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Summary
Identifier: indianspioneersh00haza (find matches)
Title: Indians and pioneers; an historical reader for the young
Year: 1897 (1890s)
Authors: Hazard, Blanche Evans Dutton, Samuel Train, 1849-1919, ed
Subjects: Indians of North America
Publisher: New York, The Morse company
Contributing Library: The Library of Congress
Digitizing Sponsor: Sloan Foundation
Text Appearing Before Image:
e baby ; but if itwere a boy, he watched eao^erly for the time whenit could use its first tiny bow and arrow. As soonas the Indian boy could toddle about, he wastaught to handle his little bow, and to shoot birdsand squirrels. His first game, however small, wascooked for a dinner, to which were invited all thelittle mans great relatives—even the chiefs. The Indian small boy learned to set traps veryearly, too. Sometimes, of course, they were notvery well set, but the fathers looked kfter them,and often secretly put animals in, to encourage thelittle fellows to try again. Soon the toy bow and arrows were laid aside forstrono-er ones; but there were man\ thina-s tolearn besides merely to shoot. The l)oy mustknow what birds he should find in May, and whatones in October. He was tauglit the birds colors,how one differed from another in delicate shades ofbreast and wing, in l^eak and foot. He learnedtheir calls, and the meaning of tlicm, and hewatched them until he knew all their habits.
Text Appearing After Image:
EARLIEST DAYS IN AMERICA. 75 About animals, lie learned in the same way—where rabbits and hares burrowed ; in what un-derbrush it was easiest to catch them ; and hun-dreds of things that all American boys want toknow to this day. By the time the leaves had returned twelye sea-sons, which was the way Indians reckoned years,the boy usually knew how to make and to use hislarofe bow and arrow, how to make canoes andquintans, and many other thino-s. He knew howto fish and to hunt for large game. Prol)ably hehad l)eo-un to go alone on dangerous undertakings,and his father had begun to teach him some of theman) things a warrior must know. HOW aUINTANS WERE MADE. Perhaps the boys enjoyed boat-making betterthan anything else except hunting. From this pic-ture you can describe their boat-making for your-selves. You can see just how the trees were burneddown near the roots, the l)ranches and the topsburned off, leaving logs of the right length forboats. The logs were then burned out on oneside
The Indigenous children of North America refer to the diverse group of children who are descendants of the various Indigenous peoples who have inhabited the North American continent for thousands of years. Indigenous children in North America have faced significant challenges over the years, including the forced removal from their families and communities to attend residential schools. These schools were run by the Canadian and US governments and churches, and their primary goal was to assimilate Indigenous children into Euro-Canadian or Euro-American culture. The children were often subjected to physical, sexual, and emotional abuse, and many died while attending these schools. Today, Indigenous children in North America continue to face challenges related to poverty, health, education, and language preservation. Many Indigenous communities in both Canada and the United States struggle with high levels of poverty, which can impact children's access to nutritious food, clean water, and adequate housing. Health disparities also exist, with Indigenous children experiencing higher rates of chronic illnesses such as diabetes and asthma compared to non-Indigenous children. In terms of education, Indigenous children often face challenges related to language preservation and cultural relevance. Many Indigenous children attend schools that do not offer Indigenous language classes or cultural teachings, which can contribute to a loss of language and cultural identity. Despite these challenges, many Indigenous communities are working to address these issues and support the well-being of Indigenous children. Efforts are underway to revitalize Indigenous languages, promote cultural teachings, and provide resources and services that support the health and well-being of Indigenous children and families.