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Pysanka Letters from SHKOLA Workbook. Ukrainian teachers in the USA, and every where else for that matter, quickly adopted other Ca nadian-developed educational materials such as text books, readers, children's magazines, visual and au- dio-visual aids to complement their own files of homemade American supplies. It appears that Cana dian materials had more appeal and were better suited to children's expectations because their appearance, illustration and organization followed closely the form of English textbooks they were already accus tomed to. However, in 1981 when Wsevolod Isajiw, a sociology professor at the University of Toronto con ducted a survey among Ukrainians, it indicated that 90% of second-generation Ukrainian Americans spoke Ukrainian to their parents and their children, but that in the third generation, the percentage fell to about 25% and that fewer than 10% read or write Ukrainian [Kevin, Osborn. The Ukrainian Americans , New York: Chelsea House Publishers (1989):96]. This is con firmed by the findings of Dr. Roma Chumak-Horbatsch, who closely followed the first-language acquisition among ten mother-child pairs from the Toronto based Ukrainian community. So, is the Ukrainian commu nity ethnic school relevant? Is there a future? We would like to think so, especially because of the new wave of immigrants from Ukraine. In the last decade, many professional educa tors who recently immigrated from Ukraine have joined forces with the American bom Ukrainian teach ers and in some cases have replaced them altogether. Some have adapted some of the educational resources brought with them from Ukraine. This is the case of Saint Volodymyr Cathedral Saturday School in Parma, Ohio. In the last ten years the school population went up from 55 to 92 (with a student body of 50% bom in Ukraine) and the number of teachers rose from 8 to 15 with a ratio of 3 American bom to 12 newly arrived from Ukraine. The school director is a professional teacher and artist from Ukraine. The environment of the school has not changed; however, the curriculum has been somewhat modified and about one fourth of the time spent at the school is devoted to singing, dancing and performing arts. An outsider visiting the school will be im pressed by the school environment. First of all, Saint Volodymyr Ukrainian School is housed in the annex building known as the Hall. By the main entrance, five significant items greet the visitor: an icon of the Kyiv Mother and Child, the Ukrainian Orthodox Cross, the Ukrainian gold and blue flag, the Ukrainian national emblem (the Trident), and a portrait of Taras Shevchenko (1814-1861), the Ukrainian national poet after whom the school is named. A hallway decked with display cases of reli gious vestments leads the visitor to the school's mu- seum-library. Shelves of books cover the walls. Ceil ings are high. On one side, the top shelf displays a se ries of bronze busts of famous Ukrainians and samples of national costumes. On the other side, the top of one display case is covered with a series of samples of Ukrainian churches and cathedrals. They are delicate open work structures made with an intricate combina tion of wooden tooth picks and offer prime material for a course on Church architecture. Inside the display case, several significant items are exhibited and carefully labelled. 10 “НАШЕ ЖИТТЯ”, ВЕРЕСЕНЬ 2000 Видання C оюзу Українок A мерики - перевидано в електронному форматі в 2012 році . A рхів C У A - Ню Йорк , Н . Й . C Ш A.
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