Showing posts with label piskun. Show all posts
Showing posts with label piskun. Show all posts

Monday, October 21, 2013

LIFE IS A BUFFALO JUMP

The conventional pattern for action in a narrative is vertical: a starting point, a number of points on ascent (base-camps as it were), eventually a climax/crisis of a peak turning point, and then resolution coming down the mountain on the other side.  This might be a jackandjill story -- not the ascent of Everest, which is as dangerous in descent as in ascent.  On the other hand, J+J did tumble down.

A good place to process buffalo carcasses.

Anyway, here’s an alternative based on the layout of Head-Smashed-In buffalo jump.  First there is a grassy plain where the buffalo graze up on the top.  They are gradually moved towards a cliff, gentlygently at first and then in greater panic and confusion, until they fall over the cliff, which is not meant to be so high that it kills all of them but cripples many.  (No refrigeration, so the longer they stay alive but captive the better.)  Then the hard work gradually processing meat, hides, bones and fat -- some of which must be boiled out of the bones.  Maybe this kind of plan for a book or tale would work better for nonfiction, but at the core must be a cataclysm:  9-11, Krakatoa, the AIDS pandemic, a pinch-point that shifts everything into a new pattern.


Maybe it works for a compilation of short pieces, each one a bison with a head and tail, guts and legs, metaphors waiting to be unpacked.  

The theory of deep experience I’m exploring works pretty well with this pattern:  the first part, the grazing, is the gathering of the sensorium and life itself, going along.  The cliff is the moment of plunging, changing, out of control, over an edge.  Then the space below near water is where the experience is sorted, invested with meaning, translated into action, processed.  “Parted out.”  So the people of New Guinea spend the whole year preparing for their climax ritual in small ways, but then in the burst of energy for a week they participate in what they believe (a liminal time), and afterwards they have the courage to survive in one of the toughest environments on the planet.  It feels right and whole.  Same for the Plains Indians.

The pattern works pretty well for the process of writing itself:  the gathering of detail, the gradual movement towards the discovery of the essential conception (a kind of gestation leading to delivery), and then the working out page-by-page and the consequences in feedback from readers, the eaters of the words, the wearer of the robes.  

There is another difference from the usual pattern of Western lit, which is that in traditional stories there is generally a protagonist and an antagonist -- a hero and a villain (and maybe a lover or two) that conflict.  It’s that debate agonistic structure meant to preserve rationality and clarity about what’s happening which is the basis of our law system and often our governance.  But this other buffalo jump pattern I’m talking about -- what to call it?  “the hourglass” with it’s implication of time passing? -- is about a whole people interacting with a whole people, a situation (grazing as usual) grabbed by a massive event (going over the cliff) and then the elements of developing a new complex as the shift of focus goes from buffalo people to human people.  This is more like the pattern of scientific inquiry:  gathering evidence, forming a more-or-less committed hypothesis, challenging and opening up that hypothesis.  It’s also the pattern of discussion.  And harvest.


The agonistic Middle Eastern Manicheist black-or-white way of thinking has dragged us into political gridlock, both between parties and within parties.  It eliminates options and resists the shifting of frames.  This or that -- me or him -- often based on concrete, circumscribed thought and evidence meant to keep people from finding out the limits of the assumptions, rather than realizing finally that the earth goes around the sun and evolution is real.

But the changes just keep coming and we keep going over the cliff:  drugs, stigma-based poverty, the Internet, various pandemics and social shifts.  “The Pill” was a cliff.  The Vietnam intervention was a cliff.  We thought we had a clear idea of what was going on, but then we found out the world had changed into something else, and we’re still struggling with what to do about it because they all interact.  Social dissection is much more difficult when the whole economic system challenges class and education, when black is legally as good as white skin (but what about red and yellow?).  Parenthood might mean almost anything, genetics only being the beginning.  The old biological taboos don’t work:  we need new taboos.  There’s no such thing as not having taboos, not having stigma.  We should have taboos against cruelty and neglect, stigma for greed.

Such complexity.  We wouldn’t be motivated to keep working on this re-assorting and re-programming if it weren’t so painful, so joyful, so technologically powered.  We thought that the Internet meant that individuals were empowered and the chorus of their voices would change the world.  Instead the big tech providers are re-creating network television, dominated by the opinions of the nameless corporations who hide behind them.  The work is a lot harder and will take a lot more group effort than we thought.

Most people think in terms of centuries, partly because around here most of the white people came about a century ago.  Some people think in terms of the Declaration of Independence.  Other cataclysmic markers are Protestant Christianity, the devising of agriculture/towns about ten thousand years ago, the invention of writing about five thousand years ago -- emerging out of bookkeeping (numbers) intended to be mnemonic devices for gains and losses, winning and losing, a way of defeating arguments about whose land, whose harvest, whose profit, the credits went to.  Agonistic.

Early story came from a different place -- spoken or sung, with rhymes and rhythm as their mnemonic aids, with story lines that varied to suit the audience or the teller -- and also, thirty thousand years ago, with art -- repetitiously stuttering sketches towards the truth of horses, aurochs and mammoths.  Story versus numbers.  Testimony of witnesses versus scraping data.  Novels versus spreadsheets.  The poetic possible versus concrete verifiable.  Two sides of the brain.


But now we see that the whole brain -- plus the body which “thinks” with tension, pulses, secretions, sensory information: the chords the feet of the organist play while the fingers work the keyboards above -- is a flexible instrument, a both/and operator that can look on both sides, even fifty sides, and play out the symphony of life itself -- here the grass, here the panic, here the falling, here the boy who got caught in the stampede so that his head was smashed in, here the man whose stone maul killed the bull bison and split its head so he could scoop out the good fat brain to eat.  Here the man and woman, replete and nourished, find a patch of grass and lie down together to make a new boy.  Plenty of time later for the scientists to sort bones, estimate amounts, carbon date the fires, calculate the calories and nutrients in bison carcasses and what impact they might have on Blackfeet genetics.

There are two ways to resolve conflict: the first is for one of the forces to dominate and "swallow" the other.  The second is to break the situation into so many different smaller factors that no two forces are strong enough to oppose each other and all must depend upon coalitions, compromise, and mutual interests.



Tuesday, September 03, 2013

BLACKFEET BOARDING DORMITORY


http://www.youtube.com/watch?v=m29c1rtceAk  This video is a visual tour of the present Blackfeet Boarding Dorm in its beautiful valley a few miles away from Browning.
Native American boarding schools seem so simple at first glance and turn out to be so complex on reflection.  Of course, if I didn’t insist on reaching back so far, it would be simpler -- but only in the beginning.  Maybe the first European boarding schools were monasteries and convents, places set apart where children could be sent for protection and character forming that might include education.  The first universities were theological, so their set-apartness was also basically the study of religion, then medicine, and finally law -- the professions.  By the time the idea of boarding schools for North American Indian kids came along, they were very much entangled with missions, legitimated by the belief that conversion to the Euro-world was for their own good.  Attendance was not voluntary.  Results were mixed.   

Another factor in boarding schools was as barracks, preparation for military service, as in the elite college prep schools for the wealthy ruling classes of Britain to prepare them for running an empire.  The idea was that boys should be “hardened” away from possibly indulgent parents -- or at least servants, since few of the upper classes raised their own children.

It's not just snow -- it's snow blown at a high velocity.

The Blackfeet Boarding Dorm, originally a boarding school with classes, was not specifically religious  or military but rather governmental.  It’s immediate predecessor was Willow Creek School which was a scandal, closed down to the relief of everyone.  Like reservations themselves, the fact of setting a population apart implies that they are either better or worse than others, but even after the Blackfeet Boarding School had been closed for four years, it was re-opened as a dorm because of the simple fact of geography: the reservation is so big and so close to the mountains that in winter families are unable to get kids to school.  Then the “school” part was supplied by Browning Public Schools via buses and the kids lived en masse at the dormitories.  

Another aspect of geography has not been discussed anywhere that I’m aware of: the fact that the campus is all built on a flood plain.  I don’t know what happened in 1965 when Holy Family Mission school was devastated because they were on the Two Medicine River flood plain below a dam that broke.  



Now another complication has been thrown into the mix.  Those who have taken my advice to visit the University of Athabasca Press website and for the online account (in print and on video) of Head-Smashed-In Buffalo Jump in Alberta will be able to visualize what a good place for a piskun the boarding school is, and -- indeed -- Tom and Alice Kehoe spent a lot of time excavating and documenting the actual fall site.  At that point less was understood about how extensive a piskun must be:  a long grazing area where bison are likely to linger above the actual cliff; a built V of stone cairns that would anchor branches to wave in the wind or be semi-shelter for people who could leap up and wave something to haze the buffs; a cliff of the right height to cripple the animals rather than smash them to mush; then surrounding the base of the cliff a broad pleasant area to spend weeks processing.  One would need water, wood for fires to boil the marrow fat out of the bones, and ground soft enough to dig the fire holes.

In the Sixties Bob and I, showing the grandkids the area, discovered a dinosaur skeleton at the top of the cliff.  Smallish, seemingly complete, it excited us.  Not realizing how many similar skeletons erode out of the ground around here and on up into Alberta, we tried to think whom we should call.  The Tyrrell didn't exist then.  (The Royal Tyrrell Museum in Drumheller is a UNESCO designated world-class location, like Head-Smashed-In.  http://www.tyrrellmuseum.com   Some say it is a temple to evolution.  I would not argue.) No one was very interested.  For a while there was a fossil business located in Browning, but it closed down as far as I know.  This high prairie is continuous with the terrain in Alberta.  It also echoes similar lands in Mongolia where dino digs yield amazing info.  (Photos of the original people around Lake Baikal, an extremely deep lake that formed in a cleft where plate tectonics pushed the land together, look startingly like Blackfeet.)  These connections have not been explored, as far as I know.




Today’s Great Falls Tribune (September 1, 2013, as I write) features a story about the surprise unearthing of more of the bison jump complex at the Blackfeet Boarding Dorm.  No proper study of the whole site had been done before excavation began for a new dorm.  The BIA bureaucracy, like most of the federal and many of the commercial institutions that deal with the reservation -- including the newspaper-- is staffed by people from back east urban environments, as well as being young.  They have very little consciousness of the area history, geology, or paleontology.  Even if they know about it, the information is mere shadow across the windshield of plunging-ahead progress.  

Not only does the physical evidence get lost, but also the human stories.  Matrons at the boarding school formed warm attachments to their charges, and for many children that was life-saving.  On the other hand the genetic families were weakened and some of the culture was lost.  When I started teaching in 1961, many of my students were boarding dorm kids and they told a lot of tales, some of them fairly sensational.  They told me about seeing ghosts rise from the old cemetery (at one time a hospital was on the grounds) and somehow seeing a still-born baby.  “It was blue,” they reported.  

They snuck off to do something mysterious that I was afraid was sexual, but it turned out they were choking each other into unconsciousness.  And it turns out that IS both sexual and drug-related, but we didn’t have many drugs in those days, except for alcohol.  When they do studies of drugs, the one that is the most damaging is the one still most easily available: alcohol.  It teaches secrecy.  But they hadn't quite learned the lesson yet.  They would in adolescence.

The dynamics among those kids were like those in any giant family: quarrels, tight partnerships, favorites and trouble-makers.  Some have turned out fine: teachers, parents, hard workers.  Others did jail time.   Too many died of violence and car wrecks. Some have left the rez and are doing okay in a city.  I ask about them all the time, but usually only get rumors back.   It would be a great project to find and interview the kids who are now grandparents.  At one time the Browning school system had a publishing project going that made small booklets.  With the cyber-tools available now, that could be developed into something far more lasting and valuable than a new dormitory or even possibly further excavation of the nearby buffalo jump.   When it comes to education, if there is a choice between knowledge and buildings, my bias is to choose knowledge.

The "look inside" feature is on Amazon.com where you can buy this book.