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Indian education newsletter Apr 1, 1973

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lV<&>,. LIBRARY^
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VOLUME' 3 #7
1ARCH 1973
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Indian Education Resources Centex
Room 106 - Bnock HoJUL,  U.B.C.
Vancouver 8, B. C.
Phone:  228-4662 CHILDREN  LEARN  WHAT  THEY  LIVE
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I^ <x child lives with criticism,
He learns to condemn.
II a child lives with hostility,     ^
He leaxns to light.
II a child lives Kith ridicule,
He learns to be shy. \
II a child lives with shame,
He leaxns to leel guilty.
II a cliild lives with tolerance,
He teams to be patient.
II a cliild lives with encouno.gment,
He leaxns confidence.
II a cliild .lives with prai.se,
He leaxns to appreciate.
II a child lives with laixness,
He leax'as justice.
II a child lives with seauuty,
He leaxyis tc have lalth.
II a child lives with approval,
He leaxns to like him til.
II a cliild lives with acceptance & friendship,
He learns to {ind love in the world.
*        *       *
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INDIAN     STUDIES     COURSES
GEORGE   N.   WILSON  i
DIRECTOR - INDIAN EDUCATION - VICTORIA^ B.C.
It is most gratifying to hear and see that some school
districts in the province are recognizing the need to teach Department of Education approved Indian Studies courses in their schools.
Many Indian Bands have already taken the initiative in\this regard -
- and more power to them.
It must, for the most part, be the responsibility of the
Indian leaders, and the Indian people in general to unfold to the
Indian child the reasons to take pride in their meaningful culture
and history.  These reasons are neither fictitious nor unsubstantiated.
It is a fact that we have a history; it is a fact that Indian culture
and history, like any other, has continuity which is meaningful, and .
reflects a chain of life from generation to generation.  The Indian
child deserves the personal right to pass the Indian culture, and
history on to the next generation.
It is for the school districts, and Indian bands co-operatively, to afford the time to bring to light the contribution
of Indians to this society by introducing Indian Studies courses,
both in school and post school.  It is for the Canadian Society to
appreciate through the study provided by these courses, the xrorth
of the Indian history and culture.  It is for the Indian child and
children in British Columbia in general to have the opportunity
through their personal right to knoxv' of a people that is deserving
of a place in the history books of Canada.
***
***
*****************
* *
*** ***
A T I V E     INDIAN     LANGUAGES
GEORGE   N.   WILSON
Following the announcement by Mr. Frank Calder, Minister
Without Portfolio, of his intention to introduce a Bill which would
make it possible for school districts to teach Indian languages in
their schools, there have been many calls directed to my office by
newsmen, and educators alike.  The queries are numerous, and in
many cases very good.  Examples are:  Is it feasible to teach Indian
Languages in viex-7 of the fact that many Indian teachers are so fexvT 3 -
in numbers? Would there be many school districts interested in
this venture?  Is there any point in teaching dying languages?
Can the Indian Languages be taught to non-Indians?
As a basic intention, giver, time, and money, the teaching of many British Columbia Indian Languages is possible.  The
legislation, and machinery that would be necessary of course is in
the hands of Mr. Calder.  The Native Languages Bill most certainly
will be well received by the Indian people in terms of \the preservation of the basis of the Indian culture — the languages.
To have any appreciation of Mr. Calder's intent in introducing this Indian Language Bill and also to appreciate the Indian
people's concern about the possible loss of their languages, much
Indian thinking has to be understood about Indian values.  To be
wealthy in the Indian sense is to be in possession of values other
than monetary.  To be rich in Indian is to possess talent which
is tempered with modesty; to own many songs, and dances, to possess
stories and legends to be passed from generation to generation.
To_ be Indian is to take a name and maintain its significance for
the good of the family and tribe.
In this paradox of possessing Indian affluence in the
midst of the 20th Century non-Indian values, it would be a credit
to the Indian people of this province if they could maintain what
is left of the rich Indian culture of today.
It would be disastrous and assinine to permit the Indian
languages in British Columbia which probably took thousands of years
in developing, to die x^ithout even an attempt to preserve what is
left.  Mr. Calder's Native Languages Bill x1rould certainly be enabling
legislation for tha perpetuation and preservation of one of the bases
of Indian values — the Native Indian Languages.
** * ft*
*****
* * A A
*** * * ***
*********AsV***A
*******************
ADDITIONAL SUPPLEMENTAL REFERENCES
ALVIN A. MCKAY - DIRECTOR - I.E.R.C.
In addition to the suggested guideline from our Indian
Education Resources Center - February, 1973 Newsletter, dealing with
Indian Studies for B. C. — we recommend the following, as additional
supplemental references:
1)  Curriculum Aid to Indian Studies - Thornlea
Secondary School, Thornhill, Ontario.
... -4- ... - 4 -
The above guideline for Indian Studies courses is available fdr loan from our Center, or write to the above address.
I
i   It deals with:
a) Aims and objectives in teaching Indian Studies.
b) Major study units: Indian Studies.
c) Indian Studies - teaching approaches.
d) Selected Bibliography in Indian Studies.
e) Indian Periodicals and Information Sources.
f) Audio-Visual Guide.
2) Social Studies - Indians of Canada.  For fifth
grade. By: - Caughnawaga Curriculum Development Froj ect.
3) Native North American Studies Institute: -
publishes the following Curriculum units: -
1) Changes (long ago - today comparisons)
Cree Indians.
2) Our Neighbourhood Occupations - grade 2.
3) Track Me Down - (visual association).
4) Indian Ponder - poetry, prose, legends of Indians.
5) About Then and Mother Earth and Us.
6) Native Songs and Dances.
7) Indian Wonder - Nature Study.
8) Native Ways - exploratory look at Indian ways.
9) The Indian and the Fur Trade.
10) Indian Expression.
All contents seem easily adaptable - most certainly presents
a format. For orders 1 to 2, write to Native North American Studies
Institute, 2050 Blvd., De Maisonneuve Quest, Montreal 108, Quebec.
4) Review of Indian Education in North America -
Ontario Teachers* Federation.
5) Intercultural Education: A Survey of Western
Canadian University Programs - J. W. Friesen,
University of Calgary, Alberta.
***
***********
**  ***  **
***********
.     THE INDIAN EDUCATION RESOURCES CENTER, U.B.C,
WILL BE OPEN FROM MONDAY TO FRIDAY, 9:00 to 4:30 p.m.
EVERYDAY DURING EASTER HOLIDAYS, EXCEPT FOR GOOD FRIDAY
APRIL 20th-, AND EASTER MONDAY, APRIL 23rd, 1973.
••• ~3~ •*• - 5
RECIPE     FOR     MAKING     DROPOUTS
TAKEN FROM:   Vancouver association for children with learning  DISABILITIES (VACLD) - NEWSLETTER'- FEB./73
2256 West 12th Avenue, Vancouver/ B. C.
Take one poor American boy, give him a little love as possible, kick him around a bit at home, put him in an academic school
room with subject curriculum and a "scholarly" teacher who sees no
hope for him, fail him once or twice, never give him more than a "D",
be critical, never praise him, treat him as a number rather than as
a person, don't let him ever feel he "belongs" in school transfer
him from one school to another occasionally, and keep him out of
school activities.
i
Stir these difficulties well together, make him angry
enough to play truant a few times, cook well in social class structure,
burn to a crisp with sarcasm, and bake for two or three years.
. i
'I
This should produce something you can sweep outside or under
the academic rug; but if you can't get rid of him this way, tell him
he has to take English with Miss Brown, or Latin, or Algebra.
If you want to frost this with a little juvenile delinquency,
deny him a job the first thirty places he tries.
i -
If this recipe still produces a good American youth, try
again,...courtesy Guidance Viewpoint, Spring 1972.
*  **  *
**********
**■
* *
**   **
THE BRITISH COLUMBIA NATIVE INDIAN TEACHERS' ASSOCIATION
SEMI-ANNUAL CONFERENCE TAKES PLACE ON APRIL 25th,  26th, S 27th,   1973
AT THE JERICHO HILL SCHOOL,  4100 WEST FOURTH AVENUE,  VANCOUVER 8,
B. C. THE THEME OF THE THREE DAY GATHERING IS "RELEVANT INDIAN
EDUCATION".    SUCH TOPICS AS INDIAN STUDIES, NEW  LANGUAGE ARTS
APPROACHES, INNOVATIVE READING PROGRAMS, TEAL, BCNITA DISTRICT
REPORTS AND PROJECTS,  UNIVERSITY CROSS CULTURAL COURSES ETC., WILL
BE VEALTH WITH.
\
THIS CONFERENCE IS NOT A CLOSED ONE — ANYONE IS INVITED
TO OBSERVE ANY OR ALL OF OUR PROCEEDINGS.
*
*******
*
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*****
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...    w     ... - 6 -
l
i
LETTER     TO     I.E.R.C.
AZvini
I will be teaching Indian young&ters shortly.    Do you have
any materials on recent inlonmation on the. psychological, sociological,
and language pnobtems a child entering elementary school has - especially those who cannot speak English.
Your help would be gratelulZy received.
Thank you.     j
Miss Lorraine Edney.
******************
***
*
Miss Edney:
No specific jiiece of writing, as it relates to Indian students of British Columbia exists.
There are very, very few Indian children in the whole province, in our schools,|who cannot speak English!
The type of english spoken by the Indian child, and the
assumption on the teacher's part that this child is fluent, and
articulate in the use of the english language, is the main obstacle
in the development of this child's english language usage.
The following points should be considered by all teachers:
1) Most B. C. Indian children in the early grades
speak a functional type of english. This is
controlled by the type that their parents have
to speak (picked-up on an incidental basis in
the fishing, logging or farming industries etc.).
\
2) Each Indian language in B. C is very rich in
visual imagery. Word, phrases, sentences (at
least, of my knowledge of the language, I speak)
have many connotations. The english language is
not as rich in visual imagery. A multitude of:
word usages, idiomatic expressions, pronunciations, vowels, dipthongs, consonants, prefixes,
suffixes, inflexious, abbreviations, synonyms,
antonyms, varies uses of sentences, to name a
few, are aspects of the english language that
those who speak a functional english, are very
deficient in.
• • • «»7««. ••• y
- 7 -
.. 3)  Due to the restrictive Indian Reserve Set-Up,
■       and due to the unpredictable, unstable economic
j       way of life of the Indian parents - Indian children, up to the elementary grades, do not have
J       access to an enrichment or an extension of their
experiential background (no annual vacation; no
weekend excursions; no exchange-summer trips, no
part-time jobs, no T.V. access, no public library
or museum access; no field trip access to factories, and other places of interests etc. etc).
From grade one up, all printed media, relies
heavily on its content, from these many facets
of experiences.  If the Indian child has not
experiences them, how can they comprehend the
printed media?
In a nutshell, an educator should spend a great deal of
time to enrich the functional english of these Indian students (never
assume they are fluent etc.). A great deal of time should be spent
in enriching the out of school experiences of these students.
The following are suggested references:
1) Any program using the Language Experience
Approach, can be adopted for these enrichment attempts.
2) Any Teaching English As An Additional
Language Program, can be adapted for
this enrichment.
3) Use of Drama, Oral English, Tape Recordings , are definite musts.
4) Use of Listening Posts (specific taped
sounds co-orelated with the printed
symbols).
5) Use of Games (write booklets; write
dictionaries; co-orelation of Art
activities with words; cut out words
recognized from magazine advertisements; report of new word learned outside the classroom; building a story
from one keyword on the blackboard;
putting labels on classroom articles,
parts of body, parts of clothing, playground things, parts of school, parts of
surrounding district etc., until you have
a village or town or words etc.).
• •# ~o— * » • - 8 -
|    There are an endless variety of enriched innovative activities,
thatithe above can lead to.
!    Keep in touch.
Sincerely, Alvin A. McKay, Director - I.E.R.C.
*
*
* * *
*************
* *
*************************
HOME - SCHOOL CO-ORDINATOR - BELLA BELLA, B.C.
MRS. LIZ BROWN
BCNITA Members, Mr. George Wilson, Victoria, Mr. Roy Haiyupis,
Port Alberni, Miss Margaret Vickers, Camosun College, were key resource
people at an Education Workshop, held in Bella Bella, February 1, 1973.
These three people visited the grade 8 class — for observation, and then all three spoke to the grade 8 students - regarding
learning opportunities, study helps, and planning for the future.
A delightful dinner of stuffed sockeye, baked cod in
tomato sauce, baked oolichans, a variety of vegetables, and pie ala
mode were enjoyed by all.
The evening saw many parents, teachers and interested
villagers turn out to a two and a half day Education Workshop. A
lively exchanging of ideas took place.  Some suggested activities,
for the local Education Committee, were:
1) To organize field trips (some parents to
visit boarding program students). Funds
can be raised locally.
2)
To put up a dinner for Indian students
new on the boarding program with those
already on the program.
3) Send newsletters out to boarding home
students referring to village activities.
Parents can send Indian food to some
Indian family, who then can invite
boarding home students to a home cooked
meal.
-9- - 9 -
4) Promote student exchange trips.  (Bella
Bella Grade 8 students will be exchanging
visits with some students from North
Vancouver homes in the early spring.).
5) Encourage regular meetings with teachers,
parents, education committees.
*
***
** **
*******
***  ***
******  ******
WELCOME NEW HOME-SCHOOL CO-ORDINATORS
ROBERT W. STERLING - ASSISTANT DIRECTOR
Our best wishes go to a group of individuals who have recently become Home-School Co-ordinators in various locales throughout British Columbia.
Mr. Gerrard Peters - Mount Currie
Mrs. Elizabeth Brown - Bella Bella
Mr. Victor Mack - Alexis Creek
Ms. Marilyn Glasgow - Lytton
Ms. Ruth Cook - Alert Bay
Ms. Louise Nisyok - Terrace
This brings the number of Home-School Co-ordinators in
British Columbia to thirty-one, a far cry from one single Home-
School Co-ordinator in 1969.  The Home School Co-ordinator Program
has proved to be a major contribution in the Education scene in the
province, serving such important roles as liaison between various
individuals, and organizations concerned in the education of Indians,
bridging communication gaps, counselling, encouraging involvement
and inter-communication, encouraging the initiation of special
projects, acting as a resource speaker, and in general serving as
a catalyst in the two-way involvement of Indian people, and School
Districts, and staff in the co-operation action that would lead to
positive end products of Indians in the school system, and in life.
It is very probable that in the near future other Home-
School Co-ordinators will come into existence in yet other areas
in British Columbia.
Once again may we at the Indian Education Resources Center
on behalf of the British Columbia Native Indian Teachers' Association
welcome you to our membership.
*** ***m$n*** *** ••• -l0- •••
**************** - 10 -
j
the Hollowing letter "dear you" is taken from:  amerind -
the signal - woyaka, sandstone, minnesota, january 1973.
i
Dear You:
Having nothing to do and nothing to write, I thought I'd
pick up a piece ol state and some chalk and write you a letter.    I
don't live where I used to,  'cause I live where I moved to now.    II
you want to know, then just ask anybody,  'cause nobody knows me.
I'm sonny we'ne so lax together, and wish were were larther apart.
Aunt Henry died, was sick last week.    He had the mumps.
Sure had a swell time.    He was at death's door and the doctors tried
so hard to putt him through.
Bnothen John died tost week and is doing line.    Cousin
Paul was a liltle high last night.    He slipped on a bananna peeling
and killed himsell.    A week later, he died.
I was going on a trip last night.    To Florida, that is.
I came to this sign thoX said:    "This will take you to Florida.",
so I sat on it, but the stupid thing wouldn't move.    So, I didn't go.
I'm sending you a coat in tixe mall.    I cut the buttons
oil £° wohe il lighter.    You' IZ lind them in the pocket.    The only
one there is.    I used the others to patch up those holes in the
back.
I also meant to send you the ten dollars I owe you, but
I lorgot to put it in this letter belore I sealed it.    II you don't
get tills letter, let me know, and I'll send it to you.
Your Friend.
P. S.    When you write back, write slow,  'cause I can't read last.
*
************************
JUNE, 1973 NEWSLETTER - WILL HI-LITE ACHIEVEMENTS,
ACCOMPLISHMENTS OF INDIAN STUDENTS. ANY SCHOOL, WITH
INDIAN STUDENT ENROLLMENTS. SHOULD SUBMIT THESE OUTSTANDING ACCOMPLISHMENTS (GRADE 1 TO UNIVERSITY LEVEL) TO OUR
OFFICE BY JUNE 8th, 1973. (ADDRESS: INDIAN EDUCATION
RESOURCES CENTER, ROOM 106 - BROCK HALL, U.B.C, VANCOUVER
8, B. C.)
#* *# ##
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