Robert Lake “An Indian Father’s Plea” Notes:

A heartfelt appeal from a Native American father to his son’s teacher. speaking on behalf of his son Wind-Wolf, describing the cultural and spiritual upbringing of the child within their Native American community 

Wind-Wolf’s goes beyond school walls but includes teachings from his tribal traditions, rituals, and connection with nature 

Father challenges the label of “slow learner” that has been assigned to Wind-Wolf, because his son has already been through a comprehensive education within his Native American community 

Wind-Wolf’s education involves:                         Wind-Wolf’s early experiences include: 

-learning from his mother                                 -bonding with family members and tribal elders 

-observing, and participating in various tribal activities            -a traditional native childbirth                                                                                                                                           ceremony 

-listening to stories                                 -being raised in a secure and nurturing environment 

-attending sacred ceremonies 

-gaining knowledge about different tribes, languages, and healing practices 

Empasis on unique educational practices of the Native American community (ex. Wind-Wolf being placed in a specially designed Indian baby basket, which serves as his first classroom) 

Although this practice may seem restrictive to Western society, it is believed to develop Wind-Wolf’s intuitive faculties, rational intellect, symbolic thinking, and senses.  

The father emphasizes the integration of physical and spiritual aspects of learning, where experiences in nature, cultural traditions, and the learning process itself are interconnected 

The father acknowledges the challenges faced by Wind-Wolf in adapting to the Western educational system and its methods.  

He urges the teacher to be patient and understanding, recognizing that cultural differences may contribute to Wind-Wolf’s initial struggles.  

The father asserts that his son is not culturally disadvantaged but culturally different.  

Wind-Wolf’s knowledge and understanding of numbers, for example, reflect the teachings within his Native American culture, where concepts like the number of full moons or tail feathers on an eagle differ from mainstream education. 

The text also highlights instances of discrimination and racism experienced by Wind-Wolf, leading to his feelings of alienation and shame.  

The father recounts a hurtful incident where Wind-Wolf’s friend’s mother refused to let him enter their house due to their racial differences.  

These experiences further contribute to Wind-Wolf’s reluctance to engage in Native American practices and share his cultural heritage with others. 

The father implores the teacher to recognize Wind-Wolf’s unique background and support his development in both cultural contexts.  

He highlights the need for the education system to recognize and include Native American history and culture, not only for Native American students but for all students to develop a thorough grasp of the larger community in which they live.