UBC Publications

UBC Publications

UBC Publications

Indian education newsletter Jun 1, 1973

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 VOLUME #3 #10
Indian Education Resources Center
Room 106 - Brock Hall, U.B.C.
Vancouver 8, B. C.
Phone: 226-4662 ACHIEVEMENT
This final edition of the Indian Education Newsletter for school
year 1972 - 73 will emphasize "Achievement" as its theme.  Long accepted
by readers as a newsletter promoting exchange of ideas, on-going reports
on special educational projects, and a place to give opinions and ideas
relating to the field of Indian Education, this edition will attempt to
account and summarize various achiexrements, progress, etc. that may tend
to reflect the forward thrust that took place this year. By no means is
this an attempt to say that Indian Education problems are rapidly being
solved, for there is a long rough road ahead before any headway can be
tabulated, especially in teacher awareness and attitude or Indian involvement. Hopefully this positive Wind-up measure will serve to encourage
more effort for the coming year.
GEORGE LAWSON - Grade 12 of Port Simpson will graduate from Brittania
Secondary and has won a Brittania Secondary scholarship for
his efforts as an honor student.
MATTHEW MOORE - Grade 12 of Greenville will graduate from Maple Ridge
in Haney and go into University seeking an eventual Bachelor
of Commerce leading to a Law degree.
PETER AUGUST - of North Vancouver x*on recognition at Carson Graham as the
top student in General Mathematics, and also won a good  -
citizenship award.
RAYMOND STEVENS - will go in September "back east" to a University to
begin training leading to a profession in Dentistry. He is
from Skidegate.
TRUDY WILLIAMS - of Mount Currie' xjas accepted and starts training on
July 3rd at Vancouver Vocational Institute as the first girl
to take Welding there in twenty five years.
BILL WILSON - of Cape Ifudge graduated from the University of British
Columbia Xv'ith a  Law Degree.  Bill has had a long and varied
involvement, in activities on' the Indian scene.
BRADLEY HUNT - of Bella Bella and his wife Karen will graduate from the
University of British Columbia this summer with Bachelor
of Education degrees. They plan to go to Bella Bella to teach.
******************* _3_
* - 3 -
LEONA SPARROW - of Musqueam (Vancouver) will graduate this summer with a
Bachelors degree in Arts majoring in Anthropology.
FLORA BAKER - of Alert Bay graduated from the University of Victoria with
a Bachelor of Education (Secondary) Degree. Already a certified
teacher and valued member of the B. C. Native Indian Teachers'
Association — she will return to the teaching field as a Vice-
Principal of a Junior Secondary School.
DEANNA STERLING - of Merritt graduated from the University of Victoria
with a Bachelors of Education (elementary) Degree. A certified
teacher with four years experience, she will soon be re-entering
the field of Education.
A number of Indian people distinguished themselves and their people by
representing people and taking active participation as members
of the board of school trustees. Such names include; Forrest
Walkum - Spences Bridge, Heber Maitland - Kitimaat, Pearl
Pearson - Skidegate, Horace Walkus - Bella Coola, Noll
Derrickson - Westbank, Wayne Shuter and Mary Archachan - Merritt.
LINDA SANKEY - will soon complete Registered Nurses Training at St. Paul's
CHIEF PHILIP PAUL - who stepped down from his post as Director of Indian
Studies at Camosun College to become active spokesman for the
Union of British Columbia Indian Chiefs', also was appointed
as the first Indian to serve on the Senate of the University
of Victoria.
MRS. EATTIE FERGUSON - a long time supporter of the Indian, recently was
appointed to the Vancouver City College Council.
CHIEF CHARLIE DRANEY - of Deadman's Creek was appointed to sit on the
Kamloops - Caribou College Council."
GEORGE WILSON - Bachelor of Education—former teacher, former principal,
presently Chairman of Center Council - British Columbia
Native Indian Teachers' Association, will be appointed in
July as Director of Indian Education, Special Services Division
Department of Education, Victoria.
MRS. ANGIE DENNIS - B. C. Native Indian Teacher Association member, former
teacher, presently editor for an Indian newspaper - the National
Association of Friendship Centers, was recently appointed to
serve on a Special Advisory Board of the Department of Education.
* * -L-
***                ***          "'*  *
* * _ 4 -
LONNIE HINDLE - Secretary-Treasurer of the British Columbia Association of
Non-Status Indians', a recent university graduate (major -
linguistics) has recently completed a short Practical Dictionary
on the Gitksan Language. Mr. Hindle also serves on several
provincial government committees as an advisor.
FORTY THREE BURSARIES - have been awarded to Indian.students in British
Columbia by the B. C. Native Indian Teachers' Association,
and the applications continue to come into the Indian Education
Resources Center. There is no deadline date. The Bursary
is to provide needed funds to Indians taking post-secondary
TWO INDIAN STUDENT RESIDENCES - will be distinguised by the appointments
of Indians' as Administrators. The Kamloops Indian Student
Residence will see Nathan Matthews, 24, a Chu Chua Indian
from Barriere, B.C. , to take position as Administrator in
September (see pp. "Kamloops Indian Student Residence".).
JOE ALECK - of the Cheam Band has actually taken over as Administrator
of St. Mary's Indian Student Residence at Mission.  (See Indian
Education Newsletter Volume III, #1 & 2 , pp. 16 - 17). He
has taken intensive practical and administrative training
and was scheduled to assume administration responsibilities
in September but because of his fine potential was allowed to
take over much sooner.  Congratulations to Nathan Matthews
and Joe Aleck.
A new summer course will be offered at Simon Fraser University
called "Indian Education" 441 - 04. Co-ordinated by Chief Donald Moses
of the Lower Nicola Band. The four week course will deal with 'increasing
knowledge of contemporary Indian cultures through presenting topics
related to history, anthropology, and sociology'. Half of the course will
take place on an Indian Village (Lytton).;
The third summer Home-School Co-ordinator course Will start at
U.B.C. on July 9/73 and end July 20, 1973. Classes x,rill last daily
from 1:30 p.m. to 5:30 p.m.  Co-ordinated by Robert Sterling — this non-
credit course is basically orientation for Home-School Co-ordinators who
wish to absorb intensive practical information from.professional resource
speakers, and also to exchange ideas With other Home-School Co-ordinators.
For information contact the Indian Education Resources Center.
RUTH COOK - Alert Bay, Louise Nisyok - Terrace, Marilyn Glasco
Lytton, Victor Mack - Alexis Creek, Liz Brown - Bella Bella, Malcolm
Calliou - Chetwynd, Gerard Peters - Mount Currie, all became New Home-
School Co-ordinators in the 1972 - 1973 school year. We encourage all
areas who plan to appoint Home-School Co-ordinators to contact the Indian
Education Resources Center.
... -5-
* *
*** ***
* * 5 -
Teacher aides became much recognized and controversial figures
in the B. C. Educational scene, oyer the course of,the last school year.
For Indians, the teacher aide is rapidly assuming a very important role
in the classroom.  Going beyond the stereo-typed image of glorified
"baby-sitter and errand runner," the Indian teacher aide is taking the
important role of tutor, interpreter, identification figure, guide,
and friend to an Indian in a class who ordinarily does not have these
services. Lacking professional certification, these teacher aides
are, as budding potential figures, at the mercy of many. Unrecognized
and considered a threat to the concept of professionalism, the teacher
aide is viewed as a threat to the security of the professional teacher.
Funding is vague and a hesitant problem complicating matters highly.
The teacher-aide training program set-up so successfully in Lillooet
almost stumbled and fell because the LIP funds whom used to pay salaries
were so small and lasted only until May 31. One of the best programs
to come to light in many a day has made a tremendous impact on the
schools who have used them, the teacher aide programs must seek relevant
training programs, recognition on a professional level, and funding.
For all these stumbling blocks the program had taken a giant step ahead.
Indian Studies has caught fire in several areas in the province
of B.C. Long recogniaed by Indians and non-Indians alike as a great
contributor to the negative image of Indian people, the lack of information
pertinent to the life style past and present, motivations, languages,
and social aspects Of Indian life has itself presented a serious barrier
to communications. It is the belief, by many, that a well organized
systematic Indian Studies course instituted within the local school
curriculum would be immense benefit in breaking down walls of prejudice
and mis-understanding with informative content. Because 49,000 status
Indian people on 188 reserves speak 32 Indian dialects under 10 language
groups, no provincial Indian Studies program could ever be relevant ,to
the whole province. This problem logically demands local involvement
on a strictly local approach. Indian Studies programs of an active
nature are taking place in Masset, Lytton, Williams Lake, Terrace and
Prince Rupert. We highly encourage this type of program, but we caution
local people in that Indian history, culture, language, legends are
merely entertaining, and educational benefit would not rise as much
as if they were compared with other cultures in such areas as
philosophy, life-styles, foods, languages, medicines, dress, etc.
We realize that Indian languages are gradually being lost and that
local Indian people are becoming increasingly sensitive to this, but,
each locality must decide for itself about Indian studies. Should it
be in the schools or out? Should non-Indians take the course? Should
it be in Elementary or Secondary? Should non-Indians take the course?
* *
***            ***
* *
• » • *"0™" • • • - 6 -
Will there be accreditation? These and other questions bring up the
possibility that perhaps two programs -
1) one in the schools to bring about the necessary
awareness of the positive and progressive side to
Indian life as compared to other cultures.
2) one on the reserves where co-ordinated efforts
could be made to gather and circulate existing
information, research and compilation of
materials.  This type of effort is needed to
record Indian life before it disappears. Cultural
Education Centers such as those being planned
in Fish Lake and at Coqualeetza in the Fraser
Valley could accomplish these ends and be a
good base of operations for a Native Indian
Studies program for the schools.
RICHARD BENSON - of Kincolith won an honors award for his efforts in
woodwork at Princess Margaret Secondary in Surrey.
WILLIS MERCER - at the Princess Margaret won a general honors award
for his efforts in General Shop-Work.
DEBRA LEIGHTON - Metlakatla, B. C. attending New Westminster Secondary
received the highest standing Home Economics in Grade XII
at her school.
CAMERON WALLACE - Mount Currie, graduates from Grade XII at Eric Hamber
Secondary with a Visual and Performing Arts Specialty and
will be enrolling in Douglas College in September. He won
a certificate for exceptional achievement in Fine Arts.
Other Grade XII Grads. - in the Vancouver area are Cecil Barton,
Kincolith, George Barton, Kincolith, Vincent Danes, Hazelton,
Darlene Fowler, Kitwanga, Ollie Peters, Douglas Band,
Jeff Saul, Lillooet, Donna Vickers, Bella Bella.
Some Grads. from Cariboo College in Kamloops, Randy Porter of Bonaparte,
Business Administration; Barbara Wilson of Hazelton, Welfare
Aide; Irene Alex of Osoyoos, Welfare Aide; Deborah Sam of
Lytton, Secretarial Science; Isobel Holmes of Douglas Lake,
Cooking; Arnold Narcisse of Fountain (Lillooet) University
transfer; Allan William of Bonaparte, Recreation Leadership;
Gerry Deneault of Deadman's Creek, Auto Mechanics; Gerald
Ettienne of Bonaparte, Commercial; Tina Gomez of Kamloops,
Commercial; Terry Jules of Kamloops, Commercial; Russel
Jumbo of Lytton, Small Engine Repair.
* *
* * 7—
***                  ***            * * '  '
* * GRADE XII GRADS. - from Thompson River District.  Verna Charters, Upper
Nicola; Gerald Michel of Bridge River, David Walkem of Cocks
Ferry, Johnny Jules of Deadman's Creek, Joe Oleman of Seton
Lake, Nancy Oleman of Seton Lake, Judy Terry of Seton Lake,
Angeline Oleman of Seton Lake, Warren Ledoux of Seton Lake,
Brenda Prince of Leccslie, Robert Simon of Deadman's Creek,
Lexd.s Sam of Lytton, Arnold Abbott of Lytton, Leona George
of Aitchelitz, Larry Munro of Sisca, Jerry Sampson of Lytton,
Laura Aljam of Coldxtfater, Bill John of Lower Nicola, Nellie
Anderson of Cooks Ferry, Brian Michel of Upper Nicola, Harvey
McLeod of Upper Niccla, Robert Moody of Lytton and Vey Aljam
of Coldwater.
ROBERT SIMON - Deadman's Creek, Grade XII was recommended and awarded
the Savona Community Bursary for his fine effort at Kamloops
* *** *
TREE OF PEACE - The Tree of Peace, a Native organization serving the people
of the Great Slave Lake area, requires a CO-ORDINATOR OF EDUCATION PROGRAMS
based in Yellowknife, N.W.T. Duties: Co-ordinate present and innovate
new programs; provide personnel management? encourage community involvement; budget preparation and administration. Qualifications: experience
and concern in Native Education; Native background and language preferred.
Salary:  $8,000 - $10,000/yr.  Send resume to: MR. R. ERASMUS, TREE OF
* *
ANNOUNCING: Education course for this summer: Education 486-04, AT: S.F.U.,
Instructor: Sylvia-Ashton Warner.
Indian people x^elcomel
Persons' wanting to take the course feel free to write Miss
Warner, Dept. Education, S.F.U., Burnaby, B.C.
(S.F.U. - Simon Fraser University)
*     **     *
**  **  **
****** .„. _«- ...
* *» * ... o ...
* * *
****** - 8 -
.'5AK "iSYOK - cr.ADH 10
I "Toul(.'. like to ' eco- e a teacher of Indian Education became
for or.e reason I would like to 90  back to my sorjetown, a reserve along
the "_Tr.2S ''alley called ,'iyrnsh.  I would be very p-oud to gc back to
vtj hometown as a teacher because 7.  feel that I can acccrpllrh a lot
uore In teaching Inlian children. Since I war raised or. a reserve I
feel that I would be alle to understand and help the Indian children.
One of the reasons why Indian children fin'' it hard to learn and vnder-
stand seme of the things a white teacher is tryin^ to teach then is the
I..dian children are v?ry shy rnd qviet in a classroom, -,-ith a teacher
whe- they nave never ceen in their live*?'. Another thin" is they don't
even know where this teacher is fror.v and they know absolutely nothing
shout the teacher, the same <»oes for the white teacher he also knox-s
nothing ubcut the Indian children.  So'**iat have we got? A vhite
teacher with °. close of Indian children vho don't know anything a.fcout
each other,, except the teacher's name. I also thirk it would be
kind of hard for the "kite teacher to move away fror. his home in thr>. t
big city on tc a reserve, that probably Isn't even half the size of
a city. So here a<»aln is another one of rtany problems a teacher frorc
a city has to nut up with. Another ore is the. white teacher probably
doesn't even know anyone *ror>.  the reserve, although he v:ay  know
one or two, but he also has to adjust tc alrost a totally different
way of livlnr.  The Indian children wouldn't be cf much heir to the
white teacker; because if the teacher -ere trying to explain to
the-- scnething that they have never hoard of before, no they wouldn't
understand right, so *:herefore they x"cul:l have to ask iuestionss
but c'on't forget the Indian children are very 3by and qui«t 30 they
xjouldnt ask any questions so. whet' have they learned? Forking at
all. just bocau.3e they're to shy. ?o  really it isn't easy for the
white teacher or the Indian children to understand each other, -acauce
the wi.ite can's culture is ?.ll together different fror that of the
Indian' s culture.
I think If I xrere. to ro  on to a reserve, that I have lived
on for thirteen vsars I T'ou.ld certain!*' *ccorvolish a lot v.ore In
teaching the Indian children because I have groxna-up the sar-e way
that they ar.3 growing up., so I feel that I can help and understand
the: rore than a white teacher can.
If I were to teach Ir.'ian children. I would make sure that
they understood their oxr.. culture; and the white- an:s culture.  I
would show then how their own culture is si: ilar to the whiteman's.
In such »-ays as "In what ways are they the same?"  'Ir. what ways are
tbev are different?"- - and 'That would, it be like if we as Indians
were to live by the wkiteran's culture and way of life?'' "What
would it be like if the whiteman "p.re to live by the Indian's culture
and way of life?'  7. woul'* also teach the T.:.idiar. children about Indian
Arts, as well as their cwn language. /Love all other things I think
the most i: -ortant thing; as Indian child imst know is the great
iiiiportance o" their culture and language.
****** * ****** IHDIAN EDUCATION - EDUCATION 179
Are you concerned with what your Indian students are getting
out of school? Do you feel you don't know enough about the background
of the Indian people in your area? Would you like to spend nine Saturdays
with others who have similar interests, and problems to yours? Would
ycu like to know the viewpoints of Indian people towards you as a teacher
and your school? Would you like to plan new programs with help from
Indian teachers, Home-School Co-ordinators, parents and students? Would
you like to know more about Indian organizations and their policies towards education? Would you like to brush-up on teaching techniques that
will help you give a better educational opportunity to your Indian students?
COURSE DESCRIPTION: Education 479 is a relatively new course, designed
to aid teachers' in developing the ability to adapt education
to the needs of Indian students. A basic assumption in the
course is that, while there are many similarities and differences between all children, our present educational programs
often do not take into account differences, mostly cultural
and economic, which many Indian children share.
The content is divided into txro parts. Part I deals xtfith the
historical and contemporary background of Indian Education. This is done
through interaction with Indian people by means of panels, small group
discussions, field trips; by presentations from Indian organizations,
Department cf Indian Affairs personnel, teachers and administrators.
Part II deals x<dth adapting teaching to the needs of Indian
children including curriculum development, language arts topics (English
as a Second Language, Language Experience), resources, counselling communication, interpersonal relationships, and a variety of case studies.
HAZELTON, PRINCE RUPERT TEACHERS, and others from outlying areas note
that meetings are concentrated in the fall and late spring
when driving conditions are better. See tentative schedule
on back.
RESOURCE PEOPLE (to June 1/73)
Bert McKay, Nishga, President, B.C. Native Indian Teachers' Association.
George Wilson, Kwakiutl, Director for Indian Education, B. C. Department of Education.
Alvin McKay, Nishga, Director, Indian Education Resources Center.
Indian leaders, parents, and students from the Kitimaat, Tsimishian,
Nishga, and Giteksan areas.
*a.******************* . ,.
********************* ... -10-...
* - 10 -
RESOURCE PEOPLE (to June 1/73)  ....(cont.). ...
Teachers, and other educational specialists from provincial and
federal schools in the area.
Professor Mary Ashworth, Faculty of Education, U.B.C.  (Teaching
English As A Second Language).
Dr. Buff Oldridge, Faculty of Education,. U.B.C.
INSTRUCTOR:  Dr. Art More, Faculty of Education, U.B.C.
SEPT.    OCT..   NOV.    DEC.    JAN.  FEB.    MARCH    APRIL
26 :
- Dates will be finalized at September 15 meeting which will
be held at Caledonia Senior High in Terrace;** Locations of
meetings,in Kitimaat, Terrace, and surrounding areas will
also be finalized at this -meeting ■.   ■..•..>.
- One session in the fall will: he Friday afternoon and
Saturday (Billets will be arranged).
** * **
* * * ,,
ft A A • * • "J.-L"' • • .•
** **
*** ***
***** *****
*****  *****
*****   *****
******    ******
* * * * ■   ***-*
***********   **********
******   ******
*****    *****
*************   *************
**************   **************
** ** ** *****   * ** ** ** ** **
*****************   ***************** - 11 -
1#    £2i£H£2l_§E22!:!L£255Ht£J:22 ~
Mr. Jim McCallum, Chairman, Superintendent of
Adult Education Indian Affairs and Northern
Development, P. 0. Box 10061, Pacific Center
Ltd., 700 West Georgia Street, Vancouver 1, B. C,
Application forms are available in the District
offices. •
Mr. Wayne Ready - Arts & Crafts offices, Regional
office - D.I.A., P. 0. Box 10061, Pacific Center
Ltd., Vancouver 1, B. C.
This fund is subdivided into two areas:
a) Production^ and Wholesale Distribution.
b) Indian Economic Development Fund.
3. Adult_Education -
Mr. Jim McCallum, D.I,A.
These last two funds are not specifically for
Cultural Projects, but might be adapted to some
situations like the selling of handicrafts or
perhaps evening language classes, for example.
...4»: Grants to_Fairs-
This is a small fund in Ottawa, designed for
fairs and exhibitions which may or may not still
be in operation.
- Cultural Division, D.I.A. - Ottawa.
Mr. Rod Mclnnis, Indian Advisory Act
Provincial Secretary's Department, Victoria, B. C.
* * _1 o
*** *** ... i^
* . * 12 -
Mr. Tom Turner, Department of Regional Economic
Expansion, Room 516, Bank of Commerce Bldgs.
1175 Douglas Street, Victoria, B. C.
This program is designed for such things as Community
Centers, which might be of cultural significance.
B. C. Indian Arts & Welfare Society, Mrs. H. Esselmont,
Chairman, 3190 Rutledge Street, Victoria, B. C.
This is a very small fund for bursaries and awards.
- Primarily for non-status Indian organizations.
ONE bursary cf approximately $350.00 will be 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 is handled by the Vancouver Foundation.
Selection xd.ll be made 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
potential, and financial need.
Applications in writing must be mailed to the Indian Education
Resources Center, Room 106 - 3rock Hall, University of British Columbia
by September 30.
***************** ... -13- ...
* *************** *
* *
***            ***
* * - 13 -
An incentive bursary program arranged by B.C.N.I.T.A. - in
conjunction with the First Citizen's Fund, this fund is available to
Indian students of B. C. — (status or non-status) who are continuing
beyond secondary school on academic or vocational programs. The award
will be made on the basis of educational potential, community involvement, leadership and academic potential and financial need. Screening
and selection is made by the B. C. Native Indian Teachers' Association.
Applications will be accepted at any time at the Indian Education Resources
Center, Room 106 - Brock Hall, University of British Columbia, Vancouver, B.C.
It is not the purpose cf this bursary to duplicate the efforts
of other funding agencies such as Indian Affairs, Canada Manpower, etc.,
and the fund is axrarded strictly on the basis that the money is to be
used directly for education (such as tuition, books, etc.). In accord
with the policies of the First Citizens' Fund no money is allowed for: -
- living expenses
- educational costs outside of B. C.
Only fully completed bursary applications will be considered.
Please note that no application will be considered unless it is accompanied
by a statement from the post-secondary school of your choice stating: -
a) official notification of your acceptance into the school
b) enrollment date
c) courses to be taken
d) costs of courses
Other information is also needed but is clearly stated in the
application form. Sums of up to $500.00 can be awarded to status Indians,
and up to $700.00 for non-status Indians.
Individual students may re-apply for additional funds in the
following semesters pending a review of his achievements during prior
school semester or period.
Application forms are available at the above address.
*       *
Indian Education Resources Center ***
»n.   106 - Bnock Hall, U.B.C.
Vancouver 8, B.C .
,    gljO


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