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UBC Publications

Indian education newsletter Sep 1, 1973

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Array VOLUME ^ n
SEPT.    1973
Indian Education Resources Center
Room 106 - Bftock Hall,  U.B.C.
Vancouver 9,  B. C.
Phone;   228-4662 POEMS
David T. Hawkes, Principal ol Wickaninnish Elementary
School submitted these poems on behall ol thnee ol his pupils who
can be vexy proud ol theix achievement as nunners-up in a
Province-Wide poetry contest recently.    Out ol thousands ol
entries the lollowing and another poem by Leona Hanson ol
Opitsaht Reserve were among the 130 poems selected to the
National Selection Committee lor national awards.    The lollowing
poems wene written by young children Irom the Hesquiaht Band.
* ** *
******
****
**
*
DAYDREAM
b y
Ru I us     Charles on
Grade     7
range     -     red     skies
Calm,      bluish     sea,
Gliding     boat,
Ringing      bells,
Squeaking     gears,
Dressing     s o c k e y e ,
I     I e el     happy
Fishing    '.
*    *    *
* * *
***
*
***
** **
*******
*********
******
*****  *****
* * **  ** * *
*******  *******
********  ******** - 3 -
CONTRAST
b y
Jean     Charles on
Grade     7
Mid mountains and sea, sky and tree,
My Indian spirit is Inee;
I'm bold as an eagle,
Fleet as a deer,
Keen as a cougar,
No one to lean.
A change ol scene - I'm city bound;
My spirit nestlessly looks around -
Fences, closed doors, narrow halts,
Like a Irightened bind,
Closed in by concneat walls.
Understand then
My longing lor Rarest peach,
For cedar-scented air and sea breeze.
****
**
*
**
****
******
********
* *       * *
* * * *
******     . ******
HERITAGE
by
Agnes     Charles on
Grade     7
Sounding echoes surround me,
Reminding me ol our days ...
Deerskin rattles keeping rhythm,
Dancing shadows in Sun's rays.
Bone sticks pounding out a beat,
Beating drums around the lire,
Stamping leet on pebble ground,
Haunting chants oI elders ' choin.
*****
**      .,.. *** **
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...  4 - - 4 -
BRITISH COLUMBIA NATIVE INDIAN TEACHERS' ASSOCIATION
FALL CONFERENCE
ALERT BAY is tixe community where the B. C. Native Indian Teachers'
Association will hold their loll conference on October 24, 25 & 26,
1973.    The theme far the conference will be "Local Control ol
Schools", and a major speaker will be invited to lend inspiration
ans set the tone far the meet.    Travel arrangements, accommodation,
meals, etc., axe being arranged and infanmation will soon be
available faom the Indian Education Resounces Centex.    All BCNITA
Membens one asked to attend and visitors axe welcome.
*********
* * * *
* * *
*
*
***
HOME - SCHOOL CO-ORDINATOR COURSE - U.B.C.
SUMMER 1973
The third Summer Home-School Co-ordinators' Course took
place at Brock Hall, Room 210 faom July 9 - July 20,  1973.    Classes
went faom 1:30 - 5:30 p.m. every alternoon.    The Co-ordinator
was Robert Stenling, Assistant Director ol the Indian Education
Resources Center.    The course itsell is sponsored by the Center
through the British Columbia Native Indian Teachers' Association.
The course is designed to give concentrated infarmation
on various topics {Chosen by the paxticipa.nts themselves) in
pnepaxation fan going^ into the faeld.    DiHerent speakers who axe
professionals in their chosen lield gave instruction, and, a lively
exchange ol infanmation between the students themselves, and
their instructors added much to the course.
This is a. non-credit course which has been oHexed
mainly to new or prospective Home-School Co-ordinators to give
them insight into the fandamentals ol the H.S.C. role.    At present
research is underway into the .possibility ol a Regional College
taking over the course as part ol its regular program leading
to University credits and possibly a recognized centilicate or
degree.
Mr. Vernon Brown, a noted Indian Artist is preparing a
centilicate far the students.    A written summary ol the course is
available Inom the Center on request.
... -5-  . Present at thJJ summer's course were Ruth Cook, Alert Bay;
Louise. Nisyok -Terrace; Marilyn Glasgow, Lytton; Rose Belt, Masset;
MalcolmHalliou   Chetwynd; Joyce Smith, Kitimaat; Vivian Ferguson,
Agassiz;  Irvin Wil><?n, Peguls Reserve, Manitoba; Margaret Hill,
KitkatPa: Pexctr Roberts, SaxdiS; Kathleen Malloway, Saxdis; Luke
Atleo, Ahousat; Cora Ryan, North Vancouver; Victor York, Merritt;
Ernie Elliott, Duncan; Irene Harris, ChcmainuS; Isabell lkildoe,
Kispiox; Charlene BelZeau, Williams Lake; and Inez Dudoward, Port
Simpson.    Visitors to the course included: Saul Terry -H.S.C. -
Lillooet; Ted Joe, H.S.C.-Sechett; and Shirley Joseph, H.S.C -Smithers.
The schedule ol the course was as fallows: -
1:30 DAY I—MONDAY - JULY 9—Robert Stirling
INTRODUCTION --
THE HOME-SCHOOL CO-ORDINATORS
- history
- role
- suggested olface procedures
1:50 p.m. - B.C. Native Indian Teachers' Assoc.
******************************
1:30 DAY 2 - TUESDAY - JULY 10 - Robert Sterling
DAY TO DAY DUTIES OF H.S.C.
3:15 PRIORITIES OF H S C
3:30 STRUCTURE OF PROVINCIAL SCHOOL SYSTEM - Dr. Art More.
5:30 " " " " "
******************************
1:30 DAY 3 - WEDNESDAY - JULY 11 - Mr.  Edgett - Canada Manpower
Policies S Services
3:30 Dr. Joseph Boucher - Public Speaking
5:30
7:30 p.m. SALMON BARBECUE - CHILLIWACK
*******************************
1:30 DAY 4 - Thursday - JULY 12 - Indian AHains Services S Policy -
Jim McCallum S Maurice Toporowski.
3:30 Colin MacDougall -
5:30 Counselling Techniques
*******************************
1:30 DAY 5 - FRIDAY - JULY 13 - Colin MacDougall -
5:30 Counselling Techniques.
*******************************
* *
***                     ***
* *
- 6  -
• • •       V       • • • -  6
1:30   DAY 6 - MONDAY - JULY 10
5:30 Mike Tanzee - Drugs IAlcohol - Use - Abuse.
*************************
1:30 DAY 7 - TUESDAY - JULY 17 - Dr. Bull Oldridge - Education
Psychology.
*************************
1:30 DAY 8 - Wednesday-JULY It - Counselling Techniques - Colin MacDougall
3:15 Open Discussion among students & experienced Home-
5:30 School Co-ordinators.
*************************
7:30 DAY 9 - THURSDAY - JULY 19 - Join Classes far group discussion
with teachers - Education 479 - Cross
3:15 Cultural Indian Education.
5:30 Counselling - Colin MacDougall.
SOCIAL EVENING AT CORA RYAN'S HOME.
*************************
7:30 FRIDAY - DAY 10 - JULY 20 - Public Speaking - Dr. Joseph Boucher
3:30 Address by Alvin McKay, Director ol the Indian Education
Resources Center.
4:30 Farewell S Good Wishes
** ** **
* ** *
****
**
*
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. -
Dean Teachen:
Befane you take charge ol tlxe classnoom that contains
my child, please ask youxsell why you are going to teach Indian
childAen.    What are your expectations - what rewards do you
anticipate - what ego-need^ will our children have to meet"?
Write down and examine oil the infanmation avid opinions
you possess about Indiaivs. What axe the steneotypes and untested
assumptions that you bring with you into tlie classroom? How many
negative attitudes towards Indians will you put befare my child?
...  - 7 -  ... - 7 -
What values, class prejudices and moral principles do you take fan
granted as universal?   Please remember that 'diHerent Irom' is
not the same as 'worse than' or 'better than', and the yardstick
you use to measure your own Ufa satisfactorily may not be appropriate
far their lives.   The term ' aulturalty deprived' was invented by
well-meaning middle-class whites to describe something they could
not understand.
Too many teachers, unfartunately, seem to see theix
role as rescuer.    My child does not need to be rescued; he does
not consider being Indian a mi&fartune.       He has a culture,
probably older than yours; he has meaninglul values and a rich
and varied experiential background.   However strange or incomprehensible it may seem to be to you, you have no night to do or
say anything that implies to him that it is less than satisfactory.
Our children's experiences have been dillerent Irom
those ol the 'typical' white middle-class child far whom most
school curricula seem to have been designed {I suspect that this
'typical' child does not exist except in the minds ol curriculum
writers)...   Nonetheless, my child's experiences have been as
intense and meaninglul to him as any child's.    Like most Indian
children his age, he is competent.   He can dress himselfa prepare
a meal far fauns ell and clean up alterwards, care far a younger
child.    He knows his neserve - all ol which is his home - like
the back ol his hand.
He i& not accustomed to having to ask permission to do
the ordinary things that are part ol normal living.   He is seldom
fanbidden to do anything; more usually the consequences ol an
action are explained to him, and he is allowed to decide far him-
sell whether or not to act.   His entire existence since he has
been old enough to see and hear has been an experiential learning
situation, arranged to provide,him with the opportunity to develop
his skills and conlidence in his .own.capacities.    Didactic teaching will be an alien experience far him.
He is not sell-conscious in the way many white children
axe.   Nobody has ever told him his elfarts towards independence
are cute.    He Is a young human being energetically doing his
job, which is to get on with the process ol learning to lunction
as an adult human being.    He will respect you as a person, but
he will expect you to do likewise to him.    He has been taught,
by precept, that courtesy is an essential pant ol human conduct,
and rudeness is any action that makes another person fael stupid
or faotish.   Do not mistake his patient courtesy far indiHerence
or passivity. -  8
He doesn't speak standard English, but he is in no way
'linguistically handicapped'.    II you will take the time and courtesy
to listen and observe carefally, you will see that he and the other
Indian children communicate very well, both among themselves and with
other Indians.    They speak ' fanctional English', vexy elfactively
augmented by their fauency in the silent language - the subtle,
unspoken communication ol facial expressions, gestures, body
movement and the use ol personal space.
You will be well advised to remember that our children
axe skillfal interpreters ol the silent language.   They will know
your faelings and attitudes with unerring precision, no matter how
caxefally you arrange your smile or modulate your voice.   They will
learn in your classroom, because children learn involuntarily.
What they learn will depend on you.
Will you help my child to learn to read, or will you
teach him that he has a reading problem?   Will you help him
develop problem-solving skills., or will you teach him that school
is where you try to guess what answer the teacher wants?   Will
he leaxn that l\is sense ol his own value and dignity is valid,
on will he leaxn that he must farevex be apologetic and 'trying
harden' because he isn't white?   Can you help him acquire the
intellectual skills he needs without at the same time imposing
youx values on top ol those he alxeady has?
Respect my child.    He is a person.    He has a right to
be himsell.
Yours very sincerely,
His Mother.
* * ■
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**********************
**********************
* *■■•'■-■-'.;
S P I AC  ■■;-    S C H 0 LARS H I P
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. CEndian Art :or; Culture.
The scholarship is administered by the Indian Education
Resources Centers •
Information and Applications are available at the following
address: -
Indian Education Resources Center      ,.       .-<.:<■■.
Room 106 - Brock Hall -» U.B.C*
Vancouver 8, B. C. (Phone: 228-4662)
1    *    I
*A ***** ^*
*********
*        *****       *
************************
PENTICTON RESERVE YURT CONSTRUCTION PROJECT:
AN EXPERIMENT IN REALITY EDUCATION
- DONALD JENKINS■- EDUCAT£Ojl 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 data, to support assumptions made by myself about educational methods and their relative effectiveness. It was assumed
that educational 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 O.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).
• • «  *™ X\J     •*  • • • - 10 -
At 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 cross-
section 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.
m
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*#• - 11 -
ADDENDUM
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, Fred Baptiste, Charlie Kruger, Tim Kruger,
Louie Alex, and Leslie Terbasket (Lower Similkameen Indian Band).
* *** *
* * * .
*****
*
*
* ........
*****
**********    **********
1973 B.C.N.I.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 art work 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 judge*
Sharon was unable to participate due to her U.B.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.
- 12 - - 12 -
Another 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 Dawson - Singcome Inlet, B. C.
"Sadie Jir - /lexis Creek, B. C.
JUNIOR    Jerry Anne Pouce Coupe - Fort St. John, B. C.
Darlene E. 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.
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.
************************
. - 13 13,-
INDIAM EDUCATION - U.B.C. - SUMMER-SESS1I1N^0.973
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 realize 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. - 14 -
The 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 Kindle, Secretary-Treasurer of the B. C. Association
of Non-Status Indians described the problems of non-status Indians
and the work his Association is doing.  Mr. Kindle, 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 Robert 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 teachers 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.
*  **  *
■k   ** *
&***
*A
******
* * * *        * * * *
KAfLOOPS INDIAN STUDENT RESIDENCE
Nathan Matthews, 24 years old and a resident of the Chu
Chua Indian Reserve 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»  Mr. Matthews is a graduate of
... - 15 - ... 15
U.B.C, and is married to the former Marie Latremouille 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 ha:.; received a new posting - parish work in another area of
B.C., to become effective January 1, 1974.
The Kamloops Indian Student Residence, at one time the
largest in Canada, is a boarding home for 215 Indian boys and girls
while they attend non-Indian schools in the Kamloops area.  There
are 50 on the staff, half of whom are 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 area.  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.
* *** *
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* * * * * *
****** ******
******    ******
*******    *******
*****    *****
ft********    *********
16 - ... - 16 -
INDIAN ADULT EDUCATION CENTER
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 nites:  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, Adult-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, Parks, 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.
... - 17- ... or phone.
-  17 -
Free tutoring in G?:ades  9-12 Mathematics  and Sciences.
Anyone interested in invited to come and see us, write,
*****************
* *
*******      *******
-. • ■ * *
*
*****
BOOK     REVIEW
New books are continually being made available by cir- .
cuiation 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 elsewhere 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,t .1972.
Halfbreed -- Maria Campbell - An already famous publication of vivid
and deep reflections of a 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 -
A 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 H. Wherry - Explains the
Indians love of Nature and the meaning of their culture
by their stories, their dances and their Art.
***.** ... - 18 - ...
***
***
* * *
*** ***
****   **** 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
i -

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