Abstract In spring 1904, the United States Indian Industrial School in Phoenix, Arizona printed a booklet with ninety-four photographs of campus life and local landmarks for sale to the city’s burgeoning tourist market. The Phoenix Indian school’s agenda of acculturation, and the racial power relations it reified, permeate the album’s representations of Native American students as “civilized” bodies that are uniformly docile and disciplined. However, a careful reading of the photographs alongside the voices of Native pupils opens up alternative meanings incompletely repressed by the institution’s photographer. This article weaves student writings from the campus newspaper and other sources back through the album’s imagery to identify anonymous children and glimpse their personal stories of growth, struggle, and cultural resilience in the official visual archive of the Indian school. By arguing that the identities and agencies of the Phoenix students can be rediscovered within the limits of the album, this study challenges the conventional interpretation that such pictures simply evidence and enact various forms of oppression, both concrete and symbolic. More broadly, it extends recent scholarly efforts to recover and celebrate those individuals who persevered in federal Indian boarding schools during the era of assimilation.

中文翻译：

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“不同颜色和色调的断线”：凤凰印第安学校的纪念品专辑（1904）

摘要 1904 年春天，亚利桑那州凤凰城的美国印第安工业学校印制了一本小册子，其中包含 94 张校园生活和当地地标的照片，出售给该市蓬勃发展的旅游市场。菲尼克斯印第安学校的文化适应议程以及它具体化的种族权力关系，渗透到专辑中将美洲原住民学生描绘成一律温顺和纪律严明的“文明”身体。然而，仔细阅读这些照片以及土著学生的声音，可以打开机构摄影师未完全压制的另一种含义。这篇文章从校园报纸和其他来源的学生作品中回溯到相册的图像，以识别匿名儿童并瞥见他们成长、奋斗、和印度学校官方视觉档案中的文化弹性。通过论证可以在相册的范围内重新发现凤凰城学生的身份和代理，这项研究挑战了传统解释，即此类图片只是证明和制定各种形式的压迫，包括具体的和象征性的。更广泛地说，它扩展了最近的学术努力，以恢复和庆祝那些在同化时代坚持在联邦印度寄宿学校的人。