to do everything her teacher at school tells her, in order to be a good American, but her stubborn brother and her old fashioned grandmother present problems.;
Van Riper, Guernsey	Jim Thorpe, Indian athlete.	1956	Bobbs-Merrill
Vance, Marguerite.	Esther Wheelwright, Indian captive.	1964	Dutton
Vestal, Stanley	Happy hunting grounds.	1963	Lyons and Carnahan
Waltrip, Lela.	Quiet boy	1961	Longmans
Waltrip, Lela.	Quiet boy	1961	Longmans
Webb, Nancy	Makema of the rain forest,	1964	Prentice-Hall		Bibliographical references included in "Acknowledgments" (p. [3]);
Welch, Ronald C.	Mohawk Valley.	1958	Criterion Books
Welch, Ronald	Mohawk Valley	1958	Criterion Bks.
Welch, Ronald	Mohawk Valley	1958	Oxford University Press	0192710788 : ; 9780192710789
Wheeler, Arville	White Squaw : the true story of Jennie Wiley.	1958	Heath		A fictionalized account of the life of Jennie Sellards Wiley, who spent a year as an Indian captive in Kentucky and eventually escaped and returned to her husband in Virginia.;
Wilcox, Eleanor Reindollar.	Cornhusk doll	1956	Dodd
Wilson, Charles Morrow.	Crown Point : the destiny road	1965	McKay
Wilson, Hazel (Hutchins)	His Indian brother	1955	E. M. Hale		When his father's return from Boston with the family is delayed, young Brad, left to care for their new wilderness home in Maine, must depend on the Indians for survival.;
Wilson, Hazel Hutchins	His Indian brother	1955	Houghton Mifflin		When his father's return from Boston with the family is delayed, young Brad, left to care for their new wilderness home in Maine, must depend on the Indians for survival.;
Wilson, Holly.	Snowbound in Hidden Valley	1957	Messner
Witten, Herbert.	Escape from the Shawnees	1958	Follett		The author: p189.; The great hunter, Gabe Stoner, asked eleven year old Whit Martin to go hunting with him. When he and Gabe ran into a party of Indians, Gabe was wounded and he and Whit were captured by the Indians and taken across the Ohio into Shawnee country. Whit and Gabe escaped from their captors and young Whit managed to survive and to help save the wounded hunter. (Publisher);
Witten, Herbert.	Escape from the Shawnees	1958	Follett
Worcester, Donald Emmet	Lone Hunter and the wild horses	1959	Walck, H.Z.
Worthylake, Mary M.	Children of the seed gatherers.	1964	Melmont Publishers
Leiser, Harry W.	The lost canyon of the Navajos	1960	Criterion Books
Lampman, Evelyn Sibley.	The shy stegosaurus of Indian Springs	1962	Junior Literary guild : Doubleday
Ziner, Feenie.	Dark pilgrim : the story of Squanto.	1965	Chilton Co.