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UBC Publications

Indian education newsletter Jan 1, 1974

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Array VOLUME 4 #5
JANUARY, 1974
ivv. >V»l;\iV0.>
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Indim tdwatim Ruouao-U Centex
loom 196 ~ Brock Hall, U.E.C.
Vnntouvtn f, I. C.
Phone;   228-4661 COMING     CONFERENCES
B. C. PROVINCIAL MODERN LANGUAGES CONFERENCES
HOTEL VANCOUVER - JANUARY 26, 27, 1974
Open to teachers, department heads, and ichool administrators,
members of college and university faculties, members of cultural, and
linguistic and human rights groups id the community, school trustees,
members of government departments and other persons interested in the
learning of languages in our multi-cultural society.
Sponsored by the Modern Language Teachers Committee of the
Surrey Teachers Association.
****** ** ******
CONFERENCE ON TEACHER EDUCATION - FEBRUARY 8, 9, 1974
RICHMOND INN, RICHMOND, B. C.
To provide a public forum for the discussion of briefs on
the subject of teacher education in B. C.  Contact:  Conference on
Teacher Education, c/o Education Extension, Center for Continuing
Education, University of B.C., Vancouver 8, B.C.  (229-2181)
******** ***** ********
CONFERENCE ON THE LEARNING OF LANGUAGES IN OUR MULTI-CULTURAL SOCIETY
(The Annual Conference of the U.B.C. Education Cuneiculisn Department)
HYATT REGENCY HOTEL, VANCOUVER, B.C . - FEBRUARY 15, 16, 1974.
******* *** *******
INDIAN EDUCATION WORKSHOPS - Plans are underway to have Indian Bands,
Education Committees British Columbia Native Indian Teachers' Association Members, and interested Indians to come together f<$r discussions
in Education pertaining to their respective districts and areas.  For
further information call: -
Vancouver Island - Margaret Vickers, Counsellor - Camosun
College, Box 490, Victoria, B. C.
Phone: 592-1281.
North Coast - Shirley Joseph, Home School Co-ordinator -*,
Chandler Park Secondary, Box 2727, Smithers,
B. C.  Phone:  847-2211.
Vancouver Metro - Alvin Dixon, 15820 Roper Avenue, White
Rock, B. C. Phone: 531-3194 or contact:
Indian Education Resources Center,
Room 106 - Brock Hall, U.B.C, Vancouver
8, B. C.  Phone: 228-4662/6254/6325.
... - 2 - ... 2 -
Fraser Valley - Percy Roberts, Home - School Co-ordinator,
Chilliwack Area Council Office, 46500 Bailey
Road, RuraL_&ou£e-#2, Sardis, B~C;. Phone:
858-3384.
Interior - Joe Michel, Education Counsellor,, 227 Battle
Street, Kamloope, B. C.  Phone:  372-7788.
*****
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FIELD TRIPS FOR STUDENTS - VICTORIA
JANET BOSTON - U/VIC
Educational field trips and tours have become popular, and
useful projects for Indian students.  Just recently we have had visits
by student groups from Chetwynd, Merrit, Yukon, Terrace, and Penticton.
At a later date perhaps we can offer a summary of the interesting
places one can visit in Vancouver.
Of particular interest in the Victoria area is the service
available from the B.C. Provincial Museum.  The following is a useful piece of information.
Education Services at the Provincial Museum in Victoria
offer a program of School Tours, which are, unfortunately, completely booked up for the 1973-74 school year.  Perhaps teachers
could write to the Education Services and inquire about the School
Tours program for next year.  One of the Tours offered, called
Kutenai, is under the direction of an Indian instructor who tells
the children about the nomadic life of the Kootenay Indians as it
was lived.. The instructor also tells the children about the Indian
people of today in the Kootenay region.  This tour will probably
be available next year, and hopefully others will be developed
dealing with the historical past of B.C. Indians.
Although they officially provided School Tours, and they
are booked up. The Museum encourages teachers to take their
classes on 'unguided tours' through the exhibits at the Museum.
Education Services will provide the teacher with a kit to prepare
them to conduct the tour themselves.  They will even help you plan
the tour, but it's best to call them and speak to the Booking
Secretary first.  She can advise you of the best day and time,
- 3 - - i.
plus send you the Teacher's Kit and help you plan the tour.  The tour
can be tailored to the interests, grade, and background, .knowledge of
the class.
Their address-is: Education Services, B.C. Provincial
Museum, Parliament Bldgs., VICTORIA, B.C.
Phone:  387-3575.
The Museum has a large collection of artifacts of the B.C.
Native peoples.  Both Indian and non-Indian children are fascinated
by such samples of the material culture of B.C. Indians.  The actual
viewing of these artifacts can do much to enrich a pupil's perception
of B.C. history and usually makes them very curious. Thunderbird
park is outside the Museum and should be part of any Museum tour.
***
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*£000§*
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*
January 7,  1974
To Whom It May Concern:
We axe members ol Art More's Indian Education Course at
U.B.C, and axe interested in developing a curriculum unit on Indian
textile axis and faodstufa.    This is a plea   fax any and all infanmation Irom any axea ol B.C. concerning traditional or current practices
in these subject axeas.    For example:    weaving, spinning and dyeing
techniques; how to skin and tan animal hides; what materials axe
used in basket weaving and how they axe prepared; faod gathering
and preparation techniques; and legends and meanings behind these
practices.    A copy ol all materials received and the fanished
curriculum unit will be donated to the Indian Education Resources
Center at U.B.C.
Yours Sincerely,
Heather Lord, Phone: 254-9798
Linda Hoover, " : 688-7908
Susan Stout,        "    : 681-6588
WRITE TO THE ABOVE STUDENTS C/0:    Dr. Arthur J. More,
Faculty ol Education
Room 2419 - Ed.  Bldg.
University ol B. C.
Vancouver 8, B. C.
*****
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* *
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***********
4  - '- 4;
WANTED -- ASSISTANT. RESOURCES CQ-ORDIMTOR;
The B. C. Intercultural Curriculuip >roje>cf, affiliated with
the University of Victoria, requires an^Assistant Resources'Co-ordinator
to assist in the preparation and production <if^Ljnnlti-media social
studies teaching kit on Northwest Coast Indian.,culture-
QUALIFICATIONS:
- Minimum of Grade 12 or equivalent experience.
- Some experience and ability in writing.
- Some experience or special interest in teaching
or curriculum development.
- Research experience in such fields as anthropology,
linguistics, archival or historical research.
DESIRABLE:  - Several years experience working with native people in
reserve communities of B. C.
- Sensitivity to and understanding Of problems of Indian
Education.
- Familiarity with audio-visual techniques.
- Knowledge of native cultures of the Pacific Northwest.
\
OTHER REQUIREMENTS:   - Applicant must be able to do some travelling
and to work at any hours required.
STARTING DATE:   Immediately (project will take approximately 2 years).
STARTING SALARY:
In $10,000 - $12,000 range depending on experience
and qualifications.
SPECIAL NOTE:
In the case of an applicant being involved in an
education program arrangements for part-time work
till completion of program may be arranged.
CLOSING DATE:   February 15, 1974.
Apply in your own handwriting stating qualifications and
relevant experience in detail and stating why you would be interested
in a position of this nature to:
B. C. GILLIE, EXECUTIVE DIRECTOR
B. C. INTERCULTURAL CURRICULUM
PROJECT - HUT L
UNIVERSITY OF VICTORIA
VICTORIA, B. C.   V8W 2Y2.
5 - - 5
INDIAN STUDENT PANEL - KITIMAAT
COLLYNE BUNN - Ed. 479 STUDENT
An Indian Education Workshop held in Kitimaat on December
7 s 8, 1973 had, among its highlights, a panel of Indian students
who spoke to the delegation of teachers, parents, teachers, and
visitors.  Their frank and open replies to questions by moderator
Gordon Reid proved to be a stimulating and well received section
of the workshop.  Much credit is due these students who, Alice
Wuttunee stated, were not the "cream of the crop" but a random
sampling of the Indian students in Kitimaat.
As can be expected, the visible and highly charged
impact of the students' verbal deliveries is impossible to reproduce
4ft. print, but the words themselves bear a message for the teacher
and the parent.
The following was reproduced from a tape recording of
that session:
FROM TAPE 3, S 1 S 2 - STUDENT PANEL: -
Student Panel of fourteen Indian students from Mount
Elizabeth High School.
Students involved:  Wesley Nyce, Grade 8 Tina Stewart, Grade 9
Rick Nyce, Grade 10 Joe Starr, Grade 10
Linda Robinson, Grade 9 Alfred Ross, Grade 10
Lyle Wilson, Grade 12 Nancy Amos, Grade 9
Greg Robinson, Grade 12 Rebecca Shaw, Grade 10
Freda Wilson, Grade 11 Sandra Robinson, Grade 9
Floyd Grant, Grade 11 Sylvia Woods, Grade 11
MODERATOR:   GORDON REID - VICE-PRINCIPAL - HAZELTON AMALGAMATED
HIGH SCHOOL.
INTRODUCTION:     Alice  Wuttunee   (Home-School Co-ordinator -  Kitimaat)
Tonight  I have here my  fourteen students  from Mount
Elizabeth High School.     Gordon  Reid is  our moderator,    He's  a
vice principal  from Hazelton -  I'm not going to introduce Gerdon
today; he  comes  on tomorrow at 9:30  a.m.     Hope you all  come  out
and I'll  give  a nice  speech on Gordon. - c
I started out  and asked the students  about  three weeks'
ago,   "Would you like to be on my panel?"     in about a week and p
half I had three volunteers  and I bribed and I  cried and I dia
everything else.     About a week and a half ago I had fifteen.     So-
the spirit's  there;  these kids are interested.
The students  drew up the questions  themselves  — in  fact
Greg Robinson    did.     Two of my Grade  12 students hasrc cnade^^speeches
and they're distributed.
** ** **
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SPEECH BY LYLE WILSON ( GRADE 12 INDUSTRIAL )
I was  asked to tell  it like it is,  so the whole thing
starts with the treatment of the  Indian population at Mount
Elizabeth.     This situat'ion~Is  really a big misunderstanding,
especially by the parents of the Indian students.     Everybody knows
the story about "The Day Johnny So and So did a bad thing at school".
The teacher tells Johnny he is  going to phone his parents,  so
right after school Johnny races home to tell his parents his  story
and his  version  comes out with  a slight twist in it,     so when
the teacher contacts Johnny's parents  they cannot or do not want
to believe that Johnny was  really that bad.     Kids will be kids,
they'll grow out of it.     That is what happens at Mount Elizabeth,
except that Johnny is  an  Indian.
I think  the  Indian students  at Mount Elizabeth  are being
treated better than the white students.     They are given  a lot
more chances  to explain their actions or absences  from class, when
the explanation is  given  the teacher usually lets  them off, with
a slight warning.     That's  like some young kid going out  and wrecking daddy's  car,   the father gives him a dollar if he promises not
to do it again.
The teachers have got to get over this attitude,    When
this happens  to me,  I  get the impression that they really don't
care or else they  feel guilty about rebuking me  for my actions,
because  I'm an Indian.     Naturally I'll usually use this  to my
own advantage.     The teacher should do what they normally would
do,  if it doesn't work  I would suggest a serious  talk with the
student and his parents.     The talk should be with the teacher
not the Principal or Vice-Principal.
-  7 - -   7
Skipping classes  is  another big pastime  of the Indian students
at Mount Elizabeth.     Some  reliable source  came out with  figures  that
say  32% of Indian  students  are  failing,   compared to 9% of the white
students.     This  is  due mainly to absences  from cesses.     Recently I
was  asked why I skip classes,  my reasons  are my own but it can be
applied to a lot  of students.     My  first one is that I  feel out of
place when  I  am the only Indian there.     What do you say to somebody
you don't know and have very little in common with?    Our contact with
white people is  on  a very small scale.     People ask us why we bunch
up in groups,  why we don't go out and mix with other people,  the
only answer I know is that we want to be with our own people, because
we don't understand white people  the same way they don't understand
us.     You can only talk about the weather so  long and for the next
five minutes  or so complete silence,  it's  embarrassing to both parties.
That is not the only reason  I cut classes,  the other is
that I  just cannot get into some of my subjects.  They are boring.
Subjects  such as  English  and Social Studies  11 and 12 should be
optional.     I  do not think it helps  after grade  10.     A lot of the
stuff used in these  courses  are reh/*sfeod~ bits of history  and sentence structures.
Some people suggested that bringing in a special teacher
to teach Indian arts  and languages,  and offering them as optionals
instead of French and German,   I don't know if it would work since
learning our language is  very difficult,  but as  for Indian art,  I
think it   could work.     Learning to carve or paint  Indian designs
should not only be offered to Indians, but as  for Indian  art,   I
think  it could work.     Learning to carve or paint Indian designs
should not only be offered to Indians, but to white people  as well.
I don't know how to solve the problems  of Indians  at
Mount Elizabeth  I  just hope that they  just try harder and do better
but  that is  a lot easier said than done.
* *
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SPEECH BY GREG ROBINSON    (GRADE 12, GENERAL & INDUSTRIAL)
"A major part of the Indian student body at Mount Elizabeth
looks at school as a place they can go to and sit around, talk,
or be with their friends and have some fun.  To some it's not a
place where work is a necessary thing.  A lot of them have no reasons
to seek higher grades.  Nobody has ever talked to them and told
them about what they could do or become after they get out of
school.  To be able to say you have reached your goal, that you
have been aiming for in all these years in school, gives really
a satisfying feeling.  I know that when I came to high school
in the 8th grade I had absolutely no idea of what I wanted to do,
after graduation.  I did not plan my courses, as a result I was
taking courses which were competely irrelevant.
... — 8— ... In the-Ilth—grade I found .out' what"T -wanted to do with
my life... I did.not nave the required-math. , it was either to go
back an<l do math,     or—forget about the- possibility of my career.
I think that the counselling body of the school was,  and
probably still is,  turned offby the lack of maturity and interest
which the younger students, and even the older ones  show.     Talking
to each class once a year and forgetting about the topic until
next year is no way to solve  the problem.     Only a few realize
what  they want and the others  are  at a complete  loss.     So to those
students you find out what you want now because you are just wasting time,  money and space."
In Lyle's  speech he said the reason  Indians are not mixing with the white  students  is because they don't understand the
whites,  and the whites  don't understand them.     Probably the same
reason  that the whites  don't mix with  any other race — just that
they want to be with their  friends  and the people that they know.
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GORDON     REID:-
I would  like  to make  a couple  of comments on  the speeches.
I think Greg is quite  right — I've been working in this business
for 14 years  and still have problems.
And as  for Lyle's,  there were some pertinent points
worth mentioning again.     Some of them feel  they are being treated
better than the white kids.     I  can't help but  agree with them;     I
think  this  is  a result cf native policy.     I don't agree with  it
because  I don't  think it's  good for the students.
Talk to the teachers,  not to the principal or the vice-
principal?    HurrayJ     That's  a  good idea,  because  as  a vice-
principal we protect our teachers.
English  and Social should be  optional?    Perhaps.     But
I think it's  the  content.     When you're on  a non-academic program,
who's  interested in  Shakespeare?     And Socials?     Why  aren't we
learning more  about cur own situations  rather than  about situations
in Europe.     Too often we   just skim over Indian  history — because
we've been  to K'san we  think we  know  all about  it. -  9.-
Learning to carve  or paint Indian designs?    Yes.'     But not
just because you're  learning to carve  or paint.     I think  teachers
here have  a vehicle    they haven't  explored — the  fact  that you're
using your hands,   you're  using your eyes  rather than presenting
materials  to kids  that are very  abstract  and hard to understand.
These questions were prepared to give you some idea of
what these kids  are  thinking of.     I've  read them over and think
they're very pertinent  and after seeing these kids  —  these kids
don't have problems,   although  there are a lot that do.
1. G.   Reid -  "Rebecca - What are your  feelings about being an
Indian in a non-Indian school?"
Rebecca:     "I   feel  that it's  okay - you get out and meet other
people. If you were an Indian in your own school, you
wouldn't be able to communicate with other people. So
if you were trying to get a job you couldn't communicate
with other people. So if you were trying to get a job
you couldn't communicate with them like we're doing now
in school. You'd feel shy around them, when you'd try
to get  a  job  -  they'd ask you questions.
I  guess  it's  okay,   - mixing."
2. G. Reid - "Alfred - Do you feel you are prejudiced against non-
Indians?"
Alfred: "No. I'm not. I'm not prejudiced against non-Indians
just so long as they don't use their feelings against
Indians."
3. G. Reid - "Freda - If so, does this have anything to do with
your attitude toward school?"
Freda:     "No,  because if I was prejudiced I wouldn't be going
through school."
4. G.   Reid -  "Good for you.     Do you sometimes  feel you are  in
ferior to your fellow students,  Rebecca?"
Rebecca:     "Yes,   I  do.     When  I  ask a question  to the  teacher  and
I don't  understand  it  the  town kids  stare  at you and
say  that you're nobody.     And you  feel embarrassed    when
you ask  another question  again.     Especially  if you're
the  only  Indian  in your  class."
...   -   10 -   ... - 10 -
5. Gordon Reid - "Nancy - Do you find it difficult to explain your
self to a teacher?"
Nancy:     "Yes,  I  do  find it difficult because usually I don't understand the questions or I know the-name of the word,  and
I'm scared I might get the wrong answer.     I've never
spoken in  front of a large amount of people  and I'm not
used to it."
6. G.   Reid:     "That's    a particular reaction  that's  very  common  -
I've  noticed it a lot in the  school that  I teach in
that has about a 50% native enrollment.
If your parents show more  interest in your school,  your
school life,   how would this  affect you Tina?"
Tina:     "As quite good —  they'd make me take homework  every night."
(hard to hear on tape.)
G.   Reid:     "They'd make you take home homework every night? Wow!
I  assume you ride to school on the hus every day.     What
time do you leave home?"
Tina:     "7:30  a.m.".
G. Reid:  "And what time do you get home?"
Tina:  "4*30 p.m."
G. Reid: "From 7:00 a.m. to 4:30 p.m. and you teachers have the
gall to give  them homework?"
"Do you notice whether or not the teachers teach you
differently because you  are  an Indian,  Sandra?"
Sandra:     "Well,  some of them do,   and some of them don't".
G.   Reid:     "Does  it bother You?"
Sandra:     "The ones  that treat me differently - it does.       It's
different when they talk  to you in  fromt of all the
white kids  and they talk  to you about something you
don't even know about.     Talk to the white men about
something they don't    know about-    So - you know."
G. Reid: "Yes, I know. I had the same problem in school." "What
are some of the reasons you skip class, Joe? You don't
skip class do you?    What are  some of your reasons?"
Joe:     "Some of the  reasons  I  skip class  are because I  usually get
bored in the  class  and don't like or understand the
subject,   and I don't get  along with most of my teachers.
And others  I  seem to like enough." 11 -
Gordon Reid:     "Okay,  What  are  the  general  feelings  you have towards
your teachers,  Linda?"
Linda:     "First of all,   I  like  all my  teachers.     They're nice  and
friendly.     And some  days when I   go  to  school -  I  don't
get  along with my  teachers  -  they seem to bug me..   They
ask me  a question,   then  it seems   like  three questions
later,  they ask me  another question.     They keep asking
me questions  all the  time — it bugs me."
G.   Reid:     Here  are  some  feelings  of the  other  students:
Well,   they are too boring      When they are trying to
explain something they  start talking about something
else.
They are not that bad but they should explain  things
more  clearly and understand what is being discussed.
I   feel  that my  teachers   are   alright.
I  like most of my teachers when  they treat us  the
same  as  others.
Some of  them are  okay,  but some  of them give you work
that is   too easy,   (Too easy).
They should be more  strict in  and out of the  classroom
in schools  to anyone including us.
G.   Reid:     "Linda - how many of your teachers  are here?"
Linda:     "That one.     You're  okay     Two."
G.   Reid:      "Floyd,   do you think  that if you did a little more homework your school grades would improve?"
Floyd:      "Maybe,   just a few days before  a test, because  that's
where most of your marks  come  from  for your report
card.     And if I  did more work in class  it would help."
G.   Reid:     "Do you  feel  that your  family  life has  any  connections
with your attitudes  towards  school?"
Ricky:     "Yes,   I do because  interests  shown by your parents kind
of show you what they think of the educational system.
Just kind of ignore  the report cards  — it shows  they
don't think that's  very important,  so why should we
feel that's  important?    The ones  that do show some
consideration:   so you do." —12  - . -..
Gordon Reid:     "Greg-- do you find your_teachexs—interesting?"
Greg:     "They're boring."
G.   Reid:     "Look  around you."
Greg:     After I published my speech then  I  checked some of the other
results  from the s-tudenis.     I looked them over — they thought
that you  can't  really say that your teachers   are  completely
boring or completely interesting because throughout the
year the items  they teach change.     You find one  topic
interesting and one topic not interesting,  you can't regally
blame  it on the teacher.     You can't have one  definite
answer for that."
G.   Reid:     "Thank you.     I  guess we  could say the same  thing.     Sometimes we prepare  an interesting lesson and sometimes we
do not."
"Sylvia -  If you had fewer boring teachers,  more interesting subjects,  would you attend     more  classes?"
Sylvia:     "I  don't think  it's  really the teacher that's boring, but
the subject.     When you ask the  teacher questions,  and
he explains  in hard words,  and he doesn't explain -fthat
those words mean  and you don't know what they're  doing
or  talking about,   and drop  it."
G.   Reid:     "So in effect we  find that we do  to a large degree  talk
over the heads of the  students by using words  that are
too large -  a good basis  for teaching English as  a
second  language."
"Wesley - are you sometimes  ashamed of asking your
teachers to explain something over again which you do
not understand,  because you might seem dumb?"
Wesley:     "Well I don't feel  ashamed because most of the  smarter
students  in the class,   they don't understand it.     Because the students  just don't want to say that they
don't understand it."
G.   Reid:     "Wesley  - have you had any kindergarten  in elementary
school?"
»M^     »
Wesley:     "No. -   13   -
QUESTIONS FBOM THE FLOOR:—
1. How do you feel  about extra curricular activities?    Do you feel„
as  an  Indian you are not being picked  for the_teams?     Do
you  feel you are being  left-oxtt~ because you  are  an Indian?
Wesley:     They  don't go by who you are,  just by how you do it.   If
you're  good at it,   they can pick you,  but if you're not
then they  leave you out.     Just like  the basketball,  and
hockey teams.     In the hockey if you are good they'll
take you,   and if you're not they'll say  "Try again next
year."     It's not  just because you're Indian,
(mention of bus problem - no late     buses  after practices
to return  to the village of Kitimaat).
2. How do you  feel about getting your parents  into high school to
talk about your history,  myths,  etc.     To share your
cultural knowledge with others?
Lyle:     I'd  like to do it.
Greg:     You wouldn't get  anything out of it that would lead to any
importance in your life  -  like  learning to read or
something.     But that would be  a good thing to know -
your own history.     Because  if you don't have  any knowledge  of your history it's not good.
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The Indian Education workshop at Kitimaat was a success
and many important issues were discussed.  Of notable interest is
the fact that many fine verbal presentations were made, and luckily
were taped by Colleen Bunn.  /An excellent talk was given by Gordon
Robinson and is well worth hearing.
Conference speeches and discussions by George Wilson,
Gordon Reid, Tommy Robinson, Bob Sterling, Gordon Robinson and
Dr. Arthur More are available on cassette tapes, as well as the
above student panel.  Transcriptions have been made of Gordon
Robinson's talk on mythology and Gordon Raid's talk on Indian
Education.  Tapes and transcriptions are available by contacting
the Indian Education Resources Center by writing:  Room 106 -
Brock Hall, U.B.C, Vancouver 8, B. C  (Blank cassetts C120/
C90 sent to the above address).
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...- 14 - ... -  14 -
HOME     -     S C HO 0 L    C 0 - 0 R D I N A T 0 R S --
Christine  Rivers was  recently  appointed  as Home-School
Co-ordinator in North Vancouver.     The position was   formerly held
by Jim White who is now working in a similar capacity with the
United Church in Vancouver.
Angle Dennis is the New Home-School Co-ordinator  for the
Vancouver Me^fclrO area.     She will be working from an office  at the
Vancouver Indian Center.     Plans,are underway to appoint an
assistant to work with Angle.
Applications  are being accepted for the position of
Home-School Co-ordinator for the. Oregon 'Jack, Ash croft & Bonaparte
Bands.     Contact Don Smith,  Department Indian Affairs,  224-317
Seymour Street,  Kamloops,  B,  C   (Leroy Antoine .hired)
Tentative research is being done with the possibility
of Home-School Co-ordinators to serve Camp ell River, Victoria,
Nitinat,  and Terrace,  B.  C , ,
Indian Advisory Boards have or will be active in the
planning and discussion of,possible Home-School Co-ordinator
training courses  in the  following Junior:Colleges — Langara
College,  Vancouver;  Malaspin.a College,  Hanaimo;   and College
of New Caledonia in Prince George.
By the time you read this  Roy Haiyupis  in Port
Alberni may have  left his post as Home-School Co-ordinator to''"''
become    Education Co-qrdinator for the West Coast Tribal
Federation.     I understand Margaret Touchie will become H.S.C
along with Joey Tom and that another possible appointment is
in the planning.
Judy Chickite is  the H.S.C/Social Aide Worker  for the
Cape Mudge and Campbell River.Bands.    Campbell River  is examining
the possibility of a H.S.C.  Program for the non-status  and off-
reserve  Indian population  in that area. ' :
A position  for Home  School.Co-ordinator is being advertised in Nanaimo. . .;,- , •,<>■. •>■*
— ,R.   W. -STERLING  -  ACTING DIRECTOR
I.E.R.C— Vancouver,   B.   C
**** ****
********************
*****************
**** >       ■
**** -  15 - r 15 -
DAY tARE AND PRE-SCHOOL CENTERS
JANET BOSTON
Day-care and pre-school centers could serve a very special
purpose  for Indian children,   especially if these  centers are set-up
and run by the Indian parents.     This   first group learning experience
of these  children would,  ideally,  be  guided by Indian adults.
Activities which would occupy the children's  time,  encouraging their curiosity and interest,  might be  approached in terms
of relevant cultural expressions like music and dancing, or perhaps
simplified traditional craft activities.     These  activities,   and
experimenting with the structure of the classes,  would do alot
toward developing a positive  self-identity.     Learning the  alphabet
and numbers itiight be approached in a more creative manner in such
a situation.
To put such ideas into action require only staff who are
interested in the possibilities of such a program, a place for the
center,   and money. 	
The B.C.  Provincial Government is now operating a Day
Care Services Program.     Through  this plan,  the Government is  assisting with the development and operation of day care  facilities.     On
a "matching agreement"  the Government will contibute up to $20,000
for the purchase of,  or building of,  a structure  for  the housing
of a Day Care Center.     The agreement is based on  a "matching" policy
which means the  community who has  applied for the  financial
assistance must be prepared to    equal the Province's  contribution.
The  communities  contribution can be money obtained  from other
sources and/or contributions  from members of the  community in terms
of labour,  materials,  or whatever else  the community has to
offer expended toward the  set up of a place out of which  the Center
would operate.     So,  if there is  an old house which the people are
willing to give  their time  to rebuilding,  the  value of the house
and its land plus the value of the labour input would be the
community's  contribution.
In order to apply for Provincial Government  funding,
the group making the application must be  INCORPORATED under the
Societies Act.     All Bands  are incorporated societies so the Band
can make  application  for the reserve  community.     If the Chief and
Council do not want to take  this  on,  other members of the  community
may  form their own Society specifically  for the purpose of setting
up a Day Care Center.     In the. same way noh-status  Indian groups
can incorporate themselves  to this end.
...   - 16 -   ... -   16  -
Of course,   the Department of Indian Affairs  should not be
overlooked  if you  are  thinking about having a Day-Care Center on
your reserve.     There  are  at least 18 pre-school/day-care centers
on B,C   reserves which did not go to the Provincial Government  for
subsidy.
In terms of day-to-day operation  of the  center once it
is  established,  again,  the Provincial government is prepared to
provide subsidy to  families based on the  families net income per
month and the size of the  family,     In many cases,  this  subsidy
means  the  family will not have  to pay any fees,  or in some  cases,
the  amount the  family will pay ie minimal.     So,   once  a Center
is set-up,  parents  can be  advised to apply for assistance with
day-care  fees.      (If there  is  already a day care  center in your
area and you would like to send your children  there,  you can
apply for assistance with day-care  fees.)
The Provincial Government  also has  a $2500 subsidy  for
the purchase of equipment  and supplies  for Day Care Centers.
There  are a number of regulations  to be met when  applying for Provincial subsidy.     These  regulations  are  deemed
necessary  for the  safety and health of the  children.     You can
find out  about these regulations  through Community Care Facilities
Licensing Office,   45 West 8th Avenue,  Vancouver,  B.   C     There  are
a number of inspections and inspectors you will have to go through
before  the center will  finally be  ready to operate.     Major questions
about Provincial subsidies  for day-care services  can be directed
to Mrs.  Dahl,  Director of Day-Care  Services,  Belmont Building,
Victoria,   B.   C.
The  regulations make  reference  to the  staff who will
work at the Center.     The Supervisor and the  teachers must fulfill specific educational requirements  to  those Centers  subsidized by  the Provincial Government.
There  are  a number of colleges  in  B.  C   which offer
courses  and programs  for pre-school  teachers.     You can  find out
about  these  through Mr.  G.   Ccrby,  Chief Inspector,  Community
Care Licensing Section,   1075 Quadra Street,  Parliament Buildings,
Victoria,   B.  C,  or by writing to the  Indian Education  Resources
Center,   552  MacLaurin Building,  University of Victoria,  P.O.  Box
1700,  Victoria,   B.   C     V8W 2Y2.
It might be   that  a good start  for  "Indian Education"
to be both  "Indian"  and  "Education"  is  at  an  Indian pre-schocl
center run by Indians.'     It is. also important  for band Indians
to inquire  about,   and take  advantage of programs  operated by
the Provincial government if there has been no provision made
federally by  Indian Affairs.
...   -   17  -   ... - 17
ARTICLES ON INDIAN EDUCATION ARE AVAILABLE FROM THE INDIAN
EDUCATION RESOURCES CENTER, BROCK HALL 106—U.B.C. VANCOUVER
B.C.  THERE IS A 15* MAILING AND HANDLING CHARGE FOR EACH
ARTICLE ORDERED.  WE WOULD LIKE TO MAKE MORE ARTICLES
AVAILABLE.  IF YOU HAVE READ AN ARTICLE AND THINK IT WOULD
BE USEFUL TO OTHERS, LET US KNOW.
— David   Wyattr
Librarian Resource.
1. Back issues of the Monthly  "Indian Education Newsletter".
2. Resource List.     A listing, with brief descriptions,   of books,
films,   tapes,  etc.   available  on  loan  from the  Resources Center.
(Price   subject   to   change)
3. "Miss Edith Josie" A one page biographical sketch of the
author of  "Here Are The News."
4. "Public Speaking."    A 53 page guide  covering everything from
where  to put your feet to speech delivery to rules of order
and procedure  for meetings.
5. "Summary - Home-School Co-ordinators  Course"     a brief outline
of the presentations  to the  1973 U.B.C   Summer Course.     Includes  sessions  on Counselling,  Drugs/Alcohol,  Indian Affairs
Education   (18 pages).
6. "Evaluation of the Home-School Co-ordinators Program." A
background document on the Home-School Characteristics of
reserve  life.      (8 pages).
7. "Three Pleas    For Help".     Wanted:     Someone who cares
emotionally mature parents,   a concerned community.     From
Washington Parent-Teacher,   1965.      (1 page).
8. "How To Ruin Your Children"  -  "Twelve Rules For Raising
Delinquent Children."    (1 page)
9. "The  Indians Are  On The Move  — The Spirit of Indian Nation-
lism Is Sweeping Across  The Country Like  a Prairie Fire."
A statement  on problems   facing Indians  and possible solutions
prepared for a 1972  unity demonstration in Winnipeg.      (5 pages)
10. "A Memorandum From Your Child".     Twenty-two don'ts;  published
by the bible  institute  of California.      (1 page)
11. "Comments On   'How Well Do We Teach  Indian Children?'     The
B.C.   Teacher,  January,   1970."    by Dr.  Arthur More.      (1 page)
...   -  18 -   ... -   18
12. "Why Learn To Read" An. Indian Affairs  Report on  setting-up
and using libraries  and  library materials in-   Indian, .schools
&  communities.      (3 pages)
13. "Canada's Native People - their rights have been denied".
How Canada's treatment of'natives fails to conform to the
United Nations' "Universal Declaration of Human Rights."
by Professor K.   Lysyk.      (3 pages)
14. "Needs Of the  Indian School"  — Also  "Rationale For Indian
Education"  —  comments by John Bryde.      (2 pages).
15. "But Punishment Works".     An    analysis  of what it means  to'
say punishment  "Works".      (1 page).
16. "He's  the Indian who Spoke Up to The Queen".     What Dave
Courchene said to the Queen and what he  and the Manitoba
Indian Brotherhood are doing.     (1 page).
17. "Racism,  Prejudice & Discrimination."    A cartoon  from
Psychology Today.      (1 page)
18. "Confederation Lament."    Chief Dan George's words on  the
Canadian Centennial Celebration   (   1 page  )
19. "Dramatic Soliloquay on Education"    by Chief Dan George.
20. "What Rough  Rock Demonstrates" by Donald A.   Erickson  and
Henrietta Schwartz.     The Rough Rock School,   a community -
run Navajo School in Arizona,  was heralded as  "The Solution"
to United States  Indian Education Problems when it opened
in the  late  1960's.     This  report shows  that it didn't
do many of the things it claimed to be doing.
21. "Custer Died For your Sins," by Vine Deloria.     A Sioux
writer shows how ideas  from anthropologists hinder Indian
self-determination.      (6 pages)
22. "New Approach to Indian Education"    by John Bryde.     The
Indian,   Bryde says,  must learn  "To use his  Indian values
in  the modern,  work-for-money world."     (6 pages)
23. "Our Special Orientation Class at Old Koksilah School".
The  "purpose of the orientation class  is  to provide help
for Indian  children who are  experiencing difficulty in
adjusting to the public school  system."
...        —       X.Z7       —        .   . 19  -
24. "Education or Brainwashing,"  by Howard Adams.     Problems  Indian
school  children  face  and how a curriculum including Indian
history could help.      (3 pages)
25. "On  the Arts of Stealing Human Rights" by Jerry Gambill.
Twenty-one ploys used by non-Indians.     (3 pages)
26. "Is  the Canadian Indian Act   'Legislated Discrimination'?"
by Professor Walter Currie.      (2 pages)
27. "Teacher Expectations   for the Disadvantaged."  the  "Pygmalion
Effect"  -- How expectations  affect behavior.     If a teacher
expects  a student to do poorly    he is more  likely to do poorly
than  if she has no expectations about him.     The teacher somehow brings about the expected behavior.
* *
****************
* *
***** *****
TAPES OF BCNITA ALERT BAY CONFERENCE
TAPES OF THE TALKS AT THE BCNITA FALL 1973 CONFERENCE ARE NOW
AVAILABLE.  THERE ARE FOUR 60 MINUTE CASSETTE TAPES fiND ONE
90 MINUTE TAPE CASSETTE.
I.  "Language and The Indian School Child:  The message of
Silence" by Marjorie Mitchell, Camosun College (60 min.)
II.  "Camosun College Native Indian Program" by Dixon Taylor,
Camosun College (60 min.)
III.  "Report on Home-School Co-ordinators" by Ray Hall, Dept.
Indian Affairs, Vancouver.  (60 min.)
IV.  "Local Control of Schools" by Don Simpson, Dept. of Indian
Affairs, Ottawa.  (60 min.)
V.  Talk by Dr. George Clutesi.  (90 min.)
TO ORDER A 60 MINUTE TAPE SEND $2.00 OR A C-60 CASSETTE TO THE
INDIAN EDUCATION RESOURCES CENTER; TO ORDER A 90 MINUTE TAPE
SEND $3.00 OR A C-90 CASSETTE.  BECAUSE OF A RECENT THEFT OF
TWO TAPE RECORDERS FROM THE RESOURCES CENTER, PROCESSING OF
REQUESTS MAY BE DELAYED.
********************
* *
ORDER FORM FOR ARTICLES 1-27 MAYBE FOUND AT THE BACK OF
NEWSLETTER.
... - 20 - . 20
.     BCNITA     ART       CONTEST
This is to announce the opening of the Second Annual
BCNITA girt Contest.  All Indian Elementary & Secondary students
in B. C are invited to participate.  Please enter by completing
the enclosed entry form, and submitting this with your Art entries
to the address below.
Contestants will be divided into three sections; elementary
(age 6-11 yrs.) Junior (12 - 15 yrs.) Senior (16 yrs & over) with
prizes for each section.
All Art Work must properly titled and clearly marked.
a) Contemporary (portraits, drawings, landscapes,
seascapes etc.) suggested sizes 18" X 24".
b) Traditional Indian Design (carvings, paintings etc.)
c) Crafts (beadwork, buckskin work, basket work etc.)
Each contestant is limited to ONE art piece per category.
BCNITA may wish to purchase the work of winner.  Also the Art work
will be displayed at the University of B.C. Indian Education Resources
Center & University of Victoria - Satellite,   "      " "
"  , and individuals often wish to purchase various art pieces.
We would appreciate word from the artist about his intentions for
his/her work.  ,
Art work from previous BCNITA Art Contest will not be
accepted.  All Art work must be sent by April 30, 1974.  Three
noted Indian artists will act as judges.  BCNITA reserves the
right to refuse specific entries.
Please see Art Instructor or Indian Counsellor for help
in mailing.
For further information on this Art Contest, contact
your Indian Home-School Co-ordinatof, Teacher,  Teacher-^Aide or
Indian Education Resources Centers.
PLEASE SEND ALL ENTRIES TO:
INDIAN EDUCATION RESOURCES CENTER
ROOM 552 - MacLAURIN BLDG.
UNIVERSITY OF VICTORIA
VICTORIA, B. C  V8W 2Y2
******************* _ 01   -
...        £-j~...
* *
***               ***
* * -   21  -
BRITISH COLUMBIA NATIVE INDIAN TEACHERS' ASSOCIATION
ART CONTEST ENTRY  FORM
I, AM A  GRADE INDIAN
STUDENT  IN  THE SCHOOL  IN
min   ■ ■num.      ■■ I..M —,        i      ,    in.. iiwmi.iMii.i  I..I-.HI .i I..II— ii... ■■■■-    in   i
B.C.
MY  MAILING ADDRESS   IS:
PHONE: AND  I  AM A
INDIAN   (ORIGINALLY)    FROM AND   I
AM  YEARS   OLD.
I AM SENDING   (a)      ONE        (b)      TWO        (c)        THREE
PIECES,   WHICH  ARE   CLEARLY  MARKED:
1) CONTEMPORARY   -    (SEASCAPES,   LANDSCAPES,
PORTRAITS,   ETC.)
2) TRADITIONAL  INDIAN   DESIGNS   -   CARVINGS.
PAINTINGS   ETC,
3) CRAFTS   -   BEADWORK,   BUCKSKIN  WORK  ETC.
I   REALIZE  THAT  I  AM ALLOWED  TO  ENTER ONE  ONLY  PER CATEGORY
AND  THAT   JUDGES   DECISIONS  ARE  FINAL.      I   EXPECT   TO   RECEIVE
AN  EVALUATION  ON-MY   ART  WORK  AT  THE   END  OF  THE   CONTEST.
I   UNDERSTAND  THAT  IF   I   AM  A WINNER  YOU   MAY  WISH  TO  KEEP
MY  ART  WORK.       (PLEASE   CIRCLE  ONE   OF  THE  FOLLOWING:)   -
I    (1)      AM_     (2)   AM  NOT       WILLING  TO  SELL  MY  PAINTING
FOR  $
SIGNATURE,
* *
************         ************
*** *   * ***
*   * * *   * _   oo
* *      •*• *•" - 22 -
ORDER FORM FOR ARTICLES 1 - 27
PLEASE SEND A COPY OF THE ARTICLES CHECKED BELOW TO:
NAME";	
ADDRESS:
I   ENCLOSE   15<?  FOR EACH ARTICLE  ORDERED.
*1.        (issue wanted) 2.      ■
3.       4.      '   (254)
5* . 6.       .    .
7. ' 8.
9.                                        10. _________
11.        12.      	
13.       14.      	
15.       16.      	
17.             ,.  18. ________
19.       20.	
21.       22. .
23.     __  24.     _____	
25. "   ,   ',    ' 26. .
27.     	
*IERC Newsletters:  Volume #1 issues 1-6
#2 issues 1-9
#3 issues 1-10
#4 issues 1,2,3.4. to-date #5.
************
* *    *
* *
* *
***********
***************** -,-} _ - 23 -
BILL & ELSIE MORE BURSARY
Applications are now being accepted for the Bill
& Elsie More Bursary.  Applications will be accepted until February 15, 1974.    ;
The bursary of approximately $350.00 is awarded
annually to an Indian student (status or non-status) continuing beyond high school on an academic or vocational
course.  The award is made possible by a fund established
by the family and friends of Reverend Bill More and his
wife Elsie, as a tribute to their memory.  Preference ,
will be given to those intending to use their training
to serve the Indian people of B.C.  Financial administration by the Vancouver Foundation, selection by the B. C.
Native Indian Teachers' Association.
The award will be made on the basis of educational potential, active involvement in promoting the
cause of Indian people, leadership, and financial need.
Applications are available from and must be
sent to the Indian Education Resources Center, Brock
Hall, U.B.C, Vancouver 8, B. C.
*
***
* * *
*********
*  ***  *
*********
THE 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
ANS SOCIETY IN GENERAL.  IT ENDEAVOURS TO CORRELATE PAST HISTORY,
PRESENT SITUATIONS, AND FUTURE GOALS.
IF THERE IS SOMETHING YOU HAVE HEARD, SEEN OR DISCUSSED INVOLV- "
ING 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.
... - 24 - ... - 24 -
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.
* *       *
******************
* *       *
******** * *******
***
*
NOTICE:  IT WOULD BE VERY MUCH APPRECIATED IF PEOPLE
MOVING — WOULD INFORM US OF THEIR NEW CHANGE
OF ADDRESS AS SOON AS POSSIBLE — IF NOT
RECEIVED UPON ONE RETURN OF THE INDIAN EDUCATION NEWSLETTER — YOUR NAME WILL BE DELETED.
*
*****
** * **
*********
* *    *
* 0  *  0 *
* u * * u *
***********
************************************************************************
RETURN ADDRESS:
INDIAN EDUCATION RESOURCES CENTER
ROOM 106 - BROCK HALL, u.b.C.
VANCOUVER 8, B. C.
'-. t ■;
■ j. •
? A - 

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