44520 Blue Quills Commemorative all they could use were dog teams…So the people in Saddle Lake started to say they wanted to have a school at home." It happened quickly. The Federal

C O M M E M O R A T I V E E D I T I O N

In her doctoral dissertation, Teachings of CreeElders: A Grounded Theory study ofIndigenous Leadership, L. Makokis(2001) undertook an original study.The following excerpts from herstudy speak to the spirit andintent of our historical treaty:

“First Nations were put on thisland by the Creator and weregiven responsibilities and lawsfor living in harmony. AsSovereign Nations with theinherent rights in this land, FirstNations entered into Treaties withthe Crown of Great Britain. TheseTreaties between Nations form thebasis of the legal relationship betweenFirst Nations and Canada. Through virtue ofthe signing of Treaty Six between the Crown of GreatBritain and the First Nations, we, the indigenous peoplehave a legal presence in Canada. The grounded theoryresearch approach has been used to answer the tworesearch questions of this study: identifying the Creecore values and beliefs in order to find a balance in ourpresent Nation building processes. Seven First Nationsmembers, all of whom are leaders from the Saddle LakeFirst Nations reserve, participated in this study whichprovided insights to the Cree world view, the colonialEuropean impact on First Nations communities, and thechanges required for community development.

The understanding of our gift of spirit and ourresponsibility to the land is embedded in the Creelanguage, and the traditional knowledge that guides ourdaily lives dwells in the ceremonies. In ceremonies, weindividually and collectively experience the NaturalLaws of love, sharing, honesty, and determination whichexpresses harmony with all humanity and the spiritualrealm. The voices of the participants explained that theimposition of the European systems of individualism,accumulation, and capitalism have contributedsignificantly to the methodical and deliberatedestruction of the core values and beliefs of the FirstNations culture. They provided personal experiences ofthe colonial policies which have left them and theircommunities in the oppressed and dependent state theyfind themselves. However, a resurgent force towardsreclaiming our gift and our responsibility as FirstNation’s people will lead to Nation building withtraditional knowledge at the heart of this renewal.

Spirituality, the highest form of politicalconsciousness, is our bundle of rights,

which directs our Nation buildingthrough our community

development processes. As did ourancestors of the past, we musttake control of our own lives;making decisions regarding thedevelopment of our sovereignconstitutions, and institutions,without further interferencefrom a foreign government.

The primary purpose of this studywas to bring forth the First Nations

wisdom and voice of grassrootspeople to re-create healthy

communities that are economically andpolitically strong.” (pp. 220-222).

The following recommendations were cited in the finalchapter:

1. Restoring the elders’ role in our communities.

2. The resurgence of First Nation’s languages andcultures must be a priority in all communitiesbecause the loss of a language means the loss of thespirit.

3. It is vital for our First Nations to change the presenteducational systems to reflect our values and beliefsin order to facilitate the de-colonizing process.

4. Community development begins with humandevelopment; therefore, total community healingmust occur to address the colonial impacts,beginning with the individual, then the family, andeventually the whole community.

5. Cross-cultural training to facilitate building betterunderstanding between mainstream society andFirst Nations communities.

Each of these recommendations cite Blue Quills FirstNations College as having started the processes: to serve,to empower the people, and to restore balance so thatcommunity members understand their roles andresponsibilities, informally driven by relationships,collaboration, and consensus building.

1 2 5 y e a r s o f T r e a t y 6( 1 8 7 6 - 2 0 0 1 )

Medallion Designed by Violet Cardinal

Blue Quills First Nations College • 30th anniversary

Dedic ation

To the people, our parents, brothers, sisters, grand parents,

aunts and uncles, who attended the Residential Schools

and to our people who lost their lives

in these institutions. We remember your struggles.

1971 - 2001 pimohteskanawi

pimohteskanaw 1971 - 2001


Pimohteskanaw (the Path)

Table of ContentsDedication ..............................................................................................................................................Chief Blue Quill ......................................................................................................................................Message from the President....................................................................................................................Purpose of the Commemorative Book....................................................................................................

I. Standing Together - The Take Over"My grandfather gave us lots to walk this world."

Formal Education Timeline ............................................................................................................Goals of the Blue Quills Native Education Council ......................................................................Trail Blazers - Our Responsibilities ................................................................................................

II. Blazing the Trail - Celebrating 30 Years"It's amazing how far we have had to travel as a people to come back to what we know."

1970 ..................................................................................................................................................1980 – Creating A Home for Our Students ....................................................................................1990 – Total Quality at Blue Quills ................................................................................................Ceremonies: Messages from our Elders ....................................................................................

Seasons of Ceremonies ..........................................................................................125 Years of Treaty Six ........................................................................................

2000 – Forward Steps ......................................................................................................................

III. Walking the Trail Today - Our Organization "Walking this way so that our children will carry it on and they will have a world that is perfect love - perfect unity."

Our Students ....................................................................................................................................Our Vision ........................................................................................................................................Our Mission ......................................................................................................................................Our Philosophy ................................................................................................................................Our Team ..........................................................................................................................................Our Board of Governors ..................................................................................................................

IV. Walking Together - Letters of Support"Traveler there are no roads. The road is created as we walk it (together)."

IV. Acknowledgement of Resources - Closing Thoughts

"The journey of a thousand miles begins with a single step."

Graduates ..........................................................................................................................................

ii

Chief Blue Quill (sipîtakanep)


Chief Blue Quill was among the original four chiefs

that banded together to form Saddle Lake as a result

of signing Treaty Six. In 1880, Chief Blue Quill

moved his band to Egg Lake (Whitford Lake now

known as Andrew). In 1890, J. A. Mitchell, the

Indian Agent, persuaded Chief Blue Quill to move

back to the Saddle Lake reserve. Agent Mitchell

promised that Blue Quills Band would have 30 acres

of land broken for them at Saddle Lake, be given six

cows, and compensation for the house a band

member had built at their former location. Chief Blue

Quill settled on the western end of Saddle Lake. The

chief was known as a compassionate man.

"There were two religions at that time – Protestant

and Catholic," Elder Stanley Redcrow stated to the St.

Paul Journal. "The Catholics went to school at Lac La

Biche, and my father was one of those guys. When

they went there, they never came back until they

were 16 years old. At that time, the road was very

bad; all they could use were dog teams…So the

people in Saddle Lake started to say they wanted to

have a school at home."

It happened quickly. The Federal Indian Department

studied the school, and in 1898, moved it to the more

populous Saddle Lake. Within a year, a pair of Oblate

brothers had built and dedicated a church and school

at Saddle Lake, with the help of the people. They

called it Blue Quills, and the reasons, as Redcrownotes, are interesting.

"The government said they could build the school ata site, but when the Protestants saw those piles oflumber, they asked what we were doing. We said,‘We’re going to build a school here.’ They said, ‘No,you’re not. After you pile the lumber we’ll put amatch and burn it up.’ All four Saddle Lake ChiefsPakan, Onchaminahos, Blue Quill and Bears Ears,were of the Protestant faith. The Oblate fathers wentto see Chief Blue Quill and told them they wanted tobuild a school. Alphonse Delver, a direct descendentstated that Blue Quill responded to the requestaffirmatively, "Yes, put it on my land. I’m thinking ofthe future of my grandchildren and the orphans."

William Delver, son-in-law of the Chief, saw the futureof the grandchildren and great-grandchildren whom hesaid would live during a time when,"kipimâcihonâwâw ka-wehcasin; kinehiyâwiwinâwâwwî-âyiman ka-miciminamihk. (Earning a living will beeasy; being Cree will be hard to hold.)

In 1931, the school was moved to its present location,5 kilometres west of the town of St. Paul, Alberta.Seventy years later, the brick building is stillstanding, the site of the 30th year anniversarycelebrations as a First Nations owned and operatedCollege.

"I’m proud of this place, and more so now with the

changes being made to it, and also that it’s

representative of my great-great grandfather who

started Blue Quills. And for me, that’s like telling me

there’s a destiny here, I’m following in the footsteps."

Karen McGilvery, second year Leadership andManagement student.

"Blue Quills has been a part of my life since it’s been

built because of the history…[The experience of my

mother and uncle working to take over the school

has] taught me to follow in the footsteps of our

grandparents. Karen and I came from the same

family as far as Blue Quills….they blazed a trail for

us and we’re on this path and because of that,

change."

Leona Makokis, President.

DESCENDENTS OF CHIEF BLUE QUILL ARE STUDENTS AND FACULTY AT THE COLLEGE.

1971 - 2001 pimohteskanawiii

ivpimohteskanaw 1971 - 2001


Welcome to the 2001 Blue Quills First NationsCollege 30th year celebrations. First Nations’ peoplehave much to celebrate this year, 125 years of TreatySix, BQFNC 30th year anniversary and our youthhave role models.

Our ancestors took risks and dared to live theirdreams in order to help fulfill the dreams of others.Whether it was signing an historic treaty or sitting into take-over the school, they were not deterred byobstacles. They did not wait for solutions; theycreated solutions.

Our people have faced many difficult barriersthroughout our history. Despite these barriers, wehave faced our problems with bravery, skill andvision. This year’s celebration demonstrates whatcan be accomplishedwhen you have adream, and work hardto face the challenges,however difficult theymay be.

It is in this spirit thatthe BQFNC operates.Since ouro r g a n i z a t i o n s ’inception in 1971, wehave evolved fromproviding elementaryand junior high schoolstudies to becoming a leading educational institutionfor all students in many areas of post-secondary fieldsof study. This has been made possible through thevaliant efforts of many individuals who have workedtogether to dream and work to make those dreamsinto realities. Our College has many powerful storiesto tell and accomplishments that have been made byalumni, staff and students that will inspire you.

On behalf of the Board of Governors, I would like tothank all of our communities throughout the years forsupporting the College and the young people whowill become our future leaders.

ewako kâ-nîkânîstahk kiskinohamâtowin, LeonaMakokis, owîhtamâkewinis

nîkan ninanâskomâw mâmaw-ôhtâwîmâw e-isi-mâwacihikoyahk ôta kiskinohamâtowikamikohk,kimiyikonaw pimâtisiwin mîna nanâtohkkaskihtâwina.

tâpwe kihceyihtâkwan âsay nistomitanaw askiyaspin kâ-mâci-pamihtamâsoyahk kiskinohamâtowinôta kiskinohamâtowikamikohk. nisaweyimikowisinta-wîci-atoskemakik nîc-ayisiyiniwak kâ-nîkânîhtâcik mâmawôhkamâtowin, miyo-wîcehtowin mîna miyohtwâwin. e-isi-kaskihtayâhkninôhte-wîcihânânak kahkiyawkiskinohamawâkanak ta-miyo-kîsi-kiskinohamâkosicik, ayisk nitâpwewakeyihtenân

wiyawâw ôte nîkanohkkâ-wî-nîkânîcik. ispî e-âhkameyimoyahk mînapimitisahamahki miyo-wîcehtowin mînamâmawôhkamâtowin,ekonik anikinistamemâkanakotiteyihtamowiniwaw e-ocihcipayiyik.atoskehâkanak e-pîhtikwatâcik ôta

kiskinohamâtowikamikohk kipîkiskwewininawmîna kinehiyawisîhcikewininaw. ekwa kehte-ayakkiskinohamawâkana e-kiskinohamawâcik

e-âsawinamawâcik nehiyawi-kiskeyihtamowin mînanehiyawisîhcikewina kâ-kâkîsimociknehiyawîhtwâwinihk isi.

mistahi kinanâskomikawinâwâw kiyawâw misiw îteohci kâ-âhkami-sîtoskâkeyek ôta kâ-ihkihk. ekwamîna, nipakoseyimon kiyawâw kâ-kiskinohamâkosiyek ôta e-wî-miyo-payiyekkiskinohamâtowinihk isi. ekwa, mâmaw-ôhtâwîmâw kahkiyaw ka-wî-saweyimikowâw mînakiwâhkômâkaniwâwak kahkiyaw. ekosi.

Leona Makokis

A Message from the PresidentDr. leona Makokis

Dr. Leona Makokis

1971 - 2001 pimohteskanawv


Purpose of the Commemorative Book

This book was compiled to commemorate thecontributions made by hundreds of people over thepast 30 years to the students of Blue Quills. It isintended to document the stories of the people todemonstrate their passion, vision, and victories inbelieving that their contributions would result inbetter opportunities for each successive generation.In the brief sketch of the highlights of this storyentitled, ‘pimohteskanaw – the path’ (tuluaze inDene Saline) which follows, we havedocumented some of the importantevents in an effort to recognize thecontributions made to the thirtyyears of First Nations managementand operations of Blue Quills FirstNations College.

The title is descriptive of thisnarrative that is told in manyvoices; each voice leaving a lastingmark in the trail. This remarkablepath was forged through partnershipsand relationships that have been solidifiedover the years. The path also represents thespirituality of the people in the connection of all lifeforms; no single person is responsible for the successof Blue Quills. Rather, it is a story that weavestogether each person’s contributions and the strengththat is gathered in the faith of working together withthe support of the spirit world.

Our belief is that spirituality is the highest form ofconsciousness. Through its evolution, Blue Quillshas walked full circle to return our people to the

original teachings of, love, honesty, sharing, anddetermination. This basic law has been the drivingforce of our people since time immemorial and is thestory of group process. Our survival is dependentupon our ability to cooperate, today as much as it hasbeen for our ancestors who lived as hunters andgatherers where nature was the provider. Ourancestors organized themselves communally in self

sufficient, egalitarian groupings while beingintimately connected to the land. Each

person is believed to be born gifted witha purpose within an interdependent

vision of giving one’s best efforts forthe survival of the whole groupwhere no one person held a rolethat was less significant than theother. Our existence today as FirstNations is dependent upon our

ability to walk these values andfulfill our destinies as the caretakers

of all that is here. This is the spiritand intent of the Treaty: that we have

the wisdom to recognize the value of ourteachings in the present context and keep them

intact for the next seven generations.

Today, we have made an effort to recognize thecontributions made by the ones who made the pathby walking it through its many challenges, hardships,and celebrations and pay them tribute during this30th year commemorative book. We believe that thestory of Blue Quills will inspire those who arefollowing in our footsteps.

Na mes Blue Quills School ( 1898)

Blue Quills Indian Residential School (1931 )

Blue Quills Native Educ ation Center ( 1971 )

Blue Quills First Nations College ( 1990)



vi

A Brief Time Line:A History of First Nations Education

Pre-1867 The education of our children was theresponsibility of the parents who were stronglysupported by the Elders, aunts, uncles, cousins.

1867 British North America Act - s. 91(24) federalgovernment assumes responsibility for ‘Indiansand lands reserved for Indians.’ Assuming thefiduciary relationship to Indians from the Crown.

1876 Treaty Six signed at Fort Carleton and Fort Pitt,provisions for education, “Her Majesty agrees tomaintain schools for instruction of such reserveshereby made as to Her Dominion of Canada mayseem advisable whenever the Indians of thereserve should desire it.”

1876 Consolidated Indian Act which provided for dayschools.

1892 Federal government passes an order-in-councilto finance and enter into contractual agreementwith 4 churches in Canada for the operation ofResidential Schools.

1898 Sacred Heart Mission School is moved andrebuilt in Saddle Lake by the Oblate Order ofMary Immaculate, renamed Blue Quills School.

1931 Blue Quills Indian Residential School opens at itscurrent site, December 7.

1951 Indian Act amendments. Minister of IndianAffairs invested with total control over educationof Indian children; ability to enter into tuitionagreements with provincial school boards.

1957 Hawthorne Report recommends that integrationof children into public schools would hastenassimilation. Policy implemented by DIAND.

1963 DIAND funds reserves to establish schoolcommittees for the purpose of supportingintegration policy.

1966 DIAND signs a tuition agreement with St. Paulschool division that provides for Kehewin, SaddleLake, Goodfish Lake, and Frog Lake reserves.Reserves 100 seats for high school students byproviding capital funding of $400,000.00 for theproposed St. Paul Regional High School.

1969 St. Paul School Board reports a 94 percent dropout rate of Indian students from provincialschools.

1969 Contracts with the churches to provideResidential Schools are dissolved by the Federalgovernment.

1969 White Paper on Indian Policy is released by theLiberal government. Education for Indians was tobe turned over to the province and DIAND wouldbe dissolved in 5 years among many other acts ofassimilating Indians.

1970 June 4 - Citizen’s Plus, known as the Red Paperpresented to Parliament by Indian Chiefs ofAlberta, a Treaty Rights position to refute thefederal government’s assimilation agenda.

1970 Peaceful occupation of Blue Quills concludes inthe Blue Quills Native Education Council take-over of the facilities effective January 1, 1971.

1971 Blue Quills Native Education Council becomesthe first to manage and operate a school, July 31,1971, by Indian people of the SaddleLake/Athabasca Reserves.

1972 ‘Indian Control of Indian Education’ reporttabled by the National Indian Brotherhood withthe federal government.

1973 Federal government adopts the NIBrecommendations based on administrativeprinciples, jurisdiction remains with federaldepartment.

1990 Blue Quills becomes a College, established by aconstitution of the 7 Chiefs.


The agreement between Indian Affairs and the churchto provide services to educate Indian children endedin 1969. All residential schools were to be slowlydissolved. Indian Affairs discussed the plans to closethe Blue Quills Indian Residential School andrenovate the school into a hostel where children fromremote communities could live in residence andattend schools in St. Paul. This decision, madeunilaterally by the Department of Indian Affairs andwithout consultation with Indian people, brought to ahead the undercurrents that had been present forsome ten years.

Indian Affairs Minister, Jean Chretien, released theWhite Paper in 1969. Among other issues, the WhitePaper recommended that Indian education be turnedover to the province. Indian people were not infavour of this recommendation, again madeunilaterally by the Department,as they were notconsulted; furthermore, as the White Paper violatedthe Treaty right to education, Indian people

responded by organizing strategies to counter-act thistremendous threat to Treaty rights, provincially andnationally. People of the Saddle Lake/AthabascaDistrict were called together to decide their strategyin maintaining education for their children andgrandchildren. During a meeting held in October,1969 at St. Paul, the Indian people votedunanimously in favour of making a bid to operate theBlue Quills Indian Residential School. A committeewas struck, forming the Blue Quills Native EducationCouncil with Stanley Redcrow as Chairman. Theirimmediate priority was to develop a constitution inorder to obtain status under the federal societies actas a non-profit organization then to meet with thedepartment officials to gain control over the schoolresidence operations.

ORGANIZING THE SIT-IN Meetings were held with Indian Affairs officials fromall levels and no affirmative response was provided.When school closed at the end of June 1970, theIndian people of the Saddle Lake/Athabasca Districtmoved en masse in a well-planned demonstration sit-in and would not vacate the premises until the Federalgovernment acceded to the wishes of the people.

Stanley Redcrow, who was the Chairman of both theSaddle Lake School Committee [and Blue Quills NativeEducation Council], and an employee of 19 years at theBlue Quills Indian Residential school, stated in aninterview with the Saskatchewan Indian (1972),

1971 - 2001 pimohteskanaw1

1969Standing Together

“My grandfather gave us

lots to walk this world.”

Margaret Quinney“ ”

1970 - Ribbon cutting ceremony, the late Lloyd Cardinal provides an invocation.



“In 1967 we had a district wide school committee meetingat Lac La Biche which is about 70 miles north from here. Atthat time the Superintendent of Schools was Danny Daniels;he told us that Indian schools were going to be phased out.After that we started talking amongst ourselves and wewere not going to let the schools be closed down. We hadsome people working here at Blue Quills School, just twoIndian men and two Indian ladies. The rest of them werewhite people, most of them French people. One day I askedFather, who was the Administrator Principal, if he could hiresome Indian people and he said they were not qualified. Ididn’t say anything afterwards but I told some of my friendsthat we should get to work, have some meetings and tryand get some people to work here at Blue Quills School. Sowe asked Father to have a meeting with us and he said thesame thing that Indian people were not qualified and thatthey would not be able to do the work. However, wecontinued having meetings and when Indian peopleunderstood what we were trying to do, they came alongwith us with the idea of taking the School over and runningit ourselves.”

The take-over movement receivedtremendous support from Walter King,Acting Superintendent for Indian Affairs,who believed in his colleague, AliceMakokis. Alice, who as a schoolcounsellor with the Department of IndianAffairs saw first hand the grievances facedby the school children and families of theregion and was well positioned toadvocate change as she traveled and metwith community people. Impassioned bythe call for action, Alice worked tirelesslycontacting the people of the reserves torise to this challenge. She also had the ear of theIndian Association President, Harold Cardinalthrough familial networks. Finally EugeneSteinhauer, the Director of the Alberta NativeCommunications Society, ensured the media wasutilized to inform the public of the proceedings atBlue Quills through radio broadcast and journalism.Blue Quills had the support of many Indians andEuro-Canadians.

Stanley (1972) said, “Then the Indian Association ofAlberta, the President and members came along withus and we had the meetings with them. Finally wehad the whole district which we call the Saddle Lake-Athabasca District, comprising of about 6,000 people.There are 11 or 12 reserves. These reserves are SaddleLake, Kehewin, Goodfish Lake, Frog Lake, Cold Lake,Beaver Lake, Fort Chipewyan, Fort McKay, FortMcMurray, Anzac, and Janvier. These people camealong with us...”

EVENTS DURING THE TAKE OVERIt was during this event that the rallying cry, ‘IndianControl of Indian Education’ was given expression.Again, Stanley Redcrow is cited by the SaskatchewanIndian, (1972) in retelling the events of the sit in,

“[W]e had a big meeting one day. We said we’re going tostage a sit-in and we did. It was July 12th and we had a sit-in. We did not adjourn the meeting; we had meetings everyday and finally we decided we should call the Minister ofIndian Affairs and Northern Development, Jean Chretien. Wesent some telegrams to him asking him to have a meetingwith us but he did not come. He sent two of his Ministers,Robinson and Bergevan, and we had meetings with thembut they did not give us the answers so we sent them backto Ottawa. We told them to go back and tell Mr. Chretien tocome down and have a meeting with us, but he did notcome.Two weeks afterwards he sent these two people back,Robinson and Bergevan and we had a meeting again withthem, this time with a bigger crowd. We had about 500people. We put them in the middle and we had placards

which read: ‘Indians control School,’ ‘We wantBlue Quills’ and everything like that. The youngpeople helped us and some old people alsocame along. We even had one person who wasabout 100 years old, and she was veryinterested.”

When a government official askedMargaret Quinney why they wereparticipating in the sit in, she replied:

“If we do not do what we are doing, we aregoing to risk losing what little of our culture,traditions, and spirituality we have left. We

want to re-establish our ways and our values. We want aplace where we can teach it our way.”

In a story about Mr. Jonas Cardinal, Mike Steinhauerreflects back to the time when this notable Elder ofSaddle Lake arrived at Blue Quills to assess thesituation for himself. There was friction andcontroversy about the take-over growing from withinthe assembly that stemmed from some people’s fearsof failure. In a heart moving address delivered at thesit-in when protestors were being harassed byinternal dissenters, Mr. Cardinal captured theattention of all present when he asked these jarringquestions. “In the past 40 years, since the departmenthas had control over our schooling, how many of uscompleted grade 12? If you have stand up.” No onestood up. He went on to enquire, “How many of uscompleted grade 8? Let’s stand up!” One personsheepishly arose from his chair. “How many of uscompleted grade 6?” A handful of people stood up.

2

Stanley Redcrow


Then he said, “Look around. We can’t do any worseby taking over this school! We need graduates whowill return to our reserves to teach our people so thatwe can become strong as nations.” His speech made aresonating impact which caused the people in theroom to unite and stand together to assert theirresponsibility to determine the educational destiniesof their own children and grandchildren.

After 21 days of the sit-in, a telegram was receivedfrom Minister Jean Chretien for representatives tomeet with him on Parliament Hill. The peopleselected 20 individuals representing the twelvereserves to meet with Jean Chretien in Ottawa.Stanley Redcrow recounts this story to theSaskatchewan Indian (1972),

So then we went to Ottawa and we had a meeting withChretien. They didn’t want to stay with us very long becausethey had another meeting somewhere else and he wentaway. We had a meeting with the Ministers but nothingcame out, so we stayed there and we told them we weregoing to stay there till we got an answer. The next day, wehad another meeting with him, this time we didn’t want tolet him go out until he finally made up his mind to say“yes”. This time he said “OK” we’ll make the agreementand we had these people do the writing. We were notsatisfied with the agreement and we told him. He helped tochange this agreement. We want to have it written just theway we want it, so they went back and again they broughtus another agreement but it wasn’t the way we wanted it.So we told them again that we didn’t want the agreements.They went back once more and this time, they brought adifferent agreement.

While in Ottawa, the group was given the approval toproceed with the stated operations of the residentialfacilities, effective January 1, 1971. A letter endorsedby the Minister, authorizing the Blue Quills NativeEducation Council to operate the facilities wasgranted, and approval in principle to take over theschool in every sense of its operations by July, 1971.“This is the agreement that was made when we cameback from Ottawa, the sit-in was over, the people wenthome and then we started hiring the staff.” (Redcrow,Saskatchewan Indian, 1972).

Dear Mr. Redcrow:

This is to confirm my discussions with you and members ofthe Blue Quills Native Education Council on July 31, 1970, atwhich time I agreed to the preparation of an agreement oragreements covering the transfer of the operation of theresidence and the classrooms at Blue Quills School to theBlue Quills Native Education Council.

My Staff will meet with your representatives to work out thedetails of this agreement which will provide the frameworkto overcome educational problems at Blue Quills. Theagreements will be completed as soon as possible and willallow for the immediate transfer of operations upon signing.The end target date for the completion of these agreementswill be January 1, 1971 for the residence and July 1, 1971for the school. From now on and until the agreements aresigned my staff will involve the Council in all significantdecisions affecting both the residence and the school.

The Federal government will support the administration ofboth the residence and school financially at the budgetarylevel already determined for the 1970-71 fiscal year and mystaff will consult with you regarding your proposed budgetfor the 1971-72 fiscal year. In addition, I will give immediateand serious considerations to the Council’s request foradditional funds to hold board meetings and to covertraining programs and legal services for the current year.

The contracts covering both the administration of theresidence and the school will, of course, be subject tonormal governmental approval and control.

I want to assure you that my department stands ready toprovide you with all the assistance we can to ensure thesuccess of this project.

Signed: Jean Chretien(Saskatchewan Indian, 1972)

Blue Quills hosted the official signing of theagreement finalizing the transfer on December 31,1970 with Lawrence Quinney and Isabel Steinhauerfor the Blue Quills Native Education Council andMinister Jean Chretien for Indian Affairs and thegovernment.


Alice Makokis and Red Crow open the doors to a new era in education



OFFICIAL OPENING CEREMONIESOn September 1, 1970, Blue Quills opened the schoolyear with an official ribbon cutting ceremony. Thisday was celebrated as Blue Quills was to become thefirst school in Canada to be officially administered byFirst Nations’ people. The Opening Ceremoniesbegan with an invocation by Elder Lloyd Cardinal.Chief Horace Jackson of Saddle Lake Reserve cut theribbon and speakers addressed the assembly. Thefollowing comments were recorded in the September1970 edition of the Native People newspaper:

Mike Steinhauer, Executive Director of Indian Association ofAlberta, “I have been privileged this year to have witnessedmany ‘firsts’ in the struggle of Indians to achieveautonomy.” He gave specific reference to the Red Paperpresentation to the Cabinet in Ottawa earlier in the summer,and now the Blue Quills take-over.

Eugene Steinhauer, Executive Director of the Alberta NativeCommunications Society, said in his speech, “I was astudent in this school 30 years ago, at which time we werenot allowed to speak our native tongue. I shall now speak

to you in Cree, and later in a foreign language (meaningEnglish).

Alice Makokis, Blue Quills Native Education Council membersaid, “In the past, when the children boarded school busesat the end of the summer holidays, there would be tears andsad faces. Today, I was very happy to see that there were notears or sad faces.”

Stanley Redcrow proudly announced, “Only now canIndians say they are equal in the eyes of everyone.The truth about Indian culture as well as the politicaland social way of life that the white man leads wouldfinally be taught.”

The take-over of Blue Quills turned the tide towardsFirst Nations’ self-determination in northeasternAlberta and across Canada. An Indian Affairs officialnoted that this event was a first in Canada and thedepartment itself was not prepared for this change.They had to scramble to keep in step with thetenacious Blue Quills Native Education Councils’governance of their own education. A new era in FirstNations’ education had begun.

4

Signing the document.


The introductory paragraph of the first constitution(1970) reveals a very important intention. Simple inits eloquence, it seizes the hearts of the readers in itspoignant delivery of the peoples’ desires:

“Our greatest desire is that our children progress in thewhite man’s education, while continuing to retain theirdignity and self-respect as Indian people. The pastexperience in schools organized and run by the non-Indiansegment of society has submerged the Indian personalityand left the people with little initiative. We have come torealize that we must take part in planning and in carryingout those plans if we are ever to regain our proper place inthe social life of our own country. We can no longer becontent to let others do our thinking for us. We, ourselves,must take the action which will remove the discrepancieswhich have existed in education for Indians in the past.

We must have the power to choose the teachers who will dothe best work with our children, and the power to dismissthose who prove unsuitable. We must have the power tocreate an environment which will encourage the students toexpend their best effort, knowing that it is possible toachieve goals which hitherto have seemed unattainable.

This will mean establishing a proper balance of cooperationand communication between teachers, board of directors,parents, and students. It will mean staffing the school withNative people or others who will encourage the students torealize their capabilities and the opportunities awaitingthem in the modern world.”

The grass roots people of the Saddle Lake/Athabascadistrict granted the Blue Quills Native EducationCouncil the mandate to carry the responsibility ofmanaging the school under its own constitution.Through thoughtful and deliberate planning anddialogue with program directors, the eleven memberboard had fleshed out four goals to ensure that theirchildren would receive a wholistic education.Objectified in the language of the 1970’s, these goalsstand as a demonstration that since the beginning oflocal control, the people were guided with vision:

1. Administer the education of the Treaty IndianChildren of Saddle Lake/Athabasca District.

2. Provide residence for Treaty Indian children.

3. Staff the school and residence with suchemployees as necessary.

4. Administer the school and residence throughdisbursement of funds allocated to the school andresidency by the Federal government.

The aims of the people in assuming this bold stephave been placed thoughtfully and as the schoolevolved over time these aims have been met andsurpassed by the people, the students, and the leadersworking together to achieve a common vision. It wasa people’s movement.


Goals of the Blue Quills native Educ ation Council ( 1970)

Blue Quills Native Educ ationCouncil Members 1970-71

• Stanley Redcrow, Chairman, Saddle Lake Reserve,

• Ralph Blackman, Cold Lake Reserve

• Theresa Gadwa, Kehewin Reserve

• Horace Jackson, Saddle Lake Reserve

• Donald Janvier, Fort Chipewyan

• Alice Makokis, Saddle Lake Reserve

• Louis McGilvery, Saddle Lake Reserve

• Edith Memnook, Goodfish Lake Reserve

• Eugene Monias, Heart Lake Reserve

• Laurence Mountain, Beaver Lake Reserve

• Lawrence Quinney, Frog Lake Reserve

• Margaret Quinney, Frog Lake Reserve

• Emma Steinhauer, Saddle Lake Reserve

• Isabelle Steinhauer, Saddle Lake Reserve



Edith Memnook, (nee: Jackson) of the Goodfish LakeFirst Nation Reserve, married Paul Memnook and hada family of 15 children. Mrs. Memnook reflectedupon her involvement during the take over with theNative Journal (Feb. 2001). "I always knew thateducation is very important for today’syouth and I wanted them to succeed inthat area. I was the treasurer for the boardfor 20 years; in 1969-70, four boardmembers (Margaret Quinney, TheresaGadwa, and the late Alice Makokis)including myself worked very hard tomake Blue Quills a success. We took theagreement to Ottawa to see the Minister ofIndian and Northern Affairs Canada(1970), Jean Chretien. Chretien, who isnow our Prime Minister, didn’t believe inour mission and responded by telling usthat we are not ready and that we’ll nevermake it. Now today, look at theaccomplishments of Blue Quills. Iwouldn’t mind to hand deliver the successresults of the progress at Blue Quills toPrime Minister Chretien." She stressesthat, "if you have your language, use it – ifyou don’t, learn it."

Alice Makokis (nee: Pasquayak) (1923-1988) A lifelong education advocate wasborn on the Saddle Lake First NationReserve. She married Vernon Makokisand they raised a family of thirteenchildren. In 1967, Mrs. Makokis workedas a counselor with the Department ofIndian Affairs. She was a pivotal andinfluential ‘mover and shaker’ during theevents of the sit-in and take-over of BlueQuills. To model the importance ofeducation, she continuously up-gradedher own skills and knowledge. She startedworking towards a diploma in Social Workfrom Grant MacEwan Community Collegein 1982. Although illness prevented herfrom completing her studies, GrantMacEwan College granted an honorarydiploma to recognize her special talentsand dedication to the people. Herdetermination has opened many doors innative education and her work will not beforgotten.

Theresa Gadwa, (nee: Pasquayak) the first femalechief of her community, was born and raised on theSaddle Lake First Nations Reserve. She attended theBlue Quills Indian Residential School. After leavingschool, she married and moved to the Kehewin Cree

Nation Reserve. While raising her 13children, Mrs. Gadwa played a prominentrole in the community and was especiallyinvolved in children’s services. Her desirefor quality education drove her to spearheada campaign to construct a school on thereserve – a dream that became a reality in1972. She was involved in gaining localcontrol over the Blue Quills IndianResidential School and offered her expertiseto ten other bands who successfully soughtthe same goal.

Margaret Quinney, (nee: Gadwa) of FrogLake in addressing a group of students andstaff at Blue Quills, recalled her involvementin the 1970s. "I helped to get Blue Quills. Inever met Alice, Mike, Eugene, Edith, orTheresa prior to this event at Blue Quills. Idon’t know how they knew me, but one dayAlice came and told us about Blue Quills.My children were attending school there.Alice said the boarding school was going tobe sold to some mônîyawak. She said, "Wewould like to put up a strike, would you liketo help us?" We came when it started. I metlots of people. I met Roseanna Houle andright away she called me sister. When wewent to parliament, they would ignore us.We would send the small groups back untilwe got to speak to Jean Chretien. We talkedabout the Treaties. We made themunderstand. The Queen promised Indians tohave education, "If you make Treaties withme, you will have education. We tried to bebrave, sometimes we cried. But wesucceeded. We had will power." In the1970’s it was our wish to see Indian studentsto learn about their language and culture.This is why we took Blue Quills, to know ourculture, to know what we are. We know bothlanguages and cultures. We have come along ways. Work together! I am verythankful that you are here working foryourself and for your children. In the future,they will be proud of you."

6

Trail Blazers - Our Responsibilities

Theresa Gadwa

Alice Makokis

Edith Memnook

Margaret Quinney


During the 1970-71 school year, a student movementwas underfoot. The student’s became activists in asit-in of their own. Approximately 40 junior high andhigh school students staged a one-week long peacefuldemonstration in solidarity with staff members.During this time, RCMP were called in to diffuse thesituation as the protestors caused a halt in theadministration of the school. Rather than allowingthe RCMP to act on their behalf, the Board stepped into deal with the situation on their own terms. Thestudents were brought into the gymnasium where themembers of the Board proceeded to engage them in aquestion and answer session. Appeased by theanswers to their questions, the protest was brought toa resolution.

From an economy that was based on the provisions ofthe buffalo herds that roamed the plains in themillions, our ancestors realized that the futuregenerations would require a new tool. In signingTreaty Six (1876), the signatories knewthat education was to become a tool thatwould ensure that future generations ofCree and Dene would create a new kindof economy for themselves. HaroldCardinal, who was a supporter duringthe take-over of Blue Quills, stronglyaffirmed the importance of education inbuilding nations. He challenged thestudents at Blue Quills to think beyondthemselves,

"If you rely on your traditions (the language andteachings), what you are providing for yourself is asurvival tool in terms of acquiring the skills that acontemporary society needs. Build a framework sothat you can apply your skills. The old pattern ofthinking that suggested that we had to give up ouridentity in order to acquire new skills through formaleducation is a myth and has no validity. In fact, those

people who are seeking professional skills are thenew warriors. They offer protection, growth, anddevelopment for their nations. We are not onlywarrior for our nations, we are exercising a right that

our elders insisted on securing for us.They saw at that time, for they werevisionaries, the changes that werenecessary in society. Our people hada strong sense of identity. They knewwhat they wanted for theircommunities in the future. Theyknew the wahkotowin teachings.This is the challenge for the youngpeople today. It is like a rely run. A

runner moves the torch and then it is handed over tothe next one. This is a consequence of those whocame before us. The ones’ who went to prison,sacrificed their lives so that we would haveopportunities that they could only dream about. Ourduty is when we had the torch to the next ones – thechildren, grandchildren, the unborn – to carry onwhat we have to enjoy today. This is nationbuilding."


The Student Movement

nation building“Education is today, what the buffalo

was yesterday to our people.”

Chief Perry Bellegarde“ ”

Luke Steinhauer - artist



The control of the facility and programs were setdown by the Board of Directors, better known as theBlue Quills Native Education Council. The Boardconsisted of the President, Vice-President, Treasurerand Secretary elected annually plus eleven otherBoard members each appointed by their respectiveChiefs and Council of the eleven reserves in theSaddle Lake/Athabasca District. In March of 1978 thereserves were split into two districts leaving sevenbands in the Saddle Lake area and consequentlyseven board members on the Blue Quills NativeEducation Council.

The Board held regular monthly meetings to hearreports on the progress of the school, and authorizecapital expenditures, and also take information backto the reserves to report on what was happening atBlue Quills.

The Director, Mike Steinhauer, a Treaty Indian hiredby the Board in May of 1972, answered to that bodyand all reports were compiled through his office. TheDirector’s job was primarily to ensure that policieswere implemented in the school; day-to-dayoperations such as financial expenditures; hiring of

staff; maintaining goodrelations with staff and public;negotiating for the Board withboth levels of government,(Federal and Provincial),universities, junior colleges,and other education orientedorganizations. The Directorscrutinized all expendituresbefore payment was approved.

FUNDINGFrom the time of the take-over until 1988, all funds forthe high school were federally awarded on the percapita grant system. These funds coveredadministration, operations and maintenance, and theschool academic program. In 1973, Blue Quills signedan agreement with the province of Alberta to develop acurriculum in the Cree language. Funding for thisprogram partially comes from the federal department ofIndian Affairs and partially from the province whosecontribution was further supplemented with humanresources and the printing of all materials produced.

SCHOOL PROGRAMSAt the time of the take-over most of the programsadministered by the Department of Indian Affairswere continued with the exception of staff in theresidence wherein most significant changes weremade. Indian people of the Saddle Lake/AthabascaDistrict were hired to fill the positions of boys’supervisors, girls’ supervisors, night watchmen,kitchen staff, laundresses, janitors, boiler engineers,and maintenance men.

Administration consisted of the Director, twosecretaries, and one accounts clerk. Over the years,

8

1970bl azing the trail

“It’s amazing how far we have had to travel as a people to come back to what we know.”

Sherri Chisan“ ”

Mike Steinhauer



qualified Indian people have been hired to staff thesepositions.

The teaching staff for 1970 to 1972 included sixteachers and one principal for the 160 studentsattending grades four to nine.

The numbers of teaching staff and students havevaried over the years. In 1973, grade 10 was added tothe school and a staff of seven teachers and aprincipal taught 180 students in grades four to ten.

In the 1974-75 school year, there were 190 studentsattending grades four to eleven with a teaching staffof seven plus two teacher assistants.

Grades four to eight were dropped from the programin 1975 because elementary schools had been built onmost reserves in the district. That academic yearincluded a staff of five teachers and a principal forgrades nine to twelve with a total of 65 students.

Grade nine was dropped from the program in the1976-77 academic year and a staff of five teachers andprincipal were teaching a high school program to 88students.

In conjunction with the Alberta CurriculumDevelopment Branch, Blue Quills had developed

language books, teachers’guides, student texts, andexercise material in the Creelanguage. Cree was also taughtas a second language to studentsin the high school and wasaccepted by Alberta Educationas a second language credentialfor university entrance. Thematerials developed were Cree15-25-35 for grades ten totwelve. The Board assigned thisresponsibility to Mrs. RoseannaHoule who worked with a team

of Cree language curriculum developers. Impassionedwith the love for the language and a gifted teacher,Mrs. Houle inculcated this passion for the languageinto her students. Upon completion of the curriculumdevelopment project, Blue Quills had continued to

write and publish other types of materials includinga beginner’s manual for non-Cree speakers, thesyllabic system of writing, and the correct applicationof Roman Orthography. The history of the Treatieswas to be recorded to enrich the academic programsand strengthen students’ pride in their heritage.

EXPANDING INTO POST-SECONDARYPROGRAMSIn 1974, the people of this district gave Blue Quillsthe mandate for a teacher-training program. Indianpeople were employed as teacher assistants but therewere no certified teachers. About this time, theAlberta Indian Education Centre (AIEC) wasoperating as an extension of the Indian Association ofAlberta. The AIEC was negotiating with variousuniversities concerning an Indian teacher-trainingprogram. Through research, they found that Ontario,Manitoba, and other provinces had over 600 nativepeople who successfully completed a bachelors’degree program compared to 11 in Alberta.Determined to change this scenario, the AIECproposed a co-operative partnership with theUniversity of Alberta to provide a teacher trainingprogram for Alberta’s native people. In March 1975,the AIEC dissolved and Blue Quills Native EducationCouncil agreed to step into the role by accepting tooffer the project Morning Star. This was anopportunity for the Council to increase its mandate infavor of providing adult university programming andpreparing teachers for the reserves who were takingover the administration of band schools. InSeptember 1975, the Morning Star Project began atBlue Quills. Project Morning Star was equally fundedby the federal Department of Indian Affairs and theprovincial Department of Advanced Education andManpower.

Special interim certification was negotiated for theteachers prepared in the Morning Star Project. Thecourses taken at Blue Quills made up the first twoyears of a degree in education. All students wererequired to complete the full four years in order togain permanent certification. The Morning Starproject delivered programming to three cohorts ofstudents before it closed in 1982.

Roseanna Houle

Morning Star students - 1975



In 1976 the Athabasca University Liberal Arts wasinstituted as a Blue Quills program. AthabascaUniversity was patterned after higher learninginstitutions found in eastern Canada and England - anopen university. A student would receive allassignments and course material by mail, learn attheir own pace, and could take as many courses ass/he was capable of doing. When the student waswell enough prepared, final exams were arrangedwith the university. Another method that Athabascaemployed at the time was known as a ‘LearningCentre’. Blue Quills became a Learning Centre where

a group ofstudents camein for classeson a regularbasis. A tutorwas providedalong withaudio-visualequipment andt a p e dm a t e r i a l s .There were 20students takingc o u r s e sthrough this

medium of instruction at Blue Quills starting in 1976.

In the fall of 1977, a 1-year Public Administrationcertificate program was delivered. This was jointlydeveloped by Athabasca University and the BlueQuills Native Education Council to meet the needs ofindividuals planning to enter into administration intheir home communities. A certificate in PublicAdministration was awarded upon completion of arequired number of courses. The program was thenexpanded to a 2 year Administrative Studies Programallowing students the opportunity to pursue furthercourses in administration and management. Allcourses carried credit towards a university degreeincluding Athabasca University’s 3 year Bachelor ofArts degree with a concentration in AdministrativeStudies.

In September 1978, the Bachelor of Social Workprogram began. Students would eventually completethe final year of studies at the University of Calgary.

During the 1978-79 academic year, Blue Quills hadattracted more than one hundred students takinguniversity courses

VOCATIONAL TRAININGThe instructional services for the Secretarial Artsprogram were provided through the AlbertaVocational Centre (AVC). Initiated in 1976, theprogram was intended to provide training toindividuals who wished to pursue a career as

secretaries, clerks, or receptionists. This programoffered the basics in clerical, office procedures,including advanced courses in shorthand andaccounting. The students could earn a clericalcertificate or a secretarial diploma. As a result of thispopular program, many qualified individuals servedthe surrounding communities.

DAY CAREBlue Quills provided a day care center for infants topreschoolers which allowed mothers time to attendclasses. Facilities were up-to-date and five full timestaff provided necessary care for the children. Thechildren were spoken to in the Cree language andlearned Cree songs. The childcare workers lovinglycared for the children and were addressed as ‘kohkom’

by the children.The day carecentre staffutilized thecenturies oldteachings of earlychild care andused swings,cradle boards ormoss bags, andwere gentle in

their approach with the children. Childcare fees werecited as $5.00 per day for the first child and $2.00 foreach additional child in the family.

EVENTS1974 Celebration Dinner to honour the appointmentof Ralph G. Steinhauer as Alberta’s LieutenantGovernor. This was the first time an Indian personwas appointed to this role and the Saddle Lakepeople worked with Blue Quills to provide this eventin honour of Mr. Ralph Steinhauer.

1977 - Alex Haley visit1977 Premier Lougheed visit

10

Ralph & Isabel Steinhauer



Love ........................¤8ghfinowetfiy

Honesty ......................Atónithflni

Sharing........................¤8gha?‡lehuy

Family ........................¤8ahk‚we

Faith............................Atóhodii

Respect ......................Hokésore8ihi

Working Together ......A8ah ‡ghalaghe dai

Creator ........................Yedari Yihe

Peace ..........................seho?fi

Prayer..........................Yati

Patience ......................Echóhe?ahile

Loyal ..........................I8ese tsúdi

Joy ..............................Hune8a

Just ..............................E8tthíkéh

Gentle ........................Dene nure

Friend..........................‡8tséni

Courage ......................chá tsígheljer huleh

Path ............................t‚luaze

Language ....................dene s‚tine

english — dene transl ations



The Goals of the Blue Quills Native Education Centerwere changed during this decade:

1. To foster a real sense of self-worth in eachstudent.

2. To make each student conscious and proud ofhis/her cultural heritage.

3. To develop in the students, attitudes, habits andskills which will enhance their social, physical,spiritual and mental well being.

4. To make the students aware of and competent inthe social and economic world as good citizens oftheir respective communities.

Blue Quills continued to provide post-secondaryprograms on a brokerage basis, with the schoolentering into agreements with accredited provincialinstitutions to meet the communities’ needs. Over theyears, partnerships occurred with the followinginstitutions: University of Alberta, University ofCalgary, Grant MacEwanCommunity College, AthabascaUniversity, Southern AlbertaInstitute of Technology, AlbertaVocational College, and LakelandCollege. In practice, Indian and non-Indian students from Alberta andother provinces have been admittedinto Blue Quills programs. The totalpopulation for the seven memberbands was approximately 8,000Indians.

1980 heralded the commencement of a three-yearbasic Nursing Diploma program, developedcooperatively by Grant MacEwan CommunityCollege, Athabasca University and Blue Quills NativeEducation Council. The Nursing Diploma wasconceived with two components: non-nursingpreparatory courses and select nursing courses wouldbe offered at Blue Quills. Students would beginnursing courses in May of 1982 at the MillwoodsCampus in Edmonton. All courses were transferableto the University of Alberta towards a BachelorsDegree in Nursing. The project was funded byNational Health and Welfare.

1982 was the first year intake for the new SocialServices Worker program through Grant MacEwanCommunity College.

The 1981-82 academic year saw students complete avery successful Power Engineering Program providedin cooperation with Oil Companies and S.A.I.T. ofCalgary at Blue Quills. Three phases were identifiedto ensure success. Students started with a 4 month

life skills and job readiness skillsfollowed by 10-20 weeks oftraining at Blue Quills andsupported by labs at SAIT, thentraining on the job at work sites.This led students towards a Class3 or 4 Power Engineering paper.

In the 1982-83 year, the studentcalendar stated that AthabascaUniversity offered three types of

12

1980creating a home

for students

“Blue Quills must feel ‘like home’,

reflecting the society and community

from whence its students come.”“ ”

UofC/Blue Quills S.W. Graduates – 1978-82


degree programs: Bachelor of Arts, Bachelor ofGeneral Studies, and Bachelor of Administration. AllAthabasca University courses were transferabletowards a degree or diploma at other post-secondaryinstitutions.

The Correctional Services certificate program inconjunction with Grant MacEwan Community

College was brought onstream to preparecommunity members forjobs in this field thatsame year.

In 1983, the EarlyChildhood certificate anddiploma programs wereprovided.

Play School and kindergarten classes were started in1983-84 providing programming for 15 children. Thefollowing year, the program continued with anexpanded enrollment.

The Business Administration Certificate, brokeredthrough Lakeland College, was introduced in the1984-85 academic year. The First Nationscommunities identified the need to have qualifiedmanagers and administrators.

In 1984-85, Life Values, a two-year pilot project wasintroduced to the highschool program. Cateringto 30 students who hadpreviously dropped outof school, Life Valueswould re-direct theseyoung people towardseducation and valuingtheir Indian values andculture.

1985 was also a great year for the Early Childhoodprogram as they received a grant of $29,208.00 fromSection 38, Canada Works. Presented by DonMazonkowski, Member of Parliament for this region,it was for the purchase and development of anoutdoor play area for 70 children in the day care andpre-school programs. The total cost of this projectwas $45,263.00 supplied by the Board.

In October 1984, students, staff and many guestsattended a sod-turning ceremony to mark the start ofthe Blue Quills Health Sciences-Trades Center.Designed by Douglas Cardinal, the SepetaquanBuilding was due to be opened in the fall of 1985.

Canada Manpower, through the Skills Growth Funds,provided the funding for the $2.5 million building.The board anticipated offering Carpentry I and II,Plumbing I and II, Welding I and II, Motor MechanicsI and II, and Heavy Duty Mechanics I as well as pre-employment training for all these programs. TheHealth Science facility would enable the board tooffer Registered Nursing Aide, Community HealthWorker, Rehabilitation Worker, transfer and

upgrading programs and a component of the RNprogram. The official Opening Ceremonies was heldSeptember 26 and Chief Sam Bull of Goodfish Lakeand Elder Stanley Redcrow were present to cut theribbon. Larry Kaida, Director of Post-Secondarystated that this new facility will definitely meananother step ahead for Blue Quills. President of the




Board, Joe Dion called it an “outstanding landmark inIndian Education and the first of its kind in Canada.”

The Board planned an extension to the existinglibrary to coincide with the building of the TradesCentre. Designed by architect Douglas Cardinal, thebuilding was estimated to cost $250,000.00, and fundraising was initiated by solicitating the government,oil industry and St. Paul businesses. Esso ResourcesLtd. Contributed $25,000.00, Petro-Canada provided$1,000.00, St. Paul Auto Dealers supplied $1,000.00,and St. Paul District Chamber of Commerce supplied$3,830.00. The provincial government matched thefund raising efforts and contributed $34,000.00.

A special convocationceremony was held at theTwo Hills Hospital inFebruary 1987 for BellaMcGilvery, Bachelor ofArts. The St. Paul Journalwrote, “Clinging to lifeafter a 2 year battle with

cancer, the 30 year old mother of one, accepted thediploma in a bittersweet bedside ceremony, as friendsand relatives gathered in her hospital room.” Dr. TerryMorrison, President of Athabasca University,conferred the degree as a demonstration of support toBella’s tenacity in meeting her dream of earning adegree.

Despite chaos, threats to post-secondary fund, andinternal and external pressures with the high school,Blue Quills graduated 65 students in post-secondary

and high school. In 1987, thiswas a record number ofgraduates since it opened itsdoors.

Surpassing the previous year’sgraduation numbers, 76students graduated at BlueQuills in 1988. 1988 was thefinal year of the high schoolprogram and concurrently theend of student residence.During the graduationexercises, students receivedeagle feathers. Sam Windy BoyJr. of Rocky Boy, Montana,explained that the eaglerepresents truth, strength, unityand freedom. “You’re beingblessed with an eagle feather today. Respect it andremember your accomplishments.”

As of June 1988, the Blue Quills High School programhad been operating for 12 years and has graduated atotal of 152 students from grade 12.

In 1989, Blue Quills honored 82 graduates fromUCEPP and Post-Secondary programs.

EVENTS IN THE 1980’SCermonies celebrating the 50th Anniversary of thebuilding were held on November 14th. This includedthe Blue Quills Indian Residential School years 1931-1981.

14

Jodi Dion - Age 3

Edward Houle - Age 3


As a result of the turmoil in the late 1980s, BlueQuills was again challenged to change. Although, theIndian Affairs Department had reneged on fundingcontribution agreements, the Chiefs of the 7communities refused to abandon the vision of theearly board members. They exercised leadership andtook direct responsibility for governance of theCollege and formed a transitional board. It was clearthat without this re-commitment, the future of BlueQuills was in jeopardy. This initiative was a catalystfor another era of growth. The first step was to writea new constitution, appoint communityrepresentatives to a Board of Governors that wouldwork directly with the administration and report backto Chiefs and Councils in the communities. TheChiefs, through the Tribal Chiefs Association, wouldcontinue to receive reports from the President.Within this new framework, the College pursuedreserve designation for the lands. This also was theplatform for launching Blue Quills developed postsecondary programs and achieved someindependence from mainstream institutions.Articulation of the vision and goals would giveguidance to future growth. Total quality educationwas introduced by the new President, LeonaMakokis, and implemented by the staff team.

THE CONSTITUTION (1991) PREAMBLE READS:The People of the First Nations of Treaty Six hold thatthe education of their young people is one of theirparamount Treaty Rights under treaties signed withthe British Crown in Right of Canada. To cooperate inthe preservation of that Treaty Right as regards toadvanced education, they have come together toform, and jointly own and operate an institution ofhigher learning to be known as Blue Quills FirstNations College.

This Constitution sets forth the manner in which BlueQuills First Nations College shall be owned, governedand operated by the member nations. It is intendedthat the said College shall be a permanent legacy forthe betterment of all future generations of the MemberNations, and shall continue as a symbol of the right ofFirst Nations people to self-determination forever.

RESERVE STATUSSince the take-over, Blue Quills had lobbied forpolitical support to gain reserve status. Chief HenryQuinney of Saddle Lake provided leadership andsupport in 1985 through dialogue amongst the sevenbands. The Board and Chiefs sought their claim withthe Indian Affairs Reserve Lands and Trustsdepartment in Ottawa. The Federal Cabinet also hadto agree to grant reserve status to Blue Quills. In1995, a landmark decision was reached through theofficial granting of reserve status to Blue Quills lands.A first for Canada, Blue Quills First Nation reserve iscommunity owned by the seven bands and controlledby the Board of Governors.

All Treaty Indians working at Blue Quills had beenassessed income tax since 1971. This long-standingissue was brought to the attention of Revenue Canadaand Indian Affairs at the request of the Board. Legalopinions were garnered and a decision was finalized


1990total quality at blue quills

“When I walk into Blue Quills, I want to know that it’s

an Indian School. I want to be able to smell the sweetgrass.

I want to hear the Cree language spoken, the drums, and the songs.

I want to be able to see pictures on the walls representing who we are.”

Carl Quinn, Board Chairman

“ ”



in 1995 in favour of Blue Quills staff to coincide withthe granting of reserve status.

TOTAL QUALITY EDUCATIONA natural alignment resulted from the new directionarticulated by the Tribal Chiefs in the Blue QuillsConstitution. This alignment includes the purpose ofthe organization in serving the member nationseducational needs, relationships between the groups,and a new governance structure. The total qualityeducation fit framework aligns with the traditionalCree philosophy and approach to organization basedon the foundation of Natural Law. Hence, equality isfound when the people give voice and their gifts areused to enhance the organization. Relationships arekey in this framework as dialogue is necessary todetermine a common purpose.

In this approach to organization, Blue Quills hasbeen successful in developing a strong, cohesiveteam that concentrates all of their activities tobenefit the students. Through collaborativeefforts, each of the team members had beenentrusted to pursue the goals of the College inutilizing their own strengths to benefit thewhole organization. The structure of theCollege changed from a hierarchy to a flattenedwebbed organization that generates a sense ofownership by all groups that are involved as keyplayers.

GENERATING VISION AND PHILOSOPHYSTATEMENTSThe vision and philosophy statements created inApril, 1996, through consensus of the seven FirstNations participants, during a workshop entitled,‘Creating a Shared Vision’ has served as ournavigational guide. Elders, staff, students, andcommunity members were engaged in creating thesestatements that have helped us achieve the vision ofour ancestors who had the foresight to entrench ourrights to education in the Treaties signed in 1876. Weowe it to them and to our children, seven generationshence, to continue on this path to excellence.

OUR GOALS (APRIL 17, 1996)1. To promote personal responsibility to lifelong

learning in a safe and nurturing environment.2. To promote a welcoming environment instilled

with cultural pride and spirit.3. To strengthen relationships with the

communities and to improve communication.4. To create a financially stable educational

institution.5. To meet the financial needs of students by

accessing scholarships.

6. To meet our program and curriculum needs bydeveloping and delivering courses that addressthe "whole person: mentally, physically,emotionally, and spiritually.

7. To become a degree, diploma, and certificategranting institution.

8. To ensure education and training are relevantand applicable to the marketplace andemployment.

9. To promote and develop partnerships andrelationships with employers.

10. To educate the member communities to developa working relationship with the community tocreate more ownership of Blue Quills FirstNations College.

BLUE QUILLS PROGRAMSIn 1995, Blue Quills decided to developour first certificate program due to theescalating costs of brokering, buyingprograms from other institutions. Fiveprograms have since been developed inhouse by staff of the college:

Teacher Assistant Program This programis designed and delivered specifically atthe request of the communities and islicensed with Alberta Learning. Teacher

assistant programs are very specific and generally nottransferable. This program is offered in partnershipwith our communities and is offered one day perweek.

Early Childhood Development This program isdesigned in response to the expressed needs of ourcommunities, incorporating traditional knowledge ofchild development and relationships. It is licensedwith Alberta Learning and Day Care StaffQualifications Branch. Graduates are licensed towork in any day care facility or other child careservice/education program. The ECD programs arespecialized and are not entirely transferable frommost institutions to other programs.

Information Technologies Program The technologiesfield is growing and many private institutions areable to develop and deliver quality programs moreeffectively and efficiently than mainstream collegeand universities. This program offers students theskills they need to serve the computer technologyneeds of their communities or to access otherprograms and enter the technologies field. IT hasbeen submitted for licensing.

Leadership and Management This program includesBlue Quills courses for Certificate and Diplomacomponents, transferable to Athabasca UniversityDegree program as well as a four-year Blue Quillsdegree option. Consistently, there has been a high

16


demand for trained managers and a growingrecognition that mainstream programs do not preparegraduates to work in the unique First Nationsenvironment. The Leadership and Managementprogram is intended to help students become wholehealthy human beings with effective leadershipskills, inviting students to develop critical thinkingskills, and knowledge from diverse fields, includingcore business and management skills, and leadershipapproaches. Programming incorporates courses froma First Nations/aboriginal perspective. AU is alsoconsidering the program towards a joint degree withBlue Quills.

BUSINESS APPLICATIONS AND DATAMANAGEMENT CERTIFICATEThis program was created to meet the communities’needs for skilled office clerks, secretaries andadministrative assistants.

A new sense of partnerships had emerged and BlueQuills is leading other institutions in joint programinitiatives. In the 1999-2000 Annual General Meetingreport, the President listed graduates havingcompleted the following programs:

• Community Wellness Worker Certificate (NechiTraining Institute/Keyano College)

• Bachelor of Indian Social Work (S.I.F.C.)

• Leadership and Management Diploma(B.Q.F.N.C.)

• Bachelor of General Studies (A.U.)

• Bachelor of Arts (A. U.)

• Bachelor of Commerce (A.U.)

• Bachelor of Administration (A.U.)

• Bachelor of Education (U of A)

• Early Childhood Development (B.Q.F.N.C.)

• Teacher Assistant Certificate (B.Q.F.N.C.)

• Social Work Diploma (Maskwachees)

• Information Technology (B.Q.F.N.C.)

• University Transfer Courses (B.Q.F.N.C.)

• UCEPP and Pre-Trades (B.Q.F.N.C.)

• Off Campus: Joseph Bighead, Frog Lake, BeaverLake, Kehewin.

New courses that have been added include:

• Aboriginal Child and Family Services CertificateProgram (Keyano College)

• Bachelor of Social Work Access Program(University of Calgary)

• Master of Arts – International EducationalLeadership Program (San Diego StateUniversity).

BUILDING PARTNERSHIPS: FNAHEC ANDNAIIHLInterdependence between all First Nations highereducational institutions became a reality with theorganization of the First Nations Adult and HigherEducation Consortium (FNAHEC) in 1994. ThroughFNAHEC, Blue Quills collaborates with and receivesregional (British Columbia, Alberta, and Manitoba)support from other First Nations institutions to createavenues and opportunities for all students. Amongthese initiatives that Blue Quills has participated inare: partnering with AFN and Alberta Learning toadvance the review of the Post-Secondary Programs;development of a policy manual to promoteconsistency in staff salaries, job descriptions,personnel policies, amongst all FNAHEC members;think-tanks to explore the effects of colonization andpromote awareness of these adverse impacts onindigenous cultures worldwide; coordination ofcurriculum development and sharing of resources;and collaborating to coordinate the World IndigenousPeople’s Conference on Education scheduled forAugust 2002. In September, 2000, this arrangementbecame a national endeavor with the development ofthe National Association of Indigenous Institutions ofHigher Learning (NAIIHL). NAIIHL represents 50First Nations adult education institutions locatedacross Canada.

Quality: ‘Creating Value.’ Our communities haverequested that we offer alternatives to mainstreamprograms so that those people who choose to pursuecareers in our communities are sufficiently prepared.Elders and managers have often said that studentsrequire retraining when they enter the workforcefrom mainstream institutions because they try toimpose the thinking and methods of other cultures totry to make our people reflective of the mainstream.Blue Quills addresses this issue directly in our locallydeveloped programs so that students develop anappreciation and understanding of the unique needsand potentials in our communities, and build skillprocesses that facilitates community directedpositive change. Many students will continue tochoose programs from other institutions; however, it




is important to offer diverse opportunities. BlueQuills develops and offers programs in fields that arein high demand in our own communities as well as inthe global economy. First Nations issues are highprofile and many organizations are looking to buildstrength in this area by hiring people trained andspecialized in the First Nations perspective. Otherinstitutions are now looking to Blue Quills as a leaderin program development and are requestingassistance with their own development efforts.

We honour our own people – as teachers, guestinstructors, Elders, and invite them to participate inspecial projects and ceremonies. We invite ourstudents to engage in professional and personalgrowth so they can contribute to the healing journeysin our communities. Our programs include the coreknowledge provided in comparable programs in otherinstitutions based on a foundation ofthe First Nations perspective andtraditional knowledge that Elders,Leaders, and community membershave identified as vital. We need tolook for efficiencies, but we mustalso be mindful about purpose andvision. We have a responsibility tooffer an education from the FirstNations perspective to those whowant it, otherwise we risk what ourElders fear – that our ways, ourknowledge, our language, ourtraditions will not be there for ourgrandchildren to learn.

Student Voices: "This [Leadershipand Management] program hashelped me change my life. I nowknow that change starts with me and then I can helpmy community." "Now I understand our communityexperience." "I came in here with a negative attitudeabout our communities, and now I honour them andwant to help make a difference."

Collaboration We strive to work with ourcommunities through several avenues. Programmingis launched and designed based on direct input andrequests from the communities, including theinitiative to create independent programs. Studentsbenefit socially by maintaining their family andcommunity support networks. Support for BlueQuills is support for nationhood.

Licensing allows students to access Student FinanceBoard loans. As Blue Quills programs are developed,they are submitted for licensing. Alberta Learninghas accepted all programs to date and two arecurrently in the review process.

CURRICULUM DEVELOPMENTThe board and administration of Blue Quillsrecognized the requirement for curriculum

development. By embarking on this path, Blue Quillshas stepped into the capacity of developing its ownprograms based on the philosophy and vision of thecollege and supported by the communities. Leaningon the fact that many alumni of Blue Quills havepursued graduate degrees, the college was confidentin its ability to merit the respect of other institutionsin transferring credits and programs. This waspossible through the earnest efforts of the leaderswho have gained a level of respect and maturity intheir relationships with other institutions, bothmainstream and First Nations.

WORKSHOPSBlue Quills has developed a series of workshops thatare offered to community members. The capacitybuilding modules in leadership accountability are

intended to assist individuals andcommunities to reaffirm thetraditional leadership teachings aswell as to develop new skills incontemporary leadership paradigms.Modules can be taught in thecommunity or to large or smallgroups as specified by the customer.In addition, all teaching is donefrom a wholistic foundation thatincorporates variety in instructionincluding some theory andapplication in an experientiallearning setting.

Generally, these workshops aredesigned to be delivered over twodays for a total of 12 days ofinstruction each. Blue Quills can

also custom design workshops to fit the needs of therequest.

• Emotional Intelligence at Work• Systems Theory and Servant Leadership• Change and Workplace Resistance• Gung Ho Managers/Leaders• Leadership Styles and Organizational Behaviour• Learning to Lead• Challenging People• Effective Leadership at Work• Teams at Work• Community Processes• Transparent Decision Making• Participatory Decision Making• Event Leadership• Negotiating Success• Accounting for Accountability• Wholistic Organizational Health• Accountability Frameworks and Agreements• Organizational and Personal Leadership Growth• Cross-Cultural Training• Team Building

18

continued on page 27…

I am following in the footsteps of my ancestors; my role models.

I will always try hard to follow these footsteps. One day I will be an

ancestor. Maybe someday someone will follow in my footsteps.

M E S S A G E F R O M T H E E L D E R S

k e h t e - a y a k e - p î k i s k w e c i k

“ ”wâhkôhtowin - Family

The family includes blood relatives, those related through the kinship, andthose of the same nation. The family is important in the ceremonial andsecular life of the People because it is the source of our strength and ourfuture. wâhkôhtowin also refers to our relationships with the rest ofcreation and our connection to the land.

nehiyawewin - Cree/Dene Language

Over the past two centuries, our people have resisted the efforts toabolish our respective languages. We honour the courage of all thepeople who continue to speak and teach their respective languages totheir children.

kitimâkeyihtok - be compassionate towards one another

The connection with the Creator and our relationship to all of creation hasbeen important to the People. For untold thousands of years, we haveunderstood the power of the Creator which lives in all that is unseen andseen. We know that we two-leggeds are related to, and not master over,all. We know and incorporate into our daily lives our respect for our four-legged relations, our winged relations and the thousands of otherrelations with whom we share creation.

kihceyihtok - think highly of each other, regard each otherwith great dignity

It is important that we remind ourselves that each of us is responsible forour actions and that all our individual actions - thoughts, words, deeds -affect all of creation because everything is connected. It is our duty to callupon the Creator and all our relations to help us walk in harmony andbalance so that the People may continue to live and prosper.

sâkihitok - love each other

Generosity and hospitality always have been at the heart of the people’srelationships with one another and with our non-native relations. Fromthe earliest times, our people were generous and hospitable to our non-Native immigrant relations when they first came to Turtle Island. To helpone another always has been and continues to be the way of the People.Treaty Six has brought us many new relatives. To love each another willbe the one deed that we will never regret.

kâkîsimowin - Prayer

nôhtâwînân, we celebrate the coming of new life and give thanks for allcreation. Give us the strength of purpose to walk in harmony and balanceas we honour our Mother Earth with the planting of seeds. We ask for aspecial blessing on the infants and children, for without them our peoplewould be no more. The children are the future and our hope. Let usremember that it is the responsibility of all the people to care for thepresent and future mothers of the people and to help them with the oneswho are our inheritors.

We honour and celebrate the time of new growth, and ask for help inteaching and educating our children in the ways of the People. We ask forwisdom as we teach our non-Native relations the ways of the People sothat all may walk the sweetgrass trail of peace in harmony and balance.Give special strength to the Elders and leaders and guide them in theirwork so that we may live and prosper.

We celebrate the bounty of the harvest and are grateful for the generosityof the Earth our Mother for providing us with the food which sustains ourpeople. During this year, we remember the visionaries amongst ourpeople from the times of the signing of Treaty Six. We are grateful thatthey had the foresight to think of us - our health, education, languages,ways of life, and survival into the 21st century.

May the light of the seventh fire burn bright in our hearts as weremember those who have fallen through war and disease. Help usremember the ways of the People, and to be generous in our hearts andcompassionate in our actions as we celebrate and honour all of creationduring the ceremonial time of food and gift giving. Let your blessings raindown on the storytellers who bring the lessons of our brother to thePeople so that we may live and prosper.

isîhtwâwina - Ceremonies

Ceremonies are based on the circle. For our people, the circle is theessence of understanding that everything - both seen and unseen - isconnected. In keeping with the order of the universe as perceived byhuman beings on Mother Earth, ceremonies occur with the fourseasons - spring, summer, autumn, and winter. We always begin withprayer, which always has been important to the First Nations incelebrating the season. There are ceremonies for every aspect of thePeople’s way of life and each ceremony has a story to it.

Acknowledgement: Lee Francis (1996). Native Time: A Historical Time Line Of Native

America. NY: St. Martin’s Press.

M E S S A G E F R O M T H E E L D E R S

k e h t e - a y a k e - p î k i s k w e c i k

O U R S T U D E N T SB L U E Q U I L L S F I R S T N A T I O N S C O L L E G E

Blue Quills students come from all different backgrounds. what they have in common is

an interest in gaining further education and an openness to First nations culture.

One of the things that make Blue Quills

unique is the variety of people who attend

post secondary programs here. Initially

there was a misconception that Blue Quills

was only for First Nations. Blue Quills is school for everyone. We invite and welcome people of all

backgrounds. Blue Quills is accredited by the First Nations Accreditation Board. Our locally developed

programs are transferable to mainstream institutions. The programs are licensed by the Private Institution

branch of Alberta Learning.

I was born and raised in St. Paul. I’m going to get my Bachelor of

Arts degree, majoring in Psychology. I’m married with three children.

I chose Blue Quills because of the location. I can live in town and get an

education. It’s easy going here. They don’t treat you like a number.

louise knox

“”

I’ve taken Native Studies 152 and UCEPP (upgrading). I want to go

back now and take computers because eventually I want to have a

degree in Computer Science. I want to start here at Blue Quills and transfer over

to the University of San Diego.

jodi dion

“”

When I was 19, I didn’t know quite what I wanted to do. I didn’t want

to waste time so I came to Blue Quills and I took my first

year of a Bachelor of Education degree. I remember the lively class

discussions we had.

daniel fontaine

“ ”

I’ve lived in Saddle Lake my whole life. Right now I am taking my first

year of a Bachelor of Education degree. I’m out here because

I’m taking care of my Dad’s acreage because he’s working in Edmonton.

I’m also really into hockey and Native ball tournaments in the area.

edward houle

“ ”

who comes to

blue Quills?

pipon -WinterThe fourth season, winter. Our Mother Earth rests. The sun has long since set and we are in the midnight of our day. Soon we

will see the break of day once more. The color of this direction is white as it represents our grandfather, the wind. The wind brings us goodnessof life and takes away that which we do not need to live. We breathe and we give thanks.

Eventse-mahtayitohk Give Away CeremonyIn a society where hunting and gathering were the main economic activities to sustain life, it follows that there would be ritualised ceremoniesperformed to protect the hunters and ensure success in this activity. This ceremony, performed when the ground was frozen, wasdevoted to the hunt. During the Give Away ceremony, emphasis is placed on the preciousness of life. We give thanks for the giftsthat we receive during the year and bring gifts to share. We are thankful for ceremonial leader, Mr. George O’Chiese, whoprovides us with this ceremony where we genuinely give and receive the bounty of our love for each other.

Night Lodge CeremonyDuring this ceremony held on the final day of the calendar year, we gather to give thanks for all that wehave and pray for graceful living in the year ahead. Those of us who need help with our physical healthreceive our prayers. We acknowledge Bernie Makokis, our spiritual leader in this ceremony. Weremember our departed, we offer food, and ask for the strength to carry on the spirit of what theyleft for us to live.

âhtayôhkewina - Sacred LegendsLegends play a significant role in the teachings. ‚htayÙkewin means these are stories thathave a Spirit. Told during the months between the event of the ground freezing to the timewhen the first grasses pop out, ahtayokewina give us direction and tell us of our origins.To begin to understand what a First Nation is, it is all about the traits that areidentifiable in the legends.

takwâkin - AutumnWhen the sun begins to set in the west, we honour the bear. The bear agreed to beour representative to take care of the animals on four legs. It is the colour green thatrepresents this direction. Each year in the season of the fall, the bear gathers thesweetgrass to line its’ winter home in preparation for the winter. We are thankful forthe food that is provided by the animals and the plants of the land.

EventsRound DanceThe Round Dance is a celebration that occurs when the frost is upon the ground until itbegins to thaw in the spring. During this ceremony, we call upon the wind spirits to cleanseour environment, our bodies, and our spirits. A pipe ceremony and feast proceeds to a livelyevening of dance where we visit, meet new faces, and re-establish our relationships. The RoundDance happens through the efforts of many people’s gifts. We honour and thank all the drummers,singers, dancers, and the master of ceremonies during this social event.

nehiyawewinLanguage is very important because it is shares how we are related to the land, to Mother Earth, to everythingthat sustains life surrounding us. The language encodes the identity of the People. It describes that we are talkingfour directions, and in the language as we study it, we find that it is an expression of feeling. The College endeavoursto impart the language to the students in a multitude of ways. We honour the Elders and staff, as the carriers of thelanguage, a most auspicious role. We honour our students who are fluent and those who are attempting to speak our sacredlanguage.

Elders GatheringsOur Elders have wisdom that is willingly shared with us as we take new steps on the evolutionary journey of our college. We thank the Elders InResidence, the Elders in our communities, and the ones who have passed on to the next life for sharing their wisdom and valuable teachingswith us.

Memorial FeastsFor our loved ones who have moved onto the next world, we gather each year and celebrate our families. We offer food and tell the stories thatour loved ones shared with us. We remember all our ancestors during these occasions.

miyoskamin - SpringWe begin at sunrise, the start of the day and give thanks. This direction is the color of the sun. It brings us light to live another day. The sunbrings life to all of Creation and the human being is one small aspect of it. We gratefully acknowledge the Creator for the fire that we carry withinour bodies. This is our spirit. We begin the sun ceremonies as this is the beginning of a new year.

Eventse-pîhtwâwinihkehk - Pipe ceremonyEvery ceremony starts with the offering of the pipe. “The offering of the pipe ceremony is another teaching story. The Creator had promised so

long as he [First Nations person] practiced the ceremony, there would be peace in his land. This country we call Turtle Island belongs to thebear. The bear spirit promised that there would never be a war on his land so long as the Old Man carried out this ceremony.Therefore,

it is believed that in order to have peace in our country and for our people, we continue this ceremony. When we perform orattend a pipe ceremony we go there to ensure that we have peace.” (Mike Steinhauer).

matotisân - Sweat lodge CeremoniesThe sweat lodge ceremony is conducted at the college’s ceremonial grounds. It is a place for healing and

prayer. We bring together the gifts of our grandfathers: the rocks, fire, earth, wind, water, willows, and thepipe. They speak for us, bringing our prayers to the spirit world where we ask for help and sing the

songs of the ancestors.

wîhkaskwa - Sweetgrass CirclesSweetgrass is a plant that grows in our prairie lands. It is sweet smelling and as we pick the

plant, we offer tobacco in prayer of thanksgiving. The grass is dried and braided together torepresent the three aspects of ourselves that we cannot see, our - emotion, mind, and

spirit - held by our physical self, that which we can see. We burn the sweetgrass braidand wave the smoke over our entire being to prepare ourselves for each new day, event,or gathering. It is a cleansing ritual that we participate in before a prayer.

Smudging the FacilitiesWith smudge that is made of many different plant materials, the Elders have takenthe responsibility of keeping the school facilities clean. We honour and give thanksfor this ceremony that maintains an environment that is blessed in prayers ofprotection. Thank you, Elder Gordon Steinhauer, for your gift of protection of allstudents and faculty while we work and study within these walls.

nîpin - SummerIn the direction of the south, the summer season, our Mother Earth is most ripeand abundant with life. In the noon of the day, the sun is at its highest in our sky,we recognise the gift of the thunder beings, water. This direction is the color of the

Thunderbird when it makes the rain fall to the earth. The water gives us life and weare thankful.

Eventspihewisimowin - Chicken Dance Ceremony

The Chicken Dance ceremony gives us life. We give thanks for the life we were given bysinging the songs and dancing for two days. The ceremonial lodge is built on the sacred

grounds of the College site. We honour the gift of Mr. Henry Gadwa, the ceremonial holder,who has provided his services to our students, staff, and communities.We honour the drummers

and dancers who gave their gifts self-lessly.

Cultural CampThe Restoring Balance cultural camp was a successful event held in August, 2001. We gathered to tell our

stories, learn our traditional ways of preparing food, and making drums, rattles, and other momentos. Welistened to the Elders, visiting between our camps, and participated in ceremony. This was a community effort

and there are many fine community members to thank who shared their gifts.

Pow-wowThe pow-wow brings together the people in a celebration of the many gifts that we share amongst one another. These are the gifts

of dance, song, story telling, and humour. Blue Quills held a pow-wow on the day of its official opening, September 1, 1971. The children weretaught the dances over the years and shared these stories of the dance with other schools in the area. Other pow-wow celebrations followedoccurring during special occasions.

our spirit…our life…

our way…

Blue Quills First Nations College will continue to honor the Nistameymahkanak

dreams and visions for generations yet unborn.

Blue Quills, guided by the seven member First Nations, will facilitate the

process of proactive change in learning. The College environment will

reflect our cultures, values, ancestral knowledge, traditions and

relationships, nurturing learners to achieve their

individual goals and meet the collective need.

Blue Quills will provide a meaningful and

balanced curriculum, bringing the uniqueness

of our culture into an educational setting.

Blue Quills First Nations Board of Governors will

address the spiritual, emotional, physical, and

mental needs of the seven member First Nations

through the delivery of quality education programs.

The College is dedicated to increasing and accessing

educational opportunities for students by empowering

them to overcome barriers that restrict success

in college and university settings.

The College believes the maintenance and enhancement

of culture contributes to positive self esteem and, therefore,

encourages participation in the learning environment.

At the core of the Blue Quills philosophy of education is the guidance of

the Creator, our Mother Earth, our Language and the Natural Law:

Love, Honesty, Sharing, Determination

mina Our treaty rights include a wholistic

education which nurtures the four

dimensions of a healthy, strong, whole

person: Mental, Spiritual, Physical, Emotional

ekwa Based on a lifelong learning that is

intergenerational, experiential/process

oriented, recognizing the gift, ability,

knowledge, diversity, humor…

ekwa mina This learning is facilitated

in collaboration with the

College and members of

the seven First Nations

ekosi macikah Dependent, Independent,

and Interdependent Learning

Pimohteskanaw 1971 - 200126


PROJECTSThe Innovative Housing Project, a grant from INAC,resulted in the students of Pre-Trades programlearning construction techniques while completingthe building of a facility on site. "The project wasactually an addition to an old log house started backin the mid’80s. It was unfinished until this fall," saidcourse instructor Barry Kissel. The building is usedas a classroom space and will serve as a residence forinstructors from out of town.

CIRCUIT RIDER PROGRAMResponding once again to the needs of thecommunities, Blue Quills was a partner in providingthe Circuit Rider Program. This is a communitybased training program that trains First Nations’employees in water and sewage plant maintenanceand treatment. Without the collaboration providedby the Tribal Chiefs Association in generating interestfrom members, this program would not have beenpossible.

CROSS CULTURAL TRAINING - MAMAWÈBlue Quills was selected by the Mamawe’ CapitalRegion Child and Family Services Authority todevelop the curriculum for cross-cultural training forits employees. This opportunity consolidatedresearch and traditional knowledge through thecurriculum development efforts of the staff.

ECONOMIC DEVELOPMENTOver the past number of years, the Board recognizedthe limitations imposed on the building. One of theselimitations is inadequacy of the present water andsewer systems. In 1990, a study revealed that thecurrent system was outdated and in need ofreplacement. Approval for funding to proceed withthe recommendations of this study did not occuruntil 2001. INAC provided a grant and this was to be

matched through the solicitation of other sources.Under the auspices of economic development, BlueQuills solicited funding for linking the water andsanitation lines with the town of St. Paul. The finaloutcome will be to the advantage of students andpotential small business enterprises. Blue Quills willbe equipped to handle the increasing numbers ofstudents to expand its existing building capacitiesand market itself to economic development, studentand staff housing, and small business entrepreneurs.The official designation of this project is scheduled tocoincide with the 30 year anniversary celebrations onOctober 26, 2001.

ORGANIZATIONAL STRUCTUREDay-to-day decisions at Blue Quills are made with amanagement team. Meeting once per week, themanagement team shares the responsibilities ofleadership. A flattened web-like organizationalstructure has replaced the top-down autocratichierarchy. Hence, each person’s contribution to theorganization is valued and results in the ownership ofthe College vision, mission, and philosophy. Theteam pulls together and the prevalent attitude is,"What can I do to serve the College, rather than whatcan the College do for me?" The College focuses all ofits efforts in serving the students, the primarycustomers of the organization. The first circle ofservice surrounding the students are comprised ofteams including College Programs, UniversityPrograms, Student Support Services, Operations andMaintenance, UCEPP and Trades, Administration andFinance, Curriculum Development/Pilots. Thesecond circle consists of the components that are asimportant to the College (Education Directors,Human Resources Development, Tribal ChiefsAssociation, Tribal Chiefs Institute, Chiefs, Elders,Communities, Board, and Executive). Then, theCollege is equally responsible to the relationshipsexternal to the college including: the Confederacy ofTreaty Six First Nations, Alberta Learning, AthabascaUniversity, University of Alberta, SaskatchewanIndian Federated College, University of Calgary,Maskwachees Community College, First NationsAccreditation Board, First Nations Adult and HigherEducation Consortium, National Association ofIndigenous Institutes of Higher Learning, and theFederal Government/INAC. Open, honestcommunication is the means to ensure that theseareas of service are linked in a web-like formation.

Visit the Blue Quills Website at

www.bluequills.ca


…continued from page 18



Based on the foundation of our collective philosophy,education and economic development will not be twodifferent specialized areas of expertise; instead theywill be merged into one. Education will allow for theincubation of economic ventures to develop andmature. Through continuous infrastructureimprovements and curriculum development, we willcontinue to address community development. We arecommitted to providing healing workshops andopportunities for our communities to reach theirpotential.

AHF PROJECT The Aboriginal Healing Foundation Project entitled,‘Restoring Balance: Moving Full Circle from Traumato Celebration’, was initiated to facilitate the healingof abuse encountered at Blue Quills IndianResidential School. Workshop training modules fordelivery to members of the seven communities arebeing developed. The 9 modules are:Communication, Family of Origin, Colonization/Decolonization, Aboriginal Parenting/Family SelfEsteem, Inner Child Journey, Choosing HealthyLifestyles, Community Wellness Leadership andFacilitation, Genocide, and Celebrating Ourselves.Through participation in the modules, participantswill examine the community and family legacies thatare harmful and explore how these legacies can betransformed to be helpful. Blue Quills College willtrain facilitators so that each community can rely onits own resources to deliver the workshops. Thisproject is designed to enhance the integrity of thecommunities to be self-sustaining in the long termhealing process; by acquiring the skills to help oneanother, reliance on outside professionals decreases.

The AHF Project intends to serve as a bridge toengage in partnerships that have been neglected inthe past. Hence, Blue Quills is reaching out toestablish and create supportive partnerships with thereligious communities that serve the First Nations,

curators and archivists in public facilities, and publicschools. The consequence of opening up dialoguewith these connections will determine the success ofthis long-term healing strategy.

ACAT The Alberta Council on Admissions and Transfer(ACAT) recognizes Blue Quills as a privateinstitution. ACAT facilitates the transfer agreementsbetween higher institutions in the province, so thatstudents who need to transfer, can plan their coursesaccordingly.

ACCREDITATION ‘BELIEVING INOURSELVES’ The most powerful and meaningful accreditationcomes from our communities and future employers ofour graduates. On November 22, 2000, Blue QuillsFirst Nations College was granted accreditationthrough the First Nations Accreditation Board. TheBoard of Governors who report to the Chiefs of the 7member First Nations approved the application andendorsed the accreditation. Through the currentstructures and processes mandated by the Chiefs andthe First Nations, this accreditation process hasallowed Blue Quills to retain the integrity to theprotection of our Treaty and fiduciary rights. Themessage that we believe in ourselves is an inspirationto our children and grandchildren; something we canleave to those who will come after us.

3RD AND 4TH YEAR EDUCATIONPROGRAM (U OF A)

Blue Quills has successfully negotiatedwith the University of Alberta to deliverthe ACCESS sponsored Northern AlbertaNative Teacher Education Program on

site, named iyiniw kiskinohamâkewin.The program is scheduled to start in January 2002

28

2000forward steps


with an estimated enrollment of 30 students. All ofthese students have either completed a BGS degree orare in the process of completing the second year ofthe University Transfer Program. This collaborativerelationship will make every effort to ensure thestudents’ success. Blue Quills staff are coordinatingthe program with administrative financial supportfrom the University. Elders will be involved with theFirst Nations who possess the credentials to instructin the program. Courses will include topics such ascolonization and its effects and incorporate thetraditional knowledge and First Nations’ languages.Additionally, the University of Alberta has offered toadd books and resources to the campus library andpart-time staff to install these additions. Blue Quillswill offer the support services to the students.

BACHELOR OF SOCIAL WORK ACCESSPROGRAM(U OF C)

The University of Calgary, the Albertagovernment and community stakeholders,recognize that access to a Bachelor ofSocial Work education is important topeople in rural, remote and Aboriginal

communities. Providing this opportunity is themandate of the BSW Access Division of the Universityof Calgary. The Access Division offers an innovativeand fully accredited variation of the U of C BSWProgram - an education that’s of the same quality asthe university’s on-campus program. U of C has agreedto deliver the last two years of the Bachelor of SocialWork degree on site. Some courses are offered everysecond weekend to accommodate the social workerswho are presently working full-time. Most of theseworkers have 2-year diplomas and would now like towork towards acquiring their degrees.

Economic Development

PLANNED BUSINESS VENTURESBy 2002, the College anticipates having aconvenience store and gas bar on site to serve theneeds of employees and students. The College ispresently negotiating the establishment of a SatelliteBanking facility on site. This facility will assist in thetraining of our students for economic development.

As a business venture, Blue Quills will benefitfinancially from this facility through fees for service.The College will collaborate with Tribal ChiefsVentures in the development of a business centre thatwill house all TCA programs and services.

This will also be an opportunity for students in theLeadership and Management program and other BlueQuills programs to gain experience they can take backinto their communities. This concept is referred to asa ‘Business Incubation Centre’.

DEVELOPMENT OF TRADES-ORIENTEDBUSINESS PARTNERSHIP PROGRAMSIn anticipation of the major oil-patch projects that areexpected to come on stream within the next few years,partnerships between the College and othereducational institutions and industries will beestablished. Presently, the oil industry suffers from asevere shortage of welders, pipefitters, and steamengineers. Filling this niche through involvement withother institutions will allow Blue Quills to train ourmembers for potential employment in the oil industry.

papâmihâw asiniy - THE FLYING ROCKBefore the arrival of Western Europeans(môniyâwak), Indigenous societies were organizedaround spiritual beliefs. One such belief was aboutthe spiritual laws guiding economic activity, in thosedays primarily hunting and gathering. On theNorthern Plains, parts of present day Alberta andSaskatchewan, a site of worship was long established:papâmihâw asiniy, whom moniyawak see as an ironmeteorite, offered leadership and support forsurvival, particularly as a protector of the buffaloherds. At that time, the buffalo herds were significantas money is today, and both Cree and Blackfoot madeannual journeys to visitpapâmihâw asiniy tomake offerings to givethanks.

With the arrival ofrapacious môniyâwak,indigenous societieswere subjected to awide variety of‘colonial’ tactics




developed in the course of Western Europeanconquest of the world. One such tactic was to send inlone Christian missionaries trained in Indigenouslanguages, sometimes using Indigenous people as‘helpers’, to break whatever ‘pagan’ spiritual beliefsthat may exist, in preparation for the transition toacceptance of môniyâwak ‘might and right’ (the rightto claim ownership of the entire world, and the sheeroverwhelming brutality to back up this claim).

In 1866, a Methodist missionary, George McDougall,in his own personal crusade to help indigenouspeople, decided, in a bold act, to remove papâmihâwasiniy, knowing full well the effect that this actionwould have on both Cree and Blackfoot. As the shockwave moved through indigenous society, fears of thedire predictions associated with moving papâmihâwasiniy began to circulate (war, famine, disease), andwithin 10 years, had all come to pass. By 1876, theindigenous economy and a major portion ofindigenous populations had been destroyed and thefates of the survivors sealed through Treaties and theIndian Act (1876).

With the destruction (genocide) of the ‘great livinglibrary’ inherent to oral traditions, accurate views ofpapâmihâw asiniy are hard to find. However, 135 yearslater, papâmihâw asiniy still exists, held in captivity bysuccessors to the Methodists of that era. Currently, ‘onloan’ to Syncude Aboriginal Gallery, official‘ownership’ still resides with the United Church’sUniversity of Victoria located in Toronto, Ontario.

In 1999, papâmihâw asiniy initiated an effort to havehimself repatriated to the descendents of theindigenous peoples he had been taken from. BlueQuills First Nations College, representing the 7 Creebands in the region, and in consultation with all otherinterested First Nations people, including theBlackfoot/Blood Repatriation Committee, has beennegotiating steadfastly for a peaceful resolution tothis long-standing historical injustice. The return ofpapâmihâw asiniy could usher in a new era of self-determination, bringing back our spiritualrelationship with economy and ecology. In the future,the Indian Act must go, but it will be up to us, as FirstNations people, to design and implement the newpolitical and social structures that govern our lives.Perhaps in the future, we will assist the country ofCanada in replacing their current ‘worship of money’system with a 21st century version of the elegantgovernance systems we once enjoyed.

Contributed by Stewart Steinhauer

CAMPUS MODEL RESERVE COMMUNITYA long-term goal of constructing a new facility thatincludes a day care centre and studentaccommodations is envisioned at the Blue QuillsCollege site. We model change, organizationalstructure, respect for our beliefs and the value ofequality, and the importance of relationships,collaboration and sharing.

CBC DOCUMENTARY “A PEOPLE’S HISTORYOF CANADA” Blue Quills First Nations College will be a part of thisfeatured documentary to be aired in the fall 2001. Therealization that our College is to be featured in thispopular documentary is a testimony to our resilienceand our reputation as an educational institution thathas withstood the test of time.

DAYCARE CENTRE Blue Quills has taken on the management andownership of the day care located in St. Paul servingparents with infants from 19 months to 5 year oldchildren. This well established licensed Daycarefacility provides an excellent service for students,staff, and surrounding community members. Thedaycare also assists in training our Early ChildhoodDevelopment students in order for them to gaincaring and professional experience working withinfants to young children.

COMMITMENT TO THE LANGUAGES Kâkiyaw ôma ôta kâkisinahamâke kîkway kesi

nehiyawe âpô kesi nehiyawpimâtisi kâkiyawnikihteyiminânak nikakweapacihânânak ôhitipahaskâna ôta ka-wîtâpisimâyahkik tahtwaw e-hispayik. Metoninwahpahtenân e-atiwanîtâcik kitôskayiminawak

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onehiyawiyiniwaw ekwa mîna opikiskwewiniwaw.Ewako ôci ôma kânîkânastayahk e-koni ôhi kîkwayakweyas tahto kîsiskaw kakwe pimâtisicik.

Ekoni ôhi mistahi nikeyiceyitenân ôtakâkiskinahamâkeyahk, tahto kîsikaw,nistameyimahkanak ekosi e-kîsinitaweyihtahkik.Asci mîna kîspin akameyimoyahki ekonik ôkikiskinahamawâkanak nehiyaw mâmitoneyihcikankatipiyawewikowak ekwa kawâpahtamwak ka-atinisitohtahkik kîkway anima ka-nehiyawi. Ekômanehiyawiwin pokwîsi esi kanawâpahtamân poko ka-akamkiskinahamawâyahkik oskayak. Kîyanaw pokonamoya ta-pômeyahk, ta akampîkiskwâtâyahkikekonik ôki ôta kapekiskinahamâsocik itahto kîsikaw.Anohc ayisk ekwa poko kakwe otinamihkpimâtisiwin ta e-isimiyopayik môniyahnahk ekwamîna nehiyânahk.

Ekosi, Ay, Ay

The mandate of the Blue Quills First Nations Collegeis to serve as an advocate of Cree language, culture,history, and pedagogy in all forms. Following thedirection and guidance of the Elders from all sevenFirst Nations, it has become increasingly clear thatthe language and culture is a vital element toestablishing identity. It is for this reason that there isa strong emphasis to teach the Cree language withineach program

The ultimate goal of the college is to educate studentsin such a manner that their identity or‘onehiyâwiwiniyiw’ emerges intact and free from acolonial mentality. Additionally, assimilationthrough education ceases to be perpetuated with theemphasis on Cree language and culture. Studentsattending Blue Quills will benefit by understandingFirst Nations’ issues and history through FirstNations eyes. With the Elders support, it is ourresponsibility to pass on the language and culture tothe younger people in this institution and therebyprepare them to live in both worlds.

SUPPORT AND WELLNESS SERVICESThe Support and Wellness services at the collegehave been identified as an invaluable means ofassisting students to deal with daily stresses in theirlives. All staff at Blue Quills are dedicated toproviding student support. Help is available forcareer planning, personal and academic counseling,learning and study skills, admission, and financialassistance. Advice available through counseling staffor any staff member the student wishes to approach.Additionally, the college counselors have arrangedfor weekly support groups and sharing circles to

address alcohol addictions, unresolved childhoodissues, and full day grief and loss workshops. Eldersare available for students at most times on a walk inbasis. These services are available free of charge.

Judi Malone, M.A., is a chartered psychologist andprovides individual, group or family counseling on afee for service basis.

Dr. Anne Mageau, ND, RMT, provides therapeutic andnaturopathic services, also on a fee for service basis.Massages, homeopathy, nutrition, and many morespecialties to address chronic pain, stress, and promotenatural healthy lifestyles, are provided by Dr. Anne.

awards & schol arships

FRASER MILNER CASGRAIN LEADERSHIP AWARDThis award is granted to a Native student who hasdemonstrated leadership through volunteering inareas of student organization, clubs, and activities atthe post-secondary level. The student must beenrolled in a full time post secondary program andhas maintained an 80 percent attendance incourses/program and has shown commitment anddedication in completing his/her program of study.This student must also have high academic standing.

THEODORE R. CAMPBELL SCHOLARSHIP AWARDThis scholarship is given to an aboriginal student inthe Education program who is nominated by BlueQuills First Nations College. The successfulcandidate must be an aboriginal Canadian citizen anda resident in Alberta; complete the first year of anEducation degree (university transfer) at Blue Quills;complete a minimum of 24 credits in the first yearand obtain passing marks in all courses and at least a70 percent attendance record; have financial need;and be nominated by the college.

BELLA MCGILVERY MEMORIAL AWARDThe Bella McGilvery Memorial Award is granted to onestudent from all program areas. The recipient of thisaward must show respect and pride in his/her culture.

TRANSCANADA PIPELINE AWARDThis award is granted to one student who hasovercome financial, personal or cultural barriers tocontinue their education. The student must have hadan attendance level above 70 percent and must havemaintained a high academic average during the pasttwo terms. The successful recipient must becontinuing with his/her education either at BlueQuills or at another post-secondary institution.




Our StudentsThroughout the years, students of Blue Quills havebeen expected to demonstrate leadership in directingactivities to engage themselves in social, physical,spiritual, emotional, and mental pursuits. Studentshave organized themselves through active StudentCouncils and other such initiatives. From 1970through to 1989, the efforts of students with guidanceof staff, each year Blue Quills had developed ayearbook to record annual events in the lives of thestudents. Blue Quills has demonstratedsportsmanship in athletic endeavours includinghockey, broom ball, floor hockey, volleyball,basketball, badminton, curling, distance running andtrack and field. Students have organized fund raisingactivities that would create more opportunities forthemselves over the years. When necessary, studentshave been activists, rallying for the rights toeducation, health, and for Treaty rights to beentrenched in Canada’s constitution in 1982. Thevoices of the students are very important to BlueQuills and therefore a seat for a studentrepresentative has been made available on the Boardof Governors.

MESSAGE FROM STUDENTREPRESENTATIVE, VIOLET CARDINALElders, Community members, Students:

I am a second year Leadership and Managementstudent at the College. As of September 2001, I havejoined the Board of Governors as a student

representative. The message that I bring on behalf ofthe student voice is to honour the occasion of the30th year anniversary of the college and to invite thestudents to journey forth into education with anattitude of self-belief, responsibility and awareness ofour traditional teachings of the natural law.

I attended this school in thepast as an elementarystudent. I walked out of theschool 34 years ago. Sincethen, I have experiencedlife and have now begun ahealing journey. Throughthe Leadership andManagement program Ihave realized howcolonization has beeninstrumental in my life. I am now doing away withthe old patterns and taking on new ways of dealingwith life’s challenges including being pro-active. Thisvery unique program and great instructors have givenme positive beliefs that we’re never too old to learn.Our continued responsibility is to ensure that thenext seven generations are given the same support;spiritually, mentally, emotionally and physicallythrough our hearts.

On behalf of the students of Blue Quills, we inviteyou to join us and experience this special journey.

Violet CardinalStudent RepresentativeBlue Quills Board of Governors.

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walking the trail todayabout our organization,

blue quills first nations college

“Walking this way so that our children

will carry it on and they will have a world

that is perfect love-perfect unity”

Fools Crow, Ceremonial Chief of the Teton Sioux.“ ”


Inherent Rights by Russel Iron (Oct. 2000)

We are born with inherent rights, which define whowe are and what we are andthe fact that we are part ofMother Earth. Everything weare taught growing up is fromthe land. The medicines aregood indicators of suchteachings. Outside ailments ofour body canbe curedfrom plants

on earth; inside ailments can becured from the roots of MotherEarth. This indicates that the earth,plants, air, and water are all a part ofour inherent rights because we co-exist with the functions of MotherEarth. Inherent Rights are as simpleas Natural Law, we all have the rightto live and so does Mother Earth andall that belong here. Freedom to liveis an Inherent Right. We inherit theright to live and to be free and that iswhat is passed on by our ancestors.

Inherent Rights can not be takenaway from anyone; they are a part ofa person’s upbringing. It’s like a treeborn with the bark; it cannot survivewithout if. Fish cannot survivewithout water. There are manythings in life that need each other and we all have totry and understand the connection to all things inorder for us to function in this planet. The Creator hasgiven us the gift of life and we must use it as seen fitand to respect all that he has offered to us in order tosurvive. That is what inherent rights mean to me.

Our Tea m The success of Blue Quills is due largely to thestrengths of our faculty and management. Our Collegeclimate is infused with the spirit of teamwork. Thediversity of abilities is resplendently woven together as

each person’s talents and abilities create thissynergistic environment. The college is infused withenthusiasm, sharing, and dedication, and this is visibledaily. Some of the activities that have created thissynergy include: weekly smudging ceremony, sharingcircles, annual retreats, support for life-long learningand healing, Elder advisors, and team managementthrough a flattened web-like organizational structure.

WEEKLY SMUDGE On Monday mornings, staffmembers gather in the Elders’trailer to participate in asweetgrass/smudge, prayer, anddialogue circle. Calling onguidance and assistance from theCreator and the spiritual helpersthrough prayer provides a basisfor connecting and communitybuilding. Through the groundingand greeting circle, staff membersengage in sharing about the week,significant changes in their lives,and milestones are celebrated. Toclose these sessions, the staffmembers greet each other with ahug as they congratulate oneanother and share genuineencouragement.

SHARING CIRCLES Sharing circles occur spontaneously based on staffneeds. Creating an environment of mutual support ishelpful to clear the air of issues that are managedthrough these sharing circles.

ANNUAL RETREATS The staff members organize the annual retreats thatoccur at the start of each academic year. Everymember of staff is included on these 3 day retreats.Based on the ingenuity of the Retreat Committee, staffmembers engage in activities that invite spontaneity,fun, growth, goal setting, healing, and teambuilding.

SUPPORT FOR CONTINUOUS LEARNING The College philosophy includes life-long learningand this belief is reflected in supporting staff toengage in higher learning pursuits. Each member isencouraged and given the time to take courses thatmoves them to attain their own personal educationalgoals.


34pimohteskanaw 1971 - 2001


ELDER ADVISORS Previous to the advent of schools, Elders held acentral teaching role in our societies. In a society withan oral tradition, Elders performed an essential andhighly valued function of transmitting tribal customs,language, and traditions to the younger generations.Restoring the Elders role in our College has beenachieved through a highly utilized pair of Elders inResidence. Additionally, Elders in the communitiesare invited to share their knowledge with the classes,instructors, and on curriculum development teams.Our Elders also lead the ceremonies. Theseceremonies have guided the College to reach new

heights. Finally, Elders are storytellers. Stories helpus deal with the past hurts and encourage us to walkin dignity to achieve our vision and purpose.

WITNESS TO CHANGEHaving worked at Blue Quills since1985, I’ve had the privilege of being awitness to the profound changesundertaken by our College’smanagement under the guidance ofElders and Board Members.

The first and most obvious change is inthe area of academic programs. Until1992, most of our programs werebrokered through mainstreamcommunity colleges such as Grant MacEwan Collegeor Portage College. The prevalent belief until thenwas that Blue Quills, in order to gain credibility andacceptance in the aboriginal communities needed topartner with mainstream institutions to deliverquality programs. Generally speaking, most of theseprograms made ‘token’ adjustments to the curricula toaddress the unique needs of aboriginal students.From 1992 onwards, however, the change inprograms has been quite drastic. The year 1992 marksanother milestone in the history of this college. Forthe first time, the management and staff (with thesupport of Elders, the Board and the communities)pondered the possibility of developing an academicprogram that truly addressed the needs of aboriginal

communities. The colonial mentality was veryevident as we embarked on this new journey. Wedoubted our ability to develop and offer a program onour own. Some of the staff actually believed that thiswas an impossible vision to fulfill. With greattrepidation, we embarked on this journey.

A year later, we confidently informed ourcommunities that we were prepared to offer theTeacher Assistant Certificate program on a part-timebasis to all the T.A.’s who were presently employed inFirst Nations schools. The rest is history. Today,we’ve developed on site the Leadership andManagement Diploma Program, the Early ChildhoodCertificate program and the Information TechnologyCertificate program. I will not comment on theparadigm shift that occurred simultaneously in termsof mind set (e.g. from the colonized to thedecolonized), and the management style (from ahierarchical structure to a flattened web-likestructure) as that is another story in itself.

The second and more profound change, however, hasbeen the infusion of Cree spirituality, culture andhealing in the College’s academic programs. When Istarted here in 1985, there were no sweats, no healingcircles, no round dances, no smudging, no giveaways,

no pipe ceremonies. Today, we have allof these and more: we have healingceremonies to address the needs ofresidential school survivors and theneeds of their children; a classroomcan ask for a sweat or venture out on anature trip and learn about the healingpower of plants; the sacred teachingsof the Medicine Wheel are integratedinto our college classes as part of theprocess of teaching our students to livebalanced lives; and Elders play anactive role in advising managementand sharing their wisdom with

instructors and students.

Mindful of a past filled with pain and injustice, we arebuilding towards a future that will include care of ourchildren 7 generations hence.

Hai Hai, William Aguiar

STAFFWilliam Aguiar, Counsellor/InstructorMarcelle Arnold, Early Childhood Development CoordinatorJanice Atwal, Finance ClerkNav Atwal, InstructorAnne Blower, Computer Instructor


Dr. Halia Boychuk, Bachelor of Education CoordinatorGeorge Brertton, ElderTammy Brertton, ReceptionistDebra Cardinal, Director of ProgramsEllen Cardinal, Administrative SupportTheresa Cardinal, Finance ClerkAshley Castor, MaintenanceKenny Castor, Assistant Computer TechnicianEric Chalifoux, InstructorSherri Chisan, Leadership and Management Coordinator Bob Harrison, Information Technology Program CoordinatorAlma Houle, Aboriginal Healing Project CoordinatorBernadine Houle-Steinhauer, Director of Special ProjectsColleen Houle, Education ResearcherShannon Houle, Assistant RegistrarCharlotte Kishayinew, Finance ClerkBarry Kissel, InstructorLena Lapatack, RegistrarDr. Leona Makokis, PresidentDr. Patricia Makokis, Director of Curriculum DevelopmentMichael Marsh, MaintenancePriscilla McGilvery, Student Counsellor (Education Leave)Harriet Moosepayo, LibrarianIrene Poitras, O & M SupervisorRon Poitras, O & M CoordinatorNina Quinney, Finance ClerkDenise Steinhauer, Cree Instructor/Teacher Assistant CoordinatorEvelyn Steinhauer, Director of Student Services (Education Leave)Joseph Steinhauer, Cultural Assistant, Cree InstructorMike Steinhauer, Elder

Sharon Steinhauer, Social Work and Community WellnessProgram CoordinatorKaren Tingey, UCCEP Coordinator

Additional contract instructors representing therespected university and colleges are on campusbased on academic schedules and yearly courses.

OUR FUTURE TOGETHERLet’s embrace the courage and vision of our ancestorsand offer real choices that serve our students. Let’sfocus on what our communities need and how we canwork together to create that for ourselves.

Our Board ofGovernorsBlue Quills First Nations College is governed byseven appointed members representing the FirstNations communities who have ownership of theCollege. Additionally, one Elder from the Saddle LakeFirst Nation and one student representative from theCollege are included to the board. The seven FirstNations that own and operate the college representapproximately 13,000 people: Beaver Lake FirstNation, Cold Lake First Nation, Frog Lake FirstNation, Heart Lake First Nation, Kehewin CreeNation, Saddle Lake First Nation, and Whitefish Lake(Goodfish Lake) First Nation.




Finlay Moses, Chairman, Saddle Lake First Nation

Norman Quinney, Frog Lake First Nation

Rosalie Halfe, Whitefish Lake First Nation

Jenny Ladouceur, Heart Lake Cree Nation

Gordie John, Kehewin Cree Nation

Chief Joyce Metchewais, Cold Lake First Nation

Lynda Gladue, Beaver Lake First Nation

Alex Whiskeyjack, Elder, Saddle Lake First Nation

Violet Cardinal, Student representative,Beaver Lake First Nation

The number of individuals in the Lakelandconstituency totals 110,000 people. There are 8reserves and 4 Metis Settlements; combinedrepresenting a total of, 30,000 people. Therefore, theaboriginal people in this region are approximately 35percent of the total population.

The Chiefs of the seven bands have entrusted fullconfidence to their appointed board members togovern the College. They have consistently endorsedthe College through the encouragement of theircommunity members to attend and in providing thenecessary financial support for their success. TheChiefs are acknowledging the ability of the college toprovide professional and personal developmentworkshops on the reserve and on campus. Werecognize and appreciate,

Chief Morris Monias, Heart Lake

Chief Al Lameman, Beaver Lake Cree Nation

Chief Allan Houle, Whitefish Lake

Chief Eddy Makokis, Saddle Lake

Chief Eric Gadwa, Kehewin Cree Nation

Chief Raymond Quinney, Frog Lake First Nation

Chief Joyce Metchewais, Cold Lake First Nation

The highly committed Board of Governors holdsmonthly meetings in each of the communities bycirculating this responsibility. During these openmeetings, the programs report on their progress,financial statements are provided, and dialogue onnew issues occurs. The Board have adopted a mannerof conducting business based on the principle of80/20: eighty percent of discussion, debate anddecision is future oriented, twenty percent on reportsthat help us make long term decisions. Additionally,the Board has formed three committees:

• Finance/Personnel/Policy,

• Programs/Planning/Research/Culture,

• Lands/Infrastructure

These committees meet as required.

ANNUAL GENERAL MEETINGS The Board of Governors are responsible for hosting anAnnual General Meeting (AGM) where an annualreport of all activities and audited financialstatements are shared with the members of the ownerFirst Nations. These AGM’s are held in thecommunities. Every year, based on the revolvingboard positions, the First Nations appoint newmembers to the board or continue with the presentappointment. These decisions are based on theschedule of board positions. Through this means,continuity occurs as new board members are trainedalongside veteran board members. Annual Reportsare available at the College.

ANNUAL RETREATSEach spring, the Board engages in a three day retreatwhere they receive information, review the missionand goals, plan new initiatives, and strengthen theirrelationships with each other. The Chiefs andEducation Directors of the communities arewelcomed to these retreats.

CONTACT US AT:Blue Quills First Nations CollegeBox 279St. Paul, AB T0A 3A0Phone: (780)645-4455Edmonton Direct: (780)429-2971Toll free: 1-888-645-4455Main Fax: (780)645-5215Upgrading Fax: (780)645-4504www.bluequills.ca

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b o a r d C h a i r m a n ’ s M e s s a g eFriends and Relatives,

The path leading up to thedoors of Blue Quills open upopportunities in the worldaround us. Our students pursuepost-secondary studies with ashared sense of confidence,enthusiasm and determination.Browsing through the 30th

anniversary commemorative book, gives you a sense ofwho we are and what our dedicated team arecommitted to in providing quality educationalexperiences for our students in collaboration with ourpartners and in receiving guidance from the Elders.

Walking into the building, itself a monument of higherlearning representing unyielding strength andcommitment to education, you see the pictures of ourgraduating classes. The hallways echo with those whohave set the building blocks of our First Nations

educational institutions across the country. To thosepeople, whose footsteps we follow, we are grateful fortheir endurance, tenacity, and foresight. As a Board ofGovernors we recognize our responsibility to carry thevision of our ancestors forward into future generations.For our communities who provide continuous supportand direction, our College stands as a testimonial toyour unwavering belief.

We hope to continue the legacy of leading the way inexcellence in education. We encourage all students to‘pursue your dreams’ and remember that success inpost-secondary studies is but one step towardsattaining your goals.

May the Creator bless and guide you on the path youtake.

Finlay MosesChairmanBlue Quills Board of Governors

The Sixth World Indigenous Peoples Conference on Educationcelebrates the achievements of First Nations’ Peoples in thetransmission of their heritage from generation to generation. Itwelcomes all generations of First Nations to share their successesin their languages and culture in all areas of their lives.Knowledge and usage of traditional ways of knowing incontemporary endeavors are to be especially featured at thisconference. Applications of the wisdom of our ancestors toliberate ourselves from the yolk of oppression and the effects ofcolonialism will be given highest priority. All effective means toimprove the spiritual, mental, physical and emotional balanceand harmony of our communities will be recognized.

The basic function of the First Nations Adult and HigherEducation Consortium is to nurture, foster, and protect theaboriginal and humanistic rights of First Nations people to theirown particular identity throught he utilization of their institutionsof higher learning. For the performance of this function FNAHECis honoured to host the Sixth World Indigenous PeoplesConference on Education.

The selection of the Nakoda First Nation (Stoney Park Area) as themain site of this conference is to emphasize the importance ofour spiritual well being and our spiritual relations with all thecreations of the Great Spirit. Our stewardship of our totalenvironment is to be reaffirmed and accepted by ourparticipation in the event at this site. The prophecy of theNakoda Elders that this site will host a meeting of people fromall parts of the world will be fulfilled.

The Nakoda welcome all the participants.

FNAHEC welcomes all the participants.

Oki! Tansi! Danast’ada! Ambawathtich!

WIPCE AT A GLANCE 2002Sunday, August 4......................Opening Ceremonies

Monday, August 5 ....................Workshops

Tuesday, August 6 ....................Workshops

Wednesday, August 7 ..............Tours and Excursions

Thursday, August 8 ..................Tours, plus on-site

Friday, August 9........................Workshops

Saturday, August 10 ................Closing Ceremonies

The Call for Papers is out!

Submit by email: [email protected]

Fax: (403) 258-1811Mail: WIPCE 2002

#310, 6940 Fisher Road, S.E.,Calgary, AB T2H 0W3

Philosophy Statement for Conference 2002

The Answers Are Within Us



w a l k i n g t o g e t h e rl e t t e r s o f s u p p o r t

Thirty Years and Going Strong!Sept. 30,

2001Sincerest congratulations to the board, staff and students of Blue Quills First Nations College foraccomplishing the admirable objectives set out following the takeover of the institution in mid-July,1970!

There is a credible theory that explains the existence of “Indian” residential schools in NorthAmerica. The politicians, bureaucrats and clergy of the 19th century realized that in the FirstNations cultural context, the indigenous languages expressed with absolute certainty the sacredconnection between the land (the Mother Earth) and the people. The colonizers of that historicalperiod somehow grasped that concept, so they thought that if they could destroy the languages ofthe people, the “Indians” would disconnect from the land, and the land would go to the colonizers.Fortunately, First Nation languages have persisted, and today they are being successfullyrejuvinated.

The non-violent takeover of Blue Quills institution by the leaders of the Cree and Dene FirstNations, with the strong support of the Indian Association of Alberta, was a rational, legitimateand carefully planned step. It occurred soon after the national Chiefs of Canada presented their“Citizens Plus” document in Ottawa. The occupation of Blue Quills Institution came at a time whenTreaty 6 was being attacked, regardless of its definite legal status. When the brave and concernedFirst Nations activists decided to act, it was clearly a move to assert their sovereignity and theirinherent right to assume control over their children’s education items never ceded at treatysigning time. It was also a declaration by the people that they had the competence to successfullyadminister their own educational institution.

Whereas the federal government’s intention was to use the Blue Quills institution as a tool forassimilation, when in the hands of First Nations (since 1970), it became their instrument for theprotection of the cultures and languages of the people. Put in other words, it was the means forself-survival and protection of Treaty 6.

At several points in the past thirty years, federal government efficiency (cost effectiveness)experts sought to curtail the budgets for First Nations college to help reduce the Canadian NationalDebt, which today is close to 600 billion dollars. The hidden agenda, of course, was to compel post-secondary students to integrate adn be assimilated on the campuses of urban colleges anduniversities. That ploy failed because First Nations education leaders resolutely fought for thecontinuation of their indigenous institutions.

The future of Blue Quills First Nations College is assured. This is true because of the phenomenalcommitment toward its support by the community leaders of the Treaty 6 area. This should beconsidered as a brilliant page in the history of First Nations peoples.

Roy Lynn Peipenburg, Honourary Senator,Indian Association of Alberta (appointed 1986)




September 30, 2001

To: Mike Steinhauer, BQFNC

Subject: Thirtieth Anniversary Celebration: Blue Quills First Nations College

Tan’si

The thirtieth anniversary being celebrated by Blue Quills First Nations College on October

26th, 2001 is indeed a national historic occasion and it is a unique pleasure to send

personal greetings and best wishes to all of you personally involved at Blue Quills and also

to all of those individuals who worked so enthusiastically and tirelessly over these past

three decades to ensure the outstanding successes of Blue Quills First Nations educational

endeavors.

To be sure, this great achievement we are celebrating has not always been an easy task.

New educational ventures present so many countless challenges. I recall so many of your

efforts in 1970 - 1971 and it was indeed a privilege to have worked with so many of you

in the founding days of Blue Quills as an educational facility controlled by First Nations

Peoples.

As I look at my 1970-1971 Blue Quills yearbook and the historic photograph on page one

of the opening ceremony, I shall always cherish the fond memories of First Nations friends

who contributed so much to this educational effort.

In closing to each of you celebrating this historical occasion: Elders, administrators,

instructors, staff members, workers, students, parents, volunteers, board members, I extend

every good wish for your continued success.

May God bless you all in your continued work to achieve educational excellence at Blue

Quills First Nations College. I shall always cherish working with all the First Nations Peoples

in the Saddle Lake-Athabasca District and admire their great historical educational endeavor

at Blue Quills.

Cordially yours

Walter King

Former Superindent of Education 1969-1972




On behalf of the Alberta Region, it is my privilege and honour to congratulate the staffand alumni of the Blue Quills First Nations College in celebrating the 30thAnniversary of providing education to the St. Paul area.

I also wish to acknowledge the Elders for their foresight and determination inpursuing education for First Nation students that combines quality instruction withcultural sensitivity.

Blue Quills First Nations College recognizes the critical importance of providing FirstNation young people with high quality education that will give them the confidencethey need to build a prosperous future for themselves and contribute to the successof their First Nations. The College has contributed to the graduation of many postsecondary students in various fields of endeavor and, in particular, education.Again, congratulations on your achievement. I wish you well in your valuablecontribution to the education of First Nation students.

Sincerely,

Barrie Robb

Message from Barrie RobbRegional Director General

Indian and Northern Affairs CanadaAlberta Region

Indian and NorthernAffairs Canada

Affares indienneset du Nord Canada






42




The matter of selection from so many sources andresources that Blue Quills has enjoyed throughout itsevolution has been difficult. We would have liked toinclude reference to staff lists, eminence achieved inlater life by students, board members lists, and othersuch matters of both academic and general interest.Sources referenced for this commemorative shortreview include both living resources and documentedreferences. The following documents are listed toinvite the readers to delve into these matters moreintensely:

Blue Quills Yearbooks 1970-1989

Blue Quills Insight, Oct. 1981

Blue Quills Student Handbook Calendar, 2001-2002

Blue Quills First Nations College, Annual GeneralMeeting Reports

The Native Perspective, Feb. 2001

The Native People, 1970

The St. Paul Journal

The Edmonton Journal

The Saskatchewan Indian

Provincial Archives of Alberta

National Archives of Canada

S. Chisan (2001). Building Effective Teacher-LearnerRelationships Guided by Traditional Cree Teachings.Master’s Thesis. San Diego State University.

L. Makokis (2001). Teachings of the Cree Elders: AGrounded Theory Study of Indigenous Leadership,Doctoral Dissertation. University of San Diego.

P. Makokis (2000). An Insider’s Perspective: TheDropout Challenge for Canada’s First Nations.Doctoral Dissertation. University of San Diego.

A. McInnes (1987). Blue Quills: A Case Study in

Locally Controlled Indian Education. Master’s Thesis,University of Alberta.

D. Perrson (1980). Blue Quills: A Case Study ofIndian Residential Schooling. Doctoral Dissertation.University of Alberta.

Tribal Chiefs Institute and Indian And NorthernAffairs Canada. (2001). In their Footsteps,Contributions of First Nations in Alberta.

Through the insightful sharing of memories past, weare grateful to Mike Steinhauer, Walter King, RoyPiepenburg, Alphonse Delver, John Gray, Tina andVictor Houle, and many others too numerous tomention.

We acknowledge the generosity of Indian andNorthern Affairs Canada for the grant that ensured aquality end product. We are grateful to the sponsoringagencies whose messages adorn these pages. Werecognize the value in promotions and sales and therelationships that advertising creates. We recognizethe work of Screaming Colour Inc. and IyiniwakAdvocate in producing the Commemorative Editionand the Companion document.

This endeavour has been a staff effort. We thank thefollowing people for their assistance in preparingmaterial for this commemorative book: JenniferSalzwedel, Violet Cardinal, Stewart Steinhauer, SteveAndreas, Allan Jacobs, Vicky Jacobs, Natalie Wood,Jody Half, and all the incredible staff team of BlueQuills, past and present.

The final pages in this commemorative issue areattributed to the graduating classes. As you read theselists, you will be inspired by the numbers of studentswho have walked through these welcoming walls oflearning to fulfill dreams of their own. When theytake the time to reflect back on the occasion of the50th anniversary of Blue Quills First Nations Collegein the year 2021, they are sure to be as enthused todocument the achievements of their consequentialjourney.

Closing Thoughts

“The journey of a thousand miles

begins with a single step.”“ ”



1976High SchoolBruce CardinalDarlene CardinalLouis CardinalEmily DelverLillian KakeesimMarjorie KakeesimLorraine Quinney

1977High School Leo DelverWilliam DelverValerie JohnCasey McGilveryGarry McGilveryCasey MakokisLarry QuinneyPeter Pasquayak

Morning Star (2 yrs)Julia BullLinda BullClifford CardinalPhyllis CardinalMary CollinsAlphonse DionIrene DionSusan DionRose HalfePatricia MakokisRita MartenGloria McGilveryAda McLainJanet PedersenElizabeth PoitrasJoan PoitrasSarah PriceEdwin SangreyAlice SteinhauerJoyce StoneAlex Woods

Clerk-TypistJulia CardinalLeona CardinalSharon CardinalLorraine HouleJeanette KakeesimLena GladueRose McGilveryLouise NeilsenMarilyn PoitrasAngele PowellLillian SparksMary Wood

1978High SchoolFred CrossRicky MakokisBruce McGilvery

Clifford PasquayakVelma QuinneyClaudie Wood

Secretarial ArtsHelen BadgerLinda BadgerEvelyn BrerttonLorraine CardinalMarjorie CardinalRhoda CardinalLydia MakokisLinda McGilveryPhyllis MakokisRose StanleyViolet StanleyBonny Wyatt

PublicAdministrationNoreen Steinhauer

1979High SchoolDanny CardinalSharon CardinalVictor HalfClayton LapatakViola MoyahRacheal QuinneyDale SteinhauerDiane SteinhauerRita SteinhauerLorraine Stone

AVC - SecretarialArtsArlene BadgerMargaret BoltBeatrice CardinalDebra CardinalMartha CardinalIrene HouleJoyce HouleBrenda JenkinsValerie JohnPeggy VanBrabantDorothy Wood

PublicAdministrationDegreeLeona DionClifford PasquayakEleanor Swaren

Bachelor of GeneralStudiesDoug BearhatFran DionSharon Omeasoo

Morning Star (2 yrs)Julia AugerMavis Brertton

Lorraine BullGeorgina DucharmeDelores GirouxDonna HouleJo-Anne JacksonMartin LargeKathleen LaboucaneTheresa LaboucaneBarbara LaderouteHayden Melting TallowLinda MinooseFlorence MosesRoderick NanoochLaura OkemawPauline OminayakRose Marie PoitrasLarry QuinneyCharles SingerThomas StanleyGisele WoodLillian Youngchief

U of A, Bachelor ofEducationPatricia MakokisJoan PoitrasJan PedersonLiz Poitras

1980High SchoolCecile CardinalJoey GladueSally McGilveryEdward Ominiyak

Secretartial SciencesMaryann BearhatShirley BergmanCyndie BuffaloValerie BuffaloBrenda CardinalBarbara GamblinBlanche LaceyChristine MakokisDarlene McGilvery

PublicAdministrationIrene CardinalDonald Quinney

1981High SchoolDoris AmahooseConnie BadgerJanet CardinalViolet GladuePatricia HalfeTanya JanvierDenise McGilveryRhonda PasquayakVincent SteinhauerStanley WoodWanda Young

Secretarial ArtsGeraldine De GrootAnn DolanRita GillLinda JacksonKelly LaboucaneJuliet NavrotJudy PasquayakAlice QuinneyEllen ReimerRose Whiskeyjack

Bachelor ofAdministrationDoug BearhatLeona DionSharon OmeosooClifford Pasquayak

1982High SchoolBernice AmahooseLloyd BenoitCarl BernardBeverly BlackNorma BlackJohn CampbellDoreen CardinalJean CardinalGeorge CardinalJanette GladueEunice HunterBryan McReeLarry MoosewahCecile NanemahooJames Ominayak

AVC Clerk-TypistLeona CardinalSandy DealIrene Gladue Evelyn MakokisPat MaloneDiane MichaudDiane MottusCarole PrevilleIrene Willier Nora WymanDenise Zellweger

Morning Star (3year program)Valerie CardinalShirley FayantGloria MakokisMargaret MacNeilMary RedcrowDiane SteinhauerRuby Yellowknee

U of A - Bachelor ofEducationJulia AugerMavis BrerttonJulia Bull

Linda BullTheresa CardinalBarbara LaderouteGloria McGilveryLaura Okemaw

U of C - Social WorkViolet AmyotteLloyd BunnLouise LargeAnne PicheCarl QuinnSharon SteinhauerTeresa SteinhauerRuth SuveeElsey Whiskeyjack

Power EngineeringGarvin ChisanBob CardinalBrian CardinalLester CardinalPeter CardinalHorace Jackson, JrFrank LargeCasey MakokisPatrick Denise SteinhauerMichael A. SteinhauerDarryl Whiskeyjack

1983High SchoolArlene AmahooseHarley BuffaloKevin M. CardinalSam CardinalCandace DionBrian HalfeJudy HalfBeverly HunterSherry HunterShirley HunterLaverne JacksonVivian JacksonMiles KakumAndy MakokisCynthia Makokis Natalie MakokisNeil MakokisJoseph SteinhauerJason Wood

AVC Clerk-TypistMuriel BeaudryJoanne CardinalHeather HaysBarbara JenkinsBrigitte MathewsCarol PlatzDonna ReidHeather Roberts Darlene SmithDonna Wilson

44

Graduation Cl asses



Bachelor ofEducationMavis BrerttonLinda BullShirley FayantEsther Giroux Russell HunterBarbara LaderouteGloria McGilveryDiane SteinhauerRuby Yellowknee

Registered NurseDoreen CollinsKaren DesaulniersShirley GorgichukIsabel KellerMary LargeLaura MakokisJulie NormandMary SimpsonEdna Stevens

AthabascaUniversityBrenda Cardinal

1984High SchoolRoland BullCathy CardinalCindy R. CardinalRandy L. CardinalJohn CharlandVincent FrancoisMary HouleKevin JacksonGary LamemanCelina MartenDenise MoosewahGlen MoosewahPatsy MoosewahEarly PasquayakGlen QuinneyElston SteinhauerBeverly WaquanRonald WatchmakerRandy Whitney

AVC - Clerk-Typist/StenographicDolores BergeronDenise BraultEvelyn CardinalLeona CardinalSuzie DelverBarbara GamblinRose HalfeJoyce LoganMarcy MercierLisa MitchellColette RichardColleen Sinclair

ECD CertificateCynthia BearheadJosephine Cardinal

Julia CardinalKaren Rose CardinalMariam CardinalRegina CardinalShirley HouleMarjorie JacksonMary Irene MakokisSandra McGilveryLydia MakokisDelphine MemnookBarbara MosesErnestine Quinney

CorrectionalServices Shirley BelleroseDelores CardinalIrene CardinalKaren Ann CardinalMary CardinalRalph CardinalViolet HunterPatricia HunterAdelard JanvierElaine JacksonLeonard JacksonColleen LargeMildred MemnookAurore MichaudCora MoosewahRita QuinneyUrsula ShirtJohn Simons Kevin SteinhauerHelen Weinmeier

1985High SchoolRoxanne BearheadCharlene BernardBarry BugghinsAnita CardinalClifford CardinalPerry CardinalPatrice CrateLarry DanielsDavid GendronRose GrandboisPearl HunterMiranda JackoElaine JacksonCecil JanvierArthur MartelJune Seenum

AVC Clerk-Typist/StenographicAngie-Marie BoulianneMary CollinsAnn CousineauMargaret JacksonIrene Kelly Sue KorstromKerry KrekoskiRosane LupelRona NoelCindy Sereniak

Sharon SiemersRuby SparklingeyesECD DiplomaJosephine CardinalJulia CardinalMariam CardinalRegina Cardinal Shirley HouleMarjorie JacksonMary MakokisDelphine MemnookErnestine Quinney

ECD CertificateBetty CardinalEunice CardinalSandra CardinalJeanette HunterShirley HunterKathy LockeTherese McIldoonDonna MelchoirBernadine Pirnak

AthabascaUniversity Brenda CardinalRena Cardinal

BusinessAdministration Ken AdamDebra CardinalEarl CardinalNora CardinalValerie CardinalSherri ChisanVelma MemnookJo StanleySuba Munia SubaNatalie Wood

Life Values 1st yearCertificateLaura BadgerLena BlackmanKevin BuckWes CallihooKirby CardinalFrank CharlandKevin DionTed DionJerome DelverEdgar FrancoisWanda FryingpanRhonda FryingpanRene GrandboisPriscilla JanvierLeonard MemnookCalvin Minoose Wayne MoyahPaula MorinAnnabelle OmeasooTammy RedcrowDiane ScanieJason StevensonVeronica WatchmakerAllan WhitsonJackie Winnipeg

1986High SchoolDelores DelverGlen EagletailAaron HalfeMichael JackoFrances JacksonShirley V. JacksonElaine M. LamemanGary D. LamemanFrances J. PoitrasMark StanleyMonia WahsatnowAlbert WhitsonePauline Youngchief

Social ServicesWorker DiplomaCharlotte AgnemarkPatricia ButcherErnestine CardinalNancy CadrinalRosalie CardinalBeatrice McGilveryLise RobinsonAudrey Willier-Samson

Child Care WorkerProgramSarah CardinalShirley DubruleBernadette JacksonSherry LambertJim McDonaldJanet MichaudTracey WhitsonValerie Wood

Bachelor of Arts,Liberal ArtsVera CardinalBeatrice McGilvery

AVC Clerk-TypistBetty-Ann CardinalLorraine CoireMargie OstapovichStephanie Tkachyk

1987High SchoolGary CardinalGlen CardinalLarry CharlandLeona DelverDarryl KnightTina LamemanTeresa LargeAllen McKayWanda MoosewahRoxanne PasquayakMarlene QuinneyRonnie Steinhauer

Social ServicesWorker DiplomaFlorence BloisRaymond BulldogMurphy CardinalMayva ChildsBryan HorseSandra HouleBarbara LavoieChristine RullerVerna SmithViolet WellsTheresa Willier

Child Care WorkerDiplomaCharlotte DionPatsy HouleKathleen McGilveryDelphine MemnookDoris SteinhauerIrene Trottier

ECD DiplomaLinda BerlinguetteCathy CardinalSandra CardinalLillian CrierJeanette HunterDiane TremblayEdith WahsatnowRoberta WhiskeyjackLaura Wirsta

ManagementStudies CertificateRoxanne BearheadBetty-Ann CardinalMelvin CardinalShirley CardinalTheresa CardinalClara DelverDale JacksonLouis LapatakRichard RullerDean Steinhauer

Bachelor of ArtsPollyanna FontaineBella McGilveryVelma Quinney

Pre-EmploymentPrograms1st YearApprenticeshipsClayton Cross(Carpentry)Carl Littlechild(Carpentry)Gilbert Steinhauer(Carpentry)Leslie Steinhauer(Carpentry)Harrison Shirt (MotorMechanics)Felix White (MotorMechanics)



1988High SchoolRhonda AlexisJames BrerttonGladys CardinalNoella CayenGail CrossRoland HunterMelva HognRoberta JacksonTina JohnsonHeather PoitrasPauline Youngchief

UCEPPSylvia BrerttonAllan CardinalNatalie CardinalBarry FavelDarlene FavelRose HouleMary Hunter (Gladys)Marilyn JacksonFabian LargeJody ParrotWanda RedcrowErika Spoeth

ManagementStudies/AccountingCertificateSam CardinalGenevieve CouillardPhyllis MakokisGlen MoosewahMarlene PlaquinCynthia QuinneyRobin SpacilRuby StoneMarilyn Ward

ManagementStudies DiplomasRoxane BearheadBetty Ann Cardinal Shirley CardinalTheresa CardinalClara DelverLouis LapatakRichard RullerMark Steinhauer

Bachelor of ArtsRose Marie CardinalBeatrice McGilvery

Bachelor of GeneralStudiesRosie Ann Halfe

Pre-EmploymentAutomotiveProgramEugene CardinalCharles PasquayakWayne PeatDavid Shirt

1989UCEPPMathilda BrerttonDaniel BullKathleen CardinalLorraine R. CardinalSandra CardinalLorraine GlossopWilliam Halfe, Jr.Gale HimschootValerie HouleTina JacksonWayne JacksonJeffrey KrupnikYolande MacMillanHugh MakokisJoseph MemnookDwayne PasquayakWalter PasquayakRobert PattersonDarryl PaulLorraine ScanieSherri ShirtDonalda StanleyCherrilene SteinhauerCurtis SteinhauerFong ThammovongsaEva TkachykColette TremblayJanice WahsatenowRosalind WhiskeyjackRose Mary WhiteNola Youngchief

ManagementStudies CertificateNoreen CardinalIrma CraneAdeline GrandboisFabian LargeLuc NoelErnest RobertEva StampRachel SteinhauerWanda Stone

ManagementStudies DiplomaGenevieve CouillardLisa LabossierePhyllis MakokisRobin SpacilRuby StoneMarilyn WardEvelyn WatchmakerGlen Youngchief

Social ServiceWorker DiplomaLavina AubeeVina AugerLynn BeauregardAudrey FranklinJoyce GladueShirley HunterSylvester KomickRaymond White

Bachelor of ArtsLorraine HouleEvelyn MakokisJanelle Richard

1990UCEPPPatsy AndersonRocky BrighteyesKathy CardinalColleen J. EverettLina GadwaAaron HalfAnne HimschootClayton HouleLavina HoulePeter E. JacksonSandy JacksonShirlain JacksonCarol JenkinsDarren JohnJohn McGilveryRicky NoelLily PotskinIrma QuinneyKevin QuinneyShanda SeenumLeon H. SteinhauerLucy WeinmeierGarry Youngchief

Bachelor of ArtsEdna AugerDarrell BrerttonWilliam Halfe, Sr.Karen LaboucaneDoreen MakokisFlorence MosesDoreen SteinhauerLorraine Koss

Social WorkDiploma GMCCElaine CardinalJoyce HalfGlen HunterMary HunterHoward LebrocqShirley MemnookSheila OsbornBridget QuinneyDarlene SteinhauerPaula Wizniuk

ManagementStudies DiplomaGMCCIrma CraneFabian LargeWanda StoneShirley WhiskeyjackDenise Whitford

1991UCEPPEugene BullDarlene CurtisJames DionSheldon FinedayRoxanne FontaineDean HanninRuby SparklingeyesCaroline HouleCharlotte JosephDavid MakokisSamantha McCloudGail RonaghenShanda Seenum

BusinessManagement, Yr. I(L.C.)Maryann CardinalLeslie CoteDenise GiantLydia GiantPeter JacksonSandy JacksonPauline JohnDarlene PomerleauIrma QuinneyKevin QuinneyRonald WatchmakerCorrine YoungchiefLorelie YoundchiefLillian YoungchiefSharyn YoungchiefAndrew Cardinal

ManagementStudies Yr II, GMCCCheryl CardinalJohn CardinalValerie GadwaRose HouleBruce McGilveryPatsy MoosewahRhonda OlmsteadDarlene PasquayakGreg SparklingeyesRuby WatchmakerJulian WhiteVelma White

Bachelor of Arts(A.U.)Harriet MoosepayoRosalie Halfe

Pre-EmploymentAutomotivesRoger DelverPaul PasquayakTravis Youngchief

1992UCEPPCindy Brertton Eugene BullJacqueline Bull

Denean CardinalRobert FavelChris HalfEric JohnHenry JohnMark JohnsonLori JonesFreda KehewinPierre LangevinRobert LangevinDouglas LongmoreBrenda PrymychMarla ShirtWayne WoodRichard Wuttunee

Bachelor of ArtsRosalie HalfeTheresa Siemers

1993UCEPPClara AugerLisa BlakeRoxanne BrerttonCarolyn J. CardinalElizabeth CardinalJarrod CardinalLyle CardinalMyles DionGreg GladueHenry JohnIrvin KehewinClaice KennedyLisa LabossiereLilly LargeLisa MakokisRandy MethcewaisJudy QuinneyDeanna SteinhauerTracy SteinhauerGrace WatchmakerDonna YoungchiefEarl Youngchief

AthabascaUniversity Dean CardinalGenevieve Couillard

1994UCEPPTania BadgerKevin BuckDiana BullClarence CardinalElizabeth K. CardinalMark CardinalRandy T. CardinalSuzy CardinalPatricia ConnorMichelle DionRob FontaineClifford GadwaPamela GadwaNorman Gladue

46



Danny HalfeStan HoulePaula HunterChris JohnSheila LafondDaniel LargeCandace LussierShauna MemnookAnne SteinhauerValerie SteinhauerJanet WahsatnowSheldon WaskewitchElaine WatchmakerCynthia WhiskeyjackJoyce WoodSteven YoungchiefTravis Youngchief

CorrectionsProgram GMCCDarlene BilleyLorin BreastMary Jane CardinalNeva CardinalRhonda CardinalVince CardinalDoris DorocherJess FithenVelma JacksonAmanda LargeMyrna MosesRoseanna MosesTrina ParenteauDarryl PasquayakDiane White

Bachelor of ArtsTheresa AndersonIrma CraneLorraine GlossopBarb LavoieCollete Tremblay

1995UCEPPLionel AbrahamLisa BlakeWalter BrerttonCrystal CardinalFrank CardinalFrancine DionCliff GadwaSheila GrandboisCarrie HalfDan DorvathShauna JohnShiela LafondHenry LargeLeona McFetridgeShauna MemnookWanda MoosewahTracy SteinhauerBella WhiskeyjackDebbie YuschyshynCrystal Youndgchief

Universtiy TransferStudentsLisa J. CardinalTheresa Fostey

BusinessAdministration Darlene Pomerleau

AdministrationCertificateJune CardinalLeonard QuinneyVal RalsteinShiela Scanie

Bachelor of GeneralStudiesSharon BrerttonKathleen GadwaNoreen GiantLorraine GlossopElaine KennedyVelma Memnook

1996UCEPPRandy BlakeMary T. BrerttonCalvin CardinalDavid H. CardinalJames E. CardinalLouanne CardinalReanna J. cardinalSharon I. CardinalSheldon S. CardinalStephanie M. CardinalTamara CardinalJoanne CouillardTina B. CourtoreilleCarla A. CunninghamLanis H. CunninghamGrace E. HalfChris JohnDarren J. JohnLionel E. LavoieStephanie LoganKimberley MakokisCurt L. McConnellFerlin D. McGilveryCharlene R. MamnookEdith MinooseBeverly PasquayakDale L. SaddlebackIrene B. StanleySheryl L. Steinhauer

Child & Youth CareProgramCecil CardinalSuzanne CharbonneauRene HouleAudrey LapatakLisa MakokisTracy NormAline PomerleauAldina Quinney

Marla ShirtEmily SingerValerie SteinhauerCynthia WhiskeyjackBeverly WhiteVelma White

University TransferStudentsLisa BlakeEllie Joe Carter-StanleyBeatrice CrossDoris GladueMaryAnne HeffnerJoyce WoodCynthia Youngchief

AdministrationCertificate ProgramLydia BaptisteDiana CardinalChristine HoulePaula HunterRoberta Steinhauer

Bachelor of GeneralStudies DegreeSharon BrerttonSandra F. CardinalKathleen GadwaJanet GadwaBruce McGilveryVelma MemnookMary SengerDenise SteinhauerCollette Tremblay

USD - Masters ofArts Phyllis CardinalLeona MakokisPatricia Makokis

1997University Certificate inAdministrationBrenda CraneAndrea L. CardinalLyle CardinalRema Horse

Bachelor of GeneralStudiesBonnie BrerttonClaudine CardinalClara DelverGail McConnell

Bachelor ofEducation (UofA)Darlene BrerttonLisa J. CardinalKelly White

University Transfer Carolyn Cardinal

(UofA, B.Ed)Terra Lee deMoissac

Linda GadwaCarrie HalfWilliam Halfe, Jr.Phaedra JohnKimberly MemnookKarla QuinnGary BullArlene Dion (B.S.W. UofV)Lise JackoPeggy West

Teacher AssistantCertificateBetty Lou MoosewahJoanne Ternovoy

Secretarial/OfficeAdministrationMary BrerttonDiana BullMichelle CardinalRose CardinalErnestine DionCarolyn JacksonLorna JacksonShauna JacksonValerie JacksonTina LachanceKaren TingeyLoretta TopolniskyDenise WardLily WhitfordShelly Whitford

UCEPPAllen J. AndersonLinda M. BadgerRebecca L. BeaurdryKevin J. BrerttonEricka A. CardinalFloyd C. CardinalSherry L. CardinalTanya M. Cardinal Jo-Anne M. DelverLori A. DionPatrick GladueJamie HouleKathleen HouleJennifer V. JacksonLenora L. JacksonMary L. JohnAndrea M. LabantKevin A. LoganSheila M. PoitrasKevin C. PratherDonna M. ScanieVera K. Stanley Karen SteinhauerKeith A. West

ECD Level 1KehewinHelen ArcandCollen DionCarol D. GadwaDonna GadwaNicole GadwaShannon HamblyCindy John

Veronica JohnGlenda paulFreda PipeFrog LakeAdrian AbrahamAlma CrossChristine FaithfulValerie FaithfulAlma FiddlerAudrey FryingpanBarbara FryinpanRhonda FryingpanWanda HendersonAimee QuinneyBetty QuinneyMary Ellen SingerAndrea StanleyYvonne StanleyAbigail Rose WaskahatBonnyvilleWendy BlackmanLewis BlyanClara CardinalLorraine CardinalHelen DumaisSandra DumaisPeggy FlettPatsy GladueConnie HunterRuby LacombeKathy LepineShelly LepineTracy MarchukIrene MercierPenny MitchellTanya SolowaySaddle LakeDebra BrunoDaniel BullEvelyn CardinalJennifer CardinalMartha CardinalMary CardinalAudrey LapatakEmily MoosewahConnie QuinneyMarilyn SteinhauerAnthony WhiskeyjackElizabethSettlement/Cold LakeMary-LouBouvier Pauline CardinalRobena CardinalJoyce CollinsChristine DesjarlaisRachael DesjarlaisJackie GladueChristine JanvierJoan JanvierLorna JanvierLynda JanvierMargaret S. JanvierWendy JanvierJean LittleVivian MartialGrace MetchewaisJoan SoloswayEliza Whitstone



U of A - Masters ofEducation Gloria McGilveryDiana Steinhauer

1998Bachelor of Arts Elizabeth V. Cardinal

Bachelor of GeneralStudiesLouise Gadwa (Arts andSciences)Priscilla JacksonYvonne LapatakEve SingerGrace WahsatnowDenise Moosewah(Applied Sciences)

UniversityCertificate inAdministrationRoy Makokis

University TransferGraduatesTrevor Cardinal, B.Ed,UofAJoyce Wood, B.Ed.,UofAKelly White, B.Ed., UofACynthia Quinney, B.Ed.UofACynthia Youngchief,B.Ed. UofAMargaret McGilvery,BGS, UofAMary Anne Heffner,B.S.W., UofC

Secretarial Arts andOffice AdministrationCertificateCheryl BadgerLinda BadgerJudy BrerttonTammy BrerttonEricka CardinalCrystal ChomlakJo-Anne DelverMelanie DesaulniersChristine GrattonLenora JacksonDoris LyttleJo-Anne MakokisCarol MoosewahCheryl MoosewahBarbara PascalIrene PotrasSheila PotrasNina QuinneyGisele St. ArnaultShanda SeenumTrina ShirtElaine Watchmaker

UCEPPTanya BoudreauKerry BrerttonBenita CardinalJenny CardinalKaren CadrinalMike R. CardinalRaeanne CardinalTim CardinalGreg DesjarlaisAlex DionJolene HouleGeraldine LalondCynthia MakokisGeorgette MemnookOrville MemnookBetty Ann MosesNicole PoitrasDarla QuinneyBarry SnihurWilliam SnihurStanley SparklingeyesAnne SteinhauerShirley SteinhauerValerie SteinhauerMarvina VenneWallace WatchmakerJacqueline YoungchiefKehewin CampusAdrienne BadgerTanya CollinsLloyd Watchmaker

ECD Level 1KehewinBeverly N. CardinalPauline CardinalRita Castor Christine CollinsBetsy DionHaxel DionLori DionRoxanne FaithfulPamela GadwaSherri GadwaHelen GadwaMildred GadwaDebra F. JohnBrenda McCarthyCollen McCarthyLyla G. McCarthyGrace WatchmakerLaura WatchmakerCorrine WhiskeyjackLouisa YoungchiefHigh LevelLorraine AhnassayStephanie AhnassayDenise I. ApannahAngel AugerKaren AugerChantel BeaulieuDarlene BulldogKevin BulldogMona Lisa BulldogPenny BulldogRoberta BulldogMarjorie Dahdona Pearl Habitant

Mary-Anne HamelinCornelia g. JuddDiane KiplingWanda KiplingPhilomene Konda-MartelWanda LizotteLeona MarcrediNoreen MoberlyDorothy PastionMelinda PaulJune ProvidenceMarina ProvidenceAmanda QuinnDonna L. SenianthaRose Mary SenianthaTrudy SorensenPierre TallcreeGloria TalleyFox LakeRose AugerVerna D’orAlice LaboucanDelia LaboucanLorette LaboucanMary LaboucanIvy LoonskinAudrey NoskiyeAlma NoskiyeDoris NoskiyeLorna NoskiyeRamona SeeseequonAmanda St. ArnaultEva St. ArnaultJennifer St. ArnaultMelissa St. Arnault

1999Bachelor ofCommerceRoberta SteinhauerAdvanced GraduateDiploma inManagementDebra A. Cardinal

Bachelor of GeneralStudiesDonna HouleCorrine Jackson

University TransferGraduatesLeona Cardinal, B.Ed.UofA.Jill Janvier, B.Ed. UofA

UniversityGraduatesBeatrice Cross, B.Ed.,UofAJanet Gadwa, B.Ed.,UofALinda Gadwa, B.Ed.,UofAKimberly Memnook-Faithful, B.Ed., UofA

Peggy West, B.S.W.,UofVic.

SIFC - Certificate ofIndian Social Work Carol AlexanderMaryJane AndersonBonnie Brereton Wendy CardinalDonna GladueMarcie HalfeJeanette HunterStephanie JacksonTerri JacksonPatricia MoyahAlison PoitrasJolene QuinneyDarrell StanleyDoris StanleyBeverly Whiskeyjack

Leadership andManagementCertificateDaisy JohnJoAnne MakokisSheila Poitras

Secretarial Arts andOfficeAdministrationCertificateTanya BoudreauLeslie CalliouxPatricia G. CardinalSheila L. CardinalTanya CardinalPearl HorseElaine LargeLinda LittlechildClaudia MakokisGeorgette MemnookDarla QuinneyLeanne QuinneyLincolne QuinneyKoren SteinhauerAngela TherouxGrace Watchmaker

Teacher AssistantCertificateMichelle HunterLydia Wildcat

UCEPPPaul BruneauCheryl BullJarrod BullFabian CardinalTery FaithfulAlma FavelTyrone GladueCleophus HoulePaul HunterLoretta JacknifeAndrea JacksonAndrew JacksonCollette JacksonSharon Jackson

Toby JacksonAmbie KehewinRuth McKenzieMaxine MorinCecile Moyal Blanche NooskeyKenneth Steinhauer Dean TingeyCompletion 1stSemesterChristopher AbrahamFabian P. CardinalGrant HoulePauline HunterClinton MoyahRandal PottsElaine StreetsCrystal WadeFrancine Whiskeyjack

Trades ProgramSemester 1Paul BurgessVictor CardinalKenneth CastorSteven DumaisJoseph GladuePaul HunterCody MemnookLeslie MemnookGerald MosesMichael WatchmakerWallace Watchmaker

Semester 2Howard AllchurchJames BeauregardRudy GladueRodney HunterChad HunterFerres JanvierDarin McFeetersDean MykatMark RobinsonBrian RoyErrol RoyJoe Trydall

ECD Level 1Saddle LakeDoris BensonJudy BrerttonAlida CardinalCandace A. CardinalEarlene CardinalJannay CardinalMarisa CardinalNicole CardinalDarlene CouillardClara M. DelverJannay DelverTracy EaglespeakerMarcie FavelWanda GiantConnie M. JacksonGloria MoosewahJody QuinneyJosie QuinneyJessie Quinney

48



Tara TrydallRaymond WeeseekaseBeaver LakeCandace AndersonCherie AndersonLorene AndersonCharlene CardinalCindy CardinalCrystal CardinalLeanne CardinalRussell CardinalSharon CryerCarl A. GladueLisa GladueSylvia GladueMarie McCarthyAnnie MountainDenise Mountain-BourqueLynda MountainRuby MountainSheila MountainLinda PicheLinda PottsLisa QuintelJulie WhiskeyjackHeart LakeMarie CalliouxAdeline CardinalSandra Gadwa

Doctor of Education (USD)Phyllis Cardinal

2000UCEPPPenny BirdJannay CardinalKenneth CastorJodi DionSusan GehringConnie GerdelBrenda GrandjambeMary HouleNatalie HouleTina HouleJason Houle-GadwaJimmy JacksonSeanna LapatakTracey MachatisBlaine Moosewah Nicole MoyahLinda NoonPatricia PahataykenBarbara PaquetteMarcella QuinneyTanis RedcrowErrol RoyWanda TurnerIvan WhiskeyjackJulie Whiskeyjack

TradesGeorge CardinalJordon CardinalMicheal T. Cardinal

Aaron CloudMarvin LaPierreShane LoganJacob MasonDonald QuinnDarcy SparklingeyesAnn Steinhauer

Bachelor of GeneralStudiesDarlene CardinalSharon CardinalKevin HalfCandace HouleMichael LapatakLouella LapatakRenee MakokisFerlin McGilveryJoseph Steinhauer

Bachelor of ArtsHilda BlackstarJoanne Couillard

Bachelor ofCommerceAndrea CardinalLisa Houle

Bachelor ofAdministrationRema HorseUniversityCertificate inAdministrationCharlotte Kishayinew

University TransferGary BullDesiree DionPriscilla JacksonBenjamin MosesEmily Singer

Certificate of IndianSocial WorkRebecca BeaudryMary Lillian JohnVirginia LajimodierePatsy Youngchief

Bachelor of IndianSocial Work (SIFC)Carole AlexanderBonnie BreretonWendy CardinalJeanette HunterStephanie JacksonTerry JacksonPatricia MoyahAllison Poitras

Leadership andManagementDiplomaDaisy JohnJoAnne MakokisShiela Poitras

Leadership andManagementCertificateDeanna BearhatCyndie Buffalo-MoosewahLeslie CalliouxAdrian DunkinWinston LapatakRandall Potts

BusinessApplications andData ManagementChristine CardinalMichelle CardinalSharon CookVictoria EmesMary-Lena GarnerFlorence HouleCyndie KohlSandra MarcouxCecile MoyahSerena PahtaykenTara TrydalVirginia Whitford

Early ChildhoodDevelopment IDonna CardinalAlma FavelCandace GiantLaura SeptRena Sparklingeyes

Teacher AssistantCertificateSheryl CardinalLouise LewisVerna SteinhauerTracy Whiskeyjack

CommunityWellness CertificateLisa BuckPatricia CardinalLillian HunterLinda LittlechildEvelyn SteinhauerKoren SteinhauerKen TrippCarrie Wolfe-Shirt

Doctor of Education(USD)Patricia Makokis

2001Trades &Technology/UCEPPEdward AmyotteTyrone BairnesGene CardinalNoreen CardinalAndrew CastorEmily CryerKimberlee Desjarlais

Gregg FavelNicole GladueRudy GladueKurt HalfeSheldon HunterLeon LittlewolfeDarren MerglMelissa MoyahPaul MoyahGirtie PahtykenDonald QuinnHelen RochonVicky SparklingeyesLuke SteinhauerRoland WhiteDennis (Jason) Williams

Teacher AssistantCertificateCathy M. CardinalMaureen Jacknife

Social WorkDiploma Lisa M. CardinalGinny CollinsPauline HunterAndrea JacksonMarilyn LaBrecqueKimberly MakokisJudy PasquayakMarilyn SparklingeyesMarvina VenneChristine Whiskeyjack

CommunityWellness CertificateJames CardinalJannay CardinalNicole MoyahKaren TingeyIvan WhiskeyjackEarly ChildhoodDevelopment IIMelvina AbrahamJamie CollinsAlthena QuinneyValerie SteinhauerJayme Tetz

Leadership &ManagementDiplomaCyndie Buffalo-Moosewah

Leadership &ManagementCertificateHolly BullViolet CardinalRussell IronPerry LargeJeremy MakokisKaren McGilveryRosemarie Steinhauer

InformationTechnologyCertificateKenneth CastorJodi DionVictoria EmesLeona Mason

Bachelor of IndianSocial Work (SIFC)Marilyn Bird-QuinneyShelly DelverDonna GladueMarcia HalfeMary Lelian JohnVirginia LajimodiereJolene QuinneyDarrell StanleyJanet TrottierBeverly WhiskeyjackMarion WhitePatsy Youngchief

Bachelor ofEducation Degree Candace Houle,ConcordiaColleen Houle, UofA

Bachelor ofEducation TransferJohn FavelCarmen GlossopShawna John

Bachelor of GeneralStudiesWalter BrerttonSheryle ShirtDonna Youngchief

Bachelor of ArtsMarisa CardinalYvonne LapatakCarmeron Moosewah

Bachelor ofAdministrationCharlotte KishayinewCecilia MachatisLorna Youngchief

Doctor of Education(USD)Leona Makokis

Dr. Phyllis Cardinal, M.A., EdD.,Saddle Lake First Nation

Dr. Patricia Makokis, M.A., EdD.,Saddle Lake First Nation

Dr. Leona Makokis, M.A., EdD.,Kehewin Cree Nation

Linda Bull, M.Ed., Doctoral Candidate,Whitefish Lake First Nation

Ralph Makokis, M.A., Doctoral Candidate,Saddle Lake First Nation

Noella Steinhauer, M.Ed., Doctoral Candidate, Saddle Lake First Nation

Patricia Steinhauer, M.Ed., Doctoral Candidate, Saddle Lake First Nation

Louise Million, M.A., Saddle Lake First Nation

Madeline Dion-Stout, M.Sc., Kehewin Cree Nation

Marilyn Shirt, M.A., Saddle Lake First Nation

Darrell Brertton, M.A., Saddle Lake First Nation

Ruth Suvee, M.A., St. Paul

Doreen Berlinguette, M.S.W., St. Paul

Charlene Houle-White, M.Ed.,Saddle Lake First Nation

Gloria McGilvery, M.Ed., Saddle Lake First Nation

Diana Steinhauer, M.Ed. Saddle Lake First Nation

Debra Jackson, M.A., Saddle Lake First Nation

Mary Cardinal-Collins, Master’s Candidate,Saddle Lake First Nation

Theresa V. Cardinal, Master’s Candidate,Saddle Lake First Nation

Velma White, M.Th., Saddle Lake First Nation

Sherri Chisan, M.A., Saddle Lake First Nation

Debra Cardinal, M.A. Candidate,Saddle Lake First Nation

Sam Bull (deceased), LLB.,Whitefish Lake First Nation

Wilma Jacknife, LLB., Cold Lake First Nation

Claudie Wood, LLB., Saddle Lake First Nation

Tracy Fleck, LLB., Saddle Lake First Nation

Eileen Nepoose, LLB., Hobbema (Saddle Lake First Nation)

Tina Dion, LLB., Kehewin Cree Nation

Dr. Betty Steinhauer, M.D., Saddle Lake First Nation

Dr. Clifford Cardinal, M.D., Whitefish Lake First Nation

Florence Quinn, Master’s Candidate, Saddle Lake First Nation

Vince Steinhauer, Master’s Candidate, Saddle Lake First Nation

Evelyn Steinhauer, Master’s Candidate, Saddle Lake First Nation

The following people are recognized for their courage and desire in pursuit of post-graduate studies. Standing astestament of the late Jonas Cardinal’s statement, they serve as role models for the young people today. Success isa result of personal vision and valiant effort. Your success is an honour to our families and communities. Wesalute your victories in educational success!

We invite your input in generating a complete listing for future reference.



50

post graduates

“We need graduates who will return to our reserves to teach our people so that

we can become as strong as nations.”

Jonas Cardinal, 1970“ ”

Documents

44520 Blue Quills Commemorative all they could use were dog teams…So the people in Saddle Lake started to say they wanted to have a school at home." It happened quickly. The Federal