COMMUNITY MAPPING/ EDUCATION
By Rebekah Wilcox
Philadelphia, Pennsylvania
August 30, 2009
Nmimeye ? tn
(EDUCATION)
Introduction
“One little, two little, three little Indians.” This is the beginning of a song I learned as a child. The song counts people as if they are objects in a counting game. It gives no reference to the pounding drum of the Pow wow as it connects heartbeats to earth. It does not tell of the mighty tee pees or intricate beadwork of the Crow Nation. It does not indicate the history of a people who have lived on this land for over 10,000 years and have survived disease, genocide, and oppression. It groups hundreds of tribes and languages into a contrived image of a small half-naked boy dancing around a fire. These are the images we grew up with and the stereotypes we have created about the American Indian people. This is the education we received. This summer, I had the pleasure of traveling outside the classroom with two professors and six other students across the beautiful dessert plains and magnificent mountains of Montana to learn a different story. We traveled through Indian Country and were given the great honor of working with the children of the Salish and Kootenai Confederated tribes on the Flathead Reservation.
The Flathead Indian Reservation is home to the Confederated Salish and Kootenai tribes. The tribes include the Salish, the Pend d’Oreille and the Kootenai people. Several years ago, before the “white man” came to what we now know as North America and began wiping out a people rich in culture and tradition, education looked very different. If I were asked to survey this small section of Montana and take a look at education then, it would have been a report of a much different nature. According to the book, Challenge to Survive: History of the Salish Tribes of the Flathead Indian Reservation, education had a much more holistic approach than it does today. In fact, if I were writing a report on the education of the Flathead Reservation it would be about customs and ancestry instead of institutions and educational systems.
From birth, their entire community taught children and teaching included physical, intellectual, emotional, and spiritual well being. Teachers were not board certified and did not have degrees. Teachers were parents, grandparents, elders, and other adults in the community (47). Children did not sit at a desk in a classroom, they were taught through “direct instruction, modeling, demonstration, participation, and practice (47).” Traditionally, girls would spend four days with an older woman in the tribe and learn how to cook and clean and how to have good character. After the four days, she would continue to care for the older woman until she died. The young girl was believed to become the older mentor who taught and guided her (49-50). Young boys were brought on hunting trips so they would learn how to properly kill animals and know how to respect the animals and give thanks for the lives that died to feed them. They were also taught courage and bravery through long days of games organized by the older men in the tribe. These games showed the elders which boys had natural courage and strength and which needed to learn these characteristics. The men would play these games over and over until they felt that all of the boys were ready to be warriors (51-55).
At one time, education was happening everywhere you went. Although education is now in schools and Headstart programs, this concept is not completely gone. You can still walk into everyday situations and experience history lessons and character building. Before our trip, I attended a planning meeting at Salish Kootenai College. I was the only person there who was not a tribal member. I went to the meeting thinking we would go over details one by one and then leave. Instead, I listened as different participants told about community members and situations on the reservation. The meeting continued when I was given the distinct honor of joining Corwin “Corky” Clairmont, a local artist and community leader, for lunch at a local restaurant. Again, I thought I would be talking to him about details for the upcoming art camp, but instead I heard a story about a people who cared about the land and animals and respected them and the provisions that came from them. I heard about the long journeys his people made across dry and rocky land in search of food. I heard about styles of clothing and jewelry and how each design is significant and means something. I heard about the process Corky went through to create his art and how it was more than just art making; it was spiritual. After over an hour had passed, I realized that I just got an extremely thorough and fascinating history lesson. I learned first-hand more on that day then I ever would have learned in a classroom; all while eating the most delicious fried Halibut sandwich!
On average, American Indian students have a 50% drop out rate. With this in mind, Tribal councils have begun forming committees to overlook education in reservation schools and come up with incentive plans for students. On Flathead, The Confederated Salish and Kootenai tribes have formed a community empowerment program that monitors student rights and offers students incentives. If students are tribal members, they receive cash rewards for good attendance, high GPA, and especially for graduating. For a community where poverty is a reality, these incentives work to support the students financially and encourage them to do well in school (Community Empowerment, 2009).
On August 5, 2009, on a visit to Montana State University, we were given the pleasure of sitting down with professors, Walter Fleming, Wayne Stine, and Bill Yellowtail of the Native American Studies Program. These men spoke to us about education specific to American Indian students on a college level. Montana State University has an extensive Native American Studies Program and is the first University that offers a Masters in Native American Studies. Students come from twelve different tribes and seven different reservations. According to these men, about 60% of the students come to the university to get an education 
that they can use to improve conditions on their reservation and give back to their communities. I found this interesting and thought about my own community. I went to high school in a small town in Pennsylvania. The town has high rates of poverty and is struggling to retain its citizens. The majority of my graduating class of 1996 left the town to go to universities and never went back. The mentality was never to get an education to help the town; it was always to get an education to get out of the town.
These gentlemen also spoke to us about tribal colleges. Since we were about to spend time at Salish Kootenai College on the Flathead Reservation, it was interesting to learn about the history behind these schools. For the most part, the tribal colleges begin as community colleges on the reservation to encourage American Indian students to further their education in a place where they will also receive cultural aspects of education. In all, there are 36 tribal colleges in the US, 10 in Canada, 3 in New Zealand, one in Norway and one in Australia. These colleges provide a curriculum much like that which you would find in any community college, the only difference is that they also offer spiritual, artistic, and cultural classes pertaining to the tribal people which run each of the schools. In addition, funding for these schools comes from the federal government.
Bill Yellowtail explained that, like many of the tribal schools, the Crow Tribal College’s mission is “to enhance and protect the culture of the Crow people.” He explained that, for years, Indian children were sent away to boarding schools in an effort to assimilate them to “American” culture. Some were even taken from their tribes and adopted by families in the East. This caused many to grow up without learning about their culture or speaking their native language. More importantly, in caused them to grow up with the mentality that their culture was wrong.
Now, education for American Indian Students is a mix of state run public schools and an increasing number of Tribal schools. On the Flathead Reservation, the tribe is fighting to keep the Salish language alive so their culture is not lost. Many attend private language training at community centers and in homes. Tribal schools such as Two Eagle River School and Salish Kootenai College provide an alternative education to the children and grandchildren of tribal members who want a more culturally rich and traditional education.
The following is an overview of education institutions (tribal, private and public) found on the Flathead Reservation. Hyperlinks are added where available and descriptions are added to all Tribal controlled schools.
HEADSTART PROGRAMS ON THE RESERVATION
Arlee Head Start Center
72691 Lumpry Road
Arlee, Montana 59821
Phone: (406) 726-3273
Elmo Head Start Center
26382 Missoula Avenue
Elmo, Montana 59915
Phone: (406) 849-5295
Pablo Head Start Center
35639 Stanger Loop
Pablo, Montana 59855
Phone: (406) 675-0053
Pablo 5th Ave. Head Start / Daycare
2nd 5th Avenue East
Pablo, Montana 59855
Phone: (406) 275-2777
Polson Head Start Center
301 8th Avenue West
Polson, Montana 59860
Phone: (406) 883-5451
Ronan Head Start Center
30 2nd Circle North East
Ronan, Montana 59864
Phone: (406) 676-8391
St. Ignatius Head Start Center
28 Toweepah Lane
St. Ignatius, Montana 59865
Phone: (406) 745-4483
St. Ignatius Early Start Center
307 Old Hwy 93 South
St. Ignatius, Montana 59865
Phone: (406) 745-2112
PRE-SCHOOL PROGRAMS ON THE RESERVATION
On Our Way Montessori Preschool
2 Weber Street
Polson, MT
406-883-2832
Miss Debbie’s Smart Start Preschool
480 Mission View Drive
Polson, MT
406-883-2110
Firm Foundations Preschool
63893 US Highway 93
Ronan, MT
406-676-3476
Little Lambs Preschool
35681 Terrace Lake Rd
Ronan, MT
406-676-8283
919 Main Street SW
Ronan, MT
406-676-2292
Advantage Academic Academy Preschool
111 Blaine St.
St. Ignatius, MT
406-745-7700
ELEMENTARY SCHOOLS ON THE RESERVATION
Swan Valley School
6423 Highway 83
Condon, MT
406-754-2320
Hot Springs Elementary School
301 Broadway St.
Hot Springs, MT
406-741-2014
Camas Prairie School
781 Montana Highway 382
Plains, Montana
406-741-2837
Dayton Elementary School
506 B Street
Dayton, MT
406-849-5484
Swan River Elementary School
1205 Swan Hwy
Bigfork, MT 59911
(406) 837-4528
Linderman Elementary School
312 4th Ave. E
Polson, MT
406-883-6229
Cherry Valley Elementary School
107 8th Ave W.
Polson, MT
406-883-6333
Pablo Elementary School
608 4th Ave
Pablo, MT
406-676-3390
Ronan Elementary School
221 4th Ave
Ronan, MT
406-676-3390
K. William Harvey Elementary School
221 4th Ave NW
Ronan, MT
406-676-3390
Salmon Prairie Elementary School
744 Salmon Prairie Rd
Swan Lake, MT 59911
(406) 754-2245
Charlo Elementary School
404 1st Ave West
Charlo, MT 59824
(406) 644-2207
St. Ignatius Elementary School
300 Blaine
St. Ignatius, MT
406-745-3811
MIDDLE SCHOOLS ON THE RESERVATION
Charlo Middle School
404 1st Ave
Charlo, MT 59824
(406) 644-2206
St. Ignatius Middle School
76 3rd Ave
St. Ignatius, MT
406-745-3811
Ronan Middle School
421 Andrew Street NW
Ronan, MT
406-676-3390
Polson Middle School
111 4th Ave. E.
Polson, MT
406-883-6335
HIGH SCHOOLS ON THE RESERVATION
Polson High School
111 4th Ave. E.
Polson, MT
406-883-6351
St. Ignatius High School
76 3rd Ave
St. Ignatius, MT
406-745-3811
Ronan High School
421 Andrew Street NW
Ronan, MT
406-676-3390
Hot Springs High School
301 Broadway Street
Hot Springs, MT
406-741-2962
Charlo High School
404 1st Ave,
Charlo, MT
(406) 644-2206
PRIVATE SCHOOLS ON THE RESERVATION
Two Eagle River School
58020 US Highway 93 N
Pablo, MT
406-675-0292
7-12th grade
Private Tribal School
Two Eagle River School is one of many tribal schools that have begun appearing around the country on Indian Reservations. As Tribal councils became concerned with unequal treatment of Indian students and a lack of cultural education in public schools, private tribal schools were designed as alternatives to public education. Two Eagle is referred to as an “alternative” school, but it is not the same kind of alternative school that we are familiar with in non-tribal settings. It is alternative because students learn on a point system instead of a grade system, which allows them to go at their own pace. In addition, students learn the history and culture of the confederated tribes and work on projects in beading, quilting, and woodshop. Elders in the community assist teachers in teaching the Salish and Kootenai languages to students (McLandress, 3).
Mission Valley Christian Academy
101 7th Avenue W
Polson, MT
406-883-6860
Christian K-12
Affinity Foundation
1019 Big Meadows Rd.
Proctor, MT
406-756-0881
This is a private Christian High School
350 Home Addition Drive
St. Ignatius, MT
406-745-4545
Christian School and Ranch
Mission Valley Christian Amish School
2917 Allison Rd
St. Ignatius, MT
406-745-5115
K-12 Private School
Mission Mountain School
1540 Guest Ranch Rd.
Condon, MT
406-754-2470
Private all girls school-16 students
CULTURAL EDUCATION INSTITUTIONS ON THE RESERVATION
Jean’s School of Dance
214 Main Street
Polson, MT
406-883-2438
Fiddlesticks School of Music
8 5th Ave. W
Polson, MT
406-883-1519
Provides private music instruction
1 Eisenhower St SW
Ronan, Mt
406-676-3010
This is a local arts and cultural center.
POST HIGH SCHOOL AND ADDITIONAL EDUCATION ON THE RESERVATION
58138 US Highway 93
Pablo, MT
406-675-2441
“Salish Kootenai College’s Adult Learning Center offers Adult Basic Education, GED preparation and testing, English as a second language, basic literacy training and computer skills instruction. This program provided basic skills education for adults aged 16 and up. Basic skills encompass the following areas: improvement of literacy skills of reading, writing, mathematics, problem solving, and English language acquisition; placement assistance, retention or completion of post secondary education, training, unsubsidized employment or career advancement; receipt of secondary school diploma or its recognized equivalent (Adult Learning Center, 2009).”
33091 Mollmann Pass Tri
Ronan, MT
406-644-2217
This is a free training program for students ages 16-24. They offer career training in 9 areas including culinary arts, carpentry, and business technology. Students can earn their high school degree or GED while receiving hands-on training and a living allowance. (Kicking Horse Job Corps Center, 2009)
52000 Highway 93
Pablo, MT
406-275-4800
- Salish Kootenai College is a tribally controlled college chartered in 1977 by the Confederated Salish and Kootenai Tribes.
- The College is located in Pablo, Montana, in the heart of the Flathead Indian Reservation in the scenic Mission Valley of northwestern Montana.
- President: Joseph McDonald, EdD.
- Since 1977, the College has graduated 2,536 bachelors and associate degrees and certificates of completion
- The D’Arcy McNickle Library contains over 60,000 volumes and provides access to online reference databases. The Library also houses the Special Archives Collection for the Confederated Salish and Kootenai Tribes.
- In 2005-2006, SKC students represented 107 federally recognized tribes (About, 2009).
National Indian School Board Association58138 Highway 93
Pablo, MT
406-883-3603
According to the NISBA website, “NISBA’s mission is to support quality education in a safe environment from early childhood through life in accordance with the Tribe’s needs for cultural and economic well-being in keeping with the wide diversity of Indian tribes and communities as distinct cultural and governmental entities. NISBA will consider the spiritual, mental, physical and cultural aspects of the whole person within the family, community and tribal context.”
72040 Bitterroot Jim Road
Arlee, Montana 59821
406-726-5050
Salish Language School
“For the last 7 years, Nåusm has lead the way in Salish language revitalization in young people. The 501(c)(3) non-profit organization, Nåusm, operates the Snïiiïo Salish immersion pre-school and primary school. There are 37 students ages of 3 -14 enrolled for the 2008-2009 school year. The organization operates 3 programs in addition to the school: curriculum development, fluent speaker training and an adult immersion program for certified teachers. Nåusm’s mission is to recreate a process whereby the language is passed from parent to child as once was common. The immersion school has expanded from a single classroom with only preschool children to multiple classrooms and children into primary school. Nåusm is seeking funding to implement an adult immersion and teacher training program. All development is located in the Flathead Reservation (Nåusm, 2009)
Conclusion
After years of fighting to keep their culture and language alive in the midst of public schools that offer little to no Indian instruction, the people of the Salish and Kootenai Confederated Tribes are rising up and holding on to a culture that will not die. Tribal schools and community programs offer exceptional instruction using models that date back thousands of years and have proven to be effective in the survival of a culture rich in community, commitment, and pride. Bill Yellowtail exclaimed, “The one nail that sticks up gets pushed down.” American Indians have been pushed down for hundreds of years by religion, politics, and greed. Even within their own communities, students are told they are no good and will never amount to anything important. When oppression is that strong, it is hard for students to succeed. But there is hope. Among the smoke of negativity that students face everyday from friends, relatives, and society, there is a fire of Tribal Councils, teachers, professors, and even politicians that see greatness and are clearing the smoke with programs and policies that will enable the American Indian student to rise up above the other “nails” and never get pushed down.
Sources
About. Retrieved August 27, 2009 from http://www.skc.edu/about.html
Adult Learning Center. Retrieved August 27, 2009 from http://wsd.dli.mt.gov/local/polson/AdultLearningCenter.asp
Challenge to Survive: History of the Salish Tribes of the Flathead Indian Reservation. (2008). Pablo, Montana: Salish Kootenai Press.
Community Empowerment. Retrieved August 29, 2009 from http://www.cskt.org/services/edu-community.htm
Kicking Horse Job Corps Center. Retrieved August 29, 2009 from http://www.cskt.org/khjc.htm
McLandress, K. (2005) Making the Grade. Retrieved on August 30, 2009 from http://www.umt.edu/journalism/student_work/native_news_2005/4fh.htm
National Indian School Board Association. Retrieved on August 28, 2009 from http://nisba.skc.edu
Nåusm. Retrieved August 30, 2009 from http://salishworld.com/About.htm
Personal Experience from July 30-August 18, 2009.
