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Sep.15th 1941
Dear Mr. Laurie,
Your interesting letter of the 11th just reached me on the 13th and I hasten to acknowledge it because it will be a great pleasure to give you any help in my power, though I wish I had a report at hand of what my Committee has attempted since its formation 20 months ago, which would be better than an inevitably incomplete recapitulation.
I must explain that for 12 years previously I had tried to arouse interest in Victoria on the arts of our Northwest Coast tribes in some aspects unique, as is the craft of coiled and imbricated basketry in certain tribes of the Interior of the Province. I reproduced designs in needlework in multiple ways, but though specimens of my work have gone all over the world, Victoria is so pitifully contemptuous towards these our fellow Canadians that I made little headway, though it prepared my for my present office because I was being tutored by the man who knows more about our Indians in this Province than anyone else.
Then Anthony Walsh with whom I had corresponded on petroglyphs, came and asked me to form a Committee of which I enclose the latest list as well as our Objects, which, I may add are always expanding. At first I could only get three to help me, and at this moment only one member is equipped with a sound knowledge of our tribes, their skills, their conditions, and problems. The others are interested and attend the meetings, but all work devolves on me at 82 and Mr. Pickford, the member to whom I refer. Just when I felt overwhelmed a happy movement is lead – to the formation of a much more influential and energetic Committee in Vancouver, which should push on our work along the art and drama lines and thus relieve us here.
Now for our methods of work. In the first place make friends with the “Powers that be” so far as possible. I won over our “difficult” Inspector of Indian Schools, who is now most sympathetic, though I emulate agag in my “delicate” walks with him. We are in pleasant correspondence with all the Indian Agents of the Province, who seem in several cases most appreciative of our interest and very willing to give us any information in their power. Some are less so, and we have to overcome suspicion of interference. So far with complete success, though all do not offer cooperation. We wrote when our first small Committee was formed to Dr. McGill, Head of Indian Affairs for all Canada at Ottawa, and from the first our relations have been pleasant; indeed he has written twice to thank me on behalf of his Staff and himself for our small achievments. He paid me a personal call in August, when he was touring all the Western agencies, a difficult interview, for he left all the talking to me and not only wore a strictly official mask but was entirely non-committal; however, he stayed 45 instead of 15 minutes and a side winde has since blown me word he was quite impressed.
Now, we are trying to get at all the schools to [page break] find out what mutual training is being given both to boys and girls; what encouragement to the preservation of old forms of handicrafts of manual skills; whether children are encouraged to express their own ideas in these, pointing out their inherent gifts of keen observation, photograph memories, imagination, etc. Alas, too many teachers only want to reproduce their own training, lacking adaptation to the Indian temperament and crush originality. But this groundwork is a desirable foundation with the general public as well as teachers; the children are imbued with the idea of copying “white people’s conception emanating from the fountain head; but doomed to failure. The results in this province are disastrous in the majority; and white folk say openly the sooner these people disappear from disease and alcohol the better; yet it is we who are responsible.
So, we ask teachers to try and arouse pride in the young folk in the deeds and accomplishments of their forebears; to collect the remnant of their former arts, to get old designs from their parents and reproduce these accurately instead of aiming at Woolworth standards. Schools now ask us to let them have designs, and I prepared a series of large Charts showing 100 examples of our former Tribal arts on commission from Ottawa last year with an associated Handbook for use in Indian Schools; but though highly approved they have not so far been reproduced. This summer I spoke twice to the Teaching Sisters gathered for a Summer School at St. Ann’s Convent here and they were intensely keen (the Roman Catholics staff many schools in this Province) and asked endless questions. But it takes time. Then we are trying to get Legends dramatized for use in Indian schools at Christian or otherwise instead of “white man’s plays”; of this, doubtless Anthony Walsh spoke to you at length. The Director of School and Community Drama for B.C. who could exercise enormous influence in this object is not so far at heart convinced of its value; he does not understand adequately the Indian temperament should be given a chance thus to express itself in natural forms, which also bring out strong points otherwise overlooked. A start is advisedly made by inciting old people to recall their tales of long ago, describe costumes, etc. Perhaps in Alberta some of its legends have been collected and published; so far I have failed with a selection I made of fascinating myths, though powerful introductions were backing me with Macmillan and the Oxford University Press. People in the east lack an interest in us so remote, and our University also lacks any interest; now we contemplate bringing the matter before the Canadian Author’s Association, hitherto wholly aloof from the Native tribal possibilities.
Now, in Ontario 3000 Indian shave been lifted off Relief by the judicious revival and sale to tourists of tribal producers; this I have firsthand from Dr. McGill himself. Will his staff not advise you, for instance by giving you particular how this was accomplished.
Then, write to Mr. Kene d’Harmoncourt, Department of Indian Affairs at Washington, and ask for their most recent Report on the development of Indian industrion; of course they have ample funds and expert staff, which we have not; but these reports suggest ideas. I enclose a bald Agenda for our last Committee when I was miserable with the onset of influenza; this reference to commercial designs arose from articles in the London “Times” from Manchester Cotton Mills, using designs from all parts of the Empire and giving illustrations of home adopted from West Africa; we mean to get in touch somehow but I have been too unwell to do anything yet. You see how developments throng once a start is made. I have been a pioneer all my long life and curt in the right start must be taken with care, tact, patience, perseverance, making friends always and content to make haste slowly. We lack funds, in Victoria we have no support socially, yet we do forge slowly ahead, though the Press ignores us unless forced to insert microscopic reports; I believe you have much brighter chances in that line than is our fate. Most depends on the Secretary. I am too old; but so far help finds a [indistinguishable, end of fragment].
Dublin Core
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Title
A name given to the resource
Alice Ravenhill to John Laurie (Sept.15, 1941)
Description
An account of the resource
A useful overview of the goals of the British Columbia Indian Arts and Crafts Welfare Society (BCIACWS) and how it came to be. Ravenhill responds to Laurie’s request for information on how to start up a Committee similar to by touching on the BCIACWS’ history; she advises him on steps he can take to make contacts within the provincial and federal governments. Mentions repeatedly the apathetic and contemptuous attitudes of the majority in Victoria towards Aboriginal people, as well as the steps she and the Committee have taken to try and combat these conceptions. She also discusses how policies drafted and enacted by the United States around interacting with Aboriginal People can function as useful models for shaping Canadian policy.
Creator
An entity primarily responsible for making the resource
Alice Ravenhill
Source
A related resource from which the described resource is derived
Royal BC Museum, BC Archives (F/!/R19)
Date
A point or period of time associated with an event in the lifecycle of the resource
Sept.15, 1941
A.E. Pickford
Adaptation
Alberta
Alcohol
Alice Ravenhill
Anthony Walsh
Art
Crafts
Designs
Disease
Dr. McGill
Indian Affairs
John Laurie
Legend
MacMillan
Needlework
Nuns
Ottawa
Oxford University Press
Petroglyph
Racism
Reproduce
Residential School
Responsibility
Roman Catholic
St. Anns
Teachers
The British Columbia Indian Arts and Crafts Welfare Society
Training
Victoria
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St. George’s Indian Residential School
Originated by the New England Company
(The oldest English Missionary Society, founded 1649)
Lytton, B.C. Sept 4, 1941
Dear Miss Ravenhill:
At last I will try and get off a few lines to you. Yes were touched the big chief from Ottawa here with the Commissioner also two Indian agents with them. They stayed about three hours and I took them all about the school showing them MY improvements, and they all seemed very impressed. As you know, we have no principal, but the Gov’t has made me the Acting Principal and no telling how long I will retain it. At last I have had the place cleaned up really well, and all the rules put into force which in my estimation are the correct ones for running a school. The Kiddies came back in fine order and we are all in full swing. My newly engaged staff are fairly good workers and will improve as they become more accustomed to the work.
I found Dr. McGill quite changed from the time I met him on the Blood Reserve 8 years ago. He kind of remembered me he said, but he was very nice, all round, and the Head Matron served tea for them before departing, so they really had a good welcome here despite the fact, it was night they called on us, and a day too soon.
I do not know how much time we will have now to develop crafts here. The trouble is our Head Matron, Ms. Jobling, is the Craft teacher for girls and is tied down now to sore supervision work, and I likewise in stead of getting on with my old work as doing bookkeeping, typing and supervising everywhere. However, the gov’t might get a new hand before long, though some dare feel [page break] it is going to be entrusted to me. The bishop has issued to me a Lay Readers licence and the priest from Lytton is coming out for our Sunday Communion Services. Thus the spiritual needs are not lacking either. I don’t see why these places should have a clerical head anyways. After all we are instructing children, and why use a parson for it. We would not send a white child of 6 to 15 to the parson for all his religious teaching, etc.. However, that is that…….
I was glad of all the news you gave me. Am so glad that you had a visit of the Powers that be too. He told me he had been to see you. He said your work was wonderful. It was so good of you to put in a good word for us here too.
Our next worry is Capt Barry due here tomorrow. He is of course well known to me, and does not fret at all, but he is so officious that one of the works got rattled and upset. However he may give us a pleasant surprise and be very nice instead.
It is turning fall like now. Mrs. McLoughlin called one Sunday to see us. She is head of the Women’s Institution. She will tell you about her visit here when she next sees you.
We have also had lots of Church and other visitors. No end of salesman and travellers. We also have the first Indian Thompson Graduate from normal teaching here this term. She is a very nice girl and can surely make her tribe follow. It is nice is only the Indians will lead.
Was sorry not to see Anthony Walsh as he passed through. I wrote to him but have had no reply. I suppose he is busy or away on holiday. Excuse this rush but we are all going on as usual.
Take good care of yourself and the best of luck to you,
As ever,
Noel Stewart
Dublin Core
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Title
A name given to the resource
Noel Stewart to Alice Ravenhill (Sept.4, 1941)
Description
An account of the resource
Stewart writes to inform Ravenhill that as acting Principal of St. George’s Indian Residential School, he has just received a visit from several high-ranking government officials from Ottawa. He tells her that there is less and less time devoted to crafts at the school, largely because he and other interested teachers are swamped with work due to chronic understaffing.
Creator
An entity primarily responsible for making the resource
Noel Stewart
Source
A related resource from which the described resource is derived
Royal BC Museum, BC Archives (F/1/R19)
Date
A point or period of time associated with an event in the lifecycle of the resource
Sept.4, 1941
Alice Ravenhill
Anthony Walsh
Captain Barry
Crafts
Indian Affairs
Indian Agent
Leadership
Lytton
Noel Stewart
Ottawa
Religion
Residential School
St. George's Indian Residential School
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Oliver, B.C.
May 4th, 1941
Miss Alice Ravenhill,
Windermere Hotel,
Victoria, B.C.
Dear Miss Ravenhill,
In reply to your letter of the 30th, July, we are extremely sorry to hear that it will be impossible for you to visit the Okanagan and give us the benefit of your criticism and advice.
I think it best to emphasize that when the Okanagan Society for the Revival of Indian Arts and Crafts was formed, it was not intended that it should supersede the Victoria society which you represent, but rather that it should collaborate with you in every possible direction. It was felt that a Society on the sport [sic] could materially assist Mr. Walsh in his efforts, further, that individuals members of the Society would undertake studies of various branches of handcrafts and art, and do the necessary research work which is so essential.
Regarding Sis-hu-ulk’s business, we are very sorry to hear that you feel you cannot carry on working on his behalf, because, living as you do in Victoria, you are in constant touch with people interested, whereas we in the valley, are remote from the main centre. We therefore hope that you and your associates will continue your interest in this young artist and his future, and we will do our best to assist from this end. We are delighted to learn that Sis-hu-lk’s pictures have been so well received. We should be interested to hear more about the method of framing you recommend. Regarding the children and their proposed visit to Victoria, we have done all we can at this end and have raised sufficient funds to pay their fares as suggested, and something towards their other expenses.
[End of fragment]
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Title
A name given to the resource
Unknown to Alice Ravenhill (May.4, 1941)
Description
An account of the resource
An unknown representative of the Okanagan Society for the Revival of Indian Arts and Crafts (OSRIAC) expresses regret that Ravenhill will not be able to travel to the Okanagan to visit Inkameep. S/he informs her that the OSRIAC was formed to collaborate with the British Columbia Indian Arts and Crafts Welfare Society (BCIACWS), not to supersede it. The writer expresses regret that the BCIACWS will not continue to support the artistic development of Francis Batiste (Sis-hu-lk). Finally, s/he mentions fundraising efforts to send pupils from Inkameep on a trip to Victoria.
Creator
An entity primarily responsible for making the resource
Alice Ravenhill
Source
A related resource from which the described resource is derived
Royal BC Museum, BC Archives (F/1/R19)
Date
A point or period of time associated with an event in the lifecycle of the resource
May.4, 1941
Alice Ravenhill
Anthony Walsh
Art
Francis Batiste
Inkameep Indian Day School
Okanagan
Oliver
Residential School
Sis-hu-lk
The British Columbia Indian Arts and Crafts Welfare Society
The Okanagan Society for the Revival of Indian Arts and Crafts
Victoria
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SFBCIAC Scrapbook, Page Twenty-Eight
“Thompson Indian Children Record Ancient Myths”
From the southern interior comes “Meet Mr. Coyote,” collection of a few old Indian stories retold in popular form. These stories relate the history of Mr. Coyote, a heavenly visitor to B.C., who, in the dawn period, before man had appeared on the earth, instructed the animal people in the arts and crafts.
Such stories belong to youth, to the early beginnings of a people, and it is therefore fitting that they should be reproduced by the children of the race, before that latent sprit, which they must of necessity have inherited from their forefathers, becomes bent to other form by the western mold.
SYMPATHIZE WITH HIM
Mr. Coyote is a gay and somewhat irresponsible soul, usually fond of playing pranks on people, but here you see him chiefly in his beneficent mood, using his mystic power to help those weaker than himself. You have only to read how he made friends with the birds to feel in sympathy with him, and, when you read how he assisted at the invocation of the sunflower roots, and how he called upon the Great Spirit to destroy the cruel Giant Animal people, yet you will understand why the Indians love him.
There is something very deep and very ancient about such stories as these, we find them in all parts of the world, even in Europe. Here, in parallel, it may be stated that, as the Brothers Grimm took threads from the mythology of Europe’s prehistoric past to weave a changeling cloak, brighter than the cloak of Jacob by which the children of their generation were transported into the supernatural world long familiar to their forefathers, so do the Indians, in these stories, perpetuate ancient tales of prehistoric origin which have been told and retold among the Thompson Tribes for countless generations.
ILLUSTRATIONS AND INTEREST
And as the Brothers Dalziel and other artists in woodblock of the post-Bewick school have given color to remnants of European mythology, so do the illustrations to Mr. Coyote give added life to the narrative. These illustrations are by extremely young people who are descendants of a race of artistic Indians, and who, despite their immaturity, are able to convey proof of inherited traditions in native craftsmanship.
Thus, while in the company of Mr. Coyote and his animal people of long ago, the reader is transported by a mystic influence in which he may recognize another form of the familiar spirit which perhaps dominated a certain period of his own youth, a familiar spirit which may have arisen from repetitions of folk lore such as were found in some treasured copy of Grimms’ Fairy Tales.
But, despite these parallels, the reader will realize that, unlike the cloak woven by the Brothers Grimm, Mr. Coyote’s coat is of fur, for he is essentially western and, except for a tinge from the European dye pot, essentially Amerind. Nevertheless, since Mr. Coyote comes from a bright sky world, you will find him well worth shaking hands with, even worth your friendship.
Whether, on introduction, you are accustomed to use the clipped English response, or the less formal western greeting, I am sure that all who respond to Miss Ravenhill’s invitation will be both charmed and pleased to “Meet Mr. Coyote”—A.E.P.
“Meet Mr. Coyote”
MEET Mr. Coyote” is a series of legends of the Thompson Indian Tribe, British Columbia. It is moderately priced at twenty five cents and may be purchased from Mr. Noel Stewart, St. George’s Indian School, Lytton, British Columbia.
The illustrations for this attractive little book are the work of the Juniors of St. George’s Indian School at Lytton. Our readers will remember having seen illustrations of Health Rules done by these same Juniors in the February, 1941, number of our Red Cross Junior magazine.
There are ten interesting legends, the last one of which is called “Sunflower Roots and their Gifts.” The following excerpts will give you an idea of the style in which this little book is written:
“Thus, the people prayed to the root (Sunflower) itself when called upon to make exertion for any worthy purpose, asking that it would give them of its life-force when special endurance was required, such as climbing a steep, high mountain, or to enable them to exercise special dexterity when in need of great skill, or to avoid clumsy movements when much depended upon being sure-footed or silent in approach to a threatened dangerous encounter.”
“So I think you will be pleased to hear that though the Thompson Tribe ceased long ago to worship the Sunflower Roots, yet the boys at St. George’s School at Lytton have made for themselves Rules about food, cleanliness, sleep, and exercise, which they try to keep very earnestly, for they all belong to the Junior Red Cross.”
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
SFBCIAC Scrapbook, Page Twenty-Eight
Description
An account of the resource
Two news clippings announcing the publication of "Meet Mr. Coyote," a series of ten legends belonging to the Thompson Tribe near Lytton, B.C. that was illustrated by Aboriginal students in Noel Stewart's junior class at St. George's Indian Residential School.
Creator
An entity primarily responsible for making the resource
The Society for the Furtherance of B.C. Indian Arts and Crafts
Source
A related resource from which the described resource is derived
Royal BC Museum, BC Archives (F/I/R19)
Publisher
An entity responsible for making the resource available
Victoria Daily Times
Date
A point or period of time associated with an event in the lifecycle of the resource
Dec.13, 1941
Alice Ravenhill
Amerind
Animal People
Bewick
Brothers Grim
Great Spirit
Junior Red Cross
Legend
Lytton
Myth
Noel Stewart
Prehistory
Red Cross
Residential School
St. George's Indian Residential School
Story
Thompson Tribe
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SFBCIAC Scrapbook, Page 5
THE PENTICTON HERALD, THURSDAY, APRIL 25, 1940
“Indian Group of Inkameep Cup Winners”
Major Bullock-Webster Presents Trophy Following Unique Concert At Oliver
Oliver—The pupils of the Inkameep Indian reserve school, the Can-Oos-Sez Skay-Loo Players, gave an excellent performance of Indian songs, dances and legends at their concert presented at the Oliver Legion Theatre on Wednesday evening, April 17. The proceeds of the concert were handed over to the Oliver unit of the Canadian Red Cross, more than $100 being realized.
Never before has a concert of this kind been staged at Oliver, and a capacity crowd witnessed one of the finest demonstrations of perfect harmony in every item on the program. Under the direction of their teacher, Anthony Walsh, the pupils were line-perfect throughout and every word was spoken with the utmost clarity. Rather unique, too, was the total lack of self-consciousness or nervousness on the part of the players, who range in age from five to ten years. The implicit faith with which the youngsters looked to their teacher, Mr. Walsh, for their cues, spoke volumes of praise for his teaching and directorship.
Major L. Bullock-Webster, organizer of community drama, presented the players with the Oskenonton Cup at the conclusion of the concert. The Oskenonton Cup was given to the Indian drama group doing the most artistic work and is challenged annually. It was decided by the judging committee that no other group in the province is doing such good work as the Can-Oos-Sez Skay-Loo Players. The cup is named after Chief Oskenonton (Running Deer), the famous Mohawk chief, who lectured in British Columbia a few years ago. Chief Oskenonton is famous for his portrayal of Hiawatha on the New York stage. he acquired fame for his unique voice and replaced David Bisphan in a play called “Job.” Chief Oskenonton, in his radio talks to the Indians, stressed self-expression, and Major Bullock-Webster said the artistic work done by the Can-Oos-Sez Shay-Loo Players deserves the cup.
The program, which was opened with the singing of “O Canada” translated into the language of the Okanagan Indians, was as follows: Prologue, written by Isabel Christie; play, “The Crickets Must Sing” (written by Isabel Christie); group of songs, “Ah-Mah-Hah,” “Stah-Way-Wy-Oh-Yah,” “Tram-Nah-Nah,” “Trah-Nah-Oh-Ah” and “Ha He”; play, “Why the Chipmunk’s Coat is Striped” (written by Elizabeth Renji; bear dance; play, “Clotilla and the Chief of the Winds” (dialogue written by Anthony Walsh); group of songs, “Ee-Nah,” “Kum-Chee,” “Ah-Nah,” “In-Chah” and “Ah-Yah”; eagle dance; monologue, “Coyote and the Mountains” (written and played by Anthony Walsh); fire dance, with flute and drum accompaniment; play, “Why the Ant’s Waist is Small” written by Isabel Christie); “Koolen Chooten Ken Heets Eel Me Houm Tet” (God Save the King).
As a change from the format of the remaining plays, the Inkameep Indian School, of Oliver, presented two of its outstanding plays, these being next on the program. Ranging from eight to twelve years of age, the young players made their voices ring out through the theatre without difficulty. They were highly complimented for the way they “framed” the stage and for their wide, sweeping gestures, their productions having a finished quality that pleased the audience.
At the conclusion of Friday evening’s session, Mr. Miller presented Anthony Walsh, teacher of the Indian school and director of the play, with a special award.
THE DAILY PROVINCE, MAY.12, 1940
“Indian Artist’s Work To Be Shown Here”
(Special to The Daily Province.)
PENTICTON, May 10.—One of the most interesting exhibits at the third annual Rotary Fair in Penticton was the display of art by Francis Baptiste, 19-year old Indian, whose paintings have earned him fame in art circles in Canada and England.
Within a few weeks this young artist, the son of the chief of the Inkameep Indians, will hold a one-man exhibition at the coast. The display at the Penticton carnival included some of his finest water colors of animals. He is also experimenting in oils.
THE PENTICTON HERALD, MAY.12, 1940
“Inkameep is a Monument to One Man”
Working quietly, without hope of material reward, Anthony Walsh has made the Inkameep Indian school at Oliver a widely known institution. Not only has the teacher accomplished wonders in developing the innate artistic trends of his pupils—in itself no mean achievement—but he has added emphasis to a vital principale [sic], that all races, all peoples, have something to contribute to the cultural wealth of humanity.
The art of the “white man” was not foisted on the young Indians, nor applied as a superficial polish to their work. Neither has the teacher developed a theatrical atmosphere amid the products of his school.
Instead, he has shown us all that this school and perhaps many others, can make use of other tools and methods, and yet retain an essential purity of technique, of artistic expression. Thus they can make known the lessons they have learned through the ages, adding their contribution to the cultural progress of life.
Penticton Herald
May 2 - 1940
Dublin Core
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Title
A name given to the resource
SFBCIAC's Scrapbook, Page Five
Description
An account of the resource
Articles describing: 1) The students from the Inkameep Indian Day School, the Can-Oos-Sez Skay-Loo Players, won the Oskenonton Cup for 1940. 2) Paintings by Francis Baptise were displayed at the third annual Rotary Fair in Penticton. 3) Anthony Walsh's efforts at the Inkameep Indian Day School to develop the artistic abilities of his students.
Creator
An entity primarily responsible for making the resource
The Society for the Furtherance of B.C. Indian Arts and Crafts
Source
A related resource from which the described resource is derived
Royal BC Museum, BC Archives (F/I/R19)
Publisher
An entity responsible for making the resource available
Penticton Herald; The Daily Province
Date
A point or period of time associated with an event in the lifecycle of the resource
1940
Anthony Walsh
Art
Education
Inkameep
Inkameep Indian Day School
Oliver
Penticton Herald
Residential School
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TABLE OF CONTENTS
p.3 The approach of Canadians to the Indian
p.4 Analysis of deficiencies in present conditions
p.11 Improvements in the United States in the last ten years
p.15 Short-term improvements suggested for Canada
p.15 Long-term suggestions of solution of the whole problem
SHORT-TERM PLANS
1. Indian relief on the same basis as white.
2. Old age and other similar pensions to Indians on the same basis as white.
3. More money for food at Residential Schools.
4. More money for hospital care, particularly for maternity.
5. Infiltration of whites on hunting preserves checked through licencing system.
6. Indians employed as Game Wardens.
7. Provisions of the Veterans’ Land Act of 1942 open to returned Indians.
LONG-TERM PLANS
1. A new Indian Act to replace the Act of 1868.
2. Reorganization of the Indian Affairs Branch to make it similar in philosophy and administrative practices to that of the United States.
3. Decentralization of Administration.
4. Self-Government on the reserves.
5. Full citizenship with its duties and rights.
6. The administration free from exploiting interests.
7. A modern system of education established on much the same lines as the regular provincial systems.
8. A system of adequate vocational training.
9. A new approach to health and its placing under provincial authority.
10. More hospitals.
11. The economic security of the Indians secured through far-sighted long-term planning, and the establishment of co-operative undertakings in such lines as owning livestock, farming, canning, fur-raising, etc.
12. Freedom of speech, assembly, and particularly religion.
13. A Royal Commission to enquire into the whole Indian question.
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Title
A name given to the resource
"Native Canadians: A Plan for the Rehabilitation of Indians"
Description
An account of the resource
A pamphlet prepared by The Okanagan Society for the Revival of Indian Arts and Crafts that analyzes the current (1941) state of Settler-Aboriginal relations and suggests a series of short- and long-term suggestions to improve those relations. The pamphlet was modeled on various successes achieved in the U.S. and was submitted to The Committee On Reconstruction and Re-Establishment, in Ottawa.
Creator
An entity primarily responsible for making the resource
The Okanagan Society for the Revival of Indian Arts and Crafts
Source
A related resource from which the described resource is derived
Royal BC Museum, BC Archives (F/I/R19)
Publisher
An entity responsible for making the resource available
The Okanagan Society for the Revival of Indian Arts and Crafts
Date
A point or period of time associated with an event in the lifecycle of the resource
1941
Art
Committee
Education
Freedom of speech
Health
Indian
Indian Act
Indian Affairs
Long-term
Oliver
Ottawa
Rehabilitation
Residential School
Residential School Policy
Royal Commission
Short-term
The Okanagan Society for the Revival of Indian Arts and Crafts
United States
Veterans' Land Act
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<p> </p>
<p> </p>
<div>
<h1 style="width:500px;text-align:left;"><span style="font-size:large;"><a href="http://issuu.com/bengehrels/docs/scrapbook_-_the_society_for_the_furtherance_of_bri?mode=window&backgroundColor=%23222222">Click HERE to open the Scrapbook in reading mode</a></span></h1>
</div>
<p> </p>
<p> </p>
<div>
<h3>Table of Contents</h3>
<p> </p>
<p>(1) Indian Art. “The Catholic League”. May 1939</p>
<p>(2) Formation of Society for the Furtherance of B.C? Indian Art.</p>
<p>(3) 1st Exhibition in Victoria of Sis-hu-lk’s work</p>
<p>(4) Press Notices of above. June 1940.</p>
<p>(5) <a href="http://thestoryismorethanitself.omeka.net/items/show/18">"Inkameep wins 1st Oskenonton Cup. May 1940" <br />"Indian Artist's Work to be Shown Here" <br />"Inkameep is a Monument to One Man."</a></p>
<p>(6) Exhibit of School art at Penticton.</p>
<p>(7) Press notices re Sis-hu-lk and Johnnie Stalkis.</p>
<p>(8) Inkameep Christmas cards, 1940.</p>
<p>(9) Inkameep School acting, etc.</p>
<p>(10) Exhibition of Ottawa Charts in Victoria, 1941.</p>
<p>(11) Inkameep children act Legends at Victoria. 1941.</p>
<p>(12) Exhibition of B.C. Indian Art at Vancouver Art Gallery, July 1941.</p>
<p>(13) Various “cuttings”; also A.W. at Summer School at Victoria, July, 1942.</p>
<p>(14) Various “cuttings” dealing with B.C. Indians.</p>
<p>(15) Inkameep winners at London School Exhibit, 1941. Various cuttings.</p>
<p>(16) “Canadians All” A.R. B.C Teacher, Jan, 1942</p>
<p>(17) Sis-hu-lk’s exhibit at Calgary, November, 1941</p>
<p>(18) References to Sis-hu-lk.</p>
<p>(19) Photographs of Sis-hu-lk. 1940.</p>
<p>(20) “Tale of Nativity,” in B.C. Historical Quarterly, Review. Jan, 1941.</p>
<p>(21) <a href="http://thestoryismorethanitself.omeka.net/items/show/19">“Tale of Nativity,” in “The School,” Review. Dec, 1940.</a></p>
<p>(22) Broadcast Inkameep Songs. Adoption of Indians of Family Names, etc.</p>
<p>(23) The Lipsett Collection of BC. Indian Art. Gifts to City of Vancouver.</p>
<p>(24) 1st Exhibition of Indian School paintings, etc. Provincial Museum, Victoria, May 1942.</p>
<p>(25) [blank]</p>
<p>(26) Press Notices, “Tale of the Nativity,” 1940</p>
<p>(27) [same]</p>
<p>(28) <a href="http://thestoryismorethanitself.omeka.net/items/show/20">"Thompson Indian Children Record Ancient Myths" <br />"Meet Mr. Coyote"</a></p>
<p>(29) <a href="http://thestoryismorethanitself.omeka.net/items/show/21">"Meet Mr. Coyote Splendid Example of Indian Boys' Art" <br />"Delightful Booklet" <br />"Indian Legends Booklets Fill Xmas Gift Need" <br />"Lytton Indian School Booklet Published"</a></p>
<p>(30) Drawings, “Mr Coyote”</p>
<p>(31) [same]</p>
<p>(32) Anthony Walsh, “One Man Show”</p>
<p>(33) [same]</p>
<p>(34) Thompson Indian Boys Christmas Story of Nativity.</p>
<p>(35) [same]</p>
<p>(36) Anthony Walsh’s work at Inkameep.</p>
<p>(37) [same]</p>
<p>(38) Program & Exhibition of Indian Arts, Paintings, Dances, Drama at Osoyoos, March 1942</p>
<p>(39) [same]</p>
<p>(40) “Native Arts and Crafts,” A.E. Pickford, 1941.</p>
<p>(41) [same]</p>
<p>(42) B.C. Thunder-bird Park, Victoria. Liut Emmons Anniversary.</p>
<p>(43) Indian Village at Kingscomb, August, 1942. West Coast Totem Poles.</p>
<p>(44) Indian Place Names, L’B. Robinson</p>
<p>(45) [same]</p>
<p>(46) “Meet Mr. Coyote” B.C. Historical Quarterly Review. A.E. Pickford, Jan. 1942.</p>
</div>
Dublin Core
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Title
A name given to the resource
Scrapbook of the Society for the Furtherance of BC Indian Arts and Crafts
Subject
The topic of the resource
News clippings
Description
An account of the resource
A scrapbook that contains a variety of news clippings, photographs, and drawings that demonstrate the social impact that the British Columbia Indian Arts and Crafts Welfare Society (previously known as the Society for the Furtherance of BC Indian Arts and Crafts) had in their quest to encourage and enable arts-based education initiatives in the province's Indian Residential Schools, between 1939 and 1941.
Creator
An entity primarily responsible for making the resource
The Society for the Furtherance of B.C. Indian Arts and Crafts
Source
A related resource from which the described resource is derived
Royal BC Museum, BC Archives (F/I/R19)
Date
A point or period of time associated with an event in the lifecycle of the resource
1939-1941
"Meet Mr. Coyote"
A.E. Pickford
Alice Ravenhill
Anthony Walsh
Art
Francis Baptiste
Inkameep
Kings Comb
Legend
Lipsett
Liut Emmons
News clipping
Noel Stewart
Osoyoos
Provincial Museum
Residential School
Scrapbook
Sis-hu-lk
Story
The British Columbia Indian Arts and Crafts Welfare Society
The Society for the Furtherance of British Columbia Indian Arts and Crafts
Totem poles
Vancouver
Victoria
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Duplicates to
[Min?] J. Hill. Cape Mudge
Feb.6th/41
Dear Miss Aitken, (Alert Bay)
Our mutual friend, Noel Stewart, suggests I should write to you and tell you and Miss Fleck about the movement started a few months ago in Victoria, with the approval of the Director of Indian Affairs at Ottawa and of Major McKay at Vancouver, to revive, where opportunity offers the latent gifts of the young people in our Indian schools along the line of arts, crafts, and drama. (Major Bullock-Webster is a member of my Committee and that speaks for itself.) The main objects in view are to assist our Indians in a development which should presently provide an economic security for at least a few of them; should contribute to Canadian culture should gradually substitute accurate reproductions of authentic objects as substitutes for the hideous and misleading, inaccurate “souvenirs” at present offered to tourists; and not least should assist in establishing more sympathetic relations between them and their white fellow Canadians.
These practical efforts sprung from the start made at the Inkameep school under Anthony Walsh and at Lytton under Noel Stewart. Both have found that by giving the children entire freedom to express their own ideas of the mythical personages associated with their old and useful legends or in the painting of the wild life or the activities [are then] quite remarkable evidences of skill rise to the surface and not only in art but in drama, and craftsmanship. Obviously outstanding ability is not present in them all, but undoubtedly it is in a fair proportion.
I am most anxious to secure the interest and support of the staff of the various schools, realising the development of our object must take time; I am hoping those to whom I write will be kind enough to write me their own experience and points of view, and that they will give me the name of any teachers in other schools who would feel sympathetic [page break] towards our ideas.
I have an idea Captain Barry may already have said something about my Committee’s desires, and he is desirous of bringing before the young people selected specimens of the outstanding skills of their forbears, not with the idea of compelling them into exactly similar lines of expression, though hoping some may be carefully reproduced for “souvenir” eventually; but to stimulate them to try and develop in themselves abilities which shall open to them means of honourable self support and a demonstration that they too should contribute to the economic and artistic life of Canada.
Doubtless you have seen a copy of “The Tale of the Nativity” from Inkameep which my Committee published last Fall and of which many more than the 1000 copies printed have been called for from England and U.S.A. as well as in Canada. We hope later on to publish further examples of the gifts of our Indian Children in B.C., and I am hoping that you will trust me with specimens of spontaneous work in any form from your own school.
Yours very truly,
[Alice Ravenhill]
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Alice Ravenhill to Miss Aitken (Feb.6, 1941)
Description
An account of the resource
One of several form letters Alice Ravenhill sent out to the principals and teachers Indian Residential and Day schools across British Columbia to inquire about existing arts-based education initiatives and to invite these educators to join the BCIACWS in supporting and building on the initiatives began by Anthony Walsh and Noel Stewart. She explains that her intent with focusing on art in particular is to "bring about a more sympathetic relation between them and their white fello [sic] Canadians" and to replace the kitchy Aboriginal-themed souvenirs in tourist shops with actual artwork by Aboriginal students at Residential Schools, in the interest of showing them how to utilize their artistic talents to make a living.
Creator
An entity primarily responsible for making the resource
Alice Ravenhill
Source
A related resource from which the described resource is derived
Royal BC Museum, BC Archives (F/I/R19)
Date
A point or period of time associated with an event in the lifecycle of the resource
Feb.6, 1941
Alert Bay
Alice Ravenhill
Anthony Walsh
Art
Captain Barry
Drama
Indian Affairs
Inkameep
Inkameep Day School
Legend
Major Bullock-Webster
Major McKay
Noel Stewart
Residential School
Souvenir
St. George's Indian Residential School
Story
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Duplicates to Rev. F Burnling, Reply - Hazelton
and Rev. F Inglfield, Alert Bay, No reply
Feb.6th 1941
To the Red. J.M.Kennedy. O.N.I.
Indian School.
Kamloops. B.C.
Dear Sir,
I venture to trespass upon you [sic] time to tell you of a movement started some months ago in Victoria, with the approval of the Director of the Indian Affairs Office at Ottawa and of Major McKay at Vancouver, to revive where opportunity offers, the latent arts of the young people in the Indian Schools of the Province with the view of assisting them to an improved economic future by the sale of accurate “souvenirs”; to incite them to contribute along these lines to Canadian culture, and, not least to bring about a more sympathetic relation between them and their white fello [sic] Canadians. These practical efforts arose from the start made at Inkameep under Anthony Walsh and at St. George’s School, Lytton under Noel Stewart, who have found that be encouraging the elder children to express their own ideas either of the mythical personages playing parts in their old folklore or in the painting of the wild life with which some are surrounded or of their own activities quite remarkable evidence of marked ability come to the surface in a fair proportion, capable of development into carefully supervised commercial levels. Major Bullock-Webster (A member of the Committee here of which I am Secretary) finds similar innate gifts show themselves in reproduction of native legends or plays in dramatic form.
You will I know, share my Committee’s desire to supersede the inaccurate representations of so-called B.C. art in souvenir stores throughout the Province; and those of this desire will take time and organization to realize. I am anxious to secure the interest of those in charge of these Indian schools by allowing me to hear whether any of the children have tried thus to develop their latent gifts along their own (untaught) lines, and whether the Art [page break] Instructor in your schools is interested in this effort and has tried experiments with the children.
Captain Barry is definitely interested in our project, and desirous of bringing selected representations of the outstanding skills of their forebears before the young people, not with intention that they should be copied, unless with the idea of reproducing them in different ways for eventual sale, but by stimulating them to endeavour to develop for themselves abilities which shall open in them means of honourable self support and a demonstration that they too can contribute to the economic and not least the artistic life of Canada. No doubt you have seen a copy of “The Tale of the Nativity” which my Committee published and of which many more than the 1000 copies printed have been called for from England and U.S.A. as well as Canada. We hope to publish further evidences of the Indian childrens’ gifts and I am hoping that presently you will trust me with specimens of spontaneous work along some lines from your own school.
Yours very truly,
[Alice Ravenhill]
Dublin Core
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Title
A name given to the resource
Alice Ravenhill to J.M Kennedy (Feb.6, 1941)
Description
An account of the resource
One of several form letters Alice Ravenhill sent out to the principals and teachers Indian Residential and Day schools across British Columbia to inquire about existing arts-based education initiatives and to invite these educators to join the BCIACWS in supporting and building on the initiatives began by Anthony Walsh and Noel Stewart. She explains that her intent with focusing on art in particular is to "bring about a more sympathetic relation between them and their white fello [sic] Canadians" and to replace the kitchy Aboriginal-themed souvenirs in tourist shops with actual artwork by Aboriginal students at Residential Schools, in the interest of showing them how to utilize their artistic talents to make a living.
Creator
An entity primarily responsible for making the resource
Alice Ravenhill
Source
A related resource from which the described resource is derived
Royal BC Museum, BC Archives (F/I/R19)
Date
A point or period of time associated with an event in the lifecycle of the resource
Feb.6, 1941
"The Tale of the Nativity"
Anthony Walsh
Indian Affairs
Inkameep Day School
Legend
Major Bullock-Webster
Major McKay
Noel Stewart
Play
Publication
Residential School
Souvenir
St. George's Indian Residential School
Story
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St. Georges’ Lytton
Jan.16/41
Dear Miss Ravenhill: -
Following up my previous letter to you I am now enclosing about 16 pictures with their stories. Probably my sorting them out here made the story theme disjointed. However, the other stories have a religious touch and publishers do not like it. These enclosed do not contain any objectionable religious implications. Probably 12 stories would be enough for a booklet.
Now re: the illustrations: My pupils are willing to do very small drawings if you’d prefer it. If the enclosed [ones?] are too large, we could soon do you small ones. They’d be cheaper. Of course I realize the whole thing may not be in your line at all. Yet I am more than happy to have your kind Committee pass its candid judgement upon our attempts.
All stories are written in children’s style. There are likely odd errors you will catch or change. Personally, I feel a little booklet of our Animal People’s life would sell. After all, none are available at present. Please feel free to send to me your candid opinion.
Thanking you over and over!
Sincerely,
Noel Stewart
PS. I should believe the Kamloops Ind. Res. School would be interested in your Committee’s work. It is the largest school in Canada 300 children. They draw Indians from all over Interior B.C. and [page break] [given?] closely related to the pupils here would be able to do same type of work. It is run by the R.C.’s.
Am mailing to you under separate cover a copy of Red Cross magazine with 3 pictures from our Health Rules. You may keep this magazine.
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Noel Stewart to Alice Ravenhill (Jan.16, 1941)
Description
An account of the resource
Noel Stewart sends 16 illustrations and their accompanying stories to Alice Ravenhill for the BCIACWS to review. He expresses his frustration with American publishers for discouraging stories with religious content, but thinks that those regarding the Animal People will sell well in Canada as a little booklet. Also, he brings to her attention the Kamloops Indian Residential school and its 300 students, as a possible venue for further support and arts-based initiatives.
Creator
An entity primarily responsible for making the resource
Noel Stewart
Source
A related resource from which the described resource is derived
Royal BC Museum, BC Archives (F/I/R19)
Date
A point or period of time associated with an event in the lifecycle of the resource
Jan.16, 1941
Alice Ravenhill
Animal People
Kamloops
Legend
Noel Stewart
Publication
Religious
Residential School
St. George's Indian Residential School
Story