The amazing story of teacher and WWII Seminole Indian Code Talker Edmond Harjho. Phot0 credit: Equal Voice for Families

I love to share stories about hardworking teachers who have also served our country in the military. One of these stories is about the amazing Edmond Andrew Harjho, an elementary school teacher who served as a Seminole Code Talker during World War II.

Edmond was born in Maud, Seminole County, Oklahoma, on November 24, 1917. He spent his boyhood in Maud, eventually graduating from Seminole High School. He earned both his Bachelor’s and his Master’s degrees from Oklahoma City University in Oklahoma.

During World War II, Edmond and his brothers enlisted in the US Army. The men served in Battery A of the 195th Field Artillery Battalion, and participated during the landings at Normandy in 1944 and the Battle of the Bulge in 1945. The story goes that one day in 1944, Edmond was talking with his brother in their native language. The pair were overheard by their Army captain, who quickly recognized that the men could communicate with each other in their native tongue on the army radio and not easily be understood by soldiers from the opposing army. That’s how Edmond became a Seminole Code Talker.

For his military service, Edmond was recognized in 2013 with the Congressional Gold Medal. He was also awarded the Eastern African Middle Eastern Campaign Service Ribbon, a Silver Service Star, and a Good Conduct Medal.

After the war, Edmond taught elementary school, first in Maud Public Schools, then in the Justice Public School in Wewoka, Oklahoma, and lastly in the Pickett Center School located in Ada, Oklahoma.

Sadly, Edmond Harjho passed away from a heart attack in Ada, Oklahoma, on March 31, 2014. He was 96 years old. When he died, he was the last surviving Seminole Code Talker. He was buried at the Seminole Nation Veterans Memorial Cemetery in Seminole, Oklahoma.

While conducting research for my first book Chalkboard Champions, I was surprised to learn a great deal about numerous types of schools that I had never heard about in the 36 years I had been teaching. I learned about industrial schools, soup schools, farm schools, normal schools, and specialist schools. One of the types of schools I was particularly interested in reading about was Indian boarding schools, and the controversies these facilities generated.

Indian boarding schools were created specifically for the purpose of educating Native Americans. American Indian children were sent to these facilities, sometimes involuntarily, because it was believed the only way Native Americans could ever succeed in a predominantly white society would be if they abandoned their tribal ways and adopted the lifestyle practiced by the dominant culture. Proponents believed that this assimilation could best be accomplished when the Indian children were very young.

Most Indian boarding schools were originally founded by church missionaries in the late 19th and early 20th centuries. Later, some were established and run by the US government. Maybe the intentions were pure, but the results were disastrous. Some historians go so far as to assert these schools were institutions of cultural genocide.

The children, some as young as four years old, were taken away from their families, sent many miles away from home, and forced to give up their native languages, customs and religious beliefs, art and music, clothing, and even their names. These youngsters often found it traumatic when they were forced to cut their long hair, a symbolic act of shame and sorrow to many Native Americans. The highly regimented routine and military atmosphere of the boarding schools were harsh on the youngest ones. Exposure to diseases to which they had no natural immunities, coupled with homesickness and, in some locations, unsanitary conditions, led to a disturbingly high death rate. In despair, some of the youngsters ran away from their schools, freezing or starving to death trying to make their way back to their home reservations. Such a terribly sad thought for educators who care so much about kids and really believe in the liberating power of schools.

You can read more about these schools in the book Indian Boarding School: Teaching the White Man’s Way, available on amazon.com. You can also read about them in my book, Chalkboard Champions.

A page from the Bible printed by Samuel Green and translated into the Algonquin language by Wowaus. Wowaus was a Native American printer and teacher. Photo credit: Public Domain

There are many examples of Native Americans who have become talented classroom teachers. One of these was Wowaus, also known by the name James Printer. He was a typesetter, translator, and educator who helped translate the Bible into the Algonquin language.

Wowaus was born in Hassanamesit, a Praying Indian settlement founded by colonist John Elliot. The remains of the settlement are located in modern-day Grafton, Massachusetts. The exact year that Wowaus was born is uncertain, but researchers believe it was approximately 1650. Son of William Sudbury, an indigenous leader who converted to Christianity, Wowaus was a member of the Nipmuc Tribe.

As a child, Wowaus attended an Indian charity school where he became fluent in the English language. He went on to study at Harvard University’s Indian College. As a youth, he was apprenticed to Samuel Green, the printer who published The Cambridge Press in 1659. While there, Wowaus assisted in printing many of the books in the Algonquin language that were used throughout the American colonies in his day. He also helped create the first Bible in the Massachusett language. These Bibles were used by English colonists in their attempts to assimilate Native Americans of the Algonquin tribe.

During King Philip’s War, an armed conflict between Native Americans and New England colonists (1675-1678), Wowaus joined forces with tribal chieftain Metacom. Once the war was over, he returned to the printing press. His work during that period is most notable for his work typesetting the famous captive narrative of Mary Rowlandson. In his later life, the former printer returned to his home town of Hassanemesit, where he became a teacher. This intriguing historical figure passed away in 1717.

To read more about this Chalkboard Champion, you can click on this link to The American Antiquarian Society.