A Utahn’s search for culture, history and education

by RITA TOTTEN

“If you don’t have a command of history you are vulnerable,” said Forrest Cuch, who has been the executive director of the Utah Division of Indian Affairs since 1997. As director he works to enhance intergovernmental relationships throughout Utah. His experiences at the Division, coupled with his history as an educator, have made him successful. As a graduate of Westminster College he went on to teach social studies and become the education director of the Ute Tribe.

Growing up, Cuch was faced with trauma of an intellectual nature. While at home his parents told him about his culture and his people but at school he was taught that Native Americans didn’t contribute to civilization. Unsure of whom to believe, he had mixed feelings about school.

The contradictory information he received as a child is what drove him to challenge what kids are learning. Cuch believes that there is a need for reform and change and teachers should be taught to change social norms. “Cultural diversity makes the wonderful life we have today,” he said.

“The best way to teach is out of the heart,” he said. He believes that to provide great education to children, parents need to entrust their education with the right people. Cuch said it is important to find people who love children. Employing individuals who will nourish and foster children is essential. In addition, he believes paying teachers a decent salary is vital and suggests looking for new and alternative ways to teach and hook kids.

The biggest accomplishment and what he is most proud of is the empowerment training he helped develop. He trained more than 90 individuals from tribes and urban areas. The training focused on four main sections. The first was reteaching history. Cuch emphasized the importance of not believing everything one is taught; reteaching and relearning is key. Secondly, community develop was highlighted.

Physical and mental health were the last two components of the training. Before white settlers came to the Americas, Native Americans had never been exposed to alcohol and sugar, Cuch said. These elements were treated like toxins to their bodies and contributed to the setbacks that many Native Americans have faced.

The University of Utah is currently reviewing the program and Cuch hopes to receive more funding to continue his work. So far, the training has been held three different times: in 2002, 2003 and again in 2005. The main message he hopes people will take from the training is that education really is the key for success in business, personal and health aspects.

Bly Miller, a Park City resident and former teacher, is a member of the Iroquois tribe. Miller remembers the lessons her mother and grandmother taught her about the importance of knowing her culture and history. “They were always telling me about the struggles of our people and how no matter what they kept going. Knowing your history is vital because we are our history, our ancestors,” she said.

Miller has worked closely with the Iroquois tribe, educating its young on everything from tradition to basic life skills. She feels that her purpose in life is to teach and pass on what she has learned from her family. “If I can offer my knowledge to these children than I have done my part as a citizen of the world,” Miller said.

Cuch’s passion for education comes from the hardships he faced in school. While in high school he was exposed to the pain that came with the “white” version of history. Once he was in college he began to explore and learn the truth about his people and started his work with Native Americans. The result of this educational journey is the humanity he spreads through his work as a Ute and citizen. “History is not in the past,” he said, “it is now.”

Tribal leader training in SLC provides growth, opportunity

by KATHRYN JONES

One man has high hopes for the education of Native American people, and 90 tribal leaders from across the U.S. have supported his life changing efforts.

His name is Forrest Cuch.

The program? Empowerment training.

And no, Cuch didn’t always see life the way he sees it now. As an enrolled member of the Ute Indian Tribe and executive director of the Utah Division of Indian Affairs since 1997, he had to wade through years of his own fears and insecurities before he could help others tackle their own.

“We had a way of life that was good, but when I started hearing about Pilgrims the information was painful to me,” he says. “‘Oh, what about the Indians?'” he asked. “I didn’t feel good about school.”

Cuch admits he didn’t trust what he’d been taught by his parents and says he was confused about his heritage.

“Had the American Indians made no progress to society”? Did his people really kill those in wagon trains “without any provocation”? Were there historical inaccuracies that he should know about?

“I had to learn about my “own humanity,” he says, “my good side as well as my bad. My people enslaved [others]. I learned from that.”

Cuch also learned from a man named Mack Gift Ph.D., a non-Native American professor who taught him at Westminster College where he graduated in 1973 with a bachelor’s degree in behavioral science.

Twenty-nine years later, after Cuch had gained experience in Native American directing, planning and administration involving various endeavors, as well as becoming a department head and teacher in the social studies department at Wasatch Academy in Mt. Pleasant, Utah, Cuch and Gift came together once again.

The rest may even be history.

About 30 tribal leaders from across the country were invited to attend that first empowerment training in 2002 at the Embassy Suites Hotel in downtown Salt Lake City. Among other things, the experiential and lecture oriented training instructed Native American tribal leaders in history, community development, spirituality, government, business and physical and mental health.

The curriculum borrows from the Minnesota Model of “training and empowering disabled people under the National Governor’s Council for the Disabled program,” Cuch says. Passive/aggressive behavior as well as eye contact is a part of the agenda that helps to educate tribal leaders to improve their lives.

And the medium has proved a success.

Thirty tribal leaders were invited and spent one weekend a month for 10 months at the same location the following year. In 2005, 30 additional tribal leaders from various Native American tribes were selected, making a total of approximately 90 tribal leaders who would finish the program.

“There was no preaching,” Cuch says. The leaders were shown how to make a better life by contrast and by choice. Though education was given, it was up to the tribal leader to take it in and live it, he says.

“It was a respite for people, a respite for excellent learning,” Gift adds in a phone interview. “Each of the tribes learned to go beyond tribal identity. They found a commonality.”

Not surprisingly, with the training of tribal leaders came growth for others.

“Tribal leaders have shared it with other people,” Gift says.” It is a great program, but we are trying to get funding to go through it again.”

Currently, the Institute for Social Research at the University of Utah is evaluating Cuch’s program, which he said costs an average of $100,000 per training or about $3,300 per participant.

The research group was “pretty impressed with the program” Gift says. He has high hopes that, in time, the training will expand. Once it’s been established annually for Native American tribal leaders, Gift would like to involve as many Native Americans as possible.

“When we hear, ‘we’re ready to live now, we see clearly now,’ that makes us feel good,” Cuch says, speaking of the empowerment program his division provides. “We must use every medium possible, and it’s a very challenging thing to do. [But] the future hinges on the quality of education for all people.”