Chapter 3: Growing Up in the Monacan Nation
It is a slow morning as Maverick and his Nana prepare for the long day that awaits them. A bowl of fruit loops and a quick change into his outdoors clothes later, Maverick shoots out the door, eager to explore Bear Mountain. The drive up to the he:ki is short, but filled with oni:, shrubs, and different flowers that welcome Maverick to the site where several of his Nana’s stories take place. Maverick steps out of his Nana’s old truck and his attention is instantly attracted towards the schoolhouse that he has seen time and time again.
Small but Mighty: The Bear Mountain Indian Mission School
Illustration of the Schoolhouse
Maverick mutters to himself, “It is crazy that this school looks more like a cottage than a place to learn.”
“A Cottage?” Nana smiles as she catches his mumbling. She studies his puzzled face for a moment, staring at the schoolhouse before him, before she begins to explain: “The Bear Mountain Indian Mission School may be small, but it is mighty. Even though it is the size of a single classroom, its impact on our community is much larger.”
Maverick is immediately hooked and looks to his Nana attentively, waiting for what she has to say next.
Nana takes a second, as if she were really looking back in time.
“Originally, the schoolhouse served as a place for church services when it opened in 1868. However, over time, it became the sole site for children’s education in our Monacan community.”
Maverick’s mouth hangs open in disbelief– “how in the world could this tiny building have taught the entire community? My elementary school is a million times bigger than this!”
“Well, Maverick, this school only taught up until seventh grade. To be able to teach the most students, you could find the teacher instructing the kids in the front of the class, who would then pass on the newly acquired information to the younger kids sitting farther back. This method brought together the youth and fostered strong relationships within our community.”
Maverick stops in his tracks: “So you’re telling me that in three years I would have been done with school forever?”
“Sounds nice, doesn’t it? However, it was not that great in reality. Up until 1964, Monacan people were not treated as equals to White Americans. We had to adapt to society and this school was one of the ways we did just that. Your ancestors were very resilient during the period when the schoolhouse was active.”
Nana continues to explain to Maverick why the Monacan people needed to establish their own school in the first place.
“Virginia had segregation laws that did not let Monacan children attend public schools. Monacan children were not classified as Native American, instead, many were considered to be ‘colored.’ Therefore, this school symbolized the Monacan’s fight against this legally established system. The Monacan community would be educated even if unfair laws were making our access to education more difficult. It was not until the Civil Rights Movement in the 1950s and 1960s, which led to the integration of public schools, that we could attend schools like the one you learn in today. For the first time, skin color did not define where one could or could not go to school.”
Maverick can hardly imagine a life where he could not go to school with kids of different races and backgrounds like those who make up his friend group today.
——
Civil Rights Movement: The Civil Rights Movement was a social movement that took place in the middle of the 20th century. Martin Luther King Jr., Rosa Parks, Dennis Banks, and many other Americans fought against racial segregation, discrimination, and unequal rights, particularly for Black Americans. This movement was also pivotal for Native American Nations and tribes such as that of the Monacan Nation, because, legally, they tended to be put into the same race group as African Americans. Thus, this movement resulted in important social changes for the Monacan Nation, allowing them to live in American society more comfortably. Specifically, the Civil Rights Act of 1964 prohibited discrimination based on race, gender, or religion. This allowed the Monacan Nation to be treated as equally as other Americans in public places. Also, the Monacan Nation gained more visibility in politics, allowing them to become federally recognized in the future. This came with the acknowledgment of the Monacan Nation as a sovereign nation, federal resources, and protections that help to preserve Monacan culture. ~
Nana’s eyes light up brightly as she continues discussing the history behind this schoolhouse. “Did I mention that even after a fire hit this area in the 1930s, the schoolhouse still remained standing? Like this schoolhouse, no matter what challenges we are faced with, we keep standing tall through it all.”
Maverick follows Nana outside of the schoolhouse, matching each step with Nana’s previous footsteps, and begins thinking about everything Nana said. While he respected his tribal elders before, after hearing about their reality growing up, he feels a new sense of appreciation for what they lived through.
The Evolution of the Monacan Household
Suddenly, Maverick interrupts his pondering: “I never put thought into how things can change so much in just a couple of years. What else has changed?”
Nana cannot help the smile from forming on her face– a direct reaction to Maverick’s innocence. “Everyday things are changing. That is why it is so important that we stick together as a family, maintaining our culture and traditions. Though, to answer your question, one of the biggest material changes I have noticed has been within our homes themselves.”
Nana explains to Maverick how, hundreds of years ago, the Monacan Nation lived in dome-shaped houses made of bark and reed mats, which were made from plaited pieces of different plant materials.
“Over time, of course, our people moved into single-family homes just like the one you live in today. Growing up, I got used to having all of my siblings running around the house– there was never a moment of silence! My house would never be empty– if my siblings were not home, there was a good chance that tribal Elders would be over, playing card games such as One Hundred Pedro.”
Maverick interrupts with excitement: “How in the world did you guys all fit in the same house?”
Nana lets out a chuckle before replying. “While it may have been a tight squeeze with many of us siblings sharing a sa:si, I would not trade that experience for the world. Within our home, we were taught to always be forgiving and lend a helping hand.”
“There is no way that this was comfortable,” Maverick responds surely.
“I never claimed to say that this was the most ideal situation growing up, but it helped to shape who I’ve become today. Nonetheless this was very common in the Monacan Nation sixty years ago. Many of my dear friends lived with several siblings who were like family to me. Our community was very involved with each other’s lives in many ways. Some would perform church practices in their living rooms, inviting over neighbors and friends. Within our homes, every family member played different roles, whether it was gathering berries or hunting for supper– long-standing traditions in my home– each member would be brought together in unison.”
Maverick grows even more proud of the community that his ancestors were able to create and maintain for themselves, given the struggles that they were going through.
“No matter what obstacles fall in your way, your brothers and sisters, whether they are of Monacan descent or are your best friends from school, will be there for you. However, it is equally important that you are there for them whenever they may need it. This is what being Monacan is all about.”
Hearing this, Maverick is filled with pride for the Nation he is a part of.
A Symbol of the Monacan Community
In need of a break, the playground calls Maverick’s name. Nana and Maverick make their way over to the swing set. Maverick climbs into the swing smoothly, and Nana begins to push him. With each push, he quickly gains momentum and finds himself soaring up to the sky. Suddenly, Maverick stops his swinging and exclaims, “Nana, look! There is an Eagle flying right above us!”
Nana looks up in awe; her eyes follow the eagle until it is no longer within her visibility. She then explains to Maverick the role Eagles have within the Monacan Nation. “The Eagle flies higher than any other Mą:yį:ki in the sky, just like you on that swing, Mav! They bring about courage, honor, and wisdom.
Maverick is impressed and thinks back to all the times he had seen Eagle feathers on display within his community.
“These feathers bring together our people. Not only do they hold symbolic significance, but they are also used in powwows, as seen in clothing and accessories that are used.”
~Powwows are Native American celebrations that bring together different tribes and Nations in order to exchange traditions and cultures. Tribal dancing, singing, feasting, and playing games are key components of these culturally significant events. They serve to create a deeper sense of community and identity for the participating tribes.~
“These feathers have impacted me the most in times when tribal members have fallen ill. Laying an Eagle feather on a fellow member ensures that no matter what may happen, this feather will match another feather in the universe, creating a set of wings that will take them to our Creator.”
Maverick is moved and impacted by the presence of this Eagle. He thinks to himself, what an honor it would be to receive one of these feathers one day.
Having Fun in the Face of Adversity
As Maverick hops off the swing and makes his way over to the merry-go-round, Maverick suddenly asks, “Nana, what did everyone do for fun when you were growing up? I can’t imagine staying inside all day, especially with no internet or air conditioning.”
Diane laughs, acknowledging, “Yes, back then, times were very different. Besides each other’s company, we never had much to entertain ourselves with. Growing up, we had to utilize whatever was available to us.”
“So, you had to play outside all the time?” Maverick quickly questions.
“Yes, that’s right, Maverick. Playing outside and interacting with our friends were extremely important back then. We couldn’t simply talk to our friends over FaceTime or play video games together. After school, we would go outside and play. It didn’t matter what we played, as long as everyone had fun.”
Puzzled, Maverick could not believe that his Nana had grown up without electronics. It reminds him of how he felt during recess, his favorite subject in school.
“So, did you guys play sports? I could see how you could play frisbee all day – it’s so much fun.” Maverick replies.
“We didn’t have frisbees. Growing up, our parents worked extremely hard to provide for us. Money was something that we needed to spend on other things, things more important than toys for playing outside with.”
“But toys are important. How else would you play without a Frisbee? How could you play baseball without a bat?” Maverick protests.
Diane smiles as she hears this, knowing that Maverick doesn’t understand the experience of growing up in a family without money, especially back when the Monacan people faced extreme prejudice and would work hard for just a few dollars.
In the 1900s, Monacan people faced extreme prejudice as a result of years of inequality. They primarily worked in the orchards where they got paid less than a dollar for an hour’s worth of work. The work consisted of cutting apple trees and harvesting the apples. Harvesting the orchards required hard labor, often over long working hours. The payment consisted of paper that could only be used at certain stores. Landowners, who not so coincidentally owned the stores, determined individual pricing on goods, enabling the owners of the land to control the Monacan people.
“As you grow older, Maverick, you will see that this world isn’t fair. Toys might be important, but wouldn’t you rather spend money on food, clothing, and necessities for your family?” Diane questions.
Maverick slowly considers this. He doesn’t have to worry about his next meal or whether his parents have to work overtime. All he worried about was waiting for his favorite game to update and doing chores like sweeping the house and stacking firewood!
“If you guys didn’t have access to toys or balls, then what did you do all day?” Maverick ponders.
“Growing up, all the neighborhood kids would come together and figure out what to do after school. I loved playing baseball back then with rocks that we would find in the field near our home. The ball we used would be made out of rubber, and the bases would be large rocks that we would gather.” Diane replies.
[insert illustration of children of various backgrounds playing in the manner described above]
Maverick considers what Diane said and asks: “Did Monacan kids play by themselves or were other people invited as well?”
“No, Maverick, not anything of the sort. We would play with all the kids in our neighborhood – Black, Hispanic, White – it didn’t matter, just as it doesn’t matter today.
“You see,” Diane continues, “We didn’t just play outside, though. We would always go to each other’s houses and eat dinner with their families. Community is something that we take very seriously, Maverick. My parents would always encourage my friends to come eat at our house after we finished playing.”
“I never realized how the community was so different back then,” Maverick reflects. “Now, we speak with each other through virtual chat.”
Laughing, Diane adds, “Yes, that’s right, Maverick. But that doesn’t mean you can’t go outside and play or invite your friends to come to our house for dinner. Even though society has changed, it doesn’t mean that you can’t still be an active participant and do your part to help others. Even online, you must always be the best version of yourself and treat others with respect, just as our ancestors have always done.”
Listening to Diane, Maverick considers how he plays a role in the community. He speaks with his friends at school and plays video games with them online, but he never invites them for dinner or meets their families.
“So, what did my great, great grandparents do? What did the Elders do for fun back then? I know they had to work hard, but didn’t they also take time to have fun?” Maverick asks.
“Great question. Let’s take a break from the playground and go to the fellowship room to learn a bit more about 100 Pedro, a Monacan favorite,” Diane offers as she motions for Maverick to follow her.
Playing 100 Pedro with the Elders
100 Pedro is a variation of the game Pedro that was extremely popular in the nineteenth century. Although it has declined in popularity since the nineteenth century, it can still be found primarily in the Southern United States. Variations of Pedro can be found all over the world, including places such as Nicaragua, Finland, Italy, and Portugal. It is thought that the game originated in North America and was introduced to European and Latin American countries. Unlike other forms of Pedro, 100 Pedro has the objective of reaching 100 points.
Maverick hesitantly follows Diane, suddenly feeling nervous knowing that the Elders would be playing 100 Pedro. Maverick has no idea how to play and doesn’t want to embarrass himself in front of the Elders. His game of choice has always been Uno.
“Do I need to know how to play?” Maverick quickly asks, trying to keep up with Diane, “I’ve never even heard of 100 Pedro before.”
Diane smiles and says, “Don’t worry, Maverick. At one point, the Elders didn’t know how to play either. We learned from watching our Elders play, and they learned in the same exact way. This is one of the reasons why Elders hold such a monumental role in Monacan culture. Elders consist of knowledgeable people, people who have lived and seen far more than the people around them. They are also upstanding figures. It is for this reason that Monacan Elders play an instrumental role in passing down stories and knowledge to the younger generation. Who could teach our heritage better than our Elders?”
Maverick walks faster, excited by the prospect of continuing this tradition and learning how to play the game. “Come on, Nana, I want to play with them.”
In a role reversal, now Diane picks up the pace, warning Maverick, “Wait, Maverick, it’s important to honor the Elders and let them play. 100 Pedro is a four-person card game, and if the Elders are playing, you have to watch.”
“How’s that fair? I want to play. I know I can do just as well as they can. I always beat Mom when we play Uno.” Maverick quickly counters.
“I understand how you feel, Maverick,” Diane affirms. “However, it’s important to show respect and honor those much older than you. Like I said before, Elders are people who have lived for so much longer than you and who have experienced things you never will.”
Maverick slows with understanding. After all, he didn’t even know what 100 Pedro was.
“Okay, Nana, I’m fine with just watching if there’s no space for me to play. I’ll show the respect for the Elders, just as they did when they were my age.”
“Great,” Diane concludes as she and Maverick Walk up the stairs to the Fellowship room.
As Diane and Maverick make their way inside, four Elders are finishing up their game.
“Wow, well-played, guys,” David, one of the Elders, exclaims. “Hey Diane, hey Maverick,” he quickly calls out as they walk into the room.
“Maverick,” David starts, “do you want to play?”
“No, it’s alright. I’ve never played before, and I want to learn and watch you play.”
David and the other Elders went on to play the game while explaining the objective to Maverick and teaching him how to play. Gradually, Maverick learns that 100 Pedro has a simple objective: to get 100 points before the other team. Four players could play, with two opposing teams consisting of two players each. Each player would be dealt 9 cards and could bid based on the strength of their cards. David had one two, two threes, three fours, two sixes, and one seven. David didn’t have a strong hand, as he didn’t have any pedros, equivalent to fives.
“Okay, let’s start. I bid 55,” David states.
“60,” comments one of the other Elders.
“62,” declares another Elder.
“70,” says the last Elder.
“Okay, Maverick, it seems that our team will try to get 70 points using our cards. The other team has to prevent us from doing so. If we’re able to get 70 points, then we’ll win. Otherwise, they’ll win.”
The Elders quickly start playing, with players on the same team collaborating and playing strategically.
Maverick carefully observes the game, picking up on the strategy and teamwork that is needed to succeed. As the game ends, with David’s team winning, Diane and Maverick congratulate them.
David follows up with Maverick, “Do you want to play now?”
Maverick hesitantly looks around before saying, “Sure, if that’s okay with you guys.”