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



A Message from DLSBS Principal, Mr. Wedum

The impact and significance of a De La Salle school on the Blackfeet Reservation:

Lost Luggage = Big Problems. . . Or does it?

Matt Doherty's account of his delayed bag and how it changed the way he thinks:


Matt Doherty listening to an evening
speaker

"Enter the immersion trip with an open and flexible attitude" were the words our chaperones, Mr. Saulle and Mr. Sudnik, chimed instructively to us before our departure. Dressed in my navy blue sweat suit and winter jacket, ready to brave the Montana cold,  I met my group at the airport, went through the laborious process of checking in, and took off en route to Denver. "Flexible, Matt, Flexible", is what I thought as we waited in the airport and got dinner after landing in Denver. Everything was going smoothly as we boarded our flight to

Spokane, Washington.

We touched down smoothly  although amidst inclement weather. Our group filed out of the plane, down the walkway, and towards the baggage claim area. We all patiently waited as bags came out on the conveyor belt, one by one. After ten minutes all of the bags had been brought out, but no one in our group had received their bags. "Could they have really lost all of our bags?", I thought. Then, in an irritatingly loud voice that had a slight twinge of an electric sound to it that was added through the use of a microphone-like apparatus, an airline representative that was around 50 meters away alerted us that we had gone to the wrong gate and our bags could be found at the United Airline gate where she was stationed. I sighed in relief because the reoccurring and subconscious fear of losing my luggage had been quelled as we walked toward the gate. We reached the gate and all of my comrades picked up their luggage. I stood in silent horror upon the realization that my luggage was missing. My fellow immersion student, James, was also missing the bag he had checked. We spoke to the airline representative and learned that our bags had been delayed, were left in Denver, and would be shipped to an address of our choosing in Montana, when possible. Not in the best of moods, but still flexible, I left the airport with the group. After a 10 minute taxi ride, we arrived at a rather seedy train station in Spokane, Washington. By the time we boarded the train, I was beginning to cope with the idea of not having baggage while assuring myself that all would go as planned, and I would receive it the next afternoon when we arrived in Montana.

Four days passed since I checked my bag at the airport, and I was in Browning, Montana wearing the same blue jumpsuit that I had arrived in. I had worn it to sleep, to meet the kids at the school, to gym class, to cook dinner, and to see the kids again. The group had made quite the spectacle of my repetitious wardrobe. Although I was having incredible experiences being exposed to Native American culture and the contemporary culture of economic desolation in Browning, my mood just wasn't at the level I wanted it to be. I had yet to have attached to the teaming Spirit that filled Browning. I could have attributed this declining attitude of mine to the fact that I had worn the same clothes for four days, but I began to think of my mood on a deeper level. I reminisced about the night my friend Rob and I had cooked dinner for the group.

That night we had a special guest over to speak to the group.The guest was Joe "Big Crow" Bremner, a Native American spiritualist. He told us of Native American traditions and songs that have carried on through oral tradition for thousands of years. He performed a ceremony that involved the placement of sweet grass, an herb that is commonly used by the Blackfeet, on a hot coal in order to induce smoke that one would smudge on themself for a type of aura-purifictation. His conversation with us spanned a world of fascinating history, tradition, and ceremony. Then he began to speak of a tribal initiation into manhood called "Sitting Holy," which he had done some years back. He told us how he had gone four days without water and food all while sitting in the same place. On the fifth day, the ceremony follows that the person who has undergone this fast is given the right to have a tiny piece of meat, a small drop of water, and to stand up once again. He recalled how this meat and water were the greatest things he had ever consumed and that due to the deprivation of these essentials and of standing, he had learned how precious they were. They were truly rights.

On Tuesday my baggage arrived in the middle of the school day. I left the classroom and jubilantly put on a fresh pair of clothes in the changing room of the school. This was the best pair of clothes I had ever put on. From the socks to the shirt, everything was smooth and fresh. I used to waste clothes, in fact I over-packed for this trip. My parents would reprimand me weekly for the the mass amounts of laundry that emanated from my room. I now will cherish every item of apparel that sits on my body. In my own little way I had a "Sitting Holy" experience. It wasn't nearly as intense as the tribal initiation experience, but for a private school kid from the suburbs it really changed my perspective.


Matt Doherty helping a student with an essay

 

The more I think about it the more this idea of having the "right to wear clothing", the more the idea expands. It expands to food, to water, to shelter, until it envelops a much broader idea spanning all of earth's resources. So much is wasted in the modern world. Joe "Big Crow" Bremner referred to how conservation and balance with Nature is so important to Native American culture and how some scientists were even looking towards old ways of Native American living to find solutions to environmental problems that are  induced by depletion of resources. This made me recall learning in my sophomore history class that a population of Native Americans could use a fraction of the amount of land that a population of white settlers would need to survive.



While mulling around in my thoughts and a fresh pair of pants these last days, my view of the use of resources, weather clothing, and food has completely changed. I respect that while I have a right to everything on earth, it is a privilege that should not be abused. This trip has reinvigorated my belief in conservation and has given me a new appreciation for life. It's funny how a simple delay of luggage that would usually be viewed as an annoyance by most could lead to a change in one's perspective.

Matt Doherty '12

Making Big Impressions: The Spirit of The Blackfeet is Alive and Well



John Bruno

John Bruno looks beyond the surface in search of hope and inspiration:

Throw away any preconceived thoughts about the school, and the Blackfeet culture. Close your eyes and imagine a classroom. Imagine only about ten students, but imagine children that are so full of life, imagination, and laughter, that they make any child you know of that age look dull. Biased and arrogant students who embark on this journey into a new world would reflect by saying the kids aren't as bright, intelligent, or have any chance in the real world. Having spent time with these children I can honestly say they posses more character than any average sixth grader whom I've known. I am obsessed with their joy and up beat spirit they maintain even after all of the trials and tribulations their people and community have been through. When thinking about how awesome they are despite everything, it makes me wonder what kind of world I thought I was living in before the last few days. All of these things make if difficult to leave DLSBS at the end of the school day.

It makes me upset to think about how blind and ignorant some people are. As unfortunate as this is, I know some people that would probably take one look around DLSBS and criticize a kid's intelligence or certain lack of skills and never even take the time to get to know them. For me, I want to try so hard to make a lasting impression on these kids, even though I know it will be nearly impossible since they are influenced by different immersion groups on a weekly basis. Even sitting here as I type this I feel like I missing out on something that they're doing. I'd prefer to be around them constantly and make the most of every second I spend with them. As shallow as that sounds, I also don't want them to forget about me. I truly feel this way. If I fail to make a lasting impression, I'd feel like I did something wrong or didn't spend my time wisely enough.

In my attempts to interact, discuss, and teach them, one student in particular has made a great impact on me as well. As I observe and work with him in a few classes, I have easily picked up on the fact that he is naturally smart, clever, athletic, and most of all funny, as most of these kids are. Yes, they are behind and lack certain skills that most children have obtained at this particular age, but when you consider the lack of resources, services, and the proper learning environment that some have experienced for so long it is easy to see why. That being said, I firmly believe that they more than make up for it with their knowledge of their own history, culture, and overall high spirits. For all these reasons I can undoubtedly see myself loving to teach these kids everyday.

J. Bruno '12

What Makes DLSBS so Different Yet so Significant to the Blackfeet

Stephen Joyce

A day in the life of Stephen Joyce, the firth grade guru:

Yesterday I woke up just in time to take a shower and eat breakfast before we left for DLSBS.  On the van ride over I sat next to Mr. Saulle, and we talked about the differences between Central and DLSBS.  For me I see the classes at DLSBS as less structured than Central and even my grade school.  I first noticed this when the students switched classes without a bell.  I still question the effectiveness of this approach. Although some proponents of a "no-bell" school argue that it prepares students for the real world, I think that may cause some confusion for the younger, more struggling students.

From there, we went to Language Arts and the students started a review worksheet on punctuation in quotations.  After the students corrected their papers, we moved on to Life Science.  Yesterday's lesson was on seeds in fruit, and each student had two pieces of fruit which they cut in half to examine the seeds. Last week the fifth grade did an experiment with beans in dry and moist environments.  Each table got one of the four containers, two were set in a dry environment and the other two were in a moist one.  They recorded the changes in the beans and drew what the beans looked like now.  After Life Science we went to lunch, and after lunch we went to Native Studies.  This was by far my favorite class that I have sat in on for the past two days.  The teacher who comes in once a week to teach this class started the class with an introduction by every student.   "OKI NII TA NIK KO Stephen Joyce" translates from the Blackfeet language to "Hello, my name is Stephen Joyce."  She told us of the seven Indian reservations in Montana and that there is an eighth trying to gain the same rights as the other seven.  She told us that the Blackfeet people consists of the North Peigan, the South Piegan, the Blood Nation, and the Siksika Nation.  She gave us papers that showed the stars at any given moment.

Stephen Joyce closely examines an authentic war bonnett from the nineteenth century

After Native Studies the fifth grade went to P.E.  The P.E. teacher had the girls practice volleyball because they had a game that night against the Browning Middle School.  It turns out that the girls upset the Browning Indians and won the game. We went from P.E. to religion class. Because the school had mass today, the students practiced their readings.  I think that it is interesting to note that mass is supposed to be on Thursday, but it is taking place on Wednesday this week because there is a funeral on Thursday.  We were told that this parish has more funerals per year than every other parish in Montana.  The abuse of alcohol is in my opinion an epidemic on the rez.  We were told that Friday and Saturday nights are extremely dangerous to be on the streets because of the drunken drivers.  Although some of the residents may be used to having so many funerals, it is still extremely unsettling and unnerving for me to think of all the lives that have been cut short because of alcohol.  While practicing for mass I noticed that some kids are behind the level of reading that they should be. One student in particular would substitute words into the reading that were not even there, which would change the message of the passage.  This is very sad for me but it is understandable because before attending DLSBS students did not receive the same personalized education in K-3 at the local public school.

Native selections in the DLSBS Library

Before DLSBS, the students were forced to take part in a broken system which neglects their varying wants and needs.  As a result of the public school's lack of preparation, the 4th and 5th grade teachers have the extremely hard job of raising everyone's level of understanding to an equal one.  I would love to see DLSBS expand into a K-12 school, but that is much easier said than done.  I am sure that there are many different reasons why DLSBS cannot expand.  Even without any prior education before 4th grade, DLSBS graduates have done extremely well.  19 of 29 or 65% of DLSBS students have gone on to some form of education after high school whether it be college, junior college, or trade schools.  Fourteen of the fifteen high school seniors who graduated from DLSBS have received their high school diploma or GED.  This is compared to only 56% of American Indians in Montana who graduate from high school.  Some graduates have gone on to University of Montana, Montana State University, Gonzaga, Blackfeet Community College, the San Francisco Conservatory of Music, and Stanford University among others.  These statistics speak volumes on how effective and positive a DLSBS education is on the students and the community.  This combined with the dedicated and patient teachers makes for a beneficial and non-judgmental learning environment.

 

After religion class we had a snack, and after the snack we went to reading.  The students took a practice spelling test on words that they have been practicing for the past week.  In the middle of checking answers, the P.E. teacher came into our class and took all of the girls for the volleyball game last night.  So only five students stayed behind.  After they finished checking the words, the students did their class jobs and cleaned up their room, together.  After the clean-up, the students who did not go the volleyball game went to the clubs.  This interesting 45 minute long "class" allows the students to relax at the end of the school day.  The clubs range from practicing volleyball, playing in the gym, playing board games, or even doing one's homework.  Overall, I think an extended school day and by extension an extended school year makes for a more learned and engaged student body.  Although I was tired and exhausted at the start of the clubs, it was really fulfilling to be in a more relaxed and less tense setting with the students.  I had the opportunity to play board games with a few students and a teacher, and it was really enjoyable.  I was able to get some of the students to open up to me more than they did in the school day.  Overall, my experience so far at DLSBS has been very fulfilling and enlightening.  I am excited to spend more time with the kids and learn from them about subjects that range from Blackfeet language and culture to the bond of friendship.

S. Joyce '11

Connections: A New Understanding and New Friendships

Matt Kizior reflections on his time with the seventh grade:

The immersion trip to the De La Salle Blackfeet School has had an unexpected effect on my life in a way that I never would have been able to predict. That may sound a little cheesy seeing as our group has only been in Montana for three days, but certain facets of this trip have provided an emotional and spiritual impact that is timeless. The time that our group has spent as a community, the classes we have participated in with the students of this fine institution, and the hospitality that has been our blessing has turned what may have been a routine service trip into a meaningful reflection in and of itself.

Matt Kizior

What has been the most valuable to me, however, has been the time spent with the children of DLSBS. They have been instrumental in providing me with a renewed vigor to help people. The children have showed me that it is truly a sacrifice and a meaningful vocation to help children or any person for that matter. To live a meaningful life is not necessarily reached by fulfilling our dreams like acquiring riches or societal respect. We should infuse our lives with meaning by extending that feeling of purpose towards others and helping people to also feel fulfilled in the process. That is what I have garnered as a principle of life from this trip, and as a principle of the vocation of teaching.

Time spent with the small class of seventh graders that reside at DLSBS has shown me that the idea of struggling with something has a variety of ways that it can manifest and resolve itself. The trouble that certain students have shown with math, reading, and science is indicative of a need for motivation, inspiration, and attention that would help them improve their skills and life prospects. As high school students who have voluntarily devoted our time to these children, we have a duty to help fulfill those needs as best we can so that these students can learn the values that a LaSallian school has to offer. Yet we as a group who regularly attend a LaSallian school need to learn to properly enact those values within our own lives and for the good of others. These unique and talented students have helped me realize that to truly live as good people we need to live these values from day to day, minute to minute.

So what is the best way to summarize this feeling, this need, of helping to improve others lives? It is that we are not only called by our faith and morals to be brothers and sisters to each other, but also to be teachers and students for each other, continually helping each other. While we are here, Andrew Stefanick and myself have had to help these children focus and hone their intellect and skills so they can write better essays, express their ideas better, and help them realize their own potential. Yet we have also had to connect with them so they understand that we are all in this together: that we are not only here to help them learn the values that will help them improve their skills for the fast approaching future, but also that we are here to learn as much about life from these optimistic and impressive students.

In the process of helping these students, they have also helped us understand the importance of friendliness. In particular, two children from the seventh grade class have helped to shape my view of the personal rewards that teaching can hold. As someone who finds themselves wed to this vocation and cause, it has become a labor of love and respect for these children and this town. The friendships that are formed with these children represent the extent that a person is willing to commit themselves to the welfare of another human being in need. The teachers here have also been representative of that, acting as model teachers of caring and disciplined work that is crafted to help create a better world for these children. For all the academic problems that some students have, they are truly remarkable children.

Overall, the experiences and reflections that my immersion trip has allowed me to have are priceless in the way that each has allowed me to understand the vocation and connections we choose and make in life are indispensable. These formative times on our lifes are crucial in helping us become better people and caring individuals, and the interactions I have had with these students has given me the insight to understand that when we devote ourselves to a higher purpose in our lives, it can help create a healthy world for all to live in. A world purified of the transgressions of old and blessed with the wisdom of the ancestral times, a world in tune with the spirit of the Blackfeet, can form a web of friendship and purpose that can lead not only these children, but everyone, into a better future.

Matthew Kizior '11

Modern Native Americans

Joe Danko

Joe Danko learns about what it means to be Native American today:

When first volunteering for the Immersion trip to the De La Salle Blackfeet School, I was aware of the students and their ties to the Blackfeet culture, but that was about it. Without assuming too much, I kept an open mind when entering the experience. Myself and two other Central Catholic students volunteered to help in the 8th grade classroom. After the first day of school I understood that these students were no different in personalities and attitudes towards school. Some of the students are very motivated and others need that extra push to complete their work, just like any other 8th grade students across the U.S. On the second day of class, instead of having pre-algebra, we had one of the students' fathers come in for a brief presentation.

The presenter has been showing people what it's like to be a modern Native American since the 1960s. He started his discussion with the students by telling them people aren't going to change their views of our culture unless you as Native Americans take the initiative to go socialize and inform people of the truth. The presenter and one of his friends from high school served in the army during the Vietnam War. He compared himself to the African American soldiers serving at the time. The oppression that both ethnic groups faced were too similar to ignore and he tried to emphasize this to his fellow soldiers while he served.

Blackfeet Winter Count (visual history of the tribe)

At the end of the discussion, all of the students showed enthusiasm towards leaving the reservation to go to college. Although this may seem negative, there is also an enthusiasm to come back to the reservation with a new perspective and with aspirations for positive change and a better way of life. All of the students at De La Salle Blackfeet School are getting great practice explaining what its like to live on an Indian Reservation and how their life is different than people may think, even though there aren't that many differences in the first place.

J. Danko '11

Cultural Expectations

Reflection on the new surroundings from the perspective of Michael Dischner: 

Michael Dischner

Leaving Pittsburgh, I had no idea what to expect for the mission trip, and, to be honest, I liked having it that way. I thought that if I were to predetermine what the trip would be like in my mind I would either be, A) Severely disappointed, or B) Left feeling completely guilty for not giving the immersion program enough credit. Well, it turns out that my openness to the situation was my greatest asset towards the trip thus far. This isn't because I would have been left feeling disappointed or guilty, but because I was so unprepared for the culture and landscape that I was about to be thrown into.



Forest inside Glacier National Park



After a four hour plane ride, a three hour lay over, and another two hour flight, I boarded a train preparing myself for the 10 hour trip ahead, feeling as though home

was already a prospect that I would welcome with open arms. However, after managing to sleep for about five hours on the train, I woke up to see what may be one of the most breathtaking sights of my life.Outside of the train window, across a vast expanse of frozen lake, the Rocky Mountains stood tall and proud as the first amber rays of sunlight began to peak out from behind their massive silhouettes. This was just the beginning of a day that would be laced with views of snow capped peaks, crystal clear streams, and endless wilderness. Thankfully, that experience was exactly what I needed to restore my enthusiasm.

Although the landscape is a crucial part of the immersion program, and I could spend pages ranting about how beautiful the country is out here, it is really the difference in cultures that makes me feel as though I were in an entirely different world. Being educated in a school system that encourages global literacy and understanding between cultures, I considered myself lucky to have a fairly comprehensive understanding of the world in which I found myself. For this reason, I was completely taken aback by how ignorant I was to the Blackfeet culture. Even the most basic of traditions, whether it be the singing, language, or creation story, were completely foreign to me. Upon remembering the ancient roots of these traditions, I realized that it wasn't the Blackfeet culture that was foreign, it was me. Everything I brought with me: the language, the greetings, my religion, and even the food were all the leftovers of a strange people from across the Atlantic. These foreign peoples from abroad were the conquers of the native peoples and acquire massive claims of land because of their advancements in technology and devastating diseases. To lose such an integral part of American history would be more than a shame; it would be a tragedy.

Flag of the Blackfeet Nation

Thankfully, the Blackfeet have rallied, and we are now seeing a new generation of Blackfeet children who are well-versed in their history and are once again speaking their ancestral language and performing their ancient rituals. Last night, we were visited by Joe Bremner, his son, and his son's friend. They spent hours telling us about Blackfeet history, cultural expectations, and ancient songs that had been sung for thousands of years. As I sat at the dinner table listening to the songs resonate through the room with the steady beat of the drums, feelings were awakened inside of me that one doesn't experience in the constant rush and stress of everyday life. I was taken back to a time when the world was balanced. Resources weren't exploited for profit, and things weren't taken for granted.

This trip has helped me to realize that every breath, drink, and meal is a gift that has been given to me, and will one day be paid back as the world continues seek balance through the obstacles of the modern world. I can't imagine what else I'll experience in the next four days, and that's just fine with me.

M. Dischner '11

St. John Baptist De La Salle. . .

Native Trinity

The significance of morning prayer from the perspective of Ryan Scott:  

The first day in the De La Salle Blackfeet School was full of new experiences. Upon our arrival we jumped into the daily lives of each grade. To start the day, the students arrive and assemble in the school cafeteria for a morning prayer. Students mention names of loved ones to pray for and recite the Pledge of Allegiance with surprising enthusiasm. They even have a Blackfeet word of the day.

Initially the immersion brought an overwhelming uncertainty of not knowing what to expect, but a simple phrase quickly turned this uncertainty
into feelings of joyful expectation and comfortability:

"St. John Baptist De La Salle. . .Pray for us."

R. Scott '11

Joe 'Big Crow' Bremner and Blackfeet Spirituality

James Constantin's perspective on the Blackfeet Culture and the role of immersion groups the DLSBS: 

Joe 'Big Crow' Bremner

Upon entering Browning and the De La Salle Blackfeet School, I wasn't exactly sure what to expect. How influential was their culture in daily life? What significance does it play in the childrens' lives? Coming from a second generation European family, and having had the privilege to travel to the places of my ancestors, I find it hard to imagine what it would be like to not know where it was I came from. But for many of the Blackfeet Nation that's exactly how it is. The significance of knowing your roots and heritage is more important than anyone could imagine. Many of us take it for granted everyday. We are all privileged to know who we are and where we came from. While having dinner with Joe 'Big Crow' Bremner last night, some wise words were spoken. Joe said "you cant know where it is your going if you don't know where it is you came from." I believe this holds true for many of the kids in the school, that to know where they're going they need to understand where they came from.  The school integrates many of the old Blackfeet ways into the classroom experience. From taking a cultural class, to saying the Blackfeet Flag Song at the beginning of the school day, the De La Salle Blackfeet School has found a way to incorporate the culture and heritage of these kids into the teachings and curriculum of a typical LaSallian school.

Joe and his son, 'Little Pine'

Coming here and spending time with the kids and guest speakers has taught me to value the things I have and appreciate the fact that I know my heritage. I understand now that we have come here to not only help in classroom activities but to act as role models for the kids. We're here to show the students where they can go from here. It seems like a big responsibility, to be an example of success and show that there are other roads to take. In the one week that we stay here and interact with the students, I understand that we wont be able to drastically change the futures of all the students. However, in the small interactions and impressions we make day to day with them, I believe that we are helping them in one way or another. Whether its giving our attention, or telling the kids about the world we come from, we are engaging in a mutual learning experience that is more than beneficial to both parties. I hope to continue to learn as much as I possibly can and hopefully teach the students about my own heritage and views of the world.

J. Constantin '12

 

The First Day of School-Observations and Experiences

Matt Doherty's documentarian skills at work during our first trip to DLSBS:

Stuart Hall's first day experience at the De La Salle Blackfeet School:

Stuart Hall with Native Flute

The first day of school was interesting. Today we met the students in the cafeteria. In the morning the students eat breakfast, while a few of them lead the school in a group prayer. Ryan Scott, another student on the immersion trip, and myself were assigned to the 4th grade. During first period the 4th graders had a math warm-up with word problems that used words like difference and sum. The students' math skill were amazing! They solved problems fast and with some help from the teacher. Second period, the students asked me and Ryan questions like "Where is Pittsburgh, anyway?", "What are your favorite movies?", "How old are you?" How many siblings do you have?", and so on. Third period, the children showed some signs of struggle in grammar. I took a break to play basketball in the gym with the 5th grade class because the 4th graders were having lunch. During fifth period it was time for science class. They are currently learning about the skeletal system. At the end of class, they had the opportunity to listen to a "skeletal rap" on the computer. While the students were in social studies, we helped the science teacher cut out copies of the skeletal system for tomorrow's class for the students to identify the different bones of the body. Seventh period the children read stories out of their reading books. Finally, during eighth period the 4th graders went to gym. Unfortunately, we had to leave early due to bad weather. Tomorrow I will try to make the most of my time with the students and help out where ever I can.

Immersion Group at the Mission Church

S. Hall '12 

                     

Day One of the Rez: Getting Comfortable In Our New Surroundings

Hanging out by the Two Medicine River on the Christian Brothers' Ranch

Student reflections on their first impressions of the Blackfeet Reservation and their journey to Browning,  Montana:

  

When we jumped off the train we were met by Brother Ray in an old bus. As we drove we began to get our first glimpses of Browning.  He drove us a short way to get some food. As we drove, we listened to the town's lone radio station (country), and could see several stray dogs--the first of many unfortunate sights of this small town of only 5,000 people. After some lunch and a tour of the school, a group dodge ball game broke out. Then we hoped back onto the bus for a short tour of the town courtesy of Brother Ray. He navigated through the snow covered streets, which were so bad that if Fifth Avenue looked as they did, two snow days would have been called in Pittsburgh. As we looked out of the icy windows we saw more unfortunate scars of poverty than just stray dogs. Many streets were lined with neglected mobile homes. It was obvious that there was much more hiding underneath the heavy blankets of snow. 



Andrew Stefanick

We then made the long ride to the Brothers' thousand acre ranch, twenty minutes outside of the small town. Ready to relax, we were told to prepare for a hike. Next we were led out to the clear, Two Medicine River with Jack the dog, where we drank the water and threw rocks at the ice that lined the river banks! Before returning to the bunk house we were briefed on the history of the ranch and the Church's role in Browning. The history of the US government and the Catholic Church's impact on the Blackfeet nation was troubling, but it is clear that the Brothers are making significant reparations for the Church's previous mistakes. Finally we returned to the bunk house and prepared for a dinner of antelope chili. After the meal we discussed everything we had seen that day, and the conversation continued into the evening's card game. As I went to bed I thought to myself "How is it that this once proud and thriving nation, that exists in the shadows of the beautiful mountains of Glacier National Park, seemingly has an uncertain future."

A. Stefanick '11

We were met by Brother Ray (one of the brothers who runs the De La Salle Blackfeet School) and taken out to lunch. After lunch, we took a brief tour of the school facility. We went to the gym where Volleyballs were found and a game of dodge ball began. Once we got our fill of the gym, we left on a tour of Browning. The first thing I  noticed in the town was that regardless of where you are, Glacier National Park is visible. The second thing I noticed was the amount of dogs running around in the streets. There were many more strays than you would ever see in Pittsburgh, but apparently much less than what were there about 10 years ago from what we were told. Following our tour, we started back towards our home for the next week. A twenty minute car ride landed us on a one thousand acre plot of land where the Brothers' mission house resides.

Rob Burns

From there, we went inside and claimed our bunks. Everyone got settled in and started to relax, but then we were told to get ready for a hike. Although at first I was a little upset that I had to get up from my bed, it turned out to be a nice walk. Led by Brother Paul, the group went down to the Two Medicine River. The water that flowed through the river looked very clean comparatively to any of the three we have back home. This led us to the decision of drinking some of the water. When we all got our fill of water we started to entertain ourselves by throwing rocks in the river.

After our hike we returned to our bunk house where people either showered or changed into more comfortable clothing. Before leaving for the Brothers' house for dinner, we were visited by Mr. Wedum, the principal of the De La Salle Blackfeet School. He spoke to us about the importance of immersion groups like us and asked us to encourage the students to hold education in high esteem in every way we can. Once he was finished giving us our instructions on what to do at the school, we left for dinner.

The chef's special that night at the Brothers' house was antelope chili. Although it was an unusual dish for us Pittsburghers, it turned out to be a delicious meal. Three bowls of chili and several magic tricks later we said our goodbyes and went back home. At the bunk house part of the group began a game of cards. If the next week is anywhere as nice as the sights that we've seen thus far, it should turn out to be a wonderful trip.

R. Burns '12

Happy Trails to Central!





Andrew Stefanick & Joe Danko at Pittsburgh International Airport



On the Plane to Denver

Travel Itinerary:

• Boarded United Airlines flight in Pittsburgh to Denver at 4:00 PM. 

• Transferred in Denver with a three hour layover.

• Boarded United Airlines flight in Denver at 9:30 PM, Mountain Time.

• Transferred to Spokane Train Station with the help of Blue Coyote Cabs.

• Boarded Amtrak Train at 1:00 AM, Pacific Time.

At the Train Station in Spokane, Washington

• Traveled by train from Spokane, Washington to Browning, Montana.


• After enjoying some terrific breakfast and the amazing sights of Glacier National Park, we arrived in Browning, Montana at 10:30 AM, Mountain Time.  

20 Hours of Travel Later...
A Rob Burns Account of our Travels:

With a 3 1/2 hour plane ride (initially delayed due to excess weight from passagers' baggage), our adventure to Montana began. Arriving in Denver at around 6 o'clock (8 o'clock Pittsburgh time) we grabbed our bags and headed off in every which way in search of food. We met back where our plane boarded and realized we had 3 hours left in our layover. After filling our time with conversation and exploration of the airport, we boarded our plane at about 9 o'clock. We flew through the dark for an hour and a half and landed in Spokane at around 11 o'clock (2 AM Pittsburgh time). After standing around the wrong baggage claim for a while we found our bags, well, some of us did. A few of our group members' luggage was lost, but were evenly compensated with a bottle of shampoo and a toothbrush provided by the airport. We caught a cab to the Amtrak station to catch our train. This is where the jet lag began to hit most of us. After the initial excitement about the random games and old food they had in the train station, we all began to fade a bit. We finally got onto our train and slowly started towards Montana.



Eating Breakfast on the Train

After a restless night of about 3 nonconsecutive hours of sleep, I awoke to a thin line of light coming across the top of the hills. I decided that there was no chance of falling back to sleep and just stared out of the window until the breakfast car opened. By this time the sun was providing enough light to see the landscape we were rolling through, and it was impressive. After about 10 minutes in the breakfast car we came to a series of large mountains. The sun was just coming over the peak of the mountains, which were covered in a misty fog at this point. This made for a remarkable photo op. It reminded me of something you would see as a screen saver on a computer. The orange-red color of the sunrise reflected off of the snow covered mountains that were now the backdrop to a frozen lake. This was just the beginning to the amazing scenery we witnessed on the train ride out the reservation. I'm sure pictures of it will be uploaded seeing the amount of them that were taken by everyone. After another 4 hours on the train we finally arrived in Browning, Montana.

R. Burns '12

 

Mr. Sudnik and Ryan Scott enjoying the view



Message from the 2011 De La Salle Immersion Students

Below you'll find the pictures and names of, and a message from, the 2011 immersion students. They can't wait for this unique experience to get underway. Please check the blog regularly for new pictures, videos, and of course blogs that document the student perspective of the De La Salle Blackfeet School and the great outdoors of Montana.

We are all very excited for our trip to the Blackfeet Indian Reservation. Although we are not sure what to expect, we have the highest hopes that our experience will be blessed with learning opportunities and chances for personal growth.

The group is scheduled to leave this Saturday at 4 PM from the Pittsburgh International Airport, but will be meeting at 2 PM for baggage check. From there we will be flying to Denver. After our lay over in Denver, its off to Spokane, Washington where we hop a train to Browning, Montana!   

Michael Dischner-Senior

           




                                                  Stuart Hall-Junior

                                         Stephen Joyce-Senior  

John Bruno-Junior





                 Rob Burns-
                         Junior

                                Ryan Scott-Senior

 

Kyle Dresser-Senior





                James
                Constantin-
                Junior

                          Joe Danko-Senior

 Matt Doherty-Junior                                                              Matt Kizior-Senior

   Andrew Stefanick-Senior