oe st TERRACE — Trapping re- mains a viable industry for Pro- viding seasonal employment in the-Terrace area, says one of ~‘those connected with a training program, : -Kitselas band manager Wilf MacKenzie estimates that a cou- a ‘ple “of ‘hundred people work oh ~traplines. ‘during the winter around. here and an equal “os. Humber north to the Nass and Ue just beyond. ‘In‘a good season, a trapper “Ran. earn more than $10,000 “with some approaching the 3 $20, 000 figure, he said. : “It's: a renewable resource in : ‘that if -you look after it, it'll ‘continue’ forever,'’? MacKenzie -added. _ That approach to the industry “is also: one.of the reasons why : ‘MacKenzie ‘explains trapping to 4 students at a local school. _Trapping’ did «undergo a “decline but. two training pro- -sgrams several years ago taught the knowledge réquired as well "as gave instruction in- building “log cabins, first aid and survival “in the bush, . = Those programs were spon- oe sored by the Tsimshian Trap- vs pers : ‘Association and financed by: the Canada Employment | vk Centre. | , Part. of that effort involved eviving ‘ traplines. originally ~ ©worked ‘by natives as over the “years, some had reverted back to the provincial government. “Bach family or clan had oe a their own area in which to trap, “hunt and fish,”’ said MacKen- ‘+; zie. In some cases, natives have -had.to buy back from the pro- S, --vincial government traplines on - which their fathers or grand- : fathers. worked, said MacKen- ooagie. ; oe Efforts were also spurred by ‘new, provincial regulations which provide for the reverting of traplines to the government ~“for-re-sale if they aren ‘ being “used, "MacKenzie ‘estimated ‘that ; -. Matives:now operate on 70 per ’ »Seent of the traplines in the area. ol: -*The training programs were >. very. successful in that most of them (those who participated) “are now on their family oe ee ee ee ge pean neeey on oes @ ig tg et ms ir ‘apping part t of area 'S Ma, a a e a q § GOING UP. Learning how to trap involves more than it looks. A trapping course offered several years ago also provided instruction in log cabin, construction, first aid, survival skills in the bush and marketing, The industry provides seasonal employment to a couple of hundred people in the area. traplines. Before, they didn’t know anything about trapping,’? MacKenzie said. Those in the program also received instruction on preserv- ing furs, instruction in . marketing and instruction on conservation... “We did some instruction in the classroom but got the most value out on the trapline,”’ said MacKenzie of the training ses- sions. Most common fur bearing \ species in the area are sable, marten, 2 lot of beaver, mink, woolverine, “ wolves and coyotes, MacKenzie ‘said there was a decline in the numbers of fisher but that the spécies seems to be making. a return «2 ; The Kitselas b d also acts | an agent for an eastern fur. com- pany, a circumstance that MacKenzie says provides for better prices. \ “Fly-by-nighters could come He started in diapers ae — Fred MacKenzie “practically. grew up along his father’s trapline. “I started taking him. ‘out ‘when he was a year old. I used ‘to change his diapers on the back of the snowmobile,” says father Wilf. ; That experience of Fred, now 9 years old, continues the fami- ‘ly’s tradition of trapping as his ‘grandfather and great grand- father also Tan a. trapline. Kym Guno is a Student in the Pathyi inder program. Her practicum is being spent 7 i writing newspaper articles. | By KYM GUNO : p ‘Pathway is a job entry pro- “gram, located on the upper . oS “floor of .the Kermode Friend- | ship Centre. The upper floor consists of four rooms of which theré is a life skills room, ad- ministration office and a com- puter room. A large open area | : for guest speakers and general oS lessons is also available. a job search skills, The program consists. of life . “skills and computer assisted: ‘academic upgrading, work ex- ~ =| perience, inter-cultural days and It-is a program designed to -~\help’ people overcome barriers caused by lack of education, op- portunity and “knowledge of the. work force; This program. is’ ne : iwho want to take charge of their wes illyes.: et, ‘ The’ ‘criteria or requirements; 10 be accepted into this program are quite simple; if you have been out of school or work for a jong. time.’or ‘are. having pro- blems . finding work. and” of change your situation, you are a Mkely candidate. ~ _ targeted towards native people . e determined to 7 native origin, at “and designed the. lesson Phat in ind. The life skills: And while trapping and out- doors life may be a part of the MacKenzie family tradition, that may not be the case for others. So for the past three years, Wilf has been packing traps and furs into E.T. Kenney School — that’s where Fred goes — to show other young students. It’s part of teacher Vivian Cameron’s efforts to expand the knowledge of ‘various A majority of the students in the program had the same pro- blems. Pathway has had a positive impact on the lives of the students. . The start-up for this par- ticular program was Oct. 23, 1989 and graduation is set for May 31, 199). The Pathfinder - Learning System was to arrive _. in September, but due to un- foreseen delays didnot arrive. until November: : Despite this setback, | the i in- Structors and students worked hard: together to ensure they stayed on schedule. The students are about two-thirds © through the program ‘and everything is going as planned, ° The friendship centre applied : . for. this program. through the Canada Employment .and::[m- . migration Commission.- As. a Kermode is a native organiza-.- tion, the program is directed -. toward ‘natives. to. assist - themselves in. bridging.- the” employment and . “educational ‘obstacles. What makes ‘this different from other pre-employment . piograms: is the uniqueness “df the Pathfinder Learning System “and the life skills section. The © life skills portion has taken into ‘consideration the target aroup cultures among the school’s students. - “We look at clothing, foods and lifestyles,’ says Cameron of periods when her instruction is backed up by visits from other people in the community. She added that such instruc- tion and learning with the help of others gives students a more Tealistie understanding about the aspects of cultures other than their own. coach teaches problem solving skills as an alternative to present negative behaviors. The Pathfinder Learning System allows the student to work at their own pace, It deter- mines from work entered into the computer the weak areas which need more effort. The program. runs for 30 weeks, Students .are in the mid- dle" of their first. three-week | The Pathfinder Learn- ing System allows students to work at their * OWN pace. practicum (job experience). Emotions are running high, as the: students and instructors make sure they have everything they need, (appropriate ‘clothing, shoes, ' etc,), The at- _Mmosphere is one of excitement ‘and anticipation. . The. students are optimistic and yet a bit wary as the Preparations for the practicum ?eomes to a close, Last minute instructions and. best wishes to gach other brings the week to a * finish. “They. realize that everything they have learned in the last 17 in and offer $50 or so for a marten. We can give $90 to $150,” he said. In some ways, MacKenzie ad- ded, the fly-by-nighters were similar to the Hudson’ Bay Company. traders of the last century. They would trade furs , for ‘tifles provided the furs, when laid flat, equalled the height of the weapon. “What they started to do was extend the barrels,'' said MacKenzie. \ : Fred MacKenzie ath weeks, they will -have to practice in the work place. This is what they set out to accomplish and it ‘is now falling into place. The students are with an ar- chitectural firm, restaurants, clerical, hotels, beauty salon, long term care, library, super- markets, local mewspaper, volunteer organizations. The students were selected by their needs, aptitude and academics prior to the work practicum. . These businesses are to be commended for their will- ingness to Participate in a wor- thwhile project. This can only - be beneficial to the whole of this community. As a Pathway student, I recommend the program. It has taught me a variety of skills so necessary to combat the pro- blems encountered day to day by urban natives. Life skills "hay made me realize and activate strengths that have been dormant. Self- esteem, problem solving, con- structive feed-back are a few of the useful skills I have learned. ] believe the potential of this program is that it could become a household name in the future of education, The careful in- tegration. of life skills and the academies and the dedication of ‘the staff are the reasons for the' SUCCESSES SO far. rah eat hil hl at -Tewrace Standard, Wednesday, March 21, 1990 — Page AS LETTERS | . TO THE TERRACE STANDARD “ed WEG te Ea ay oe are all Dear Sir: . financial planning for the ad- dition of at least a few bedrooms for each school that dispenses condoms should be done. It must be logical that if our young adults are going to have sex that they should do so com- fortably. This fits in nicely with to- day's values, We are told by general public opinion that ‘sex is ‘‘making love’. It's always happening on TV — chance encounters of the sex- ual kind are always the most delightful to watch. Sex is beautiful just like everything else God made. Oh yes, theemotional feel- ings — don’t worry, there are school counselors who Straighten all that out or you can see the psychologist or if nothing else worked, the psychiatrist. They may be needed to deal with more. We all know that condoms break so you can get AIDS or other types of VD that scar fallopian tubes and create in- fertility or — get pregnant. We don’t need to mention that because we have an ex- cellent backup for that. Over one third of all pregnancies are aborted so that’s no problem, It's already a custom and a way of life. At the risk of offending all this, I would like to explore an opposite viewpoint, Sex for the enjoyment of it with somecne you are not going to care about the rest of your life means sex for one’s own pleasure. (Sounds more like Dear Sir: - I would like to comment on your article in March 7, issue on condoms, As to Mr. Braids comments, I don’t think he has locked hard to find positive comments. 1, asa parent, would hope school age they would choose abstinence but, in the event they don't, 1 would hope bad for Dear Sir: The Socred’s latest scheme of referenda for education is not motivated by any con- cern about elected bodies be- ing held accountable to the public. Ef that really was the case, they would not have just singled out education — they would have at jeast in- cluded themselves as having to abide by the same set of rules. The Socreds are the worst offenders when it comes to squandering public ’ funds. - The worst consequence of a provincial. referendum be- ing rejected would be that an important project in a remote area of the province would not go ahead simply because too few people - would see any direct benefit to themselves. Great disparities in levels of service around the province would result, = - Whatever happened to the recognition that everyone Today’ Ss values. Accommodation and -bage that ‘‘experts” use to selfishness and greed than. Yes to condoms that when my kids are high. Education vote wrong | love) And VD — is it good to perpetuate?.,.and then, yes there’s pregnancy, We have no perfect form of birth con-' trol. Human life is of secon-’ dary importance to sex in our society. It’s popular io destroy it — neatly of course — our. most sophisticated form of child abuse — so-' meone dies. We all know this of course, especially the woman going through it. She does hot cry in public — after all she’s representative of a society that wants sex, so she has to cry to herself in her closet when no one is looking because we wouldn’t want to discredit our sexual habits. The answer ‘no’ has more value than all the Psychological statistical gar- our support human We alf know that con- doms break so you can get AIDS or other types of VD that scar fallopian tubes and create infer- tility or — get pregnant. tragedies. Making garbage easier doesn’t make it better. But they should really put their money where their mouth is and support the ad- dition of bedrooms to con- domized schools. It’s hard to judge between right and wrong. Maybe it is easier not to, but it is our job — our responsibility, Don’t leave it to a condom. Sincerely, Pieter van Herk, M. D. they would reach for a con- dom for protection. If you are not part of the. cure you are part of the pro- blem. I would like to have my children around for a long time to come. I agree with condom ‘dispensers in Junior and Senior High Schools. Sincerely, P. Bouvette schools benefits from a sound educa- tion system whether you have a child in school or whether you attend school? Where are the benefits of education, research, technology suppos- ed to come from? B.C. is 10th on school spending as a percentage of income, 10th as a percentage of GNP, and 9th on @ per capita basis. But we are tops in homeowner taxes because the province won’t pay its fair share. We have had our ex-. perience with referendums in education. From 1969 to 1972 B.C. school districts ran 38 referendums, only six passed. In Kitimat, in one of the 32 rejected referendums $5.5 per cent voted ‘“‘yes’’, but a 80 per cent vote was re- quired, Cuts in the band pro-. . gram, custodial staff,. athletics, and teaching staff were the result, The School Act requires cont'd AG The’ Terrace Standard welcomes letters to the editor on all topics, All letters must be signed and carry an address and local“telephone number. Ad-_ dresses or phone umbers won't be printed with the letter, but they are necessary for confirma- tion of the letter's authenticity. The = writer’s .name will be in extraordinary cicumstances. . Thank you letters should be submitted to the “Card of Thanks" -section of the classifieds. . ope Letters containing libelow: objectionable. matter will- be. available basis, with shorter let published, Requests for names tert likely to be -publishi to be withheld may be granted soonest," © OSS es \ Thy, "a's. 4 > ee eee te iS | space”