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Indian Education Newsletter (Vol. 4, No. 1) Indian Education Resources Center 1973-09-30

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Indian Education NewsletterIndian Education Resources CenterRoom 106 - Brock HallUniversity of British ColumbiaVancouver 8, B.C.VOLUME 4 #1 SEPT, 1973POEMSDavid T. Hawkes, Ptincipat oi Wickaninni4h EtementamSchoot 4ubmitted these poemz on behati of thtee of hiz pupils whocan be vety ptoud of theit achievement ass Aunnen4-up in aPut/ince-Wide poetry contes-t ucentty. Out o6 thouzandsenttiez the iottowing and another poem by Leona. Manson o6Opitzaht Rezetve wete among the 130 poems zetected to theNationat SetectLon Committee {ion nationat awandz. The Ottowingpoems weitettv/itten by young chadten {nom the Hesquiaht Band.DAYDREAMb yRufus CharlesonGtade7Otange - /Led Akies,Calm, btui4h 4ea,Gtiding boat,Ringing bett4,Squeaking geat4,D A.e44ing 4ockeye,1 6eet happyFizhing!* * ************* ******************^** * * * *^*****^****** * ** ** * ********^*************** ********- 3CONTRASTb yJean CharlesonGtade7Mid mountains and sea, sky and ttee,My Indian spiAit iz IStee;I'm bold ass an eagle,Fleet as a deer,Keen ass a cougar,No one .to bear.A change o6 scene - I'm city bound;My zpiAit Azottezzty tookz around -Fences, closed dootz, natkow hattz,Like a 6/tightened biAd,Ctozed in by concteat wattz.Aindetztand thenMy tonging liot tiaterst peach,For cedar-scented ait and sea breeze..***************************^* *^* ** * * *^******^. ******HERITAGEb yAgnes CharlesonGr ade 7Sounding echoes zuntound me,Reminding me (16 out dayz . . .Dee/akin Aatttez keeping rhythm,Dancing zhadocos in zuniz Aayz.Bone 'stick's pounding out a beat,Beating drums around the 6i,te,Stamping feet on pebble 9/wand,Haunting chan.t6 o6 etdefo' choir.**************************************************************************************************- 4BRITISH COLUMBIA NATIVE INDIAN TEACHERS' ASSOCIATIONFALL CONFERENCEALERT BAY is the community where the B. C. Native Indian Teacheu'Aszociation wilt hoed theit 4att con4etence on October 24, 25 26,1973. The theme 4ot the con4etence witt be "Local Conttot o4Schoote, and a major zpeaket witt be invited to tend inspinationan set the tone 4ot. the meet. TtaVet attangementA, accommodation,meats, etc., are being at tonged and in4otmation witt Soon beavaitabte {tom the Indian Education Resoutces Centet. AU BCNITAMembetis ate asked to attend and vizitotis are wetcome.HOME - SCHOOL CO-ORDINATOR COURSE - U.B.C.SUMMER 1973The thitd Summek Home-Schoot Co-otdinatots' Coutze tookptace at Stock Hatt, Room 210 inor Juty 9 - July 20, 1973. Classeswent {tom 1:30 - 5:30 p.m. every a4teknoon. The Co-otdinatotwas Robett Stetting, Assistant Diteetot o4 the Indian EducationResources Center. The couture itzet4^sponsored by the Centertit/Lough the Btitizh Cotumbia Native Indian Teacheut AszociaZion.The cowuse .vs designed to give concenttated in4otmationon watiows topics (Chosen by the paAticipant4 themetve4) inptepaAation 4ot going into the 4ietd. Di44ekent speakers who atepkoieszionae's in theik chosen 4ieed gave inzttueion, and a avetyexchange o4 in4otmation between the students themzetves, andtheit inzttuctoAs added much to the counze.This is a non-ctedit course which has been o44etedminty to new OA ptozpective Home-Schoot Co-otdinatms to givethem in/sight into the 4undamentats .04 the H.S.C. tote. At presenttezeakch^undetway into the,poszibittiy th a 'Regional Cottegetaking oven the covets e as path o4 its tegutat,ptogtam Leadingto UniveAsity ctedits and pozzibty a Recognized cetti4icate OAdegree.Mk. Vernon Mown, a noted Indian Arctiat is pteparting acetti4icate 4ok the .students. A wkitten AuMpilaty o4 the coutze isavaitabte (tom the Centet on tequest.Present at his sammet's course we/Le Ruth Cook, Witt Bay;Louise Nizyokr-cou^ Manityn Gtasgow, Lytton; Rose Sett, Massa;Matco_b4. u, chetwynd; Joyce Smith, Kitimaat; Vivian Fenguzon,Agamiz; Irvin WitAen, Peguiz Reserve, Manitoba; Margaret H.LU,Kitkatfa: Penr. Kobents, Sardis; Kathteen Mattoway, Sandis; LukeAteeo, Ahousat; Cona Ryan, Notth Vancouvet; Victor Yonk, Mennitt;Etnie Ettiott, Duncan; Irene Harris, Chema.i=4; Isabea rbidoe,Kispiox; Chantene Bateau, Wittiams Lake; and Inez Dudowatd, PontSimpson. Visitons to the couture .included: Saul Tufty -H.S.C. -Littooet; Ted Joe, H.S.C.-Sechett; and Shintey Joseph, H.S.0 -Smithens.The schedute o4 the course was air 4ottoao: -1:30 DAY 1--MONDAY - JULY 9--Robett StettingINTRODUCTION --THE HOME-SCHOOL CO-ORDINATORS- his-tom- tote- suggested o44ice pnocedunes1:50 p.m.^ - B.C. Native Indian Teachers' Assoc.******************************1:30 DAY 2 - TUESDAY - JULY 10 - Robert StentingDAY TO DAY DUTIES OF H.S.C.3:15^PRIORITIES OF H.S.C.3:30^STRUCTURE OF PROVINCIAL SCHOOL SYSTEM - Dn. Ant Mote.5:30 Pt******************************1:30 DAY 3 - WEDNESDAY - JULY 11 - Mn. Edgett - Canada Manpower.Poticies 5 Services3:30^Dn. Joseph Boucher - Pubtic Speaking5:30 •^-7:30 p.m. SALMON BARBECUE - CHILLIWACK******************************1:30 DAY 4 - Thursday - JULY 12 - Indian A46ainz Setvices S Poticy -Jim McCallum 5 Maunice Toponowzki.3:30^Cotin MacDougatt -5:30 Counsetting Techniques*******************************1:30 DAY 5 - FRIDAY - JULY 13 - Cotin MacDougatt -5:30^ Counseeting Techniques.**********************************^ ***1:30 DAY 6 - MONDAY - JULY 10^5:30^Mike Tanzee - Dtug4/Atcohot - Use Abuse.*************************1:30 DAY 7 - TUESDAY - JULY 17 - Dt. 13u66 Otdtidge - EducationPsychotogy.*************************1:30 DAY 8 - Wednesday JULY 18 - Counzetting Technique4 - Cotin MacDougatt^3:15^Open Diiscuzzion among student's g expaienced Home-^5:30 Schoot Co-otdinatorts.*************************1:30 DAY 9 - THURSDAY - JULY 19 - Join Cta46e4 4ot gnoup daccosionwith teachefus - Education 479 - CAD44^3:15^ Cuttutat Indian Education.^5:30 Counsetting - Cotin MacDougatt.SOCIAL EVENING AT CORA RYAN'S HOME.*************************1:30 FRIDAY - DAY 10 - JULY 20 - Pubtic Speaking - Dt. Joseph Boucher3:30^Addte44 by Atvin McKay, Dinectot o4 the Indian EducationRezouncez Center.4:30^Fatewett 6 Good Wizhes** ** *** ** ********THE FOLLOWING IS A LETTER WRITTEN BY A MOTHER WHO SEEKSTO OPEN THE EYES OF THE TEACHER, THIS LETTER, WE FEEL,IS THOUGHT PROVOKING, AND REFLECTIVE OF INDIAN VOICE, -Dealt_ Teachers:Be6ote you take change oi the etas/sum that containsmy chi td, pease asf youuetti why you ate going to teach IndiancW,dten. What ate yours expeaRion4 - what tewatds do youanticipate - what ego-needs Witt out chitdten have to meet?Write down and examine art the inptmation and opinionsyou possess about Indians. What ate the stereotypes and untestedazzumptionA that you biting with you into the etas's/Loom? How manynegative attitudes towards Indians wilt you put beopte my chitd?-7What vatuez, ceasz ptejudicez and ma/tat pAincipeez do you take Langranted ad univetzat? Pteaze nemembet that 'diiietent item' iznot the zame ad 'woAze than' on 'better than' , ^the yandztickyou mze to meazute your own ti4e zatiliactotiy may not be apptoptiateLan theit tivez. The term 'cuttutatty deprived' was invented bywet-meaning middte-ctazz whites to dczctibe something they couldnot undetztand.Too many teacheA4, unioAtunateey, zeem to zee theittote as tezicuet. My chitd does not need to be nezeued; he doesnot consider being Indian a miziottune.^He had a cuttute,probably Wen than young; he has meaningiut vague and a Aichand varied expetientiat baekgnound. Howevet zttange on incompne-henzibte it may zeem to be to you, you have no night to do anzay anything that imptiez to him that^led than zaVziactony.Out chitdten'z expeAiencez have been diHenent (nomthose oti the 'typicat' white middee-ceazz chted bon whom mastschool cutticuea zeem to have been dezigned (I zuzpect that thiz'typicat' child doe not exizt except in the mindz di WhAiCULUMwAiteAz). Nonetheeers, my chitd's expetiences have been asintenze and meaning6ut to him ad any chiediz. Like most Indianchitdten his age, he .us competent. He can deed himzeti, pupatea meat ion himze6 and than up alitenwandz, cake Lon a younger&Led. He knows hL6 tame - ate oi which iz his home - tikethe back oi hi4 hand.He 4:4 not accustomed to having to azk peAmizzion to dothe ordinary things that ate pant oi normal Living. He £4 zetdomonbidden to do anything; mane uzuatey the consequences oi ana on are explained to him, and he^atemed to decide Lot him-zeti whether on not to act. WA entire exiztence zince he hasbeen o.ed enough to zee and heat had been an expetientiat learningsituation attanged to pnovide,him with the oppottunity to developha skirts and con6idencein hi4.6wn .capacitiez. Didactic teach-ing wile be an atien expetience 4on him.He £4 nbt zeti-cogzcious in the way many white chitdtenare. Nobody has "even' tad him his elqoAtz towatdz independenceare cute. He £4 a young human being enageticatey dbingjob, which .cis to get on with the ptocezz o6 tea/ming to iunctionas an adult human being. He mitt tezpect you ad a peAzon, buthe mitt expect you to do .likewise to him. He has been taught,by pitecept, that couttesy iz an ezzentiat pact oL human conduct,and Audenezz its any action that makes another person iece ztupidon Oafish. Do not miz.take hiz patient couttczy Lon indiiieunceor pazzivity.000^ .00He doesn't speak standard &Wish, but he is in no wayitingUisticatty handicapped'. I6 yo'ci wilt take the time and couttesyto tisten and observe cate6utty, you uLU See that. he and the othersIndian chitdken Communicate vow wett, both among themsetves and with°then Indians. They speak '6unctiona2 English', vety c66ectivetyaugmented by theit guency £n the silent Language - thesuktte,unspoken communication (56 4aciat expussions, gestuuk, bodymovement and the use^peuonat space.You wilt be we12 advised to nemembet that auk chitdnenate skitt6ut intev&eteu 66 the sitent tanguage.• They witt knowyoun 6cetings and attitudes with unming occision, no matte& howcautiutty you avtange yours smae on moddtate yours voice. They wittLeann £n gout caunoom, because chadten temn invotuntanity.What they tem wUL depend on you.Witt you help my chitd to tem to /Lead, on wite youteach him that he has a reading pobtem? Witt you help himdevelop problem-sotving skittS, on wilt you teach him that schoolis when you my to guess what anwet the teacher wants? Witthe Leann that his sense o6 his own value and dignity is valid,on witt he Leann that he must 4onevek be apotogetic and 'tryingha&det! because he isn't white? Can you help him acquite theintettectuat skitts he needs without at the same time imposingyowl_ values on top o those he atteady has Respect my chied. He is a pmson. He has a night tobe himset6.YOUAA vow sinceuty,His Mothers.*******************************************************************SPIAC^SCHOLARSHIPOne scholarship' donated by Unit 20 of the Veterans Army,Navy & Air Force  Ladies Auxiliary of Vancouver.Scholarship for the Preservation of Indian Arts andCulture (SPIAC) is a project of the above organization whose aimis,to raise funds for such worthy projects as may aid veteransor descendents of veterans. Their decision to make a scholarshipavailable to Indians for the perpetuation of Indian Art & Culturecame after much thought and deliberation.     - 9 -      9A scholarship of up to $500, will be awarded to an Indian(status or non-status) who specifically plans to enroll in a schoolfor Art and who plans to take courses ans studies leading to acareer in Native.daldian Art :or, Culture.The scholarship is administered by the Indian EducationResources Center.Information and Applications are available at the followingaddress: -Indian Education Resources Center^ :Room 106 - Brock Hall - U.B.C.Vahcouver 8, B. C. (Phone:. 228-4662)1^*^1** ***** *******************************************PENTICTON RESERVE YURT CONSTRUCTION PROJECT:AN EXPERIMENT IN REALITY EDUCATION- DONALD JENKINS - EDUCATION COUNSELLOROur yurt, an experimental structure adapted from anancient Mongolian tent designed by Dr. William Coperthwaite(Ph.D. Education, Harvard), was built over a period of fourdays in March, 1973. This was a pilot ,project carried out togather datn to support assumptions ma4e by myself about educa-tional neihods and their relative effectiveness. It was assumedthat educntional projects that involved both theoretical and "real"experience conducted in the reserve community would elicit muchgreater positive response from the participant native studentsand their parents than more traditional didactic methods.Taking advantage of Mr. Coperthwaite's presence inPenticton while attending a Home Show, we arranged to have himsupervise the construction of our yurt. The yurt's initialfunction was to house an 0.F.Y. program to be directed by Mrs.Jeanette Bonneau this summer. In a period of four days, a groupof fourteen young people (both junior secondary students anddrop-outs) completed the construction from hastily gatheredmaterials. The eagerness of the participants is readily notice-able in the enclosed-photographs. The young people worked anaverage of ten hours a day in weather that was far from pleasant(cold winds, snow and sleet).SO.^10 -- 10-At the completion of the yurt many students came to bothmyself and Mr. Coperthwaite to express their feelings that he wasthe best teacher they had ever had and that building the yurt wasthe most satisfying learning experience they had ever had.The reserve community received the yurt projectvery positively. The odd design and name caused the yurt to be thebutt of many "in-jokes"; however, many parents expressed an overallpride in the quality of the young people's work and the basicutilitarian function of this sort of educational project.It is my firm belief that such reality orientated educa-tional projects involving outside specialized experts and a cross-section of the reserve community youth could provide a much positiveexprosure of education to the reserve community. I feel a compre-hensive up-grading program combined with a series of well integratedprojects could provide a positive solution to the drop-out problemwe find ourselves burdoned with.      S.1 1-ADDENDUMI should like to take this opportunity _to thank thePenticton Indian Band for the faith they showed in supporting ourproject. I should also like to thank the following young membersof the Penticton Indian Band who made a dream reality throughtheir persistent hard work:Wayne Kruger, Wesley Eneas, Kenny Eneas, Sarah 'Pierre, Inez Pierre,Pam Gabriel, Getty Kruger, Brad Gabriel, Marvin Pierre, ThomasKruger, Jeannette Bonneau, August Armstrong', Harry Gabriel, DarrylGabriel, Lenny Pierre, Fied Baptiste, Charlie Kruger, Tim Kruger,Louie Alex, and Leslie Terbasket (Lower Similkameen Indian Band).*.*** ** * *********:********** ************1973 B C^. T A . ART CONTESTSpring of 1973 saw a unique buaa of activity at theIndian Education Resources Center: Among the regular services,the Center reached out to the Indian students in the provinceand invited their participation to display.their talents in anall-Indian Art Contest for secondary students. Response wasinstantaneous and remarkable-. Pieces of artwork came in fromvirtually every point in the Province. The EaSter deadline sawnearly 50 entries and Bradley Hunt, Saul Terry and Sharon Hitch-cock (noted B.C. Indian Artists) were appointed as isd,gssSharon was unable to participate dile to her Ua.C.'exams,Finaldecisions were made in May and June by Bradley Hunt and Saul Terry.Prizes were awarded but the results were not included in the JuneNewsletter. A unique activity became A - success.Bradley and Saul had much difficulty evaluating andcategorizing the Art work but finally came up with a workablejudging. Each piece was judged by the artist's: Use of initiativeoriginality, organization, neatness, potential, versatility, andmedia control with 0 to 5 points awarded for each for a possibletotal of 35. Each judge made a separate evaluation of every piece,and the average was taken to give the artists a point rating.Each artist .has been informed of his achievement and acopy of his evaluation sheet. to assist him in'his future artisticdevelopment.- 12-Another Art contest will be held in the near future. Thejudges have made some recommendations which will ensure a bettersecond Art Contest. Many thanks go to B.C. Packer, Canadian FishingCompany, and one individual for their generous donations of prizemoney.Results of the contest are:-OVERALL^Ron Austin - Duncan, B. C.Walter WilsOn Hazelton, B. C.Darryl Daunor. - Kingcome Inlet, B. C.Sadie Jir' - .qexie Creek, B. C.JUNIOR.^Jerry Mne Pouce Coupe - Fort St. John, B. C.Dfl.rlene U. Narcisse - Chase, B. C.Terry Gonu Aiyansh, B. C.HONOURABLE MENTION^Charlotte Joe - Vernon, B. C.Maureen Brown - Masset, B. C.Vera Shumaker - Delta, B. C.Peter Nyce - Canyon City, B. C.HIGH POTENTIAL Moses McLean - Surrey, B. C.Donald Wadhams - Delta, B. C.Danny Coon Alert Bay, B. C.Jesse Seymour - Kamloops, B. C.Rod Green -George Johnson - Delta, B. C.Elvina Smith--Vancouver, B. C.Ben Pelkey - Brentwood Bay, B.. C.Carl Voyageur - Vancouver, B. C.MEDIUM POTENTIAL Melisson Willie - Vancouver, B.C.Murray Sampson - Brentwood Bay, B. C.Larry Paul - Richmond, B. C.Albert McBryan - Chase, B. C.Joe Pelkey - Brentwood Bay, B. C.Ken James - St. Mary's CranbrookCarl Sam - Vancouver, B. C.Frank Robinson - Sardis, B. C.Leonard Morris - Kincolith, B. C.Emerald Stevens - Chase, B. C.Randy Andrew - Chase, B. C.Sandra Hardy - Comox, B. C.WORTHY EFFORT ^Beverly Alexcee - Sardis, B. C.Mike Dudoward - Port Simpson, B. C.Monty Doolan - Kincolith, B. C.************************INDIAN EDUCATION - 11,13,C, - SUMMELSESSIGN,1973DR. ARTHUR MORE"All I used to notice in my Indian students was that theyseem so quiet. I didn't really understand the_ situation. I didn'trealize that the Indian people have so much to contribute. I didn'trealize how much our school system and society is stacked againstthe educational growth of an Indian child. I didn't reali ze what abeautiful heritage,the Indians in, our area had. I didn't realizehow much Indian people are doing to overcome the problems they arefacing. I didn't realize my own prejudices."This was the reaction of one teacher to the Indian Educa-tion Course (Ed. 479) taken by 35 teachers at U.B.C. this summer.The course, which drew teachers from the Yukon, North WestTerritories, Saskatchewan, Alberta and B.C. provided a forum foran exciting exchange of ideas. It provided the opportunity to hearfrom a variety of Indian people ranging from students and parentsto educational and political leaders including George Wilson, Directorof Indian Education in Victoria, B.C. It provided the opportunityto hear from a variety of others working in Indian Education. Butmost important it provided the opportunity for the teachers toanalyze their own attitudes, their own relationships with Indianpeople, their own knowledge about Indian people and their ownteaching techniques.A highlight of the course was the presentation by BillMussell, then Director of the Union of B. C. Indian Chiefs', con-cerning relationships between teachers and Indian communitiesAnother highlight was the salmon barbeque at the Tzeachton Reservein Sardis, B. C. attended also by the Home-School Co-ordinators whowere taking a course under Robert Sterling at the'Resources Center,and by members of the Indian Education and Indian Teacher-Aideclasses at Simon Fraser University.Another highlight was the trip to the Provincial Museumin Victoria and side trips to the Ethnology Tower and the ProvincialArchives. The teachers had the opportunity to view the travellingkits on various culture areas, and to get a first-hand picture ofthe resources of the Provincial Archives and the Museum.A regular part of the course was a section on LanguageArts dealing particularly with teaching English As A Second Languageand as a Second Dialect, presented by Mary Ashworth.- 14-The Home--School Co ordinators provided one of the most per-ceptive presentations of Indian peoples' points of., view. Their ex-change with the teachers resulted in a much better mutual understand-ing of each others problems.Lonnie Hindle, Secretary-Treasurer of the B. C. Associationof :ori-Status Indians described the problems of non-status Indiansand the work his Association is doing. Mr. Hindle. also a highlyqualified linguist and specialist in the Gitksan Language, alsodealt with the language-culture problems that non-status and statusIndians face.Another presentation was made by Kent Gooderham, ActingHead of the Education Branch of the Department of .Indian Affairs inOttawa, who dealt with the stance of federal government toward theNational Indian Brotherhood position paper on Indian Education.Jim Inkster, formerly principal of Carson Graham Secondary Schoolin North Vancouver also made a presentation dealing with his work atthe high school and his more recent work in the school district in.developing action. programs with Indian people.A great deal of time was spent in discussion led by Dr.More, Alvin McKay, and T.obert Sterling. Topics included prejudice,curriculum adaptation, counselling, Working with Indian communitiesorientation, effects of the school system on Indian students, chang-ing the system to fit the child, and the boarding home programs.The position. paper. INDIAN CONTROL OF INDIAN EDUCATION served as a basis for a great deal of discussion and was used as abasic text for the course.Some of the teachers worked with members of the UnitedNative Club at Matsqui Institution. The visits to the prison openeda door to a part of life that few of the teachers has seen before.In return the teacher- worked with the club members on public speak-ing and others topics.One major output of the course was a series of papersdealing with practical aspects of Indian Education written by classmembers. These papers are presently being duplicate for use byteachers, and Education. Committee members.* ** ** ** ****** *********^****** ****onous INDIAN STUDENT RESIDENCENathan Ttarthews, 24 years old and a resident of the ChuChua Indian Peserve near Barriere, P.C., has been officially appointedas Trainee for On-The-Job--Training at the Kamloops Student Residencefor the position of Administrator. Nr. Matthews is a graduate of- 15 -U.B.C., and is married to the former Marie. Latreniouille of LittleFort, B.C. Mrs. Matthews is a school teacher. The training programcommenced on April 13th, and will terminate on December 31/73. Onthe successful completion of his training, Mr. Matthews will beevaluated and appointed Administrator of the Residence.Mr. Matthews was nominated and selected by the IndianAdvisory Committee for the Residence which was formed in 1968 togive the Indian people a real input into the education of theirchildren. After the nomination and selection, a contract wassigned between Mr. Matthews, the Department of. Indian Affairs andthe present Administrator, Father Allan F. Noonan O.M.I.The oblates of Mary Immaculate have administrated theResidence since its founding in 1889. The present administrator -Father Noonan OMI - has been nine years as Administrator in theResidence, and has a total 18 years in Indian. Education. FatherNoonan has received a new posting - parish work in another area ofB.C., to become effective January l a 1974.The Kamloops Indian Student Residence, at one time thelargest in Canada, is a boardine home for 215 Indian boys and girlswhile they attend non-lndian schools in the Kamloops area. Thereare 50 on the staff, half of whom are of Indian origin.It is interesting to note that when Mr. Matthews assumesleadership in the Residence, he will become one of four Indianswho have taken a leaders role in the education of their own people.The other three are: Len Marchand, M.P. for the area: Don Smith,District Superintendent of Education; and Joe S. Michel, Consultantfor Native Children for the School. District. This in itself speakswell for the future of Indian Education in this School. District.In transferring__ the administration of the Residence toMr. Matthew, the Oblates will end eighty-four years in IndianEducation in this aria. The Indian people are ready to assumethis responsibility, and the Oblates feel that they are neededmore in other areas of the Apostolate.Allan F. Noonan O.M.I.Administrator.* *** ** *** ************* * * ** * * ** * * * * ******* ************ ************* ******** * * ** ** * * ********** *********-- 16 -- 16--If' TAM ADULT EDUCATIN CEPTERRAY COLLINSFall and Winter Terms Begin - September 4/73. 326 Howe St.,Room 103, Vancouver 1, B. C. Phone; 688-1725. Indian Affairs Branch,Fraser District. Ray Collins, Principal.Leading to further Upgrading, Vocational Training, andemployment. Some rites: Age levels of Indian men & women students -18 - 45, more or less..Program: Adult Basic Education. Previous Schooling:Grade 8 or less.Arithmetic Reading Writing; (Grade 1 - 8). Apply toenroll: September 4, 5, 6th at Indian Education Center, (address above)or when You are ready.Indian History & Handicrafts: Sometimes special arrange-ments are needed so applications should be in well before enrollment.Some Geography and Science, Typing and Drawing-Drafting;etc. As we have room now, would you let us know as soon as you canMaterials: Indian Library & Films: Length of Course: 4months, more or less, depending on needs: continuous enrollment andgraduation.Stereo with Tape, T.V., Microscope, Projectors, ScienceEquipment, Ault Based Program Materials. Books, materials, andtuition are free and and living allowances may be also provided aswell as medical and dental needs. Living accommodation arrangedif needed.Visits by Indian Leaders and Band Members, and ResourcePersons; Visits to Indian Friendship Center, Indian Meetings, andto 'Museums, Library, "arks, Schools, etc. Class about 15 whichpermits individual and small group learning situations in afriendly co-operative setting with high expectations of effortand success.Co-ordination with counsellors, home-school co-ordinators,social workers, and job placement officers for further upgrading,vocational training, employment or personal needs.Tests for anyone wishing to know Grade Levels in Arith-metic, Reading, Spelling, and Language. Over 100 successful. Indianmen, and women graduates, many of whom renew their friendshipoften with us.- 17-Free tutorinvin Grades 9 - 12 Mathematics and Sciences.Anyone interested in invited to come and see us, write,or phone. ************************* ***************BOOK RE"IEWNov books are continually being made available by cir-culation through schools, libraries, and the book stands. We areconstantly adding to our shelves such books that contain informationon and for 'Indians that may be useful in. Education. These booksmay be available elsew7lere but we have stocked them for people whomay wish to borrow them.Union -of B. C. Indian. Chiefs - Fourth Annual Conference. - minutesand speech presentation - Prince Rupert, B. C., 1972.Halfbreed - Maria Campbell - An already famous publication of vividand deep reflections of b. young girl who grew-up incircumstances that probably can be compared with. manyMetis today.We've Killed Johnny Ussher - Mel Rothenberger - a story researchedand written by a descendant of the McLean Brothers reflectsvery subtly the conditions and social issues of life inthe South Central Interior of. B. C. in the late 1800's.Indian Oratory - W. C. Vaderworth - a compiled list of great speechesmade by Indian people going back more than e hundred years.Haida & Tsimshian - Nat'l Museum of Man - A photographic History.Bella Coola - Kwakiutl - Nootka - Salish - National Museum of Man -1 photographic History.Once More Upon A Totem - Christie Harris - a fine follow-up to herfirst book. Illustrated interpretations of Indian storiesand myths.Indian Masks & Myths of the West - Joseph F. Wherry - Explains theIndians love of Nature and the meaning of their cultureby their steries, their dances and their Art.** * ********* * **** *******^****-- 18 -This Newsletter is one of the numerous services availablefrom the Indian Education Resources Center, whose Basic Aim is toImprove Educational Opportunities for Native Indians.Fundamentally the Newsletter attempts to increase aware-ness of problems and weaknesses in current Education relative toIndian students, and to suggest positive activities that may counter-act these negative influences. It serves as an on-going forum forthe transmission of information, opinions, ideas, and data aboutthe Education of Indian People, both in Educational Institutionsand society in general. It endeavours to correlate past history,present situations, and future goals.If there is something you have heard, seen or discussedinvolving Indians in schools or society which leave you with questionsor a desire for more information, write to us. If there is somethingin the form of a program or activity involving Indians in Educationor society which you or your organization has taken on and whichappears to have success, please write us a report.We encourage you to contribute to our Newsletter. If youwrite an article or letter that would be useful to other people inBritish Columbia, we will be glad to print it.*^ ***********************************************RETURN ADDRESS:^INDIAN EDUCATION RESOURCES CENTER,Room 106 - BROCK HALL, U.B.C.VANCOUVER 8, B. C. 228-4662


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