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Indian Education Newsletter (Vol. 1, No. 3) Indian Education Resources Center 1971-03-31

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Ev1.1&47T070.TEVSZE77ERIndian Education NewsletterIndian EducationResources CenterUniversity of British ColuMbiaVancouver 8„B. C.**************************************************t*****************************Volume One, Number Three	 March, 1971*********************************#*****************************t*******A study of the Boarding Home Program, selection of an Indian Directorfor the Center, and problems of Indian counsellors highlighted' the secondconference of the B. C. Native Indian Teachers Association, (BCNITA) held , at theCenter, January 29 and 30. Twenty-seven members of the Association, from ,allparts of B. C., yere in attendance. Special guests were RodSoonias, Directorof the Task Force in Indian Education in Saskatchewan, and his secretary, JoanneMacLeod.The Boarding Home Study,' ordered by the first conference of the BCNITAlast September, took up most of the conference deliberations. The study is anattempt to uncover more accurate information about the problems Indian studentsface on the program, and to look at successful . Boarding Homes to find out whythey are successful. This is the first time that such a study has been doneprimarily by native Indians. All interviews will be done by members of BCNITA,an all-Indian organization. Conclusions and recommendations will also be madeby BCNITA members. A more detailed description of the study appears in aseparate article in, this issue.A great deal of interest centered around the selection procedures forthe new Director of the Center. When it was first set up, the Center committeditself to having an Indian Executive Director by July 1, 1971. The meetingdecided to hold an open competition for the job, the competition will closeMarch 31, 1971. An advertisement for the position appears later in this issue.The qualifications that the members decided were most important werepersonality, experience and dedication. Personality requirements emphasizedthe willingness and ability to work with Indian people. Experience in orderof priority included experience in Indian education, teaching experience,academic and professional training, and experience in other fields related toIndian education. In addition the successful applicant must have an intimateknowledge of the problems of Indian Education, and must have a high degree ofdedication to the future of native Indians. By a close vote it was also de-cided to restrict applications to P. C. Indians.Problems faced by Indian counsellors, often called i4ome-School Co-ordinators, were considered. It was decided to request support from IndianAffairs for a meeting of the Nome•School-Co-ordinators and Indian Counsellorsin B. C. to plan a training course for Home-School-Co-ordinators, to developan ideal job description and to plan a program for promoting better use ofHome-School-Co-ordinators.Some of the problems faced by the rome•School-Co-ordinators were lackof training for the job, insufficient knowledge of the public school system andthe Education Branch of Indian Affairs, misunderstanding by School Boards andteachers of duties of Lome-School•Co-ordinators workload and lack of jobsecurity. Delegates also emphasized the Indian Counsellors and Home-SchoolCo-ordinators were extremely effective despite the problems they face.Special guest Rod Soonias. described the Education Task Force whichhe is heading in Saskatchewan. Five areas of Indian Education are receivingspecial attention in the study, drop-outs education-related legal rightseducational values held by Saskatchewan's Indian peoples educational institu-tions analysis, and a cost-benefit analysis of programs.Native Indian student•teachers are now eligible for full membershipin BCNITA. This is a result of a motion which also set aside a seat on theCenter Council specifically for a representative of the student teachers. Themotion was passed unanimously.Five more members of the Center Council were elected at the meetingto bring the total to fifteen. The Center Council is the governing body forthe Center. Its members are' Alvin McKay, Greenville, Chairman: P.ichard Atleo,Ahousat° Flora Baker, Alert Bay Earvey Brooks, Nanairo' George Clutesi, Port_Alberni' Flora Dawson, Kingcome Inlet Pert	 Aiyansh Joe Michel, Kamloops.Shirley Ned, Comox Gordon Robinson, Terrace , Joan Ryan, Prince Rupert. RobertSterling, Merritt Angie Todd, Port St. James Lorna Williams, rount Currie;and George T7ilson, Prince George.A more detailed summary of the proceedings is available upon requestfrom the Center. ***ItIMittt**%*--3ReZcrt of The Boarding Home StudyIntroductionAt the first meeting of the B. C. Native Indian Teachers Association inSeptember 1970, the following motion was passed!"That a committee of members be appointed to look into theboarding home problems throughout B. C. and to recommend immed-iate action.'Since that time Resources Center Staff, particularly Janice Mathiasand Alvin McKay, and the committee members (Richard Atleo, Bert McKay, BobSterling, Angie Todd) have been gathering background information to developmore specific objectiVes and information-gathering procedures for the study.During theCenter COuncil meeting in October and the BCNITA meeting in January,the backgrOund information was diadussed. The following is an explanation ofthe results of the preliminary work.Objectives._The main objective is to find ways of improving the Boarding HomeProgram. This is the first time that a group of Native Indian Teachers havetaken a co-ordinated look at the program. It is hoped that the fresh approachthey bring will result in a number of new ideas. The intention is to look atthose who have chosen not to be on the program, as well students who have.AfterHfour months of gathering information the following specificresearch question have been formulated!1. To whom is the Boarding Home program available? To whom wouldIndian people like it to be available?2. In situations where the Boarding program is only one alternative,why was it selected? Who makes such decisions?3. What are the problems encountered by Boarding students, by board-ing narents and by natural parents?4. Are there common-characteristics to successful Boarding relation-ships? Can these successful characteristics be developed in otherBoarding homes?5. What are the alternatives to the Boarding program as presentlyconstituted? What is the economic feasibility and educationalpotential for such alternatives?6. Are there ways in which the Indian parents could be more involvedin the Boarding program?7. tow can the effectiveness of the role of the Boarding programCounsellors be improved?8. Are there ways in which the B. C. Native Indian Teachers Associa-tion can assist in carrying out and improving the Boarding program?Method— — —The method for collecting information related to each of the abovequestions is presented below:1: To whom is the Boarding }Tome program available? To whom would Indian peoplelike it to be available'The following information is necessary to answer this question:a) Information related to reasons for acceptance into the program obtainedfrom the Snider report, from more.recent Indian Affairs Branch filesand policy statements and interviews with students.b) Demographic information indicating where boarding home students comefrom, and where they are placed. .2. In situations where the Boarding program is only one alternative, why was,it selected, or not selected?	 makes such decisions?.111e following information is necessary to answer this questiona) nemographic information obtained for question I will identify those ,..students who come from areas near a secondary school.b) Students so identified will be sampled and interviewed by BCNITAmembers trained in interviewing techniques.c) Also a sample of students from these areas who are attending the localhigh school will be interviewed by BCNITA members.,3. What are, the problems encountered by Boarding studentsa by Boarding parentsand by natural parents?The following informs_lon is necessary to , answer this question: .a) Information already gathered in the Snider report and other sources.h) Interviews with, a sample of Boarding program counsellors.c) Interviews with a sample of Boarding program students and Boardingprogram drop-outs.0 Interviews .lith a sample of, parents of Boarding students.e) Interviews with a sample ,o, 	 parents.f) Reports of meetings.of Boagding parents and meetings of Indianparents, whereBCNITA nerC:ers have been invited to attend.4. Are there conmon characteristics to successful Boarding relationships?Can these successa11 characteristics be developed in other Boardinghomes?The following information is recessa y to answer this question:a) A definition of 'successfulb) Interviews with a sample of students and Boarding parents who havea successful Boarding relationship.(0, Interviews with Boarding program Counsellors.5. What. are the alternatives to the Boarding program as presently constitu-ted? What is the economic feasibility and educational potential for such.alternatives?-The.following information is. necessary to answer.this question:a) Interviews and correspondence with Indian Affairs Department Personnelin B. C. and other parts of Canada.Interviews and-correspondence with Indian individuals acrd organizationsin R. C, Canada'and the United States.6. Are there ways in which the Indian parents could be more involved in theBoarding program?It is anticipated that a number of ways of increasing involvement ofIndian parents will be suggested by BCNITA members and through other in-terviews and correspondence. These suggestions will be discussed withIndian people and Indian Affairs Department Personnel. Financial feasibi-lity as well as educational benefits will be considered.How can the effectiveness of the role of the Boarding program Counsellorsbe improved?The following information is necessary to answer this question .a) Interviews with Boarding program Counsellors and Ither departmentpersonnel.b) Interviews with a sample of Indian students, their parents andSearding parents. 	 , •c) Correspondence and interviews with individuals and organizations inCanada and the United States.Are there ways in which the B. C.,. Native Indian Teachers Association canassist in carrying oliit and improving the Boarding program?Ihis question will be , discussed by members of the BCNITA at theconferences and by correspondence. After all other information hasbeen collected, the Boa-ding Study Committee will prepare a list ofrecommendations to be considered by the membership.INDIAN EDUCATION AT SKEENA JUNIOR SECONDARY SCHOOL, TETTACE, B.C.1 r'-.bY D. Cunningham, PrincipalWhat' has been referred to as a project 'in Indian Education is simplya sincere interest On the part of the staff of Skeena School to look realisticagyat some of the problems facing Indian children in the Public School system ;children who come from the remote isolated Indian villages of Iskut Lake, TelegraphCreek, Port SiMpson Kincolith, creenville, Canyon City, Yew Aiyansh, Kitwanco4,Kitwanga, Kispiox, Kitseguelka and Kitimat where they had lived the 14 ,or 15years of their life, usually without having travelled beyond their immediatefishing or hunting grounds.' These children come from villages of perhaps 200people where they had attended Indian. Day schools to Terrace, approximately12,000 people, TAlere they are usually boarded in non-Indian homes. They attend.,Skeena Junior Secondary school, a regular public school of 850 pupils. Obviouslythese children are faced immediately with a multitude of adjustment problems,only one of which if to find a place in the public school.• • r6The Indian School Boarding Program was started in Terrace in September',1969. Previously, pupils from the above villages were sent mostly to schools inthe Lower ilainland of B. C. or to Edmonton. 7owever, after several years ofmarginal success with the boarding program, the 7.)epartment of Indian Affairsthrough pressure form the Nishga people primarily, decided to board the studentscloser to home.The staff at Skeena School were informed in the Spring of 1969 that 50Indian Boarding student,s would be attending the school in September thus we hadan opportunity to gather information about the students, their villages andpeople, with a view toward mutual understanding in the hope that the Indianstudents would be more successful at Skeena School.Through the Anglican priest in Greenville, I was invited to the villagefor a weekend where I met Alvin mcKay, a Nishga Indian and Principal of theLakalzap Indian Day School in Greenville.Mr. 'McKay became a close friend and invaluable advisor to myself andthe staff at Skeena School. r. teacher exchange for one meek was arranged betweenFr. 7:cKay and "r. wave Valker, a Skeena teacher and self-made archaeologist cumanthropoligist. In the school most of Mr. McKay's time was spent with thecounsellors, individual students - Indian or Fhite, and groups of Indians orIndians and Phites either by himself or in a team with the school counsellors.Also he spent considerable time discussing problems of Indian education withstaff members and made, a presentation complete with slides depicting the lifeand culture of his people. Outside of school hours his time was spent in T. V.interviews, meeting various leaders in the community, and attending their meetings.To summarize this exchange, the real value was in having a native Indian educatorand leader to provide information and background about the culture of his people.Ur. McKay felt, as did we, that a firm foundation could be establishedif a mutual understanding of the two cultures could be developed. 77rom the out-set we were determined to allow the Indian student to retain his identity whileat the same time gain a meaningful education in our school.Since this initial contact with the Indians we have attempted to keepin constant touch with the 'lass villages and have participated in many of theiractivities. Some of the activities, relating to the Indian students who attendSkeena School that we have participated in since the fall of 1969 include:Assisted the Terrace Community -ecreation Director in preparing a brief to theFirst Citizens Fund for financial support for a Youth Activitie worker to co-ordinate the work of the various community activities as they pertain to Indianstudents - The Boy's counsellor spent one day in the 'lass valley meeting teachersand talking to Grade Seven students at the Indian Day Schools at New Aiyanshand Greenville The boy's P. E. Instructor and his wife, the P. E. Instructorat the Senior school, spent a Friday, Saturday and Sunday in Greenville andorganized a full weekend of activities for all age groups in the community Ateacher exchange for one week in the fall of 1970 was arranged between the Skeenaboy's counsellor and the Native Indian Vice-Principal and counsellor of razeltonAmalgamated School, 'r. Gordon 71e3d- The Skeena School Band visited Greenvilleand Aiyansh and were billeted in Indian homes in the spring of 1970. As well-4splaying concerts band members were taken on board some of the Indian fishing boatswhere they were given a demonstration of gillnettinF and fishing, the NishgaIndians' chief means of livelihood.Space does not permit. details of ouc rsny other activities out the follow-list will indicate some of- theml attended a traditional Indian Ye'ding FeastID New Aiyansh uniting in marriage a ocy from theVsliey of the Nass and a girlfrom the Valley of the Skeena spoke t3 the Council of Ineian Chiefs and a numberof busines:41,and Professional iY,1.70ups in Tsrrace on --21-t7Ae-,,-.1 ef Education facingIooloran Children', participatedTh emoetinn -7ith the Terrace ..':oareting Parents	 -o..c . Indian Students; attended theAnimal s".:isrgo._ Tribal Corlference, -susnt on anu.;:citing ca lion hunting expedition -sriLh the Indians 2s:om Greenville to themonth of the Ness River; visitel Fishory r ay oo ths Nass River, tLa temporaryliving quarters during the oolichan prooessing period al -s.; oitno,ssod "Crease"pro-cessin; and, sun-drying, of ollichans: viof_ted e. es alon the mouthof the Skeane l>,!_ver during the susimer: otte,-Ided the In 	 wook A'op on. .1.ndianr 	 Culture of the Northwest CoLst :321d at 1,V'sban.	 Tlaoelton;-oat. w local Terrace Indian C :ver,.Then Loloon in -the 1):tt rcoffl for'a month toootIine the fundameatals of I6diaa Art thro:ish domonstraoiors of setual carving .in yellow c -r and birch.Future plans include; a trip to New Aiyansh aid Gre.anville in laterebruaky to bring the school cp fl' to the commaniies:' i'Aitotion of a onerxini-course 'Exploring Indians of the POkSt' on Which regi.:;.a-i: school classeswill be programmed to spend orr doy eacTo at ths oite of the sncien's IndiaoLv:11.1age -u. Yitselas Canyon onithe .7koons 71 -vosr approkimatcly	 milos, east ofTerrooc; institute an electioe'coosoe !--os	 o t) ,t- 10 on Nosnwoot CoastIndian Art for Sel,tember, 15,7_;	 o:F-eoing-Lhe-Aishgn Laoguaso as eitherthojanguage requiremenL of dnoleotioe os,17.1:soic	 i. anca Cocop nuol.)eringoomo 0 membeS have accepted.	 -Th-itation .o	 toeir toaditional IndianInto-„-loo'....ati-Je Tribal Dance Jr Con	 - hooi t	 n	 r	 _:-..m.tlation of anIod!.an.7enate to Fork with the SKoosa Stodeo.to Cooncii; hold ins an "Indian Day"in the lato Spring with Indian ti ii 	 Lostsioo nslosindioor	 tha ochool foran sfternoon° a trip to Haida Village on ths Cocen Casoo'sto 	 invi igGrade 1.studen*.s from tne lqass	 f-si an Orientation Day at Skeen?, School;asol making representation to the 7Jonartmepc of Indiro: Affairs fao s 7cmn-SchoolCo-ordinator for Terrace.We recognize the Indien	 lo an othoio grs .o culturally veryotokerms from us, but certaiol..y r,so so infs,o -Lor, C	 . citizeno.ver7 fortunate in nasicT	 so-cosrsticl, frcs- Lho N.1- s9.,c7alLo7 andothes: areaS out Indian sLode:sto cu' 	 1 -os ool./ IL gettirg toknot., IoJiano2eople and sharing in toal one -i. aporeciate them.(1)..otheo real value is that he the 1..odian veopIe —oals:. tho oIpoltuniy to under-stand out system and feel a sincerity in -7hat wc _re ,ts_opti-z:g to do, then andonly.then can we ask them to co-opera':e and sull-ort a - efforts.Ehatever success1-..Te	 have had aS .T.I'Icenr. School is attribJthhle toapositive attitude about Indi7,ns - --,the: than ony pr em spat 7.:e hao-s_ undertaken.The Indian students at his' school i	 cso-t part	 1:67c-:	 of	 ajj-chcoltuoal helytage. Some bewiY.Sre,.1, opparoocly 'loackNord and	 , self-conscious"studen,:s_ often played trua'it o	 ad genesally osnifeso4j..hcostile feelingstoard stlolento and teachers. Nsso: of	 s-tme	 their, Lacc it the:ssenool and making	 -':lo contscn LO	 Th	 e studentsan! teac'.ersaare at the pointwhero L	 wooc at th erof'-Gr-es'o. -1	 t;-:o. IndianriLLIges al,-:Iproximately one year os-o,	 can contiouc tht -ow-''caton. Furthermore,ylti. the ieodership of these cl.O.1ds- fn	 & 1C, tic: Isoioth ox ti:' adjust-ment pericd for the Grade eight T.ssoils csolo1ns In ae:. th L ha i	 be considerablysico: tar. We have made some IT1-8-TWO NEW cuRRIcuLun AIDSThe Helping Hand, How Indian Canadians Helped Alexander MacKenzie Reach the Pacific Ocean This is a 50 page booklet describing the help given to Alexander MacKenziein his trip to the West Coast by land. It consists maily of, quotes from MacKenzie'sJournal, illustrations, cartoons, maps and exercises which continually bring outMacKenzie's complete dependence on Indians, and how this has been omitted or misin-terpreted in most accounts of the journey. The following is antexample of the con-tents of the booklet."When MacKenzie's party reached the junction of the Finlay and ParsnipRivers(see Fig. 12), and i-prtant question to answer again was: Which way shall wepaddle? What choices did Mackenzie have to help him decide? Should he take whatlooked like the easier and more promising Finlay River to the north, or the less in-viting Parsnip River to the south? The entry in MacKenzie's diary for May 31 providesthe answers to the questions.May 31, 1793	 the old man, whom I have already mentionedas having been frequently on war expeditions in this country, hadwarned me not, on any account, to follow it, (the Finlay River),as it was soon lost in various branches among the mountains, andthat there was no great river than ran in any direction near it;but by following the latter, he said, we should arrive at a carry-ing place to another large river, that did not exceed a day'smarch, where the inhabitants build houses, and live upon islands.There was so much apparent truth in the old man's narrative thatI determined to be governed by it for I did not entertain theleast doubt, if I could get into the other river, that I shouldreach the ocean.Taking the advice of several Indians, MacKenzie paddled up-stream alongthe Parsnip until he approached its head waters."....The map in Fig. 16 represents the Fraser River which MacKenzie reachedafter being guided overland by the Indians from the Parsnip River. Again, theIndians described some of the difficulties which he would face in trying to paddledownstream to its mouth. Fig. 17 is a cartoon suggesting the information given toMacKenzie about the main stream of the river. The map in Pig. 18, drawn in 1858, isanother kind of "description" of a part of the river shown in the cartoon.MacKenzie's diary tells us something about his meeting with the Indiansalong the Fraser River, and about the help they gave him in planning the next partof his journey:June 21, 1793. (Meeting with the Carriers) According totheir account, this river, whose course is very extensive, runstowards the mid-day sun; and that at its mouth, as they had beeninformed, white people were building houses. They representedits current to be uniformly strong, and that in three places itwas altogether impassable, from the falls and rapid, which pouredalong between perpendicular rocks that were much higher, and morerugged than any we had yet seen, and would not admit of any pass-age over them."But besides the dangers and difficulties of thenavigation, they added, that we should have to encounter the4n-habitants of the country, who were very numerous. They also re=presented their immediate neighbours as a very malignant race wholived in large subterraneous recesses. and when they were madeto, understand that it was our desi(nn to proceed to the sea, theydissuaded us from prosecuting our intentionIt is useful in -grades 4 through 12 although it is most suitable forjunior high Social Studies classes.	 The booklet contains many iliuStrations,and. js printed on various" colours of paper to heighten interest and readability.The :Helping Hand is available at cost (50c per copy) frOM theIndianEducation- Resources Center.******************Indian Metis- and Eskimo Leaders in Contemporary CanadaThis book of biographies has been prepared to illustrate for classroompurposes, some of the well-known Indian, Eskimo and I7etis people of Canada.In the past, most available materials have dealt with the past and thisbook is an effort to remedy the situation and provide schools across Canada withmaterial on contemporary Canadian Indian, Eskimo and "etis people. Includedin the book are fifteen pictures of native people representing different walksof life with a biography of each.Copies of the book are available at $3.25 from the Indian and NorthernCurriculum Resources Center, University of Saskatchewan, Saskatoon.********************We Recommend for Juvenile Readers-(These annotations are from Book Reviews for Juvenile Readers:deVelopedby Anthropology 301 students during Summer Session, 1968. Copies of the reviewsare available,' free, from the Center).Carter, Anthony, Somewhere Between, Vancouver, Agency Press, 1966.Nonfiction! Coast Salish.An artistic blending of colour photographs and commentary focuses on.the,life and'histOty of the Tsla-a-wat, Squamish, Bilgula,j(ynoc and Kitistupeopleof the B. C..Coast area.- 10-The book included legends such as the Sq•Jamish story of the great floodand historical events such as the dramatic story of Queen Wi-Nish-Shi-Bawn.Comments on contemporary life are included. Anthony Carter's full page colouredphotographs are excellent. His collection includes coastal scenes, the fishingindustry, portraits and works of art. The text and photographs are printed onlarge glossy white pages'. The different sizes of type corIrlirPnr• the lActutes.Highly recommended for readers 10 years and up.Harris, Christie, Raven's Cry, Toronto, McClelland and Stewart, 1966.Non-fiction: Raid,,.; history and biography, 193 pp.: illus. by Bill Ried,maps, geneological chart of Haida Eagle Chiefs.Christiellarris's words and Bill Reid's illustrations compliments oneanother to produce one of the finest books available on the Westcoast Indian.The book is a fictional history of the first contacts between the Haida's andthe Europeans. Young readers may easily identify with many characters in thgbook. By concentrating on the Haida Eagle Chiefs of the Stastas ShongalthLineage they have told the history of the Ilaida from the first contact with thewhite man to the present day- from the great Chief Edinsa down through the yearsto Bill Reid himself. Together they are able to introduce to the contemporaryreader a people of immense dignity and pride who have faced destruction at thehands of the strangers they welcomed, and who have left us their only heritage:art, that is 'so refined and highly evolved that..." critics"...can't believeit emerged from an Indian culture..."Bill Reid is a descendent of the last great Nelda chief and an inter-national recognized artist in his own right. Mrs. Harris, a well known Canadianauthor, received a Canada Council grant to do the research for this book. WilsonDuff, the Curator of Anthropology and the Provincial Museum of Victoria says ofthe book: 'The historical details are as accurate as they could possibly be.The same applies to anthropological details of costume, etc. and the motivationsof the characters..."Highly recommended for grades 5 and:upr for readers of all aggs, pro-bably should be required reading for all B. C. teacher.*****************Baker, Betty, Little Runner of the Long House, New York, Harper, 1962.Little Runner of the Longhouse is an 'I can, read book' that grade. two'swould enjoy reading for themselves. The book is also suitable for the teacherto read to Kindergarten and grade one pupils.The Story centers around the longhouses of the Iroquois, which arefilled with busy people preparing for the New Year celebrations. Little Runnerwanted,to be like the Older boys who wore masks and went with the basket womanto ask each family to 'put something in the big basket. If they did TIcPsomething for the basket, then they would take something.. Little,Runner.was moreinterested in getting lots of maple sugar than he was in the Iroquois ceremony.He tried hard to trick his mother into giving him some candy, but she wasdifficult to fool.The book is printed in large type with carefully chosen words for thebeginning reader. The illustrations by Arnold Lobel are large and realisticin colours of read, black and brown.Harris, Christie, Once Upon a Totem, New York, Atheneum, 1966.148 pp., illus. John Frazer Mills.Christie Harris has retold, in most beautiful language five tales re-lated to her by Indians of the northern northwest coast of British Columbia.'Fly Again, My Proud Eagle' encompasses almost the whole culture of theTsimshian people in operation before the coming of the white man. For example,it reveals the clan system, the matrilineal kinship, puberty rights, the positionof slaves, the importance of wealth and rank, the oolaken run on the Ness, thecarving of totems, the potlatch, the necessity to revenge, and above all, thegreat courage expected of and accepted by the nobility.During a bitterly cold winter, the Eagle clan of Kitsum-galum areattacked and murdered by the Bear clan. Only the young Eagle princess and hergrandfather escape. Although the princess hears the voice of her younger sister,shet dare not go back to aid her for she, herself, must live to mother young Eagles,who will some day revenge the slaughter of her clan. More than twenty yearspass before four brave young princes, with their sister, sail to their mother'shomeland to force atonement for the murder of the Eagle clan.Other legends in the book show the Indians' strong belief in super-natural beings, such as 'The Giant Ogre' and 'The Wild Woman of the Woods'.Black and white woodcuts byHighly recommended for graded 4 to 9;pronounce, perhaps the legends shouldin grades 5 and 6 might enjoy readingform.John Frazer Mills add a touch of mystery,since many of the names are difficult tobe read to the younger children. Studen;s"The Wild Woman of the Woods" in play***************************INDIAN EDUCATION RESOURCES CENTERCompetition Open to Status and NOn,Status Indianserlee -	 -The Executive ' 	 is responsible to the B. C. Native Indian Teachers,AssociatietHis duties shall consist of:1. Supervising development and distribution f Indian Education resourcematerial.2. Developing communication between the many groups involved in Indian Education.^). Assuming responsibility for inservice program development related to IndianEducation.4.	 Preparing annual budget.'Authorizing expenditures and financial arrangements encompassed within theannual budget.6. Conducting public speaking engagements and making major policy statementsfor the Resources Center.Co-ordinating tesearch projects related to Indian education.The Executive Director should:1. have intimate knowledge of the problems of Indian education2. be an experienced teacher.3. have adequate academic training.4. possess leadership qualities.5. have ability to work and co-operate with Indian people.6. have experience in other areas related to Indian education such as workingwith Indian organizations.7. have an overall view of Indian education in Canada but particularly inBritish Columbia.3.	 be a resident of B. C.Salary: • Negotiable, commensurate with ability.Tenure:	 Full-time.Selection will-be made by the British Columbia Native Indian Teachers Association.


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