But to fully understand the importance First Nations place on education, the legacy of what it means to be an aboriginal person today must be examined. Aboriginal people have a short life expectancy and die often as a result of violence. The suicide rate is on average 2.6 times that of the rest of Canadians and in some age groups, for example male adolescents, the rate is up to 8 times that of the same age group in the general population. Poor living conditions, limited health services and lack of employment opportunities are common to many people living on and off the reserve. For those who do venture away from the security of their home community, discrimination often drives them back.

On average, 20% of aboriginal people complete high school compared to 75% of other Canadians. As one well-known Canadian politician stated, there is a far greater chance that an aboriginal person will be imprisoned than attend university (70% of native people are imprisoned before the age of 25 compared to 8% of the general population). It is much easier to go on welfare than it is to get an education; at least three times as much money has been allocated for social assistance as for education (the estimate for 1989-90 is $422,000,000). These funds have not been capped and in all likelihood will increase. Would the government rather have aboriginal people go to jail and be forever dependent than to get a post-secondary education?

Education is power and the power lies with those who control the system, the fortunate few who manage to gain access to it. In many native communities, women are considered the foundation of the community. It is also often the women who bring about change. A large number of aboriginal people pursuing post-secondary studies are women and an ever-increasing number are mothers-women who are trying to provide a good life for themselves and their children.

Education gives hope and an eventual release from the dismal dowry of most First Nations women. The cost benefit of continued quality support for post-secondary education for First Nations people is far greater than any other program the government offers. Everyone benefits: the Canadian public, the government, and, most of all, aboriginal people themselves. When all the facts point towards education as an area of success, the motives of the government in reducing access have to be questioned.

Linda McDonald is a former high school teacher and member of the Kaska First Nation. Funding assistance provided by the federal government through the former program enabled her to complete her undergraduate degree and she has completed work towards a Masters in Canadian (Northern and Native) Studies. She is currently Vice-President of the Yukon Indian Women's Association.