41. C.A.R.T.S. Mary Louise Defender Wilson Photo courtesy north dakota Council on the Arts you knowthat many Native American children were sent to boarding schools to learn http://www.carts.org/artist_wilson1.html

Mary Louise Defender Wilson: Introduction Introduction Regional Background Audio Story Teaching ... Folklorist Mary Louise Defender Wilson Photo courtesy North Dakota Council on the Arts Photographer: Dennis Gad Language and Stories Have you ever heard Mary Louise tell a story? If not, you're in for a treat! She weaves English and Dakotah languages together to create beautiful images, teach lessons, and share history. One of the reasons she weaves the languages together is because she wants people to hear the sounds and tones of the Dakotah and Hidatsa languages. Mary Louise also hopes that in listening to the languages in her stories you'll begin to learn the language they way she did, through stories. Everyone in Mary Louise's family told stories, but it was her Hidatsa grandmother who left a lasting impression on her about Native languages. While Mary Louise was growing up, her grandmother frequently came to visit. She lived about 45 miles away and Mary Louise remembers that she "would always hire someone to drive her here. As kids, we would see a car pull up and get excited because we never knew who it was going to be at first! But, sure enough, the driver would be bringing our Hidatsa grandmother! Oh, I remember how she'd tell us this story about a boy who lived with his grandmother and had many adventures..." By listening to her stories, Mary Louise learned Hidatsa words.

42. C.A.R.T.S. The region is located in southeastern north dakota near Fort Ransom children out oftheir homes and placed them into Englishonly boarding schools, the natural http://www.carts.org/artist_wilson3.html

Mary Louise Defender Wilson: Audio Story Introduction Regional Background Audio Story Teaching ... Folklorist Listen to "The Woman Who Turned Herself to Stone " hear Media Player clip hear Real Audio clip hear MP3 clip , or hear QuickTime clip City Lore uses four formats for the presentation of audio: Below please find a short description of each of these formats as well as advice on finding players suitable for your system. Please note, this story is 11min23sec long. If you have a slow connection and are experiencing long download times, right click on the audio link, and save it to your hard drive or floppy disc for listening later. Media Player ( download free Media Player ) offers a strong solution for modem delivery, especially for playback on Windows systems. Movies and audio may be stored on a standard web server for 'HTTP Streaming', or truly streamed from a Windows NT/2000 Server. (This audio clip is 689KB. Immediate playback on Windows systems)

43. The US Bridge Oregon Oklahoma Ohio north dakota north Carolina Island Pennsylvania OregonOklahoma north Carolina International School boarding schools Therapeutic Special http://www.theusbridge.com/MLM_4_MLM_3_Culture_&_Society_Education.html_K_throug

Home Advanced Search Home Education You are in USA Search Go to Web Matches Technology Tools Reference Desk Professional Organizations Products and Services ... Other Teacher Unions National Education Association American Federation of Teachers School Improvement Social Science Science Reading Problem Solving ... Commercial Resources Character Education Peace Leadership Justice Courage ... Other School Districts Wisconsin Washington Virginia Vermont ... Utah Texas San Antonio Houston El Paso Other ... Colorado California Solano County San Francisco Bay Area Sacramento Area North Coast ... Other School Boards Associations Other Public Schools Private Schools Waldorf Schools Sudbury Valley Model Religious Jewish Islam Catholic High School Elementary Other Other Regional United States Wisconsin Washington Virginia Vermont ... North Carolina New York New York City Metro Area Other New Jersey New Hampshire ... Colorado California Southern California San Diego Los Angeles Metro Area Other San Francisco Bay Area ... International School Boarding Schools Therapeutic Special Needs Outside US Military ... Homework Helpers Gifted Education and Resources Special Needs Underachievement Learning Disabilities Highly and Profoundly Gifted Emotional and Social Behavior ADD Other Other Schools and Programs ... Funding for Schools Elementary Kid Science Other Educators Teaching Resources Middle School Lesson Plans High School Elementary Social Studies Science Related Products and Materials Related Links and Hotlists ... Substitute Teaching Professional Information Alternative Certification Other Professional Development Personal and Class Pages ... Other Curriculum

44. Indian Boarding Schools s Baseball team” who played “the fastest game in the state,” north dakota. Hundredsof Indian boarding schools dotted the United States from the 1880s http://web.txwes.edu/milakovic/Indian boarding schools.htm

The Christian Science Monitor Tuesday, April 2, 2002 Lesson No. 1: Shed your Indian identity By Tim Vanderpool Special to The Christian Science Monitor W hether toddlers or teens, they were taken from home and shipped thousands of miles to dreary barracks. Their hair was cut, they were given new names, and each was assigned a number. The United States government began this brutal attempt at social engineering in 1879. Breaking rebellious Indians by indoctrinating their children in Anglo ways was considered a cost-effective alternative to war. But the personal cost to native Americans was incalculable. “Remembering Our Indian School Days: The Boarding School Experience,” an exhibit at the Heard Museum in Phoenix, examines this dark chapter of American history. Exhibits and books about native American boarding schools give the public “some clue about where we’ve been, and that we’re now really making a massive attempt to participate in American academic life,” says Elizabeth Cook-Lynn of South Dakota’s Crow-Creek Reservation, author of “Anti-Indianism in Modern America.” The Heard, nationally renowned for its indigenous art and artifact collections, considers this to be the most comprehensive exhibition ever offered about the boarding schools.

45. Parochial School Directory List of links to parochial schools around the world.Category Society Religion and Spirituality K through 12...... New Mexico; New York; north Carolina; north dakota. Ohio; Oklahoma; Rhode Island;South Carolina; South dakota; Tennessee; Texas; Catholic boarding School Association. http://www.parochial.com/

National Parochial School Association Parochial School Directory Click on a Country or State in which you wish to locate a school United States Alabama Alaska Arizona Arkansas ... Slovakia There are 7784 Parochial Schools througout the United States which are presently developing websites and plan to have them online by the summer of 2004. For further information about the Parochial Schools. please contact us by email or phone, see below. School voucher information, click Here College Savings Plans for your child, click Here Parochial School Academic Grant Program, click Here Diocese and School Association Links Catholic Boarding School Association Direct all questions and comments to Schools@Parochial.com

46. Bismarck Tribune - Your Online Gateway Into North Dakota The Official Online Gateway into north dakota. Surf. herds to the deliberate destructionof our culture the assimilation of children in boarding schools. http://www.ndonline.com/tribwebpage/news/apr2000/419200054026.html

The Official Online Gateway into North Dakota. Surf. Visit. Find. Play. Home Home Page What's New Help/FAQs Bismarck Tribune ... E-mail Us News News Sports Opinions Send a letter ... Road Reports Community Election 2000: The Buzz Calendar N.D. WebCams ... In Education Business Coupon Source Business Directory City Guide Tribune Rate Card Features Lewis and Clark History Center Tribune History Outdoor Journal ... Entertainment Resources Website Index Advertiser Index document.write("") Comment on this story Wednesday, April 19, 2000 Looking back at my Solen school experience CHERYL LONG FEATHER , Tribune Columnist Growing up in Solen, my school chums and I were obviously oblivious to our "sad" state. Perhaps the fact was never screamed at us from a newspaper headline. Whatever the reason, we flounced through the same range of hormones preteens and teens go through everywhere, and we were never actually told that we were inadequate, underprivileged or dysfunctional. Looking back through the eyes of an adult, I can see the old and worn textbooks, the parade of first-year teachers who cut their teeth on us and left for greener pastures, the nonexistent lab equipment, the dilapidated buildings and the evidence of dysfunctional families in the classroom. But I can also see that the problems go far beyond the classroom and much farther back than a rapidly changing society. From the beginning of the history of this country, American Indian people have survived a steady onslaught of official government policy geared toward destroying their way of life. The assault ranged from the deliberate destruction of our economy the mass slaying of buffalo herds to the deliberate destruction of our culture the assimilation of children in boarding schools. Do we now have the nerve to be surprised at the resulting assortment of economic and social breakdown?

47. Bismarck Tribune - Your Online Gateway Into North Dakota boarding schools, with fourday school weeks, would be one way to attack the distance spiritof that old frontier to which we trust rural north dakota will not http://www.ndonline.com/tribwebpage/news/apr2000/419200054021.html

The Official Online Gateway into North Dakota. Surf. Visit. Find. Play. Home Home Page What's New Help/FAQs Bismarck Tribune ... E-mail Us News News Sports Opinions Send a letter ... Road Reports Community Election 2000: The Buzz Calendar N.D. WebCams ... In Education Business Coupon Source Business Directory City Guide Tribune Rate Card Features Lewis and Clark History Center Tribune History Outdoor Journal ... Entertainment Resources Website Index Advertiser Index document.write("") Comment on this story Wednesday, April 19, 2000 Consolidations: They're difficult but very doable TRIBUNE EDITORIAL BOARD , Bismarck Tribune Maybe consolidation of school districts isn't the uncrackable nut it's often made out to be. In recent years, some legislators have nearly despaired of the cause. Neither carrots, such as bonuses in state aid, nor sticks, such as open enrollment, seemed to move the process much, they said. Maybe they weren't taking a long-enough view. As shown in a Sunday Tribune story using figures supplied by the Department of Public Instruction, the number of school districts has shrunk by 90 percent since 1945, to 231. We have shed 45 districts in just the last 10 years. Considering North Dakota's land area of 68,994 square miles, that's not too bad. In size, the remaining districts average nearly 300 square miles, or 50 townships which is a lot of territory and school-bus miles.

48. TPT Productions: Dakota Exile Some of his people travel north to the Qu Nevertheless, dakota children, as are otherchildren from for speaking their language in boarding schools for years http://www.ktca.org/dakota/timeline.htm

TIMELINE OF EVENTS LEADING UP TO THE DAKOTA CONFLICT AND THE EXILE OF THE DAKOTA PEOPLE : Treaty of Traverse des Sioux. After years of mounting pressure from white settlers and facing huge debts to fur traders, the people of the Eastern Dakota Nation sign a treaty giving up all of their lands west of the Mississippi River. However, the U.S. Senate strikes out the provision granting the Dakota a reservation in Minnesota. Territorial governor Alexander Ramsey saves the deal by getting the president to allow the Dakota a reservation on a five-year lease. The Dakota are relocated to a strip of land bordering the Minnesota River in west-central Minnesota. : Dakota leaders on a diplomatic visit to Washington D.C. are told they did not own the reservation land. Faced with more debt and threatened with expulsion, they are forced to sell the northern half of their reservation. August-September 1862 : Frustrated by broken promises, reservation policies that forced cultural change, failed crops and the refusal of the government agent and traders to release food to starving families, Dakota men went to war to reclaim their land. As a result, over 500 settlers were killed, leaving 23 southwestern Minnesota counties virtually depopulated by the mass exodus. The U.S. Army under General Henry Sibley defeat the Dakota in six weeks. Over 6,000 Dakota refugees flee the state and about 2,000 are taken prisoner. September-December 1862 : In 15-minute trials, over 300 Dakota men are condemned by a military court. President Abraham Lincoln, in a compromise decision, lowers the number to 38. Meanwhile, 1,700 Dakota people are held in a prison camp on the river flats below Fort Snelling.

49. Educational Advising Center www.nais.org Association of boarding schools http//www Association of Colleges andschools (Arizona, Arkansas Nebraska, New Mexico, north dakota, Ohio, Oklahoma http://www.ttu.ee/eac/English/links.htm

About us GRE Feedback Services ... News Links Eesti keeles Links Organisations National Association of Independent Schools (NAIS) http://www.nais.org Association of Boarding Schools http://www.schools.com American Association of Community Colleges http://www.aacc.nche.edu Institute of International Education http://www.iie.org Association of International Educators (NAFSA) http://www.nafsa.org Study in the USA These links take you to web-pages, where you can find useful information about universities, admission requirements, tests and scholarships. College Board http://www.collegeboard.com College Source http://www.collegesource.com Peterson’s Education Center http://www.petersons.com Embark http://www.embark.com College View http://www.collegeview.com Princeton Review http://www.review.com Career Guidance Foundation http://www.cgf.org Schools in the USA ( Undergraduate programs in USA) http://www.SchoolsintheUSA.com Study in the USA http://www.studyusa.com

50. American News | 02/02/2003 | Report: Graduate Numbers Dwindling through the Internet and television, boarding schools or home Donna Hess, a sociologistwith South dakota State University north dakota is expected to have a 29 http://www.aberdeennews.com/mld/americannews/2003/02/02/news/state/5088566.htm

Click here to visit other RealCities sites Help Contact Us Archives ... Newspaper Subscriptions Search Search the Archives Farm/Business Dakota Living Engagements ... Midland Thursday, Apr 10, 2003 Regional Posted on Sun, Feb. 02, 2003 Report: Graduate numbers dwindling S.D. high schools projected for 26 percent drop in next 10 years THE ASSOCIATED PRESS MITCHELL South Dakota is one of five states projected to see the greatest decline in the number of high school graduates over the next decade. The number of public high school graduates in the state is expected to decrease 26 percent, going from 9,278 in 2000 to 6,866 in 2012, a report by the Dakota Association for College Admission Counseling said. The state had 11,875 graduates from public high schools 30 years ago. The drop in graduates will not mean much to larger South Dakota cities since their schools will retain adequate numbers, state Rep. Mel Olson, D-Mitchell, said. But smaller towns in the state will be hit the hardest. To keep school doors open, rural communities will have to consider consolidation, distance-learning through the Internet and television, boarding schools or home-schooling, Olson said. ''East River towns will look at consolidation and West River will look at the last three options,'' Olson said. ''West River has already consolidated and they can't do it anymore.''

51. The Indian Schools in Pennsylvania, Michigan, Wisconsin, Minnesota, north dakota, South dakota, Nebraska,Idaho equipment of the nonreservation boarding schools, adding to http://www.fcii.arizona.edu/hist396a/lortiz/document 4.htm

The following article is an excerpt from The Indian’s Friend magazine, the June 1891 issue. Although the article gives a feeling of being a "want-ad", it is important to identify the criteria on the type of personnel that was desired and ultimately hired. Staff and faculty in the Indian Boarding Schools were essential in student treatment. Source: The Indian’s Friend , 1888-1951 (Official magazine of the Women’s National Indian Association). June 1891 issue. Microfiche 1272. Card #3. pg. 2. The Indian Schools. Commissioner Morgan's hard and persistent work for the Indian schools has resulted in great good. He has long since passed the point where there was any doubt of his success, and his well organized force may now move on to accomplish the very best of results. We take great pleasure in making a place in our columns for part of an article which the Commissioner recently prepared for The National Republican. "Nowhere else in the entire service was there a more urgent necessity for improving the personnel than in the corps of school employees. Ignoring all considerations except those of fitness for the work, the Commissioner has steadily aimed, during the two years, to improve the personnel by the dismissal of the unworthy, incompetent or inefficient, and the selection of the best available persons to take their places; and it is the universal testimony of all who are at all acquainted with the Indian schools that there has been, in the character of those engaged in the service, a vast improvement, and that in this particular the schools to-day rank very high, and compare most favorably with schools anywhere in the country.

52. American Indian Boarding Schools: 'That Hurt Never Goes Away' Chilocco Indian School in northcentral Oklahoma on other reservations in South dakota,Arizona, Washington federal off-reservation boarding schools remain In http://www.canoe.ca/CNEWSFeatures9904/28_indians.html

Inside CANOE.CA SLAM! Sports Jam! Showbiz AllPop CNEWS Webfin Money C-Health Lifewise AUTONET.CA Newsstand Travel Search eBay.ca Get away today 411 online Free E-Mail Shop.canoe.ca CareerConnection Classified Extra Match Contact Obituaries Today Restaurants Hotels Weather Horoscopes Lotteries Crossword Scoreboard News Ticker Biz Ticker Sports Ticker TV Listings Movie Listings CLIVE Concerts Mutual Funds Stocks Feedback Index Wednesday, April 28, 1999 American Indian boarding schools: 'That hurt never goes away' Canadian-style apology for school abuse not expected in U.S. Former students at Indian schools reflect on experience With limited funds, schools battle today's social problems By MATT KELLEY The Associated Press WAHPETON, N.D. (AP) It was the beating she didn't get that still haunts Joyce Burr. She and several friends were hiding from a dormitory matron in the coat room of the Wahpeton Indian School. They peeked from behind the coats as the enraged matron, herself an Indian, caught up with an older Chippewa girl named Judy Karvonen. "That's the worst beating I've ever seen. That woman used coat hangers and everything on her," said Burr, a Turtle Mountain Chippewa/Oglala Sioux. "You can imagine not trying to move, trying not to make a sound, when you're seeing that."

53. National Directory Of Early Foreign Language Programs Foreign Language Association of north dakota (FLAND), Ohio Association (SCFLTA), Southdakota Foreign Language Association of boarding schools (NABS), National http://www.cal.org/ericcll/earlyfl/appendix.html

National Directory of Early Foreign Language Programs Appendix Organizations that Were Sent Questionnaire Independent School Organizations that Were Sent Questionnaire Questionnaire 19 Appendix A: Organizations that Were Sent Questionnaire We sent a publicity mailing to all of the executive directors and newsletter editors at the following organizations, and with their help, were able to reach far greater numbers of schools than otherwise would have been possible: Advocates for Language Learning (ALL), American Association for Applied Linguistics (AAAL), American Association of Teachers of Arabic (AATA), American Association of Teachers of French (AATF), American Association of Teachers of German (AATG), American Association of Teachers of Italian (AATI), American Association of Teachers of Slavic and East European Languages (AATSEEL), American Association of Teachers of Spanish and Portuguese (AATSP), American Association of Teachers of Turkic Languages (AATT), American Classical League (ACL), American Council on the Teaching of Foreign Languages (ACTFL) Appendix B: Independent School Organizations that Were Sent Questionnaire We sent a publicity mailing to the following independent school organizations: Association of Military Colleges and Schools of the United States, Evangelical Lutheran Church in America, Christian Schools International, Council for American Private Education (CAPE), Elementary School Heads Association (ESHA), Friends Council on Education, National Association of Boarding Schools (NABS), National Association of Episcopal Schools, National Association of Independent Schools (NAIS), National Association of State Administrators and Supervisors of Private Schools, National Catholic Educational Association, and Solomon Schecter Day School Association.

54. NAIS PILOTs And SILOTs West, including California and Oregon, and several Midwestern states, includingIowa and north dakota. Being a boarding schools or a boarding/day combination. http://www.nais.org/govt/PISI/genrisk.stm

55. Schools Oklahoma Creek Nation Eufaula boarding School Eufaula Creek Middle School Stephan,South dakota East High Ojibwa Indian School Belcourt, north dakota Salt River http://www.indians.org/Programs/Awards/Schools/body_schools.html

American Indian Student Eagle Awards Program Participating Schools Atsa' Biyaazh Community School Shiprock, New Mexico Browning High School Browning, Montana Carter Seminary Ardmore, Oklahoma Creek Nation Eufaula Boarding School Eufaula, Oklahoma Crow Creek Elementary Fort Thompson, South Dakota Crow Creek Middle School Stephan, South Dakota East High School – EWE Anchorage, Alaska Hopi Day School Kykotsmovi, Arizona Indian Island School Old Town, Maine Moses Peter Mem High School Akiachak, Alaska Muckleshoot Tribal School Auburn, Washington Natchez Elementary School Wadsworth, Nevada Ojibwa Indian School Belcourt, North Dakota Salt River Elementary Scottsdale, Arizona Santa Fe Indian School Santa Fe, New Mexico Second Mesa Day School Second Mesa, Arizona T'iis Nazbas Community School Teec Nos Pos, Arizona Tiospaye Topa School Ridgeview, South Dakota Turtle Mountain Community Middle School Belcourt, North Dakota Yerington Elementary School Yerington, Nevada Yerington Intermediate School Yerington, Nevada

56. American Indian Boarding School Experiences: Recent Studies From Native Perspect Institute and an instructor in several Indian boarding schools. at Eufala CreekGirls' boarding School and the Wahpeton Indian School in north dakota. http://www.oah.org/pubs/magazine/deseg/davis.html

Table of Contents American Indian Boarding School Experiences: Recent Studies from Native Perspectives Julie Davis Reprinted from the OAH Magazine of History 15 (Winter 2001). ISSN 0882-228X In the past decade, the study of American Indian boarding schools has grown into one of the richest areas of American Indian history. The best of this scholarship has moved beyond an examination of the federal policies that drove boarding school education to consider the experiences of Indian children within the schools, and the responses of Native students and parents to school policies, programs, and curricula. Recent studies by David Wallace Adams, K. Tsianina Lomawaima, Brenda Child, Sally Hyer, and Esther Burnett Horne and Sally McBeth have used archival research, oral interviews, and photographs to consider the history of boarding schools from American Indian perspectives. In doing so, they have begun to uncover the meaning of boarding school education for Indian children, families, and communities, past and present. Perhaps the most fundamental conclusion that emerges from boarding school histories is the profound complexity of their historical legacy for Indian people's lives.The diversity among boarding school students in terms of age, personality, family situation, and cultural background created a range of experiences, attitudes, and responses. Boarding schools embodied both victimization and agency for Native people, and they served as sites of both cultural loss and cultural persistence. These institutions, intended to assimilate Native people into mainstream society and eradicate Native cultures, became integral components of American Indian identities and eventually fueled the drive for political and cultural self-determination in the late twentieth century.

57. OIEP's Build A School Web School in New Mexico, Ojibwa Indian School in north dakota, and Paschal and thepilot therapeutic residential model program at three BIA boarding schools. http://www.buildaschool.bia.edu/

Welcome to the OIEP Build a School Website. This site has been provided as a service of the Office of Indian Education Programs' commitment to providing the general public as well as our constituency up-to-date information regarding these extremely important school construction projects. Please feel free to browse and submit comments regarding this site and/or content. The Office of Indian Education Programs' School Construction Project Overview The education facilities improvement and repair program is funded at $161.6 million, an increase of $13.6 million over 2001, to address critical health, safety, code, and standard concerns at existing facilities. The request will fund maintenance and repair projects, reducing the backlog of needed repairs. It includes an increase of $8.0 million to address the current maintenance needs at Indian schools, ensuring that the backlog does not continue to grow. The goal is to eliminate the current BIA school repair and maintenance backlog by 2006. Enhancing School Operations - Since the founding of the Nation, the Congress has funded specific Indian education programs in response to treaty requirements and Federal statutes. Current Indian education programs are governed by many laws, including the Snyder Act, Johnson O’Malley Act, Elementary and Secondary Education Act, Tribally Controlled Community Colleges Act, Tribally Controlled Schools Act, and most recently, Goals 2000, the Individuals with Disabilities Education Act, and the Improving America’s Schools Act. Collectively, these laws are aimed at ensuring quality education of Indian youth and increasing long-term employment and economic opportunities on reservations.

58. Excerpts: House Report No. 95-1386 (ICWA) In most Federal and mission boarding schools, a majority of the personnel is non Onestudy of a north dakota reservation showed that these grounds were advanced http://www.liftingtheveil.org/95-1386.htm

House of Representatives Report No. 95-1386 Accompanying H.R. 12533 ("Indian Child Welfare Act of 1978") The wholesale separation of Indian children from their families is perhaps the most tragic and destructive aspect of American Indian life today. Surveys of States with large Indian populations conducted by the Association on American Indian Affairs (AAIA) in 1969 and again in 1974 indicate that approximately 25-35 percent of all Indian children are separated from their families and placed in foster homes, adoptive homes, or institutions. In some States the problem is getting worse: in Minnesota, one in every eight Indian children un 18 years of age is living in an adoptive home; and, in 1971-72, nearly one in every four Indian children under 1 year of age was adopted. The Federal boarding school and dormitory programs also contribute to the destruction of Indian family and community life. The Bureau of Indian Affairs (BIA), in its school census for 1971, indicates that 34,538 children live in its institutional facilities rather than at home. The represents more than 17 percent of the Indian school age population of federally-recognized reservations and 60 percent of the children enrolled in BIA schools. On the Navajo Reservation, about 20,000 children or 90 percent of of the BIA school population in grades K-12, live at boarding schools. A number of Indian children are also institutionalized in mission schools, training schools, etc.

59. Testimony Of Mr. Joe Christie of our schools are located in four statesnorth dakota, South dakota, New Mexico Wealso operate boarding schools and have approximately eleven thousand http://edworkforce.house.gov/hearings/106th/ecyf/indian72099/christie.htm

Testimony of Joe Christie Acting Director for the Bureau of Indian Affairs Office of Indian Education Programs U.S. Department of the Interior Before the Subcommittee on Early Childhood, Youth and Families of the Committee on Education and the Workforce United State House of Representatives Hearing on Examining Education Programs Benefitting Native American Children July 20, 1999 Good afternoon, Mr. Chairman and members of the Subcommittee. I am pleased to be here today to support the reauthorization of the Elementary and Secondary Education Act (ESEA) and to speak about the education programs benefitting Native American children. H.R. 1960, the Educational Excellence for All Children Act of 1999, would help support American Indian and Alaska Native students to achieve high academic standards; address the special needs of these students by supporting research-based, culturally appropriate educational services; promote high quality professional development activities for teachers by encouraging collaborations among tribal colleges and other institutions of higher education; and encourage local schools to incorporate culturally responsive teaching practices and learning strategies into their educational programs. H.R. 1960 would also promote small class sizes, emphasizes accountability for students and schools, support safe, healthy and disciplined learning environments, and increase funding for after-school and summer programs. We believe H.R. 1960 will help all schools achieve at higher levels and do so, not through quick fixes, but through well thought out strategies that are grounded in sound education policy.

60. Obituaries, Mother Of God Monastery, Watertown, South Dakota> During the years of her active ministry, Sister Consolata served as prefect to studentsin boarding schools at St. Mary's in Richardton, north dakota, at Zell http://www.watertownbenedictines.org/ours.html

Sister Consolata Bichler Main Menu Sister Consolata Bichler age 97, died Saturday, January 8, 2000, at Prairie Lakes Care Center, in Watertown, South Dakota. Sister Consolata was born May 12, 1902, the third child born to Benedict and Johanna Reinbold Bichler. She and her five brothers and five sisters grew up on a farm 14 miles from Strasburg, North Dakota. Sister Consolata had three aunts at Sacred Heart Convent in Yankton, and on one of their visits, she made the decision to join them. She entered the convent in 1922. In 1961, Sister Consolata transferred to the newly-founded Mother of God Monastery in Pierre. She came to Watertown when the monastery moved here in 1967. During the years of her active ministry, Sister Consolata served as prefect to students in boarding schools at St. Mary's in Richardton, North Dakota, at Zell, South Dakota, and at Immaculate Conception School in Stephan, South Dakota. She also assisted with the laundry, sewing and other domestic duties at Hales Corner, Wisconsin, Yankton, Ft. Yates, North Dakota, St. Joseph Indian School in Chamberlain, South Dakota and St. Mary's Hospital in Pierre. When Maryhouse Nursing Home in Pierre was completed, S. Consolata spent two years on night duty, taking care of the residents. She was the sacristan and seamstress for the Monastery for many years. Sister Consolata is survived by her brothers, Ignatius of Pinole, California, and Ben Jr. of El Sobrante, California; her sister, Mary Zacher of Alexandria, Minnesota; and the Sisters of Mother of God Monastery.

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