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Indian Education Newsletter (Vol. 2, No. 3/4) Indian Education Resources Center 1971

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Indian Education NewsletterNOVEMBER gDECEMBER, 1971	 .VOLUME 2, 03#4Indian Education Resources CentreVancouver, BCVANCOUVER CITY COLLEGECANADA'S FIRST COMPREHENSIVE COMMUNITY COLLEGEThe College has four distinct divisions:-1. THE APPLIED ART DIVISION - known as Vancouver City College, School of Art,located at 249 Dunsmuir Street, Vancouver 3, B.C.The School of Art, the College's oldest division, established in 1927and incorporated into the College in 1965, offers courses in thecreation of visual forms and ideas, teaching art from many points ofview. It is nationally recognized.2. THE VOCATIONAL & TECHNICAL DIVISION - known as Vancouver City College,Vocational Institute, located at 250 West Pender Street, Vancouver 3.The Vocational Institute, established in 1949 and incorporated intothe College in 1965, offers training primarily in vocational skills.3. THE ACADEMIC & TECHNICAL DIVISION - known as Vancouver City College -Langara, located at 100 West 49th Avenue, Vancouver 15, B. C.Langara offers a variety of academic and technical programs, all ofwhich are listed in the annual College Calendar published in the earlyspring of each year. Classes are held during the day, in the eveningsand on Saturdays, to suit every possible combination of needs.4. THE SPECIAL PROGRAMS DIVISION - known as Vancouver City College, SpecialPrograms Division, located at 951 West 12th Avenue, Vancouver 9,B.C. (formey King Edward Center). Telephone 731-4614.The Special!' 6rograms Division, established in October 1970, consol-idates!aV4ifiety of programs previously scattered in differentlocationa.[!Basic Education (B.T.S.D.), a basic preparation programfor ce*Aintvocational and technical training programs; Grade 12completiOW program for students wishing to obtain Grade 12 gradua-tion for'the purpose of entering Langara, V.V.I. or another post-secondary institution; Individual courses to enable students tocomplete secondary school or adult secondary school graduationrequirements as well as courses required as pre-requisites foradmission to other institutions.The Department of Indian Affairs has contracted with the VancouverSchool Board to hire two Vocational Counsellors to recruit and work withIndian students in the College divisions. They are: 1) Mrs. Dorothy Neville,who has responsibility for the Applied Art Division, the Vocational and Tech-nical Division and the Upgrading part of the Special Programs Division.2) Mr. Don Morrison, who has responsibility for the Academic and TechnicalDivision and the Collegq Foundations (Grade 12 academic) part of the SpecialPrograms Division.These two counsellors have an office at the Special Programs Division(King Edward Center), Room 311 - 951 West 12th Avenue,Vancouver 9, B. C.Phone: 731-4614.* * * * * * * ** * * * * * ** * * ** * *VANCOUVER CITY COLLEGEDon MorrisonGuidance CounsellorMy case load is fluid revolving around 60 students in training. Astatistical breakdown on student progress is not yet available but a break-down by programs and reserve for the fall semester is enclosed.My responsibilities include counselling individuals and groups,assisting students to plan appropriate academic/vocational plans, referringstudents to specialized services available in the college and the community,maintaining active liaisons with instructional staff at the college and withthe Department of Indian Affairs.It is rumoured that the attrition rate among Indian students atVancouver City College is substantially higher than that of the general stu-dent population. This is highly questionable hypothesis for this institutionwith its open door policy.There are however some problems. Foremost is the lack of knowledgeabout what educational resources are available to the student - what courses,where, with what pre-requisites and what job prospects? Even once the resourcesare located, how does one utilize them?What is the most effective way to provide this information andfacilitate its use by the student?These general problems have specific consequences at Vancouver CityCollege where technical programs and science courses require a great deal ofpre-entry planning.In the present educational structure there is little room forexploration. At a time when many students just came into contact with toolsto explore their identity, they are denied the opportunity or time to use them.One must fulfill demands by the academic institution not designedin terms of exploring the self but solely in terms of some distant meaninglesstrivia of academic progress.The degree of success depends on definition. Is it in terms ofacademic criteria or in terms of identity formation or is it in terms of ex-ploring and coming to terms with the social environment?The counsellors responsibility ought to be to facilitate the studentto effectively change his environment; not help the environment change him?With that in mind how best one integrate the contradictory demandsplaced on the Indian students and what criteria for success are acceptable?•	 STUDENTS REGISTERED AT VANCOUVER CITY COLLEGE(as of Sept. 21, 1971)College Prep.Full	 PartTime	 TimeUniversity Tran.	 Technical	 BusinessFull	 Part	 Full PartTime	 Time	 Time TimeAdm.Full	 PartTime	 TimeTotalsFull PartTime TimeBabine 2 1 3 1 -	 - - - 5 2Bella Coola - - 2 1 1	 - - 2 3 3South Is. 1 1 2 - -	 - - - 3 1Thomp. R. 2 - 1 - 2	 - - 1 5 1North Is. 2 2 -North Coast 1 5 1 2 1 9 1Terrace 2 4 6 -Fraser 2 10 1 4	 1 1 1 17 3Yukon 2 1 1 4Out of Prov. 1 1 213 2 31 4 10	 1 2 4 56 1015 35 11 6 66Full Time Part Time TotalCollege Prep. 13 2 15Univ. Tran 31 4 35Technical 10 1 11Bus. Admin. 2 4 6-4 -It is very easy to speak of skill deficiencies and cultural depriva-tion -- and these are real problems with real solutions -- but they are onlyresoluable in the context of a broader frame of reference.* * * * * ** * * * ** * **VANCOUVER CITY COLLEGEDorothy NevilleGuidance CounsellorMy caseload varies throughout the year depending on class intakedates, but is usually around 45-50 students from all over the province ofB. C., although the majority are from Fraser District. I am responsible forworking with students enrolled in three divisions of Vancouver City College:Vancouver Vocational Institute Institute (vocational programs)Vancouver School of Art;Special Programs Division (BTSD Levels 2, 3, & 4) &Assessment Orientation.This latter is a non-pressure preparatory program for students who have hadeducational or social difficulties or who do not know what is available tothem for further education.Numbers enrolled in these divisions in. September 1971 were:Vancouver Vocational Institute	 25Vancouver School of Art	 5Special Programs Division	 14Assessment Orientation	 15TOTAL 	  59My work is primarily with these students in training, in beingavailable to them for discussion, counselling, and program planning. Aswell, my responsibilities include being in contact with individuals or groupsin high schools and on reserves; in giving information relating to educationalprograms, pre-requisites, financial support and community resources. One daya week is spent on "field work" attempting to be in touch with as many peopleas possible. My specific area is presently the Lower Fraser Valley fromVancouver to Agassiz.Program development is a special interest area for me but at thistime we do not seem to be making much progress in developing new programs,mainly it would appear, because of lack of funds.The following are serious problem areas for students coming intoprogram in Vancouver:1. inadequate pre-information of proceedure, educaticnalprograms and resources available to students.2. loneliness: a lack of recreational facilities wherea student can feel "at home".3. little awareness of the demands of present schoolprograms both in time required for study and theimportance of regular attendance.** * *************INDIAN EDUCATION CENTER525 West Pender Street, Vancouver, B. C.Ray Collins, ManagerOur Indian Education Center provides a basic education (upgradingGrades 1-8) for Indian men and women. In addition to academic skill profi-ciency development in language arts and mathematics our program includesIndian history and heritage. Counselling, orientation, assessment, andcertification are other facets of the duties and responsibilities here.Program adaptations, experimentations, and comparative studies are continuoushere.This is our fourth year of operation and during this time over 160Indian men and women have been with us. Another 50 have come from HighSchool and College for assistance with their science and mathematical pro-blems. About two thirds have been men with most of our students in the 20-35 year age bracket. Three special students have been 16 and 17 years ofage with two from the Yukon, and some from the Prairies and Eastern Canadawho have moved out here.Many of our graduates are now finishing their BTSD 10 and 12,college, and vocational training courses and others are skilled workers.The achievements of these energetic and ambitions Indian men and women aresignificant and remarkable. All who have come have made important contribu-tions here.Our two-room school here is an Indian Affairs Branch educationalservice and providing educational allowances, salary, materials, andaccommodation expenses. We have a wide range of adult-based educationalmaterials, a science laboratory, drafting equipment, typewriter, T.V., stereowith tape-recorder, a film projector with a wide range of National Film Boardfilms of Indian films and also for science, history, and geography.- 6 -Although some are with us for a year while others complete the pro-gram in a month, the usual length of time is three months before proceedingto further upgrading or vocational training. We have a six hour day and 5day week with the normal school holidays including July and August. Classsize is 12-14 with a total enrollment of 50 for last year. Applications arereceived in our office here with referrals from friends and relatives of ourclass members, Indian Affairs Counsellors and Placement Officers, RehabilitationCenters, Indian Friendship Centers, and Indian Organizations.We have had visits from Indian leaders, Chiefs, Counsellors, Managers,and Band Members, Union of B.C. Chiefs, Homemakers, Brotherhoods, and Federa-tions, Social Workers, Court and Legal Aides, Doctors, Vocational Counsellors,Placement Officers, Manpower Advisors, and Resource Personnel from IndianAffairs, Universities - and of special importance and value from IndianOrganizations - have come to meet and talk with us. We have had visits andcommunications with Indian Education Committees and Research Officers as wellas with many university education students.This information may be of use to you; if you wish additional, pleaselet us know. Mr. John Williams, formerly Skidegate Band-Manager and now atU.B.C. studying Theology, who worked with us last spring between college -university terms, would be please to provide further and direct information.* * * * * * ** * * * ** * **INDIAN AFFAIRSMrs. R.C. Scott - Guidance CounsellorThis is a busy time of year - Report Time - with copies sent toparents and interviews with students and staff.September student total 64 Boys = 40 Girls = 24October student total 61 Boys = 38 Girls = 23November student total 61 Boys = 38 Girls = 23Transfers - 2 grade 12 lads to a school within bus distance oftheir village. They will be at home for the weekends.Drop-out - 1 grade 11 girl - age 18 - who failed grade 11 lastterm but was given an opportunity to try a semester this September. Herbrother wanted her to finish school; she does not want to continue with grade11. She can be programmed for Vocational Training with a completed grade 10and a year and more of grade 11.Areas in which Boarding Homes are located - Richmond, Ladner, Alder-grove, Abbotsford (including new Yale Junior), Chilliwack (including Sardis).- 7 -Academic = 29	 Non-academic = 34	 Occupational = 1.The Occupational lad came into the program last year for the firsttime. He completed his grade 8 at age 17 years and was in the same home ashis brother completing grade 9 academic at age 15 years. There is an excellentOccupational Program at Abbotsford where over a period of 11 years 8 studentshave been on the program for a time and then progressed to the regular program.One of these eventually graduated from grade 12.Areas from which these students come: Lytton - 1, North Island - 3,West Coast - 1, Queen Charlottes - 3, Bella Coola Agency - 11, Terrace - 14,Fraser - 1, Babine - 12, North Coast - 18.Grades - Occupational - 1, Grade 8 - 17, Grade 9 - 9, Grade 10 - 10,Grade 11 - 14, Grade 12 - 13. (This is the first time in my 12 years as GuidanceCounsellor I have had no Grade 13 students as June/71 was the last year of thatprogram).Ages - from 12 years of age to 20. This is the third time I havehad a student enter grade at age 12. Both girls, sisters, are from Greenville.There are 3 from the same family with me and I have had 6 from the same familysince 1960. The youngest I had was an 11 year old boy from Bella Bella. (Hisfather started off to school with me; also his mother.) A lad from the BabineAgency is also 12.Ages in September - 12 years = 2, 13 years = 4, 14 years = 10, 15years = 7, 16 years = 9, 17 years = 12, 18 years = 14, 19 years = 4, 20 years= 2. Students 19 years or over from September to June /72 = 14.Families - Over the years I have had the 6th, 5th and many familieswith the 4th child under my care. In some cases one child came to me in 1960and the 2nd child came down this September. In a number of instances myhusband, Dr. R. C. Scott, had their parents in school at Coqualeetza andAlberni or I had their parents in school at Skidegate or Bella Bella or theirolder brothers and sisters so I know the family background and know whetherthe students are realizing their potential.Families - Family of 2 sisters - 1 family.- Family of 2 brothers - 4 families.- Family of brother and sister - 4 families.- Family of 3 members - 2 families.- Family of 4 members - 1 family.The village parents have asked that these 2nd, 3rd, 4thcome down to my areas.Boarding Homes - 35 (less 1 in which the mother went toan operation.) Her students will return when she returns home.1970 - 71 Homes of boarding parents of Indian descent =students from another time).New Boarding parents this year 1971-72 = 5. (her mother..one of my former pupils,..sone of Indian clergyman.)New boarding parents last year 1970-71 = 8.Boarding parents of 3 to 11 years	 21.etc. membershospital for10 (hadhas students,Boarding parents - A number of my boarding parents have over theyears gone regularly to the canneries or to the villages to visit familiesand students they have boarded over the years.From September to November of this year more former students, (withwives or husbands and a child) as well as parents, have visited the boardinghomes. Some stay overnight, for the weekend or for a week. Former studentsare "family" and enjoy visiting homes in the community where their friendsand they were in communication.Boarding parents attend weddings of former students, students attendweddings of children of former boarding parents.One former student and his wife hope to drive to Kingston next summerto visit his boarding parent who now is on the staffChildren of boarding parents are now boarding students. Studentsformerly on the program are now "boarding parents." (second generation)Over the years, besides graduating from vocational programs, some ofmy students:1. have become airplane pilots (one was in the Centennial Race)2. have joined the Navy - a girl.3. have become a member of the RCMP - 7th year in Alberta.4. have become Home-School Co-ordinators.5. are employed by Indian Affairs.6. one has an R.N. diploma.7. are employed in their villages on Councils, in P.O.work, in recreation etc.8. have attended the Vancouver School of Art.9. have entered the university of BCIT.Students brought back for one semester to complete a grade - 6.1 student returned home.1 student is doing well on his Occupational program.3 students would like to go to work but his parentswould like him to complete his repeated subjectsthis semester.Students returning to my area after being elsewhere for one year = 5.Students who have written asking to return = 2. They were down for4 years and had completed the grade and attained the age for vocational train-ing - were all documented for such a program but when their friends werereturning for September they wondered whether they could return for "anotheryear".It is interesting to note that I now have a 4th member of one familyattending Steveston Secondary in Grade 11 - the school from which 3 of hissisters graduated over the years. Another graduated from Ladner.A "breakdown" on academic and non-academic grades -Grade Occupational Vocational	 Academic Total1 18 17 179 4 510 7 391011 11-1 = 10 3 ..	 1312 12-2 = 10 1 ..	 11TOTAL... 1 31 29 61September, 1971: Returning students = 34New students = 19Transfer to my area = 1* * * * * * ** * * * ** * **INDIAN AFFAIRSWHAT NATIVE STUDENTS, IN ONE COMMUNITY, THINK ABOUT THINGS RELATING TOSCHOOL AND LIFE ON THE BOARDING PROGRAMJack MacLeod, Guidance CounsellorThis school term (1971-1972) is the fifth in which I have beenworking as counsellor with students who are on the Boarding Program in theLower Mainland. During this time I have worked in the same geographicalareas: part of the city of Vancouver, Burnaby, New Westminster, Fort Langleyand Mission City. Each year I have worked with approximately seventy students.Most have come from communities in the North Coast Education District, althougheach year some have come from Interior communities, from Vancouver Island,and a few from other provinces. This term I work with one girl and one boywhose homes are in Northern Alberta, and with one boy whose home is in SouthernManitoba.Some schools make a real effort to understand the special needs oftheir Native students, to make them feel at home and to give special considera-tion to them. One of these schools in my area is, I am told, the largestSecondary School in the province. Last January, 1971 some of the teachersand counsellors in this school began to meet periodically to discuss ways inwhich their school might be able to serve their Native students better. Beforeone of these meetings I met with each of the 14 students (with whom I worked)who were registered in that school. During these visits we discussed thingsabout the school, the community and the Boarding Program in general. Thiswas done so that the feelings, ideas and suggestions of our students might be- 1 0 -presented to the teachers who attended that meeting. Some of these are liedbelow because I think that they represent the thinking of a good number of thestudents with whom I work. (The 14 students were interviewed individually intheir boarding homes. The figure in brackets shows the number of studentswho commented in the way indicated.)Are there things you like about your school?Like semester system. (4)Teachers make most classes interesting. (1)Students easy to get to know. (1)Don't like anything about it. (1) - (This student is in a muchsmaller school this term -1971 - 1972 - liking it muchbetter & getting good results.)Teachers don't push. (1)More freedom than in my last school. (1)Teachers are really nice. (2)No answer. (3)Are there things which, in your opinion, make your present school more suitable for Native students than other schools which you may have attended?Haven't attended another high school but wouldn't want to move. (3)There are so many non-Indians here that we have to mix. I think this good. (1)(This girl lived in a student residence from Grade 1 to 10).A freer school than any other I've been in. I like it for this reason. (1)Suits me well. (1)No answer. (8)Have teachers at your school told you that special help or extra help is avail-able if you ask for it?Can't remember. (1)No. (4)Yes.	 (9)Do you feel that you have, by times, needed tutoring?Yes. (8)No.	 (6)Have you ever accepted extra help (tutorin&) from teachers at your school?Yes. (6) (Math., English, Chemistry, Bookkeeping)Yes. (1) (My sister, with whom I live, is a R.N.; she helps me sometimes.)No.	 (7)Have you experienced what you think of as discrimination at school on the part of teachers?No. (14) (All were definite about this.)Have you experienced what you think of as discrimination at school on thepart of students?No (4 girls) One said that she had not experienced this in school but thatshe had in the community in which she is living.No (2 boys)Yes (6 girls) (Two said that at the first of the term some boys called fromnames and were mean to them. One believes that this wasdone because they were Indian. The other thinks that it maynot have been because they are Indian. After this was broughtto the attention of the counsellor at the school, the boyswere brought to the principal's office; from then on itceased to be a problem.)Yes (2 boys)	 ("When we were in Grade 8 but not since." Both are now inGrade 11).Do you have suggestions about things which might be done - but which are notnow being done - to make your school a better school for you? (to make youfeel more at home, happier, more a part of the school and the community)Maybe a School Club for Indian students. (1)It would be good if some of the teachers at our school were natives. (1)A good idea would be if the Indian students (coming to our school for thefirst time) were brought together during the first week of school and told howthings are done at this school...Things are done differently here. (1)I would like to see a course given about Indian people and culture so theother students would know more about Indians. (1)A course about Indians might be a good thing but it might not, - depending onwho gave it. (1)I like the school as it is. (2)There should be books in the school library about Indian culture. I've lookedbut haven't found any. (1)Teachers are willing to give help if we ask for it. They usually know whenwe need help. I'd like them to ask me to stay for help instead of me beingsupposed to ask them. (1)No, or no answer. (5)Do you think that Native students should be treated by the school in aspecial way, - or like all other students in the school?Don't know. (1)Same as all the others. (10)Like the others, but to do this we have to be treated a little differently; -for example, we want to get to our own homes on closing day at Christmasand Easter. (2)When we first come to a new school, the teachers should not expect as muchfrom us as from those who have been there before, - until we know how thingsare done at the new school. (1)In the 1969-1970 (mostly in January) skipping classes became very common atyour school, - mostly among our students in Grade 8. Do you think that there should be more frequent reporting by the school to our office regarding classes skipped and absences?Don't know. (5)- 12 -Should be closer check. (3)Best the way it is. (1)Kids who skip often either make poor marks or fail. This is their problem. Ifthis is what they want to do, I don't think the school or you can do much tochange it. (1)No answer. (4)Do you think that the same regulations with regard to withdrawal from school (because of absenteeism, classes missed, etc.) should apply to students onthe Boarding Home Program in exactly the same way as to other students?Don't know. (1)Same for us, but regulations should be less strict for all. (1)The final decision about withdrawal because of poor attendance should takeinto consideration what kind of work the student is doing or if he's trying. (1)Should be warned several times before being told to withdraw...I guess thisis done. (1)No answer. (10)Have you found it fairly easy or quite difficult to make friends with students at school who are not on the Boarding Program?Fairly easy. (2)Easy	 (3)Easier than at last school. (1)Difficult. (1)Very difficult. (1)Difficult for first two months. (1)More difficult than at previous schools. (3)No answer. (2)Do you have close friends at school who are not on the Boarding Program?Several. (11)Only a few. (3)Not any. (0)All students on the Boarding Program in your community were given memberships in the YMCA and YWCA. To what extent have you used your Y Memberships?Have not used my Y Membership. (5)Take part in the activities at the Y, but not often. (5)Go regularly to the Y, - at least once a week, usually more often. (4)Does you leisure time include sports and social activities sponsored by your school?Yes. (regularly) (3)Yes. (but not often) (4)No.	 (7)Do your leisure time activities take place in the community in which you live?Yes, but not things put on by the school. (4)No, - not often. (10) (Of these, eight said they go to the Indian Center inVancouver regularly. Two said that they are on abasketball team in Vancouver.)- 13 -THE ROLE OF THE INDIAN AFFAIRS COUNSELLORJ. T. Smith, Guidance CounsellorAs stated by the Department of Indian Affairs, counselling is theservice that is most directly related to effecting behavioural change.Basically, it is a helpful relationship in which the counsellor is able tosit down with students, one at a time, and in small groups if they havecommon problems, and assist them in resolving their own problems. In acounselling relationship, the counsellor - a) Assists students to analyzetheir personal abilities, weaknesses and opportunities b) Assists studentsto make intelligent educational and vocational plans and c) Assists eachstudent, particularly those who have to live away from home, to make thenecessary community adjustment. As for placement, the counsellor - assiststhe student and parents with boarding home arrangements and works withboarding home parents and teachers to make the student's school experiencemore meaningful. In the latter there is a follow-up to determine whetherthe student's educational placement and boarding arrangements have turnedout to be appropriate and workable. In addition to this, counsellors mustmaintain a close liaison with provincial school counsellor, juvenile andadult authorities, health and welfare offices, youth serving clubs andfacilitate communication between natural parents and boarding home parents.In other words the duties of a counsellor are broad and diverse, however,the primary function of any counsellor is to be of service to students.Helping students solve their educational problems is one of the mostimportant and frequent services the guidance department of any district iscalled upon to render. The reason for this is obvious - more freedoms bringin their wake pressures such as human beings have not formerly experienced.Counselling students today is very complex - it is not merely sitting downfor a chat, it requires knowledge, skill, sensitivity and a high quality ofresponsibility. Because in guiding students today, one must take into accountthe background and future of the student and his emotional functioning.Guidance is not a magical word that will open the door of a treasure cavebut it can show a path which the student may follow something of greater value.In short guidance is a process of helping individuals to help themselvesthrough their own efforts to discover and to develop their potential resourcesfor personal fulfillment and social usefulness.Where does the counsellor fit into this picture? Counselling is theprocess by which an experienced and qualified person assists another pe'rsonto understand himself and his opportunities to make appropriate adjustmentsand decisions in the light of this insight to accept personal responsibilityfor his choices and to follow courses of action in harmony with his choices.This non-directive approach does not attempt to improve any set of valuesor beliefs on the students. It truly respects the integrity of the individualsright to decide for himself. Counselling is not authoritarian - its purposeis to help a young person to assess his talents, aptitudes and interests, toprovide him with information about the world outside school, and to relate thetwo so that he may plan to put his qualities to the best possible use. Butthe counsellor must also keep in mind no system of tests or of occupationalclassificationa no machinery of collecting or tabulating or charting or filingcan take the place of the personal integrity, the individual capacity and thebasic common sense of the counsellor.- 14 -As for vocational counselling much of the tragedy of human existencein this age is caused by people drifting into jobs. They make a choice basedupon glamour, or social prestige or to please a parent. To avoid this tragedywhat is needed to help those young people is information. Information aboutthe aptitudes and capacity of the students, about the occupational fields andabout the opportunities for training within those fields. All this informationmust be in the hands of the counsellor to advise the students. As everyoneknows - maturity is not fixed and measurable - it simply means that there shallbe no major area in which a person feels frustrated, intellectually, physically,socially or emotionally. When a counsellor has brought these things to themind of a young person, he has discharged an important responsibility and hehas shown how the young person may fulfill himself.* * * * * * ** * * * ** * **I DREAMT OF AMCHITKATeddy Earl AntoineThis is the second original poem this young Indian has offered for our Newsletter.(See Volume 1, #5).The day before we had a large protestAgainst the American Nuclear TestThough we have tried everythingThe States were going through with CannikinAs I lay in my bed that nightI thought of the people filled with frightI thought of the children that would weepThen I drifted into a soundless sleep 	The wilderness was quiet, the sky was clearSuddenly in the distance you could hearThe rumbling sound of a sonic boomThe time of day was early noonA light flashed across the skyThe oceans and rivers began to riseThe ground began to rumble and shakeBuildings began to crumple and breakPeople panicked, started to cryInnocent people, we all will dieFlames shot upward from the groundThe moon seemed like it was falling downThe sun seemed like it drifted further awayThen darkness took over the light of dayThe gentle breeze was now a typhoonEverything in its way would be ruinedPeople ran from left to right-Their faces were pale, because of frightAnimals scrambled in every directionTrying to avoid the deadly radiationSuddenly a wall of water came rushing to meI turned around and started to fleeWith a lot of luck on my sideI managed to avoid the rushing tideThen deep inside I felt the nearing deathAs I gasped and gasped trying to catch my breathThen darkness blinded my eyes, I could not seeI guess it was my conscience that warned meThen I woke up in my bedAnd I thought a minute to clear my headThen the visions came back in my mindThat it was nearing the end of mankindSubconsciously I still could hear people screamAnd I tell you, this is a warning dreamSo let us all be sister and brotherFor there's no country greater or betterOur GOD is the only superior and bestSo set a law against Nuclear Tests.* * * * * * ** * * * ** * **HOME SCHOOL CO-ORDINATORSThe last two weeks it looked like winter had arrived - all the snow,icy roads and the hustle to get the snow tires installed. Oh, the joys ofwinter arriving! I suppose all the coast people are enjoying the grey, foggymonsoon season! So much for the weather forecast - on with my news report!I'm a bit disappointed since I haven't seen the first issue of theBulletin. But, because of my isolation here in the mountains and the maildelivery every fort night, that probably explains the delay.I am wondering how many of the other co-ordinators get involved withfamily allowance correspondence, medical dental services, and to what extent.Services or information on these services seems difficult to unearth. Simplicityseems to breed confusion!I would appreciate hearing from anyone who has an active EducationCommittee. Any suggestions on how to mobilize and involve the E.C. to agreater extent would certainly be helpful.Patty Wright* * * * * * * *- 16 -HOME SCHOOL CO-ORDINATORSMany teachers in our district have made some complimentary movesconcerning my liaison position as Home School Co-ordinators. I have tried tofollow through some problems that have been referred to me, and, I expect thereshould normally be many more. I think, however, that I would be bragging tosay that I have initiated a fair number of successes in these cases, as wewill still need to see final effects and results by the end of the term. Onething I can say with freedom though, is that most students with problems haveresponded more to me than they have to their principals, counsellors, and,teachers. This is no insignificant amount of help to the schools.At this point, I am trying to communicate with the students atAlberni Students' Residence. Our group of parents can be hopeful of visitationprivileges there. I am sure that this move will contribute in some measure tomaking residence a bit more of home away from home.We are now in the process of trying to develop more home work helpfor the students who are finding work hard at school. I regret to say thatsome students have dropped out.at this early stage - some because they don'treally have much interest at all, and some because they "brought it on them-selves." It's surprising how fast some students "get turned off" in this"education" bit. But still we do have our share of those who "have come back,"after being out for sometime. We also have the young chap who ran away home,and is now writing in every direction possible to get back in.One project worth mentioning here at the residence is the weeklysupper invitations to the teachers in the schools where the students areattending. The students in residence entertain their respective teachers withsupper and a tour of the place. This should prove to be an enlightening ex-perience for those teachers who are responding to the invitations.We will be looking forward eagerly to your "Camosun" edition as weare at present in the process of arranging a date for the students in "WestCoast Studies" at Alberni District Secondary involving students from grade 11& 12 to sit in on one of their sessions in Victoria one day soon. This isan Indian studies class primarily doing a studies research on the Indians ofB.C. They are doing research also on other parts of North America. The classcomprises about twenty students, and three of these are Native students.So much for the news around town,Roy Haiyupis* * * * * * ** * * * ** * *** * * * * * * * * * * * * * *. * * * * * * * * * * * * * * * * * * * * * * * *We are sorry but, the feature article on Indian Studies Programbeing carried on at Camosun College, Victoria will not appear until January, 1972.* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *- 17 -HOME SCHOOL CO-ORDINATORSSo far my work has been primarily "getting organized with thefoundation work with the public schools that I am working with". I havefinally met and talked with the various principals, teachers, students andcounsellors of each school. I met with the students in the schools thatthey are attending and explained my position of Home School Co-ordinator.I met with the parents and they welcomed me with good response. Co-operationon the whole has been really going well. I have established a regular basisof one day per week in all the schools with the principals and students, plusthe ON THE CALL BASIS. The main problem, if so called a problem, that isbrought up to my attention is, as we all already know is ATTENDENCE in school.Most of the students I noticed were on General Program, very few on academic.Some were in Special classes or/and on very modified programs as well. Ihave a total of approximately 250 schools ranging from pre-school	 highschool level. One school is entirely Indian students...a day school calledTsartlip....One entire Indian NURSERY AND KINDERGARTEN BY TSARTLIP SCHOOLCALLED Little Raven Nursery & kindergarten. The latter is staffed with Indianteachers and teacher aides....(42) in attendance for the nursery and kinder-garten.One problem that I feel that Home School Co-ordinators face inspeaking with principals, teachers and others, is the fact that we have alot of educating and teaching them about our people. I really do not thinkthat most of these principals and teachers fully realize and understand ourproblems in the field of education. Why? Because they either know nothingor very little about our reserves, our way of life, or our way of thinking.It is hard for them to understand that we have a special problem in education.We seem so insignificant and unimportant to these people. We educators arenot looking for special or extra attention in the public schools yet we areseeking interested teachers and counsellors and co-operation to help ourpeople. To us, it is important that our people become educated enough to geta job, to have basic understandings about voting, municipal operation, generalbusiness about budgets in band business, administrative tasks, the generalKNOW HOW of everyday living....insurance, mortgages, medicare, by laws andlaw order....etc....It is true that our Indian students are attending school and thatmany of our students are returning back for a second round but how many dograduate or finish in the end?If all the Home School Co-ordinators could encourage students tostay with it until he or she has at least a good basic training...he hasdone wonders! I think that encouragement is needed by parents as well as bycounsellors. The education system and school work can be frustrating anddepressing to alot of Indian students at times. If we could catch them thento give a little encouragement and understanding...we could say that we didtry with earnest...and interest...I hope that my wondering thoughts did not confuse you! I hope thatI do not convey negativism...far from it!Mrs. Molly Pelkey* * * * * * * *HOME SCHOOL CO-ORDINATORSMy office is located in Lillooet which has two Elementary Schoolsand one Secondary. The secondary school in Lillooet is the only one in thedistrict.Next to the Village of Lillooet is the Indian Village of Lillooet.No doubt, you heard about the fire disaster that struck the reserve. The newhomes are being built as fast as is possible and are expected to be completebefore winter cold sets in.The next reserve I serve is the Cayoosh Creek. The reserve iscomprised of two separate tracts of land. The nearest is located two milesfrom the town and the second is about three miles further along on the TexasCreek road.Bridge River reserve begins about three miles from town and extendsabout thirteen miles on either side of the Bridge River. All of the childrenfrom the reserve attend school from Kamloops Indian Student Residence of areboarding out in Kamloops. This requires me to act as liaison between theparents and students.The Fountain reserve has the largest number of Indian students ofthe whole area. It is located about ten miles from Lillooet on the Lillooet-Cache Creek highway.Further along, 23 miles from Lillooet, is the Pavilion band. Pavilionis a relatively isolated community served by a two room school which weaffectionately call Pavilion school.Seton Portage and Shalalth are the most distant areas that I serve.The;	 located about 45 miles from Lillooet by road. Via P.G.E. they areabout 20 miles from Lillooet. These communities are served by Bridge RiverElementary and Seton Lake School.PROJECTS UNDERWAY OR OPERATINGNURSERY SCHOOLS:	 a) Lillooet - located in basement of Anglican Church.This school was begun last year. It is administeredby the Lillooet District Indian Bands Council. Itserves the reserves of Fountain, Lillooet, Cayooshand Bridge River. Only those with their own trans-portation from Bridge River are able to take advantageof the service.b) Shalalth Nursery - located in basement of Seton LakeSchool. This was in operation before I had arrivedon the job. It is operated through Indian Affairsby Mrs. Clara Shiels.c) Teacher aides - Indian teacher aides are also beingdiscussed. There are teacher aides in the schools butno Indian person is yet involved as such.- 19 -d) Adult Education - on reserve - Fountain is startinga course in the preparing of buckskin right from itsraw state. Since this was already under way thisoffice could not take any credit for it.I had suggested the introduction of cedar basket weaving. Thisprogram is to be opened to any one that is interested in taking the course.It will deal with the actual weaving from the raw materials (cedar roots,saplings, etc.) with the course ending with two or three fields trips to showthe people where and how the materials could be obtained.e) Communication:	 i) set up a program of communicationto inform band councils of educa-tional opportunities that areavailable to band members.ii) attempt to get the educationcommittees into more inter-reserveinvolvement.Saul Terry* * * * * * * * ** * * * * * ** * * * ** * *RETURN ADDRESS:Indian Education Re4mace4 CentetHut 0-12, Room 2Univeuity ol6 BAiti4h CotumbiaVancouver 8, B. C.-r'LLiAL CCLLECTIOS LAVC	 OCO601

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