Jennifer Harries

It was the first day of school. I sat at my desk surveying the bright-eyed, expectant faces of the children before me. All except one: blue-eyed Jon was hanging his head, fair hair tumbling over his face with a look like a thunderstorm approaching. I dismissed the class at twelve o’clock for lunch, but held Jon back: his expression of misery had not changed since the beginning of the day.

“What’s the matter, Jon?”
“I don’t like school. I hate it.”
“There must be at least one subject you enjoy?”
“No.”
“What are you interested in?”
“Indians.”
“Anything else?”
“No. Just Indians.”

He edged towards the door—after all, it was lunchtime. I didn’t know what to say. But I already knew this: if Jon was going to make it through the school year, we were going to have to study Indians, come what may, whether the curriculum called for it or not. And so, over the next several days, I pulled together books and pictures on wigwams, canoes, and hunting and fishing, the Indian territories, and the often destructive conquest of the wilderness by white settlers.

Jon was not impressed. But it wasn’t because he had lost interest. Nor had he faked it. A few weeks into the term, he walked up to my desk and said quietly, “I’m an Indian.”

“Wait a minute, Jon,” I said, trying not to smile too broadly. “How does that work? Your father is Swiss, and your mother is English, right?”

“I’m adopted. See?” And he handed me a simple document.

“I have an Indian pen pal, and he asked his chief if I could join the tribe. The chief agreed.”

I was stunned. I had never heard of such a thing, and didn’t even know it was possible. I read silently:

MY PLEDGE AND MEMBERSHIP APPLICATION

I am an Indian. I am proud. I stand straight and tall.
Insofar as I am able, I pledge:

• to study the history, language, and customs of my tribe;
• to live as simply and naturally as possible and to stay free of the commercial pressures that would enslave me if they could;
• to instantly come to the aid of any Indian, especially those of my own tribe;
• to acquaint myself with the needs of my people, and to render aid whenever possible;
• to obtain for myself the highest educational standard that I can;
• to work for the conservation of our environment; and
• to keep myself from alcohol and drug addiction and anything that would dishonour my name or that of my people.

‘Let us put our minds together to see what life we will make for our children.’ - Sitting Bull

The class fell silent, trying to catch a few snatches of our conversation. For whatever reason—don’t ask me how—they sensed something out of the ordinary. So I reread the pledge, aloud this time. As I did, the class came to life, one by one sitting bolt upright, eyes shining, wide awake. This was exciting! There was no question that Jon was now a real Indian—the only one they’d ever known. And as the ensuing discussion showed, he knew more about Indians than any of them, and more than me, their teacher.

Our studies leapt out of the past and into the present, out of our social studies textbooks and into reality. We decided to let the words of Native Americans teach us. Jon, who had long lost all confidence that he would ever catch up with his classmates academically, was now leading us, through his pen pal, and introducing us to the culture and values of a people whose ways were completely foreign to us. It was a way of life that—as any adult could clearly see—was the total antithesis of western society, of capitalism, materialism, and individualism. But the children felt an immediate affinity for it. Consider these thoughts:

Indians do not make fun of each other or of their children. If a child is trying to do something, a dance or whatever it might be, that is good. This gives the children courage to dare to do things. - Black Bear (Mohawk)

Children were taught that true politeness was to be defined in actions rather than in words. They were never allowed to … speak while others were speaking, or to make fun of a crippled or disfigured person. - Chief Luther Standing Bear (Oglala)

Show respect to all people, but grovel to none. - Tecumseh

Respect the earth and that which created her. Respect yourself, children, elders and the beliefs of others. - Chief Rock-of-Safety

Children exercised constantly, running footraces, riding horses and playing ball games. Girls took part in all these activities and were as skillful as the boys. All these lessons conditioned children’s bodies and focused their minds. - Dottie Raymer, in Kaya’s World

Indian Children grow up without fear because their mothers may say: ‘be careful,’ but they do not say: ‘Don’t do that, you might fall,’ or ‘Don’t do that, you will hurt yourself.’ - Black Bear (Mohawk)

It was our belief that the love of possessions is a weakness to be overcome. Its appeal is to the material part, and if allowed its way, it will in time disturb one’s spiritual balance. Therefore children must early learn the beauty of generosity. They are taught to give what they prize most, that they may taste the happiness of giving. - Ohiyesa (Lakota)

The Ten Commandments of White Cloud (Talataw)

• Remain close to the Great Spirit.
• Show great respect for your fellow beings.
• Give assistance and kindness wherever needed.
• Be truthful and honest at all times.
• Do what you know to be right.
• Look after the well-being of mind and body.
• Treat the earth and all that dwell thereon with respect.
• Take full responsibility for your actions.
• Dedicate a share of your efforts to the greater good.
• Work together for the benefit of all mankind.

By the end of the first term we had written a simple play and performed it for the children’s parents and grandparents. Jon, the peace-chief of the tribe, carried himself with the dignity of a true leader.

Jon completed school over twenty years ago. But I still mull over his Native American “awakening” at times. What was it that gave a white middle-class child such a sense of belonging to a people he was not even born to? What have we lost, that our children no longer feel a connectedness with the natural world around them or a rootedness in family, culture and community? More important (and more positively) how did the ancient wisdom reflected in Native American traditions help to guide each individual through life? Does it not, perhaps, have something to teach us as well?

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Jennifer Harries received her teaching certificate in 1952 from the Froebel Educational Institute of London. She currently teaches primary school children in New York.