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Central Question

Native Americans of California during the mission period: How did Native people resist and persist in the face of extreme adversity?

Music and Dance: Recording Traditions

Introduction

Pablo Tac was a man born at Mission San Luis Rey in 1822, as the mission system was coming to an end. When Tac was twelve years old, he was taken to Rome, Italy, by the priest in charge of the mission. In Rome, Tac studied both Spanish and Latin. He developed the first written form of the Luiseño language by creating a Spanish-Luiseño dictionary. Tac also wrote about his experience growing up in the mission, and he described the history and many of the customs and beliefs of the Luiseño peoples. Before turning twenty, he became ill and died in Rome. Today, Pablo Tac is still well known to the Luiseño because of his efforts to record their language, history, and culture.

This primary source comes from a section of Pablo Tac’s writing on the traditional Native dances he witnessed in the mission during his youth. This source includes Tac’s introduction about ceremonial dances as well as a description of one Luiseño dance. Tac explains the important role of the who instruct the dancers and teach the songs in the Luiseño language, so everyone is prepared to carry out the ceremony properly.

Source

All Indian peoples have their own dances, distinct from each other. In Europe they dance for joy, for festivals, or for some piece of good news. But the California Indians do not dance just for festivals but also before starting a war; in grief, because they have been defeated; in remembrance of the grandparents, uncles and aunts, and parents now dead. . . . But we have three [main] ways only for males, because the women have other dances, two for groups of dancers, one for an individual, which is the most difficult. In the first two many can dance; one kind can be danced day and night, and the other only at night.

First Dance

No one may dance without the permission of the elders, and they must be from the same people, youths ten years of age or older. The elders, before having them dance publicly, teach them the song and make them learn it perfectly, because the dance consists of knowing the song.1

—Pablo Tac, Luiseño scholar

Source Analysis Questions

  1. What similarities or differences did Pablo Tac observe between European and California Native dance? What important information did he record about Luiseño dance traditions?

  2. How would Pablo Tac’s writings and dictionary of the Luiseño language help cultural traditions continue for the Luiseño people? How is language an important part of cultural persistence?

Learn More

Doug Stevens/Flyboy Graphics. ©2021 The Smithsonian’s National Museum of the American Indian

Museum Collection Connection

These two rattles, created approximately 100 years apart, illustrate the continuation of traditional Native music and dance practices beyond the mission period. For the , who were impacted by Mission San Diego, rattles accompany many different song cycles and dances that are passed on from generation to generation. The songs retell the history of the people and provide instruction on spiritual beliefs and ways to behave or interact with the world. These songs survived the mission period and continue today.

1.

Lisbeth Haas, ed., Pablo Tac, Indigenous Scholar: Writing on Luiseño Language and Colonial History, c.1840, (Berkeley: University of California Press, 2011).

2.

“Bird Songs and Dances,” Viejas Band of Kumeyaay Indians (website), accessed September 27, 2023, https://viejasbandofkumeyaay.org