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Indian Education Newsletter, Vol. 4, no. 1 Indian Education Resources Center 1973-09

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IUVRndivamr1E0y6uc-8fB,to.CkNhHewslmbrian VOLUME 4 #1  SEPT, 1973  ^  POEMS  David T. Hawkes, Ptincipat oi Wickaninni4h Etementam Schoot 4ubmitted these poemz on behati of thtee of hiz pupils who can be vety ptoud of theit achievement ass Aunnen4-up in a Put/ince-Wide poetry contes-t ucentty. Out o6 thouzands enttiez the iottowing and another poem by Leona. Manson o6 Opitzaht Rezetve wete among the 130 poems zetected to the Nationat SetectLon Committee {i on nationat awandz. The Ottowing poems weitettv/itten by young chadten {nom the Hesquiaht Band.  DAYDREAM Rufus Charleson b y  Gtade7 Otange - /Led Akies, Calm, btui4h 4ea,  Gtiding boat,  Ringing bett4, Squeaking geat4, D A.e44ing 4ockeye, 1 6eet happy Fizhing!  **** **  *** * *** ** ** ******* ******** *^ * * * * **  ***** * ******^* * **^** *******^******* ********^********  ^  - 3 CONTRAST  by Jean Charleson Gtade7 Mid 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 then My tonging liot tiaterst peach, For cedar-scented ait and sea breeze.. **** **  *** **** ****** ******** * *^* ** * *^* ^******^. ****** HERITAGE b y Agnes Charleson Gr ade 7  Sounding 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.  ***** *** ** ******************************************** ** ******************************************  -4 BRITISH COLUMBIA NATIVE INDIAN TEACHERS' ASSOCIATION FALL CONFERENCE  ALERT 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 o4 Schoote, and a major zpeaket witt be invited to tend inspination an set the tone 4ot. the meet. TtaVet attangementA, accommodation, meats, etc., are being at tonged and in4otmation witt Soon be avaitabte {tom the Indian Education Resoutces Centet. AU BCNITA Membetis ate asked to attend and vizitotis are wetcome.  HOME - SCHOOL CO-ORDINATOR COURSE - U.B.C. SUMMER 1973 The thitd Summek Home-Schoot Co-otdinatots' Coutze took ptace at Stock Hatt, Room 210 inor Juty 9 - July 20, 1973. Classes  went {tom 1:30 - 5:30 p.m. every a4teknoon. The Co-otdinatot was Robett Stetting, Assistant Diteetot o4 the Indian Education Resources Center. The couture itzet4^sponsored by the Center tit/Lough the Btitizh Cotumbia Native Indian Teacheut AszociaZion.  The cowuse .vs designed to give concenttated in4otmation on watiows topics (Chosen by the paAticipant4 themetve4) in ptepaAation 4ot going into the 4ietd. Di44ekent speakers who ate pkoieszionae's in theik chosen 4ieed gave inzttueion, and a avety exchange o4 in4otmation between the students themzetves, and theit inzttuctoAs added much to the counze.  This is a non-ctedit course which has been o44eted minty to new OA ptozpective Home-Schoot Co-otdinatms to give them in/sight into the 4undamentats .04 the H.S.C. tote. At present tezeakch^undetway into the,poszibittiy th a 'Regional Cottege taking oven the covets e as path o4 its tegutat,ptogtam Leading to UniveAsity ctedits and pozzibty a Recognized cetti4icate OA degree. Mk. Vernon Mown, a noted Indian Arctiat is pteparting a cetti4icate 4ok the .students. A wkitten AuMpilaty o4 the coutze is avaitabte (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; u, chetwynd; Joyce Smith, Kitimaat; Vivian Fenguzon, Matco_b4. Agamiz; Irvin WitAen, Peguiz Reserve, Manitoba; Margaret H.LU, Kitkatfa: Penr. Kobents, Sardis; Kathteen Mattoway, Sandis; Luke Ateeo, 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, Pont Simpson. 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 Stetting  INTRODUCTION -THE HOME-SCHOOL CO-ORDINATORS  - his-tom - tote  - suggested o44ice pnocedunes - B.C. Native Indian Teachers' Assoc.  1:50 p.m.^  ********** ******************** 1:30 DAY 2 - TUESDAY - JULY 10 - Robert Stenting ^DAY TO DAY DUTIES OF H.S.C. 3:15^ PRIORITIES OF H.S.C. 3:30 ^ STRUCTURE OF PROVINCIAL SCHOOL SYSTEM - Dn. Ant Mote. Pt 5:30  ******************************  1:30 DAY 3 - WEDNESDAY - JULY 11 - Mn. Edgett - Canada Manpower. Poticies 5 Services 3:30^Dn. Joseph Boucher - Pubtic Speaking 5:30^ • ^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 5:30^  -  Cotin MacDougatt -  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 - Education  Psychotogy.  ************************* 1:30 DAY 8 - Wednesday JULY 18 - Counzetting Technique4 - Cotin MacDougatt ^3:15^Open Diiscuzzion among student's g expaienced Home5:30^Schoot Co-otdinatorts. ************************* 1:30 DAY 9 - THURSDAY - JULY 19 - Join Cta46e4 4ot gnoup daccosion with 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 Boucher 3:30^Addte44 by Atvin McKay, Dinectot o4 the Indian Education Rezouncez Center. 4:30^Fatewett 6 Good Wizhes ** ** ** ** * ***** ** *  THE FOLLOWING IS A LETTER WRITTEN BY A MOTHER WHO SEEKS TO 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 contains my chi td, pease asf youuetti why you ate going to teach Indian cW,dten. What ate yours expeaRion4 - what tewatds do you anticipate - what ego-needs Witt out chitdten have to meet? Write down and examine art the inptmation and opinions you possess about Indians. What ate the stereotypes and untested azzumptionA that you biting with you into the etas's/Loom? How many negative attitudes towards Indians wilt you put beopte my chitd?  -7 What vatuez, ceasz ptejudicez and ma/tat pAincipeez do you take Lan granted ad univetzat? Pteaze nemembet that 'diiietent item' iz ^the yandztick not the zame ad 'woAze than' on 'better than' , you mze to meazute your own ti4e zatiliactotiy may not be apptoptiate Lan theit tivez. The term 'cuttutatty deprived' was invented by wet-meaning middte-ctazz whites to dczctibe something they could not undetztand. Too many teacheA4, unioAtunateey, zeem to zee theit tote as tezicuet. My chitd does not need to be nezeued; he does not consider being Indian a miziottune.^He had a cuttute, probably Wen than young; he has meaningiut vague and a Aich and varied expetientiat baekgnound. Howevet zttange on incompnehenzibte it may zeem to be to you, you have no night to do an zay anything that imptiez to him that^led than zaVziactony. Out chitdten'z expeAiencez have been diHenent (nom those o ti the 'typicat' white middee-ceazz chted bon whom mast school cutticuea zeem to have been dezigned (I zuzpect that thiz 'typicat' child doe not exizt except in the mindz di WhAiCULUM wAiteAz). Nonetheeers, my chitd's expetiences have been as intenze and meaning6ut to him ad any chiediz. Like most Indian chitdten his age, he .us competent. He can deed himzeti, pupate a meat ion himze6 and than up a litenwandz, cake Lon a younger &Led. He knows hL6 tame - ate oi which iz his home - tike the back oi hi4 hand. He 4:4 not accustomed to having to azk peAmizzion to do the ordinary things that ate pant oi normal Living. He £4 zetdom onbidden to do anything; mane uzuatey the consequences oi an a on are explained to him, and he^atemed to decide Lot himzeti whether on not to act. WA entire exiztence zince he has been o.ed enough to zee and heat had been an expetientiat learning situation attanged to pnovide,him with the oppottunity to develop ha skirts and con6idencein hi4.6wn .capacitiez. Didactic teaching wile be an atien expetience 4on him. He £4 nbt zeti-cogzcious in the way many white chitdten are. Nobody has "even' tad him his e lqoAtz towatdz independence are cute. He £4 a young human being enageticatey dbing job, which .cis to get on with the ptocezz o6 tea/ming to iunction as an adult human being. He mitt tezpect you ad a peAzon, but he 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 ztupid on Oafish. Do not miz.take hiz patient couttczy Lon indiiieunce or pazzivity. 000^  .00  He doesn't speak standard &Wish, but he is in no way itingUisticatty handicapped'. I6 yo'ci wilt take the time and couttesy to tisten and observe cate6utty, you uLU See that. he and the others Indian chitdken Communicate vow wett, both among themsetves and with °then Indians. They speak '6unctiona2 English', vety c66ectivety augmented by theit guency £n the silent Language - thesuktte, unspoken communication (56 4aciat expussions, gestuuk, body movement and the use^peuonat space. You wilt be we12 advised to nemembet that auk chitdnen ate skitt6ut intev&eteu 66 the sitent tanguage.• They witt know youn 6cetings and attitudes with unming occision, no matte& how cau tiutty you avtange yours smae on moddtate yours voice. They witt Leann £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 you teach him•that he has a reading pobtem? Witt you help him develop problem-sotving skittS, on wilt you teach him that school is when you my to guess what anwet the teacher wants? Witt he Leann that his sense o6 his own value and dignity is valid, on witt he Leann that he must 4onevek be apotogetic and 'trying ha&det! because he isn't white? Can you help him acquite the intettectuat skitts he needs without at the same time imposing yowl_ values on top o those he atteady has • Respect my chied. He is a pmson. He has a night to be himset6. YOUAA vow sinceuty,  His Mothers. ********************** ********************** * **********************  SPIAC^SCHOLARSHIP One scholarship' donated by Unit 20 of the Veterans Army, Navy & Air Force Ladies Auxiliary of Vancouver. •  Scholarship for the Preservation of Indian Arts and Culture (SPIAC) is a project of the above organization whose aim is,to raise funds for such worthy projects as may aid veterans or descendents of veterans. Their decision to make a scholarship available to Indians for the perpetuation of Indian Art & Culture came after much thought and deliberation. •• • - 9 - • • •  9 A scholarship of up to $500, will be awarded to an Indian (status or non-status) who specifically plans to enroll in a school for Art and who plans to take courses ans studies leading to a career in Native.daldian Art :or, Culture. The scholarship is administered by the Indian Education Resources Center. address: -  Information and Applications are available at the following 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 COUNSELLOR Our yurt, an experimental structure adapted from an ancient Mongolian tent designed by Dr. William Coperthwaite (Ph.D. Education, Harvard), was built over a period of four days in March, 1973. This was a pilot project carried out to gather datn to support assumptions ma4e by myself about educational neihods and their relative effectiveness. It was assumed that educntional projects that involved both theoretical and "real" experience conducted in the reserve community would elicit much greater positive response from the participant native students and their parents than more traditional didactic methods. ,  Taking advantage of Mr. Coperthwaite's presence in Penticton while attending a Home Show, we arranged to have him supervise the construction of our yurt. The yurt's initial function was to house an 0.F.Y. program to be directed by Mrs. Jeanette Bonneau this summer. In a period of four days, a group of fourteen young people (both junior secondary students and drop-outs) completed the construction from hastily gathered materials. The eagerness of the participants is readily noticeable in the enclosed-photographs. The young people worked an average of ten hours a day in weather that was far from pleasant (cold winds, snow and sleet). SO.^  10 -  - 10At the completion of the yurt many students came to both  myself and Mr. Coperthwaite to express their feelings that he was the best teacher they had ever had and that building the yurt was the most satisfying learning experience they had ever had.  The reserve community received the yurt project very positively. The odd design and name caused the yurt to be the butt of many "in-jokes"; however, many parents expressed an overall pride in the quality of the young people's work and the basic utilitarian function of this sort of educational project. It is my firm belief that such reality orientated educational projects involving outside specialized experts and a crosssection of the reserve community youth could provide a much positive exprosure of education to the reserve community. I feel a comprehensive up-grading program combined with a series of well integrated projects could provide a positive solution to the drop-out problem we find ourselves burdoned with.  •••  S. •  1 1ADDENDUM I should like to take this opportunity _to thank the Penticton Indian Band for the faith they showed in supporting our project. I should also like to thank the following young members of the Penticton Indian Band who made a dream reality through their persistent hard work: Wayne Kruger, Wesley Eneas, Kenny Eneas, Sarah 'Pierre, Inez Pierre, Pam Gabriel, Getty Kruger, Brad Gabriel, Marvin Pierre, Thomas Kruger, Jeannette Bonneau, August Armstrong', Harry Gabriel, Darryl Gabriel, Lenny Pierre, Fied Baptiste, Charlie Kruger, Tim Kruger, Louie Alex, and Leslie Terbasket (Lower Similkameen Indian Band).  *.*** * ***** * **  * ********** **: ** **** * **** *  1973 B C^. T A . ART CONTEST Spring of 1973 saw a unique buaa of activity at the Indian Education Resources Center: Among the regular services, the Center reached out to the Indian students in the province and invited their participation to display.their talents in an all-Indian Art Contest for secondary students. Response was instantaneous and remarkable . Pieces of artwork came in from virtually every point in the Province. The EaSter deadline saw nearly 50 entries and Bradley Hunt, Saul Terry and Sharon Hitchcock (noted B.C. Indian Artists) were appointed as isd,gss Sharon was unable to participate dile to her Ua.C.'exams,Final decisions were made in May and June by Bradley Hunt and Saul Terry. Prizes were awarded but the results were not included in the June Newsletter. A unique activity became A success. -  -  Bradley and Saul had much difficulty evaluating and categorizing the Art work but finally came up with a workable judging. Each piece was judged by the artist's: Use of initiative originality, organization, neatness, potential, versatility, and media control with 0 to 5 points awarded for each for a possible total 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 a copy of his evaluation sheet. to assist him in'his future artistic development.  - 12Another Art contest will be held in the near future. The judges have made some recommendations which will ensure a better second Art Contest. Many thanks go to B.C. Packer, Canadian Fishing Company, and one individual for their generous donations of prize money. 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 Cranbrook Carl 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,1973 DR. ARTHUR MORE "All I used to notice in my Indian students was that they seem so quiet. I didn't really understand the_ situation. I didn't realize that the Indian people have so much to contribute. I didn't realize how much our school system and society is stacked against the educational growth of an Indian child. I didn't reali ze what a beautiful heritage,the Indians in, our area had. I didn't realize how much Indian people are doing to overcome the problems they are facing. I didn't realize my own prejudices." This was the reaction of one teacher to the Indian Education Course (Ed. 479) taken by 35 teachers at U.B.C. this summer. The course, which drew teachers from the Yukon, North West Territories, Saskatchewan, Alberta and B.C. provided a forum for an exciting exchange of ideas. It provided the opportunity to hear from a variety of Indian people ranging from students and parents to educational and political leaders including George Wilson, Director of Indian Education in Victoria, B.C. It provided the opportunity to hear from a variety of others working in Indian Education. But most important it provided the opportunity for the teachers to analyze their own attitudes, their own relationships with Indian people, their own knowledge about Indian people and their own teaching techniques. A highlight of the course was the presentation by Bill Mussell, then Director of the Union of B. C. Indian Chiefs', concerning relationships between teachers and Indian communities Another highlight was the salmon barbeque at the Tzeachton Reserve in Sardis, B. C. attended also by the Home-School Co-ordinators who were taking a course under Robert Sterling at the'Resources Center, and by members of the Indian Education and Indian Teacher-Aide classes at Simon Fraser University. Another highlight was the trip to the Provincial Museum in Victoria and side trips to the Ethnology Tower and the Provincial Archives. The teachers had the opportunity to view the travelling kits on various culture areas, and to get a first-hand picture of the resources of the Provincial Archives and the Museum. A regular part of the course was a section on Language Arts dealing particularly with teaching English As A Second Language and as a Second Dialect, presented by Mary Ashworth.  - 14The Home--School Co•ordinators provided one of the most perceptive presentations of Indian peoples' points of., view. Their exchange with the teachers resulted in a much better mutual understanding of each others problems. Lonnie Hindle, Secretary-Treasurer of the B. C. Association of :ori-Status Indians described the problems of non-status Indians and the work his Association is doing. Mr. Hindle. also a highly qualified linguist and specialist in the Gitksan Language, also dealt with the language-culture problems that non-status and status Indians face. Another presentation was made by Kent Gooderham, Acting Head of the Education Branch of the Department of .Indian Affairs in Ottawa, who dealt with the stance of federal government toward the National Indian Brotherhood position paper on Indian Education. Jim Inkster, formerly principal of Carson Graham Secondary School in North Vancouver also made a presentation dealing with his work at the 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 communities orientation, effects of the school system on Indian students, changing 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 a basic text for the course. Some of the teachers worked with members of the United Native Club at Matsqui Institution. The visits to the prison opened a 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 speaking and others topics. One major output of the course was a series of papers dealing with practical aspects of Indian Education written by class members. These papers are presently being duplicate for use by teachers, and Education. Committee members. * ** *  ** * ***** * * ****** **^ ** ****^****  onous  INDIAN STUDENT RESIDENCE  Nathan Ttarthews, 24 years old and a resident of the Chu Chua Indian Peserve near Barriere, P.C., has been officially appointed as Trainee for On-The-Job--Training at the Kamloops Student Residence for the position of Administrator. Nr. Matthews is a graduate of  - 15 U.B.C., and is married to the former Marie. Latreniouille of Little Fort, B.C. Mrs. Matthews is a school teacher. The training program commenced on April 13th, and will terminate on December 31/73. On the successful completion of his training, Mr. Matthews will be evaluated and appointed Administrator of the Residence. Mr. Matthews was nominated and selected by the Indian Advisory Committee for the Residence which was formed in 1968 to give the Indian people a real input into the education of their children. After the nomination and selection, a contract was signed between Mr. Matthews, the Department of. Indian Affairs and the present Administrator, Father Allan F. Noonan O.M.I. The oblates of Mary Immaculate have administrated the Residence since its founding in 1889. The present administrator Father Noonan OMI - has been nine years as Administrator in the Residence, and has a total 18 years in Indian. Education. Father Noonan has received a new posting - parish work in another area of B.C., to become effective January l a 1974. The Kamloops Indian Student largest in Canada, is a boardine home while they attend non-lndian schools are 50 on the staff, half of whom are  Residence, at one time the for 215 Indian boys and girls in the Kamloops area. There of Indian origin.  It is interesting to note that when Mr. Matthews assumes leadership in the Residence, he will become one of four Indians who 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, Consultant for Native Children for the School. District. This in itself speaks well for the future of Indian Education in this School. District. In transferring__ the administration of the Residence to Mr. Matthew, the Oblates will end eighty-four years in Indian Education in this aria. The Indian people are ready to assume this responsibility, and the Oblates feel that they are needed more in other areas of the Apostolate. Allan F. Noonan O.M.I. Administrator. * *** * * *** *  ***** *** *** ****  * *  ** * ****** ****** ******* * * * ** *********  * * * **  ****** ****** ******* ** *** ********* -- 16 -  - 16--  If' TAM ADULT EDUCATIN CEPTER RAY COLLINS Fall 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, and employment. 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 to enroll: September 4, 5, 6th at Indian Education Center, (address above) or when You are ready. Indian History & Handicrafts: Sometimes special arrangements 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 can Materials: Indian Library & Films: Length of Course: 4 months, more or less, depending on needs: continuous enrollment and graduation. Stereo with Tape, T.V., Microscope, Projectors, Science Equipment, Ault•Based Program Materials. Books, materials, and tuition are free and and living allowances may be also provided as well as medical and dental needs. Living accommodation arranged if needed. Visits by Indian Leaders and Band Members, and Resource Persons; Visits to Indian Friendship Center, Indian Meetings, and to 'Museums, Library, "arks, Schools, etc. Class about 15 which permits individual and small group learning situations in a friendly co-operative setting with high expectations of effort and 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 Arithmetic, Reading, Spelling, and Language. Over 100 successful. Indian men, and women graduates, many of whom renew their friendship often with us.  - 17Free tutorinvin Grades 9 - 12 Mathematics and Sciences. Anyone interested in invited to come and see us, write, or phone.  ***************** * ******** ******* ** *****  BOOK RE"IEW Nov books are continually being made available by circulation through schools, libraries, and the book stands. We are constantly adding to our shelves such books that contain information on and for 'Indians that may be useful in. Education. These books may be available elsew7lere but we have stocked them for people who may wish to borrow them. Union of B. C. Indian. Chiefs - Fourth Annual Conference. - minutes and speech presentation - Prince Rupert, B. C., 1972. -  Halfbreed - Maria Campbell - An already famous publication of vivid and deep reflections of b. young girl who grew-up in circumstances that probably can be compared with. many Metis today. We've Killed Johnny Ussher - Mel Rothenberger - a story researched and written by a descendant of the McLean Brothers reflects very subtly the conditions and social issues of life in the South Central Interior of. B. C. in the late 1800's. Indian Oratory - W. C. Vaderworth - a compiled list of great speeches made 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 her first book. Illustrated interpretations of Indian stories and myths. Indian Masks & Myths of the West - Joseph F. Wherry - Explains the Indians love of Nature and the meaning of their culture by their steries, their dances and their Art.  ***** * ** *** *** *** *** ****^ * * **  -- 18 This Newsletter is one of the numerous services available from the Indian Education Resources Center, whose Basic Aim is to Improve Educational Opportunities for Native Indians. Fundamentally the Newsletter attempts to increase awareness of problems and weaknesses in current Education relative to Indian students, and to suggest positive activities that may counteract these negative influences. It serves as an on-going forum for the transmission of information, opinions, ideas, and data about the Education of Indian People, both in Educational Institutions and society in general. It endeavours to correlate past history, present situations, and future goals. If there is something you have heard, seen or discussed involving Indians in schools or society which leave you with questions or a desire for more information, write to us. If there is something in the form of a program or activity involving Indians in Education or society which you or your organization has taken on and which appears to have success, please write us a report. We encourage you to contribute to our Newsletter. If you write an article or letter that would be useful to other people in British 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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