suggestions anyone?

Fri Dec 10 02:15:08 UTC 2010

Taanshi, Richard,

I tracked down the quote!  It is much more powerful than my poor
paraphrase.....

*Louis Riel, July 4, 1885*

My people will sleep for one hundred years, but *when they awake, it will be
the artists who give them **their spirit** back*.

(The underlying and bolding are mine.....)

Eekoshi pitamaa.

Heather

On Thu, Dec 9, 2010 at 7:16 PM, Richard Zane Smith <rzs at wildblue.net> wrote:

> tizhamëh Heather!
>
> and you are so right...Louis Riel - wow...a great role model. Your history
> is incredible.
> SO unknown here in the states is the Metis People and their Struggle for
> recognition.
> (often kids unaccepted in white schools and unaccepted in Gov.funded Indian
> schools)
>
> Then you have people today who are simply of mixed heritage claiming to be
> "Metis"
> but we know the recognized Metis People have distinct beautiful cultures.
> and coming from different areas in Canada, unique Metis songs ceremonies
> customs and languages.
> we'll do what we can and keep those fires burning!
> uneh, ske:noh
> Richard
>
>
> On Thu, Dec 9, 2010 at 5:29 PM, Heather Souter <hsouter at gmail.com> wrote:
>
>> Taanshi, Richard,
>>
>> Sigh....  I didn't mean to rouse any guilt!  You are inspiring!  It take a
>> lot of guts and passion to continue to bring language into the lives of
>> children in spite of the lack of support and other challenges you face!
>>
>> By the way, one of our greatest Metis heroes, the great Louis Riel is
>> thought to have said something to the effect that it would be the artists
>> among us that would be the catalysts for cultural revival....  You are a
>> wonderful artist (yes, I have seen some of your work), have a good sense of
>> fun and a commitment to your culture and identity.  You are a living example
>> of those who make change happen.  Don't let the"guilt bug" bite!  You have
>> gifts to share that no one else is sharing/can share.  Just continue on in
>> the most sustainable way you can and don't give up!  The fruits of your work
>> will grow....
>>
>> Eekoshi pitamaa.
>> Heather
>>
>>
>> On Thu, Dec 9, 2010 at 5:07 PM, Richard Zane Smith <rzs at wildblue.net>wrote:
>>
>>> kweh Heather,
>>> yes I've met Darryl,actually in Ohio when some of us "Ohio Indians" were
>>> invited to present our
>>> own version of Ohio Native history/culture lessons at a summer conference
>>> for teachers.
>>> I know Darryl's story and its a pretty good one...wonderful that he and
>>> his wife created a "nest" at home
>>> where his kids grew up speaking myami.
>>>
>>> Darryl's story is also a real deep guilt-rouser for me.
>>> "If you were really dedicated,see what you could have been doing by now?"
>>>
>>> But I'm who i am, an unschooled "linguist",and a full time artist and
>>> well...my wife isn't THAT interested,
>>> (she's non-native) doesn't enjoy linguistics, and so our prep time for
>>> classroom is usually... ....short.
>>> I'm not complaining... shes my biggest supporter!
>>> She sacrificed an established life in Santa Fe NM. to support me here in
>>> one of the most impoverished (In many ways) areas of Oklahoma for these past
>>> 6 years.
>>>
>>> Yeah the Myaamia project is a reminder of how far away we are from an
>>> active living language culture.
>>> and how much more INTENSE sacrifice its going to take to even get close.
>>>
>>> ske:noh
>>> Richard
>>>
>>>
>>>
>>>
>>> On Thu, Dec 9, 2010 at 3:20 PM, Heather Souter <hsouter at gmail.com>wrote:
>>>
>>>> Taanshi, Richard,
>>>>
>>>> I continue to be both encouraged and impressed by your commitment.  I
>>>> was wondering if you happened to know about the Miami language and the work
>>>> of Darrel Baldwin and others to revitalize it?  The language "went silent"
>>>> in the 1960's and Darryl, a tribal member, taught himself to speak what he
>>>> calls a "functional form" of the language.  Then, he went on to teach his
>>>> children.  They became the first "first language" speakers in decades.
>>>>
>>>> It is an amazing story and the kind of which I hope becomes much more
>>>> common place.  I hope you draw strength from it....
>>>>
>>>> http://www.endangered-languages.com/miami.php
>>>> http://www.youtube.com/watch?v=G4418jOBgpI
>>>> http://www.myaamiaproject.org/staff.html
>>>>
>>>> Eekoshi pitamaa.
>>>> Heather
>>>>
>>>>
>>>> On Thu, Dec 9, 2010 at 2:12 PM, Richard Zane Smith <rzs at wildblue.net>wrote:
>>>>
>>>>> kweh Beth,
>>>>> I don't remember if i responded to your nice note...?   so tizhamëh
>>>>> (thanks!)
>>>>>
>>>>> It's a really interesting time in Wyandot tribal history.
>>>>> If we're represented as a spiraling ...we're wound down to the very
>>>>> center,
>>>>> just about couldn't collapse any further(assimilated) if we tried.
>>>>> Presently there is a slight flexing at the center and an "effort" at
>>>>> "bending back"
>>>>> to possibly reverse bend TOWARDS revitalization(unwinding the
>>>>> spiral),but its only a flexing
>>>>> creating an amazing amount of friction and tension on the downward
>>>>> curve.
>>>>>
>>>>> Teachers and administrators for the Wyandotte Preschool have little
>>>>> interest in learning the language.
>>>>> There are a couple teachers who sit and "learn/participate" with the
>>>>> kids...but thats it.
>>>>> No (LOCAL) tribal member seems to be aware of the IMMENSE VALUE of
>>>>> their own language.
>>>>> Most of the encouragements i receive come from people like yourself .
>>>>> and i so appreciate it, because i know YOU KNOW how important these
>>>>> efforts can be.
>>>>>
>>>>> The TPR techniques are going great and we all get a full body exercise
>>>>> performing
>>>>> all kinds of imperatives and folding them in with the songs.
>>>>> we're gonna start singing these imperatives soon I can just tell.
>>>>>
>>>>> try to say   tsa-tah-ma-wah ... tsa-tah-ma-wah .. (turn around)
>>>>> without singing it!
>>>>>
>>>>>  One teacher just sits emotionless, head staring down scribbling at her
>>>>> desk,
>>>>>  like :  "this guy has got to be insane"
>>>>> when we're all down on the floor on our backs jabbing one leg in the
>>>>> air!  HA!
>>>>>
>>>>> but the Teachers ALL help out when we get the kids organized for
>>>>> performance social dances
>>>>> for the Turtle Tot "pow-wow" event in the spring. HUNDREDS of kinfolk
>>>>> show up!
>>>>>
>>>>> thanks again for all the support and encouragement
>>>>> one day i'll get the TPR book... wonder if the tribal admin. MIGHT even
>>>>> pay for it?
>>>>> naaah, probably not.
>>>>>
>>>>> ske:noh
>>>>> Richard
>>>>>
>>>>>
>>>>>
>>>>>
>>>>>
>>>>>
>>>>>
>>>>> On Tue, Nov 30, 2010 at 4:56 PM, Beth Brown <brow0857 at umn.edu> wrote:
>>>>>
>>>>>> Hi Richard,
>>>>>>
>>>>>> I'm not sure that I have any advice to offer, but I wanted to wish you
>>>>>> well and commend you on your efforts. I was a Dakota language immersion
>>>>>> preschool teacher within the Minneapolis Public Schools for several years
>>>>>> and my experience was very similar to what you're describing. The classroom
>>>>>> teacher and prep teachers in our Dakota IMMERSION room would come in and use
>>>>>> English, despite our objections and justifications. We too did not have
>>>>>> regular meetings between language speakers and teachers, so communication
>>>>>> was stymied. Furthermore, our knowledge of language acquisition was
>>>>>> considered sub-par, since the majority of our speakers are not licensed
>>>>>> teachers. I still work at the school, but in a different capacity and I've
>>>>>> found allies in the school who DO value our knowledge as speakers and who DO
>>>>>> want our input. It seems like sometimes it's just about finding the right
>>>>>> people to stand behind us.
>>>>>>
>>>>>> Do the teachers have to be in your classroom? We had to have licensed
>>>>>> teachers in the room because we were not licensed, but I'm not sure if
>>>>>> that's the case for you. Also, do the teachers know or are they learning
>>>>>> some of the language? Maybe someone had suggested it already, but doing a
>>>>>> TPR demonstration with the teachers in a language they DON'T know can be
>>>>>> pretty convincing! Or, sometimes it helps for them to see research data that
>>>>>> supports the effectiveness of immersion. That said, there are some who seem
>>>>>> as if they will never understand or don't want to, no matter what evidence
>>>>>> you present them with. I've worked with those people and it's very
>>>>>> challenging on many levels, but what brought me through was the support and
>>>>>> encouragement of other language activists, which is why I wanted to write to
>>>>>> you. The work you're doing -as a volunteer, no less!- seems very admirable
>>>>>> and I'm sure it's making a difference for those kids far beyond what you can
>>>>>> even see now.
>>>>>>
>>>>>> Best wishes to you,
>>>>>>
>>>>>> Beth Brown
>>>>>>
>>>>>> Program Associate, Dakota Language
>>>>>> American Indian Studies
>>>>>> University of Minnesota
>>>>>>
>>>>>>
>>>>>>
>>>>>>
>>>>>> On Tue, Nov 23, 2010 at 12:04 PM, Richard Zane Smith <
>>>>>> rzs at wildblue.net> wrote:
>>>>>>
>>>>>>> I'm working with preschool kids
>>>>>>> introducing the Wyandot language...which is great..but
>>>>>>> its not ideal.I can only volunteer so much time as its not a funded
>>>>>>> position.
>>>>>>> So far the tribal council hasn't considered our Language as
>>>>>>> essential...(another topic!)
>>>>>>>
>>>>>>> Relationships are good with teachers BUT
>>>>>>> I'm finding I'm having conflict when I'm using ONLY "wandat"
>>>>>>> and teachers keep "helping" -- interpreting into english for the
>>>>>>> students!!!
>>>>>>>
>>>>>>> they don't seem to understand that KIDS DON'T NEED ENGLISH
>>>>>>> INTERPRETATION
>>>>>>> and if something isn't working, its MY problem and i'll try using
>>>>>>> the "new" words in a different context...
>>>>>>> maybe stressing the new words less, and wrapping it with familiar
>>>>>>> words.
>>>>>>>
>>>>>>> But what can i tell these teachers!?! I don't want to offend them
>>>>>>> by correcting them in class...though , in a couple classes i shook my
>>>>>>> head
>>>>>>> smiling saying "no interpreting!" but they looked offended.
>>>>>>> I requested a meeting,that isn't happening...
>>>>>>>
>>>>>>> Is there some "easy to comprehend" instruction about this kind of
>>>>>>> problem?
>>>>>>> ske:noh
>>>>>>> Richard
>>>>>>>
>>>>>>> --
>>>>>>> *
>>>>>>>
>>>>>>> "It is easier to build strong children than to repair broken men."
>>>>>>>
>>>>>>> - Frederick Douglass
>>>>>>>
>>>>>>> *
>>>>>>>
>>>>>>
>>>>>>
>>>>>
>>>>>
>>>>> --
>>>>> *
>>>>>
>>>>>  Bread for myself is a material question. Bread for my neighbor is a
>>>>> spiritual one."
>>>>>
>>>>> - Nicholas Berdyaev
>>>>>
>>>>>
>>>>> "its easier to build strong children than repair broken men" Frederick
>>>>> Douglas
>>>>>
>>>>>
>>>>>
>>>>> *
>>>>>
>>>>
>>>>
>>>
>>>
>>> --
>>> *
>>>
>>>  Bread for myself is a material question. Bread for my neighbor is a
>>> spiritual one."
>>>
>>> - Nicholas Berdyaev
>>>
>>>
>>> "its easier to build strong children than repair broken men" Frederick
>>> Douglas
>>>
>>>
>>>
>>> *
>>>
>>
>>
>
>
> --
> *
>
>  Bread for myself is a material question. Bread for my neighbor is a
> spiritual one."
>
> - Nicholas Berdyaev
>
>
> "its easier to build strong children than repair broken men" Frederick
> Douglas
>
>
>
> *
>
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