LEADER 04737nam 2200733 a 450 001 9910463474403321 005 20211014004830.0 010 $a1-283-89875-6 010 $a0-8122-0603-7 024 7 $a10.9783/9780812206036 035 $a(CKB)3170000000046173 035 $a(OCoLC)822017938 035 $a(CaPaEBR)ebrary10642747 035 $a(SSID)ssj0000597369 035 $a(PQKBManifestationID)11941367 035 $a(PQKBTitleCode)TC0000597369 035 $a(PQKBWorkID)10577158 035 $a(PQKB)11541363 035 $a(MiAaPQ)EBC3441995 035 $a(MdBmJHUP)muse17547 035 $a(DE-B1597)449559 035 $a(OCoLC)979954231 035 $a(DE-B1597)9780812206036 035 $a(Au-PeEL)EBL3441995 035 $a(CaPaEBR)ebr10642747 035 $a(CaONFJC)MIL421125 035 $a(EXLCZ)993170000000046173 100 $a20111205d2012 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aEnglish letters and Indian literacies$b[electronic resource] $ereading, writing, and New England missionary schools, 1750-1830 /$fHilary E. Wyss 205 $a1st ed. 210 $aPhiladelphia $cUniversity of Pennsylvania Press$dc2012 215 $a1 online resource (264 p.) 225 0 $aHaney Foundation Series 300 $aBibliographic Level Mode of Issuance: Monograph 311 0 $a0-8122-4413-3 320 $aIncludes bibliographical references (p. [231]-241) and index. 327 $tFront matter --$tContents --$tPreface --$tIntroduction. Technologies of Literacy --$tChapter 1. Narratives and Counternarratives: Producing Readerly Indians in Eighteenth- Century New England --$tChapter 2. The Writerly Worlds of Joseph Johnson --$tChapter 3. Brainerd's Missionary Legacy: Death and the Writing of Cherokee Salvation --$tChapter 4. The Foreign Mission School and the Writerly Indian --$tAfter Words: Native Literacy and Autonomy --$tNotes --$tWorks Cited --$tIndex --$tAcknowledgments 330 $aAs rigid and unforgiving as the boarding schools established for the education of Native Americans could be, the intellectuals who engaged with these schools-including Mohegans Samson Occom and Joseph Johnson, and Montauketts David and Jacob Fowler in the eighteenth century, and Cherokees Catharine and David Brown in the nineteenth-became passionate advocates for Native community as a political and cultural force. From handwriting exercises to Cherokee Syllabary texts, Native students negotiated a variety of pedagogical practices and technologies, using their hard-won literacy skills for their own purposes. By examining the materials of literacy-primers, spellers, ink, paper, and instructional manuals-as well as the products of literacy-letters, journals, confessions, reports, and translations-English Letters and Indian Literacies explores the ways boarding schools were, for better or worse, a radical experiment in cross-cultural communication. Focusing on schools established by New England missionaries, first in southern New England and later among the Cherokees, Hilary E. Wyss explores both the ways this missionary culture attempted to shape and define Native literacy and the Native response to their efforts. She examines the tropes of "readerly" Indians-passive and grateful recipients of an English cultural model-and "writerly" Indians-those fluent in the colonial culture but also committed to Native community as a political and cultural concern-to develop a theory of literacy and literate practice that complicates and enriches the study of Native self-expression. Wyss's literary readings of archival sources, published works, and correspondence incorporate methods from gender studies, the history of the book, indigenous intellectual history, and transatlantic American studies. 410 0$aHaney Foundation series. 606 $aIndians of North America$xEducation$zNew England 606 $aIndians of North America$zNew England$xIntellectual life 606 $aIndians of North America$xMissions$zNew England 606 $aWritten communication$zNew England$xHistory 606 $aLiteracy$zNew England$xHistory 608 $aElectronic books. 615 0$aIndians of North America$xEducation 615 0$aIndians of North America$xIntellectual life. 615 0$aIndians of North America$xMissions 615 0$aWritten communication$xHistory. 615 0$aLiteracy$xHistory. 676 $a371.829/97 700 $aWyss$b Hilary E$01051267 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910463474403321 996 $aEnglish letters and Indian literacies$92481644 997 $aUNINA LEADER 02444nam 2200433 n 450 001 996393228003316 005 20221108022301.0 035 $a(CKB)4940000000110338 035 $a(EEBO)2240917601 035 $a(UnM)99866571 035 $a(EXLCZ)994940000000110338 100 $a19940412d1657 uy | 101 0 $aeng 135 $aurbn||||a|bb| 200 10$aJegar-Sahadvtha: an oyled pillar. Set up for posterity, against present wickednesses, hypocrisies, blasphemies, persecutions and cruelties of this serpent power (now up) in England (the out-street of the beast.) Or, A heart appeale to heaven and earth$b[electronic resource] $ebroken out of bonds and banishment at last, in a relation of some part of the past and present sufferings of John Rogers in close prison and continued banishment, for the most blessed cause and testimony of Jesus; the sound of the seventh trumpet and the gospel of the seven thunders, or holy oracles (called rayling by them in power) sealed up to the time of the end. From Carisbrook Castle in the third year of my captivity, the fifth-prison, and the third in exile, having been hurried about from post to pillar, quia perdere nolo substantiam propter accidentia 210 $a[London $cs.n.$d1657] 215 $a[8], 46, [4]; 152 [i.e. 150], [8] p 300 $aDate and place of publication from Wing. 300 $a"A high-witnesse, or a heart-appeale, &c." has separate pagination and register. 300 $aP. [7] signed: John Rogers. 300 $aP. 150 misnumbered 152. 300 $aAnnotation on Thomason copy: "July 28 1657"; "July ye 28th". 300 $aReproduction of the original in the British Library. 330 $aeebo-0018 606 $aCivil rights$zEngland$vEarly works to 1800 606 $aPersecution$vEarly works to 1800 606 $aImprisonment$zGreat Britain$vEarly works to 1800 615 0$aCivil rights 615 0$aPersecution 615 0$aImprisonment 700 $aRogers$b John$f1627-1665?$01001176 801 0$bCu-RivES 801 1$bCu-RivES 801 2$bCStRLIN 801 2$bWaOLN 906 $aBOOK 912 $a996393228003316 996 $aJegar-Sahadvtha: an oyled pillar. 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