definitely is something about Merry
Rev. Howard and Mrs. Lorena Baker knew their daughter would
be born at Christmastime. When she did arrive, on December 20, 1950,
they christened her Merry Carol.
While unusual, the name fits her to a tee. She sings, loves,
cares and brings merriment to the lives of her Byng High School
students and thousands of others. She is a member of Native Praise,
a choir which sings hymns in Chickasaw, Choctaw, Creek and Cherokee
More importantly, she teaches the Chickasaw language so it will
Her teaching mannerisms resemble a seasoned conductor coaxing
beautiful music from an orchestra.
Four tribes could lay claim to her since she is proud to recite
Chickasaw, Choctaw, Creek and Delaware as her heritage.
Happily, Mrs. Monroe laid claim to Chickasaws.
Her journey in education, in helping others, a crusade assisting
at-risk students has been full of twists, curves and detours. Merry
Monroe navigated them all and, by doing so, enriched the lives of
Chickasaws and non-Natives encountered along life's path.
THE LANGUAGE OF SILENCE
It was a hard-knock life for the Bakers. Mrs. Monroe's father
who later in life would become a highly-respected minister
in Indian Country was reared by his father. At age 10, his
father died. He was bandied about "by whatever relatives had
the means to care for him," Mrs. Monroe recalls. Ultimately,
he was placed in Jones Academy, a Choctaw boarding school in Hartshorne,
He was fluent in both Chickasaw and Choctaw. But aside from
a few words and phrases, he shared little of the language with his
children. Indian boarding schools and social stigma were punitive.
Only Anglo speech was considered the language of success.
Her maternal grandmother spoke fluent Creek but did not share
the language for many of the same reasons, Mrs. Monroe remembers.
"As a child, I (was) staying with my grandmother and she
was expecting the minister of her church to pay her a visit. When
he arrived, they spoke entirely in Creek. I remember I wanted so
badly to be able to speak with them," she says with a profound
introspection in her voice.
In 1964, her father accepted God's call to lead the flock
at the First Indian Baptist Church in Ada and the family relocated
from Sapulpa. Because so many of the parishioners spoke Chickasaw,
her father began teaching Mrs. Monroe and her siblings songs in
the Choctaw and Chickasaw languages.
"Back then, I didn't understand what I was singing
about. I knew the words but not the meaning," she explains.
An "insatiable yearning" to speak Native languages
enveloped Mrs. Monroe, but it would only be as an adult her desire
would be fulfilled -- almost by happenstance -- and the Chickasaw
language would be passed on to future generations.
A MOTHER'S ENCOURAGEMENT
It was 1969 and 18-year-old Merry Baker was poised to graduate from
Byng High School. She was a licensed cosmetologist and was anxious
to attend nursing school. But injuries she sustained in an auto
accident that summer lingered. Nursing school would have to wait.
Then-Byng Superintendent of Schools Marvin Stokes saw something
special in Merry Baker. She had served Stokes as an aide and labored
at sundry tasks. He approached her about going to work for Byng
Schools in the Indian Education program, funded in part by the Johnson-O'Malley
Act, as a tutor and teacher's aide. She would teach -- in addition
to acting as a liaison -- between the school and Native students
and their parents.
Stokes, and Merry Baker, knew many Indian students were only
accustomed to Native traditions some still speaking their
native tongues in the home. Stokes believed Merry Baker would be
a familiar and welcome face to many of these students and to their
But Merry Baker was hesitant. It meant commanding the attention
of kindergarteners. It was her mother who said: "You can do
this. You've been teaching (kindergarteners) Sunday School
She accepted Stokes' offer in January 1970, all the while assuring
herself it was only for a brief time. Nursing school beckoned.
She and her husband, Leonard Monroe, welcomed a daughter, Christy.
Mrs. Monroe continued teaching and assisting Native students.
One day she looked up at a calendar. It said "1983."
A NEW OPPORTUNITY AND A SURPRISE
The teacher with whom Mrs. Monroe worked very closely during those
13 years at Byng was Marilyn Hoehne. When a promotion to principal
of Homer Elementary was offered her, she approached Mrs. Monroe
about becoming her secretary.
Leaving the classroom was a difficult decision. It was made
easier by a surprise blessing.
Leonard and Merry Monroe knew their one and only child would
be Christy. That's until son James decided to make his debut.
Working half days at Homer proved to be just the schedule Mrs. Monroe
needed to stay active professionally, yet fulfill domestic responsibilities,
It was a time of transition.
Mrs. Monroe found herself in many roles at Homer secretary,
enrollment coordinator, Johnson-O'Malley record-keeper and
Indian Education aide and tutor.
For the next nine years, she moved between the three schools
in the Byng system Byng, Homer and Francis. Finally, in 1998,
she found herself permanently officed at Byng High School working
with not only Native students but all at-risk students within the
"There were kids I would start (helping) and I couldn't
leave them. I think that's why I've been here so long,"
Mrs. Monroe says smiling. "There's always that student
who makes me think 'maybe I need to stay just a little bit
THE TIMES THEY ARE A CHANGIN'
Mrs. Monroe's "brief time" working for Byng Schools
almost came to an end in 2002, 32 years after nursing school was
A new federal law dubbed No Child Left Behind was embraced by
Washington, D.C. lawmakers. To continue helping students and staff,
Mrs. Monroe needed 50 hours of college credit or pass a certification
test. Without either, her days helping students and working staff
support were finished.
"I just flat said I can't take a certification test
and I didn't think I was smart enough to go to college,"
Ultimately, Mrs. Monroe realized her only recourse was to begin
higher education courses at East Central University nights and summers.
Mrs. Monroe decided to start slowly, enrolling in three classes
totaling nine hours. They included Native American history, sign
language and speech.
TOGETHER THEY THRIVE
There were less than 10 Native Americans in her history class, yet
they gravitated to one another and formed a study group. While never
a quality test-taker ("I freeze up taking tests")
Mrs. Monroe earned good grades and assisted others with quality
study time just as she had throughout her career at Byng.
Then, something profound happened; something that would change
her life and the lives of others forever.
"About my third or fourth semester, ECU began offering
a Chickasaw language class," Mrs. Monroe recalls clearly. "I
thought to myself 'wow, I'm going to get in there and
The instructor was Cedric Sunray. "Everything he was throwing
at us I was just trying to grasp. A lot of what we were doing in
that Chickasaw class I knew. I ended up doing really well,"
Mrs. Monroe explains.
After a year, Mr. Sunray approached her. Had she learned enough
to teach Chickasaw and get students started with the vocabulary
and sentence structure at a Chickasaw language program at Byng?
While nodding her head "no," somehow "yes" came
Mrs. Monroe embarked upon finishing every Chickasaw language
course offered at ECU. She attended classes offered by the Chickasaw
Nation. She approached fluent Chickasaw language speaker Pauline
Walker to learn more. She was accepted into the Chickasaw Nation's
Master Apprentice program and became immersed in the language with
Mrs. Walker at the urging of Josh Hinson, director of the Chickasaw
Nation Language Program.
She considered herself "not smart enough" to attend
college. She doubted her ability to muster up the courage to finish
50 hours required by No Child Left Behind.
She proved herself wrong at every turn.
Mrs. Monroe earned a bachelor's degree from ECU in Native
American Studies in 2011.
"The 50 hours was what was required and the 50 hours was
so I could continue to work. The rest of it was for me," Mrs.
Today, after 43 years, Mrs. Monroe works part time for Byng
Schools, arriving every day to teach students the Chickasaw language.
Mrs. Monroe is proud to be Chickasaw. As with most of her life
journey, it was a coincidence she became a Chickasaw citizen. Her
initial citizenship was with the Creek Nation.
"My dad always said our family was Chickasaw, but we didn't
have anything proving it. I was enrolled with the Creek Nation because
of my mother. When my father's mother died, she left behind
papers. My father put them up on a shelf and that's where they
stayed. I was looking for something else one day and pulled the
papers out," Mrs. Monroe recalls.
"One of the papers said 'proof of heirship' and
it named my great-grandfather as Chickasaw and his Dawes Commission
roll number was 30," she recalls in amazement as if she discovered
the papers yesterday.
"I married a Chickasaw man. My children are Chickasaw.
I live in Chickasaw Country. It is what I am. When I found the papers,
I went to see Gina Brown (a Chickasaw Nation official who verifies
citizenship documentation). She looked at the papers and said everything
looked right," Mrs. Monroe recalls.
"I just told her 'OK, I'm coming home.'"