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The development of identity and pride in the Indian child, by Esther Burnett Horne, Wind River Shoshone.

SelectedWorks Author Profiles:

Cynthia B. Leung

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Esther Burnett Horne (1909-1999) was an inspiration to many whose lives she touched. A great-great-granddaughter of Sacajawea, the young Shoshone . woman who accompanied Lewis and Clark on their expedition across the northwestern United States in 1805, Horne became well known in her own right for her contributions and commitment to the education of American Indians. When she was fourteen years old, Home began attending Haskell Institute in Lawrence, Kansas, a Bureau of Indian Affairs (BIA) boarding school. She completed her teacher education with the Normal Training Department at Haskell Institute and was recruited to teach in BIA schools. She taught for a year at the Eufaula Creek Girls Boarding School in Oklahoma and then began a thirty-five year career at the Wahpeton Indian School in Wahpeton, North Dakota. Horne became a demonstration teacher for BIA summer inservice workshops. While at Wahpeton Indian School, she established the first Indian girl scout troop in the United States. In 1960, she was a delegate to the White House Conference on Children and Youth. A master teacher who was loved by her students and colleagues, Horne received the Distinguished Service Citation from the Bureau of Indian Affairs in 1966. After her retirement in 1965, Home continued her involvement in education. She consulted for schools and colleges across the country and abroad, gave many presentations to groups of students and teachers, and became an advocate for the educational concerns of American Indian people. Those interested in learning more about Esther Burnett Home are referred to her life history, Essie's Story: The Life and Legacy of a Shoshone Teacher, published in 1998 by the University of Nebraska Press. The writing of her life history was a ten-year collaborative project with Sally McBeth, an anthropologist at the University of Northern Colorado. The following paper was originally written by Home in the late 1960s when she presented and distributed the paper to teachers during inservice workshops. Home felt that even though her paper was written in the 1960s, many of the points she wanted to make at that time are still relevant and many of the issues she addressed are not yet resolved. She hoped that in the near future all educators would have knowledge of American Indian cultures and would understand and know how to address educational concerns of American Indian youth, their families, and communities.


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Caddo Gap Press