Evergreen State College Long House Project Draft
Item
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Title
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Evergreen State College Long House Project Draft
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Date
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1982
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extracted text
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· DRAFT
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EVERGREEN STATE COLLEGE LONG HOUSE PROJECT
lloyd Col fax
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Position
It has long been the dream of Mary Hillaire that a traditional Indian longhouse
should be built on the Evergreen State College Campus so that Indian concerns
health, and employment
regarding. ~ducation, ·socio-economic conditions, housing,
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issues can be centralized _on this c~mpus. In addition, the long house will serve
as a symbol of Indian-White. relationships toward the understanding of each; culture
. which in turn allows academic infonnation and concerns to flow freely between The
Evergreen State College, the Indian ·conmunities o{ the State of Was~ington, and
the Native American Studies program on this campus.
The long house will also be the central nervous system of the Indian students of
The Evergreen State College giving them a sense of responsibility and hospitality
toward the general public and the visitors and all the students of The Evergreen
State College.
First Endorsement
Pres-i dent Dan Evans is in support of this project and
conc~rning the general use of this building.
'I ,.' ·
1~~ - waiting
for details
·Second Endorsement
The Board of Directors are also interested in this project and are willing to
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discuss/debate the merits of the project which will be presented in the fonn of
a proposal.
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long House Advisory Cont~1i ttee
The Longhouse Advisory Committee has de~ided to put the prospective of the project
in three distinct categories. (1) A diagnostic stage whereby mcmbe~ of the
Native American Studies program will be assigned to contact Tribal governments, ·
Native American senior Citizen programs, Native Arile.ri;;·; -o;:ga.nfiatioriS,and-indi~idual ..Native ~erican· Indian~ to sol ic.it support from the~· ~~d document their
response. After this is done the project will move into phase 2, which will be:
· (2) to begin the development of the Longhouse, incorporating the ideas of the
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students and the Indian conmunities. · This process will define the structure of
the longhouse~ inclduing estimated costs, and also statements for the many uses
of the longhouse. And thirdly, (3} the longhouse Advisory Conmittee ·will recommend the longhouse project be started and become part of The Evergreen State College.
Indian Concerns:
Question 1. With the large number of existing institutions of higher education
and with the recent problem of declining enrollments, is there really a need for
a new-post-secondary Indian program -in the Pacific Northwest to serve the unique
needs of developing Indian reservations?
RESPONSE
If we believe:
. 1. . That education is a neces~ary foundation for full participation in
society and is ·the birthright of the citizenry,
2. That 'Indian education is in fact 11 A NATIONAL DISGRACE, 11
3. That Indian people can best develop solutions to Indian needs, and
4. In the right of Indian tr,ibes to social, political, and economic selfdetermination.
And
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recognize:
1... That successful reservation development and tribal self-determination is
absolutely dependent upon the ~uccessful training and education of the
local Indian population,
2. That. such appropriate training and education is rarely availabie in
existing instituti6ns,
3. That the social and psycological pressures felt by Indian students \'lho
leave their reservations for higher education reduces their chances for
success almost to zero,
4. That the massive efforts of all Tribal councils and ~f the Federal Govern. m~nt to bring· Indian .·dreams to reality will continue to be frustrated and
delayed until education and training produce the skilled leadership needed
to manage the human and natural resources of each reservation without
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disturbing cultural values and instincts,
if~e
Then there is indeed a critical need for a unique new post-secondary longhouse
profile to fit within the organizational structure of The Evergreen State College.
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Question 2. Why locate such a .Native American Longhouse on the campus of The
Evergreen State College?
RESPONSE
·' 1.
2.
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The Evergreen State College is uniquely located.
a. It is ·geogra.phically centrally located among the Indians of the
Pacific Northwest.
b. There is already a Native American program in existence at this
College.
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c. It is located close enough to urban centers making it easily assessible
to both urban Indian groups as well as reservation Indian groups.
d. · It is "next door" to the Washington State Government which is located
in Olympia.
The Evergreen State College is uniquely suited. ·
a. Indian people have lived continuously at this location for many
thotisands of years.
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b. The format of ·educational process is more conducive to Indian academic
achievement than the traditional and classical educational atmosphere
of other institutions.
An Educational Partnership:
The Evergreen State College is in a. position to recognize and acknowledge the
special needs of Indian people and in so doing can ·developan educational process
that will support Indian cultural awareness whi 1e at the same time offer and
respond to cross-cultural value systems.
The Evergreen State College can actively participate in the recruitment of minority
students, and especially Indian students, by offering strong educational doctrines
that meet the needs of the Indian population regarding philosophy, culture,
academic reason, and ·awareness.
Conclusion:
This project is the by ·product of the Native American Studies Prog~am of The
Evergreen State College and it will not only address the vocational, cultural,
and academic needs of the Native American Student, but will also ~ddress itself
to a unique gathering place for peoples· of the world.
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DR A F T
Since there are no Universities in · the Pacific Northwest which have a special
interest toward the political nature of ·the Native American people i'n this area,
or, the Native American people of the_U.S., it seems that The Evergreen State
College is in a position to start a program to fulfill the needs of Native American
governments and individuals. And at the same time, offer enl i'ghtening studies for
all students toward a better understanding of Native American History and
contemporary issues.
Longhouse
Project:
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In order for the longhouse project to succeed it seems to me that several branches
of The Evergreen State College are necessary: (1) A faculty mem~er st'lould serve
in im advisory capacity so· that academic and_management_.questions c9-n be resolved , -:h';
· A 4!.~ t-l..tN-~ '!V>ft ~ t t.t cll -\ tt. .:;)"' "~ ~'?'\1 ..-()
before a proposal is
written
to
the
college.
(2)1ach studeht . involved in the '
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project s-fiallltl::b!: given..- assignment to · contact Indian entities for the purpose
of informing them of the longhouse project and to document their. reaction. (3)
The longhouse adivsory committee should evaluate the ·Indian response and use that
as a guideline toward the development of the project. (4) The Affinnative Action
Program should be contacted for the purpose of evaluating the _Indian recruitment
activity to encourage a more positive response from potential Indian students.
{5) The Affirmative Action _Program should also be contacted to review The Evergreen
State College activity that recognizes and meets· the special needs of minority
students. (6) That the . Affirmative Action Program· incorporate the representation
of the Native American .Program. to develop its future plans.
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When the lo_nghouse project is completed that it .becomes not only the central part
of the Indian educational process, _but that it also becomes a viable part of The
Evergreen State Colle_ge administrative process.
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1973-86_NAS_8D38_02_30