Away to school: 'Ólta'góó

In Short

Published in 1956 as part of the "Navajo New World Readers" series, this book functions as a transitional primer for Navajo adolescents entering the federal boarding school system. It uses simple English and Navajo text to catalog the daily life, hygiene, and dietary norms of these institutions. While it serves as a historical artifact of mid-century assimilationist education policies, it also captures the deliberate, step-by-step process of guiding students through a "new world" that the government deemed essential for their survival in the broader American economy.

The Story

The narrative follows a young Navajo boy as he leaves his home on the reservation to attend an off-reservation boarding school. The story is presented not through traditional plot development, but through a series of snapshots that mirror the student’s arrival, orientation, and integration into the school’s environment. Upon arriving, the boy identifies himself and his home, grounding the reader in his original context before immediately shifting to the bus ride that separates him from that life.

Once at the school, the boy’s focus turns to the mechanics of living in a communal, institutional setting. The narrative walks the reader through his daily environment: the room he cleans, the locker where he organizes his clothes, and the shower facilities where he learns to wash his hair and maintain personal cleanliness. These tasks are treated as foundational skills, suggesting that the school’s primary project is the systematic standardization of the student’s behavior and hygiene.

As the boy navigates his new reality, the story emphasizes the institutional structure. He learns to navigate the dining room, where he is introduced to a variety of foods—cereal, eggs, meat, and fruit—that represent a departure from his life on the reservation. The text frames these dietary changes as pleasant and positive, using the language of personal preference to encourage the student to embrace these new staples. Alongside these daily habits, the boy begins his studies, noting his growth, his visits to the nurse, and his efforts to learn English.

The arc reaches its conclusion as the boy looks toward the future. His time at the school is framed as a seasonal cycle, beginning in the fall and ending in the spring. As he prepares to return home, he expresses a clear sense of purpose: he intends to share what he has learned with his people. The book ends on this note of transition, positioning the student as a bridge between the traditional world he left behind and the American culture he has been taught to adopt. He is no longer just a boy from the reservation; he is a student of the "new world," equipped with a new set of habits and knowledge, ready to return home transformed by his educational experience.

How It Unfolds

The transition begins The story opens with the boy leaving his home and traveling by bus to a school that is far away. He marks the start of the academic year with the change of seasons, transitioning from his home life to his new residence.

Establishing new habits The boy meticulously organizes his new living space, focusing on his room, his locker, and the importance of cleanliness. He learns to iron his clothes, wash his hair, and maintain his shoes, detailing the specific chores required of a student.

Adapting to institutional meals The narrative moves to the dining room, where the boy encounters a new diet of bread, butter, cereal, and fruit. He notes his preferences for these foods, signaling his adjustment to the school’s culinary offerings.

The process of learning The boy interacts with the school nurse to monitor his health and growth, emphasizing the physical changes that accompany his time at the school. He dedicates himself to his studies, explicitly focusing on mastering English and broader academic subjects.

Looking toward home The narrative concludes with the anticipation of returning to the reservation in the spring. The boy prepares to act as a witness for his school, intending to share his experiences and acquired knowledge with his community.

The People

The central figure is the unnamed Navajo boy, who acts as the reader's guide through the school experience. He is defined by his adaptability and his willingness to embrace the routines of the boarding school. His desire to learn and his eventual pride in his new accomplishments suggest he is a willing participant in the program, though his internal emotional state is largely filtered through his focus on outward tasks.

The nurse appears as a secondary figure of significance, representing the school’s commitment to health and stability. She acts as a mentor and a friend, helping the boy manage his physical growth and well-being. She is the embodiment of the institutional care the school provides.

The collective "people" of the reservation are the boy's ultimate audience. They stand as the contrast to his new environment, representing the world he has left and the world he intends to influence upon his return. By the end of the narrative, the boy is no longer the same person who left the reservation; he is an agent of the new knowledge he has acquired, changed by the discipline and cultural shifts inherent in his education.

In Its Own Voice

The book emphasizes the necessity of the transition for the student:

Because the children are entering a new culture, and their success will depend upon the degree to which they make the basic ideas of this culture their own, these new books will rely on the material of this new culture for their content.

(This explains the pedagogical goal behind the curriculum.)

The boy expresses his commitment to his schooling:

I study my lessons.

(This simple statement highlights the central action of the student's daily life.)

The boy looks forward to his return home:

I will tell my people about my school.

(This reflects the boy's role as a bridge between the boarding school and his community.)

What It's Really About

At its core, the book explores the tension between two worlds and the deliberate attempt to merge them through education. It is an argument for the transformative power of the boarding school, viewing the adoption of new habits—hygiene, diet, and language—as essential "basic skills" for the student's future. The book implicitly grapples with the question of what it means to be a "modern" Navajo, framing the acquisition of English and Western social norms as a necessary progression. It presents schooling not merely as an academic exercise, but as a totalizing cultural intervention designed to prepare young people for a life beyond the limits of the reservation.

Why Read It Today

Readers interested in the history of American education, particularly the federal Indian boarding school system, will find this a fascinating and sobering primary document. It does not contain complex prose or deep psychological exploration; rather, it is a clinical, instructional text that reveals, through its simplicity, the intentions of its creators. The juxtaposition of English and Navajo text provides a unique look at how the government attempted to bridge the cultural gap while simultaneously imposing a new identity on its students.

It is a short read, and its tone is notably earnest and devoid of irony, which can be striking to a modern reader aware of the controversial legacy of these institutions. The book’s value lies in its transparency—it shows exactly what the administration wanted these children to learn and how they chose to present that information. While it may feel dated or overly simplistic, it is an essential window into a period of history where education was used as a primary tool for assimilation. Those who study this book will be left with a clear understanding of the mid-century government perspective on Navajo education and the day-to-day reality experienced by the children who were sent away to school.