“Bugles, Rules, and a Rich Gravy Diet”

It was a first in Kansas for most of the riders, and the college-town of Lawrence was a great introduction to this mid-western plains state. Our morning was divided between projects highlighted by KU’s Center for Sustainability (see Kayanna’s limerick about bio-diesel at KU), and tours of Haskell Indian Nation’s University. Haskell is a federally funded school, one of only a handful in the U.S., with enrollment open to members from federally recognized tribes and direct descendants. Originally started as a boarding school in 1884, Haskell has come a long way in controlling the type and experience of education students receive while at the school. We started our tour that day at the Cultural Center and Museum, where we were welcomed by Lori Tapahonso, Haskell’s Public Information Officer, who gave us a brief history of the museum and school and then let us loose to roam the exhibits. Organized in a circular pattern, the museum focuses on Haskell’s rich history, as told from the students’ perspectives.

“Bugles, Rules, and a Rich Gravy Diet”, was one display heading that caught my interest. Many of the bus riders had little knowledge of the role boarding schools played in institutionalizing assimilation and forcing changes in traditional lifeways. I think something else that struck many people, myself included, was the negative impacts the schools once had, especially on families.

Lori Tapahonso gives a tour to the Udall riders at the Haskell Cultural Center and Museum

The Cultural Center and Museum is also home to a collection of photos taken by Frank Rinehart at the Trans-Mississippi Exposition and Indian Congress, held in Nebraska in 1898 (many of the original glass plates are housed in the climate-controlled basement). The photos are quite striking and paint an interesting picture of the diversity of Native cultures attending the Expo. Many of these images have come to represent and stereotype much of Indian country today, though the beauty of these original photos still rings true. We also checked out the archival library and gathered around a few art pieces created by Haskell students and faculty. I really recommend checking out the website to get a little more information, see the different programs they have at the Center and Museum, and view a few examples of the Rinehart photos. It’s pretty amazing that Haskell started out as an Industrial Indian Training School if you look at it today.

After touring the rest of campus, looking at the medicinal gardens, and finding some shade with Haskell students in a traditional switch grass structure (busy campus), we headed back to KU for a great lunch with the Center for Sustainability and the Ecumenical Christian Ministries (ECM). It was appropriate to be talking about environmental justice, social equity, and diversity issues and education after touring Haskell. We also talked about the concept of Earth Ethics with Thad Holcombe, the pastor from ECM, all while eating a wonderful, almost entirely local meal prepared and provided by Community Mercantile, Lawrence’s long-standing health food cooperative. It was such a well-thought-out and kind meal that was so tasty, and the company was equally as wonderful. It’s amazing how much you can talk about in an hour!

Leaving lunch we headed back in the direction of Haskell, this time to the wetlands adjacent to the school. Originally an official part of the Training School grounds, the Wakarusa Wetlands, or the Haskell/Baker Wetlands, have long been a part of the school’s history. We learned quite a bit of this history in detail as we walked the land with Mike Caron, a member of Save the Wetlands and a handful of students from Haskell. During the settling of Kansas by Europeans (I kept imagining a bloody free for all), wetlands were viewed as unproductive land, and along the way, came to be federally-owned lands used for the school. In the 70’s different parcels of Haskell lands were sold off and Baker University, located about 30 miles south of Lawrence, bought the majority of the wetlands. This was interesting to me, given the cultural significance of the wetlands to Haskell students from the beginning of the school to the present day, where students still go to relax, pray, study the ecosystem and traditional uses of plants. Mike told us about a road, the “49 Road”, in the wetlands where students could get away to party, drum, flirt, and as a result learn about other lifestyles and cultures.

Mike Caron talking about the history of the Wakarusa Wetlands

There is currently a controversial proposal to construct an 8-lane highway through the wetlands. While we didn’t hear anything from the proponents’ side of things, it seems to me that the proposal presents a solution that is unnecessarily destructive in more ways than one. The issue, which has actually been in contention for over 20 years, has brought together diverse groups of people, from ecologists, environmental activists, and members from the over 135 tribal nations represented at Haskell, in an effort to prevent the highway from going through the wetlands. I can see this as a great success story, as this coalition of people have worked together to change something from happening in their “backyard”, to use a common phrase. While frustrating at times, I think this issue may also provide a great learning experience for a student; for example in how to handle her or himself while dealing with a large entity, or how to work within a coalition to try and create change. (This experience may also further illuminate issues that may have been potentially experienced within their own communities at home—I’d be interested to learn more). Personally, I hope the highway is built elsewhere, in lands less ecologically sensitive, and as equally important, in lands that are less culturally important.

By: Jenny Vazquez