"An important addition to the literature on the history of American Indian education. . . . Should appeal to scholars and graduate students as well as general readers with an interest in Native American history."—Reviews in American History

"One of the strong points of the book is Vučkovićs comprehensive approach to providing insight into students’ lives, unveiling unbiased stories, letters, and testimonies about everyday issues."—Winds of Change

"An important contribution to American Indian history, colonial studies, the history of education, and the history of the Progressive Era. . . . A thoughtful, important book."—Journal of American Ethnic History

"An important contribution to readers’ understanding of how Native American students understood and acted on the choices they faced as they navigated ‘White’ and ‘Indian’ worlds at the Haskell Institute in Lawrence, Kansas. . . . Adds to the understanding of the complexity and contradictions within an important Native American boarding school at the turn of the twentieth century. . . . This richly detailed work with certainly be useful for comparative research or in a course on Native Americans or Native American education."—H-Net Reviews

"A welcome addition to the scholarly efforts chronicling the influence and importance of the American Indian boarding schools that emerged in the late nineteenth century to ‘civilize’ and evangelize generations of Indian children....A nuanced and thoroughly researched story of an institution that elicits contradictory emotions. Essential reading for those interested in Indian education and provides a good model for other institutional histories of Indian boarding schools."—Western Historical Quarterly

"A poignant account of native children’s boarding-school experiences."—Journal of Interdisciplinary History

"A major study . . . [with] rich detail. Vučković draws wonderfully well on Indian evidence: letters and other texts by students, reminiscences by ex-students, and contemporaneous correspondence by kin. Opinions of educators are not ignored either. The result is an evenhanded account of the school, its students and staff, weaknesses and strengths, during the nineteenth-and early twentieth-century assimilationist educational campaign. . . .Vučković conveys in very human terms how Indian people suffered from, exploited, and in myriad ways benefited from Haskell."—Great Plains Quarterly

"Vučković mines the extensive Haskell Indian Nations University collections in the National Archives to complement the emerging scholarly perspective on Indian boarding schools. the Haskell pictured is a multifaceted institution that reflected the evolution of American Indian policy and changing approaches in American education."—Choice

"A thorough study of the largest federal boarding school for Native Americans, Haskell Institute, from its inception in 1884 through the 1920s. With this case study, Vučković adds to a rich field of Native American boarding school scholarship aimed at reclaiming and highlighting the voices of the students at the center of a multi-million-dollar government effort to dictate the lives of Indian children. . . . Vučković makes good on her pledge to offer a glimpse into the daily lives of students at Haskell Institute through their letters and oral interviews, and her careful mining of over five hundred boxes of archival material is apparent. A section of twenty-five photographs-including images of students playing football, studying blacksmithing techniques, and learning Victorian etiquette-adds an enriching visual element to Voices from Haskell and is a treat for readers wanting to see for themselves some students who navigated their way through boarding school with dexterity and dignity."—Kansas History