Thomas Alford Wildcat –On the Shawnee Educating Their Children

Recently I shared information concerning the Shawnee religion (from a white man’s perspective), the Shawnee alphabet, and marriage customs of some Algonquin tribes.  To better understand 18^th and 19^th century Indian culture, I have been seeking works of “authority” to understand the Eastern Woodland tribes….  I would like to share some information I found concerning Shawnee parents teaching their children.  In the writings of Thomas Wildcat Alford, he tells us about Shawnee parents educating their children.

As you may recall, Thomas Wildcat Alford, or Gay-nwaw-piah-si-ka, (1860-1938) was the great-grandson of Tecumseh and a member of the Shawnee tribe.  He attended the Hampton Institute in Virginia and converted to Christianity.  Because of his conversion, he was rejected by the Shawnee and was not permitted to become chief.

Concerning Shawnee parents teaching their young, Alford writes:

“The training of the young, then, formed an important part of the life-work of our people, and was not neglected, even though the family had no fixed place of abode, nor established household regulations.  In fact, I believe the men of our race take a greater interest in the training of their sons than do the white people with whom I have been associated:  for the white men generally leave the moral training of their children to their wives; while pride of offspring is one of the strongest factors in the lives of our people.

All of our lessons were learned from our elders.  All of our histories, traditions and codes, were passed from one generation to another by word of mouth, and always accurately memorized and translated.  We had no books… no printed rules; our memories must be kept clear and accurate; we must be taught keenness of observation, and above all, taught to be absolute master of ourselves.

Every father was a teacher of his sons, and every mother sought to instill into her daughter’s mind those things considered essential for her to know; nothing was left to chance.  To begin with, children were taught respect for their elders, which virtually means respect for authority.  Not only their own parents, but all who show advance in years assumed some degree of importance and authority.

It is often remarked that Indians take to institutional training better than white people, make better soldiers; better subjects for discipline; and it is true.  Indian parents give few commands because they are advocates of freedom of character, and children are seldom punished.  But obedience is exacted from the beginning.  A few words of praise from a parent of an elder is regarded as the highest award or prize that could be given for good conduct.

Our people appreciated superior wisdom of any kind, but naturally they thought more of that wisdom that formed the background of our own racial life.  A knowledge of warfare, of history, and of nature, and the habits of wild creatures; an acquaintance with trees and all wild plants, wild fruits, and their use; to be able to judge weather; to foretell what seasons would be and to recall those past, this constituted a well rounded education for our men.

All these things called for a good memory, keen observation, and close application.  Endurance and self-control were taught so rigidly that those qualities became natural with us.  It was a proud and happy day when an Indian boy realized his father considered him old enough to begin actual training.”