Monday, July 1, 2019

Yooper Creation Story




Den on da first day God created the U.P.

On da second day He created da partridge, da deer,

da bear, da fish, and da ducks.

On da third day He said, “Let dere be Yoopers to roam da U.P.”

On da fourth day He ceated da udder world down below…

And on da fifth day He said,

“Let dere be trolls to live in da world down below.

On da sixth day He created Da Bridge

so da trolls would have a way

to get to Heaven

God saw it was good and on da

seventh day He went huntin’

Author: Unknown

Michigan Snakes


The Michigan Department of Natural Resources gets many questions this time of year about Michigan's snakes. Eighteen different species of snake call Michigan home, but only one of them poses any real harm to humans.

            “Whether you think snakes are terrifying or totally cool, it is best just to leave them be,” said Hannah Schauer, wildlife communications coordinator for the DNR.

            The snake the DNR gets the most questions about is the eastern massasauga rattlesnake, the only venomous species found in Michigan. This snake rarely is seen and is listed as a threatened species found by the U.S. Fish, and Wildlife Service due to declining populations from habitat loss. As it name implies, the massasauga rattlesnake does have a segmented rattle on its tail. It should not be confused with the other, harmless species of snake in Michigan that do not have segmented rattles but will buzz their tails if approached or handled.

            “The massasauga rattlesnake tends to be a very shy snake that will avoid humans whenever possible,” said Schauer. “They spend a vast majority of their time in wetlands hunting for mice and aren’t often encountered.”

            Schauer said that when a massasauga is encountered, if the snake doesn’t feel threatened it will let people pass without revealing its location.

            “If you do get too close without realizing it, a rattlesnake will generally warn you of its presence by rattling its tail while you are still several feet away,” Schauer said. “If given room, the snake will slither away and likely will not be seen again.”

            Rattlesnake bites, while extremely rare in Michigan, can and do occur. Anyone who is bitten should seek professional medical attention.

            Learn more about the massasauga and get more snake safety tips.

            Another snake that can cause quite a stir is the eastern hog-nosed snake, one of the many harmless species found in Michigan. When threatened, hog-nose snakes puf up with air, flatten their necks and bodies, and hiss loudly – this has led to local names like “puff adder” or hissing viper.” If this at is unsuccessful, they will writhe about, excrete a foul-smelling musk and then turn over with a smooth mouth agape and lie still, as though dead. Despite this intimidating behavior, hog-nosed do not pose a threat to humans.

            Michigan snakes do not attack, chase or lunge at people or seek out human contact. If you have spotted a snake, stay at least 3 feet away from the head to avoid getting bit. Handling or harassing snakes is the most common cause for humans getting bit. Simply put, if left alone, Michigan snakes will leave people alone.

            To find out what other kinds of snakes Michigan has and how to tell the difference between them, check out the “60-Second Snakes” video series on the DNR’s YouTube channel.

            Learn more about Michigan’s snakes by visiting mi.gov/wildlife and clicking the “Wildlife Species” button, then selecting “Amphibians and Reptiles.”

            Please consider reporting any reptile or amphibian sightings to the Michigan Herp Atlas research project ot help monitor amphibian and reptile populations in the state and protect these important Michigan residents for future generations. Visit www.miherpatlas.org for more information.

Source: The Sault News: Friday, June 9, 2017 issue.

           

Columbus


After Columbus’ arrival to the Western Hemisphere many other explorers followed suit, and millions were dehumanized, families destroyed, societies met untimely collapse and civilizations were destroyed as a result of colonization and the seeking of riches by greedy entrepreneurs. Mankind has suffered throughout history as a result of racist ideology and acts of superiority that has justified slavery, assimilation, discrimination and genocide. Throughout history the dominant cultures have practiced discrimination and segregation based on skin color, birth rights and gender, which in turn has prevented unity from occurring and has aided the ruling classes to maintain power and control. Many countries have sought more resources and people to fall under their ownership. People served as a valuable resource and kept the wealthy in the lives they thought they deserved by the disparaging pursuing of an economy based on the labor provided by slaves. As a result, many groups from the Vikings to the Spaniards, needed to expand their horizons by invading other countries, curious and self-serving interlopers intruding on the lives of unsuspecting natives. 
            At the same time parts of the world were being explored, military unrest was occurring between the Europeans and Muslims. The struggle between the Muslims and Spaniards endured for nearly seven centuries and established the Europeans’ insight of how they should deal with non-Europeans. Anyone who was not from Europe could not be trusted. The Muslims constructed a formidable military force with the collaboration of many Muslim groups that led the way to controlling a major port city, Constantinople, in 1453. The takeover of Constantinople paved the way for Muslim rule over much of Eastern Europe.

During this time of unrest, Christopher Columbus was born to an Italian weaver in 1451.  Columbus became a man of deep-seated convictions. He possessed strong Christian beliefs. He also believed he could travel west from Spain and reach Japan and China and held onto these convictions up until his death. For years he was persistent with trying to convince rulers of various countries in Europe to fund his expedition. He was not able to persuade the king of Portugal, or the rulers of England and France to fund his first voyage and spent years trying to convince Ferdinand and Isabella, rulers of Spain. The Spaniards and other European countries were preoccupied and very busy with their efforts of taking over specific ports and land holdings from the Muslims.

            Eventually, the Spaniards started experiencing military success and captured the port of Seville.  A link to the continent of Africa was established, forming a base for trade and served as a conduit for expeditions against the Arabs in the Mediterranean area.  In 1469, the marriage between Ferdinand and Isabella consolidated the armed forces of Castile and Aragon leading to the final annihilation of the Moors. The last Moorish king and his kingdom fell under the rule of the Spaniards. The Spaniards managed to push the last of the Moors out of the Granada region of Spain. The wars that occurred in Ganada involved in long tedious battles between the Christians and Muslims. Columbus was impressed with the mighty diligence and the powerful unity of Ferdinand and Isabella.

On March 31, 1492, Ferdinand and Isabella in their effort to strengthen Christian influence in their kingdom they worked on banishing Jews from Spain. The queen’s ruling applied to 300,000 Jewish people who did not practice Christianity. Many of the Jewish people avoided extradition by professing the Catholic faith.  After the ruling was enforced, Jewish people suspected of infidelity concerning the Church were referred to as “marranos” meaning pigs.  New laws were put into place and as a result Jewish blood was considered at fault for their Christian infidelity.  Because they were tainted due to their bloodline, their sinfulness could not be eliminated by baptism. Thus, the Jewish people needed to be banished. 

“We have upheld our battle against the Jewish people for years now. We have convinced our Christian followers to abhor those wretched people. Why they are even permitted to live is beyond me. I despise them. I can’t think of a point in time even as far back as when I was a small child that I didn’t hate the Jewish people. Both my parents taught me to hate the Jewish people,” said Ferdinand.

“It has been the wish of both of us to rid our country of the filthy vermin,” said Isabella.

“Did you see what happened to the young Jewish women when we turned them over to some of our soldiers?” asked Ferdinand. He smiled broadly and looked directly into Isabella’s eyes.

“Yes, it was delightful to watch the look on their parents’ faces when we forced them to watch. We may as well have a little fun at their expense,” smirked Isabella.

“A lot of them have converted to Christianity, but I am sure some of them are lying,” said Ferdinand.

“I think so too. I don’t trust them at all,” replied Isabella.

“I want to change the subject.”

“Okay.”

Columbus, discussed a trip to some of other countries. I think he wants to visit the Indies. I wonder how much he would bring back to us. You know in the form of gold and possibly some other jewels and riches,” said Ferdinand.

“We can use some more slaves to help us with the running of our kingdom,” said Isabella.

“Forget about the slaves. I am more interested in gold. We need more trading capital and you have had your eye on some gold trim in our bedroom suite,” said Ferdinand. He patted her hand from across the table.

The room was dark and only one candle was burning on the large table they were sitting at. They liked to sneak away from the rest of the world and hide in their bedroom to discuss how to run the country among other things. They enjoyed their privacy.

“That would be nice to see the glitter of gold on our bedroom walls when I wake in the morning,” said Isabella.

“I think I am going to tell Columbus that we will fund his venture,” said Ferdinand.

“Good plan,” replied Isabella.

Columbus thought he won over Ferdinand and Isabella when they finally agreed to fund his first voyage. They made him feel that he persuaded them. He had to prepare and give them a sales pitch before they would finally agree. They liked having their underlings jump through hoops. The rulers wanted to convert the natives of the uncharted lands to Christianity and the thought of a source of untapped wealth was the main reason they agreed to support Columbus concerning his ventures. There were so many possible lucrative possibilities. Columbus convinced Isabella and Ferdinand that he was going to work hard to convert the people he  discovered to Christianity during his excursions. Since he demonstrated that he possessed strong Christian beliefs, they believed him. He insisted on being appointed viceroy, meaning governor, of the newly discovered lands and demanded ten percent of the gold, spices, and trade that he found. Columbus also had his eye on accumulating as much wealth as possible. He envied the lives of the rulers and imagined himself living in the lap of luxury.

            The “Columbus as the discoverer” myth propagated the belief of which voices were to be listened to and which were to be ignored. Columbus never set foot on North American soil. The native people of San Salvador, the first discovered people, were later portrayed as lacking feelings or thoughts, barely human.  To explain as simply as possible, what happened over five hundred years ago was a group of heavily armed Europeans invaded a country to claim and control the lands of a large group of people, the indigenous.  

            Columbus set sail with three ships from the small port of Palos de Frontera on Friday, August 3, 1492. Martin Alsonso Pinzon was second in command of the expedition and captain of the Pinta. The Pinta had a crew of 27 men. Master of the Pinta was Francisco Martin Pinzon. Vincente Yanez Pinzon was captain of the Nina. The Nina had a crew of 22 men. The flagship, which was a carabela, was named Santa Maria and it had a crew of 39. Some of the crew members were convicted prisoners. Columbus had to take a chance in order to man his ships with an adequate amount of men. Columbus was awarded the title admiral. Juan de Cosa, owner of the Santa Maria, was the ship’s master (Aughton, 2007).

            On August 8th, 1492, they set anchor at the Canary Islands. They needed to stock their ships with provisions for the long journey.

“Where’s Samuel?  I need him up on deck immediately,” demanded Senior Officer Luis.

            “What do you need sir?” replied a shaky Samuel after another sailor retrieved him. 

            “You need to swab the deck before sunset.”

            The sailors were treated like servants. They did not have their own living quarters.  The crew worked in four hour shifts, and when they were off duty, they slept anywhere they could find space.  Their duties consisted of pumping bilge, swabbing the decks, working the sails, and checking the ropes and cargo. Columbus often spent days without sleep.  Only the captain had his own private sleeping quarters. The sailors’ lives were hard, and they often died from disease, hunger, and thirst. Religion was the central focus of their lives, and their days began with prayers and hymns and ended with religious services in the evenings. The sailors received one hot meal a day, cooked over an open fire in a sandbox on deck. Their diet included biscuits, pickled or salted meat, dried peas, cheese, wine, and freshly caught fish.(insert citation) 

**********

            “Bartolomeo, what are you doing? Get over here and eat with your brother” demanded Columbus. Bartolomeo was somewhat of an expert with reading maps and he provided assistance to Columbus with regards to navigation of the open seas.

            “We really lucked out with that storm.  I have to tell you, brother, on a few occasions I thought I could see my life flash before my eyes,” said Columbus. The night before the winds were howling and the waves almost capsized their ships. Everyone hung on for dear life trying not to let the angry sea swallow them.

            “Do you think we are going to find land soon?  Some of the men are becoming a little mutinous,” said Bartolomeo as he scoffed.

            “You know, we’ve been on the sea for at least a month, and it is wearing on me, too.  I love the smell of the sea, but seeing land would be much appreciated,” said Columbus.

            Columbus’ ships covered approximately 150 miles a day. His crew used a compass for direction and a chip log and reel to measure speed.  The chip log was a large reel with over 700 feet of line wound up on a large wooden spool.  A triangular piece of wood was located on the front right side, which was thrown over the side of the ship.  It created a large amount of drag that stayed where it fell in the water, and the ship could sail away from it.  The rate at which the line ran off the reel represented the speed of the vessel.  The rope was knotted and spaced along the line at intervals of 47 feet, 3 inches, representing the distance the ship sailed in 28 seconds, if traveling at one nautical mile per hour.  If two knots ran off the reel in 28 seconds, the ship was traveling two nautical miles per hour. The term “knots” was derived from the tying of knots on a rope.  The reel was usually held by two sailors.  One sailor, usually the sailing master, tossed the chip and counted the knots.  Another sailor was placed in charge of the sandglass to track the time.  Columbus relied on his experience, intuition, observations, and guesswork to determine his ship’s position.

            “If my calculations are correct, we should be seeing land in a couple of days.  The Indies were supposed to take just a little over a month to reach,” reported Columbus.

Columbus was a collector of a large amount of books and the Bible was a great source of inspiration for him. Columbus was influenced by the written works of Pope Pius II’s Historia Rerum ubique Gestarum, which was published in 1477 and Cardinal Pierre d’Ailly’s Imago Mundi published in the 1480s. Columbus derived his image of the world from these books and was determined to prove he could reach the Far East by traveling westward.

            “I can’t wait to see land.  The days are beginning to seem endless,” said Bartolomeo.

            “There may be unfriendly people and animals living on the land,” added Columbus.

            “Let’s make sure we have our guns and ammunition ready just in case some of the animals are vicious,” stated Columbus.

            “I will meet with the officers and tell them that we may be seeing land soon and to be prepared,” replied Bartolomeo.

            “Thanks.” 

*********

            “Do you know what we have to do Emilio?” asked Francisco.

            “Yes, we have to have our matchlock muskets armed and ready.  I will assist with cleaning the stocks,” said Emilio.

            “I think we brought plenty of gun powder,” said Emilio.

            Henrico was huddled over a musket as he slid a stick with a rag tied to it into the barrel.  As he redrew the stick, he turned the rag around to the clean side and attached it to the stick.  The rag came out cleaner the second time. Henrico tossed the rag to one of the sailors to clean.  The sailor ran the rag over the washboard several times and hung it to dry on a nail that was pounded into one of the sideboards.  The sailors haven’t eaten all day. They have to wait until early evening to have their only meal of the day. Food supplies were not as plentiful and had to be reserved to last the duration of the trip. The conditions on this ship are deplorable, the rats, the food, and the sleeping conditions.                     

********

            The journey proved to be very long and arduous. Sometimes the waves would almost capsize the ships. Many of the crew became seasick and unfit to work. The crew had not seen land in a long time. September turned into October with still no sight of land. There was a call from the Nina that land was sighted but that ended up being a false alarm. The crew was becoming restless. Columbus was afraid there was going to be a mutiny. The crew feared traveling further west in case they did not find land soon. Provisions were running out. Some of the men recommended that they turn around and return to Spain. Columbus worked diligently to coerce the crew to travel further west. He asked them to give him four more days. The crew finally agreed. Columbus breathed a sigh of relief.

            On Thursday, October 11 the ships were sailing west south west in a heavy sea with the most turbulent weather they have encountered throughout the journey. All of a sudden Columbus spotted green weeds growing under the water. A branch with berries on it that appeared to be freshly cut was floating on top of the water. They were approaching land. Columbus could feel it in his bones. It was getting dark quickly. Columbus feared going aground with the ships. All of a sudden he saw a light in the distance and called out to the rest of the crew. They verified that they saw a light, also. 

            The Pinta was the fastest of the ships so that was sent ahead. Late into the night there was no doubt that there were fires on a shore at a short distance from them. The excitement was rising. Smiles crossed many of the faces of the travelers. In the morning the caravan discovered that it was approaching an island. The island appeared to be inhabited.

            This was a historic moment for Columbus, Spain and the rest of the world. Even though it has been noted that other countries visited North America before Columbus’ voyage, his expedition is the most well-known. The travelers landed on the island of San Salvador after managing to cross the Atlantic Ocean.

            Green foliage and lush flowers of many colors peppered the land as Columbus walked along the shoreline. The sand on the shore was white and pristine.  The sailors were in awe of the beautiful scenery. Brightly colored birds chirped and cawed as they flew above. The large branches of the palm trees swayed in the gentle breeze.  Columbus stared at the magnificent view as he made his way further into the forest down a narrow path with the crew and officers from the ships.  A clearing was spotted a hundred yards ahead of the weary travelers.

            Columbus ordered the sailors to have their weapons ready to fire.

            A small group of villagers approached the sailors.  They had bronze colored skin.  Their bodies were of a slim build and muscular.  Their long black hair was braided and tied with twine.  The islanders greeted the strangers with curious enchantment. They gathered around the voyagers talking excitedly. Columbus came prepared with gifts. He gave them red bonnets, glass beads and necklaces. The islanders gave them in return balls of cotton thread, darts and brightly colored parrots. Columbus was not interested in the gifts he received. He noticed the gold that was in one of the necklaces a native woman was wearing (Aughton, 2007).

            “We saw naked people and I went ashore with a boat with armed men, taking Martin Alonso Pinzon and his brother Vicente Yanez, captian of  the Nina. I took the Royal standard, and the captains each took a banner with the green cross which each of my ships carries as a device, with the letters F and Y (Ferdinand and Ysabella), surmounted by a crown, at each end of he cross. When we stepped ashore we saw fine green trees, streams everywhere and different kinds of fruits. I called the two captains to jump ashore with the rest, who included Rodrigo de Escobedo, secretary of the fleet, and Rodrigo Sanchez de Segovia, asking them to bear solemn witness that in the presence of hem all I was taking possession of this island for their Lord and Lady the King and Queen, and I made the necessary declarations which are set down at greater length in the written testimonies.” (Aughton, 2007)

            The tallest man in the group waved for the rest of the group to stay. He approached the large group of voyagers. His smile revealed perfectly straight teeth, which shined in the sunlight like pearls.  He extended his hand and waved for them to follow him to the village.

            “What do you think about this?” inquired Columbus as he waited for a response from Valante, an officer of the Santa Maria. 

            Valante appeared to be unsure, and he responded by shrugging his shoulders.

            Henrico walked up to Columbus and said, “I think we are going to be alright. These people don’t appear to have any weapons.”

            “Are you sure?  They could have people hiding in those huts ready to pounce on us as soon as we get near the village,” said Emiliano, an officer of the Nina, as he looked at the huts anxiously.

            “We discovered this land and I am not going to let a few strange people stop us.  They are like animals, naked, and the color of their skin is like no other I have ever seen,” said Columbus. The more he thought about the native people the more he began to admire them. They were a friendly lot. They welcomed the strangers with open arms.

            Towards the end of the 1400s, a belief existed of a land resembling paradise far to the east of Europe. Mystical wonders like the biblical Eden and the fountain of youth were believed to exist.  It was believed these faraway lands were free from the strife the Europeans faced at home.  Initially, Columbus referred to the people he discovered in the Western Hemisphere as children of God. Columbus imagined his good fortune led him to the “Golden Age.” He wrote to his royal patrons after meeting the first inhabitants of the newly discovered land:

            “So tractable, so peaceable are these people, that I swear to your Majesties there is no better nation on earth.  They love their neighbors as themselves, and their discourse is ever sweet so and gentle, accompanied with a smile, and though it is true that they are naked, their manners are decorous and praiseworthy.”

            The travelers were invited to sit down around a fire, and the native people introduced themselves in a strange language. 

            Columbus stared thoughtfully at the native people. Their tongue is unintelligible. They don’t understand a thing we’re saying.  How are we going to find out where the treasures are located? Did we take a step back in time when we landed on this ancient barbaric land or did we actually come across the people of the Golden Age? They welcomed us and appear to be so friendly, not only to us, but to each other as well.  They have this gentle attitude with visitors, and they treat each other with the utmost respect.

********

            “We have searched high and low and can’t find any treasure, and we can’t communicate with these people to find out where their treasures are kept,” said Columbus as he fervently placed his hands on his hips to demonstrate his frustration.

            “The others are starting to talk about us.  They think we are soft and need to put our foot down with these savages,” stated Bartolomeo.

            “I know, brother.  I’ve been thinking about the very same thing. We need to come up with a plan,” replied Columbus.

*******

            “I have an idea. Why don’t we capture as many of these creatures as we can and take them back to Spain?  They can be used as slaves and sold for a profit.  I promised Isabella and Ferdinand I would bring them back valuables,” said Columbus.

            “I think we can take at least a couple hundred back to Spain. We can cram them in the haul of our ships,” said Bartolomeo.

            “Let’s inform the other sailors of our plans,” said Columbus.

            The sailors from the three ships were informed of their plans and instructed to construct cages to house the natives until they were ready to depart.  The cages took a couple of weeks to build. 

            “We have all the cages built, Columbus.  Now what?” asked Henrico.

            “We have put a couple of small animals in the cages to fool the savages. They think we are catching animals to eat,” said Henrico.

            “It’s time to round up the savages. Get the best specimens and put them in the cages,” replied Bartolomeo.

            “Do you only want men?” asked Henrico.

            “No. I want to take back both men and women,” replied Columbus.

            “What about the children? What do we do with them?” asked Emilio.

            “Children wouldn’t make good slaves.  Let’s leave them behind,” replied Bartolomeo.

 

            The beliefs of the native people presented a paradoxical point of view to the Europeans.  One side demonstrated a people who did not live within the confines of a civil society, lacking the concepts of marriage, property and law.  Common ownership and a lack of selfishness are also trademarks associated with innocence and natural virtue. The laws that beset civility defined the boundaries between what was considered a savage existence and that of civilized society. The heightened awareness of these differences created confusion concerning people of color when the Spaniards discovered the New World.  Many circumstances, such as the Black Death, military conflicts and the shift towards a market economy, also led Europeans to adopt a highly competitive mindset.

            Columbus and his followers decided to enslave the tribal people and order them to seek gold for them before they returned to Spain. They were expected to obtain a certain quantity and if they did not do so some of the tribal people would lose an ear, foot or a hand to set an example for the others.

            “We are not amassing the gold we thought would be available to us. I specifically remember our orders. We were to bring back as much gold as possible. Ferdinand was adamant. We took all the jewelry from our captives. They have been going to the mines daily and all we have is this bucket full of gold,” said Columbus scratching his head. He looked at the others to seek their guidance. They looked as stumped as he did.

            Vicente added, “I think we have been here long enough and we should count our losses and head back to Spain.”

            “I think you are right,” Columbus replied.    

“I will get everybody moving concerning the gathering of these savages,” stated Emilio.

            “We must get back to Spain and collect our fee for services rendered,” said Columbus as he turned to locate the captains of the ships and tell them of their plan.

            The horrified villagers were gathered and put in the haul of the ships.  They were crying and screaming with terror.  The other villagers, who were not captured, tried to run to the mountains and forests to hide. Some were lucky while others were drug back and beaten for trying to flee. The captains told the sailors they could do what they wanted with the rest of the villagers.  The acts committed against them were unspeakable.  Some of them managed to flee.

The captains were more than happy to plan their voyage back to Spain and collect their pay.  Food was scarce on the ships so plans were made to take a lot of the food from the villagers that were left at the village. Some were hidden in the jungle.

            A massive raid was conducted and 1,500 Arawaks [Tainos] were abducted. Men, women and children were imprisoned in pens, which were guarded by men and dogs. The dogs haven’t been fed in a while so the prisoners, if they tried to escape, would serve as food. Columbus’ ships could not carry more than 200 slaves so only the ones considered the most valuable were loaded aboard. The Admiral told those under his command they could do what they wished with the remaining captives. The native people who were not wanted for any purpose were released and they ran in all directions like lunatics, women dropping their infants in the rush, running for miles without stopping, fleeing across rivers and mountains. The terror inflicted on them is unimaginable.

            Of the 200 slaves taken to Spain, only approximately 100 arrived alive. They were put up for sale in Seville by Don Juan de Fonseca, the archdeacon of the town.  The slave trade proved to be unprofitable because so many of the slaves died.  Columbus turned his focus to obtaining large amounts of gold.

            Bartolome’ de Las Casas was disheartened when he heard of the brutal treatment and exploitation inflicted on the native people.  He based his beliefs on what he thought needed to occur in the new land, which involved the spreading of their interpretation of God’s word. According to Las Casas, that was why God permitted the discovery of this foreign land.  He devoted his life to serving as an advocate for Indian people. However, there were stronger powers at play overriding his efforts.

            In 1493, before the Pope turned over South America to the Spaniards, he gave them a proclamation. The Spanish conquistadores were ordered to read this declaration to the native people mandating that they should:

            “… Recognize the Church as your Mistress and as Governess of the World and Universe, and the High Priest, called the Pope, in her name, and His Majesty in Her place, as Ruler and Lord King…

            And if you do not do this… with the help of God I shall come mightily against you, and I shall make war on you everywhere and in every way that I can, and I shall subject you to the yoke and obedience of the Church and His Majesty, and I shall seize your women and children, and I shall make them slaves, to sell and dispose of as His Majesty commands, and I shall do all the evil and damage to you that I am able.  And I insist that the deaths and destruction that result from this will be your fault.” (citation)

            This document removed all responsibility from the Spaniards and gave them authorization to do whatever they felt necessary to conquer and exploit the native people.  Thus heinous atrocities were inflicted in the name of Christianity with the Pope’s blessing.

             

********       

 

The takeover of native land and resources continued after Columbus made his discoveries. From 1519 to 1521 Hernando Cortes and 400 Spaniards set foot on the Yucatan peninsula in Mexico. These Spaniards defeated an empire of 200,000 Aztecs. At the time of this invasion, 50,000 Aztec men were prepared for battle.  The takeover was possibly made feasible by a rumor that Montezuma believed Cortes was the god Quetzalcoatl and that was how Cortes became feared and gained so much power over the Aztecs. This was the first time the Aztecs were exposed to horses and firearms. Another explanation for the depletion of the Aztec population involved disease, possibly after he obtained notoriety as their new found god. Cortez and the other Spaniards gave the Aztecs small pox infested blankets. 

Columbus was following the instructions of the rulers of Spain and the Church. It has been extremely difficult to fathom that they felt it necessary to wield such brutality on people who welcomed them into their country. The mindset of the European culture included strong competitive and military attitudes of this time period.

            As much as Columbus’ actions appear deplorable, his actions did represent the mindset of the religious, political and economic forces of that time period fueled by dark and evil influences. It was the goal of the fallen angels and Lucifer to make the lives of the humans as miserable as possible and if a few died along the way which served as a bonus. Killing as many humans as possible was their main goal. Celebrating Columbus’ discovery has provided validation for the abuse of the Western Hemisphere’s native people, the destruction of their societies, and the brutal enslavement of many people of color.

Columbus was never fully aware of the significance of his discovery. It was the precious metals and other finds that led to the rise of European capitalism in the newly discovered land.  As a result, there was a gradual transfer of political and economic power from Europe to the Americas. Columbus made three additional voyages to unchartered lands before he was forced to retire because he lost his foothold with the ruling class.  Columbus spent his last lonely years in Spain before his death in 1506.  History has been written by the victors. That’s why many of us learned about Columbus discovering America.

 

 

 

 

 

 

 

Saturday, June 1, 2019

Ojibway Traditional Child Rearing Practices




Children were considered a precious gift given to them by the Creator. They were protected and guided through all their life stages. Traditional Indian people were not known to have large families, usually two to three children. Some of the reasons they limited the amount of children they had was their ability to feed and provide for their children and they did not want to bring up children in a world that may be laced with battles. If there was a possible battle brewing between another tribal community or others such as Euro-Americans, they held off from procreating. It was important their children grew up in a safe world.

The most important event in an Indian child’s life was, and continues to be with many tribal communities, the receipt of personal identity through a naming ceremony.  The given name permitted the child to have a place by the tribal fire and be a part of the tribal thoughts and discussions. The name was a gift from the spirits, inherited through a naming ceremony by the person bestowing the name, usually soon after the child’s birth.  The given name was to be respected for its origin within the tribe and cherished by the one receiving it.  The children’s names would come to the leaders and other adults in the village through dreams and visions.  Sometimes children would receive the name of a namesake who passed on.  Two people in the same village could not have the same name simultaneously (Densmore, 1979).

Equally important as the child’s name was their family’s clan affiliation. Parents and other adults raised children under the guidance and leadership of their specific clans. The establishment of the clan system gave the tribal communities a governmental system which provided strength and order. There were seven original clans with natural abilities:

Crane – Chieftanship

Loon – Chieftanship

Fish – Intellectuals

Bear – Police and Herbal Medicine People

Deer – Gentle People

Martin – Warriors

Bird – Spiritual Leaders (Benton-Banai, 1979)

            Dreams were considered significant, so children were taught at an early age how to take notice of them.  By examining their dreams closely, predictions of good and bad events and other necessary information could be derived. While they were still innocent, they were encouraged to walk alone in the woods to commune with their spirit guides.  Their faces were blackened with coal before they ventured on this journey.  Fasting also occurred during the time the young men and women were coming of age to assist with seeking direction for their adult years.

            Children were taught to watch, listen and respect the “spirit of the woods.” Adults informed them about what to watch for while in the woods. They need to watch for warnings and a warning may appear as a small branch falling in front of them warning them of danger. The wood spirit was considered a friendly guardian (Densmore, 1979).

The child and mother were inseparable for the first year of the child’s life. During the traditional period, the educational process occurred in three phases.  In phase one, a child would be strapped onto a cradle board, referred to as a dikinagan, for most of the child’s first two years to learn the life skills of observation and listening.  They watched the adults in the village work and learned about the habits of people and animals. Their observation skills were enhanced as they matured from infant to a young child.  Surrounded by nature, they observed and listened to the communication between animals and people. The art of listening was fostered further through seeking wisdom on their search to learn the deeper meaning of things.  Listening and observation skills were held in high regard with many Indian people.

The second phase began at approximately age seven. From one year of age until adulthood, girls were cared for and nurtured by their mothers, grandmothers, and aunts.   All female adults in the village, other than their mothers, were considered aunts, and all these caregivers provided training to prepare them for adulthood. They received training on how to raise crops, to gather plants and berries for food, and to provide other necessities for the home. Another lesson involved how to make nets for fishing.  The making of fishing nets consisted of gathering basswood or nettle cord, learning how to dry these materials, separating the fibers by wetting them and drawing the fibers through their mouths, how to roll the fibers, and how to tie the netting fiber in different patterns to enable the fisherman to catch different kinds of fish. 

Young women were trained on how to tan animal hides, which included the removal of flesh, washing off the blood stains, soaking the hide, scraping off the fur, soaking the hide in deer brains, scraping the hide again, and then stretching the hide on a wooden frame. Tribal women also needed to learn how to use the bow and arrow so they could provide protection for the children and themselves when the men were away on hunting expeditions.  Many tribal women were proficient in hunting and fishing.

            At the age of seven, fathers, uncles, and older male cousins provided boys with lessons on hunting and fishing.  Concerning the construction of canoes, boys were taught how to remove bark from birch trees and how to shape the wood for flooring and gunwales.  They were given instruction about how to gather and combine spruce resin with grease and black powder of cedar to coat the canoe as an adhesive and sealant.  Another important lesson involved learning how to make bows and arrows used in hunting. When the young male had his first successful kill, the whole village celebrated. The kill was served as the main part of the feast.

            The third phase of the educational process consisted of the search for wisdom.  The search extended into late adulthood.  This involved a quest to know the entire story of things, events and happenings from the simplest to the most complex, and through the many layers of meaning (Hilger, 1992).

            The elders, adult males and females provided teachings to prepare the youth for their path in life.  It was important to learn how to live in a gentle way with humbleness and respect accomplished through prayer, fasting, and listening to everything. The beliefs associated with the path of life included the following:

·         Honor Gitchi Manito (The Creator).

·         Honor elders.

·         Honor our elder brothers (all animals are considered to be elder brothers because they were here before humans, and they are relied on for teachings, as well as for sustenance).

·         Honor women.

·         Keep promises and uphold pledges.

·         Show kindness to everyone.

·         Be peaceful in body and spirit.

·         Be courageous.

·         Be moderate in dreams, thoughts, words and deeds (Peacock and Wisuri, 2002).

            Children were disciplined in many ways.  They were ignored if they were tale bearing, and scolded if caught lying.  Stealing usually resulted in the child returning the stolen object to the person it was stolen from.  Older children often received spankings for stealing.  Sometimes fear was used, but not to the extent that it was harmful to the children.  Instilling fear about certain things was often a safety measure.  For example, to prevent children from playing on a hill that was considered dangerous, the parents would put a scarecrow at the top of the hill to scare them, and the children never went back to the hill again (Hilger, 1992).

Boys and girls could play together when they were younger, but as they matured, it was not allowed. The children would copy the adults doing various chores, such as housekeeping, caring for dolls, hunting, fishing, and dancing to prepare them for adulthood.  All age groups participated in a variety of games of chance and games involving dexterity, such as lacrosse.  The use of games served as a part of the learning process.

            The Anishanaabeg, like other cultures, had a creation story that was continually recited to provide lessons for all tribal people including their children.  In the beginning, Gitchi Manito created the universe as we know it today. He created Grandfather Sun and Grandmother Moon, Mother Earth and Father Sky. On the earth, he created all things, living and nonliving. He created life on the earth, in the sky, and in the water. He created the plants, rivers, four-legged and winged creatures, and the swimmers. After this was done, he created one of the greatest mysteries of all, the four seasons, to bring harmony and balance to all.
            After all creation of animate and inanimate entities was completed, then the Creator made man. After he created the first Anishanaabe, the Creator instructed him in a dream to name all things in the language given to him, Anishinaabemowin. The first man went about his journey and named all things he saw, the animals, insects, birds and fish. He told Gitchi Manito in a dream he finished what was requested of him. Then the Creator gave the first man his name, which was Nanaboozho. Whenever the Anishanaabeg meet and greet one another, they say a part of his name, Boozhoo, meaning hello.
            The creation story tells how the Anishanaabeg originally migrated to the Great Lakes region from the East Coast. The Anishanaabeg resided peacefully until the villagers became restless and unsettled.  Selfishness and competitiveness took over the lives of these inhabitants.
The Anishanaabeg were at war with one another and they were not on the red road.  Hatred and other forms of dysfunction ran rampant through the entire Anishanaabeg nation.  The creator looked down at these settlements and decided to cleanse the earth with water to renew the earth, its inhabitants and begin anew. Many creation stories contain a flood as a part of the cleansing process.

            After this cleansing, Nanaboozho found refuge on a log with many animals. All of these animals tried to swim to the bottom to retrieve a piece of dirt to rebuild a land base. Many of them tried and failed. Then, the smallest, weakest of the four-leggeds was able to accomplish what the other animals could not.  That animal was the muskrat. However, the muskrat gave its life to bring up the dirt, which saved all the other animals and Nanaboozoo. The muskrat’s lifeless body floated to the top of the water with the dirt clenched within his little hand. Nanaboozoo placed this dirt on the turtle’s back and created the land, which today is referred to as Turtle Island (Benton-Benai, 1979).  The telling of creation stories and story-telling has carried significance throughout the history of the Anishanaabeg.

            Ceremonies were held to celebrate various stages in the lives of the Anishanaabeg:

Ghost suppers were held to honor those who passed on. The ghost supper has been a traditional fall ceremony of Anishanaabeg people throughout history. The time when leaves are falling on the ground was considered a time for remembering and honoring those who walked on. The ghost supper has been held in many different ways.  One common denominator includes the serving of the favorite foods of the ones who are being remembered.  Usually a place is set at the table for the one(s) who passed on.  The plate was fixed with a variety of the loved one’s favorite foods and left for the entire evening. 

            Ancestry has been paramount for Anishanaabeg people.  Ghost suppers served as an avenue for family stories and fond memories of the deceased.  Families would visit another’s home and eat the food they prepared. Then that family would be invited to their home and so on.  This fostered community awareness, and encouraged community trust and sharing. 

The sweat lodge ceremony was another way Indian people united for a common purpose, which was to commune with the Creator and other spirit guides. The sweat lodge ceremony served as a vehicle to give thanks, and pray to Gitchi Manito and the attendees’ spirit guides.  These ceremonies continue to be held today. 

The purpose of the Mediwiwin was taught to the children which included that life was enhanced by living right and by the proper use of herbs. Respect of the Mediwiwin was emphasized. A person’s conduct determined their length of life. Evil actions created problems for the offenders. No person escapes the consequences of their sins. The rite of initiation instilled a specific “spirit power” of the candidate and that person was expected to renew their spirit power at the annual ceremony of the society (Densmore, 1979).

            Children learned from elders and other adults about the four sacred plants, which were used in many of the spiritual ceremonies. Four sacred medicines had provided balance, protection and cures for the Anishanaabeg and other cultures throughout history. The four sacred plants are tobacco, sage, sweet grass and cedar. The plants carry much significance, such as their representation of the four directions and the four stages in one’s life. The four sacred plants have been used throughout history in spiritual and healing practices.  Other herbs and spices were also used under the direction of a medicine man and other spiritual healers. 

            The four sacred plants are often utilized in sweat lodge ceremonies, pow wows, ghost suppers, naming ceremonies and other spiritual practices.  The four sacred plants complete the circle of life. Their smoke can provide cleansing for the mind, body and spirit.  They can remove negative energy and refresh those who use them. It has been very important for the Anishanaabeg and other cultural groups to bestow gratitude for all the Great Mystery has provided to them.  Keeping the idea of gratitude in their minds and the proper use of all the sacred plants helps those who use these sacred plants to convey their personal meaning of thankfulness.

           

The purpose of traditional Ojibwe educational practices was to prepare the young people to provide for the needs of the community.  Children were also taught how to develop a meaningful relationship with the Great Mystery. These teachings were part of the balance of their life journeys and beyond into eternity.  If one only learned about life skills without the benefit of obtaining knowledge about the spirit, it was believed this individual would live a life without purpose or any significant meaning. The entire village provided care, supervision, and instruction to the children.  Essentially, all adults were responsible for the security and protection of all the children. 

  



References

Benton-Banai, E. (1979). The Mishomis Book: The Voice of the Ojibway. Minnesota:

            Indian Country Press, Inc.

Densmore, F. (1979). Chippewa Customs. Minnesota: Minnesota Historical Society Press.

Hilger, I. (1992). Chippewa Child Life and Its Cultural Background. Minnesota: Minnesota

            Historical Society Press.

Kubiak, W. (1999). Great Lakes Indians: A Pictorial Guide. Michigan: Baker Books.

Peacock, T. and Wisuri, M. (2008). Ojibwe: Waasa Inaabidaa – We Look in All Directions.

            Minnesota: Afton Historical Society Press.

Time Life Books – Editors (ND). People of the Great Lakes. Virginia: Time Life Books.






A Nightmarish Slumber




By Sharon Brunner



A lone petunia standing proudly between

a prison of weeds, relaxed, not rattled.

Weeds ruffled taunting the petunia to

give into the bellows of the tyrannical force

Pickled beyond recognition in their harshness.



A precocious persimmon begins its new life

on the branch of the ebony wood family,

ebony, dark, prevailing, and mysterious.

Shadows lurk amongst the dusk,

swaying long branches, hosting secrets.



A snake slithers in and out of the thick patch

of a pencil thin layer of dead spiders, bugs and

small rodents serving as fertilizer

for the ebony stronghold and its peers.

The snake wriggled free from the trail of death.



The persimmon taps the branch quietly

to warn the petunia of looming danger.

The snake is deterred by a dog, running.

The flower is rescued and reveled in its

newly found freedom amid its weed sanctuary.



A hand rifled through the leaves

of the ebony fortress, rests a moment.

Breaths a grateful sigh as the hand retreats,

celebrating another day on this earthly plane.

The petunia and persimmon nod knowingly.



Darkness blankets the grassy meadow.

Slumber interrupted by a nightmare.

A long shiny knife with jagged edges

pierces through the soft flesh,

exposing a red, asterisk center.