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Show T T Friday, November iu, ivz WIIAT 1$ TITLE I? ANSWER RIVEN TO PARENTS' QUERIES By Norma Denver On April 11, 1965, President Lyndon B. Johnson signed into law the Elemen- tary and Secondary Education Act, which represents the largest single committment by the federal government to furtOur nations most priceher develop less resource EDUCATION The Utah program for Title I defines educationally deprived children as, Those children of school age whether Indian or in our area in public schools, whose educational handicaps usually associated with children and youth areas. living in Approximately 62 of all school districts in the nation receive Title I money. An estimated nine million children will participate in some way in a Title project this year. In 1970, Congress amended Title I making the establishment of a parent advisory council a requirement for all Title I projects. A council of parents was organized and at the present time is composed of Clara Natchees, Louise Cuch, Robert Chapoose, Gloria Arrowgarp, Jason Cuch, Marrletta Reed, Ouray McCook, Irene Cuch, Norma Denver, Daisy Jenks, Dale Harrison, Gerald Mitchell, Norwood Hardy and Grant Drolllnger, Title I DIrene Cuch is chairman of the irector. Glenda Arrowchis will be a new group. member this year. non-Indi- an low-inco- IN THE GOOD OLD DAZE A trip to the fair took weeks of planning and a day's travel. Fort Duchesne was the site of a Uintah Basin Fair in 1913 (or thereabouts) . The large building, where a picture show" is the main attraction, Hall or Senior has been torn down. It was located in front of the Citizens building. The middle building is the one now used as a Day Care Center only the porch has changed a little. Forestry and the Ute Learning Center are now' housed in the last building shown on this picture which was made from a negative given to Rex Curry several years ago during a Land Operations Branch housecleaning spree. (Print by A1 Parriette). Frie-ndshi- B.I.A. BATTLE Com. Bruce Tapes Explanation of Budget Cut By Richard La Course me Some of the functions of the council A battle royal has burst upon the Two Hawk said payments on Alaska are to make recommendations concerning Bureau of Indian Affairs over planned Native claims next year "means that the the needs of the target population and how cutbacks in its next year's budget, and the other tribes' budgets will be cut. . . BIA these needs can be met through the Title BIA is sending out recorded tapes to should have a special allocation from OMB I programs, to submit comments to explain the process to the tribes. as an add-o(appropriation) to pay off the local school personnel and the state eduThe politically charged cutbacksmost (Alaska Native) claims bill" cation agency about the Title I programs, of them affecting the areas of education, In a separate interview Oct. 13, White and to review evaluations of past and preand welfare assistance-bur- st like a bomb House minority affairs assistant Bradley sent Title I programs. through Indian country in the first week Patterson Jr. conceded that the $70 Schools which qualify for Title I funds of October. The cuts totalling neafly $50 million slated for Alaska Native payments our district are Whlterocks and Todd in million were so extensive as to touch after next 1 would leave Bruce's July Elementary and West Jr. high school. nearly every reservation in the nation. budget substantially diminished, as would Now that I have given you an overview A flurry of meetings by government an additional $75 million reserved for new of what Title I consists of, lets take a officials, a presidential rebuke to the reservation road construction, and the at our Title I program in the Uintah look Bureau, an influx of Indian lobbying rising inflation figure of five to seven School District groups and a denial by the Interior percent. Our Title I program is built around Department followed disclosures of secret But Patterson urged the Indian public two major objectives. These objectives Interior budget memoranda Sept. 29. to consider that the Nixon administration are to classroom performance improve The BIA, meanwhile, prepared tapes raised the BIA budget by 214 percent of so that they more students in reading explaining the budget process for play on since coming into office. That is the to their clearly perform potential in this the nations reservations beginning the perspective of the president, the Office of area, and to Improve the childs week of Oct. 18 as it became known Indian Management and Budget and (Interior) of himself. commissioner Louis R. Bruce was fighting Secretary Morton, said Patterson. In all This year students will be tested and the cuts tooth and nail. fairness one must view this matter in its who are reading below grade level those In a cautious interview Oct. 12, Bruce full perspective." will qualify for reading and Ute language. stated: The line item spending vetoes, which Ute History is taught in grades four and "We've never had enough money to triggered the BIA budget battle royal. seven to Improve the of the complete this job. We ought to be fighting wju doubtless be changed repeatedly for so Indian he know student will more to get as much as we can to correct our Indians before Christmas. But will they his and the contrifully great heritage problems. I dont know how the budget make it increasingly difficult for the butions the Utes have made to our society, system was set up. I do know I want already embattled Bruce. especially here in the Uintah Basin and to Indian tribal people to understand the When Bruce and his wife first came to student understand his process. For that reason I did that tape. I Washington in 1969, Bruce said, they were let the better also want them to feel well come back to introduced to the Nixons and the playmates by learning the history of a from how it turned out see their level great people. Ute History also help told his wife: president -How did Bruce square his duties to teachers j expect him to dear up the Indian student toand others working with the Indianunderstand his culture, thereconsult tribes on budget questions under problem in two years. n self-ima- ge self-conce- pt , non-Indi- an j . the 1934 Indian reorganization act with the secret offsets and cuts prepared for the White House under White House orders? Its part of the government,he said, and I guess that's it. But I'm always optimistic. I think the more we can do to promote our position and our need, the ng more we can make the the Indian the Indian situation, the better results we're going to get. Both the National Congress of American Indians (NCAI) and the National Tribal Chairmens Association, meanwhile, responded strongly to disclosures of the pending fiscal slashes. On Oct. 1 NCAI sent messages to 50 senators and congressmen on the Hill, alerting them to the budget bumps. Four days later, NTCA President Webster Two Hawk during a press conference in the National Press Club expressed grave concern over the direct impact on our local tribal efforts" and praised Bruce for his "heroic stand in refusing to cut his budget at the Interior Department's request." one-sided- ly public-includi- public-underst- and Parents Battle Uintah School Board (Continued from Page 1) Again, the response was negative and we were told that in order to get the children back in school, they must cut their hair. The tribe then contacted the State Board of Education and Governor Rampton. Bruce Perry of the Division of Indian Affairs was sent to meet with the tribe and try to iron out the situation. The following Friday, a delegation from the tribe met with the State Board of Indian Affairs of which Homey Secakuku is chairman. On Nov. 1, Mr. Perry and a delegation from the tribe met with the school board in their regular meeting. Mr. Perry presented his findings and asked for a comHe asked to recognize the promise. Indians are different than whites in their thinking and cannot be stereotyped as hippies because they choose to wear their hair long. The reaction of the board was again negative. They did however state they would send out a questionnaire to gauge district-wid- e opinion on the dress code. the evening of Nov. 6, parents from the Ute tribe met with Verl Haslem, the school board representative from the west end of Uintah County, to discuss the questionnaire and the allegation that he does not represent the tribe, who form a majority of the people in the west end. It was disclosed at this meeting the questionnaire will take the form of a vote at the schools throughout the county on On Nov. 9 between 7 to 9 p.m. All people over 18 are urged to get out and vote on the dress code. The problem still stands, without The children are still out of change. school. The issue still stands of whether or not the Indian has the right to wear his hair long and take pride in his cultural heritage; or whether or not the school board has the right to force him to conform to white standards in order to receive an education. The Indian people are not going to back down. by promoting better learning experiences and a happier relationship. Field trips are taken to local historical sites in the Basin and out of the state. Parents are invited to the class room to talk about Ute and early Basin history. Ute language was initiated in January of 1972 as a result of a request from the parent advisory board. Daisy Jenks was hired as the teacher. Two classes are conducted at West Jr. high and three at Todd Elementary. Classes in Ute language are not being taught in Whlteroc at this time. The reading center at West Jr. high is a Title I program and is rated as one of the best in the State. Students are pretested in the 7th and 8th grades and if they are reading below grade level they receive special help in the center. Aides are employed by Title I to help Individuawith reading in grades 2. lized help is given to these students. It is Impossible to mention all the aspects in which Title I is involved. I do hope the areas brought out in this article will help you understand our methods and will bring about the success for which we are striving. K-l-- Twenty Memos from Your Child 1. Dont spoil me. I know quite well I ought not to have all I ask for. I am only testing you. 2. Dont be afraid to be firm with I prefer it, it makes me feel me. more secure. 3. Dont let me form bad habits. I have to rely on you to detect them in the early stages. 4. Dont make me feel smaller than I am. It only makes me behave stupidly big. 5. Dont correct me in front of people if you can help it. Ill take much more notice if you talk quietly in private. 6. Dont protect me from consequences. I need to learn the painful way sometimes. 7. Dont make me feel my mistakes are sins. It upsets my sense of value. 8. Dont be too upset when I say I hate you. It isnt you I hate but your power to thwart me. 9. Dont take too much notice of my small ailments. Sometimes they get me the attention I need. 10. Dont nag. If you do, I shall have to protect myself by appearing deaf. 11. Dont make rash promises. Remember that I feel badly let down when promises are broken. 12. Dont forget that I cannot explain myself as well as I should like. This is why Im not always very accurate. 13. Dont tax my honesty too much. Pm easily frightened into telling lies. 14. Dont push (put) me off when If you do, you will ask questions. fUQ that I stop asking and seek my lnforma tion elsewhere. 15. .Dont tell me my fears are silly. They are terribly real and you can do much to reassure me, if you try to understand. 16. Dont ever suggest that you are It gives me too perfect or Infallible. great a shock when I discover that you are neither. 17. Dont be lnconsistant. R completely confuses me and makes me lose my faith in you. Dont ever think it is beneath An your dignity to apologize to me. honest apology makes me surprisingly warm toward you. 19. Dont forget I love experimenting. I couldnt get on without it, so please put up with it. 20. Dont forget how quickly I am growing up. It must be very difficult for you to keep pace with me, but please 18. try. |
