The Immersion Effect

 

What is the Immersion Effect? I have asked myself this question every day I have been on the Blackfeet Reservation. The Immersion Effect goes far beyond making connections with kids in need, the Immersion Effect is one of self-discovery. Discovering your strengths and discovering your weaknesses, who you are and who you want to become.

I am writing this with the knowledge that much of my life has yet to be decided, many paths not ventured, and many experiences not had. However, everything is put into perspective after seeing what the children of Browning, Montana struggle with. My problems are small, my future has unlimited paths. Immersion students must use their experience and their knowledge to help improve their own lives and the future of DLSBS students. No matter what the size of the impact, one is nevertheless made.

Of all the Immersion groups that work with DLSBS, we would be naive to think that we have single-handedly created an astronomical number of opportunities for the children of Browning. Perhaps collectively, the Immersion groups have created just one path, just one path that can lead to a future away from crime or poverty, a path that leads to happiness.

So what is the Immersion Effect. To call it life changing would be an understatement. This experience will most likely dictate the second half of my life and the ideas that I hold true throughout.

In the end, the Immersion Effect is one that challenges everything you know about not just the people around you but yourself as well.

M. DuPlessis '12
           

DLSBS-"Building Faith in Education"

Paul wearing war bonnet

Today is the last day we will be spending with the Blackfeet children. Saying goodbye is definitely going to be  difficult. Although we have only spent one week helping the kids, I got to know all of them very well. Many of  these kids are dealing with serious problems yet they are able to stay seemingly carefree. Partially, this is due to the loving teachers that the De La Salle Blackfeet School (DLSBS) has surrounded the kids with. I have so much respect for all the teachers working here. They are making a great sacrifice by dedicating their time to these children and teaching in a loving manner.

When these kids graduate from DLSBS and go to Browning High School, they excel in their classes. Brother Paul told us that nine of the top ten kids of Browning High School's class of 2011 came from De La Salle. Clearly DLSBS is making a huge difference in the Browning community. These kids are not only learning the valuable skills necessary for high school but they are learning to respect themselves which is a serious problem in the Native American community. DLSBS is doing a great job helping the students deal with the major issues of self worth as well as the temptations of drugs and alcohol. I genuinely believe all these kids can become successful wherever life takes them. There's no doubt that DLSBS is working miracles here in Browning, Montana.

P. Brahan '13

End of the Line

Christian Motta

At first, I was apprehensive about embarking on this trip. Even with the numerous weekly meetings explaining almost every aspect of the trip and what we would be undertaking, I was still completely unsure of what to expect. It would be my first experience with both working with small children in a classroom environment and life on a reservation. I knew this was going to be an adventure.

When we got off the train and saw the town of Browning laid out before us, it became apparent that life here was very different than what I had grown accustomed to in Pittsburgh. That same feeling of apprehension again manifested itself as we boarded the bus to go to the school for the first time. This time, however, it was mixed with a feeling of excitement. I was ready to finally meet the kids that I had traveled so far to work with.

My first day with the fourth grade here was certainly an experience in itself. They were very energetic and friendly, but they did not seem to care too much about school. It was almost frustrating to work with them at first, but as time went on, they began to get more and more focused. There was a noticeable change in attitude from the start of the day to its end. This increase in focus persisted throughout the week. By Thursday, I found them to be willing to do their work and I found myself happy to work with them. Sitting here on this final Friday, I realize how sad I will be to have to leave them behind. It has been a wonderful experience working with them, and I will miss the challenges and rewards that this trip has brought me. I am happy that I was able to have this experience, and I have no doubt that my fellow students feel the same way.

C. Motta '13

The 4th Grade Trip to Choteu

Nick on the Mount

Yesterday, the fourth grade, my immersion teaching partners and I went to the Choteu park. Choteu park is a lot of Native American significance, it was a heavily traveled place by the Native Americans and has many artifacts from them. The trip was definitely one of the best parts of this entire immersion experience.

The first thing we did at Choteu was meet the third and fourth graders from the Choteu school who were going on the trip with us. Our guide then walked us up to a rock that marked part of a trail that stretched from Alaska all the way down into Mexico.  Native Americans made pilgrimages up and down this trail staying at different points along it for months or even years.

Tour Guide with the 4th grade

After being shown the trail we got onto a bus and traveled to a hill where the Native Americans would go to have visions. What the Native Americans would do is walk up to the top of the rock and fast, trying to hear the voices of the mountains and have a vision. The hill was also an eagle capturing site. Here. they held eagles in high regard so they would not kill them. Instead they captured the eagles to take their feathers which were holy objects. Capturing an eagle was a long held tradition and something all boys had to do in order to become men.

The first thing we saw at the next site was a circle of rocks with a smaller circle inside it.  Our guide explained that, in the winter, the Native Americans would build a tee-pee with a smaller tee-pee inside it so that when water would condense on the wooden pole of the tee-pee it would roll down the outside of the inside tee-pee and the people inside would not get wet.  Close by was a huge ring of stones about 165 feet across, much larger than the Native Americans could have ever made their tee-pee's. The ring turned out to be a turtle effigy, another holy animal in their culture. The effigy was where they would perform medicine ceremonies.

Site of the Turtle Effigy

The final part of the trip was going to Big Bear's cabin.  Big Bear was a Native American who lived in Canada but got into some trouble with the law so he fled down to Montana and became a hermit.  There are a lot of interesting stories about him. For instance, one day his neighbor came over to see how he was doing and as he came over a horrible stench was wafting from Big Bear's cabin, it turns out Big Bear had caught a skunk was cooking it. Another story about Big Bear is he would go out hunting with only one shot in his gun because, as he said, "A good hunter only needs one shot."

N. Zurawsky '13

Blackfeet Spirituality

Aaron Raey in deep thought

Yesterday I had the opportunity to go on the 4th grade's fieldtrip to Choteu, where there are many sacred Indian sites. On the hour and a half drive I had the privalege to talk with Miss Darnell, an Indian traditionalist whose job it is to remember all of the history and stories of her people.  After we visited the various historical sites, she would tell me more about the sites, and sometimes correct the less knowledgeable tourguide.

The first site that we visited was the Old North Trail. This trail was traveled by the Blackfeet Indians for thousands of years and extends from South America all the way through Alaska. We were able to visit one of the stone markers on the trail, and saw the trail extending across the fields and over the hills. So many indians had walked the trail and packed the soil so hard that tractors are unable to plow through it. The Indians believed that they have been walking this trail forever, literally. The Blackfeet believe in an infinite existence, that they have always been here living in the same land, doing the same rituals. According to Miss Darnell, the Blackfeet believe that they are the source of all peoples, and that they will one day be rulers of the entire world. The Blackfeet are one of only a few Indian tribes still on their native lands, although these lands have been significantly decreased. Before Columbus, the Blackfeet lands ranged all throughout middle America and into Canada, butting up against the Rockies in the West.

Students on their way to the vision site

They believe that they were place here by the Creator and given these lands to tend and protect. Miss Darnell said that like in the Biblical story of Cain and Abel, one Indian left his homeland and began the rest of the nations with other lesser beings. They believe that they are the source of all peoples, they will one day be the conquerers and rulers of the world. The Blackfeet Indians were originally four bands, but now only the South Piegan bands remains on the reservation.

The next site we visited was a fasting and vision site. It was a hill in the middle of a field that the Indians used to come to fast on for several days, hoping to receive a vision. On top of the hill there was a pile of larger stones which they used as an alter. The visions which they received were for direction, and often came through an animal. The Blackfeet fully believe that they can commune with the other side, and that they can talk with each other across great distances through dreams. The sacredness of the hill comes from the spirits who live on that hill.

As we moved throughout the sacred sites on Choteu, Miss Darnell expressed great pride in her people's history and tradition, as well as a sadness about their current state. She was truly proud to be an Indian, proud of the Indian's ability to speak with spirits, proud of their heritage, and hopeful for their future.

A. Raey '13

Touching Hearts

"Close your eyes. Imagine yourself: you are alone, sitting on top of a hillside on the west side of the town, overlooking the mountains. Think about your life. Concentrate on your breathing. Breathe in, breathe out. Now think for a moment. Think of the people who love you. Think of all they have done for you in your life. Think of the sacrifices they have made for you. Think of all that you have. Breathe again. In and out. Now think of God. Think of what he has done for you. He gave you his only son. The son of man, the Lord. He died for each and every one of you. He gave his life so you could live yours. He suffered for you. Breathe once more. You are back on the hillside. It is dark, and the sun is setting. It is dark. You are cold and alone. You have nothing but the clothes on your back and with whom to thank? The Lord, our God." 

Dylan helping students

These were the words spoken during the homily by Father Murray at the school mass we attended this morning. It was quiet in the church as he told this story. Everyone was still, sitting with their eyes closed. It was a time to think about what is important in life. It was a time to gather your own thoughts about all you have and how you should appreciate it. "You never know what you have, until it is gone" is what they say. It is not a hard saying to understand, but it is touching to experience. Coming out to Montana to help these students is more than a perfect example. Living in a very compact bunkhouse with 13 other people will certainly make you realize just how basic the good things in life really are.

The town is small and there is not much around. For example, think of the last time you were bored one Friday night and called up a friend to go see a movie. If you lived here, there is no such thing as going to the movies. If you wanted to, it's a long drive. It is astounding when you realize just how much you really do have and how you really should appreciate it. If this trip has taught me one thing, that is exactly it. This journey was a life changing experience and I wish everyone could experience something like this. The world would be by far an amazing place to live if anyone would realize what they don't have. Appreciation is key in life. Think of what you do have, even the small things. Disregard what you do not have because if you do not have it at this point, you probobly do not need it. Right now you are probobly in your nice, warm home sitting down reading this. Think of your home. Think of how fortunate you are to be living in it. I guarantee you have not thought of how fortunate you are to even have a place to live and how there are people that do not even have homes. This is one of millions of examples of  how greatful you really should be. "You never know what you have until it is gone" is what they say. Now close your eyes. Imagine yourself. Think of what you have in life. Think of where you would be without the people in your life. Think of God and where you would be without him. Think of the people you love. Have you touched their hearts? What have you done to let them know you love them? That was our goal of this trip, and I am more than greatful to be able to experince it. It has honestly been a life changing experience and I realize how fortunate I am to be here. Live how you want, but love how you should. God bless.

D. Junker '13

The Wolf Awakens

 

"Beware of Sleeping Wolf" with dancing stick

On Wednsday night we had a guest speaker named Marty, but his Blackfoot name is "Beware of Sleeping Wolf." When Marty arrived, I was already outside and therefore had the privilege of helping him move his vast collection of Native American artifacts into the bunkhouse. During dinner, Marty discussed his past experiences in Catholic schooling, his childhood in Seatle, and his time in the Army Airborne. 


Beaded gauntlets

 After dinner "Beware of Sleeping Wolf" started to show us his collection of artifacts with the warning that if we dropped an eagle feather, he would have to perform a ceremony to protect us against bad luck.  He had many interesting artifacts each with their own unique story. He had three war bonnets, the feathered hats that chieftains wore, as well as many beaded articles of clothing. He explained to us how an Indian earned feathers for their war bonnet and the difference between a blackfoot war bonnet, whose feathers stand straight up, and a Sioux war bonnet, whose feathers slope back. He even let us wear one of the war bonnets which was in the best condition. As time progressed he took out many artifacts including; yarn dolls, beaded gauntlets and belts, eagle wings, his dance outfit, rattlers, pipes, mocassins, and so much more.


Jacob wears the wolf headdress

 After discussing all of these artifacts he took out his most interseting piece, a wolf skin headdress. He let us wear it and then explained how ancient Native Americans would use the disguise to approach a buffalo herd without scaring the animals. Overall the presentation was very interesting and enlightening to both the hardships the Indians of past times experienced and their rich cultural heritage. I enjoyed it greatly and feel fortunate that we were able to hear his stories and narratives.

J. Ploschnitznig '13



Gaining Perspective

Our after school speaker, Harry Barnes

Harry Barnes, a businessman on the Rez, met with us to discuss the importance of the De La Salle Blackfeet School (DLSBS). He explained to us how the children go on to help the community by bringing more money into the Browning economy. Although he taught us about many different parts of the Blackfeet community, the most important lesson I learned during the discussion dealt with how to approach the children's struggles during the school day. He illustrated to us some of the many difficulties the students have to face outside of DLSBS. Mr. Barnes explained to me that the students have many more serious things to worry about than doing well in school.

The children of DLSBS have to deal with many problems that I could not imagine dealing with at any point during my life. Some of the students come from broken homes, and others face a daily temptation of drugs and alcohol. I know that I have trouble being productive when someone is talking to me; how they can get any work done in some of the situations they are put in is a mystery to me. Many of the children have begun to open up to me. They have told me some of the struggles that they have to face everyday. It is unbelievable that in the face of adversity, these kids can still learn and excel. I admire them for the courage they show day in and day out.
 

A.J. at work

Harry Barnes has really opened my eyes to the difficulties the kids face. These unique distractions that the students have to deal with break my heart, yet with every school day comes a classroom full of smiles and laughs. These kids are some of the most special people I have ever met. Everyone should strive to face their problems in the way that the children do. If I faced challenges like they do, my life and the lives of my friends and family would be much happier. The De La Salle Blackfeet School students have definitely taught me more than I could ever teach them.

A.J. Nestler '13

Things We Share

I am sitting and staring at a piece of artwork that was given to me by one of the 5th grade students that I am working with at DLSBS this week. She was one of the students that opened up to me immediately. I was not expecting to become that close with any of the students on the first day. Why would this student want anything to do with a high school student from the other side of the country? Why would another student tell me personal stories about her life? The fact that the one story ended with this young girl saving the life of her two older sisters was truly inspiring. These stories made me feel the pain inside her.

I quickly realized why a young male student turned his back to me on the first day but by mid-day was asking me for help. We both realized that we are all in this world together. We share so many similarities. It is not hard to relate to these young students. Although I was initially anxious about how I would relate to the students, I now realize that all of the nerves were unnecessary. Relating to the kids just happens naturally. For example, I overheard a student singing a song that literally hit home with me. The student was singing the refrain of No Sleep by Wiz Khalifa. I mentioned that Wiz was from my hometown of Pittsburgh. He realized that the song Black and Yellow was about the city of Pittsburgh and we both started singing the refrain. About 7 of the 11 students joined in and we were all singing it through the hallway to our next class.
      
At another point, I notice a student is not paying attention during religion class and is doodling in her binder. She is drawing a picture of her future "dream house". The picture takes up a whole page. This picture is more than just lines and circles on a page; it is a picture of hope. It shows the dreams that these kids have. It shows that they want more for themselves. As they will sadly realize or have already realized, the only way for them to attain their "dream house" is to leave the reservation at some point to attain further education or a better job than would be available on the rez. It truly inspires me that despite the background that these kids come from, they have the desire to come to school every day and learn with energy and hope to thrive in this truly unique LaSallian community.

N. Bozzo '13

Living in God's Presence

Before this trip, I held the belief that Pittsburgh Central Catholic was the only "true" Lasallian school in the country, in that I thought our prayers and mission was exclusive to us. However, it did not take long to realize that this was not the case.

As I sat in the cafeteria on Monday, a few seventh graders introduced themselves. They were just ordinary schoolchildren. Then I heard a loud noise and turned to see an eighth grade girl banging a drum bigger than herself. The room went quiet, and the day was kicked off with the prayers - many of the same prayers we recite at Central. After praying, everyone said the Pledge of Allegiance and slightly turned when the Pledge was finished, now facing the light blue Blackfeet flag. One child pressed play on a CD player and there was a cacophany of sounds that were foreign to me: the Blackfeet chant. At this point, I realized that these are not ordinary schoolchildren. They possessed a heritage that was alive, even today.

Every class begins with the traditional Lasallian prayers as well as a prayer in the Blackfeet language. The students have a heritage that one simply will not see in any classroom at Central. They have personalities that reflect their Indian background, including Indian names for AJ, Paul, and me. However, the most evident example of their culture being summoned forth was in Social Studies on Tuesday when a tribal council member arrived to teach the class Blackfeet culture, including etiquette, history, and some language. It was in this class that the seventh graders all payed the most attention, evidence that each one takes great pride in his/her culture.

In short, Central Catholic is not exclusive in our matters of faith whatsoever. The prayers and practices of the Lasallian tradition are present throughout the country, and that goes beyond simply words. The values are taught and lived just as they are at Cenral, which will allow these young children to live their lives with open minds and hearts. Because of their Lasallian education, they will be able to exemplify their faith as well as their heritage to every person that they may encounter throughout their lives.

K. Hackett '13

Breaking Through

Grant Helping Students

Here I am in my second day at the De La Salle Blackfeet School in Browning, Montana. Thus far my experiences have been very unique. I first met the 5th graders in the cafeteria, during the morning assembly where the whole school gathers together. Some of them were opening right up to me while others were very shy.

Our first class was math. The kids recently took a math test and they were split in two groups based on how well they did. I decided to join the group that did not do as well. This is when I first started to learn about the kids. Some of the more rambunctious students initially made fun of us by giving us nicknames and fooling around. However, other students were shy and did not say a single word for the duration of the day. When my classmates and I gave no reaction to their jokes they soon learned that they did not need to act this way for us to like them. I knew that the energetic students would eventual calm down so I decided to focus on the kids who were more shy. Despite my efforts, by the end of the day, I had no luck getting the shy kids to interact with me.

For example, during reading class I went to help a boy on his project. He read a book called Bears that he was doing a diorama on. One of his tasks was to write a paragraph. I kept on asking him what the book was about but he would not talk to me. In order to help him, I decided to quickly skim the book myself. I ended up suggesting ideas for him to write about which he agreed with by nodding his head. The day was now over and I knew that I really needed to keep working with him before the week was over.

I got to school on Tuesday and again sat down at the table in the cafeteria. He was sitting on the bench all by himself so I decided to go sit next to him and see if he would talk. Once I asked how he was, I got the first word out of him: "good". I took this as my opportunity to break him out of his shell. I asked him more questions such as, "How far away do you live from school?", "Where was your favorite place you have ever visited?", "Do you have any siblings?", and "What is your favorite class?" He responded with full sentences. Slowly but surly I was starting to bond with him. Later that day, Science Class came around. The students were given a worksheet to complete and once they finished it they could play boardgames. To my surprise, Zachary came up to me and challenged me to a game of "Connect Four".  I told him that no one has every beaten me in "Connect Four". He then said "Well you are going to lose because I am the king." Needless to say, I lost all of the games, but what I really won was his friendship.

By the end of the day, he ended up talking to me about school and his life. I knew that if I kept at it I would get him to open up. It was just the second day here at school and I already accomplished this task. I cannot wait to experience what the days ahead will bring.

G. Hettinger '13

Our First Day at School

The trip out here was long but the sights from the airplane and train were incredible. That alone was worth the trip. Today, we got down to business in the school. I was assigned to the 8th grade with Mike DuPlessis. The kids are nice and welcoming, along with the school staff and Christian Brothers. The kids were genuinely interested in our own stories and were very conversational.
 

We started with a school assembly then went to the class. Mike and I had Religion, Math, English, and Social Studies before lunch. After lunch, we had Science, Reading, and Gym. I was impressed by the connections that the kids made between the Mayan ruins and the ruins described in Lewis' Prince Caspian. Throughout the day, we also spent some time talking to Mr. Garces, the 8th grade teacher, about the education and life on the reservation. After our conversation, we helped pick up water jugs for the school, then participated in the different club activities at the end of the day.

Overall the day was successful. I'm looking forward to experiencing the rest of the week and getting to know these kids.  Hopefully, in the days to come, I'll be able to give them some perspective of my own life and goals.

W. Kondrich '12

First Day on the Rez: Work and Fun at the Same Time

Clearing rocks from the dirt

Bro. Ray putting us to work

 

  

Fixing barb wire fence around Brothers' Property

Bro. Paul shows us around the property

Skipping stones on the Two Medicine River

The great ascent to the top of the Buffalo Jump

View from top of the Buffalo Jump

Fall, 2011 Immersion Group atop the Buffalo Jump

Immersion Students, Fall 2011

Christian Motta '13

Kraig Hackett '13

Paul Brahan '13

A.J. Nestler '13

Dylan Junker '13

Aaron Reay '13

Grant Hettinger '13

Michael DuPlessis '12

Will Kondrich '12

Nick Zurawsky '13

Jacob Ploschnitznig '13

Nick Bozzo '13

­OKI-NI-SOO-KA-WA “Things to Bring”

DLSBS Browning, Montana
“Live simply so that others may simply live”
~ Elizabeth Ann Seton

NECESSITIES

___ Medical release form                        ___ Open and flexible attitude

___ Sleeping Bag                                   ___ Pillow                                          

___ Extra cash ($30, recommended)     ___ Journal and pens

___ Materials for prayer services          ___Towels

CLOTHING

1) Don’t pack anything that you treasure. Bring comfortable, durable clothing and EXTREME COLD WEATHER gear.

2) No suitcases, pack light in a duffle bag.

3) Browning has very uncertain weather.  It could possibly snow each month of the year, so please do NOT JUST bring shorts or sandals.

4) The school has a dress code of collared shirts and no denim.  When you work with the students you should dress the same. Solid colored ‘khaki’ pants

___ 2 pairs, closed toe shoes                           ___ 4 long sleeve shirts, 1 short sleeve

___ Socks (long/wool socks, extra pairs)         ___ 2 pairs, long pants (some no denim)

___ Undergarments (possibly thermals)          ___ 2 sweatshirts/fleece

___ HEAVY winter coat                                 ___ Stocking cap/beanie and scarf

___ Gloves/mittens                                         ___ Sweats/pajamas

___ Gym Clothes (for when kids have PE)     
___ Tutoring clothes (i.e. polo shirts, khakis, blouses; NO jeans or T-shirts)     
         

Toiletries/Medicine

1)      Seriously reflect on the “need” for make-up and/or jewelry.

2)      Do not forget your personal medication!

___ Towel                                               ___ Toothbrush                       ___Washcloths                                        ___ Toothpaste

___ Soap                                                  ___ Deodorant 

___ Personal medicine                             ___ Shampoo/conditioner

___ Chapstick/sunscreen                          ___ Razors/shaving cream

___ Shower shoes

Optional

___ Camera     ___ Flashlight         ___ Sunscreen

___ Sunglasses­­  ___ Alarm Clock      

Phone Numbers (to be used by parents/guardians in case of emergencies)

De La Salle Blackfeet School:             (406)338-5290

De La Salle Blackfeet School, Fax:      (406)338-7900

Holy Family Mission (Brothers and Bunkhouse) (406-338-3775/5294)

Remember: Do NOT bring cell phones, pagers (no signal at the Mission Bunkhouse anyway)

What it's all About

Kyle Dresser's final thoughts on the immersion experience to the Blackfeet Indian Reservation:

When I first heard about an opportunity to go on a mission trip to an Indian Reservation, I immediately took an interest. I have always been interested in Native Americans, their culture, and how they live today. I was interested in how the children of a reservation would act, talk, and how they would compare to children who lived in a typical suburban setting.



Kyle Dresser helping a student

Before arriving at the school, I had the impression that the students would have behavioral or disciplinary problems, and that I would have no idea how to act around them. However, upon entering and just seeing how the kids acted with each other and with the teachers and staff of the school, my point of view turned around in a flash. I started talking to the students, and I was able to carry on good conversations with them about any topic that came up. The students were full of joy and just talking to them brightened my day. Most of the students were intelligent and already had plans for their futures. Granted, there were some examples of students talking back to or opposing the teacher, but most of them showed nothing but the utmost respect and adoration for the ones they were learning from. One of the students with whom I became close to over the past four days was one of the most genuine people I have ever met. He was honest and open and had no problem talking about things he had trouble with. I am so glad I was able to help him with his work, and I hope he appreciates my help as much I appreciate the opportunity to help him.

Overall, this has been a wonderful experience that will probably stick with me throughout my life. I am grateful that I've had the privilege of learning about a great and proud people, their culture, their past, present, and future ways of life. Hopefully I have left as much of an impact on these students as they have left on me.

K. Dresser '11

Beware of Sleeping Wolf!

Marty 'Beware of Sleeping Wolf' Martain was kind enough to show the Central Catholic Immersion students some Blackfeet artifacts and rare bald eagle feathers.:



Immersion group listening to guest speaker

 

The most interesting part of the day occurred when one of our visitors "Beware of Sleeping Wolf" came to tell us about some Blackfeet history. I learned that today's Americans owe indian culture much credit for the way we live as a society. They gave us fruits like pomegranate, zucchini, and many more. Something that surprised me was that he told us that the Irish potato was originally from the Americas. Another thing that surprised me was that we adopted democracy we use today from the Iroquois Confederacy. He also told us of times when the Blackfeet were pushed around. Times when treaties were broken, alliances were betrayed and indians were massacred for gold, land, and in some cases, just being indian. "Beware of Sleeping Wolf " had a shield made out of buffalo skin and medals that represented his father and brother. Also on the shield were medals he earned as a paratrooper. He showed us many other artifacts. The most significant to us and "Beware of Sleeping Wolf" were three Blackfeet war bonnets made out of real eagle feathers. I am truly thankful for his presentation. Before he left he told us that with kids like us in the world he's not worried about our countries future.   

S. Hall '12

Ritual Leg Wear

Joe Danko with bald eagle talon





Ryan Scott with traditional rattle







Rob Burns with wolf pelt headdress