Spilyay tymoo., June 02, 1978, Page 5, Image 5

JUNE 2, 1978 PAGE 5
To The Editor
To the Editor:
“Look at Who We Are,
Where Are We NOW, And Where
We Want To Go.” Quote from
conversation with Mohalah
(Elizabeth Thompson Pitt)
“Look at who we are...”
We are Indians with a his­
torical background of continuous
spiritual contact between us, as
Indians, our lifestyles, our re­
Jigions, our thought, and our
Land.
Let us consider the impor­
tance of Land before we con­
sider Humankind; Land influen­
ced the Indian in all his and her
living hours. Land said, “This is
what is offered you as lifestyle.
This is the possibilities of your
religion, You may feast on the
fruits of the seasons. Seasons of
hoots, Sweet huckleberries, and
running Salmon...” Can you
remember when these words
were living practice.
In this way the Land, our
environment, influenced and
aided in shaping Indian thought.
The land, as a present, helped us
develop a concept of ourselves.
There existed a lifelong acquain­
tance, and mutual acceptance
between Indian and Land.
Now, let us consider human­
kind, and our actions. “...Where
are we now...” This is the one
question leading into the small
series of questions We are put­
ting up for thought now, and
later in the General Council
Meeting. We are concerned
about the talk at these general
meetings. They lack any direc­
tion by the “General Public”,
and seem controlled by the talk
of money. Everyone seems upset
about money. Let us become
angry about the human condi­
tion on this reservation. Wel­
come the argument. Make 1978
the time of réévaluation. As a
tribe, we must get together and
ask questions of each other.
Beside the normal concern for
your friend, ask him, and The
Warm Springs Confederated
Tribes these questions. Before
you go consider them your­
selves.
1. Do you, as an Indian,
think that the immense amount
of money, alone, will make you
happy? Does the money end
your search for happiness,
liberty, and security?
2. Why have we let our old
ways and values slip away from
us? Is the Indian a “thing of the
past”?
3. Are we melting into “the
big melting pot of America”? Do
you want to be like the Ameri­
can Joneses?
4. Do you think tribal deci­
sions are made only on a money
basis? Are you Individual In­
dians considered before your
Individual Indian account?
5. Are we determining the
success of our existing pro­
grams on the “white” concept of
success, using words such as
“gross” and “net”, or the Indian
concept of success, which most­
ly the feeling of well being, and
survival of our tribe.
6. Do you think our children
have a feeling of well being, and
the will to survive. Do they get
the opportunity to stop “white”
education and learn about In­
dian, Land, and Tribe.
7. Do you think with the
amount of monies put into our
Mental and Health programs,
that they are effective? Do they
help the fallen Indian?
8. Do you like to spend large
amounts on overcharged items
in the local business area. Do
you like having to spend more of
your working hours to support
the lowering standard of living?
Remember the past years of
unnecessary deaths, the lack of
communication, and concern be­
tween School, Work, Family,
and the Individual Indians. Feel­
ing small and unwanted in your
life makes people seek ways to
make up for the lack that is
within. Social agencies are de­
signed to help the poor self
concept of Individuals, and eli­
minate stress and the “indes­
cribable ugly feeling inside.” (If
you are not blind, you have felt
this feeling about the sadness of
this reservation.)'
9. Is our current society
helping us eliminate the help­
lessness we can feel in watching
placing like “Frontier” make
money, and reach success.
10. Can our Health pro­
grams, Recreational facilities,
Land preservation, and Tribal
agencies become of the best for
human beings instead of books.
Liz Woody, Louis Pitt,
and other concerned people
on the reservation
TOE NESS
A Politician’s promise
“If elected, I will cut down on personal transportation, I’ll give
up one skate Board.” YIKES
ss ss ss
You know that there was this high school boy who got kicked
out of school for drinking beer. He really learned his lesson and gave
up that bad habit. He quit school. YIKES
SS SS SS
There were these two politicians running against each other
and one accused the other for using “Marijuana.” The second
protested the accusation but finally admitted that he had two in
twenty years, and added, “That’s the best two times I’ve ever felt.
YIKES
SS SS SS
If anyone would like their family tree traced, the cheapest way
is to run for office. YIKES
SS SS SS
There were these two guy’s playing golf down at Kah-Nee-Ta
one day, won’t mention any names; one of the guy’s really having a
bad day. It came to the point when he would yell “fore,” his friend
would say, “Are you sure?” YIKES
SS SS SS
The lady of the house tried everything to keep the devil but of
their home. Finally she started going to church. She would pray that
the devil would not bother, but somehow even that didn’t help,
because her husband would come home anyway. YIKES
SS SS SS
Indian Country Opposes Switch
INDIAN TESTIMONY AT HEARINGS OPPOSES EDUCATION TRANSFER:
The Senate Committee on Governmental Affairs heard Indian testimony May 16 on S. 991 the bill
to create a new Department of Education. Overwhelmingly, the word from Indian country was that they
did not want Indian education programs transferred from BIA to this new department.
The pre-hearings rumor was that the tribal representatives would split, three would be for and
three against the move. The All Indian Pueblo Council supported the move, but noted that numerous
changes or additions were required to make the new legislation satisfactory.
The Director of the Navajo Division of Education gavé conditional support while carefully adding
that he was not speaking for the Nayajo Tribal Council which would submit its own testimony to the
committee. The Mississippi Choctaws, the Montana Tribes, Minnesota Chippewas and Affiliated Tribes
of Northwest Indians were opposed to the move.
National Tribal Chairmen’s Association, National Congress of American Indians, National Indian
Education Association, American Indian Higher Education Consortium, and the Coalition of Indian
Controlled School Boards also were against the transfer. The First American Caucus of the National
Education Association, as was expected, favored the move into the new department.
The statement of Interior Under Secretary James Joseph could be used for a lesson in diplomacy.
It represented the Administration position, as required by White House mandate, but it also included
statements about the concerns of Indian people and the need to maintain the integrity of Indian
programs.
STATEMENTS ON PROPOSED EDUCATION BILL: The following comments from witnesses at the
hearings May 16 on S. 991 are excerpted from submitted statements or, when no quotation marks are
used, prepared from reporter’s notes.
James Joseph, Under Secretary, Department of the Interior:
The Administration recommends that all federally supported Indian education programs be
located together in one agency that reports directly to the Secretary of the Department of Education.
This elevation of the leadership of Indian education programs will help to increase their visibility and
accountability to the President, the Congress, and to the Indian tribes and peoples.
“Indian tribes, organization and individuals have expressed concern about the proposed transfer
of Indian education programs. They are especially concerned about the potential impact on the trust
responsibility to Indian tribes .... We believe, therefore, that an immediate transfer of all Bureau of
Indian Affairs programs to a new Department of Education would have a deleterious effect on the
delivery of services in the schools.
For this reason, a phased transfer which allows time for working closely with tribes, Indian
organizations and parents is recommended .... We believe that while the integrity of Indian programs
must be maintained, there is considerable room for improvement in the quality of services provided and
and in the opportunities for Indian parents and tribes to mold and shape educational philosophy and
process . . . . ”
Larry Snake, NTCA:
We are in total opposition to the transfer of BIA education programs to this new department.
The ability of the tribes to contribute to educational progress Js better assured through a tribally
centered BIA rather than the state. S.991 makes no reference to tribal involvement or Indian preference.
The legislation has been proposed with no consultation of the Indian people, thus making a mockery of
President Carter’s pre-election promises.
Sam Deloria, NCAI:
We are extremely critical of the way BIA has administered Indian education programs, but we do
not favor the proposed transfer. We have seen nothing in S.991 that touches on the trust responsibility,
self-determination, Indian preference and other issues. It is as if no one has given any thought to these
matters. How can we take a position when there is no indication of how these issues would be handled?
This proposed transfer seems to be just shifting boxes around in Washington. It will not simplify or unify
Indian education programs; it will make them more complicated. Instead of shifting boxes in
Washington, there is needed improvement in delivery system to effect change in the local education
programs.
Skip Skanen, Affiliated Tribes of Northwest Indians:
“. . . . The Civil Rights Act of 1964 (CRA-64) has been a strong guiding hand over the present
Department of Health, Education and Welfare. S-991 also proposes to have the strong guiding hand of
CRA-64 over the new Department of Education.and its educational activities. Any Indian educational
efforts, in keeping with the full compliance of the CRA-64, would be contrary and extremely detrimental
to such ongoing programs as Indian boarding schools, tribal schools and in the use of JOM funds in
public schools to meet special Indian educational needs as presently administered by the BIA ....
The Indian Self-Determination and Education Assistance Act (PL 93-638) is little more than three
years old (June, 1975). The conept of Self-Determination is less than eight years old (July, 1970). These
changes plus Indian preference and college educated Indians hold the future of BIA educational
program improvements.
Any transfer of BIA educational programs based upon past history is premature at this time.
Furthermore, it would largely undo all efforts of Indian Tribes in working cooperatively with the BIA in
the education of their children. . . .”
Joseph Dupris, Coalition of Indian Controlled School Boards:
“. . . . We must categorically object to the proposal of transferring Indian education programs
from the Bureau of Indian Affairs to the new Department of Education. The creation of a new
Department of Education is not at issue. The inclusion of all Indian education within the new
department has the.elements of termination of the Federal trust responsibility for Indian people and
coercive assimilation to which the Indian tribes and people have and will continue to resist and
oppose....”
WHITE HOUSE SPOKESMAN RESPONDS TO INDIAN CONCERNS ON EDUCATION BILL:
0MB Director James McIntyre made a second appearance May 17 before the Committee on
Governmental Affairs to push the White House position on S. 991, the bill to create a new Department of
Education. McIntyre’s statement seemed to be a White House response to criticisms of the bill
expressed in the hearings to date.
Committee Chairman Ribicoff asked one question concerning the transfer of Indian education. He
said that the May 16 testimony indicated that many Indians were concerned that the transfer would
erode the trust protection and advocacy roles of the BIA. McIntyre said that the transfer would have no
effect on this relationship.
The portion of his statement dealing with Indian education follows: “The Director of the Indian
Education programs will also report directly to the Secretary. The transfer of Indian Education
programs from the Bureau of Indian Affairs to the Department of Education will not diminish in any
way the trust responsibilities that the Federal Government has toward Indian tribes, and S. 991 should
contain strong language to that effect. Also, other special relationships and policies — such as Indian
preference in hiring, self-determination, and eligibillity requirements for Indian education programs —
will not be altered in any way by this transfer.
The Administration is committed to these assurances, and will cooperate with the Committee to
ensure that they are carried out. Also to ensure the orderly transition of the overseas dependents’
schools and BIA Indian schools, we plan to phase these programs into the new Department over time
Although the Secretary of Education should be in a position to assume educational policy responsibility
for the schools at the outset, we believe it will take three years to complete the transfer of the schools to
the Department of Education.
These are geographically dispersed activities, and,.of necessity, highly decentralized in their
operations. We want to make well-informed judgments as we transfer these schools in order to avoid
disrupting or confusing their educational and administrative operations. It is also our desire to seek, on
a regular basis, the advice of the various parties having an interest in these schools and to keep them
informed as the transition proceeds.”