Oklahoma Books

This is a very interesting and entertaining book. It fills in the blanks on areas that I have seen and/or heard about. The stories that are included are very entertaining as a bonus. Really fun reading.

This is an excellent ghost town book and essential for anyone hunting ghosts in New Mexico. Sites are listed alphabetically; when its post office was in existence is also given. Then each site is keyed to a map found in the back of the book; the maps are fairly detailed and if used with recent topo maps (such as DeLorme) quite useful. Most of these townsites should be able to be found without too much difficulty. Detailed information about each place is also related by Sherman. Finally there are a ton of photographs (some historical, most recent) included. If you can't get out into the field to track any of these places down, it's still a great book for armchair travellers. Very informative no matter how you look at it.

The history in this book is great and it's full of pictures; however, many are no longer accurate. The book was published in 1975 and much of what used to be there is no longer there and/or the properties are inaccessable because they are on private lands.

The info may be dated, true, as mentioned above, but more importantly, the sketchy maps (in the back, not with each entry) have no detail and out of date or <no> road numbers/names which will make finding many of the sites impossible. Good, old B&W photos, though.

This well-researched book is an old standard and well worth owning. Unfortunately, it suffers from being a bit outdated, having been written before the population explosion in the southwest during the past 20 years. The descriptions are frequently of remains and ruins no longer in existence, plundered, or merely part of new, cutesy 'discovered' communities of gingerbread and bricabrack. A lot of the ghost towns, I might have said, have been reincarnated.

Even so, there's not a better book anywhere about the ghost towns of New Mexico as they existed 20-30 years ago.

Lindeman's The Meaning of Adult Education is a collection of essays regarding his views on adult education. His background was in social work, and his essays ring with words that suggest how educating adults can bring about change ...to the learners themselves, as well as society. Each one describes how a particular aspect or focus (be it power, knowledge, or freedom, etc) contributes to an adult's goal of growing. For example, in the first chapter he notes that experience should be the textbook for an adult learner, and he condemns the authoritative teaching found in public schools. In the essay on Power he applies it towards organized labor movements. The Self Expression chapter tells adult educators to pay attention to what activities bring joy to their students. This process of growing and changing comes about through adult education. His postscript ties all the essays together with the statement that "Growth is the goal of life. Power, knowledge, freedom, enjoyment, creativity--these and all other immediate ends for which we strive are contributory to the one ultimate goal which is to grow, to become." (p.128).
I think Lindeman's book has proven its worth. Eighty years later, the adult education themes that Lindeman outlined are still in existence. Namely, that experience/situations not subjects/textbooks should guide the adult learner; education should be tailored to each specific student; education is an art; a teacher should assist a student in learning methods of self-discovery; education is a process, not an end; yes/no questions aren't worth asking; local affairs are more important than distant ones; and act on what you're learning to make positive changes in the society around you.
Readers of adult education literature will find Lindeman's themes repeated in other books. Jacob Riis in How the Other Half Lives, wrote years before Lindeman that education was a key to reform. He and Lindeman shared a poor immigrant background, and both sought to change the conditions of America's poor. Myles Horton took Lindeman's words to heart and created an entire school whose purpose was to create social change (read Unearthing Seeds of Fire: The Idea of Highlander). Horton and Lindeman both studied the Danish Folk Schools to learn more about their methods. Benjamin Franklin, long before Lindeman's time, demonstrated what Lindeman formalized, that people need to continuously improve themselves, to grow. Franklin used a small group format to create a discussion association called the Junta.
I thoroughly enjoy a book written as Lindeman's is in short essays. I appreciate the important finer points written in short concise chapters. Adults pressed for time can pick up his book, read one essay (chapter) get the whole picture and then put the book down until another day without losing any of the book's momentum. This book is a must read for adult educators. It is a classic that should be found in the current section bookshelf of all instructors of adults. The essays continue to remain timely and it is a book that can be revisited often.

The Meaning of Adult Education by Eduard C. Lindeman is a timeless piece of adult education literature. Written in 1926, this book is still a work that sheds light on the meaning and importance of adult education. Lindeman makes clear distinctions between what he refers to as traditional education and how he feels adult education should occur. He investigates how adults learn, what motivates them to learn and how this learning can increase the quality of their lives and ultimately the society in which they live.

Lindeman's vision for adult education was not bound by a classroom, textbooks and formal instruction. Instead Lindeman suggests that education comes from people's experience, situations and ideals. "The real distinction between educated and uneducated persons is not to be found in such superficial criteria as academic degrees, formal study or accumulation of facts; indeed, formal learning may, and often does, lead people into narrow scholarship and out of life." (Lindeman, 110)

Lindeman was known in the social philosophy arena, yet his work in adult education has earned him the respect as a founding father. His book has many references to reformation in education and progressive influences, reflective of the thinking at the time of his writing. One theme that is clear throughout the book is that learning expands well beyond the confines of mandatory education of children. He clearly states this in the beginning of the book by declaring that "education is life - ...the whole of life is learning, therefore education can have no endings." (Lindeman, 5) This thinking certainly has become the foundation of adult education as practiced today.

Lindeman further states that "the approach to adult education will be via the route of situations, not subjects...in adult education the curriculum is built around the student's needs and interests." (Lindeman, 6) In this approach texts and teachers are secondary to situations that create learning in the adult's daily life. This flows into Lindeman's fourth assumption of adult education, which is the value of the learner's experience. As Lindeman says, "If education is life, then life is also education." (Lindeman, 6) These themes have continued as major tenets of adult education in the decades since Lindeman's writing.

In the chapter entitled, "Those Who Would Create" Lindeman states "Intelligence for power, power for self-expression, and self expression in a context of relative freedom: this is the sequence which leads to creative living." (Lindeman, 53) He goes on to say that a learner will not seek a lone objective and find this freedom, but instead allows the forces to interact together, generating creativity. Such was the case for Benjamin Franklin, he sought education or learning for learning's sake. Through this learning, he was able to express himself on a multitude of topics with both countrymen and gentlemen. This great diversity and knowledge came together at many different times to generate extraordinary creativity.

After reading Lindeman's thoughts on trade unions one can't help but think that it would have been interesting to hear a discussion between him and Myles Horton, the founder of Highlander Folk School. After reading the book, Unearthing the Seeds of Fire - The Idea of Highlander, a reader is inspired to learn of the way in which the desperately poor in the state of Tennessee banded together to learn and solve their problems. Many times this involved confrontational methods, such as marching, demonstrating, or even striking. Lindeman, however, believes that "if adults approach education with the end view that their new knowledge is to be the instrument of a probable future revolution, they will almost certainly defeat the very purposes of learning." These Highlanders created revolution in their environment, the purpose of their learning was to make changes to better their lives. They were very effective in accomplishing a number of goals related to jobs, fair wages, discriminatory and environmental issues. They sacrificed much in their struggles, yet Lindeman would suggest that this form of revolution should be used "only when the true learning process has broken down, failed." (Lindeman, 49) This reader would suggest that there are times when revolution is necessary for change because traditional methods are failing some in society.

In the book, How the Other Half Lives, by Jacob Riis, one senses the desperation in the lives of those who lived in the tenements in New York City. Riis did an admirable job shedding light on their plight, but one couldn't help but wonder why so few of them tried to escape or better their condition. In Lindeman's book, he speaks briefly of Utopia:
"We have once more reached one of those historical periods which seems like a dead-end because the shell of the old institutions and habits, although crumbling, still possess sufficient resiliency to prevent the new from bursting forth. In like periods of the past, thinkers with vision turned occasion to account by imagining and portraying perfect societies, Utopias. The function of Utopia is to set activity toward new goals, to visualize the consequences of changed conduct, to redirect ideals. We need not lose ourselves in fanciful, legendary and unrealizable dreams but if we do not utilize our present difficulties as opportunities for equally adventurous challenges to the future, we shall deserve to be recorded a generation of people who possessed many things but lacked courage and vision for higher ventures." (Lindeman, 83)

Although the immigrants living in New York City tenements did not possess much, they had come to America in search of their Utopia, yet it seems that they became trapped in a crumbling shell of old institutions. That combined with old habits seemed to prevent them from "bursting forth" and creating new circumstances for themselves.
There are many nuggets of wisdom in the book that deserve more thought and reflection than the casual read affords. This book is one to keep on the shelves for further reference and guidance as educators continue their search for creating dynamic environments for adult learners. The book is rich with inspiration and challenges. It is a great book for those in the field wanting renewed stimulation. It is not a book for new educators that will give prescribed patterns or a framework for successful adult education.

Thomas Barnes
Lindeman Review
ADED5510
University of Wyoming
October 31 , 2006

Lindeman, E.C. (1961). The Meaning of Adult Education. Canada: Harvest House.
(1989 rev. Ed.). Norman, OK: Oklahoma Research Center for Continuing Professional and Higher Education.

In adult education today "the more we know about adult learning, the more effective our practice in the classroom, in the workplace, or in our communities" (Merriam, 2001, p. 1). Therefore, valid information about the purpose, meaning, and processes of adult education is useful indeed. In 1926, Eduard Lindeman provided a new sense of awareness to the field of adult education as he shared critical and beneficial insights. His book, titled The Meaning of Adult Education thoroughly examines adult education. The answers to the puzzling questions concerning adult education are interspersed throughout the philosophically challenging text. However, the pieces of the puzzle are drawn together toward the end of the book. The reader then comes to the realization that the totality of Lindeman's effort has answered the critical queries about the purpose, meaning, and processes of adult education.
This seminal work of Lindeman transmits understanding of the foundations of adult education. A profound purpose is stated as the author "reflects progressive education's faith in education's ability to develop the individual and social intelligence, that is, the practical understanding of the world in which we live" (Merriam, 1984, p. 17). This end is accomplished through the revelation of his underlying assumptions of adult education. The exploration of individual aspects of personality, the collectivization of these aspects and their relation to methods of adult education satisfy the requirements of his assumptions. A review of Lindeman's assumptions and the connections made to them reveal deep knowledge and a practical wisdom derived from experience as a social philosopher, educator, and scholar.
The assumptions remind the learner that adult education is inclusive of all aspects of life, the "purpose is to put meaning into the whole of life" (Lindeman, p. 5), the approach should go through situations, and not subjects; and the learner's experiences provide pertinent resources for living. The goal of these assumptions is improvement of oneself and the necessity of accomplishing this goal is a vital personality. A vital personality requires the following attributes as a necessary path for learning; "knowledge leads to power, power leads to self expression, freedom and creativity, creative freedom leads to enjoyable experience, and finally, a world in which knowledge goes forward under a discipline of specialization" (Lindeman, p.94.).
A vital personality enables the adult learner to confront "the socialized environment of the modern world" (Lindeman, p. 95). Consequently, the adult learner is prepared for adult education. In the final chapter, Lindeman insists that adult learners can not learn through the traditional methods of subject study. Rather, adult education must be accomplished through a situation approach. This approach will "give meaning to the categories of experiences, not to the classifications of knowledge" (Lindeman, p. 123).
Certainly, the content of Lindeman's text and the ideas expressed therein possess the capability to answer the important queries of adult education. An overview of the book reveals information for adult educators, adult learners, and any person interested in self improvement. The optimum demonstration of the utilitarian value of Lindeman's invaluable work is its contribution toward the progressive nature of adult education. His dual purpose of adult education consisted of improving both society and the individual. This view progresses Franklin's educational and democratic initiatives, instills a method for social reform, and inspires educational activists like Myles Horton.
Furthermore, Lindeman placed the highest value on experience, specifically the learner's experience. He stated that "experience is the adult learner's textbook" (1961, p. 7). A contemporary of Lindeman, John Dewey stated in his notable work Education and Experience that "all genuine education comes about through experience" (1938, p. 13). Additionally, Lindeman, as a mentor to Malcolm Knowles, helped provide a foundation for his assumption of andragogy. Knowles reiterates the point of Dewey and Lindeman when he states that adults "accumulate an increasing reservoir of experience that becomes an increasingly rich resource for learning" (1980, p. 14). Also, a tradition of critical reflective practice; pragmatist constructivism obtains background from Lindeman's work in adult education, specifically how people understand and interpret their experience (Brookfield, 2000).
The methods shared by the author also inform the reader that the situation-approach is a superior method for adults to learn. The present day theory of context-based learning employs a process of situated learning. The process, a derivative of the situation-approach uses interaction among learners, the tools of learners, the learning activity, and the social context. The learning is facilitated and shaped by this contextual process, a social and situational experience of learning, similar in many respects to Lindeman's situation-approach (Merriam, 2001).
In The Meaning of Adult Education, author Eduard Lindeman successfully provides the reader with an explanation for the meaning of education. This is illustrated by a cornucopia of knowledge and insight about adult education. Unsurprisingly, the concepts of this book are still studied today and many of the principles espoused by Lindeman are in prominent practice in the field of adult education. This concise text is a Mecca of valuable information for those involved in adult education and is highly recommended for anyone seeking knowledge and wisdom from life. Essentially, Eduard Lindeman said "education is life" (1961, p. 4), an educational experience of continuous learning with a vital personality fulfilling the preparation of life; a life with meaning, a life with growth, a life of becoming (1961, p. 128-129).
















References
Brookfield, S.D. (2000). The Concept of Critically Reflective Practice. In Wilson,
A.L. & Hayes, E.R. (Eds.). Handbook of continuing and adult education.
(33). San Francisco: Jossey/Bass.
Dewey, J. (1938). Experience and education. New York: Collier Books.
Knowles, M.S. (1980). The modern practice of adult education: from andragogy
to pedagogy. (2nd ed.). New York: Cambridge Books.
Lindeman, E.C. (1961). The meaning of adult education. Canada: Harvest House.
(1989 rev. Ed.) Norman, OK: Oklahoma Research Center for Continuing
Professional and Higher Education.
Merriam, S.B. (Ed.). (2001). The new update on adult learning. San Francisco:
Jossey/Bass.
Merriam, S.B. (Ed.). (1984) Selected writings on philosophy and adult education.
Malabar, FL: Robert E. Krieger.

Eduard Lindeman, author of The Meaning of Adult Education, has written a timeless book on adult education. The book was originally published in 1926 but could have been written today in our present insurgence of placing higher priority on adult education. The content and context are both relevant to what we're still researching in regard to how adult students learn differently than tradional age students.

Lindeman has captured the meaning of adult education and given us words of wisdom to use as we continue to strive towards understanding adult students in relation to their learning process, their environment and their success in the classroom.

Eduard C. Lindeman's profound insight into teaching methods, learning theories, and diverse motivations for adult learning are beautifully illustrated in his classic work: The Meaning of Adult Education. Lindeman's ideas are original, comprehensive in their approach to the adult learner, and express a breath of understanding of adult education, which was not to be formally developed by theorists until decades later.
Lindeman originally published this book in 1926, and like Myles Horton, he was influenced by the world around him. Horton (Adams, 1975) and Lindeman both had first-hand knowledge about Danish developments in adult education. Lindeman was impressed by the folk school that he experienced on a trip to Denmark in 1920. The Volkshochschulen was a place where farmers came to pursue self-improvement. (p., xli) Danes participated in vast cooperatives, and these economic enterprises gave them leisure time to devote to adult education while providing everyone with a comfortable standard of living. At a time in the United States when industrialization and labor movements in the north and Jim Crow in the south perpetuated poverty and Black Sunday looming on the horizon, the Danish Volkshochschulen must have seemed like a utopia. The Volkshochschulen had a tremendous impact on Lindeman and his ideas about the possibilities of adult education.


"The whole of life is learning," writes Lindeman (p. 5). This exemplifies Lindeman's timeless ideas about life-long learning and that he believed adult education is one point on a continuum of learning. In the chapter entitled Those Who Need to be Learners, Lindeman demonstrates his deep insight into how adults learn. He writes about the importance of the context of education and that "experience is the adult learner's living textbook." (p. 7) He argues for educators to recognize the necessity of teaching adults "actualities, not abstractions," which today is one of the basic tenants of adult education. (p. 6)
There is a gap between what is being taught in the educational system and what learners will actually use in the real world. For example, Lindeman argues that the educational system promotes "self-expression", but society "regards self-expression as an aspect of abnormality." (p. 35) Rather than pursue this futile end, Lindeman sees adult education as a means of transcending this dissonance by encouraging and facilitating adult education that teaching learners how to learn and to the love of learning. The process of learning in more important to Lindeman than some measurable outcome. Lindeman's poignant recollection of the Danish farmer is a case in point. Lindeman saw a painting created by the farmer and offered to purchase it. The farmer was completely insulted and "he not only refused to bargain but severely reprimanded me for presuming to place a pecuniary valuation upon the product of his recreation." (p. 40)


Humanistic values are evident in Lindeman's work decades before their formal development as a theoretical basis during the 1950's. For example, Lindeman writes, "the psycho-therapeutic specialist does not cure his patient; he merely assists the patient in learning the methods of self-recovery." (p. 46) Today, this is central to client-guided therapy and teaching based on humanistic theories. Lindeman wrote this at the height of psycho-analytical popularity.

The construct of intelligence is another issue Lindeman addresses. Rather than be measurable, his notions of intelligence recognize that there are different types of intelligence and that each individual is a unique mix of different types of aptitudes. He argues that we must recognize and celebrate this diversity in order to facilitate others in finding their unique intelligence in order to express themselves, experience self-knowledge, and be creative. This is Lindeman's definition of freedom, and the role of the teacher is to facilitate this-another example of his humanistic views.


The "Danish farmer who...talked less about art because he lived artistically," is our model for adult education. The painter was about the process, not the painting. Lindeman uses this example to show us that adult learning is a creative process and if allowed to fully engage in learning, adult learners, each of us, "can all live artistically." (p., 59) This rings true of Abraham Maslow's Hierarchy of Needs. One could say that given the tools, adult education is a means to self-discovery and self-actualization.


Like Karl Marx, Lindeman warns us about specialization. He writes about specialization in education, industry, and government. Specialization in education turns discovery and creative thinking into categorical sets of information. In a sense, this is a preemptive criticism of cognitivism, but is best viewed as an argument for allowing the true intellectual process to occur. Lindeman sees the "evils of specialism" as an effective means of social and intellectual control. (p. 75) Lindeman argues for a broad liberal education as an undergraduate and reserving specialization for post-graduate studies. He warns us that specialism in government may lead to "more efficient results will be accomplished when power tends to become absolute and centralized." (p. 81) Specialism is a particular evil in industry and possesses the ability to isolate workers more and more from the means of their production. This specialism eventually leads to increased specialism. The influence of Marx's views on capitalism and Max Weber's notions of bureaucracy are evident in Lindeman's notions about specialism, and this part of Lindeman's thesis is thrilling to read.

Lindeman was a sociologist at heart, and his chapter on groups and membership reaffirms his humanistic views that acknowledge the holistic nature of individuals and the fact that we are social creatures. For example, Lindeman writes: "Growth should be a process of integrating emotions with thought, an evolving capacity for feeling more deeply and thinking more clearly." ( p. 110) This deep insight demonstrates that Lindeman understood the affective aspects of learning and that adult learners learn best when new information can be related to other aspects of their lives. Lindeman has a keen understanding of the motivations of adult learners. Education, in Lindeman's view, is a source of directing collective action much like Horton's work at the Highlander Folk School. (Adams, 1975)

"To be educated is not to be informed but to find illumination in informed living" is Lindeman's definition of educated, learned. Mark Twain would say that Lindeman didn't let his learnin' interfere with his education. Lindeman's book is a masterpiece of insight into human nature, society, the academic vs. the pragmatic, and a testament to a great thinker way ahead of his time. This book should be on the "must read" list of anyone associated with adult education and it will be of importance in the study of sociology, psychology, social work, and anthropology. This book is packed with information, and there are certainly numerous interest I have gleaned over. With that in mind, this book could be read by anyone who likes non-fiction. It is a pleasure to read, every word carries meaning, and each new chapter reveals a little more about the it means to be an adult learner, the role of the teacher, and the influences, internal and external, on motivation and fulfillment of adult education.

I am an avid reader of true Indian/pioneer books. This was new to me in format because only the first story I had read written by an adult captive and a male.

Most of the books seem to be about young children or perhaps a young woman. The treatment and thoughts of an adult male were interesting. I kept wondering if I could have gone thru the ordeal. A quick read and makes you appreciate today! If you like history you will enjoy this true story.

I have read the book and most of the negative comments as well.
As an author and a person that have lived among the Indians,I am familiar with a lot of what Lee has declared. Indian culture, no matter the tribes, has a great deal of weired beleifs, witchcraft included. They like smoking the weed and getting high.I suggest you buy the story, I assure it walks with truth.

The author relates actual events in Texas Ranger history as though he was present. However, the Texas State Historical site has no record of him ever being on Ranger rolls.

Interesting anecdotes of a white man living among the indians, the hardships and struggles, but it's obviously a biased tale. Quite a stretch for the reader to believe that a man- Texas Ranger no less- would be unable to "escape" before 3 years. Personally I don't believe it. Anyway, while one reviewer highlights a particular commanche torture to an infant, it's best to keep everything in perspective and acknowledge the extreme brutality whites displayed against all tribes in the western hemisphere- for example, Sand Creek, Wounded Knee. That said, if you like stories similar to this, try Nat Love's autobiography.

Nelson Lee's straightforward account of his life as a Texas Ranger and then an Indian captive is enthralling. He also offers a valid critique of how the US govt was misguided in their approach to the Indian problem. Moreover, he pleads for the govt. to do something about those still in captivity. Fewer people might have gone West had they known what was really going on and the dangers ahead. This first-hand account is highly recommended.

What a powerful story! Great to see such a talented writer sharing her abilities. I was very pleased with this book and was only dissapointed that it came to an end. I can't wait to see where Brya's next chapter leads. Hope I don't have to wait long. This would make a fantastic movie!

I was held captive by Mrs. Byrd's descriptive narration. I guess truth is stranger than fiction. The characters were fascinating and so true to life. Can't wait to read the sequel.

I can't believe the other reviewers liked this book. I thought it was drivel. Ok, it was mildly entertaining if you could overlook the inconsistancies in time, geography, and stupid stereotypes about the people in the book. (not to mention the glaring lack of depth of characters and plot) But my main complaint about the book is, (I live in Oklahoma) that at the very least, the author could have picked up an Oklahoma map to make sure the characters were on the right highway to their destinations. If this is a "true story" use real towns and highways, if it is fiction, don't try to pass it off as true.
It is very unbelievable.

From the era of the Depression and Dust Bowl, the author's search for 'her roots' gives us insight into the strategy of a true survivor. The running of a tear here, to a chuckle and smirk there; the author allows the reader to share in the tragedy; the failures and successes of Byra along the way. A quick read, with pages flying in emotion, I definitly recommend this novel.

This is a truly excellent book. It has everything you could ever hope for - a dysfunctional family, steamy romance, drama, intrigue, true love, and horrible tragedies. Once I got into it, I couldn't put it down, which is a rare thing for me because I am an engineer; Trinity's Daughter was not so convoluted that my math-minded brain couldn't grasp it! I don't know if I can wait a year for the sequel to come out! The most interesting part about this book is that it is based on a true story, so you can really empathize with the characters. I would definitely recommend putting this at the top of your "must read" list!

Another of a line in study of out of control power that changed the world. A study of Hitler that contributes to the greater picture of governmental agents of change.. Study with opinions.

This is the "Book" that started it all folks. Written at the express order of the President, for the War effort. O.S.S., Father of the CIA, was a collector of information, and detained German Deportees for interviews with Doctor Langer. Every fact and prediction, written by Langer, about Hitler, and the German Leadership came to pass. Written and completed 2 years before Hitlers death, the book told how and why Hitler would kill himself, his sexual deviations, and nothing since comes close to Langers work. Brilliant. A must read for any student of History.

Walter C. Langer uncovers explicit facts about one of history's most mysterious figures. Langer shows that there was much more to Hitler's life than that which Nazi propaganda portrayed. This book contains facts which contradict most biographies of Hitler, including Hitler's own "Mein Kampf." The tragedies and hardships sustained during his rough childhood combined with his harsh endeavors in Austria and Germany provide the base for his adult life where he lives anything but a relative normal one.

Though Hitler's madness may appear to be based primarily on his anti-Semitic beliefs, the book rarely focuses on this subject and shows that there was more to his hate than just hate for the Jews. Ironically, as the book explains, he befriended and was aided by a number of Jews throughout his life.

Clearly ambition and Providence play a key role in Hitler's life, and one can only wonder what Hitler would have done with his life had he not endured such malaise before his rise to power. Ironically, Langer's perspective on Hitler makes it possible for the reader to feel an iota of sympathy for a man who is responsible for killing millions of people.

There are many facts found in the book that I would never have imagined could have been true. I recommend this book to anyone who wishes to find out almost everything there is to know about Adolf Hitler.

This book was written under commission from the war effort as an attempt by a psychiatrist to try to shed some light from the sparse knowledge that was available about Hitler, his background and his early years. Unlike the scruples that MD's tipically have when expressing clinical views about their experience and their patients, the war effort justified some daring and what would seem today wild projections from sparse and fragmented data. Notwithstanding, history as later evolved lent credence to Dr. Langer's findings and this book is a fascinating exploration of the very soul of a troubled mind that explains some very obscure attitudes and reactions of its subject.

This book was soo interesting!!! I would recomend it to everyone who's ever thought, "Jee, I wonder why Hitler was the way he was." I can now truley understand why Hitler killed 11 million people. (I don't agree, of coarse, but I understand why he did it.) It tells all about his childhood, personal life, and later military life. I couldn't put it down, and I am going to start reading it for a second time. This is definatly worth buying. -Kelly

This is the story of Waite Phillips, brother of Frank Phillips who started Phillips Petroleum. His life was the most interesting of anyone I have read about so far. This man really lived life to the fullest and seemed to enjoy it more then others. He was a great business man who said he never had a mortgage on any property that he ever owned even though he owned at one time around 700,000 acres of land and had millions invested in commercial properties and 7 homes.

The book goes through his childhood and his traveling adventures as a young man to working for his brothers in the oil business and then venturing out on his own starting his own oil company. Later on in life he moved into Real Estate and seemed to make money at everything he did. He was also a great philanthropist who gave away his prized New Mexico ranch to the Boy Scouts and along with that an office building in Tulsa to provide income for it's upkeep. One of his epigrams was "The only things we really keep are those we give away."

The book has 39 chapters and is only 375 pages long. It has many pictures of family and some of the buildings that he owned. It also contains exerts from Waite's diary and many of his own epigrams which are very insightful and gives you a real perspective of who Waite was.

It is the story that makes this book so great. Anyone I believe can appreciate the way Waite lived his life and will walk away with maybe a renewed perspective on life.

This book is well written and informative. If you like biographys, this is a good choice.

This book is about the journey of life of a very special man. A man who had vision at all times, through failure and dedication to live a supreme life.
His struggles to succeed are well told, and by his ultimate success, he would become a wealthy man. A man with the sense of good who would later will his fortune of land to the Boy Scouts of America.

This is a fascinating story of Waite Phillips and his dreams of living a cowboy life out west, his bond with twin brother Wiatt, and his life as an oilman, wildcatter and millionare. Most importantly, it is the story of a man with the wisdom to understand that "A man keeps nothing unless he gives it away". His gifts to the Boy Scouts of America, hospitals, universities, and the city of Tulsa stand as a testiment to his wisdom and love of people. I recommend this book more often than any other. It should be required reading for all.

And I will admit, my interest in opening the book was being there when Mr.Wallis and "Chope" Phillips did their book signing at Philmont Scout Ranch, BSA's mecca for Scouting. I thought I would be bored by the sections related to Waite and his twin brother Wiatt and their adventures prior to the time Waite became the benefactor of the property we call Philmont. Instead I found myself interested in the details and events of their lives, of Wiatt's death, and the personal insights into the Phillips family. Anyone with any interest in the west, in Scouting, in the history of the development of the oil fields, or in the giving of a man who truly felt "The only things we keep forever are those we give away" would be glad they read this book.

To the thousands who visit Philmont every year, for training, for a wilderness experience, or to serve on staff, this book should give you the information and attitude you need to truly appreciate the experience.

And you'll realize you should be kind to any old "cowboy" you meet in the backcountry -- it could be Chope.

To Whom It May Concern:

Your book must be great, but since it happens to be about my DIRECT grandparents, could you please send a courtesy copy to me. I tried ordering thru you and never rec'd the book. I have had excerpts read to me by other members of family that found the book & I must say I'm shocked. I feel I deserve the right to have a courtesy copy. Any and all of the part of S. P. Brassfield, Abner Brassfield and Abner Jr. you sure hit home. Thank you for your time, I will be anxious to hear from you.

I consider a "must have" for your own personal library

Art Burton's book tells the story of the Oklahoma's outlaws and the lawmen, who tracked them down. His emphasis is on blacks and native americans from the "Terrirorial Days" before Oklahoma's statehood in 1907. It's a "who's who" of Oklahoma's history and is very readable. There are many photograph's and Burton documents his research fully. A true historically accurate account of the Oklahoma's past. I would highly recommend this book!

Mike Koch, author of "The Kimes Gang."

"Black,Red and Deadly" was very well written with much unknown or once lost African American history.The author seems to transport his readers into the OLD WEST with exciting characters never seen in this light before.These characters and amagined scenes will hold you until THE END!

Overall this was a pretty good book. Though it seemed a little disjointed at times, it was interesting reading about some Oklahoma history that usually isn't addressed.

The book discusses some of the most notorious black and Indian outlaws (and lawmen) of the Indian (and then Oklahoma) territory. I must admit that I had not heard of most of the names. I was surprised to read of how many black men had served as deputy United States Marshals in this region before statehood.

The author seems to have done extensive research on the subjet, and quotes regularly from newspaper articles and other writings from the late 1800's and early 1900's.

Very well researched and yet very entertaining. Hard to put down once you get into it.Lots of time period sayings, song verses,skits, and jokes.Not hard reading at all. Usually these books bore you with too much of what wasn't important. Not this book. It will definitely hold your interest.

There were a lot of liberties taken for the sake of telling a story in this one. The author could have gone deeper into the men and their effort. I would definitely recommend other books, for a historical view, first. Not a bad book just not that great either. I would recommend "Finding the Lost Battalion: Beyond the Rumors, Myths and Legends of America's Famous Ww1 Epic" for more depth.

Alan Gaff has produced a first-rate depiction of war from a fighting man's perspective. Unlike many military histories I've read, this one doesn't subscribe to the "Big Man" theory of history that emphasize generals and strategy. Instead, this book tells the stories of the regular, blue collar guys in battle. It has a gritty realism, lushly illustrated with songs and anecdotes that reveal the underlying humanity of a truly human endeavor--the practice of war.

Readers who enjoy stories of military units and army encounters will appreciate Alan D. Gaff's BLOOD IN THE ARGONNE: THE 'LOST BATILLION' OF WORLD WAR 1. For the first time the story of the 77th Division is told from the perspective of soldiers in the ranks, following the unit which penetrated German lines in the Argonne Forest of northeastern France only to find themselves surrounded by German forces and alone. How to keep seven hundred men alive without food for over four days? The story of their ordeal comes to life as Gaff explores soldier backgrounds, struggles and achievements.

I first became interested in the "Lost Battalion" when I learned there was a local connection. As part of my volunteer work for my local county historical society, I have been privileged to listen to taped interviews with two of the men who surivied being pinned down for 5 days in the Argonne Forest. Their names were Peter P. Koshiol (pg. 152) and Albert A. Euteneuer (pg. 306). Although they were both long dead, their words remained just as fresh as the day they were spoken. But one thing was clear. Although their experiences have gone down in history as a great example of American courage under fire, the blood and fire of those five days in the Argonne Forest scarred them both for the rest of their lives. This is a point that Alan Gaff hammers home again and again in the book he has written about what they went through. His book follows the "Liberty Boys" from the moment they were all drafted, their training and their shipment "overseas," and their final experiences in coming up against the Kaiser's military machine. Mr. Gaff pulls no punches in describing the brutal reality of hand to hand combat during the First World War. AS the Generals and Colonels whiled away their time in fortified bunkers behind the lines, thousands of "grunts" were killed fighting for their country. On October 2, 1918 a ragtag crew of American soldiers were pinned down and surrounded behind enemy lines without food or water, and what comes out of this book is not only the story of the Officers, who most accounts have focused on, but also the strory of the common soldiers who watched their best friends eviscerated before their eyes. This is combat reporting at it's best. It is also the most accurate report we are likely to get. This book, which I recommend highly, is certain to remain the definative account of World War I's heroic Lost Battalion. For this Mr. Gaff deserves a round of applause.

This book demonstrates what social historians and family genealogists hope to achieve when they sit down to write, yet seldom do. Part detective story, part American social history, it interweaves the methods of family research with a fascinating narrative of Charley Craft and his family - a family that contains more secrets than most, and multigenerational ones at that. It is a book recommended to anyone interested in North Carolina or Oklahoma history, the American frontier, this particular Craft lineage, or what it was really like in the "good old days".

I got this book as a gift for my birthday. As an Oklahoman from the area about which the book talks, and a transplant to North Carolina, the giver thought it was a nifty characterization of my journey in reverse. I have to say, though, that the ONLY reason that I plodded through to the end was because I know she will ask me about it. By way of full disclaimer, I'll also state that I'm a lawyer licensed in both Oklahoma and North Carolina, so I have some knowledge of the things which I find objectionable.

If this book were a term paper handed in by an undergraduate student, I'd be hard pressed to give it more than a B-. It unduly repeats the most simple points, often in exactly the same language but a few pages later. It's as if there were no editor with the gumption to say that it needed to be cleaned up and "flow" better. If it had been handed in by a graduate student, I would have failed it and returned it to them. It's a little shocking to see that this was drafted by not only a college professor, but by a Department Head who presumably has a PhD.

The author has undoubtedly done a lot of work in researching the particular subjects of his study. This makes sense because it is a branch of his family. Reading between the lines here, it probably finally got someone off his back to write the family history up, and I'm sure that they're thrilled. The research reagarding that part of the effort seems solid and believable.

The credibility of the work, however, is diminished by several things not the least of which (at least, to me), is the authors apparent lack of study and comprehension of legal documents. For example, the author continually makes reference to the fact that the various deeds recite the sale price as "$1 and other valuable consideration," and attempts to portray this as a method of reducing the taxes on the transaction.

What he failed to discover is that this is a relatively universal method of reciting actual consideration to support the conveyance of land, dating back to William the Conqueror in the year 1066. It has no impact on taxes, and an examination of the records most times will reflect "documentary stamps" on the face of the deed which are calculated in proportion to the actual sale price. Comparison to the records indicating the tax rate at the time the documents were filed should have easily have provided a sale price for those transactions that were truly done as something other than a gift.

The other thing that is somewhat curious is the recitation of parts of legal documents that are purely preprinted forms. After possibly the first one, they provide little or nothing to the story line and serve only to act as filler for the book. The same for legal descriptions of real property. The few maps provided are far more illustrative and instructional than the legal descriptions, given that most people do not have either the patience or the skill to map out a metes and bound description. A map is much clearer and easier to comprehend and put in context.

I agree with the earlier reviewer that this story line would be a great basis for a novel (or possibly a "made for TV movie"). There are elements to the story that are intriguing and interesting. In the current condition, though, it reads like little more than the midterm notes that a student would be required to present regarding what is going to be an end of term project. It is about as exciting as seeing someone else's vacation pictures, and probably merits about the same effort -- after 2 hours, you're tired and just want it to be over.

My recommendation is to take a pass on this one, as it's not worth the investment of either time or money.

A true story that would make a great novel. This family tale lays out and resolves mysteries that for generations swirled around a man challenged by fate and nature itself. Using oral history and painstaking research, Lineback peels back layers of family propriety to reveal the textured life of a homesteader, with incredible twists and turns that will keep the reader rivited to the book to the end.

Hardships and humor, growing up and establishing a farm with a growing family in the late 1800s and early 1900s is what this story is all about. Neal Lineback uses his family history and research to bring out the customs, hardships, and humor of his relative's life. The story of Charley Craft is one of growing up, falling in love, and striking out to raise a family in a new farming community on the Oklahoma prairie. This is a facinating read with lots of humor and wisdom.

Family stories often hold puzzles, mysteries about why people acted in a certain way at a certain time. Neil Lineback's book, "Charley Craft: The Life and Times of a North Carolinian turned Oklahoma Homesteader", explores his family history. Along the way he uncovers secret motivations for behaviour that affected several generations. This is a fascinating tale with characters struggling with social and natural forces, and ultimately strengthened by the adversity they experienced.

This book is an excellent model of how to bring family history to life. Lineback is a geographer. He uses his knowledge to explain how his family was affected by landscape and climate, as well as the social conditions of their time. The period of Charley Craft's life 1872-1934, saw the opening of the American West. This is the backdrop to the story of a typical homesteader family in their struggle to build a grubstake and raise their family.

The secrets that motivated his central characters are all too human and easy to understand today. However the impact on the family is not just a device of fiction. Real people reacted in different ways to the events that shaped all members of the family, perhaps in different ways. Lineback tells his story simply and well. His research is transparent and adds greatly to the value of the book as an example of history informing the present.

While I have read quite a bit about the American Indians of the Northern Plains, this is only the second book I've read on Cochise and the Apaches and I found it a little disappointing. Edwin Sweeney has apparently done exhaustive research, but while I learned a lot about where the Chirichua Apaches camped and traveled, the battles Cochise might have taken part in and those he definitely did, and when he made peace and war with the Mexicans and when he made peace and war with the Americans, I learned very little about Cochise the man.

While he was obviously a very strong and able leader there are hints that he ruled partly out of fear, that he had a terrible temper, and that he was known to strike members of his band and his wives from time to time. If this is so, it would make him an unusual leader amongst American Indians. I can understand that Sweeney may not have wanted to engage in speculation, but more eye witness accounts from captives or Indians who knew Cochise would have made this more interesting. Even the years he spent on the reservation are covered rather sparsely, though I'm sure there must have been more information about what he did, the company he kept, etc.

While informative to a certain extent, this reads like a laundry list of engagements and treaties and would have been better titled as a history of the Chiricahua Apache than a biography of Cochise.

I was highly impressed by the exhaustive research conducted by Sweeney for this biography of Cochise, who was surely one of the most impressive Indian chiefs ever. Sweeney's extensive use of obscure documents and recollections, as well as general knowledge of nearby events and geography, give this biography an authority that you don't often see in the historical bio field. Therefore Cochise clearly emerges from the world of rumors and romanticism, and is shown as a true man with real concerns and actions. So instead of the ruthless, bloodthirsty savage of popular legend, we see that Cochise was a highly intelligent leader of men and was nearly a military genius. He managed to fight a nearly even war with White settlers for a much longer time than any other Native American leader. This would not have been possible if Cochise were not a clear-thinking man of great intelligence, and Sweeney gives exhaustive proof that this was the case.

Sweeney's historical and geographic backgrounds, as well as extensive testimonials from the characters around Cochise, truly make the story come alive. Of special interest are many of Sweeney's footnotes, in which he gives a brief life story of just about every single person mentioned in the story (wherever possible). Sweeney is also ready to admit when information is missing, which is very refreshing for a biography. And in an even-handed fashion, Sweeney is not afraid to criticize Cochise at points, such as when he flouted his agreement to stay on the Chiricahua reservation to allow his warriors to continue raiding in Mexico.

Anyone who reads this book will come to greatly respect Cochise as a man, even if some of his actions were brutal. Unfortunately, this story ends like all other works of Native American history, with the eventual destruction of the people's independence. But while he was in his prime, you can't help but root for Cochise.

There are many readers who have posted reviews here which gush with praise for this book, and others like it. Authors like Sweeney, Dan L. Thrapp ( the ultimate Apache Wannaba ) and David Roberts have churned out STORY BOOKS which are not at all accurate in terms of what they have to say about the Apache or how they fit into the scheme of frontier history.
This book on Cochise is worthless. You will learn nothing really revealing about this Indian, and will be offered long-known details laced with FANCIFUL AND WHIMSICAL interpretations - interpretations which mean nothing accurate in terms of history or in terms of a correct view of this chief. Let me explain:

The major approach of Sweeney ( and the other two authors I've mentioned here )to everything and anything conected with the Apache Indians is to lead the reader to believe in several utterly incorrect propositions which completely distort a truthful understanding of these Indians. Here are the propositions:

1. The Apache lived in the mountains of the Southwest for ages and they valiantly defended these ancestral homelands or home ranges against European invaders.

2. The Apache were fierce and mighty warriors "without equal" and their leaders were supermen - Napoleons of the Desserts - who could out-think, out-fight, and out-maneuver their stupid and weak European enemies.

2a. The Apache were ultra-courageous, fearless, and undaunted in the face of much more numerous enemies.

3. The Apache were only unable to continue their resistance because they were so few in number. If they had had more warriors, they would have prolonged the struggle indefinitely.

I will now explain the complete fraud behind these three propositions - propositions which form the base for what can only be described as a "Propaganda / Party Line" held by authors like Sweeney, who are IN LOVE with these Apache of the late frontier era, and gleefully willing to distort historic fact in order to promote a view of their beloved Indians that is entirely invalid and equal to mere fantasy, not history. Please read on and LEARN -

False "Fact #1 = The ancestral homeland of the Apaches was the mountains of the desserts of the Southwest.

True FACT = When first contacted by Europeans ( French explorers ) the Apache Indians lived on the central/southern PLAINS. They inhabited the plains from the Dismal River of what is now Nebraska, and were spread south all the way into Mexico, and west to the Rockies and the edge of the mountains in what became eastern New Mexico.
The Apache culture was a combination of aggriculture ( cultivating maize, pumpkins, beans, and squash ) and hunting of bison and other plains wildlife as a means of securing food stuffs. These activities were supplemented with a warlike aspect that caused the Apache to prey upon more peaceful Indian tribes of the southern plains, and upon the Spanish colonizers when they finally appeared and began settling northern Mexico and areas of what ultimately became Texas and New Mexico.

In the late 1600's, the Comanches began moving southward from what is now Montana and began clashing with the extensive Apache tribal groups. By 1706, the Comanche had smashed the Apache settlements from the Dismal River south to the mid-Texas plains and also west across the northwestern plains of what became New Mexico.
The Comanche literally slaughtered the Apaches en mass, killing them wherever they found them. They exterminated several large tribal groups while decimating others to such an extent that they were mere fragments of what they had originally been in terms of numbers. By 1725, ALL Apache tribal groups were either anihilated or severely destroyed and forced to flee from the game-rich southern plains forever.
The fragments of the original tribal groups were pushed up into the mountains of western New Mexico, Eastern Arizona, and northwestern Mexico.
The Spanish colonizers, who had been plagued by Apache attacks, became aware of what had happend due to the relentless Comanche assaults, and in some instances joined forces with the Comanches to further decimate the Apaches ( Lipans, Jicarillas, etc. ) who made up the largest and most troublesome BAND FRAGMENTS in the mid-1700's. Also, the Spanish hired Comanche tribal groups to enter Mexican Provinces and kill Apaches who were raiding there. In one year's time, the Provincial Treasury of just one Province alone, paid the Comanche over 18,000 Pesos ( 6 Pesos for each Apache scalp the Comanche delivered ).
The Comanche, who were utterly victorious over the Apache, began hunting them in the Provinces of Chihuahua, Sonora, and Durango. The Apaches were safe only when holed up in the highest, most remote mountains in all Mexican provinces and also in what became New Mexico and Arizona.
This all took place BEFORE Indians like Cochise, Mangas Coloradas, Juh, Victorio, Delgadito, etc. were leaders.

!!!! It also explains what the Apaches were doing in the mountains of the Southwest !!!!

You see, the Apache NEVER wanted to live in these parched, game-scarce mountains. They had no choice in the matter. After the Comanches' total conquest of the southern plains, the Apaches became one of the poorest tribes of AmerIndians. Their numbers were severely cut down to the point where they actually no longer constituted real "tribes" or "tribal groups" at all, but instead were mere BANDS - surviving fragments of long-vanished Tribal groups.
Furthermore, the Apache had no choice but to space the births of their children out by four years ( one child born per family every four years ). This was not due to some mystical concept, it was simple practicality. There was not sufficient food available in their new hide outs to keep a population healthy and well-fed except if children were born years apart. This is a very significant point - please remember it, because it will become highly significant when I tell you how utterly FALSE the image of Cochise ( and all other Apache leaders ) is as promoted by Sweeney, Thrapp, and Roberts.
**** Also note: Geronimo relates in his autobiography how, when he was a child, his family would cultivate corn, beans, and pumpkins in certain areas of their dessert homes. Geronimo lived at a time long after the Apache had fled the southern plains, but during his childhood there was apparently enough of a memory left among the adults which allowed for aggricultural activities to be embarked upon at least some of the time when they were settled in one place for an extended period.

! So, here is the first "nail in the coffin" for books like this one: The Apaches did not have any ancestral homeland in the mountains of the southwest. They were forced to live there. They lacked food, and became one of the poorest AmerIndians on the continent thanks to having to locate themselves in these mountains. Their numbers were small due to being slaughtered by the Comanches, not due to careful planning so as to "fit into" the delicate enviroment of the dessert.

Now for FALSE FACTS #2 & 2a: The Apaches were fierce, courageous, and mighty warriors without equal. And their leaders were supermen of the southwestern desserts who could out-fight, out-think, and out-maneuver their European enemies.

TRUE FACTS: The Apache preyed upon the peaceful Indian tribes of the central and Southern Plains while they were in control of vast stretches of territory from the Dismal River in what became Nebraska, south and southwest across all the game-rich plains. However, they were exterminated or decimated and completely routed by the Comanche, who were responsible for the remainder of Apache population fragments fleeing to the most inaccessible mountains of the dessert southwest. Later, the even more fierce Kiowa appeared, allied themselves with the Comanche, and also slaughtered Apaches wherever they found them.
*** Note: Victorio and the Mimbres Apaches ( a Band Fragment, not a true tribal group ) had a record of being kept constantly on the move by Comanche, Kiowa, Texas Rangers, US Army, and Mexican Regulars until finally run to ground and exterminated.
The Kiowa raided through all northeastern Mexican Provinces, and were often mistaken for Comanches as they attacked, Spanish ( and later Mexican settlements and holdings ), Anglos in Texas, and reached as far as the borders of Guatemala and Yucatan. The Comanches, and later the Kiowas, were the principle enemies of the Apaches. After these two tribes had relentlessly hit the Apache bands, the problems the Apaches caused the Spanish were nothing compared to what they had been before the appearance of the Comanche. The Apache bands became mere pests, and the Spanish considered them as nothing more than stealth predators and ambushing bushwackers. They were never considered as highly courageous warriors by the Spanish to begin with, and after the appearance of the Comanches, the Apaches were seen as cowards who either attacked from concealment, or out in the open if they outnumbered their intended victims significantly.
Juh and the Nedni Apaches stayed holed up in the mountains of Mexico because to venture out onto the plains to the east of their location would be to place them in open conflict with Comanche and Kiowa. This they avoided at all costs. Cochise and Mangas Coloradas - two chiefs who the likes of Sweeney, Thrapp, and Roberts seek to glorify by describing as "mighty warriors with high intelligence, far-sightedness for their people's wellfare, and superb military strategy" were merely wolfish cowards conducting hit-and-run raids against much larger, far less mobile European forces AND COMPLETELY AVOIDING ANY AND ALL CONTACT WITH COMANCHE AND KIOWA FORCES TO THE EAST.
Consider for a moment that these two chiefs ( with their bands combined ) never so much as dared to venture out onto the southern plains to reclaim the game-rich areas of western New Mexico, which would have meant much more food and much easier living for their people. And thus, would have meant a rapid increase in their populations! Instead, they skulked in the mountain fastness of their so-called "strongholds" ( actually hide-outs ).
The Apache of Cochise's time were cowardly, poor, skulkers keeping to their mountain hide-outs and preying upon small Mexican settlements and holdings on the American side of the border if and when they could manage to outnumber their victims. They were considered as utterly inferior by the Comanche and Kiowa. The Texas Rangers and Black "Buffalo Soldiers" of the US Army, fould them easy to fight, but hard to corner. The US Army and Mexican Army found them troublesome because they were like needles in a haystack to locate due to being so few in number and hiding in such remote and rugged areas.
!!! This does not indicate "courageous and mighty warriors under the leadership of militarily brilliant chiefs who were superb fighters and strategists !!!
Realistically, Cochise, Mangas Coloradas, Victorio, Juh, and ALL other Apaches written about by the likes of Sweeney, Thrapp, and Roberts, were just as the Spanish had pegged their elders decades earlier - mere stealth predators and ambushing bushwackers who would cut and run when confronted, and who would attack from concealment and then quickly disappear.

Lastly, FALSE FACT #3: The Apaches had to cease their struggle against European invaders due to lack of numbers. If they had had more warriors, they would have prolonged their struggle indefinitely.

TRUE FACT: The Apaches managed to last as long as they did BECAUSE THEY WERE FEW IN NUMBER, not in spite of it ! For a certain amount of time, small forces are higly mobile and able to avoid larger forces in military conflicts. If the Apache populations actually comprised true Tribal Groups rather than fragmented bands, they would have been defeated or exterminated en mass long before the last of them surrendered or made treaties ( as in the case of Cochise ) because they would be far less mobile, and so would have been cornered, engaged, and eliminated.

I hope you are beginning to see through the fraud concerning these Indians which is promoted in Story Books like this one ( and all others by Sweeney, Thrapp, and Roberts ). In order to get a realistic, truthful perspective on the Apache ( or any other AmerIndians ) you have to carefully explore many other sources of information besides the simple details connected to Apache conflicts with US Army forces during the late frontier era. You cannot trust modern-day STORY TELLERS who churn out trash literature in order to indulge in their bizarre and irrational love affair with long-vanished Indians. Authors like this one want one thing, and that is to get you to buy into their fantasies about these Indians! They don't care about historic facts or how century-spanning trends explain significant things about the Apache. They simply want to construct a totally FALSE front image of these Indians - a fantasy image as false as if they claimed the Apache landed on earth from some other planet!

If you're sincerely interested in learning about the Apaches and in figuring out the likes of Cochise or any of their other well-known leaders, you simply cannot afford to pass by the following titles I am going to recommend. Read them and get set straight - and avoid Fantasy-as-Fact nonsense promoted by Sweeney, Thrapp, and Roberts.

Comanches (Pimlico Wild West)

The Kiowas (Civilization of the American Indian Series)

The Indians of Texas: From Prehistoric to Modern Times (Texas History Paperbacks)

Life Among the Apaches (Bison Book)

Nine Years Among the Indians, 1870-1879: The Story of the Captivity and Life of a Texan Among the Indians

This author makes no bones about his feelings. He says Cochise was a true chief of his people, a noble warrior. He says of Geronomo that he was not a chief, just a vengeful leader of small band. Cochise was a political and military leader who cared for his entire people for many years, fighting to keep them independent and finally dying alone, free in the Dragoon maountains of Arizona. The Apache lived in a savage, inhospitable desert, a no mans land, no food, no water, but these amazing people lived up in these mountains and for more then a hundred years were a nemesis to indians and Anglos and Mexicans alike. Cochise led his men in battle against the americans only a few times. Mostly he negotiated with the soldiers at Fort Bowie(today you must walk a wonderful short trail to see this post). Sweeney has written this and a book on Mangas of the New Mexico Apache tribes.

This book os so thorough so well written and so unflawed in its great depth of study of the experiences of Apache in Arizona and Mexico and slowly theyw ere driven from thier way of life.

This is a must read, superior to any biography of similar Native American characters.

Ed Sweeney has written a marvelous biography of an Apache war leader of much greater stature and importance than the more popular Geronimo. It is based on a detailed examination of American and, especially, obscure Mexican documents having to do with the Chiricahuas and Cochise. As a result, Sweeney rescues the chief from the romantic mythology of Elliott Arnold and Michael Ansara. He turns out to be a fierce and uncompromising leader of a barbaric and savage people. His was not an era of gentle, politically correct, and liberal humane attitudes. Some of the accounts are chilling of the brutalities committed by whites, Mexicans, and Apaches toward each other. Sweeney examines in great detail the incident at Apache Pass that spurred Cochise's war against the whites. He notes that such a conflict was likely inevitable between two such very different cultures. Sweeney also writes about the relationship between Cochise and Tom Jeffords, which turns out to be somewhat different than the common myth. But it is also clear that the relationship was indeed a strong one and important to the final peace effort by General O.O. Howard. After reading this biography, you may want to read Sweeney's recent publication of the journal of Captain Jos. Alton Sladen, "Making Peace with Cochise". My only regret with Sweeney's biography is that he did not include more detail on the lifestyles of the Chiricahua Apaches. But the book is an important resource to everyone interested in the 19th century history of south Arizona.