Journal of American Indian Education
Abstracts — 1962

#7
CHALLENGES IN INDIAN EDUCATION
W. W. Keeler Vol. 1, No. 2, pp. 2-8, Jan. 1962
A general discussion of several factors related to Indian education, including the values of teaching cultural values, the role of public schools, motivation, and the author's recent trip to Russia. The article is the result of an address given by the author who was the Vice President of the Phillips Petroleum Company's Task Force on Indian Affairs which relates his personal observations regarding Indian education.

#8
THE SOURCES OF AMERICAN INDIAN ART
Edward H. Spicer Vol. 1, No. 2, pp. 9-12, Jan. 1962

Part one of a two-part outline of the sources of American Indian art. This section offers as the foundation a description of the nature of Indian life today, and the relation of this complex way of life to the art it produces. The author believes that the larger society is in a sense the anvil against which any creative forces among Indians must strike, and therefore the traditions are subjected to the perceptions and tastes of that society. The second part of the article appears as "The Sources of American Indian Art (Part II)" in the JAIE May issue, Vol. 1, No. 3, pp. 26-31.

#9
A NEW APPROACH TO AN OLD PROBLEM
Grace A. Blossom Vol. 1, No. 2, pp. 13-14, Jan. 1962

A synopsis of the basic principles of linguistics, and of how these principles are related to second language learning. According to the author, (1) language "is the most important thing in our lives," (2) when learning to read a language, the greatest time-saving device is to learn to speak it first and (3) all levels of higher thinking are dependent upon language.

#10
MONTANA'S INDIAN SCHOLARSHIP PROGRAM
William C. Howard Vol. 1, No. 2, pp. 15-16, Jan. 1962

A report on the Montana state statute which provides for tuition scholarships for Montana Indian students enrolling in any of the branches of the University of Montana. According to the article, it is the hope of the Montana State Department of Public Instruction that Indian leadership will continue to encourage further education for those who can and will profit from it.

#11
THE AMERICAN INDIAN CHICAGO CONFERENCE
Joan Ablon Vol. 1, No. 2, pp. 17-23, Jan. 1962

A report on the history, pre-planning, and evaluation of the American Indian Chicago Conference, as well as a discussion of the problems involved in and benefits derived from the conference. According to the author, a 49-page document resulted from the conference entitled "The Declaration of Indian Purpose" which set forth the position taken by the representative conference group on many of the important issues confronting American Indians today.

#12
INDIAN EDUCATION AT ARIZONA STATE UNIVERSITY
Committee on Indian Education Vol. 1, No. 2, pp. 24-27, Jan. 1962

A summary of the three facets of the Indian Education Program at Arizona State University: (1) teacher preparation; (2) research; and (3) services to interest-ed agencies. The article lists 14 of the 18 undergraduate and graduate courses offered, seven areas of current Indian education research, and reviews future plans of Arizona State University for Indian education.

#13
YOU AND YOUR FUTURE--A MESSAGE TO INDIAN YOUTH
Hildegard Thompson Vol. 1, No. 3, pp. 1-4, May 1962

A speech to Indian youth in which opportunities for the future are mentioned. The author was the Chief of the BIA Branch of Education, and cautions youth to let education strengthen and deepen the understanding and respect they have for their people and their way of life.

#14
THE MEASUREMENT OF INDIAN CHILDREN'S ACHIEVEMENT IN THE ACADEMIC TOOL SUBJECTS
Y. T. Witherspoon Vol. 1, No. 3, pp. 5-9, May 1962

A report of research undertaken at the University of Utah to assemble test batteries to test the achievement of Ute Indian students in the academic tool subjects. According to the article, the experimental test battery included: (1) a visual classification test, (2) a spatial test, (3) an arithmetic computation test, (4) the "Monroe" reading test, (5) an arithmetic story problems test, and (6) the "Wide Range Vocabulary Test."

#15
A TUTORING-COUNSELING PROGRAM FOR INDIAN STUDENTS IN COLLEGE
C. M. Charles Vol. 1, No. 3, pp. 10-12, May 1962

A description of a program at the University of New Mexico whereby Indian students are given individual counseling, and a program of instruction is set up to improve reading comprehension, reading speed, and vocabulary. Results are given for one year. The author concludes that the tutoring-counseling program for Indian students was proven a valuable service, and institutions with similar minority group problems might find it worthwhile to consider providing similar programs.

#16
THE PHILOSOPHY OF GOOD TRIBAL RELATIONS
Henry Keneally, Jr. Vol. 1, No. 3, pp. 13-18, May 1962

An overview of five concepts of self-analysis, a listing of six major differences, and five similarities in the values between traditional Native Americans and non-Indians. Also discussion of approaches to "good" tribal relations which should include respect, identification (recognition), and patience. The author believes the sociocultural and emotional needs of Indian beneficiaries must be resolved before the health status of the Indian people can approach the level of the non-Indian population.

#17
A STUDY OF SOUTH DAKOTA INDIAN ACHIEVEMENT PROBLEMS
Kenneth L. Deissler Vol. 1, No. 3, pp. 19-21, May 1962

Report of a study whose purposes were to determine: (1) how the average South Dakota Indian student compares with state norms; (2) their strengths and weak-nesses in achievement; (3) if there are sex differences in achievement; and (4) differences in English-speaking and non-English-speaking students. According to the author the effect of cultural assimilation would indicate great possibilities for the future growth of Indian students.

#18
WHY WE NEED OUR EDUCATION
Nelson Jose Vol. 1, No. 3, pp. 22-25, May 1962

Discusses problems related to Indian education, with emphasis on administrative responsibility, motivation, and curriculum. The author believes religion is the basis of hope and a source of power in trying to make the most of what "nature gave you and become what you ought to be."

#19
THE SOURCES OF INDIAN ART (PART II)
Edward H. Spicer Vol. 1, No. 3, pp. 26-31, May 1962

Part two of a two-part outline of the sources of American Indian art. In this section, the history of Indian education is traced, and some of the author's suggestions for improvement are offered. The author believes cultural differenc-es ought to be productive of creative growth in art and in ideas. Part I, by the same author, appears in the January issue of the JAIE, Vol. 1, No. 2, pp. 9-12.

#20
LEADERSHIP IN ALASKAN NATIVE EDUCATION
Tom R. Hopkins Vol. 2, No. 1, pp. 1-5, Oct. 1962

An overview of the history of the Alaskan Native since 1867 to the present which focuses on the premise for change in Alaskan Native education. The article cites four general historical periods in Alaskan Native education: (1) Alaskan Natives and the Territory of Alaska, (2) Alaskan Natives and Christian missionaries, (3) Alaskan Natives and the U.S. Office of Education, (4) Alaskan Natives and the BIA. The author believes the present generation of Alaskan Natives will be judged and admitted to the dominant society according to their understanding of the modern world, "a world which is greatly influenced by the schools."

#21
WAYS OF WORKING WITH THE NAVAJOS WHO HAVE NOT LEARNED THE WHITE MAN'S WAYS
Kathryn Polacca Vol. 2, No. 1, pp. 6-16, Oct. 1962

A discussion of characteristics and values which the Navajos consider important, and the relation of non-Indians working with Indians to these values. Note is made of values which differ for Indians and non-Indians. The article explores: Experiencing Differences of Opinion, Processes of Cultural Change Work Slowly, Difficulties With the English Language, Derogatory Remarks Are Usually Understood, Don't Ask Personal Questions, Be a Good Listener, Beware of MAYBE, Is (She) He Negative, Your Good Work Will Be Appreciated, Visiting the Hogan, Navajo Religious Ceremonies, At Time of Death, How Does An Expert Perform? The author believes that as more of us take the time to study, observe, share, give and try to know others, our intercultural relations will improve.

#22
TEACHING ENGLISH AS A SECOND LANGUAGE
Grace Blossom Vol. 2, No. 1, pp. 17-19, Oct. 1962

A review of the basic principles of teaching a second language, with stress upon the importance of teaching the student to speak the language before he attempts to read it. According to the author, in any second language teaching situation three basic principles apply: listen, repeat, memorize. The author believes that just as the three-fold way is the way a child first learns to speak, so should it be the way to learn to speak a second language. The author recommends that errors should not be allowed to become habits "since it is almost impossible to break them once they become established."

#23
VOCATIONAL INTEREST OF SELECTED INDIAN COLLEGE STUDENTS AS MEASURED BY THE KUDER PREFERENCE RECORD
Ina Abrahams Vol. 2, No. 1, pp. 20-24, Oct. 1962

A report of a study in which each freshman and sophomore American Indian student at Arizona State University took the Kuder Preference Record Vocational Form C. According to the study, the lowest interest in all the results consistent-ly seemed to be in the mechanical and outdoor areas, while the highest seemed to be in the artistic, social service and clerical areas. The author believes that American Indian males may have incorporated the general white American value with respect to their interest in things scientific and their relative lack of interest in things clerical.

#24
FACTORS ASSOCIATED WITH PREJUDICE TOWARD INDIANS
Vernon D. Malan Vol. 2, No. 1, pp. 25-31, Oct. 1962

A study of the personal characteristics of residents of South Dakota. Comparative analyses are made between the amount of prejudice exhibited by a person, and selected personal characteristics. According to the article, the independent variables of the study were (1) structural - education, socio-economic status, income and age; (2) religiosity - extrinsic belief, participation in church activi-ties, orthodoxy; (3) personality - authoritarianism, status concern, conservatism, anomia, withdrawal and anti-social tendencies. The article includes the 10 conclusions of the author "in the study of prejudice toward Indians."