Western Historical Quarterly

Christian McMillen on Forced Fee Patents

Matthew L.M. Fletcher

Christian McMillen has published “I Didn’t Know That a Patent Was a Dangerous Thing”: Forced Fee Patents, Native Resistance, and Consent” in the Western Historical Quarterly.

Here is the abstract:

Between 1906 and 1920 the Bureau of Indian Affairs (BIA) issued more than 32,000 fee patents, covering 4.2 million acres of land. More than half of the patents were issued between 1917 and 1920. The BIA forced many of these patents upon Native people without their consent. When individually allotted land went from trust to fee, the land was taxed and could be sold. The consequences were devastating. Was this legal? Many Native people protested their fee patents, but others did not. Indeed, protesting dispossession was an act of courage and defiance. Native protest led to a legal precedent that had an impact across Indian country: consent was required. But was compliance synonymous with consent? Must one resist a policy found to be illegal in order for it not to apply? For a time, the answer was yes. Ideas about consent began to change leading to another series of legal challenges to the Bureau’s forced fee patent policy.

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Matthew Villaneuve on Habeas Petitions to Free Indian Children from Boarding Schools

Matthew L.M. Fletcher

Matthew Villaneuve has published “Habeas Corpus and American Indian Boarding Schools: Indigenous Self-Determination in Body and Mind, 1880–1900” in the Western Historical Quarterly.

Abstract:

This article examines the history of Native people’s use of habeas corpus to resist family separation employed in the United States’ system of Indian boarding schools. It highlights three cases brought by Native petitioners from Alaska, New Mexico, and Iowa between 1885 and 1900. These cases show how Native parents, husbands, and cousins challenged the federal agents responsible for boarding schools by appealing to federal courts for intervention on behalf of their kin confined in such schools. Moving beyond legal interpretations, however, this article further argues that Native people used these petitions to assert their capacity to make their own decisions about the proper education of their young people and to convey Indigenous values of teaching and learning. Consequently, these cases illustrate an important but understudied means by which Native people used the legal tools available to them to assert self-determination in education. These habeas corpus cases are therefore a crucial part of boarding school history, American Indian and Indigenous history, and the history of U.S. education.

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