Wyld Ryce

April 23, 1980
Learn about the Heart of the Earth Survival School for American Indian children and attend and learn about the ceremony of the pipe.
TRANSCRIPT
FOR WYLD RYCE IS PROVIDED BY A
GRANT FROM THE DAYTON HUDSON
FOUNDATION.
[ ♪♪ ]
>> THIS IS THE TWIN CITIES
WEEKLY ARTS MAGAZINE.
IN THIS EDITION OF WYLD RYCE,
WE'LL LEARN ABOUT THE HEART OF
THE EARTH SURVIVAL SCHOOL FOR
AMERICAN INDIAN CHILDREN AND
WE'LL ATTEND THE CEREMONY OF
THE PIPE.
HELLO.
I'M MIKE MUELLER, AND I'M
AMERICAN INDIAN, A CHIPPEWA
ENROLLED AT SAULT STE. MARIE,
MICHIGAN. I'M A MANAGER OF INDIAN
EDUCATION SECTION FOR THE
MINNESOTA DEPARTMENT OF
EDUCATION.
FOR SEVERAL HUNDRED YEARS,
INDIAN PEOPLE HAVE BEEN PUSHED
FROM PLACE TO PLACE, RESETTLED
AND DISBURSED.
THE OLD CLOSELY KNIT COMMUNITY
IS LARGELY GONE, AND NEW WAYS
NEED TO BE FOUND TO PRESERVE
THE CULTURE.
ONE STEP THAT'S BEEN TAKEN IS
A SUBJECT OF OUR FIRST PIECE
ON WYLD RYCE.
THE HEART OF THE EARTH
SURVIVAL SCHOOL.
FOR INDIAN PEOPLE, EDUCATION,
CULTURE, HOME LIFE, AND
RELIGION ARE ALL PART OF A
WHOLE. THEY DON'T MAKE A SEPARATION
BETWEEN BOOK LEARNING AND
TRADITIONAL ACTIVITIES.
FOR MOST, ARITHMETIC, READING,
TANNING HIDES AND CEREMONIAL
DANCING ARE ALL A PART OF
EDUCATION AND ALL IMPORTANT.
I THINK YOU'LL BE ABLE TO SEE
THAT SOMETHING SPECIAL IS
HAPPENING THERE.
>> THIS IS THE HEART OF THE
EARTH SURVIVAL SCHOOL.
BACK IN 1972, MEMBERS OF THE
MINNEAPOLIS INDIAN COMMUNITY
AND THE AMERICAN INDIAN
MOVEMENT STARTED A UNIQUE
SCHOOL AND THE STUDENTS NAMED
IT HEART OF THE EARTH.
IT WAS THE FIRST INDIAN
SURVIVAL SCHOOL IN THE
COUNTRY.
SINCE THEN, OVER 20 OTHER
SURVIVAL SCHOOLS HAVE BEEN
ESTABLISHED THROUGHOUT THE
UNITED STATES AND CANADA.
NOW THIS PROGRAM SERVES INDIAN
YOUTH WHO NEED AN ALTERNATIVE
TO THE PUBLIC SCHOOL SYSTEM.
IT FINALLY FOUND A HOME IN
THIS PRIMITIVE FACILITY NEAR
THE UNIVERSITY OF MINNESOTA
CAMPUS, BOUGHT FOR $315,000.
HEART OF THE EARTH IS
NONPROFIT AND SERVES ABOUT 150
YOUTH FROM PRESCHOOL THROUGH
12th FRAYED.
THE STUDENTS SHARE -- GRADE.
THE STUDENTS SHARE TWO COMMON
TRAITS, THEY ARE NATIVE
AMERICAN AND THEY HAVE SPECIAL
DIFFICULTIES WITH THE PUBLIC
SCHOOL SYSTEM.
THE EXACT CAUSES OF THEIR
PROBLEMS VARY, MOST COMMONLY,
THEY COMPLAIN ABOUT THE
HOSTILE AND INSENSITIVE
ATTITUDES OF THE PEOPLE IN THE
PUBLIC SCHOOLS AND THE LACK OF
INDIAN HISTORY AND CULTURAL
CLASSES.
>> THE SCHOOL HAS BEEN GOING
FOR NINE YEARS NOW.
WE STARTED OUT WITH THREE
YOUNG INDIAN BOYS, WHO WERE
BEING TAKEN AWAY FROM THEIR
NATURAL PARENTS.
THEIR PARENTS WERE GOING TO BE
PLACED IN THE MINNEAPOLIS
WORKHOUSE FOR SIX MONTHS AND
THE CHILDREN WERE GOING TO BE
FOSTERED OUT TO ADOPTION
CENTERS AND ADOPTION HOMES.
RATHER THAN DO THAT, THE COURT
ORDER READ THAT THE PEOPLE HAD
TO PROVIDE THESE CHILDREN WITH
AN ALTERNATIVE EDUCATION
WITHIN TEN DAYS.
SO THE FOLLOWING MONDAY
MORNING, WE OPENED A SCHOOL IN
THE BASEMENT OF THE AMERICAN
INDIAN MOVEMENT OFFICE ON
FRANKLIN AVENUE.
WITHIN A WEEK'S TIME, OF
COURSE, THROUGH THE JUVENILE
COURT PROCESS, THE DIAGNOSTIC
CENTERS WHERE OUR CHILDREN
WERE BEING SENT WHO HAVE
CULTURAL CONFLICTS WITHIN THE
PUBLIC SCHOOL SYSTEM, WE FOUND
OVER 30 STUDENTS THAT NEEDED
THIS TYPE OF SUPPORTIVE
SERVICES.
NEED AN ALTERNATIVE.
THESE WERE THE CHILDREN THAT
WERE ACTUALLY ASKING THEIR
TEACHERS ABOUT WHO DISCOVERED
AMERICA.
THESE WERE THE CHILDREN THAT
WERE ASKING THEIR TEACHERS,
WHO THEIR FATHER AND
GRANDMOTHER WERE.
THESE ARE THE CHILDREN THAT
WERE QUESTIONING A MAN IN HIGH
HEEL SHOES AND SILK STOCKINGS
AND RUFFLED SHIRTS, BLONDE WIG
AND WOODEN TEETH AS BEING THE
FATHER OF OUR COUNTRY.
YET, THE COURTS, THROUGH A
FEDERAL COURT ORDER, GOT THREE
NONINDIAN CLINICAL
PSYCHOLOGISTS TO COME INTO OUR
SCHOOLS TO TEST OUR CHILDREN,
TO FIND OUT IF THEY WERE
LEARNING ANYTHING.
TO FIND OUT IF WE WERE
TEACHIN' THEM ATTITUDES OF
HATE WHITEY TO OVERTHROW THE
FEDERAL GOVERNMENT, ALL OF
THESE STEREOTYPES AND IMAGES
THAT THEY PAINTED IN THE MEDIA
NATIONALLY.
THEY BROUGHT CLINICAL
PSYCHOLOGISTS INTO THE SCHOOL.
WE DIDN'T WANT THAT.
WE FOUGHT THAT BECAUSE WE SAID
WE WOULD NEVER ALLOW THAT TO
HAPPEN TO OUR CHILDREN AGAIN.
BUT THEY HAD TO, BY COURT
ORDER, THEY CAME IN.
THEY TESTED OUR CHILDREN.
WHEN THEY WENT BACK TO THE
COURT, THEY FOUND OUT THAT OUR
CHILDREN, SLOW LEARNERS, THE
SCHOLASTIC RETARDS, YOU KNOW,
KIDS THAT WERE BEHIND, ALL
THESE STEREOTYPE IMAGES THAT
THEY HAD FOR THEM, THEY FOUND
OUT THAT THESE CHILDREN WERE
SOME OF THE BRIGHTEST STUDENTS
WITHIN THE PUBLIC SCHOOL
SYSTEM.
SO, WE'RE MAINTAINING TODAY
THAT IT'S NOT OUR CHILDREN
THAT ARE RETARDED,
SCHOLASTICALLY RETARD IN ANY
WAY.
SO, I'D LIKE TO TURN IT OVER
TO OWNER KING BYRD IN THE
CULTURE DEPARTMENT FOR THE
CEREMONY THAT'S GOING TO TAKE
PLACE.
THANK YOU.
[ Applause ]
>> A DANCE FOR GUESTS AND
STUDENTS.
♪ CHANTING ♪
>> AND THIS IS A PART OF THE
WEEKLY CEREMONIES.
STUDENTS AND STAFF ARE
ENCOURAGED TO PARTICIPATE IN
WEEKLY CEREMONIES AND DANCE.
[ ♪♪ ]
>> COUNSELORS AND TEACHERS AT
THIS SCHOOL ARE OF DIFFERENT
RACIAL BACKGROUND.
-- BACKGROUND.
>> MITCHELL AND MILTON.
THE ENGLISH CLASS.
>> TWO MORE PARTS TO IT.
BROKEN UP IN THREE PARTS.
>> SURVIVAL MEANS DIFFERENT
THINGS TO EVERYONE.
>> I THINK WHEN WE SPEAK OF
THE WORD "SURVIVAL," WHAT WE
MEAN IS THAT WE AS ADULT
INDIAN PEOPLE HAVE AN
OBLIGATION TO PREPARE OUR
CHILDREN FOR THE FUTURE, AND
THAT SURVIVAL CAN MEAN MANY
DIFFERENT THINGS.
IT CAN MEAN SURVIVING
SPIRITUALLY AS AN INDIAN
PERSON.
IT CAN MEAN SURVIVING
PHYSICALLY AND ACADEMICALLY,
AND I THINK THE DAY-TO-DAY
SURVIVAL IN THIS SCHOOL
REVOLVES AROUND THE ACADEMICS
AREA.
>> A LOT OF THESE KIDS HERE
HAVE COME FROM THE MINNEAPOLIS
PUBLIC SCHOOL SYSTEM, AND I
GUESS THE WAY -- THE WAY I SEE
IT IS THAT THE WORD "SURVIVAL"
IS RELATING TO THEIR STRUGGLE
FOR SURVIVAL, EDUCATIONALLY.
NOT ONLY EDUCATIONALLY BUT
ALSO AS INDIAN PEOPLE.
>> WE PLANNED A SURVIVAL TRIP
TO THE BAD RIVER RESERVATION
IN NORTHERN WISCONSIN, AND WE
BROUGHT 75 TO 80 PARENTS,
STAFF, AND STUDENTS TO THE
CAMP.
>> I'VE TAUGHT THE STUDENTS
HOW TO SET SNARES, CLEANING
RABBITS LIKE THAT.
I'VE TAUGHT SOME STUDENTS HOW
TO DRESS A DEER.
THE STUDENTS KNOW HERE THAT WE
CARE FOR THEM, WE'RE WILLING
TO SIT DOWN AND TALK TO THEM,
NOT JUST IGNORE THEM AND MORE
OR LESS ACT LIKE WE DON'T HAVE
THE TIME FOR THEM.
>> ONE OF THE THINGS THAT WE
DO THAT THE PUBLIC SCHOOL
SYSTEM DOESN'T REALLY DO IS
THAT WE INDIVIDUALIZE A LITTLE
MORE.
WE TAKE THE TIME TO FIND OUT
WHAT'S REALLY BOTHERING THE
STUDENT INSTEAD OF SOCIALLY
PROMOTING THEM, WE TRY TO FIND
OUT WHAT THEIR PROBLEM IS.
IN TALKING WITH THE STUDENTS,
ONE OF THE PROBLEMS WAS
TEACHER INSENSITIVITY.
THE CURRICULUM WASN'T THAT BAD,
BUT THERE'S NO INDIAN STUDIES
CLASSES.
>> COME AROUND THE CORNER ONE
DAY, A TEACHER TALKING,
SAYING --
[ AUDIO UNINTELLIGIBLE ]
>> SOME OF THE KIDS IN THERE I
JUST DIDN'T GET ALONG WITH.
THEY MADE FUN OF ME.
AND STUFF LIKE THAT.
MADE FUN OF MY COLOR, YOU
KNOW.
>> ALWAYS GET IN TROUBLE.
TEACHERS GET ME MAD.
TEACHERS SHOOK ME AND STUFF.
>> PULL MY HAIR.
[ AUDIO UNINTELLIGIBLE ] TAKE ME TO THE PRINCIPAL.
>> CALL ME SAVAGE, SQUAW,
CHIEF.
THEY STARTED GOING, WOO WOO
LIKE THAT, STUFF, ALL THE
TIME.
I DIDN'T LIKE IT.
SO I JUST DROPPED OUT.
>> THEY KIND OF, YOU KNOW,
LIKE, IF YOU GET INTO FIGHT,
THEY WOULD STOP YOU, JUST LET
YOU GO.
>> THEY MAKE YOU DO A LOT OF
WORK BEFORE LUNCH.
IF WE DON'T, WE HAVE TO -- WE
DON'T GET TO GO DOWN TO LUNCH.
TEACHERS ARE NICE.
>> WHEN THEY TALK, THEY BRING
YOU DOWN TO THE OFFICE, OUT OF
CLASS.
>> BECAUSE THERE'S MORE PEOPLE
YOU CAN TALK TO.
>> WE CAN SING AND DANCE IN
THE MORNING.
AT PUBLIC SCHOOLS YOU CAN'T DO
THAT.
LEARNING OUR CULTURE, TANNING
HIDES, EVERYTHING.
ALL THE STUDENTS HERE GET
ALONG WELL.
>> TO SPEAK THEIR OWN NATIVE
TONGUE AND PRACTICE THEIR
VALUES, SPEAK WITH THEIR
FAMILIES, IT IS PRIDE, IT IS
TRIBAL.
>> OKAY.
[ INDISTINCT CONVERSATION ]
>> WHAT'S THE OTHER WORD FOR
THIS?
>> WHAT IS IT?
WHAT DOES THAT MEAN?
>> GOOD.
[ INDISTINCT CONVERSATION ]
>> ARE YOU READY?
>> YEAH.
>> YEAH.
>> WHAT BOYS LIKE TO OWN
SOMETIMES. THEY LIKE TO HAVE THIS WHEN
THEY'RE SMALL.
>> UNDER THE G.
[ SPEAKING NATIVE LANGUAGE ]
>> BINGO.
>> MUCH OF WHAT NATIVE
AMERICANS MADE IN THE PAST WAS
VERY USEFUL.
IT WAS UTILITARIAN.
THEY DID NOT SEPARATE THEIR
CREATIVE EFFORTS FROM THE
PRACTICAL REASONS WHY THINGS WERE MADE.
[ ♪♪ ]
>> THE COUNSELING IS PROVIDED
FOR STUDENTS.
>> GOOD.
OKAY.
NOW, I PROMISED YOU THAT WE'D
PLAY A GAME WHEN WE GOT
THROUGH WORKING.
>> YOU KNOW THAT YOU -- NOW
THAT YOU FINISHED THE LESSON
ON THE COMPUTER, I WANT YOU TO
DO THE DEFINITIONS THAT WILL
GO WITH YOUR LESSON.
>> I DID TALK TO HIS PROBATION
OFFICER THIS MORNING -- OR
YESTERDAY AFTERNOON.
AND SHE WAS GOING TO CALL YOU
AND TALK TO YOU ABOUT THE
WHOLE SITUATION.
I DON'T KNOW IF SHE'S DONE
THAT YET.
>> HOW DID THE EARTH ALSO --
HEART OF THE EARTH ALSO TAKES
ITS ADULT EDUCATION PROGRAM
INTO THE PRISONS.
>> SO WHAT WE'RE TRYING TO DO,
OR ATTEMPTING TO DO IS TO
OFFER SOME ALTERNATIVES, EVEN
WITHIN A PRISON SETTING WHERE
THERE ARE VERY FEW
ALTERNATIVES FOR THE MEN IN
PRISON HERE.
WE'RE ATTEMPTING TO EXPAND
HEART OF THE EARTH PROGRAM TO
SERVE THOSE PEOPLE WHO ARE
MOST FORGOTTEN AND THAT'S THE
MEN'S SIDE OF THE PRISONS.
>> WITH PROGRAMS LIKE THIS,
WE'RE ABLE TO PUT EXTRA EFFORT
IN, AND ZERO IN ON WHAT REALLY
INDIAN EDUCATION IS ABOUT AND
WHAT IT MEANS FOR AN INDIAN
PERSON TO GO TO SCHOOL IS TO
BE ABLE TO LEARN FROM
CURRICULUM MATERIALS THAT ARE
RELEVANT, THAT THEY CAN RELATE
BACK TO THEIR CULTURE, BACK TO
THEIR LIFESTYLE AND BACK TO
THEIR WAY OF THINKING.
WITHOUT TALKING ABOUT THE --
ABOUT WHERE THEY'RE AT.
>> WHETHER THE MALE OR FEMALE
POPULATION HAS DECLINED TO NO
MORE THAN 12, ASSISTANCE IS
BEING PROVIDED IN AN EFFORT
TO --
[ AUDIO UNINTELLIGIBLE ]
>> HARMONY, HARMONY IS
PLEASURE.
IS OUR AIM OR OUR JOY.
AND THIS LITTLE BRIEF LESSON,
I HOPE YOU WILL ENLARGE YOUR
MINDS ON IT, TO YOUR LIKING.
AND I THANK YOU ALL.
THIS WILL BE ALL FOR TODAY.
>> SO THAT RAISES THE QUESTION
OF FREEDOM OF RELIGION.
NOW, IF THE PRISON WERE TO
DECIDE THAT NATIVE RELIGIONS
WERE HARMFUL FOR ITS PURPOSES
AND PASSED A RULE SAYING NO
ONE CAN PRACTICE IN THIS
PRISON ANY NATIVE RELIGION, DO
YOU THINK THAT WOULD BE
CONSTITUTIONAL?
IT WOULD BE UNFAIRLY
CONSTITUTIONAL.
IF PEOPLE OBEYED THIS, THE
FIRST AMENDMENT OF THE
CONSTITUTION, WHICH SAYS THERE
WILL BE FREEDOM OF RELIGION TO
EVERYBODY, THEN THAT PROBABLY
WOULD NOT BE NECESSARY.
>> I'VE GOT ABOUT SIX AND A
HALF YEARS INSIDE PENTS OUT
THERE.
AND EVERY TIME I WALKED OUT, I
WALKED OUT PRETTY EMPTY
FEELING.
PENITENTIARIES.
PRETTY LONELY FEELING.
THIS TIME HOPEFULLY WITH HEART
OF THE EARTH, PEOPLE COMING IN,
I CAN WALK OUT A LITTLE BIT
MORE BETTER AS A HUMAN BEING.
I CAN WALK OUT FEELING LIKE,
HEY, I HAD SOMETHING TO GIVE
TO SOMEBODY ELSE.
>> I DON'T KNOW.
I'VE BEEN TRYING TO JUST GET
INVOLVED IN THESE ACTIVITY
HERE SO I CAN OF GET MY MIND
OUT OF THIS -- THIS CRAZY
LITTLE WORLD HERE, INSIDE
THESE WALLS, YOU KNOW, SO I
CAN NOT ONLY LEARN SOMETHING,
JUST KEEP MY MIND OFF WHERE
I'M AT RIGHT NOW.
AND JUST KIND OF GET INVOLVED
WITH THINGS, YOU NEGOTIATION
AND KIND OF JUST --
WHY SOCIETY -- DOMINANT
SOCIETY AND STUFF, STARTS
CONTROLLING YOUR LIFE, AND
SOMEWHERE ALONG THE WAY YOUR
IDENTITY IS OPPRESSED AND THIS
PLACE HERE, THIS PROGRAM HAS
BROUGHT THAT OUT IN ME.
I KNOW WHO I AM NOW.
YOU KNOW, I CARE ABOUT MYSELF.
AS A HUMAN BEING AND I CARE
FOR OTHER PEOPLE.
>> IT'S A PLACE WHERE WE CAN
BE TOGETHER, YOU KNOW.
WE CAN TALK ABOUT
SPIRITUALITY.
WE CAN TALK ABOUT, YOU KNOW,
OUR RIGHT TO SURVIVE.
WE CAN TALK ABOUT OUR
RESENTIMENTS.
AND WE CAN GET THE DRUM OUT.
WE CAN SING WITH THE DRUM.
OR WE CAN TAKE THE PIPE OUT
AND PRAY WITH IT.
♪ DRUMMING ♪
♪ DRUMMING ♪
>> UNLIKE MOST SCHOOLS, HEART
OF THE EARTH ALLOWS FOR
UNSCHEDULED SPEAKERS AND
EVENTS.
>> JOHN ADAMS, GEORGE
WASHINGTON, THESE ARE THE
PEOPLE WHO BUILT THIS COUNTRY,
WHERE WE'RE AT NOW.
THESE TYPE OF PEOPLE TOOK
THEIR IDEAS FROM INDIAN
PEOPLE.
MOST OF THE CONSTITUTION OF
THE UNITED STATES GOVERNMENT
IS TAKEN FROM IROQUOIS
CONFEDERATION.
BUT THEY LEFT OUT ONE THING.
THEY LEFT OUT THE
SPIRITUALITY.
SO THAT'S WHAT INDIAN PEOPLE
HAVE TO OFFER.
THAT'S WHAT WE TELL THE PEOPLE
OF THE WORLD.
WE HAVE SOMETHING TO OFFER,
FIRST, TO TEACH MAN HOW TO
LIVE WITH THE EARTH, HOW TO
RESPECT ALL OF LIFE FIRST AND
THEN BUILD YOUR GOVERNMENT
FROM THERE.
[ ♪♪ ]
>> NATIVE AMERICANS HAVE
DISTINCT AND SEPARATE CULTURES
AND LANGUAGES FROM WESTERN
WORLD.
NATIVE AMERICANS, LEARN TWO
CULTURES IF THEY ARE TO
SURVIVE.
EACH DAY THEY FACE TWO SETS OF
EXPECTATIONS.
THOSE OF THEIR FAMILIES AND
THE COMMUNITY IN WHICH THEY
LIVE AND THOSE OF THE LARGER
SOCIETY.
TO LIVE THE BEST OF TWO
WORLDS.
>> I LOVE TO LOOK AT THOSE
KIDS' HAPPY FACES.
THEY DON'T HAVE TO SIT IN MEET
LITTLE ROWS TO LEARN.
IT'S AS NATURAL TO THEM AS
BREATHING.
ONE OF THE UNUSUAL FEATURES OF
HEART OF THE EARTH IS THAT
THEY HAVE BEEN AWARDED FUNDS
FOR TEACHING AMERICAN INDIAN
LANGUAGE AND CULTURE BY THE
STATE LEGISLATURE.
THE WOMAN WE SAW TEACHING
OJIBWE IS PART OF THAT
PROGRAM.
MINNESOTA IS UNIQUE IN THE
COUNTRY FOR PILOTING PROGRAMS
FOR THE PRESERVATION OF
AMERICAN INDIAN LANGUAGES.
OUR SECOND PIECE ON WYLD RYCE
IS CONCERNED WITH A DIFFERENT
TYPE OF EDUCATION.
A MONTHS OWEN IS A SIOUX WHO
LIVES ON THE PRAIRIE ISLAND
RESERVATION.
HE'S A DEEPLY SPIRITUAL MAN
AND EVERY DAY OF HIS LIFE HE
PERFORMS A RITUAL PRAYER WITH
THE PIPE.
IT'S PART OF A RELIGIOUS
TRADITION THAT GOES BACK MANY
THOUSANDS OF YEARS TO THE TIME
WHEN HUMAN BEINGS FIRST WALKED
ON THIS LAND.
IT'S UNUSUAL THAT AMOS IS
WILLING TO SHARE THIS
EXPERIENCE WITH US.
INDIAN PEOPLE ARE CAUTIOUS
ABOUT THE POSSIBILITY THAT
THEIR RELIGION MIGHT BE
EXPLOITED AND SOME FEEL THAT
THIS CEREMONY IS TOO PERSONAL
AND TO SACRED TO PERFORM
BEFORE A MASS AUDIENCE.
BUT BY ALLOWING US TO WITNESS
HIS PRAYER, HE IS HELPING
TRANSMIT AN IMPORTANT PART OF
AMERICAN INDIAN CULTURE.
>> ONE OF THOSE WORLDS IS
LIVED BY AMOS OWEN, A SIOUX
INDIAN, WHO LIVES ON THE
PRAIRIE ISLAND INDIAN
RESERVATION NEAR RED WING,
MINNESOTA.
AMOS PRACTICES HIS RELIGION
DAILY AND PRAISE WITH HIS
CEREMONIAL PIPE.
MOST NONINDIANS KNOW OF THE
PIPE AS THE PEACE PIPE.
AMOS CARVES AND CREATES HIS
OWN PIPES.
FOR AMOS, THE PIPE IS HIS
ALTAR AND WAY TO COMMUNICATE
WITH THE UNIVERSE AND HIS GOD,
THE GREAT SPIRIT.
AMOS WISHES TO SHARE SOME OF
HIS FEELINGS ABOUT HIS CULTURE
SO THAT IT IS BETTER
UNDERSTOOD AND PRESERVED.
[ SPEAKING NATIVE LANGUAGE ]
>> IN THE BEGINNING, A LADY
THAT BROUGHT US THIS PIPE --
[ SPEAKING NATIVE LANGUAGE ]
-- BROUGHT THIS PIPE TO THE
SIOUX NATION.
AND FROM THERE, THE PIPE HAS
BEEN PART OF OUR -- OUR WAY OF
LIFE, OUR RELIGION, YOU MIGHT
SAY.
SHE BROUGHT IT TO US, AT THE
TIME IT WAS FAR TO THE EAST,
AND SHE TOLD -- TELL OUR
PEOPLE TO MOVE WESTWARD.
WHERE THE BUFFALO IS.
GO WEST.
AND SHARE WITH ALL NATIONS.
[ SPEAKING NATIVE LANGUAGE ]
>> THE PIPE IS A GUIDANCE FOR
YOU.
IT SHOWS YOU A WAY OF LIFE
THAT MODERN CHRISTIANITY, SAME
WAY.
GO TO CHURCH ON SUNDAYS.
TO COMMUNICATE WITH THE LORD
JESUS.
WE DO THE SAME THING, EVERY
DAY.
IN MY WORLD, I USE THAT PIPE
EVERY DAY, EVERY MORNING,
BEFORE THE SUN COMES UP.
I GO PRAY WITH THIS PIPE.
AT THE BEGINNING, WHEN I
STARTED, I POINTED MY PIPE TO
THE HEAVENS.
THIS IS THE FIRST PART OF -- A
SIX-PART PRAYER OF THE GREAT
SPIRIT.
THE PRAYER, I COME AS A HUMBLE
MAN TODAY.
I ASK FOR PRAYERS FOR MY
PEOPLE.
ASK FOR PRAYERS FOR PEOPLE
THAT ARE SICK TODAY.
A SPECIAL PRAYER I SAID TODAY
WAS FOR A FRIEND OF MINE.
WHO I KNOW IS VERY VERY SICK.
AND I WANTED TO DO THIS
ESPECIALLY FOR HIM.
MADE ME FEEL IT.
THAT HE IS THERE.
EVEN HE HEARS MY PRAYERS.
AND THESE THINGS I PRAY TO THE
GREAT SPIRIT, AND THEN I WENT,
THE UNIVERSE, FOUR DIRECTIONS,
THE EAST, THE WEST, WHERE THE
SUN GOES DOWN, OR WHAT WE
CALL --
[ SPEAKING NATIVE LANGUAGE ]
COMFORT IN THE WEST, BRINGS
US --
[ AUDIO UNINTELLIGIBLE ]
CALL BUFFALO PEOPLE.
[ SPEAKING NATIVE LANGUAGE ]
>> I PRAY TO THE NORTH.
[ SPEAKING NATIVE LANGUAGE ]
>> THE HEALING WINDS FROM THE
NORTH COMES TO US.
IT PRESERVES A WAY OF --
[ SPEAKING NATIVE LANGUAGE ]
THESE ARE THINGS THAT, LOOK
AFTER ME, LOOK AFTER MY
PEOPLE.
AND THEN PRAYED TO THE EAST.
THIS IS WHERE THE PIPE
ORIGINALLY CAME FROM.
PRAY TO ASK THE MORNING STAR,
AND BY -- THE BRIGHTEST STAR
IN THE HEAVENS.
GIVE US WISDOM FOR THE DAY.
THESE THINGS I ASK, AND THEN I
PRAY TO THE SOUTH.
[ AUDIO UNINTELLIGIBLE ]
TO MAKE THIS EARTH BEAUTIFUL
AGAIN.
AND THEN, LAST, I ASK, PRAY TO
MOTHER EARTH ITSELF.
PIPE COMES FROM THE GROUND.
THE STONE COMES.
THE PIPE --
[ AUDIO UNINTELLIGIBLE ]
ALL COMES FROM MOTHER EARTH.
SO I GIVE THANKS FOR
EVERYTHING THAT I PRAY -- THE
PIPE ITSELF.
ALL BELONG TO MOTHER EARTH.
>> YOU CAN REALLY SENSE THE
POWER AND SPIRITUALITY IN THAT
MAN.
AMOS CARVES HIS OWN PIPES AND
SERVES AS TRIBAL HISTORIAN, A
LINK IN THE CHAIN OF ORAL
HISTORY THAT STRETCHES BACK
FOR CENTURIES.
NEXT WEEK ON WYLD RYCE, WE'LL
FEATURE A HALF-HOUR
PERFORMANCE.
BE SURE TO WATCH.
I'M MIKE MUELLER.
[ ♪♪ ]
>> Announcer: MAJOR FUNDING
FOR WYLD RYCE IS PROVIDED BY A
GRANT FROM THE DAYTON HUDSON
FOUNDATION.