The following keynote was given by Dr. Walter Soboleff at tthe GC ANB/ANS Convention - Hydaburg, Alaska 1995
Southeast Alaska Native Education
In the Atlantic Monthly, Karl Sinsmeister had an article entitled Growing Up Scared, such an atmosphere in a school system is bound to produce a student whose life will be anything but happiness and success.
This is not the whole picture of the American school effort however, enough to alarm us to be on guard and be a part of the answer ... we have often seen that when a pupil comes home after a day in school, the home is empty. There may be good reasons for this void because of illness, death, family separation, work, other. An empty home is almost like a place without a heart.
In the Native world we did not let this happen. When there were no parents, there was an automatic adoption by either, aunt, uncle, grandparents, other. A sense of security was quickly established and Native learning process was kept warm and alive.
The proof of family importance for children success is reflected in the strength of the clan system. How important it is to rely on the family, it was never perfect but necessary to continue civilization. If there was ever a fort of the world, it is the family unit.
In our Native world it has often been said "We have come into a new life"'...Yees Xhosti...there is so much good in it plus much that is so destructive.
Dangers around the corner are targetting our family and children.
In listening to the radio news this is what I heard: "Every 12th day, an Alaskan Native is dying from using alcohol”
A news report of that nature forces me to say there is trouble out there and the family is partly to blame.
Many years ago American educators came up with an idea that the new school system which came to Alaska, including the United States, said education is like three partners:
Pupil Teacher Parent
In the SE Alaskan Tlingit world, the clan system was the school system made up of family, focusing upon the pupils.
In that world the society was matriarchal. Women were the controlling element, an uncle became nephew teacher, with mother, aunts and grandparents girl teachers. The Tlingit campus was not co-educational. The father was not left without teaching as he had nephews as students.
To begin with, the parents were role models who walked their talk.
Daily living was the classroom, the trail, beach, fireside, river, low tide, berry field, mountain climbing, cleaning fish., hunting, fishing, gathering herbs, carning wood, gathering roots for baskets, cutting meat, and fish for the drying rack, cooking seal, herring, the olichan oil, preparing to ferment salmon heads and salmon roe, other.
Often a grandparent would say "Come here grandchild, here is a lesson you must remember", An uncle would say, "nephew, let me show you, this is the way it is done ... now do it right" or "listen, listen, remember what i have said". Through this means, oral tradition was taught including the "hands on method".
The four seasons of the year made up the learning period:
Winter December, January, February
Spring March, April, May
Summer June, July, August
Fall September, October, November
The teaching of various subjects were in season ... as an example ... during winter, around the fireplace became the best place for senior members following an evening meal to tell legends, family history, songs, taboos, regalia symbols, geographic areas owned., other.
It was customary to have special sessions for boys and the same for girls with women folk as teachers.
There were quiz times when pupils were requested to repeat the lesson, sure enough, there were volunteers and the talented given special attention.
The tribe and clan ownership of land was, a great source of security and peace. These areas supported material needs and for that reason that source was never abused.
An entire community was the Native school campus, with its respected people as leaders and teachers. The Native educational process continued through adult life.
The foundation of Native education had its roots in family values which served as crown jewels of the tribal clan system.
The following is an example and not limited to this listing:
We are fortunate to see and hear the bearers of this culture. They are with us yet, but their numbers are decreasing rapidly. But they have left enough for us to know a complete picture of this culture.
Tlingit Values
• Be obedient; the wise never test a rule.
• Respect elders, parents, property and the world of nature. Also respect yourself so that others may respect you.
• Be considerate and patient.
• Be careful of how you speak, for words can be either pleasing or like a club. Traditionally, when you speak, those listening can imagine seeing your clan or family line.
• Your food comes from the land and sea. To abuse either may diminish its generosity. Use what is needed.
• Pride in family, clan and traditions is found in love, loyalty and generosity.
• Share burdens and support each other. This is caring.
• Trespass not on others rights, or offer royalty and/or restitution.
• Parents and relatives are responsible for the family education of children; men teaching boys and women teaching girls.
• Care and good health is important for success of the person and clan.
• Take not the property of others; an error reflects on the family and clan.
• In peace, living is better, including humor.
• Through famine; ice age, sickness, war and other obstacles, unity and self determination is essential to survival.
• Good conduct is encouraged to please the spirit we believe is near.
Support in stressing family values may also be learned from family history, legends, arts, and ceremonies.
A general chart of Native subjects should be drafted by the parents and school board for use in the grade and high school of the community. How often we have seen and heard of a student going through high school in and out of his or her community, unfortunately become a foreigner in his or her town, just about a misfit in society. How long should we permit the existing school to do this from here on out?
It must be mentioned the community is a school having recognized leaders who are qualified tradition bearers who should make a Native studies chart for use in the school system.
Traditional clan regalia is made upon request by the opposite clan and brought forth during an appropriate ceremony.
A general Native, education chart should include but not be limited to the following:
December, January, February
Legends, history, clan stories and its origin, land ownership, food gathering areas, art..beading, totemic designs, moccasin making, tanning various skins, ceremonies, songs, dances, drumming, facial marks for dances and/or ceremonies, protocol, clan houses, totem carving, family values and language.
March, April, May
Legends, history, clan, family values, preparing hunting and fishing gear, seal hunting, herring spawn, olichan drying and rendering oil, the same for seal, seaweed gathering of two species and drying, halibut fishing and drying, gathering edible sprouts, drying cockles, language learning, boat safety, boat operation, boat upkeep, use of charts, compass, radar, other, rules of the road, coast guard boat registration, knowledge of navigational regulations; family teaching other useful
Lessons ... subsistence time, repairing or building lessons ... subsistence time, repairing or building smokehouse including drying rack and smoke escape.
June, July, August
Gathering gumboots and proper cooking, family values, salmon fishing, canning, berrying, canning, ferment salmon heads, salmon roe requires expert preparation to avoid botulism (often fatal food poisoning), language, gathering seagull eggs, wild celery ... two species, including salmon and thimble berry sprouts, soap berries, strawberries, salmon berries, blue berries, red huckleberries, thimble berries, high bush cranberries, swamp berries, currants, jacob berries, mountain blue berries, other ... language, boat operation, other.
September, October, November
Legends, history, clan family values, deer hunting, mountain goat hunting, moose hunting, salmon and meat drying, ferment salmon heads,
salmon roe ferment, coho roe (cheese), making kaxhweich, post funeral ceremonies (peer leader well prepared for traditional oration ... taught well by clan leaders), hunting and fishing gear repaired and stored for the winter.
This schedule of subjects may be considered as a starting point for local consideration and redone. The planning should determine subjects required for graduation and fulfilled granting a special certificate noting this achievement.
As a constant reminder, an authorized listing of the subjects should be known by the student and teachers at all times and progress noted including a passing mark and date.
In general, there is a proper method of handling and preparing foods, plus the art of cooking which are all an important part of Native life and learned from the teachers.
There is also the important lessons of personal hygiene taught in the mens department and the womens department. Anything that would harm the physical body was not permitted.
The maternal uncle was strict and stern in teaching his future leaders ... in turn ..the nephew would enhance his uncles position of leadership.
Matriarchal strength and wisdom was often like that missing quantity, yet never failing at the opportune time.
Native education included the basics for successful participation in a complex society undergirded with a philosophy of balance ... this flows well in art forms, orations, and various ceremonies. The Chilkat blanket is an example of balance, imagine a center line and note how a half matches the other half, also an oration responded to by an oration from the opposite tribe and/or clan.
Native education as shared in a traditional manner gave necessary strength to their society who desired to live a fruitful, just and honorable life.
Finally, family values was an aid when unsurmountable hardship was overcome. In those times, the Tlingit would say bravely..." e
goahyuxhghwon ... have courage and no defeat”.
In promoting Native education, traditional knowledge helped our ancestors live through the ice age, wind, rain, cold, little food, cold sleeping places, not much clothing, bare feet and a lot of willpower. Through Native education, may we get some of these powerful lessons taught at home and in the school classrooms.
We are all Native teachers by example!!