Trapper Cook
RED WING
Prologue:
We are met today to help you understand the story of a young Indian girl and a ballad named after her. Now, her father, Trapper Cook, was only half Indian but he had the straight black hair and high cheekbones characteristic of the native American Indians.
He was of the Talladega tribe of Chahta [Choctaw] Indians living in the Eutaw community of west Alabama. Trapper Cook [everyone speaking of him used both names] owned much land in the area west of the Black Warrior river southward to its juncture with the Tombigbee. The land and rivers were excellent sources of all manner of wildlife, making it a very valuable resource for Trapper Cook’s tribe. His land holdings made him an important leader although the tribe had an official Chief who presided at all official functions and ceremonies.
Trapper Cook had only two wives who had given him eleven children. Most of the children lived nearby with their own mates and children. Three children, Frances Jain, Red Wing and Wild John still lived in the family compound. Each assisted with the family chores with Wild John being the chief hunter.
There was enough land and game for everyone and Trapper Cook exercised his strong influence to maintain peace in the family and peaceful relations with his near and distant neighbors. His tribe was indeed the model community.
SCENE 1
A gathering of the Trapper Cook family, Trapper Cook presiding.
Trapper Cook explains that he has learned of a school teacher, Miss Gussie Rainwater, in the white community of Demopolis who hoped for friendly relations with the Indians and was willing to teach the children to read and write and also do the fundamentals of arithmetic. This for a fee per child and provided they would be transported across the river to her home in Demopolis. The teacher agreed to supply each child with a writing slate and writing tips as well as the textbooks needed.
Trapper Cook already had barter arrangements with a few ‘cross the river’ merchants, but he was interested in converting these arrangements to the white man’s buy and sell method of doing business. Learning to talk English and understanding arithmetic operations would be a great help in trading operations. In addition, such transactions would help develop trust and good will between the neighbors.
Frances Jain accepted the idea immediately and persuaded Red Wing to join her in what she looked on as a great, new adventure. Wild John and one other daughter, Primrose Smile, agreed to participate. The others liked their Indian customs and felt that the White people had plans to benefit themselves rather than help the Indians. They would watch and wait to see the results.
SCENE 2
Classroom with a desk for the teacher and chairs arranged in a semi-circle. A blackboard with chalk and eraser stands near teachers desk. A water bucket hangs from a bracket on the wall and has a metal cup hanging on a nearby nail. Each student has a writing slate with writing tip and a reading book.
Teacher Gussie Rainwater greets the students, makes note of their name and explains the class procedures. She explains that anyone wanting to speak must first raise their hand and be recognized. There will be no talking or moving about without permission from the teacher.
READING:
Teacher explains that on this day the students will read the first story in the book, with each student reading a paragraph. If the paragraph is long he will read approximately ten lines and stop. The next student will begin reading at that point.
ARITHMATIC:
Teacher explains the system of numbering, the procedure for adding, subtracting and dividing numbers. She has each student give examples to confirm his understanding of the procedures.
SCENE 3
Frances Jain and Red Wing are seated on stools in front of a wigwam.
Frances Jain talks to Red Wing in an effort to convince her that Leaping Wolf’s mission to fight the enemy who has War Making Devices is a noble cause. She should not be sad that he is away but should be happy and proud. Frances Jain explains that someone must make the sacrifice so that W M Ds won’t be used against her people.
SCENE 4
Frances Jain and Reds Wing seated on stools in front of wigwam.
Red Wing can’t stop weeping for her lover, Leaping Wolf, who has been killed in the battles against the enemy who possesses the W M Ds. Her weeping becomes hysterical when she learns that the enemy had no W M Ds in the first place. Frances Jain has no words to stop the weeping and walks sadly away.
SCENE 5
Frances Jain and Red Wing and Trapper Cook stand in the center of the gathered tribe mourning the loss of many warriors in the recent war.
Red Wing stands as the others take seats.
Red Wings sings her song. The others begin to stand up and join in the singing, including the chorus.
The chorus is repeated with special feeling.
End of play
Prologue:
We are met today to help you understand the story of a young Indian girl and a ballad named after her. Now, her father, Trapper Cook, was only half Indian but he had the straight black hair and high cheekbones characteristic of the native American Indians.
He was of the Talladega tribe of Chahta [Choctaw] Indians living in the Eutaw community of west Alabama. Trapper Cook [everyone speaking of him used both names] owned much land in the area west of the Black Warrior river southward to its juncture with the Tombigbee. The land and rivers were excellent sources of all manner of wildlife, making it a very valuable resource for Trapper Cook’s tribe. His land holdings made him an important leader although the tribe had an official Chief who presided at all official functions and ceremonies.
Trapper Cook had only two wives who had given him eleven children. Most of the children lived nearby with their own mates and children. Three children, Frances Jain, Red Wing and Wild John still lived in the family compound. Each assisted with the family chores with Wild John being the chief hunter.
There was enough land and game for everyone and Trapper Cook exercised his strong influence to maintain peace in the family and peaceful relations with his near and distant neighbors. His tribe was indeed the model community.
SCENE 1
A gathering of the Trapper Cook family, Trapper Cook presiding.
Trapper Cook explains that he has learned of a school teacher, Miss Gussie Rainwater, in the white community of Demopolis who hoped for friendly relations with the Indians and was willing to teach the children to read and write and also do the fundamentals of arithmetic. This for a fee per child and provided they would be transported across the river to her home in Demopolis. The teacher agreed to supply each child with a writing slate and writing tips as well as the textbooks needed.
Trapper Cook already had barter arrangements with a few ‘cross the river’ merchants, but he was interested in converting these arrangements to the white man’s buy and sell method of doing business. Learning to talk English and understanding arithmetic operations would be a great help in trading operations. In addition, such transactions would help develop trust and good will between the neighbors.
Frances Jain accepted the idea immediately and persuaded Red Wing to join her in what she looked on as a great, new adventure. Wild John and one other daughter, Primrose Smile, agreed to participate. The others liked their Indian customs and felt that the White people had plans to benefit themselves rather than help the Indians. They would watch and wait to see the results.
SCENE 2
Classroom with a desk for the teacher and chairs arranged in a semi-circle. A blackboard with chalk and eraser stands near teachers desk. A water bucket hangs from a bracket on the wall and has a metal cup hanging on a nearby nail. Each student has a writing slate with writing tip and a reading book.
Teacher Gussie Rainwater greets the students, makes note of their name and explains the class procedures. She explains that anyone wanting to speak must first raise their hand and be recognized. There will be no talking or moving about without permission from the teacher.
READING:
Teacher explains that on this day the students will read the first story in the book, with each student reading a paragraph. If the paragraph is long he will read approximately ten lines and stop. The next student will begin reading at that point.
ARITHMATIC:
Teacher explains the system of numbering, the procedure for adding, subtracting and dividing numbers. She has each student give examples to confirm his understanding of the procedures.
SCENE 3
Frances Jain and Red Wing are seated on stools in front of a wigwam.
Frances Jain talks to Red Wing in an effort to convince her that Leaping Wolf’s mission to fight the enemy who has War Making Devices is a noble cause. She should not be sad that he is away but should be happy and proud. Frances Jain explains that someone must make the sacrifice so that W M Ds won’t be used against her people.
SCENE 4
Frances Jain and Reds Wing seated on stools in front of wigwam.
Red Wing can’t stop weeping for her lover, Leaping Wolf, who has been killed in the battles against the enemy who possesses the W M Ds. Her weeping becomes hysterical when she learns that the enemy had no W M Ds in the first place. Frances Jain has no words to stop the weeping and walks sadly away.
SCENE 5
Frances Jain and Red Wing and Trapper Cook stand in the center of the gathered tribe mourning the loss of many warriors in the recent war.
Red Wing stands as the others take seats.
Red Wings sings her song. The others begin to stand up and join in the singing, including the chorus.
The chorus is repeated with special feeling.
End of play
posted by Jeremiah | 11:16 AM
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