Post by Vera Marie
Back in 2005, I received an envelope in the mail that contained possibly the most important documents of all the research that we have done on Navajo artist Quincy Tahoma. A librarian at the National Archives, Rocky Mountain Region Archival Office in Denver mailed us copies of the entire file entitled:
Records of the Bureau of Indian Affairs
Santa Fe Indian School
Student Case Files 1937-1970
8NN-75-90-003, Box #71
Translated, the numbers indicate any records in the archive that mentioned Quincy Tahoma from the time he entered school through years afterward when people tried to contact him through the school. Therefore the file shed light not only on his size and physical condiiton (medical reports), studies and aptitudes (grade cards), finances (letters regarding money), but told us something about his post-school activities as well.
The first thing I did was arrange the stack of papers in chronological order. At first I was disappointed that there did not seem to be paperwork from Tahoma’s registration when he transferred from Albuquerque to Santa Indian School, but the first report in the file mentioned that he entered 4th grade at SFIS on October 10, 1930. (Ironically, the same date that his obituary would run in the Santa Fe paper just 26 years later.)
On the school form, date of birth is given as 1918, although census records later told us it was actually 1917. So he was 12 or 13 years old, depending on what month he was born, and he weighed only 85 pounds at the beginning of the school year and 90 at the end.
The next record gives his grades for that first year, and the information that he failed 4th grade because of “lack of English” and was held back. This record shows a birth date of May 24, 1918–although he was later to claim he was born on Christmas day. The form lists
- Mother: Dead
- Father: Dead
- Guardian: Manual Siganitzo, brother
- church preference: Catholic
- Home post office: Tuba City, Ariz.
We would later learn that his mother was not dead, and although the Siganitzo (Saganitso) name led us to an adopted family, Manual, younger than Tahoma, almost certainly should not have been listed as guardian. The Saganitso family was not Catholic and the people we talked to have no idea why the school records would list Tahoma as Catholic. The first and last facts listed here were correct.
As would be the case throughout school, Tahoma got his best grades in art, and high grades in deportment. His examination scores were abominable. He seemed to be one of those nice, well-behaved kids, who struggled in class and panicked at test taking. We found it interesting to see what he was studying: Arithmetic, Drawing, English, Geography, Penmanship, Spelling, Physical Education, Reading, History and General Education.
The second time that he took 4th grade, Music was substituted for General, and the grading system changed from a 100-point scale to 1 through 4. Straight “1′s” in drawing and a solid 2 in English, along with deportment that still rated high, meant he was promoted to 5th grade at the end of his second year at SFIS.
He continued as a solid C student, with the exception of art and music classes where he won B’s. Unlike the schools that you and I attended, starting in junior high school, teachers gave grades in such things as Farm, Laundry, Kitchen and Dining Room.
All students at the Indian Boarding Schools were assigned work periods, with the stated aim of teaching them valuable work habits and skills, but with the side benefit to the school of providing unpaid labor for the self-sufficient schools.
A good reference for the development of boarding schools, and particularly Santa Fe Indian school, is History of Indian Arts Education in Santa Fe by Wanda Garmhausen. Sally Hyer’s story based on oral history from Santa Fe Indian School students, One House, One Voice, One Heart, provides invaluable insights into how attendees at the school viewed their own experience. In addition, we interviewed a dozen or more of Tahoma’s friends from school days to learn about their own reactions to the school and their memories of Tahoma the school boy.
I’ll be sharing more about Tahoma’s school days in the days to come.
Were you surprised to learn that students at the boarding school did most of the work that kept the institution in operation?