Showing 2829 results

Archival description
With digital objects
Print preview View:

Interview with Mr. and Mrs. Sommer

This item contains an interview conducted with Mr. and Mrs. Sommer. Mrs. and Mr. Sommer are talking about the farm life and their lack of money until the end of the 1930s. They bought their farm taking out a loan with the help of his brother and it paid back step by step. It was a difficult time for them. Their children learned English quickly at school, but Mrs. Sommer mentions that she did
not have any lessons, and could only learn English by herself which took some time. Children went to a German school. Later the children and grandchildren were able to speak English better than German. Mr. and Mrs. Sommer say that they did not had any problems during their journey to Canada because of being Germans.
Mr. and Mrs. Sommer talk about going to church (Lutheran Church, later Protestant). Sermon was preached by a teacher because the German pastor came only once in six weeks.
They came to Edmonton in 1957. Mrs Sommer compares life in Russia with their life in Canada and says that they needed about five years to feel at home in Canada. Later they learned to enjoy their freedom and didn’t want to get back again. They became
Canadian after a few years living in Canada.
Mrs. Sommer talks about speaking German and learning English language. German remained her main language. Mrs. Sommer says that she still cooks the way she learned it in Russia (sauerkraut and borscht).
Mr. Sommer has one sister living in Germany and they have many grandchildren living in Canada.

Sommer, Mr.

Interview with anonymous

This item contains an interview in German with an interviewee who wishes to remain anonymous.
Her father came from a rich family. In Russia rich people were prosecuted and displaced to the East Siberia to starve at the time of Bolshevism. The interviewee and her family moved to the next bigger city so her father was not displaced but he was unemployed for a long time. Interviewee went to a German school and was always afraid that her father might get arrested, because many people got arrested in this time. Thus they decided to move to Omsk / Siberia, where it was very cold. Her father could not find a job so they moved to Slavgorod a place where many Germans lived. She and her siblings were able to go to the German school again.
The family had a hard living and her father still was unemployed, then he got ill and died in the spring. After that her mother sold all personal belongings from her father (tools, violin) and the family got back to Ukraine. Her mother had to work and the interviewee lived with her aunt. When Hitler took power in Germany, Germans abroad were prosecuted and displaced again. One night her uncle got arrested and they never heard from him again. She lived in fear that her mother might get arrested too. After the WW2 they were living in West Germany until her uncle helped them to move to Canada. She is talking about deportations during the war. Her brother came to a concentration camp in Russia after the war and was arrested there for 10 years. When Stalin died he was set free. In the next ten years her brother has been taken for interrogation over and over again. He was living in a constant fear that he might get imprisoned again. The interviewee is saying that the church had no power in Communism. Later in Canada the interviewee was able to go to the Catholic church again.

She talks about arriving to Canada. Says that Canadians let her feel that Germany was the country who started the WW2. Talks about her husband (Canadian) who was injured in the war. She says her children are the real Canadians, she loves Canada as well and does not want to return.

Whitfield, Veronika

Interview with Lydia Wagner

This item is an interview with Lydia Wagner, conducted by Veronica Whitfield in Calgary, AB in May of 1981. Mrs. Wagner talks about becoming naturalized in Germany after Hitler’s troops had invaded. She got married in 1950 in Freiburg and in June 1952 they moved to Canada. Five years later they became Canadian citizen. Mrs. Wagner talks about school in Russia. Students had been supported well by the government.
She was born in Karlsruhe. Her uncle worked as a teacher then he got arrested and tortured to death. Her father and her (other) uncle had been persecuted when communism begun. Her uncle was the first family member who moved to Canada (Saskatchewan).
Her father was displaced in 1929. After the expropriation of the family and deportation of her father she, her mother and sisters flew to Siberia. Her mother worked and the children went to a German school. They lived in Slavgorod. Two years later the family moved to Landau. Mrs. Wagner talks about her great-grandfather who is supposed to be the first emigrant of the family.

Talks about her sisters and brothers in detail:
-her oldest sister: Felomena and her husband Karl Szaray (Munich) live in California;
-another sister: Rosa, died 17 years ago, was married to John Marin (Canadian) had two sons;
-another sister: Ida Anto died in a car accident, her husband was John Anto, she had one daughter;
-Mrs Wagner herself: her name is Lydia and she is married to John Wagner
-Regina Steve Marin (brother of John Marin) lived first Calgary then in Kelowna
-Elvira Carl, lives in Kelowna, has two daughters

Her Father was sentenced for 10 years prison but came back to Landau after 8 years and worked as a groom. After one year he was displaced again. When German troops invaded (1940) they lived in Nikolai (today Mikołów). In 1943, They moved to Czechoslovakia and then to Voralberg near Bregenz in Austria. They lived in Germany until 1950 where Mrs. Wagner met her later husband and got married.
In March 1952 her mother moved to Calgary and in June Mrs.Wagner came to Calgary.
At their beginning in Canada they borrowed money from her uncle because her husband could not find a job as a cook. They lived in the area outside of the city without water and electricity. After having built their own house, her husband became self-employed and started building houses for other people, for 20 years.
Talking about church.

Wagner, Lydia

Interview with Mrs. Emma Gauss, a German from Russia

This item contains an interview with Mrs. Gauss, who was born in 1898, her maiden name was Zeider (Cyder?). Her mother originally
came from Württemberg. Her family was working on the land, were not rich. There were the only Germans in their village besides one shepherd. There was also a Lutheran church and a German school (education lasted 7 years). Children started going to school when they became seven years old. At the age of fifteen there usually was a confirmation and then they were working for their father until they got married and created own family. Her village was in the Melitopol district and there was a school in Eichenfeld. In general there were 32 family entities in the village each of them were farming and producing goods. Collectivization started in 1917-1918. The relationship with Russian people was good. There usually were many seasonal Russian workers in the German village. German children learned German and Russian languages in the school. Most of the Russian language they learned from Russian workers. Not many girls extended their school education as mothers needed them at home for help. There were eight children in her family, some families had ten, some six. Russians usually were very poor, had many children and not much land. Pomeschiki had more land. Mrs Gauss remembers how people once all together bought land from pomeschik and created a village. Germans were forced to go to the Russian army as well. Tsar Nicolai was loved by Germans. There was a school which educated doctors as well. She was 16 years old when the war started, Germans were forced to join the Russian army, many were captured in Germany and afterwards returned back to Russia. Her village didn´t have problems during the war, they had a cooperative and the living was good. She visited Krym once many years later. Memories on her village during the revolution. People came from Moscow, took what they wanted and went further to other villages.

Gauss, Emma

Band Music

This item contains two interviews with unknown females. The first interviewee was born in Russia in 1909. She talks about the place where she lived and family members that were starving and being deported to Siberia. She then talks about coming to Canada and what she and her husband did in Canada. She talks about the church and being Lutheran and Evangelic.

The second interviewee's parents came from Poland and she was raised in a Lutheran family. Her family left to Ukraine and then came to Canada in 1927 and moved to Alberta in 1928.

The tape also contains music recordings

Interview with Mr. Eugene Weber and Mr. Rodolph Sommer

This item contains two recordings of interviews conducted in the summer of 1982 in Edmonton, AB. The first interview was conducted in English with Eugene Weber. Mr. Weber was born in Scott, SK in 1932 and the interview discusses the history of his family before and after his birth, and the importance of German community.

The second interview was conducted with Mr. and Mrs. Sommer in Polish, German and English. In the interview, they discuss Mr. Sommer's history of being born in Rivne (Volyn), where his mother also born. His grandfather worked as a basket maker, his father was a farmer in Volyn (Poland). The name of the village was [Maschk]. The father of Mrs. Sommer died after the WW1 and she grew up in another family. In the year 1914, when the WW1 started, Russians took all Germans from Volyn to Siberia. In the year 1916, at the age of 19 he was taken from Siberia to the Russian army. He had to fight at the Russo-Turkish war. In the year 1918, he came from the war to Kostanay after serving in the Russian army. In 1921 he came back to Volyn. His wife and him grew up in the same village and got married in 1923, first lived at her uncle´s place. His older brother lived in Canada and helped his brothers move there too. They came to Canada in June 1929. They came from Maschk to Rivne by train, came to Halifax from Danzig by ship. After they took the train to Edmonton and New Sarepta. After the arrival they stayed at the immigration camp. At the time of immigration they already had three children (born in 1924, 1926 and in 1928). Later they had one more baby (daughter) in Canada.

Weber, Eugene

Art Stelter

This item contains 10 files of audio from an interview conducted by Art Stelter with his father Dan Stelter. Topics discussed include Dan's father coming to Canada, because he had to work for 30-35 rubles a month for a farmer (Polish or Russian) on a contract. A worker could not leave unless found another person to take over his contract. His father worked in Ukraine but was born in Poland. Was 12 years old when moved to Zhytomyr area. His dad was a Prussian. His father’s parents moved from Poland to Ukraine because Russians wanted German settlers to develop their land. Many German farmers were possessors of the land, but his father’s family had their land on a lease. Ukrainian farmers being backward comparing to Germans. Living in a village but having 2-5 acreages outside. Schools in villages. Father could not write but was able to read. Lutheran churches. His father married at 16. One child died. About 1886 he emigrated to Winnipeg at age 30. Grandmother Amalia. Women worked cleaning offices. German community in Canada His mother snuck from Poland to Germany on a false passport; left from Hamburg to Liverpool on a boat, then to Quebec. Rough trip on a ship. Marriage without love, just duty. Mother could write in German. In 1918 the family came to Bruderheim. Most Bruderheimers came from Zhytomyr. Moravians and their church in Bruderheim. Shwartz was the first church minister. Family had 25-30 horses, 250 acres of land. Sold everything in the fall of 1927 and moved to Bruderheim with a big sum of cash to avoid bank charge commission. Dan’s Russian background: grandfather Martin [Stuter] lived near Lublin, Poland. Called themselves Prussians but considered themselves German. But they could have been from Austria. Dan’s grandfather was the youngest in his family. Janott’s mother was Dan’s grandmother. Married a guy named Kobus. Came to Kelowna. Athabasca [Stulters]. Ludwig and Jastina moved from Lublin to Ukraine in 1867 to get a new life. Lutheran church was responsible for finding settlements. Not all families moved to Bruderheim after WWI. 100 years exempt from military service. Clergy: [Shwanke]. Martin was never a citizen of Russia, lived on rented land of a nobleman. Problem of leaving while having an understanding. When he was 12, they moved to Volyn area, in Zhytomyr. Does not know names of villages or family stories. Martin Dan’s family: Amalia born in 1863. Historical circumstances at that time with Russian occupying lands and leading wars against Poland. Polish reaction against the Germans. Family members were hanged. Family moving to Ukraine at that time. Amalia’s mother was still living when they left for Canada. Wendy, Dan’s mother’s sister, died in Bruderheim in 1951. Russian government pension. Amalia had a brother who went to South America (Brazil). Violence against the Germans in Russia. Mother’s side of family coming to Ukraine via Poland in 1857. School teachers having connection with Volga Germans. [Greenwert]. Danny coming directly from Germany. German accents of people from different areas, distinction of High German vs. Low German. Yiddish as German dialect. His family living in Ukraine for 20 years. His mother’s background: sold most of their belongings to come to Canada. When they came it was Spring. Mom’s father bought a cheap place to live. It turned out to be haunted house. Grandmother was the only one who saw the ghost and heard the steps. [Going back and force between moving to Ukraine and to Canada in his story]. Sold the house and the land for cash to a Polish couple on their way to Canada. The ghost was a man who hung himself. Arrived in March. Grandmother’s brother was in the army and that time and did not want to go to Canada. Came in 1905. Bruderheim. Germans in Medicine Hat. Grandparents speaking languages other than German. Naturalization papers of the family.

They then discussed Dan's life. Young years of Dan. Having typhoid as a child. School years of Dan: good at math. A year in Edmonton, Medicine Hat, another year in [Newberg]. Leaning English, prohibition to speak German on school grounds. Finished grade 7 in [Newberg]. Farm work on acres. Reading in German. Identifying birds through a book he got as a gift from a Bishop. Playing sports (baseball). Reading books on Canadian folklore (stories) and German literature (religions, war stories) at home (buying them from a travelling salesmen). Publishing house of Minnesota Germans. German newspapers in Canada.
Family raising cattle of different breeds. Father retired from [Newberg], bought a house in Medicine Hat in 1970. Population there was about 20K people. School in Medicine Hat. Selling the farm. School closed up. Churches his family visited. Moravian Brothers in Poland and Russia. Minister from a Moravian church came to the family to baptize Dan. No regular religious community. Dan stay home till almost 20 y.o., then went to USA and stayed there till 23 y.o. Dan in Michigan for 7 years (construction work mostly, for car companies). Laid off during the Depression. Dan applied for American citizenship. Visiting America, difference of American way.
Farming in Bruderheim. The estate was developed by a Ukrainian who did not built anything on it and was forced to sell the land because a cancellation was reported on his land. A story of a curse that Ukrainian had, broke his leg. Inside story was that he was drinking, fell of the truck and broke his neck. Building various buildings on the land (chicken house, barn, etc). The farm was bought in 1931 for $3000 (2 mortgages of 6%). In 1944 he paid off the second mortgage. The interest was cancelled. [Herman Hendrik] helped him not to lose the farm. A loan from a federal government to pay off the first mortgage. [Abraham] made a motion against the mortgages for farmers. When he started farming in 1931 he started with nothing (no equipment or cattle), married in a year. Then bought horses for $150, another for $50 (on a credit). In 1932, oats were about 6 cents a bushel. He bought a buggy. Got Ribbon (a horse) in 1933 who turned white when was about 6 y.o. Had several cows. Bought one for $16. A bull in the neighborhood for the cows. Returning to Canada broke, to a farm. Crop prices during the Depression (30 cents a bushel). Liberal views. Dan’s first voting in 1935 in Provincial Election. Listening to [Eibrahard] on radio. Major Douglas in Ottawa, socialist. Labor Movement. [Walter Cuhl] a member of Parliament. Uncle Fred involved in politics and Social Credit idea: government giving the banks power, giving national loans. Local leaders in Bruderheim in social credits: [Bas Wirsky] who had a hardware store, UFM members from Kuts, Baker, [Bill Tomski], Toman (a school teacher). Social Credit Board. Social Credit Party progressiveness. East exploiting the West. SCP as a popular movement, its influence on government and politics. [Peter Stefora].
Surface Rental Rights Owners’ Association, 1949-1951: Alberta, farms around Bruderhaiem – the government owned all the minerals rights. Leduc, Red Water area, Calmar. Oil companies paid 1%, the government expected 12% payback. Farmers’ Union went on 5%. Oil companies buying farmers’ lands. Saskatchewan farmers’ being paid too little. Pressure on the government from the oil companies.

Meeting and minutes

This item is a recording of a meeting of CEESSA. Discussions include the question of Hungarian and other courses at the university, the constitution and procedures of the committee, membership dues, and the name of the society.
Department of Education set up a committee on curriculum development but will there be ethnic content or just Canadian? “Units” of studies: “Ethnic mosaic” and “Alberta”. Making sure the ethnic groups get recognition in the history of Western Canada. Working together with Heritage Council History of Western Canada discriminates certain ethnic groups. Some Social Studies programs need to be revised.
Important feature – sizable new groups of immigrants from Eastern Europe. Travel concerns to those countries.
80% of Germans in Alberta are from Eastern Europe. Up to 40% of Alberta population is from Continental Europe

CEESSA Annual Meeting. Board Meeting. Tape 3.

This item is a recording of the Annual General Meeting of CEESSA.
Electing the President, Vice-President, Treasurer and Secretary
Describing the functions of each position
Not holding any office for more than 2 years
Nomination for President: Mrs. Lobay – accepted the nomination
Nomination for Vice-President: Dr. Metro Galutsan – accepted the nomination
Nomination for Treasurer: Mr. Dudaravicius – accepted the nomination
Nomination for Secretary: Dr. Bela Biro – accepted the nomination, appointed by acclamation
Mr. Kostash – would rather go to the educational committee
Mr. Kuester – appointed to the publicity committee
The finance committee – Algis Dudaravicius
Nominating Chairman: Mr. Kostash
Nominating Committee: Mr. Spillios, Mr. [Yerevic], Mr. [?]
Mr. Priesley and Mr. Kostash will appoint their own respective committees
The Nominating Committee had to be appointed today in case of some emergency
May 3, 7:30 – next meeting
Meeting adjourned

Side B- a lesson in the Russian Language (exercise in translation)

Meeting

This item is a recording from Banff conference of CEESSA

(Session #18): Chairman is [Andre] Tari
Only 2 sessions were allocated for the community topic
Mrs. Pelech talking about Sunday school
[Czartoryski?] talking about cultural heritage
Duska speaking about educational needs
Dudaravicius talking about identity

Dudaravicious’ presentation: identity as subjective sense of belonging in groups. Canadian identity is multiculturalism. Forcing immigrants to conform to the Anglo-Saxon or French identities., to forget their mother tongue and dances.

Mrs. Pelech: Saturday schools get grants. They are needed to preserve cultural group’s true history and provide information about it. Participants of those schools need pride and motivation. There are people-parasites who are not interested in anything except pleasures. Regular school and Saturday one compliment each other and does not compete. They teach respect to ethno-cultural heritage and be proud of it; they motivate youth for a healthy life outlook. Media and parents do not anymore encourage to learn. Edmonton school board is cooperative. Recommendation for the UofA to prepare teachers for language classes, especially in native languages. Languages should be compulsory at the university level.

Mr. Duska: Teaching our young people respect for their cultural heritage will help them respect other Canadians. We should keep children busy learning and off the streets. There is no single program at Canadian universities for Hungarian studies. Provincial governments refused to help. There was a suggestion to establish an endowment fund. Hungarians campaign to promote own language/culture at a university level.

Mr. [Czartoryski?], Executive Director of CEESSA, talking about maintaining cultural heritage. Academics, people with higher education have an obligation to go back to the communities and help with higher level of education. Academics are often accused by the community members. 30% of Alberta population are of East European background. Canadian schools struggle to develop in their students certain values.

Session 2:
Panelists: Dr. Chandler; Don [Benge] from Saskatchewan, Director of the Curriculum of the Edmonton Public School Board; Don Massey; Arthur Levin; Dean Lock; Mrs. Lobay

Dr. Chandler: Department of Education develops programs but does not build the books, about ethnic groups in particular. CEESSA’s objectives and the Department of Education’s objective can coincide and they can help each other with regards to the materials that are down to the level of the elementary children. The nature of multicultural education is beneficial and enriching for everyone. Opportunities in the curriculum for ethnic studies: good balance between Canadian studies and global studies, studies of the past and contemporary studies. Curriculum becomes more compulsory if certain goals are specifically identified. Tentative outline: grade 1 program about family should look at families of different ethnic backgrounds; grade 2 – groups that influence you. Should include what children should learn about various ethnic groups; grade 3 – communities; should take a look at communities with different ethnic cultures within Canada; grade 5 – Canada as a whole, should look at immigration and settlement in Canada; grade 7 – study of cultures in general, should look at native people in Canada and their relationship to the multicultural nature of Canada; grade 8 – study of developing nations in the World, should look at immigration policy of Canada; grade 10 – study of Canadian economic and political problems, should look at how multiculturalism adds to national unity. A Committee set up to develop materials for the program, and CEESSA should contact the Committee.

A motion to form a National Society

Meeting January 14.

This item is a recording of a CEESSA meeting held on January 14th. Topics discussed include:
Equality of opportunities – what it means
Multicultural affairs – who to contact about it? Who is responsible for it?
How correct was a letter statement about “complete omission of ethnic groups except for Anglo-Saxon and French”
Multicultural policies on the Legislature level in Ottawa
Will the new Legislature move in the direction of multicultural research?
The time of landing of immigrants is not relevant but Canada’s constitution is geared toward the
English and French ethnic groups because they arrived first. Canada’s unity politicians talk about cannot be achieved through the use of just 2 languages.
Three points that should be incorporated in the letter: 1) [?] 2) no further legislature on multiculturalism, 3) no discussion on multiculturalism, who looks after multicultural affairs.
Could be reworded.
2 official languages but multicultural policy?
Yet there is a cultural emphasis on different ethnic groups so that Canadians would be more interested in each other. Programs are needed for young people to lean about other ethnicities.
Reading out loud a blueprint of the letter to the Prime Minister who should be informed about the existing conflict in policies regarding multiculturalism. Anything about languages should be sent not to Monroe.

Minutes of meeting of Sept. 14 with Com. Leader Re. Project

This item contains a recording of a CEESSA Meeting held on September 14, 1976. Topics covered include:
A meeting regarding the project
The government of Alberta gave money for the project
Aim of part 1 of the project on East European groups – to write a book about historical background of East European immigration; size and distribution of their settlements. The book will be comprised of 10 chapters.
Mrs. Matejko on progress of the work: the work started on October of last year with statistics of all kinds on Central and Eastern European groups. Search in the Provincial Archives. Compiled bibliographies. The most detailed ones are on Poles, Russian Germans, and Jews. Less information on Romanians or people from the Baltic countries.
A need to find private collections of documents and cover 3 waves of immigration. Problems: some communities came in the 1880s, very early, like Russian Germans. Latvian immigrants were very rare, mostly after WWII.
Volunteers are needed to make contacts with old timers and do fieldwork. Germans are the largest community in Alberta coming from Volga region, Black Sea region, and Volyn apart from those from Reich. Mr. Sokolovsky was a research assistant last year and did a great job on Russians, Byelorussians. 2/3 Germans in Alberta are from Central and Eastern Europe.
Problems with counting Czechs and Slovaks because of the former Czechoslovakia. Dr. Horna is working on Slovaks group. Ms. Birzgalis is writing a massive thesis on Latvian community in Alberta (around 1010 people altogether). And Latvian community is very young and predominantly urban comparing to other ethnic groups.
Romanian community research – there is an old settler who was born in Romania. A student in anthropology in Calgary wrote thesis on Polish community – there is interest from outside and people want to help..
A linguist from Poland studies the changes of Polish language in Alberta. He has many interviews with life stories.
High schools now offer a course on ethnic groups in Alberta – they could use a source book from CEESSA.
Discussing that 5 ethnic groups under consideration now but possibly extending the number of ethnic groups for research.
Problems of intermixed settlements of Romanians.
Grant of $10000 for research: $5000 for research associates, $4000 – for field trips, $1000 – for typing.
Mrs. Matejco will be working on all the ethnic communities in addition to the Polish one, and she will get half of that grant money. The University is going to handle the money so that CEESSA will not have to deal with the receipts and report to the Ministry.
Mrs. Matejko used to work on the project for free but put in a lot of time and effort.
Field trips should be longer and more extensive when there is money.
Mrs. Horna will be paid only for her trips and Xeroxing.
People interested in working on 2 different ethnic communities on their own budget (one is a former student working in the Provincial Archives).
To complete the project, trips to the National Archives in Ottawa and archives in Toronto should be made + a trip to the B.C. Archives and Saskatoon – those have unique sources that must be included.
Dr. Rudnytskyi and Dr. [Lupul] were assigned to do a federal project on history of Ukrainians in Canada. The project is far from being completed. CEESSA did not touch the Ukrainian community because they already have the Ukrainian Institute working on it and various funding.
The German community is more difficult than any other one – they are spread all over the province.
Federal government project includes 20 ethnic groups. The only group that was not approached was Slovenes. Dr. Priestley was then asked to do the work on that group. Another group was Finns – someone is researching them now.
The federal government is not going to give money any more for researching ethnic communities because it already did so. But money could be obtained for compiling and publishing memoirs of the pioneers – it could become a bestseller.
Getting money from Canada Council would enable to finish the project without begging from the communities.

Meeting; GLIAUDA

This item contains minutes from a CEESSA Meeting. Topics discussed include:
Writing thanks to Hungarian Association for a very successful evening of cultural exchanges
Letter written to Prime-Minister [Pierre] Trudeau sent on November 10
Mr. Kulak is leaving for Ottawa, writing a letter to him
Correspondence: from the Minister RE. application for the grant of CEESSA that was approved – writing a reply of thanks and appreciation.
CEESSA Heritage Project
Several application to the government were sent. One was okayed, another was about to be reviewed as a priority one. Hope to hear from Monroe soon.
A letter from editor of Heritage Magazine – news about conference of CEESSA
A letter with a check for membership from Volikovsky (?)
A letter from President of McGuiness Distillery in Toronto RE donation of liquor and wine for conference
Conference letters from Sr. Williams proposing a panel discussion
Don Massey group
Professor Wojciechowski’s letter
Financial Committees report: bank loan for $1500; $3090 of donations; $600 coming. Things pending: salary + money for Christmas
Special account for conferences. Good financial standing
Publicity committee report: goal to get more members from ethnic groups of CEESSA, Canadians at large. Contacting press: Heritage Magazine, St. John Magazine. TV interviews. Priestly and Kostash work on how to organize that. Lectures on the CKUA radio about Eastern Europe.
Alberta Teachers Association contact and liaison – Mrs Lobay will have a meeting with them in January. Visiting schools with lectures about Eastern European problems. Materials to teach.
School grades 5 and 8 – information about immigrants in Canada, so schools need information to teach about roots and such.
Could there be a special Educational Committee? Recommendation for Kostash
Possibly an Ad-Hoc Committee on Education.
To which degree CEESSA supports only University activities rather than broader community’s – consulting the Constitution. Discrepancy between Constitution and the Green Pamphlet.
A sourcebook for teaching at high schools (who were the immigrants, when they came, where they settled, etc.) – not enough information
CEESSA bulletin could serve as a book review source – who and how will do that?
Curriculum: 12 units on Canadian content at $3000 each. Teachers are expected to do that on their own time, so nothing is done. Ukrainian language is dropped at high schools but Spanish gets promoted because of the immigrants from Chili. Promoting CEESSA through all possible means. January 27 – General Meeting. January 31 – Board Meeting.

Minutes of a Meeting 1978 CEESSAC; Annual Meeting ? at Conference.

This item contains a recording of a meeting.
Recommendations for Annual meeting.
CEESSA applied for the Income Tax number
Minutes of 1977 meeting.
Members of the meeting introduce themselves: Maurice Williams, Matrin Kovacs and others
(cannot decipher)
Board of Executives
Report from the Board: operational budget, financial situation
Meeting in Toronto
Board elected at the Banff (?) meeting
Dr. Suchowersky
An idea of Association
Establishing Provincial Committee in addition to the National Committee
Minutes of the previous meeting are published
Nominating Committee report
Proceedings could be received for a price of $12.50 (second copy for $6)
One member from each Province remains on the National Board for one more year
Procedure of election and nomination to the National Board
Correlation between National and Regional organizations
Section 17 – these organizations should be considered branches
Discussion about branches of the organization, National and Provincial boards
Section 18 – groups within association can form alliances
Item 3: report on cooperation
Nominations for Eastern and Western regions, then National nominations – the Meeting would
accept as elected. 14 elected members.
Item 6 : other business (fees; proposal for next conference in Saskatoon in June)
Government assistance to arrange conference
Concerns about joining a larger organization for the fear of losing control
Joining LEARNERD(?) Society dilemma - can different academic communities join?
Membership dues – suggested minimum $5 for the Provincial and $5 for the National
membership ($10 split two-way)
More discussions on problems of national and provincial membership/committees
Professional photographer for taking a group pictures
Manitoba branch – meeting planned on March 30

Minutes of a Meeting Past First Conference

This item contains a recording from a CEESSA Meeting on March 6, 1976.
Conference meeting (working group)
Opening comments: Central and East European Studies and Research including Cultural Heritage in Edmonton
127 pages
Committee that looks after the University interests in studies related to this topic
Small budget and space but University research is funded from outside the University; University focuses on its relevance to the community of Edmonton. Looking for ways of working with the community. Ukrainian community was successful for getting budget for Ukrainian studies. CEESSA would like to provide leadership.
A need to go out and meet the community people.
Project for historians and high school teachers to write the history of people from Eastern Europe (for the book for schools). Oral history recorded interviews. The project should proceed; advertising it via radio.
Students writing Master’s and PhD thesis on this topic and getting scholarships for that purpose. Getting ethnic groups active.
Not competing with ethnic organizations but making the University useful for the community.
East European Studies achieved a purpose of getting known – they are listed in the directory for the community to find them.
Researching with Dr. Gulutsan in 1966 on cultural orientation of Ukrainians in Alberta/Canada – it was published.
Ukrainian Studies Institute – why is it separated from CEESSA? It would be a part of activities of CEESSA. Mission of the Ukrainian Studies Institute – to compliment the work on CEESSA, not to compete. It focuses on the national level. Hungarian Institute in Toronto.
No established library for CEESSA (Dr. Suchowersky). No demand on books in Hungarian. No budget for buying books. A need for financial aid from the group. Problems with donated books of sets that are incomplete.
The questions of books acquisition depends on whether UofA is going to be committed to CEESSA.
Present: Bill [Shukanovich] – Alberta Heritage Council; Ausma Birzgalis – Latvian community; Tom Priestly – Chair of Slavic Languages; Steven [Yurachek] - President of the Ukrainian Self-Reliance League of Canada; Peter Chartoryski; [Maren Kustro] – representing Baltic Germans; [Mongovsky] – representing Canadian-Polish Council(?); Joanna Matejko
Coming up with the agenda. CEESSA comes to the jurisdiction of the UofA’s Faculty of Graduate Studies and Research, Special Council. Building a bridge between the University and the community.
CKUA radio plans to broadcast a series of interviews with early pioneers (in English): trying to get 1 person from each country + DPs.
Matejko, Sokolovsky and [??] went to Calgary to investigate the [?] Foundation Archives + to talk to people from the University of Calgary about the project. They have 2 people who work on the journal Ethnic Studies (Dr. Palmer & Dr. [Malytskyi]). University of South California conducting a research project on various ethnic groups, and asked for the bibliography for Alberta province.
An exceptional Ukrainian old gentleman as a candidate for the CKUA radio interview.
Oral history archives should collect interviews in ethnic languages.
Agenda items (not programs ideas): 1) mechanisms for the liaison between UofA and community; 2) proposal for the Research and Studies Foundation to have access to funds to the university people who work on the project; 3) planning and development committee.
A feedback to the UofA is needed. A newsletter idea within the UofA and community for those interested in CEESSA activities. Journal would be better than a newsletter but it needs higher funding.
Proposal: 1) to have a skeleton of a financial committee for the foundation; 2) for the government funding, a financial committee is needed – anyone volunteer? Ethnic groups should also make contributions. Do not go to the communities with the word “Soviet” – no money and no interest in that research. Canadian content in research.
Alberta Heritage Council has a legal status - it should be contacted.
Deciding on the name of the committee that would include “Central and East European Studies” – Central and East European Ways and Means Committee.
How to get people and organizations interested in this committee? Honorary membership should be introduced/considered.
Central and East European Studies Foundation Association – a proposed name. The word “Foundation” is criticized because it means “raising money purpose”.
Central and East European Studies Association of Alberta.
Establishing a smaller working committee.
There are 2 needs: people in the foundation to raise money, and people on board to set policies.
Subcommittees meeting and informing the general committees.

Results 121 to 140 of 2829