Open Letter to Governor Locke

["Craven, Jim" <jcraven@xxxxxxxxx>]

Dear Governor Locke:

My name is James Craven, my Blackfoot name is Omahkohkiaayo-i'poyii, I am
Professor of Economics and Chair of the Business Division at Clark College.
In my last letter to you, to which you graciously responded, you noted that
although you did not agree with some of my opinions and characterizations
about the state of education in Washington State in general and at Clark
College in particular, you did nonetheless get some "food for thought". I
hope to provide the same in this letter.

I just returned from a conference in Vancouver, B.C: "Canadian Conference on
Preventing Crimes Against Humanity: Lessons From the Asia Pacific War
(1931-1945)".Among the presentations were various different yet interrelated
issues: "Comfort Women", Hiroshima, Internment of Japanese
Canadians/Americans, Canadian/American Indian Residential and Boarding
Schools and the infamous Unit 731 of the Japanese Imperial[ist] Forces. I'm
sure, given your own ethnic background, you have more familiarity with--and
sensitivity to--the issues surrounding Unit 731 in China (use of Chinese
victims along with allied POWs for human experimentation to develop chemical
biological weapons such as anthrax, gangrene, botulism, typhus etc) than
many Americans, and perhaps you are aware that not one "class-A" war
criminal from Unit 731 was ever put on trial but rather, were put on the
U.S. government payroll, given immunity from prosecution (one became a prime
minister of Japan) in return for their "research" being turned over to the
U.S. Government for further development at Fort Detrick and other places. So
much for America's much touted concern for weapons of mass destruction.

But it is the issue of the Indian Residential and Boarding Schools, in the
U.S. and Canada, and what went on in those "schools", that might offer SOME
parallels and lessons vis-à-vis the state of education in general in
Washington State and perhaps Clark College in particular. I leave it up to
your imagination (dare I hope for investigation?) if, and which, parallels
and lessons from the Indian Residential/Boarding School system might apply
here and now in Washington State and at Clark College. I should add that my
knowledge about the Indian Residential and Boarding School systems in Canada
and the U.S. does not just come from this conference. My own mother was a
victim of this system, instrumental in her suicide on February 23, 1985, and
further, I am also involved in preparing Blackfoot victims for the
cross-examinations they will likely face in upcoming litigations in Canada
and the U.S. and have therefore interviewed literally hundreds of victims.
Further, I have published in peer-reviewed journals extensively in this
area.

At the "top" of the Indian Residential Schools in Canada and Boarding
Schools in the U.S. (some of which still survive in the U.S.) were the
government officials. They basically handed down very broad, and
deliberately vague, funded and unfunded mandates to the levels below:
"De-Indianization"; "Re-socialization"; "Forced Assimilation"; "Forced
Religious Conversion"; "Breaking ties of Indians to traditional cultures and
lands"; "Education of Indian children consistent with 'limited inherent
capabilities' of Indians in general"; "Do what is necessary and prevent any
problems becoming public or coming back up the chain of command from below."
It was/is a system built upon willful blindness, depraved indifference,
cover-up and euphemisms at the "top" and direct coercion and
brutality--along with cover-up--at the lower levels. The jobs of
"de-Indianization", "re-socialization", "education" and "forced
assimilation" were sub-contracted out to religious entities that directly
ran/run the schools. To enhance their meager resumes, and give themselves
some cover and "credentials", they would typically create and give each
other various titles, awards, interlocking positions etc and /or pass "down"
the same to the compliant and sycophantic below them.

Next came the Administrative Regions with 15-20 "schools" in each region.
Regional Administrators were typically military men and/or businessmen with
no background in/with education, Indians (except slaughtering them in
combat) or "Indian Education." They were summarily appointed to their
positions on the basis of political patronage, networking, cronyism and
nepotism. Typically these Regional Administrators would get block funding,
coupled with general and vague mandates, with no criteria or instruments for
assessing outcomes, and the Regional Administrators would typically make
sure they took enough funds to cover their big offices, perks, unlimited
travel, bloated bureaucracies etc before passing "down" any remaining funds.
The Regional Administrators remained in imperial isolation from the effects
and victims of their policies, relying on reports and paperwork from below,
going to the "schools" only for occasional pro-forma speeches and
ceremonies, or, in some cases, visiting a particular "school" to satisfy
some deviant proclivities on an "overnight visit." They also would enhance
their own meager resumes and lack of formal credentials with creating and
awarding themselves various titles, positions, awards and/or passing down
the same to the compliant and sycophantic below them.

Next "down" the chain of command came the "school" administrators and their
immediate assistants. Because the "schools" were typically isolated
geographically, and in terms of scrutiny from levels "above" (to prevent
children from escaping and/or the public becoming aware of the horrors going
on in those "schools"), and because they were dealing with Indian children,
thought to be sub-human, these schools typically attracted control freaks,
megalomaniacs, administrators that had failed elsewhere in "mainstream" or
non-Indian schools, those hiding out from scandals elsewhere and outright
deviants seeking a virtual buffet of potential victims. As was demanded of
them from levels of the chain of command "above", they too practiced willful
blindness, depraved indifference, cover-up and "plausible deniability"
vis-à-vis activities of those below them. They too basically told those
below them: "get the job done", take care of any problems, cover-up what you
need to and keep me out of any messes that might compromise my upward
mobility." These individuals were typically clergy, former military,
businessmen and political cronies with no real experience in/with education
in general or Indian education in particular.

Next "down" the chain of command came the teachers and staff; they typically
fell into four categories: those with no real teaching/staff experience or
credentials seeking to break into the field at the only level possible;
those who had failed elsewhere and were sent to the Indian schools as a form
of exile and punishment; those who honestly thought they might be doing some
good for Indian children and/or were driven by the hubris of evangelical
zeal; those with deviant proclivities seeking access to an ample supply of
potential victims unlikely to be able to protest, resist or expose their
proclivities.

And finally came the students--and those honest teachers and staff--who were
the object of "socialization", "assimilation" and/or removal--of those
resisters so as not to taint the others not resisting. Indian children
were/are removed from traditional cultures that typically had taught them
values such as: a) do not speak with a "forked tongue", speak directly, as
you truly feel, give an opportunity to correct misinformation or untruths
(how can someone correct misinformation or untruths if they are not aware of
what is being said or thought?), do not say about someone when they are not
present what you are unwilling to say when they are present, publicly
correct and apologize for any misinformation or untruths spoken or thought;
b) do not wear a mask, have only one face for all occasions; c) do not make
promises you cannot keep, keep all promises made to the best of one's
ability; d) give three warnings of intentions (e.g. in war and other forms
of battle), give three opportunities for correcting misinformation or
mitigation before carrying out intentions; e) truth is the ultimate sacred
trumping all others; f) "civility" is revealed through what one does not
through how one appears or through what mask one wears; g) honor one's
ancestors and their sacrifices in prayers and in actions; h) spirituality is
a private matter and not to be traded upon or profited from; i) no one
should eat unless all can eat, no one should have shelter unless all have
shelter, no one should have clothing unless all have clothing; j)
traditional culture is precious as a link to the past and a foundation for
individual and collective survival in the present and future; k) different
is simply different and there are many diverse paths (cultures and beliefs)
possible to the same place; etc.   

When the children were/are brought to these schools, often outright
kidnapped and/or coerced/tricked into them, they were/are met by the
"gatekeepers" for initial induction into a new system designed to mold,
break or exile them. First the hair was cut. Among many Native nations,
cutting one's hair is a sign of mourning and many children initially thought
that their relations had died and that is why their hair was being cut.
Next, all spiritual regalia was taken and desecrated, and "new"
(Eurocentric) names were given and new "clothing"--read uniforms and
numbers--passed out. The basic rules were explained (in the native
languages, the last time they were allowed to speak in their native
languages), the "troublemakers" to stay away from identified, the "leaders"
to go to and learn from identified and highly invasive and toxic chemicals
were applied for "delousing." All traditional languages, regalia, practices,
beliefs and relationships were grouped together under the general category
of "Gobbledygook" (actual term used). The penalty for using or reference to
any form of "Gobbledygook" was beatings, enforced isolation and confinement,
public humiliation, ostracization and demonization, sexual abuse, and even
needles used to pierce the tongue (which is why I can't stand even looking
at some younger students with pierced tongues personally). 

The children were taught that they and their ancestors--and their
traditional ways--were inferior and the reason for their misery. They were
taught that Indian nations were destined--by God--to be eliminated and that
the school and their staff had been mandated by God as instruments of that
purpose. They were taught that any form of spirituality other than the
particular denomination or flavor of Christianity celebrated by that school
was the work and word of Satan. They were taught to be "polite" and
"refined" in demeanor and never challenge "authority." They were told that
lying, cover-up and hypocrisy in the service of "God" is often necessary
when dealing with the un-Godly and that such would be rewarded. They were
taught that white is the color of superiority and is "delightsome" and that
the more like "white" and "refined" they could look and act the more they
would be in God's favor and blessed. They were taught that their ancestors
had betrayed them with traditional ways, had left them as savages, and that
honoring them or seeking to return to them would cause God's vengeance on
them and their whole families. They were taught that only some were "The
Elect" and that those who were wealthy were so because they were among "The
Elect." They were taught that there is only one way and one truth--that of
the school--and that anything other than the accepted "sacreds" of the
institution was pure heresy deserving of punishment. They were taught that
slogans like "respect for diversity" are exactly that--slogans--that might
be tactically useful but are in reality examples of "moral relativism" and
heresy from the one and absolute "Truth." They were taught that those on top
were to be obeyed absolutely as they were on "top" because they had been
appointed/anointed by those above them who deserved to be where they are
because they had been appointed and anointed by those above them...

This system, in addition to being run through fear, intimidation, willful
blindness, depraved indifference, cover-up, crony networks, nepotism,
political patronage and other forms of placement and coercion, also relied
upon some  
collaboration by some of the victims and those among the staff trading away
their consciences and values for some job security, favors and promotions.
Some of the Indian children, the bigger ones, were used as enforcers against
the others; some were used as spies; some were used as "trusted confidents";
some were used as instruments of socialization, control and conformity. The
same applies to some of the staff and administrators. And in the few cases
when those outside got wind of what was going on, people of conscience, many
who also self-identified themselves as Christians (which is why this is not
an indictment of "Christianity" per se), then starting with the lower
levels, all the way "up" to the high-level government officials, public
resources were used to continue the cover-ups as well as clean up the messes
(direct and opportunity costs) caused by incompetence and corruption
begetting and hiring more incompetence and corruption.

Thank you for your consideration of this letter Governor. I hope that this
has given you more food for thought.   
Whenever less than the best, or outright incompetent, is tolerated and/or
covered-up, or whenever the innocent and people of conscience suffer misery
and denial of basic rights, or are silenced, or are intimidated into
conformity, there are not only direct costs, there are also the more
staggering and long-term costs of lost opportunities.

Sincerely,

James M. Craven
(Omahkohkiaayo-i'poyii)
Member, Blackfoot Nation
Professor of Economics, Chairman Business Division
Clark College

James M. Craven
Blackfoot Name: Omahkohkiaayo-i'poyii
Professor/Consultant,Economics;Business Division Chair
Clark College, 1800 E. McLoughlin Blvd.
Vancouver, WA. USA 98663
Tel: (360) 992-2283; Fax: (360) 992-2863
http://www.home.earthlink.net/~blkfoot5
Employer has no association with private/protected opinion
"Who controls the past controls the future. Who controls the present
controls the past." (George Orwell)
"...every anticipation of results which are first to be proved seems
disturbing to me...(Karl Marx, "Grundrisse")


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