Tribal youth connect to ancestral lands at Mountain Camp

By Kalvin Valdillez; Photos courtesy of Kelly Finley, Michael Lotan, Ross Fryberg, and Tawnya Baggerly

“You would think it’s just another camp but when you get up there, you realize it’s so much more. You experience living how our ancestors used to; no phones and no technology at all. It was nice to get away, I had a really fun time,” expressed Tulalip tribal youth, Ross Fryberg Jr.

With an abundance of breathtaking views of the natural world, the mountainous lands near the Skykomish Watershed area was once home to the Snohomish people who lived upon its plentiful resources since the beginning of time. As the original caretakers, the connection they shared with the land was strong. For generations, the Snohomish gathered cedar from the tall trees on the mountain side to weave a number of every day tools such as baskets and hats. They gathered a variety of plants for both medicinal purposes and nourishment, hunted elk, and fished in nearby rivers and streams, and most importantly, they cared for the land, honoring the living spirit of the mountains, waterways and trees.

Although times have changed and we now live in a fast-paced, technology based society, the Tulalips, as descendants of the Snohomish, maintain that relationship to their pre-colonial homelands. They perform spiritual work like harvesting huckleberries and cedar, as well as hunting and fishing just as their people had generations prior. 

Five years ago, the Tulalip Natural Resources Department, in partnership with the YMCA, debuted Mountain Camp for the youth of the community, offering a chance to get away from the busy world, unplug and enjoy the great outdoors. Since its inception, Mountain Camp has provided an opportunity for Tulalip youth to get in touch with the Tribes’ origins and gain a new perspective about Mother Earth, learning of the many ways she provides for Northwest tribal people. Mountain Camp was such a success, it inspired Fish Camp, a similar summertime experience that takes place on Lopez Island and teaches youth about marine life and the Salish Sea.

Nine kids, ages 11-13, set out for a five-day adventure to the mountains on the morning of August 5. Meeting at the Tulalip Administration building, they received a weaving lesson from Anita (Keeta) and Jamie Sheldon. The kids assembled a number of baskets, and also bracelets and anklets, before the trip, while Lushootseed Teacher Maria Martin shared traditional stories. 

This year, the Natural Resources department added Tulalip youth and Mountain Camp Alum, Seth Montero, to the crew. After showing an incredible amount of interest in natural resources, Seth returned to camp to continue learning from the natural environment and pass his teachings down to his younger peers.  

“We’ve been trying to work on a program for kids who have aged out and still want to participate in the program,” said Tulalip Natural Resources Outreach & Education Coordinator, Kelly Finley. “Seth went to YMCA camp earlier this summer and learned how they do things at their camps. He picked up a lot of leadership skills so that he could come to our camp this year and be a leader-in-training, and hopefully one day a future counselor.”

The campers loaded onto the YMCA bus and officially set course to Skykomish, Washington, a two-hour road trip along Highway 2. After reaching their destination, the campers strapped on their backpacks and made a mile-and-a-half hike to Barclay Lake where they set up camp for the first few days. During this time, the kids enjoyed the sunny weather by swimming and fishing at the lake as well as identifying a variety of plants and bugs. To get a little shade from the heat, the campers went out into the woods and played Prometheus, a fun version of the capture the flag game, where the players objective is to steal their opponents’ flag without being seen. 

After three nights at the lake, the campers hiked back to the YMCA bus and traveled up the mountain to about 5,000 feet above sea level. The kids set up camp here, at the sacred swədaʔx̌ali grounds, where tribal members gather huckleberries during the late summer months. The campers were joined by Natural Resources Senior Environmental Policy Analyst, Libby Nelson as well as Lushootseed Language Teacher, Michelle Myles. Libby provided a fun interactive lesson about the plants of the swədaʔx̌ali area, while Michelle shared stories in Lushootseed and worked on traditional introductions with the kids. Libby explained that during past camps the weather was clear at night and you could stargaze and see meteor showers. This year, however, the fog rolled in as Michelle shared traditional stories, providing a cool, yet somewhat eerie, setting. 

Before calling it a night, the youth gathered enough huckleberries for pancakes the next morning as they were expecting a number of guests from the Tribe, Natural Resources, the Rediscovery Program and the Mt. Baker-Snoqualmie Forest department bright and early. 

Upon awakening, the kids enjoyed food and company with their many guests before heading to the huckleberry fields to help out with the restoration of the swədaʔx̌ali area.

“The first work was kicked off five years ago by the first Mountain Camp youth,” said Libby. “And we also have Forestry do a lot of work here in September as well. Ross [Fenton] came up from Forestry and led the kids in clearing out some of the area. That’s been our goal, to keep the berries from being shaded out by conifer trees. That keeps the berry patches open, encourages new growth and makes it nicer for Tulalip berry pickers. Since last year, we put up new signs that talk about the elder’s teachings about huckleberries. We had each kid read one of the teachings of the elders and we talked about it a little bit.”

The crew headed back to the campsite where they wove cedar headbands with Tulalip tribal member, Chelsea Craig, and listened to their guests speak about the importance of preserving the resources of the land for future generations. 

“The goal is to go up there and talk to the kids about natural resources, talk about why it’s important for Tulalip tribal members specifically to work in the natural resources field, what it means to us spiritually and culturally,” explained Ryan Miller, Tulalip Natural Resources Environmental Liaison. “We try to get them excited about that and get them to have some ownership of it. We tend to bring them up there and teach them as much as we can about the huckleberry restoration and let them know that we pass this on to you, it’s your job to continue to pass this on to the next generation and make sure these resources are here for them as well.

“I forget every year how amazing it is up there,” he continued. “I’m surprised every time I go back, just by the utter beauty of the site. There’s nothing but mountains and clouds around you, you only hear the sounds of nature. These kids have the opportunity to go out there and experience something that is much closer to what our ancestors experienced for thousands of years. It’s almost like you can feel the connection to the earth a lot stronger there.”

The campers spent the remainder of their time playing games and picking berries at the swədaʔx̌ali site. Many of the campers had yet to enjoy the tasty berries grown at high altitude, but according to lead camp counselor Michael Lotan, once their taste buds got a hold of the delicious ancestral snack, they couldn’t get enough. 

“A lot of people told the kids they needed to eat the berries to feed their inner Indian,” Michael stated. “So, that’s all they did after that, was roam around looking for ripe berries and eating them. All of them want to go back up and pick more when the berries are ready in a couple of weeks. That’s another good thing this camp does, is show them we have this area that needs to be used otherwise we’ll lose our rights to use it.”

On their last day in the mountains, the youth packed up camp and headed to the river. Ending Mountain Camp with an extreme splash, the kids rafted down the Skykomish River before heading back to Tulalip for a welcome home celebration with their family and new friends.

“I really connected with the land because my ancestors were once there,” expressed first time Mountain Camper, Matthew Hunter. “We picked huckleberries and I even got to bring some home for my mom. The restoration was fun; we cleared some trees out and made a big pile so they can burn them later. It’s important that we grow more berries. This was my first time camping up there and I learned how to weave cedar, harvest huckleberries and connect with the land, campers and counselors. It was totally new experience for me and really fun.”

For more information, please contact the Tulalip Tribes Natural Resources Department at (360) 716-4617.

United in our Journey: Marysville School District receives ‘Tulalip 101’ education

By Micheal Rios, Tulalip News

Imagine having just a single solitary day to impart generations’ worth of Tulalip cultural knowledge, experiences and insight onto a group of seasoned (non-Native) educators. It’s a near impossible task, to say the least. However, the noble pursuit of such a cultural exchange is significant for the glimmer of hope it may offer to deepen understanding of a complex history and thriving culture of a modern day Pacific Northwest tribe. Educators involved would gain tremendously by broadening their perspective on Tulalip related issues, while deliberately resulting in an improved learning environment for their Native students.

On August 8, fifty-three Marysville School District (MSD) administrators, including every principal and assistant principal in the District, convened at a Marysville-Getchell High School meeting space for what would be an enriching journey into ‘Tulalip 101’. 

“I thank each and every one of you for this opportunity to share a part of our culture with you. We know the time frame is small, but it is significant,” said Deborah Parker, Indigenous Education Director. “The leaders of MSD have allowed us this time and space to share with you a piece of our culture, a piece of who we are and what we care about traditionally, mentally, emotionally, and physically.”

The Women’s Warriors Song was shared to ground the group with a singular purpose and align the heartbeats for a collective mission…one heart, one mind. What followed as a brief PowerPoint presentation on Tulalip Tribes history, Coast Salish culture, and a lesson on the importance of conducting land acknowledgements in each school. 

“By doing land recognition we honor the sacrifices our ancestors made and make a commitment for true healing of the injustice that has been served in the name of education for Indigenous people,” explained Chelsea Craig, Cultural Specialist for Quil Ceda Elementary. “You have to add that second piece and really understand your value and how your equity statement goes with it – thanks for acknowledging that we lost our lands and this is what we’re committed to doing to promote healing.”

Land acknowledgment by itself is a small gesture. It becomes meaningful when coupled with authentic relationship and informed action. But this beginning can be an opening to greater public consciousness of Native sovereignty and cultural rights, a step toward balanced partnerships and understanding. Considering there are an estimated 1,200 Native students attending MSD schools, the importance of conducting land acknowledgements at school functions, like general assemblies or sporting events, can significantly raise mindfulness while promoting healing.

The fifty-three person group of MSD administrators learned two words in the ancestral Tulalip language of Lushootseed prior to a collaborative Tulalip tour – sduhubš (Snohomish) and τ̕igwicid (thank you). With both Deborah and Chelsea assisting in proper pronunciation, the group repeated the words several times in unison to ensure they would be properly used later in the day. 

The collective group was split into two and shuttled to the Tulalip Reservation via MSD No.25 school busses. Their first visit was to Hibulb Cultural Center & Natural History Preserve where they enjoyed fresh made nettle lemonade and met with senior curator Tessa Campbell. As they were led on a private tour of Hibulb’s special collections, Tessa explained the special meaning and traditional use of several thought-provoking artifacts. 

“We are a certified archeology repository with archives full of collections not currently on display, including some rather large items,” stated Tessa while leading the tour. “We have an ocean going canoe carved by the Edwards brothers (Swinomish) that was used to travel as a family to and from Whidbey Island, Camano Island, and the area now known as the City of Everett. We also have a growing collection of story poles carved by Tulalip tribal member William Shelton. Currently, we have five of his poles with the oldest being a spirit pole carved in 1913.”

Following the guided Hibulb visit, the group’s next stop was the Tulalip Administration Building. They took in the amazing artistry of two story poles that welcome visitors to the Tribe’s central government offices. The Tulalip Youth Council shared a song as everyone took a seat in the largest meeting room. 

“Did you know that over 60% of our tribe of nearly 5,000 members is 18 or younger?” asked Patti Gobin, Natural Resources Special Projects Manager. “The importance of the good work going on right now is vital to our young ones because in the most literal sense, they are our future. We’ve been waiting a long time for you to accept, understand, and uplift our people in the area of education. There is a sense of urgency to have our MSD educators know our treaty and to know, that as Coast Salish people, we still live our lifeways out here.”

“As Indian people, we need to have an education to navigate this modern world and build a better future,” added Board of Director Glen Gobin. “Marysville public schools have an obligation to help educate our students. But to do that you need to understand who we are and the social structures we deal with on the reservation. It’s so important we find a way to work together and the only way to do that is to commit to knowing who each other are. There will be struggles, but there will be successes as well. The only way to get through this is to build upon the successes and learn from the struggles, together.”

A powerful exercise in understanding and learning from history was then led by Heritage High School teacher Ms. Ervanna Little Eagle and Quil Ceda Elementary teacher Ms. Gina Bluebird. The lesson was titled Tulalip Boarding School Experience. The goal was to examine how colonized education affected generations of Tulalip people. 

Using heartfelt and gut-wrenching testimonials from those who were forced to attend boarding schools in the early 1900s, the group participated in several listening and writing activities.

“I considered what it would be like to lose my identity and it was unimaginable,” shared one MSD administrator. 

“The underlying goal was to assimilate the Indians. Boarding school were then a means of committing cultural genocide carried out by the federal government,” stated another. 

After taking a few moments to let the full weight of the boarding school era and its historical trauma that affects many of their young Native students today, the group moved quietly from the meeting space, still thoroughly in reflection, and back to the school busses. The assembly of MSD leadership then visited the Don Hatch Youth Center, Tulalip Long House, and Boys & Girls Club. At each stop they chatted with longtime employees and students who were out and about enjoying summer vacation. 

Finally, their journey came to its last destination on the reservation when they visited the present day site of the Tulalip Indian Boarding School. The group then formed a prayer circle led by Tulalip tribal member Monie Ordonia on those profane grounds in an effort to bring strength to power.

“For us to stand here is healing for our people because this is a very powerful circle,” said Chelsea. Her grandmother Celum Young attended the boarding school and once recalled being put in an outside jail cell for speaking just one word of her traditional language. “We have an opportunity to change our story in Marysville, not just for Native people. This isn’t just about our Native kids. This is about all of our kids. There are lots of historically underserved children in our district that we need to think differently about. We are growing and hopefully become stronger as leaders to make changes that benefit the entire district.”

There was a shared optimism after a full day designed to help MSD administrators and educators better understand their Tulalip students’ culture and community. Deeply rooted words like ‘healing’, ‘hopeful’, and ‘forgiveness’ were collectively expressed as the group reflected on their opportunities to become agents of change for the betterment of their diverse student population.

“It’s so important that we, as educators, make sure we are doing everything we can to help our Native American students become successful and reach their full potential,” said Eneille Nelson, Principal of Kellogg Marsh Elementary while taking in the Tulalip Bay view. “Being here to see where our students live and come from is very humbling. This space and land is so beautiful, and our students are just as beautiful as their surroundings.”“I didn’t know the history of the tribes and the painful experiences they’ve had with education,” admitted Tara Jeffries, Assistant Principal at Grove Elementary. She moved from Oregon last year to work for MSD. “It was so moving to have the opportunity to experience Tulalip culture in such an authentic way. This experience not only changed our perspective, but it changed our hearts. We now have a deeper understanding and can apply that in a way we couldn’t have before.”

With the 2019-2020 school year starting in a matter of weeks, only time and experience will determine how significant an impact the MSD/Tulalip cultural exchange has on new and returning students. But if all meaningful and lasting change starts on the inside, then a few changed hearts and minds can go a long way.

Summertime cultural fun at Fish Camp

By Kalvin Valdillez, Tulalip News

At the heart of the Salish Sea lies an island that shares a special connection to the Snohomish people. For centuries, Tulalip’s ancestors journeyed to the San Juan Islands every summer, setting up camp on what is known today as Lopez Island. Aside from exploring Lopez and it’s many surrounding islands, the Snohomish would fish and gather clams, crab, mussels, salmon and shrimp for their families in preparation for winter.

Fifteen local youth embarked on a camping excursion they may never forget during the week of July 15-20. Upon arriving to Lopez Island, by way of Washington State ferry, the youth experienced summer as their ancestors once had. By disconnecting from the modern world, the campers created new friendships with other young tribal members as well as a bond with the sacred waters. The kids set up camp at the south end of the island on a Tulalip owned private beach overlooking Watmough Bay. During their visit they learned about marine life, the history of their people and the many resources the island and waters have to offer.

“The kids don’t always have that opportunity to get out into nature,” explains Tulalip Natural Resources Outreach and Education Coordinator, Kelly Finley. “We want to provide a safe and fun way for them to get out there and see different parts of what is essentially tribal land. It’s important they take part in camps like these to experience the outdoors and the traditions of their people.” 

Now in its second year, Fish Camp is open to local youth and is hosted by the Tribe’s Natural Resources department. The idea was originally inspired by Tulalip’s annual Mountain Camp, where young adults of the community spend a week at the Skykomish watershed learning about the natural world and how their people have hunted, gathered and performed spiritual work in the mountains since time immemorial. Fish Camp teaches the pre-teens another aspect of Northwest tribal lifeways, and both camps provide a perfect opportunity for the youth to not only learn about, but to also exercise their treaty rights. 

“I think it’s important our youth experience Fish Camp on Lopez Island because that’s where our ancestors went,” expressed Michael Lotan, Tulalip tribal member and Fish Camp counselor. “They would dry clams out there and they would gather food for the upcoming winter season. We visited two sacred sites. One had really big middens, or shells and charcoal that proved our ancestors were once there. We also went to Watmough Bay and learned about all of the archeology sites that were there. We went to a couple beaches and looked for some agates and we jumped off the Tulalip dock, which was awesome. We were running and jumping as far as we could.”

The kids were kept busy throughout the entire week, getting a first-hand look at Coast Salish traditions. A number of new activities were added this year including a chance to pull the Tribe’s traditional cedar dugout canoe, Big Brother. Skippered by Tulalip Fish and Wildlife Director Jason Gobin, the young adults paddled through the Salish waters, further strengthening the connection between the future generations and those ancestors who pulled in the same waterways many generations ago.

“It made my heart lift up seeing all you guys out there,” said Jason. “It reminded me of when we were all kids, running around all wild, it was a good time. This camp is great, the kids love it and it’s something we could always continue to build on.”

Another highlight of Fish Camp is the traditional clambake. Prepared by Tulalip tribal member Tony Hatch, the campers were treated to a delicious meal of salmon and shellfish, which they caught locally with seine nets and prepared near the campsite. Tribal member Cary Williams also made the journey to Lopez to teach the youth how to carve fish sticks, which were traditionally used to cook salmon fireside. 

“We learned how to carve, we pulled canoe and we had a good time up there,” stated young Tribal member, Kane Hots. “We toured a few archeological sites. The rest of the time we were able to hang out with each other and go swimming. My favorite part was swimming because it’s summertime, and carving too. It was great to learn about our ancestors, about their teachings and how they were raised.”

At the end of a culture and fun-filled week, the youth packed up camp and journeyed back to Tulalip where a celebration with their families took place. The kids enjoyed lunch after reuniting with their relatives and also received a number of gifts from Natural Resources including a certification of achievement, Fish Camp t-shirts and a blanket.

“It was a really good experience,” said Fish Camper and Navajo/Sioux tribal member, Mahina Curley. “The best part I think was the fact we were on a real cedar canoe. In my culture, we don’t have big bodies of water so that was really new to me. The fish on the stick seemed a little weird to me at first because we usually just fry it and eat it. I never had it on a stick before, but it was delicious. The clams and shrimp were really tasty and I liked learning about all the sacred places as well. It was a lot of fun, learning about another tribe was really cool. I definitely recommend it.”

After another successful year at Fish Camp, Natural Resources is currently gearing up to host the 5th annual Youth Mountain Camp on August 5-10. For more information, please contact the Tulalip Tribes Natural Resources Department at (360) 716-4617.

Imagine Children’s Museum Offers Free Museum Memberships to Tulalip Tribal Members


Family Extravaganza Memberships allow for a year of unlimited visits for the whole family

Everett, WA – Imagine Children’s Museum announces a program to provide free Family Extravaganza Museum Memberships to enrolled Tulalip tribal members with a child age 12 or below. Funded by Tulalip Tribes Charitable Funds, the membership program’s goal is to provide enrichment opportunities to Tulalip families.


The membership includes unlimited visits for two adults, all children in the household and one extra adult per visit. It also includes five one-time admissions, free and reduced admissions at select museums throughout the U.S. and Canada, Museum store member discounts and discounts on Imagine’s classes, camps and birthday parties. Limited quantities of memberships are available on a first come, first served basis. At least one household member must present tribal I.D. when applying for this Museum membership.


“Imagine is honored to have the opportunity to provide these memberships to Tulalip families. It is really special that the memberships allow other adults to visit with the families so that aunties and grandmas can join in the fun,” said Jen Garcia, Imagine’s Visitor Services Manager. “The feedback has been great. Parents can’t believe they get to visit the Museum for free for an entire year!”


For information on the benefits of a Family Extravaganza Membership visit
https://www.imaginecm.org/membership-gift-certificates/extravaganza-membership/ . Tulalip tribal members who would like to sign up for a membership can contact Quinn Schell at (425) 258-1006, Ext. 1026 or QuinnS@ImagineCM.org


ABOUT IMAGINE CHILDREN’S MUSEUM
Imagine Children’s Museum (Imagine) began in 1993 as the result of a grassroots effort to give children and families a place to play and learn in Snohomish County. Now we serve more than 251,000 people annually through the Museum and outreach programs. Imagine serves children ages 1-12 and their caregivers. The Museum is located on the corner of Wall and Hoyt Streets in downtown Everett. For hours and admission information, visit www.ImagineCM.org or call (425) 258-1006.

TELA students learn Tulalip traditions from local tribal youth

By Kalvin Valdillez, Tulalip News

Not so many generations ago, Tulalip youth were once punished for speaking their language and practicing their traditions at boarding schools that were established to erase Native culture by the United States government. Today, the young people of Tulalip are not only proudly drumming and dancing at school, but also passing that knowledge down to the next generation. 

The morning of July 12 marked the tenth Cultural Day celebration of the year at the Betty J. Taylor Early Learning Academy (TELA). The academy introduced the monthly half-an-hour gathering to their students in October 2018, and since then the students have been engaging in a number of activities, learning about the lifeways of the Tulalip people.

Upon joining forces with the Lushootseed language department, TELA also successfully implemented a language immersion component into their curriculum. Lushootseed teachers frequently visit the classrooms to share stories, sing songs and speak the language directly to the students. 

“I believe that our children need to know from the youngest ages who they are,” says Betty J. Taylor Early Learning Academy Director, Sheryl Fryberg. “Research says, if they are totally connected to who they are as birth to five children, they’re going to be more successful in their lifetime because they have that solid sense of self.”

Over the years the Tulalip Tribes has made strong efforts incorporating cultural teachings at each academic level, partnering with the Marysville School District to ensure Tribal students know about their art, food, history, language, sovereignty and traditions. So as the kids make their way through their educational journey, they will continue building upon the vision their ancestors set forth seven generations prior. And the work TELA is doing is helping strengthen that bond between each student and their culture, providing a strong foundation for the future leaders. 

Quil Ceda Tulalip Elementary (QCT) is one of the schools teaching their students about Tulalip’s rich history and heritage. Under Cultural Specialist Chelsea Craig, the school has established a morning assembly where the students begin each school day singing and dancing to Tulalip songs, such as the welcome song and the paddle song. QCT also hosts a number of cultural events throughout the year including Billy Frank Jr. week and the 5th grade potlatch. 

Through the development of QCT’s morning assembly, Chelsea cultivated a strong group of young singers and dancers who proudly honor their ancestors by performing at every assembly. Those students, some of whom are now in middle school, continue drumming and dancing at local cultural gatherings and coastal jams, sharing their teachings with their pupils. 

Combining efforts to ensure the youth have a strong connection to their cultural way of life, TELA invited Chelsea and company to lead a culture jam for one of the last Cultural Days of the school year. 

The young TELA students were invited to participate in the jam and enthusiastically followed the lead of the older kids, some picking up a drum and singing while others took to the open dancefloor. For thirty exciting minutes, the kids enjoyed themselves to no end, getting lost in song and dance.

During this interaction, the students learned some important and valuable lessons from their older peers such as to only drum when offering a song, and also how each dance correlates to the message of the songs. By hearing the songs early in life, the kids are more likely to remember the words, the drum patterns and dances, so when the time comes for them to share their knowledge, they too can lead with confidence, respect, gratitude and purpose just like Chelsea’s young group of traditional singers and dancers. 

“It’s such a blessing to be invited today because these students are our future drummers and singers,” Chelsea expresses. “To start making those connections with their next transition in school is something that we’re purposefully doing to start instilling these songs at a very young age. And to see their peers as leaders, that’s important. Our drummers are our leaders and they’re someone to look up to and inspire to be. It warms my heart because some of the little ones here may have never danced before this morning, but they feel it in their heart and feel safe enough in this school to get up and express it a very young age.”

Kids soak up knowledge at a young age and with TELA’s monthly Cultural Days and the Lushootseed language immersion-based curriculum, the newest Tribal members will have a lifelong connection to their heritage and a deeper understanding of their ancestral teachings.

“They all loved it,” Sheryl stated. “I’m just so grateful that our teachers, our children and our visitors are so in love with the culture and the language; we just keep doing the work and it keeps growing.”

The Betty J. Taylor Early Learning Academy will officially wrap up the school year with the Paddling to Preschool event on August 13, as well as an end of the year celebration on August 16. For more information, please contact TELA at (360) 716-4250. 

Why Study Dentistry?

 

Submitted by Jeanne Steffener, Tulalip Tribes Higher ED

Dentistry is one of the oldest medical professions on earth. “The earliest evidence of dentistry in ancient times dates back to 7000 BC, teeth were found in a Neolithic graveyard located in Pakistan. The teeth have evidence of holes made from primitive dental drills. (1)

“Dentistry is a branch of medicine that is concerned with the study, diagnosis, prevention and treatment of diseases, disorders and conditions of the oral cavity, the maxillofacial area and the adjacent and associated structures. Essentially, dentistry is directed at oral care and dental health maintenance.” (2)

Dental Medicine is a very important component of the primary healthcare professions. This frontline profession is fundamental in disease prevention and intervention while promoting overall wellness in people. Oral health is critical in maintaining our general health, well-being and quality of life. A major portion of dentistry involves the prevention and treatment of tooth decay and gum disease

Dentists  provide services that improve their patients appearance and self-confidence with a wide range of dental procedures. These services promote self-confidence in patients pertaining to their smile. Patients learn about good oral habits through their dentist, promoting good oral health and disease prevention. Dentists interact with people of all ages, cultures and personalities. A dentist’s typical day is both diverse and very interesting.

Dentists in essence are artists. Whether brightening teeth or realigning an entire jaw, the dentist has to have the ability to visualize an aesthetic end result making their patients look their best.

Dentistry offers career opportunities in both the private and public sectors, i.e. private practice, public clinics, teaching, research, public health and administration. A career in dentistry will provide a lifetime of learning on the cutting edge of technology. Careers for women in dentistry are on the forefront as we enter a more inclusive age.

The average income of dentists is in the top 8 percent of U.S. family incomes and the demand for dental care is increasing. With all the marketing, more people are becoming aware of the importance of regular dental care. Geriatric dental care is extremely important for older adults trying to keep their teeth longer. Implant cosmetic surgery is contributes greatly to the growth of this profession.

Dentists usually receive a bachelor’s degree. Then they attend four years of dental school. In addition, dentists have to complete additional qualifications plus continuing education to accommodate a constantly changing field. Dentists also prescribe medications related to patient management. They encourage and promote prevention of oral diseases with regular patient check-ups, cleanings, evaluation and monitoring. 

Other mid-level occupations in the dental field supporting the dentist include registered dental assistants, dental hygienists and dental technicians. Other types of dental positions include dental laboratory technicians and administrative staff. Additional employment opportunities may be available in dental schools, hospitals and companies that manufacture dental prosthetic materials. 

If you have a calling to become a dentist or are interested in other areas of the field, please call the Higher ED staff at 360-716-4888 or email us at highered@tulaliptribes-nsn.gov for assistance with this exciting career opportunity.

Toothworks, https://toothworkscalgary.com/the-history-of-dentistry/

https://carrington.edu/blog/dental/working-in-dentistry-list-of-careers-jobs-in-dental-field/

Native Art Festival highlights range of imagination from emerging Tulalip artists

Taylee Warbus, 1st place – Painting. Sophomore at Lake Stevens High School. “I wanted to put something together that represented a lot of things I really care about and love. I love looking at the stars, which is represented with the night sky. I just love succulents and learning about them, so I added a lot of plants. The clock read 5:17 that represents my birthday. It’s definitely a patchwork painting with lots of colors that shows a variety of my passions.”

By Micheal Rios, Tulalip News 

Jacynta Miles, 1st place – Culture. Freshman at Heritage High School. “My paddle represents the layers of life. At the top is the sun, then Earth represented by a beach and the ocean, followed by a mermaid, and then finally the salmon. The colors are bright at the top and get darker the further down you go just like in nature.”

Hundreds of artistically inclined students strolled through the makeshift art gala that was the Don Hatch Youth Center on Thursday, April 18th, for the annual Native American Student Art Festival. Accompanied by their families, friends and teachers, the student-artists ranging from 1st to 12th grade wowed festival attendees and judges with their imaginative creations.

“The Art Festival is an opportunity for each student to express themselves in a positive way. It is the largest community event we have where we get to showcase our Native students,” explained Jessica Bustad, Positive Youth Development Manager. “It’s the pride each of the students have in their artwork, their parents and community members coming together to support our children that make this event so great.”

For more than two decades now, Marysville School District has partnered with the Tulalip Tribes to dedicate an evening to the art scene created by emerging Tulalip artists and other Native students within the district. The Festival gives these young people an opportunity to show off their creative talents to the community, while getting a chance to take home a coveted 1st place ribbon.

Artists were able to win 1st, 2nd or 3rd place, plus honorable mention, in a variety of artistic mediums. Categories included culture, drawing, painting, writing, mixed media, sculpture, digital art, and pure heart. The top four from each grade and category not only received a ceremonial ribbon as recognition for their talents, but a monetary prize as well.

Peyton Gobin, 2nd place – Sculpture. Third
grader. “My inspiration was Chihuly’s art, like his glass blowing. First, I had to cut all around these plastic water bottles to make the swirly parts. Then I painted every single one a different color because if they were all the same color it wouldn’t be artistic.”

“Everyone that attends is a winner by the end of the event because they’ve helped to create unity and teamwork,” said Josh Fryberg, Youth Services Manager. “The Festival turned out amazing. From all of the families sharing a meal together to seeing the looks on each person’s face when they win a raffle to seeing all the art being showcased for all to see.”

This year’s Native Art Festival received a whopping 700+ submissions, with the most popular category being painting. There were many young artists who showed off their diverse talents by submitting artwork in as many categories as they could. Taylee Warbus and Samara Davis were two such overachievers who claimed top honors in multiple categories.

Irista Reeves, 1st place – Sculpture. Ninth grader at Heritage High School. “My sculpture depicts sadness, which is the black layers, and its peeling away to show an underlying happiness, which in my case is my family. When your sad it’s important to remember who are the ones that love you and are truly there for you.”

“It was amazing to see just how talented our Native students are; the new ideas and concepts they come up with every year continue to surprise us judges,” marveled Native Advocate Doug Salinas. “Every kid has the capability to be an artist because their imagination has no limits.”

Native culture and art are often thought of us intrinsically tied together or, in the case of Savannah Black Tomahawk and Lilly Jefferson, they are sewn together. According to their mothers, neither Savannah nor Lilly had ever sewn before prior to creating traditional ribbon skirts to enter in the Festival. By putting a modern twist on a traditional concept, Savannah’s Disney princess skirt and Lilly’s metallic blue with shimmery pink ribbons both received high praise and earned an additional ribbon – 2nd place and 1st place, respectively. 

“As coordinating staff, we look at every single piece of artwork and recognize how much work each student puts in. Some art pieces show real vulnerability in the students, they are showing themselves and expressing their thoughts, feelings and dreams,” added Jessica. “It is also very gratifying when students are already coming to us with their creative ideas for next year’s Art Festival.”

If you missed out on this year’s Student Art Festival, each and every piece of authentic Native American art that received a winning ribbon will be on display at the Hibulb Cultural Center from now – May 5th.

April’s Students of the Month

By Micheal Rios, Tulalip News 

In partnership with Tulalip’s own Education department, the Indigenous Education division of Marysville School District (MSD) recognized four praiseworthy youngsters for continued success in the classroom. Hosted during the MSD school board meeting on April 15, Ily Enick, Tessalyn Napeahi, Sebastian Gomez, and Imajine Moses were honored as students of the month in front of their proud families and dedicated educators.

One student was selected from elementary, one from middle school, and one from high school to represent the varying levels of education. An additional student was selected to represent the recently added Pure Heart category.

  “The Pure Heart category is for our students who have exhibited kindness, caring and respect for others and who have worked to overcome various obstacles,” explained Deborah Parker, MSD’s Director of Indigenous Education. “Our Pure Heart students have provided us with inspiration and deserve recognition for their perseverance and willingness to grow as a student.” 

Indigenous Special Education Liaison Amy Sheldon introduced 2nd grader Ily Enick as this month’s Pure Heart student of the month. “I have been blessed to know Ily since he was only 3-years-old,” she said. “We are really proud of how much he has accomplished this year. Ily loves science and is really good at technology. In fact, he regularly helps out his teacher when she is flustered with some new piece of classroom tech.”

His Kellogg Marsh Elementary teacher also shared, “He’s a joy to have in class and everyone is always excited to come work with him. Plus, he makes us smile all the time.”

Elementary student of the month honors went to Tessalyn. The 5th grader was described as a quiet leader who always stays on task. She was also described as being kind and courteous to all her friends and school staff.

Next up, 8th grader Sebastian’s sustained excellence in the classroom was heralded by tribal advocate Courtney Jefferson. “He’s honest, open-minded, and really good at staying focused. He’s just a real pleasure to work with,” she said. “What I really like about him is he’s a respectful self-starter who sets a positive role to all our students.”

The final recognition of the evening went to the 9th grader Imajine Moses. She was introduced by tribal advocate Doug Salinas. “I’ve watched her grow as student from being a kindergartener at Quil Ceda to now being a freshman at Marysville-Pilchuck,” he reflected. “I’m so proud of her and what she has accomplished. As a high school freshman, Imajine has a 3.5 grade point average and balanced school work with playing varsity basketball. She’s a wonderful person who also does volunteer work through her church.”

Going forward, a selection committee will review all student nominations based on their academics and community engagement. Each month the awardees will be recognized as students of the month during the MSD regular board meeting. 

Quil Ceda 3rd graders experience living history at Hibulb

By Micheal Rios, Tulalip News 

School groups visit Hibulb Cultural Center (HCC) frequently to receive an educational tour of the 23,000 square foot facility dedicated to collecting and enhancing the traditional cultural values and history of the Tulalip Tribes. These school group tours always start in the HCC longhouse with a brief video presentation that introduces the legacy of the Tulalip people to students with minimal knowledge of Native peoples in general, let alone specific knowledge about the successors in interest to Snohomish, Snoqualmie and other tribes signatory to the Treaty of Point Elliot.

However, once a year when then the 3rd graders from Quil Ceda Tulalip (QCT) Elementary have their school tour the script is a bit different. These particular 3rd graders do have knowledge, an inherent history, and personal experiences galore with what it means to be a Native American citizen and Tulalip culture bearers. For Quil Ceda 3rd graders, their museum tour is less new information acquisition and more reinforcement of a history they breathe life into every day. 

“We have a partnership with Marysville School District and the Indigenous Education Department to bring in every single 3rd grade class within the district and give them a museum a tour,” explains Mary Jane Topash, HCC Group Tour Specialist. “The Quil Ceda tours are unique because for a lot of the students it’s their own family history being exhibited, which means my tours with them are different. I can play off their background knowledge and personal histories they have as tribal members and growing up Tulalip.

“During the Quil Ceda tours we really reinforce key values and history points that make us Tulalip,” continued Mary Jane. “There were several students that went to the family tree section and entered their own tribal IDs to find their family connections within the Hibulb exhibits. That is something unique only they are able to connect with.”

From teachings of the cedar tree to lifeways of salmon, HCC exhibits echo traditional values many of the QCT students have heard and experienced many times over during their young lives. Of course that doesn’t mean they no longer get super excited to showcase their natural skills with a cedar weave, yarn pattern, or fish net…because they certainly do. 

Young tribal members were seen routinely schooling their non-Native counterparts on what certain exhibits were really about. In some exhibits there is an option to hear narration in either English or traditional Lushootseed. Many of the kids didn’t hesitate to choose Lushootseed, making their teachers very proud. 

While learning from the wool exhibit, the kids were hyped when they saw the puppet theater setup. Many took the opportunity to use their imagination and do creative storytelling all on their own with the puppets available. Also in the wool exhibit is a digital touch-screen game that teaches weaving basics in a comfortable setting today’s children are most used to. The interactive nature of such exhibits made learning all the more easier, while still holding the rambunctious groups attention. 

“With many of the Quil Ceda third graders being Tulalip tribal members, we stressed the important and significance of our lifeways while exploring our canoes, cedar collection and life cycle of salmon exhibits,” shared museum assistant Cary Michael Williams. “We got into our 1855 treaty and explaining its importance to our everyday life today, and how our treaty rights allows us to live our culture. 

“It was a very good opportunity to share more insight on what that means to them and their responsibility as tribal members to uphold those rights for future generations. It was an honor to see our young people interact with Hibulb and make connections they can take with them going forward while bringing cultural values into their own lives.”

The foundation of their Quil Ceda education allowed the four 3rd grade classes to use Hibulb educational spaces in an engaged and interactive way. Drawing from their own experiences and family history, students demonstrated traditional skills like fish net tying and cedar weaving, while practicing Lushootseed words to connect with various exhibits. Witnessing them interact with exhibits and cultural items with an innate understanding that required zero explanation is proof the next generation of culture bearers will have much to add to Tulalip’s history of resiliency and self-determination.