The way to rainy mountainThe way to rainy mountainMomaday N. ScottMomaday N. Scott

About the author- --- About the author- --- Momaday N. ScottMomaday N. Scott who is wholly absorbed in his Native Indian culture who is wholly absorbed in his Native Indian culture throughout his life.throughout his life.

• He was born with an Indian originHe was born with an Indian origin• He spent his childhood in several Indian He spent his childhood in several Indian

reservations and developed intense reservations and developed intense interest and passion in the Indian culture interest and passion in the Indian culture and traditionand tradition

• His career centers around the Indian His career centers around the Indian culture and traditionculture and tradition

• His works are informed of the Native His works are informed of the Native Indian traditions Indian traditions

Prof. Momaday lifelong Prof. Momaday lifelong journeyjourney• 1934 born in Lawton, Oklahoma. 1934 born in Lawton, Oklahoma.

• 1935 moved to Arizona1935 moved to Arizona

• 1958 graduated from the University of New Mexico 1958 graduated from the University of New Mexico and taught on the Apache reservation at Jicarillaand taught on the Apache reservation at Jicarilla

• 1963 earned a doctorate and taught at the 1963 earned a doctorate and taught at the University of California at Santa BarbaraUniversity of California at Santa Barbara

• 1969 moved to the University of California at 1969 moved to the University of California at BerkeleyBerkeley

• 1973 left Berkeley for Stanford1973 left Berkeley for Stanford

• since 1982 taught at the University of Arizonasince 1982 taught at the University of Arizona

Primary works Primary works

• House Made of Dawn,1968House Made of Dawn,1968

• The way to Rainy Mountain,1969The way to Rainy Mountain,1969

• Angle of Geese and other poems ,1974Angle of Geese and other poems ,1974

• The Gourd Dancer,1976The Gourd Dancer,1976

• The Names: a memoir,1976The Names: a memoir,1976

• The Ancient Child,1989The Ancient Child,1989

• In the Presence of the Sun,1992In the Presence of the Sun,1992

““ The Indian world is full of aesthetic values, art. My The Indian world is full of aesthetic values, art. My father was an artist, a painter, and he taught painting father was an artist, a painter, and he taught painting to the children at Jemez Pueblo. They exhibited all over to the children at Jemez Pueblo. They exhibited all over the world. They became famous for their art. He once the world. They became famous for their art. He once said to me, ”You know, Scott, I have never known an said to me, ”You know, Scott, I have never known an Indian child who couldn‘t draw.“ I believe that. I Indian child who couldn‘t draw.“ I believe that. I haven’t either. That seems intrinsic somehow. That‘s a haven’t either. That seems intrinsic somehow. That‘s a real part of the Indian world, this love of symmetry and real part of the Indian world, this love of symmetry and composition. It’s a great thing. That has been composition. It’s a great thing. That has been important to me as well. Indian people have a strong important to me as well. Indian people have a strong sense of humor. It‘s not easily understood by other sense of humor. It‘s not easily understood by other people, but it’s there and I love that. That‘s been a people, but it’s there and I love that. That‘s been a part of my life too.” part of my life too.”

------Momaday N. Scott------Momaday N. Scott

General History of North American General History of North American IndianIndian

Before the Discovery of the New Before the Discovery of the New LandLand

• The origin of the American IndiansThe origin of the American Indians

• The general situation of north The general situation of north American IndiansAmerican Indians

• The nine culture areas of north The nine culture areas of north American IndiansAmerican Indians

The origin of American The origin of American IndiansIndians Ancestors: nomadic hunters of Asian Ancestors: nomadic hunters of Asian

Mongoloid over Bering Straight land Mongoloid over Bering Straight land ice bridge during last glacial periodice bridge during last glacial period(( 最后一次冰川期最后一次冰川期 14—414—4 万年以前）万年以前）

The general situation of north American The general situation of north American IndiansIndians

• The approximate population: 1millonThe approximate population: 1millon

• 240 tribal entities240 tribal entities• Over 500 languagesOver 500 languages

Contact with European Contact with European whiteswhites

• Spanish policySpanish policy

• French policyFrench policy

• English policyEnglish policy

Nine culture areas of north American Nine culture areas of north American IndiansIndians

• SubarcticSubarctic

• Northwest coastNorthwest coast

• CaliforniaCalifornia

• Western plateauWestern plateau

US Indian policiesUS Indian policies

• Removal period(1820-70)Removal period(1820-70)

• Assimilation Era(1870-1934)Assimilation Era(1870-1934)

• The Dawes Act(1887)The Dawes Act(1887)

• The Indian New Deal of 1930sThe Indian New Deal of 1930s

• 1950s “termination” of some 1950s “termination” of some reservationsreservations

• 1970s “self-determination”1970s “self-determination”

Kiowa PeopleKiowa People

• BriefingBriefing

• HistoryHistory

• Current Tribal IssuesCurrent Tribal Issues

IntroductionIntroduction

• Plains-dwelling TribePlains-dwelling Tribe• Language Family: Tanoan-KiowanLanguage Family: Tanoan-Kiowan• Name: The term Kiowa, meaning ‘the Name: The term Kiowa, meaning ‘the

principal people’ is derived from Kaigwa, by principal people’ is derived from Kaigwa, by which the Kiowa were commonly knownwhich the Kiowa were commonly known

• Location:Southwest OklahomaLocation:Southwest Oklahoma• Population:Approximately 1,800 in early Population:Approximately 1,800 in early

1700s 1700s 10,000 today10,000 today

HistoryHistory

• Emergence (?—1700)Emergence (?—1700)

• Evolution (1700-1850s)Evolution (1700-1850s)

• Decline (1850s-1950s)Decline (1850s-1950s)

Emergence (?—1700)Emergence (?—1700)

• Western MontanaWestern Montana

• Hard LifeHard Life

Evolution (1700—1850s)Evolution (1700—1850s)

• Black HillsBlack Hills

• HorseHorse

EvolutionEvolution

• BuffaloBuffalo

• Vast TerritoryVast Territory

Decline (1850—1950s)Decline (1850—1950s)

• Gradual loss of landGradual loss of land 1835 The Kiowa sign the Treaty of Fort Gibson, 1835 The Kiowa sign the Treaty of Fort Gibson,

promising peace with fellow Indian tribes and the U.S. promising peace with fellow Indian tribes and the U.S. governmentgovernment

1853 The Kiowa sign the Treaty of Fort Atkinson, 1853 The Kiowa sign the Treaty of Fort Atkinson, Promising peace with the U.S Promising peace with the U.S

1865 The Kiowa agree, under violent protest, to 1865 The Kiowa agree, under violent protest, to settle on a reservation south of the Arkansas River.settle on a reservation south of the Arkansas River.

1868 The Kiowa are assigned to a reservation in 1868 The Kiowa are assigned to a reservation in Oklahoma.Oklahoma.

1901-1906 Kiowa reservation is severed into 1901-1906 Kiowa reservation is severed into individual allotmentsindividual allotments

DeclineDecline

• Deprivation of Sun DanceDeprivation of Sun Dance

• Near Extinction of buffaloNear Extinction of buffalo

Current IssuesCurrent Issues

• 1968 Kiowa Tribal Council is formed1968 Kiowa Tribal Council is formed

• Living standardLiving standard

• Education Education

• CultureCulture

Sun DanceSun Dance

Kiowa Sun DanceKiowa Sun Dance

Decision MakingDecision Making• Tai-me keeper was inspired by a Tai-me keeper was inspired by a

dreamdream

• Messengers were sent out to instruct Messengers were sent out to instruct tribal members of the time and placetribal members of the time and place

Six Days of PreparationSix Days of Preparation• Tai-me keeper rode throughout the Tai-me keeper rode throughout the

camp to give instructions & two men camp to give instructions & two men were selected to find the Y-shaped forkwere selected to find the Y-shaped fork

• Killing of the buffaloKilling of the buffalo• A mock battle & dances performed by A mock battle & dances performed by

the Calf Old Woman Societythe Calf Old Woman Society• Building of the Sun Dance lodgeBuilding of the Sun Dance lodge• Buffalo hunting ceremonyBuffalo hunting ceremony

Four Days of Four Days of DancingDancing• Dancing began at Dancing began at

sunset on the sixth daysunset on the sixth day

• Dancers, drummers & Dancers, drummers & singers all decorated singers all decorated

• Making offerings to Tai-Making offerings to Tai-me & Sun Dance endedme & Sun Dance ended

• A large social dance A large social dance ending with the buffalo ending with the buffalo dancedance

The Logic of Sun DanceThe Logic of Sun Dance• The Plains Indians perception of the worldThe Plains Indians perception of the world• The dilemmaThe dilemma• Sun Dance as a solution of the conflict Sun Dance as a solution of the conflict

between viewing the buffalo as wise and between viewing the buffalo as wise and powerful, even closer to God than humans powerful, even closer to God than humans & having to kill and eat them to survive& having to kill and eat them to survive

• The sacrifice of dancers is also a way of The sacrifice of dancers is also a way of returning something to nature returning something to nature

The end of Sun DanceThe end of Sun Dance

• The government outlawed Sun Dance in The government outlawed Sun Dance in 19041904

• Reasons Reasons • Sun Dances of certain tribes were too cruelSun Dances of certain tribes were too cruel• Sun Dances reflected a worldview different Sun Dances reflected a worldview different

from the whites, so the whites curbed it as from the whites, so the whites curbed it as a way of converting the Plains Indiansa way of converting the Plains Indians

Devils TowerDevils Tower• Located in the Located in the Black HillsBlack Hills near near HulettHulett

and and SundanceSundance in in Crook CountyCrook County, , northeastern northeastern WyomingWyoming, above the , above the Belle Belle FourcheFourche River River. .

• It rises dramatically 1,267 feet (386 m) It rises dramatically 1,267 feet (386 m) above the surrounding terrain and the above the surrounding terrain and the summit is 5,112 feet (1,558 m) above summit is 5,112 feet (1,558 m) above sea level.sea level.

• First declared First declared United States National MonumentUnited States National Monument, , established on Sep 24, 1906, by established on Sep 24, 1906, by President Theodore Roosevelt. President Theodore Roosevelt.

• The Monument's boundary encloses an The Monument's boundary encloses an area of 1,347 acres (5.45 km2).area of 1,347 acres (5.45 km2).

• In recent years about 1% of the In recent years about 1% of the Monument's 400,000 annual visitors Monument's 400,000 annual visitors climb Devils Tower, mostly through climb Devils Tower, mostly through traditional techniques. traditional techniques.

Pre-class questions:Pre-class questions:

• 1 How do you understand the title of the lesson?1 How do you understand the title of the lesson?• 2 Which rhetorical speech is repeatedly used in this lesson to 2 Which rhetorical speech is repeatedly used in this lesson to

achieve the fixed effects?achieve the fixed effects?• 3 How many sections can you divide the lesson into?3 How many sections can you divide the lesson into?• 4 Tell the students what difficulties they will face in understanding 4 Tell the students what difficulties they will face in understanding

the lesson.the lesson.• 5 How does Momday begin his essay? Why does he begin this way?5 How does Momday begin his essay? Why does he begin this way?• 6 How is the essay organized? How does the author combine the 6 How is the essay organized? How does the author combine the

telling of his grandmother’s story with his exploration of the history telling of his grandmother’s story with his exploration of the history of his Kiowa ancestors?of his Kiowa ancestors?

• 7 What is the mode of writing of this piece? Is it descriptive or 7 What is the mode of writing of this piece? Is it descriptive or narrative? How do the descriptions serve the purpose of the narrative? How do the descriptions serve the purpose of the writing?writing?

• 8 In several places the author describes the landscape in detail. 8 In several places the author describes the landscape in detail. Why is the land so important for him in the exploration of his racial Why is the land so important for him in the exploration of his racial and tribal heritage?and tribal heritage?

• 9 How does Momaday end his essay? Why does he end it this way/9 How does Momaday end his essay? Why does he end it this way/

Detailed study of the textDetailed study of the text

• Para. 1Para. 1• 1. 1. What is the role of the first paragraph?What is the role of the first paragraph?• The opening paragraph of the essay is a lyrical The opening paragraph of the essay is a lyrical

description of the author‘s ancestral land, which plays a key description of the author‘s ancestral land, which plays a key role in his exploration of his Kiowa identity. The land is role in his exploration of his Kiowa identity. The land is crucial for Momaday because the migration of his people crucial for Momaday because the migration of his people took place here. The land is the visible embodiment took place here. The land is the visible embodiment of of the tribal history. The old days are gone forever. The Kiowa the tribal history. The old days are gone forever. The Kiowa warriors are dead. The culture has almost disappeared. warriors are dead. The culture has almost disappeared. What remains is the land which is the visible embodiment What remains is the land which is the visible embodiment of their people's past. By directly involving himself with the of their people's past. By directly involving himself with the landscape of his ancestors, the author is able to identify landscape of his ancestors, the author is able to identify more closely with them and relive their experiences in his more closely with them and relive their experiences in his imagination more vividly.imagination more vividly.

• ... and in summer the prairie is an anvil's ... and in summer the prairie is an anvil's edge.edge.

• (1) In summer the earth of the prairie (1) In summer the earth of the prairie is extremely hot and hard.is extremely hot and hard.

• (2) An anvil is an iron or steel block on (2) An anvil is an iron or steel block on which metal objects are hammered into which metal objects are hammered into shape. shape.

• Here the word anvil is used Here the word anvil is used metaphorically.metaphorically.

• Loneliness is an aspect of the land.Loneliness is an aspect of the land.

• Loneliness is a major quality of this Loneliness is a major quality of this landscape. As we can see, the landscape. As we can see, the depiction of the land is injecteddepiction of the land is injected with with the author's own emotions and the author's own emotions and imagination, bringing out the spirit of imagination, bringing out the spirit of the place.the place.

• The author emphasizes loneliness The author emphasizes loneliness perhaps because this quality enables perhaps because this quality enables one to concentrate one's mind on the one to concentrate one's mind on the earth.earth.

• All things in the plain.., in the eye...All things in the plain.., in the eye...• "in the eye”"in the eye”• The word eye is used in the singular to The word eye is used in the singular to

mean man's power of seeing or observing. mean man's power of seeing or observing. • eg. --eg. --to have your eye on somethingto have your eye on something: to : to

have noticed somethinghave noticed something• --- --- not to see eye to eyenot to see eye to eye: to disagree with : to disagree with

someonesomeone• ------to have a good eye for somethingto have a good eye for something: to be : to be

good at noticing and recognizing what is good at noticing and recognizing what is attractive, valuable attractive, valuable

• ------to my eyeto my eye: in my opinion: in my opinion• ----more than meets the eyemore than meets the eye: more : more

complicated than it seems to be at firstcomplicated than it seems to be at first

• Para. 2Para. 2

• Function of Paragraph 2Function of Paragraph 2 • The author explains his purpose of The author explains his purpose of

his visit to Rainy Mountain: to be at his visit to Rainy Mountain: to be at his grandmother's grave. his grandmother's grave.

• This paragraph serves as a This paragraph serves as a transitional transitional

• infirminfirm: weak or ill especially : weak or ill especially because one is oldbecause one is old

• Para. 3Para. 3

• Main idea of Paragraph 3 Main idea of Paragraph 3

• This paragraph sums up the history This paragraph sums up the history of the Kiowas as a Plains Native of the Kiowas as a Plains Native culture--the golden time and the culture--the golden time and the decline in their history.decline in their history.

• But warfare for the Kiowas... rather than of But warfare for the Kiowas... rather than of survival...survival...

• (1 Warfare was important for the (1 Warfare was important for the Kiowas more because of their militant Kiowas more because of their militant tendency than because of their need for tendency than because of their need for survival. The Kiowas often fought just survival. The Kiowas often fought just because they were good warriors, because because they were good warriors, because they fought out of habit, character, nature, they fought out of habit, character, nature, not because they needed extra lands or not because they needed extra lands or material gains for the sake of surviving material gains for the sake of surviving and thriving.and thriving.

• (2)(2) preeminently preeminently : much more : much more importantimportant

Word study :Word study :dispositiondisposition

• A particular type of character which makes A particular type of character which makes someone more likely to behave or react in someone more likely to behave or react in a certain way; temperament; an a certain way; temperament; an inclination, tendency. The word disposition inclination, tendency. The word disposition is used to refer to the normal or prevailing is used to refer to the normal or prevailing aspect of one's nature. aspect of one's nature.

• eg.eg.• He had a cheerful disposition. He had a cheerful disposition. • He had a disposition to quarrel.He had a disposition to quarrel.

Word study: Word study: mattermatter• a matter: a decision, a situation, etc.a matter: a decision, a situation, etc.• eg.eg.• a matter of dispositiona matter of disposition: : 处于本性，由于习惯处于本性，由于习惯• a matter of opiniona matter of opinion: a question of different views: a question of different views• a a matter of life and deathmatter of life and death ： ： an extremely an extremely

serious or dangerous situation that could end in serious or dangerous situation that could end in deathdeath

• a matter of timea matter of time ：： used to say that something used to say that something will definitely happen sooner or laterwill definitely happen sooner or later

• a matter of tastea matter of taste ： ： depending on your taste, depending on your taste, your judgmentyour judgment

• a matter of secondsa matter of seconds: only a few seconds: only a few seconds

Paragraph 4Paragraph 4

• main idea :main idea :• This paragraph is about how the Kiowas This paragraph is about how the Kiowas

migrated from western Montana and how the migrated from western Montana and how the migration transformed the Kiowas. Like migration transformed the Kiowas. Like Paragraph 3, this part uses the author's Paragraph 3, this part uses the author's grandmother's story as a focal point, but grandmother's story as a focal point, but quickly moves on to the story of the Kiowa quickly moves on to the story of the Kiowa people.people.

• The use of words like "she belonged to the The use of words like "she belonged to the last culture" and "her forebears" smoothes last culture" and "her forebears" smoothes the transition.the transition.

• it was a long journey toward dawn.., it was a long journey toward dawn.., golden age.golden age.

• They moved toward the east, where They moved toward the east, where the sun rises, and also toward the the sun rises, and also toward the beginning of a new culture, which led beginning of a new culture, which led to the greatest moment in their to the greatest moment in their history.history.

• Not least, they acquired the sense of Not least, they acquired the sense of destiny, therefore courage and pride.destiny, therefore courage and pride.

• (1) (1) not leastnot least: last but not least, : last but not least, equally importantequally important

• (2) (2) destinydestiny: fate; an inevitable : fate; an inevitable succession of events as determined succession of events as determined supernaturally or by necessity, supernaturally or by necessity, implying a favorable outcomeimplying a favorable outcome

• No longer were they slaves to... priests of the No longer were they slaves to... priests of the sun.sun.

• (1) inversion for emphasis.(1) inversion for emphasis.• (2) (2) slaveslave: a person who is completely : a person who is completely

dominated by some influence, habit, person, dominated by some influence, habit, person, etc.etc.

• Note the preposition used with it is "to", Note the preposition used with it is "to", not "of". not "of".

• eg. She doesn't want to be a slave to fashion.eg. She doesn't want to be a slave to fashion.• (3) (3) lordlylordly, (adj.) haughty, like a lord. , (adj.) haughty, like a lord. • The word "lordly" echoes the word "pride". The word "lordly" echoes the word "pride".

And it is contrasted with the word "slave".And it is contrasted with the word "slave".• (4) (4) priests of the sunpriests of the sun: pious believers of the : pious believers of the

Sun Dance religionSun Dance religion

• From one point of view.., from a From one point of view.., from a sunless world.sunless world.

• Discussion:Discussion:

• (1) What does the old prophecy refer (1) What does the old prophecy refer to?to?

• (2) What does the sunless world (2) What does the sunless world refer to?refer to?

• (3)(3) Explain the meaning of the Explain the meaning of the sentence in your own words. sentence in your own words.

• Para 5Para 5

• What is the role of Paragraph 5?What is the role of Paragraph 5?

• In this paragraph, the author In this paragraph, the author returns to his grandmother again. returns to his grandmother again. Since she is the immediate reason Since she is the immediate reason for him to come to Rainy Mountain, for him to come to Rainy Mountain, she is the link between the author she is the link between the author and his ancestors.and his ancestors.

• I wanted to see in reality.., my I wanted to see in reality.., my pilgrimage.pilgrimage.

• (1) Note the contrast between "in (1) Note the contrast between "in reality" and "in the mind's eye".reality" and "in the mind's eye".

• (2) (2) the mind's eyethe mind's eye: in imagination. : in imagination. Aho had never been to places like the Aho had never been to places like the Black Hills, but she had seen them Black Hills, but she had seen them quite well in imagination, for she had quite well in imagination, for she had heard so much about them from the heard so much about them from the older generations. It is through the oral older generations. It is through the oral tradition that the Kiowa cultural tradition that the Kiowa cultural heritage has been handed down heritage has been handed down from generation to generation.from generation to generation.

• (3) (3) pilgrimagepilgrimage: a journey made by a : a journey made by a pilgrim, especially to a shrine or holy pilgrim, especially to a shrine or holy place; any long journey to a place of place; any long journey to a place of historical interest. For Momaday, the historical interest. For Momaday, the journey is indeed to a holy place, a journey is indeed to a holy place, a place where his ancestors lived and place where his ancestors lived and thrived in their golden age.thrived in their golden age.

Summary & Assignments

•1. Summary of each section

• to make the students aware of the thoughts and ideas offered by the author and make the students know what we should learn from the lesson.

• 2.Assignments: