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UBC Publications

UBC Publications

Indian education newsletter Nov 1, 1972

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VOLUME #3 - #1
& #2
SEPT. 1972 8
OCT. 1972
UN IVE RSITY OF B, C., VAN CO UVE R, FORT     S T.     3 0 H M     V I S I T A T I 0
The purpose of the visitation to the Fort St. John School
District x^as for the Curriculum Consultant to fathom the needs of the
School District when educating Indian children.  This to be followed
up by a report of the. findings and recommendations for improving the
educational opportunities of the Indian people of the Fort St. John
Mr. A. McKay, Director of the Indian Education Resources
Center at the University of British Columbia accompanied Mr. Wilson
mainly to expand his services and contact in this area.  Mrs. Bubeau,
the co-ordinator of Special Services and Mrs. M. Poplar, the Indian
Counsellor for the area met the gentlemen and planned their itinerary.
The itinerary for the three days included a meeting with
school principals and district teachers, visitations of schools and
special services personnel of within the district.
Attached to this report is a genera] report on Indian
Education of the Fort St. John and District.  From what I've seen the.
condition is as reported.
From what I've seen, read and discussed regarding the education of Indians of the district the following is what I have to recommend :
1) Bolster the orientation program -vi Upper Pine
Elementary School, Provision for a full time
orientation class is needed in this school.
2) There are specific types of materials needed
for this orientation class to use to overcome cultural learning problems' which the
children have.  The principal of Upper Fine
Elementary school has these needs outlined
and will forward these to me at his earliest
convenience. - 2
3) It would be to the advantage of both the Indian
children and teachers of Upper Pine if the
Kindergarten class for the Indian children was
physically part of the school.  This kindergarten class is currently situated at the Doig
River Reserve xrtiich is away from the Upper .
Pine School.
4) Upper Pine School will be relocated to more
modern facilities.  If and when the new school
is built that there be attached to the school
health facilities for both Indian children
and parents the children's physical needs
would be met.  The Indian children at present
require medical attention whether dental or
clearing up the impetigo which infects them.
At present the health nurse x-?hips into the
reserve, and out again just as quickly.
5) An on the job training of a teacher aide is
needed for the school district.  This teacher
aide would in addition to fulfilling her role
as such would be a resource person for the
school in the subject of Indians.
6) There needs to be «n all out crash program on
language arts £oC  the Indian children of the
school district.  Approaches on teaching
English as a second language must sought and a
school as Upper Pine, could be used on a pilot
program of this nature.  If there is one great
stumbling block in the academic world, for Indians
it has to be the mastery of the English language.
Different approaches a:, that developed by Southwestern Co-operative Educational Laboratory, the
Sullivan program and others must be better understood and era-mined to see if they would be
ap pIic ab1e i.n Fo rt St. Jchn.
7) The School District Resource Center certainly
can expound its resources on books, films and
fiimstri.ps on the subject of Indian Peoples ok
Cassia and certainly on British Columbia,
S)  An additional hare-school co--orfii.nat.or is needed
for the -urea.  In terns of numbsr perhaps this
cannot: he justified but certain'- v in tents of the
geography '.hit; can certainly he jsuaifif.d.  A
great deal of trav?:!lin;.; is presently recuired by
the Indian Counsellor no make certain that the - 3
 8)  whole area is covered.  With an additional home-
school co-ordinator travelling can be' reduced
and certainly more homes can be reached; therefore, more parents and students can be counselled.
There may be other problems and needs not mentioned in this
short report; however, since I have visited the area and am more aware
in terms of a frame of reference I can be consulted on these matters
x^hen they come up.
FORT     ST.      J 0 H N     T R I P
September 20 to 22nd was a trip to a nex-? territory - Fort
St. John.  The purpose of this trip wais to see first hand what the
"integrated" schools and respective communities were like.  Due to
teacher workshop meetings, inservice committee meetings', attempts
to visit surrounding Indian villages, and six inches of fresh snow,
for the 2-5 day visit, only 1 reserve was visited.
It appears that the total scene lacks a great deal - perhaps,
due to the following:
a) The majority of local Indian people are semi-
b) The integrated set-up is only a few years old.
c) A total lack of communication amongst the
Indian reserve peoples exists.
d) A total lack of constructive programing by
the Dept. of Indian Affairs, or the local
school board, and this in controlled by a
total lad of communication betxvoen these
txvTo r \encies.
e) A pronounced negative attitude, by the local
non-Indian people against Indian people - - 4 -
 e)  again a total lack of communication or understanding.
f)  The Church plays a very small part (on once
a month visits to the various reserves).
All services offered to the Indian people are based on the
assumption that these people are communicative enough to plan, criticize
or supplement these efforts.  Due to the relatively low general school
achievement level of these people, no outstanding Indian person is in a
position to be able to guide the non-Indian educators and Dept. of Indian
Affairs officials then at the same time be a leader to his people.
In viex? of the aforementioned 5 lacking areas of communication
- it would appear that a massive program of adult education is needed, ie:
1) Indian people -.an attempt to up-grade the
thinking of these people - in tune with the
pressing needs of their children in the
schools - leadership/community involvement
training on the reserves.
2) Non-Indian people -
- a massive program to orient or familarize-
these people with local or District Indian
Cultural Historical or Contemporary Way of
Life of Indians.
- an attempt to close the wide gap of
communication between Dept. of Indian
Affairs'Agencies and the local
3) Churches -
- a program to involve the church in a day to
day basis regarding the lives of these Indian
people - in terms of a continued emphasis
of the on-going educational scene.
It was felt that there are enough non-Indian and Indian people,
who are that interested in the welfare of the "Integrated" situation -
to embark on some similar program as suggested in this report.
A A A A A AA A A A A A A A A A A A s A A
A A A A A A A A A A A A A A A A- A A A A , '■: A' AAAAAA A A A -■ 5 -
It X'/as a big change, to move from an all-native Indian school
setting into a public school system.  The total family unit and the
xrtiole, Indian community x/as and is, being affected in re-acting to
this change.  A great deal of the favourable expectations of school
integration has been realized.  And where there were obvious xreakness
areas, Indian people and educational planners demanded supportive
I believe it is necessary that xve maintain and up-grade our
efforts to reinforce the favourable aspects of the provincial educational programs.  Indian people have made positive gains in getting
some much needed supportive services.  There are indications now that
Indian people xjant an active in-put in setting priorities and in
evaluating the programs.  A sample of some of the positive supportive
services that I think have served very real needs are:
1) BCNITA'S program to help teachers gain a better
understanding of Indian people through newsletters,
conferences, workshops, bibliographies, and direct
2) BCNITA'S program in drawing upon the experience
of Indian people involved in Education of Indians.
3) BCNITA'S program of focussing attention and action
on xreakness areas.
4) BCNITA'S program to work for co-operative and team
effort in improving opportunities for the native
Indian students.
5) The employment, training, and inter-communication
of home-school co-ordinators.
6) Home—school co-ordinators working closely with
Indian education committees on reserves to focus
on crisis on recurring problem situations.
7) The attempt to encourage Indian people to take
advantage of educational ana vocational ouportinri ties. - 6 -
8) The attempt to up-grade Indian Studies undertaken in each classroom.
9) The attempt to improve attendance, remove
negative biases, and remove obstacles for
good achievement.
10) Extending educational opportunities for
pre-schoolers and young adults.
11) Encouraging Indian Education Committees in
various situations -
A/ Indian community
B/ School
C/ School District
D/ District council of chiefs
E/ Indian Student Eesidences
The initial "modest" concerns of Indian people for improvements in
education are:
- poor attendance, poor achievement, drop-outs
- expansion into a more comprehensive look at
community life.  Readiness classes nursery"
school and kindergarten are well accepted
needs.  In two communities in my district,
great concern, is being focussed on the high
employment rate of the young adults and their
lack of motivation to take advantage of
training opportunities.  One Indian community
combined the education and economic development committees for form one committee with
the purpose of utilizing as much of the
resources available to help the adult population.  The five month study- resulted in a
recommendation for an on-reserve training
opportunities in basic up-grading and in a
communications improvement course fashioned
after a life skills course designed by
Saskatchewan Newstart, Prince Albert.  At
the outset, local field officers were
directly Involved in the discussions.
- Manpower Cariboo College, Indian Affairs and
baud council members.  There was much gained
from the weekly discussions during July and
August.  Communication, betwoen Indian
community leaders and the agency personnel - 7 -
involved is now greatly improved.  I am very
optimistic that the comprehensive committee
will be an action committee.  I think that a
comprehensive committee is suited to an
Indian community with a small population.
The Adams Lake and Niskainlith bands have not taken good
advantage of government incentive programs before the formation of the
action committee.  Now that needs can be pin-pointed and preparation
requirements recognized, the CULTURAL, EDUCATIONAL, MANPOWER, COLLEGE.
ECONOMIC, RECREATIONAL FIRST CITIZEN'S programs will be more meaningful.
Community education can move forward with an action committee which
will work toward utilizing as many of the personnel and resources
directly concerned.  At present there is high optimism among the
committee members.  Now comes the harder task of motivating the
ordinary band members to share this enthusiasm.
The home-school co-ordinator program is recognized as a
valuable service.  Small Indian communities have some difficulty in
justifying employing a full time home-school co-ordinator.  In these
cases, there should be some formula devised to employ a community
worker who will function as a home-school co-ordinator; health, youth
Xv'orker, recreation director or some other combination.
Another area for educational exploitation is the use of
abandoned Indian school buildings for short term and long term
activities.  Some possibilities that come to mind are:
1/ Library - books, multi-media
2/ study centers for interest courses
• and credit courses
3/ hobby centers
4/ meeting place for recreation and
structured groups
5/ testing out curriculum proposals
6/ information center for the band
7/ place for planning proposals
8/ place for streamlining communications.
I believe that we should make a concerted effort to help
Indian people make functional use of government educational, cultural
and economic development programs.  I believe that we need a more
concerned role in helping native Indian students develop their
expressed interests in art, music, and recreation.  Identification - 8
and encouragement in the development of these areas goes a long way
in helping the students.  Some Indian communities have overcome the
obstacles by having excellent music, art or recreation encouragement
programs.  Ways need to be found to facilitate students' participation
in cultural and extra-curricular programs of the school.  On the other
hand, Indian communities have developed worthwhile activities that
could be extended into the school day.  It is in the Indian communities
that I believe xto must encourage development of the "interest" activities.
In my observation of Indian communities where there is a loxv
employment rate, the activities of those communities tends to fall into
set patterns, negatively or positively.  An intervening force can at
times help individuals and the community broaden life activities and
experience.  Some way, I am sure, can be found to help people realize
the people and resource potential an Indian community has.  The summer
camps, travel exchange, field trip, programs have had good positive
effect on individuals and at times on the whole community.  However, it
is in the day by day activities that Indian communities need encouragement.  I am convinced that we need community workers on each reserve to
spearhead planning, to encourage, to gather positive ideas to facilitate
the plans of the Indian community, to co-ordinate effort on behalf of
the young.  There are a number of possibilities that already exist -
management programs, home-school co-ordinators, health aide welfare
aide, recreation director.  These community workers are probably doing
much of this vork of co-ordinating and facilitating youth activities.
However, x-?e need to make a pitch that co-ordinating and facilitating
youth activities be a high priority consideration.  If the community
workers already employed do not have time for the youth, there should
be some means found to help a band employ a youth co-ordinator.
In summary, I have attempted to express my thoughts on these
1/ Continue and up-grade our efforts to reinforce
existing provincial and federal educational
2/  Expand our efforts to improve  education of
Indians to include the whole Indian community.
3/ Demand this necessary personnel be employed
and that facilitating of resources be streamlined.
4/ Work for a co-operative, team approach to im-
prove communication.
5/ Work for active involvement of parents and
community leaders in planning and evaluation
procedures. - 9 -
6/ Work toward employing a community worker that
will have a direct responsibility for the
youth.  And encourage these community workers,
through training and communication, of the
"art of the possible".
We have convinced enough teachers now that Indian children
do not enter the public school classroom with a Zero experience rating.
There has not been any extensive work done in identifying the extensive work done in identifying the experience areas that could be
valuable for the Indian student in a classroom situation.  Some work
can be done in helping students classify and organize their experiences
in a presentable fashion.  One simple example is a student who grew
up on a ranch with three breeds on cattle.  When asked to name them,
he referred to the colour rather than the breed, yet he knew how to
feed and care for them.  Once classification is established, I am
certain that development in understanding will take place.  In
addition, the recognition that the. student's experience is a worth-
xvhile life experience xrf.ll help the selfxrorth of the child.  The
nursery schools and kindergartens have community awareness as an
important component of the pre-school program.  We can extend the
community understanding a few more years.  Again consultant help can
be found but it is the parent and the community worker xrtio can tackle
the community awareness program.
A  A  A
A A  A  A A
A A  A  A A
B C N I T A     -     FALL     CONFERENCE     1972
The Fifth Semi-Annual Conference of BCNITA was held in
Port Alberni, B. C. - on October, 19, 20, & 21st.  Dense fog conditions
in the province grounded and stranded many members - to the extent
that only 44 members attended.
Thursday October 19/72 - v?as spent visiting an open area
school - Wickaninnish Elementary, Tofino, B. C.  Due to delayed
arrival of delegates - we did not arrive at Tofino until 12:00 noon.
A luncheon was had at the -iaouinna Hotel Ltd., - with teachers of the
school i.n attendance.  The afternoon was spent with BCNITA joining in
the many open-area classes.  The J.atter part of the ahternoon wan
group discussion sessions (BCNITA Members and teachers).  Many ideas, - 10 -
suggestions etc., were exchanged, and it x^as felt that such an
afternoon was of benefit to BCNITA Members as x<?ell as to the
teachers of the Wickaninnish School.
By 4:30 p.m. of this same day we arrived at Christie
Residence.  BCNITA Members had a grand tour of the elaborate surroundings in this modern residence.  This tour was unique in that
students of the residence took small groups of our members through
the whole residence.  The atmosphere of this residence was a very
healthy happy one.  The students and staff hosted our members to the
most delicious roast dinner we have ever tasted!
After lunch on October 20/72 - the BCNITA Members moved
from the Port Alberni Indian Cultural Center Hall, to the Bedford
School in Port Alberni.  A panel of BCNITA Members - the Chairman
and four other members dealt with the main problem areas that Indian
students were facing.  Exchange of views, enrichment of understanding amongst BCNITA and teachers was the focal point of this workshop.
Home-School Co-ordinators met at this time, for an informative exchange of ideas.  Special projects xrere delved into,
and all agreed to inform and to encourage new members regarding pitfalls of duties, and ways and means of successes.
Subject of extendad course, aside from the summer orientation, be pursued, so that Home-School Co-ordinators can receive a
A climax of this day, was an elaborate, banquet, hosted by
the Port Alberni Band Council and youth group, in the Port Alberni
Cultural Center.  This beautiful hall has to be seen, to appreciate
its aesthetic as well as its practical value.  Dr. George Clutesi,
was formally declared a lifetime member of BCNITA and Center Council.
In response Dr. Clutesi encouraged the members for their initial efforts,
and then emphasized the need to be courageous to move en to the forefront, and pursue improvements wherever needed in the education field.
The final day - elections!  Mr. Bert McKay, (another found-
member of BCNITA}, Principal of New Aiyansh Elementary, Nass River,
B. C. , was elected President of BCNITA.  The following members were
voted in as Center Council Members:
George Wilson - Re-elected by New Center Council
as Chairman.
3.  Joe Ale;;
Mrs. Shirley Adam
Mrs. Flora Baker
Roy Halyupis
Shirley doseoh
Percy   Roberts
..'nan  Ryan
nar^arer   VicV.ers
Jim Wirt to
5.  Alvin Dixon
7.  Bradoly Hunt, (studenl
?.     Joe Michel
11.  Gordon Robinson
Mrs. ]m-e,n-M Taylor „.
Cecrne Watts
eacnci > -li
lt  is interesting to note that out of the 16 Center Council
Members, 8 are certified teachers, 1 a student teacher, 4 are home -
school co-ordinators, 2 guidance counsellors and 1 band manager.
Friday, October 20/72 was the first part of the business
- BCNITA financial position x<ras reviewed. A 1972/73 school
year) Operational Budget for BCNITA is in the offering. Finances for
this conference is a part of this budget.
- In depth discussion, analysis, criticism of future, overall major development for BCNITA xv'as entered into.  Such matters as
incentives for post high school students, teacher training and other
professions; development of material and people resources to enrich
or to supplement the existing school set-ups; ways & means of Indian
parent or Indian involvement in the educational field.  BCNITA moved
to support all planning of the President, Chairman, Consultan and
Director, in conjunction with Center Council.
- Mr. Joe Michel - one of the founding members of BCNITA
Movement, x<ras appointed as BCNITA Historian.  His primary terms of
office are to prepare a history of the total BCNITA. Movement, and to
also study in detail the constitution of BCNITA.
- Dr. George Clutesi, also a founding member of BCNITA
Movement, xras given a vote of thanks and confidence, and appointed as
a permanent member of BCNITA, and be a lifetime member of Center Council
- Nominations for the position of president were received
(4 names agreed upon); nominations for the Center Council were also
received (19 names agreed upon).
A delightful lunch was served by Pert Alberni Student
-V A A
" -\
• * '• ■
C 0
CENTER     COUNCIL   -SEPT.  30/72
Center Council (hoard of Governors) for the BCNITA was
called together for a meeting on Sept. 3/72. This was the first
meeting since May /72.  Many items of importance were discussed, such 12 -
1/ Date of General BCNITA Fall Conference -
October 19 - 21st - Port Alberni.
- Content of Fall Conference was decided
upon, (election of Center Council:
future of BCNITA etc.)
2/ Year III Budget of I.E.R.C. -
- Operation of Year III is to be based on
Year II Allocation.
- I.E.R.C. - now has to look for Year IV Funding.
3/ Outline of proposed Joint Projects for BCNITA
& I.E.R.C. All of it is dependent on sources
of funding.  Top secret plans were outlined.
4/ Bursaries for Indian students -
- Bill & Elsie More Memorial Bursary.
- First Citizen Fund Incentive Bursaries.
Decision x-ras that applicants must document
applications (statement of marks etc.)
5/ Other Indian organizations - desire to
approach and discuss, compare overall
objectives of educational growth regarding '
6/ Membership of BCNITA - ten names were submitted
for new members - four were approved as Certified
Indian Teachers, and four were approved as Indian,
School Counsellors.  Two are to be investigated
A large Indian student population feeding into this school
prompted this idea of enrichment.  The "integration" that now exists
is a one sided fvision, in that Indians are expected to subtract from
their lives, and only add on the accepted non-Indian x-ray of life.
This idea is then an attempt to enrich the school program so that
both Indian and non-Indian in. the school system benefit from it.
The Indian students feeding into this school are predominant!1
from rural Indian Reserves.  Whatever training or orientation at elc-r.c.ii
tary levels they have pained is swallowed up in these stedouts' attempt
to adjust to a foreign urban setting.  This forced adgustmenr aspect - 13 -
leaves the Indian students with a feeling of non-identity and a
•feeling of a lack of confidence in themselves.  A sense of belonging,
is a hoped for objective, which should lead to enabling students to
learn things that are of immediate significance, and also offer to
them an opportunity for success.
The scope of the intended course will deal with the cultures
of the Shuswap, Chilcotin and Carrier people - emphasizing pre-history
or archaeology; recent history; present day situation and immediate
Initial planning of the course has been done in consultation
with Indian students and Irvine Harry, the Shuswap Home-School Coordinator.  Other resources consulted were various Chiefs of the
Chilcotin, Carrier, and interested staff of the school.
We combined witn the Education 479 class and Deanna gave
a talk on differences betx/een Indians and white people.  She stated
that, "not all Indians fit into the extreme tribal and not all white
people fit into the extreme urban society".
hunting            agrarian
gathering          peasant
nomadic            R. C.
 80% World Population	
industry              pragmatic
tertiary activities    planning
 20% World Population 	
Small communities or Groups
Isolated - far from society
far from each other.
Little or no outside
c ommun i c a t i o n.
Large communities
live close together
Much communication. - 14 -
Non-Literate: No written language.
History, Teaching done by
word of mouth. Developed
good memory.
Homogeneous:  All people same, treated
equally do same things (hunt,
fish gather).  No real leaders
often a good fighter became
war Chief, good talker became
politician but nobody chose
him & nobody obligated to
Literate: written language.
History Education,
Communication by
Heterogeneous:  People differ:
Not treated equally.
Status: All do different
kinds of work.  Division
of labour.  Leaders
chosen & given status.
Must follow chosen
Group Solidarity:  Work together for
each other; motivated toward
the group.
Individual: People work for
selves rather than for
Traditional:  Everything done according to tradition.  Little
desire to change.
Spontaneous:  No planning.  Do what
they xrant xjhen they want.
Pack up and move, go hunting,
drop work, anything -
Changing World:  Constant
search for change and
Structured:  Everything must
be planned.  No sudden
inspirations-  Must
have reason for action.
Uncritical:  Non-interference.  Whatever  Critical:  Very critical to
anyone else does is his ovm actions of others,
business.  Acceptance of actions        Very vocal to things
of things around him. they don't like,
understand, or tolerate.
Personal:  In small familial groups
everyone knows everyone else
inside out.  No role playing
if a person like you he has
no reservations to being or
working with you.  If he
doesn't like you he will
avoid you & x^on' t have anything to do with you.
Impersonal:  Not much interest
in others.  Much role
playing.  Surface
appearances.  Can work
x^ith anyone - like,
him or not. '- 15 -
Non-legislative: No real, laws.  No
Legislative:  Constitution &
Laws foundation of
Kinship very important.  All
relatives were known,
and accepted, and
included in activities.
Family very important.
Nuclear Family:  Mother,
father, 2-7 children.
Usually isolated
from other relatives.
Familial group - things were done
together by whole family
or tribe.  Group came
first.  Men were hunters
& fighters.  Women expected to do all other
Sacred:  Extremely spiritual and
religious.  Superstitious
and believed supremely
in spirit world.  Many
ceremonies and prayers
to many spirits.
Economy:  Non-market.  Sharing
eliminated need for trade.
Some outside trading but
not on market basis.
There were no rich or
poor, all some.  Little
status given to
material wealth.
Individual - look after self;
individual comes first,
Men look at selves
as breadwinner.
Usually place women
on pedestal, don't
expect them to work.
Secular: Not Religious,
Heavy Market Economy:  Status
determined on income
group and accumulation
of material goods.  Individual enterprise
and responsibility.
Time:  Circular Time - Indian time
winter," summer, fall,
spring, night, day,
moon, "during the year
of big flood at huckle-
bury time around midday" rather than Sept.
16/72 at 1:30 p.m.
Time very Casual and Unimportant.  Eat when
hungry, sleep" when sleepy
Linear Time:  Very important,
century, decade, year,
month, week, day, hour,
minute, second. - precise timing.  At the
correct time you must
rise, eat, xrork, go
to school vote, get
married, get drunk,
have coffee or retire. - 16
Silent:  Culture based on silence
and deep thought.  Silence
due to presence of enemies
or danger.  (When an Indian
has nothing to say, he says
Being:  Born a whole person.  As an
individual from birth.
Born a member of his
Verbal: Highly verval
Culture; based on
Becoming:  From-birth to the
time he becomes a man
he is nothing.  Very
often he is nothing
until he begins to
make progress on the
social scale.
**        It would not be fair to say that Indians are all on the
left column and white people on the right.  There are some very good
things about both extremes - that could serve to make society a
desirable place, but there are also disadvantages of each extreme.
**        For Minority Group Transition to the Dominant Society
several phases are usually experienced.
1/ Awareness of difference.
2/ Fink out (sell out):  Identity with
dominant group.  Join dominant and
avoid oxm minority group.
3/ Hate dominant group:  after joining
it and finding it out to be less
than perfect a person returns to
his own group and hates the dominant.
4/ Marginal:  reconcile to both groups.
*      & •*
■»•&## ##«■«• #••»■«•
One of our BCNITA Members, Joe Alex, has officially begun
training at St. Mary's Indian Student Residence on November 1/72.
This program, a first in B. C., is in response to requests from Indian
people to have Indian Student Residences administered by Indians.
Joe begins intensive training in administration that will
lead him to the qualifications to handle all the details of running
an Indian Student Residence.  He has just returned from a one week 17 -
Administrators Workshop in Victoria, looking at overall administration
techniques.  He will spend three or four x^eeks in the Regional
Offices of Indian Affairs, three or four xreeks in District Offices,
an intensive training session at BCIT, and will also be working in
close connection with the Public Service Commission in Nova Scotia
and in Ottawa.  His training will be evaluated every 3 or 4 months
to see how he is making out.  He will also spend a couple of months
at St. Mary's as a Child Care Worker to learn, first hand, the
rudiments of the program.
This pilot project, the first of its kind will be watched
very closely by many concerned parties as to its success, which
could start a trend.
In our opinion, no better man could be found for this project.  A Home-School Co-ordinator for the last two years, Joe x^as
the first person to graduate from St. Mary's, went to Normal School
and taught at St. Mary's for eleven years, spending in all 26 years
of his life there.  I am very certain that Father Dunlop, the present
Administrator, is in full agreement as to Joe's great potential.
Joe is a valuable member of BCNITA and vras  recently chosen
to become a Center Council Member.  On behalf of BCNITA, x-ie  extend
best xvishes and good luck.
Robert W. Sterling -
Assistant Director - I.E.R.C.
www   www   www


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