Since the early 1800s, the violent exploits of "El Indio" Rafael through the settlements of northern New Spain have become the stuff of myth and legend. For some, the fabled Apache was a hero, an indigenous Robin Hood who fought oppressive Spaniards to help the dispossessed and downtrodden. For others, he was little more than a merciless killer. In Son of Vengeance, Bradley Folsom sets out to find the real Rafael-to extract the true story from the scant historical record and superabundance of speculation. What he uncovers is that many of the legends about Rafael were true: he was both daring and one of the most prolific serial killers in North American history. Rafael was born into an Apache family, but from a young age he was raised by Spanish chaplain Rafael Nevares, who took his indigenous prodigy out on patrol with local soldiers and taught him to speak Spanish and practice Catholicism. Rafael's forced assimilation heightened the tension between his ancestry and the Hispanic environment and spurred him to violence. Sifting Spanish military and government documents, church records, contemporary newspapers, and eyewitness accounts, Folsom reveals a three-dimensional historical figure whose brutality was matched and abetted by great ingenuity-and by a deep, long-standing hostility between the Spanish and the Apaches of New Spain. The early years of tutelage under Nevares also, perversely, contributed to Rafael's brutal success. Rather than leading to a life of Christian piety and Spanish loyalty, the knowledge Rafael gained from his mentor served instead to help him evade his pursuers and the law, at least for a time. In Son of Vengeance, we see the real El Indio Rafael for the first time-the man behind the cultural myth, and the historical forces and circumstances that framed and propelled his feats of violence.

Virginia's Racial Integrity Act of 1924 recodified the state's long-standing racial hierarchy as a more rigid Black-white binary. Then, Virginia officials asserted that no Virginia Indians could be other than legally Black, given centuries of love and marriage across color lines. How indigenous peoples of Virginia resisted erasure and built their identities as Native Americans is the powerful story this book tells. Spanning a century of fraught history, Being Indigenous in Jim Crow Virginia describes the critical strategic work that tidewater Virginia Indians, descendants of the seventeenth-century Algonquian Powhatan chiefdom, undertook to sustain their Native identity in the face of deep racial hostility from segregationist officials, politicians, and institutions. Like other Southeastern Native groups living under Jim Crow regimes, tidewater Native groups and individuals fortified their communities by founding tribal organizations, churches, and schools; they displayed their Indianness in public performances; and they enlisted whites, including well-known ethnographers, to help them argue for their Native distinctness. Describing an arduous campaign marked by ingenuity, conviction, and perseverance, Laura J. Feller shows how these tidewater Native people drew on their shared histories as descendants of Powhatan peoples, and how they strengthened their bonds through living and marrying within clusters of Native Virginians, both on and off reservation lands. She also finds that, by at times excluding African Americans from Indian organizations and Native families, Virginian Indians themselves reinforced racial segregation while they built their own communities. Even as it paved the way to tribal recognition in Virginia, the tidewater Natives' sustained efforts chronicled in this book demonstrate the fluidity, instability, and persistent destructive power of the construction of race in America.

"Two indigenous cultures encounter Scottish educators in the eighteenth century"

The Society in Scotland for the Propagation of Christian Knowledge (SSPCK) was founded in 1709 by Scottish Lowlanders for the education of Highlanders: specifically to convert them from the Gaelic language to English, from the Episcopal faith to Presbyterianism, and from latent Jacobitism to loyalty to the crown. In a transatlantic translation of this effort, the "Scottish Society" also established itself in the New World to educate and assimilate Iroquois, Algonquin, and southeastern Native peoples.

In this first book-length examination of the SSPCK, Margaret Connell Szasz explores the origins of the Scottish Society's policies of cultural colonialism and their influence on two disparate frontiers. Drawing intriguing parallels between the treatment of Highland Scots and of Native Americans, she incorporates multiple perspectives on the cultural encounter, juxtaposing the attitudes of Highlanders and Lowlanders, English colonials and Native peoples, while giving voice to the Society's pupils and graduates, its schoolmasters, and religious leaders.

Featuring more than two dozen illustrations, "Scottish Highlanders and Native Americans" brims with intriguing comparisons and insights into two cultures on the cusp of modernity. It is a benchmark in emerging studies of comparative education and a major contribution to the growing literature of cross-cultural encounters.