This volume examines Tsimshian culture from the prehistoric period to the recent past and includes contributions from such diverse perspectives as archaeology, linguistics, and social anthropology. The contributors demonstrate a balance between current fieldwork and careful archival analysis, as they build on the voluminous materials that are a legacy of the scholarship of such major figures as Boas, Barbeau, Tate, and Garfield. The book includes chapters on the crest system and participation of the Tsimshian in the 'non-Native' economy of the region and introduces much original material on shamanism, basket making, and feasting.

In Thomas Crobsy and the Tsimshian: Small Shoes for Feet Too Large, Clarence Bolt demonstrates that the Indians were conscious participants in the acculturation and conversion process -- as long as this met their goals -- and not merely passive receivers of the blessings as typically reported by the missionaries. In order to understand the complexities of Indian-European contact, Bolt argues, one must look at the reasons for the Indians' behaviour as well as those of the Europeans. He points out that the Indians actively influenced the manner in which their relationships with the white population developed, often resulting in a complex interaction in which the values of both groups rubbed off on each other.

Stories of Indigenous children forced to attend residential schools have haunted Canadians in recent years. Yet most Indigenous children in Canada attended “Indian day schools,” and later public schools, near their home communities. Although church and government officials often kept detailed administrative records, we know little about the actual experiences of the students themselves. In What We Learned, two generations of Tsimshian students – a group of elders born in the 1930s and 1940s and a group of middle-aged adults born in the 1950s and 1960s – reflect on their traditional Tsimshian education and the formal schooling they received in northwestern British Columbia. Their stories offer a starting point for understanding the legacy of day schools on Indigenous lives and communities. Their recollections also invite readers to consider a broader notion of education – one that includes traditional Indigenous views that conceive of learning as a lifelong experience that takes place across multiple contexts.

The Tsimshian people of coastal British Columbia use a system of hereditary name-titles in which names are treated as objects of inheritable wealth. Human agency and social status reside in names rather than in the individuals who hold these names, and the politics of succession associated with names and name-taking rituals have been, and continue to be, at the center of Tsimshian life. Becoming Tsimshian examines the way in which names link members of a lineage to a past and to the places where that past unfolded. At traditional potlatch feasts, for example, collective social and symbolic behavior �gives the person to the name.� Oral histories recounted at a potlatch describe the origins of the name, of the house lineage, and of the lineage's rights to territories, resources, and heraldic privileges. This ownership is renewed and recognized by successive generations, and the historical relationship to the land is remembered and recounted in the lineage's chronicles, or adawx. In investigating the different dimensions of the Tsimshian naming system, Christopher F. Roth draws extensively on recent literature, archival reference, and elders in Tsimshian communities. Becoming Tsimshian, which covers important themes in linguistic and cultural anthropology and ethnic studies, will be of great value to scholars in Native American studies and Northwest Coast anthropology, as well as in linguistics.

The Tsimshians are a Northwest Coast Native people known for their dazzling works of art and rich array of social, religious, and oral traditions that have captured the attention of scholars for over a century. Jay Miller brings together for the first time a wealth of material about the Tsimshians, presenting an unforgettable picture of their cultural universe. That universe is built around the metaphor of light, which was brought into the world by Raven; its refraction forms the chief social, religious, and symbolic institutions of Tsimshian culture. Family heraldic crests express light in one way, masks in another. Miller argues convincingly that the genius of Tsimshian culture, and one of the main reasons for its continuing vitality, is that its people are sensitive to different, and often creative, ways of capturing and embodying light.

Over 2250 entries giving practical transcription, morphological information, English glosses and phonetic transcription, showing local variants.