Journal of American Indian Education
Abstracts — 1964

#40
THE EDUCATION MISSION OF THE BUREAU OF INDIAN AFFAIRS
Philleo Nash Vol. 3, No. 2, pp. 1-4, Jan. 1964

A discussion of the different types of educational opportunities sponsored and coordinated by the Bureau of Indian Affairs. Also discussed are the three "phases" of the BIA program over the years: (1) development of English language capability, (2) student counseling or guidance, (3) summer programs in cooperation with tribal organizations. The author believes the BIA Indian educational program is "far-reaching, multi-faceted and ambitious."

#41
THE CIVILIZATION OF THE AMERICAN INDIAN AND THE UNIVERSITY OF OKLAHOMA PRESS
Savoie Lottinville Vol. 3, No. 2, pp. 5-9, Jan. 1964

A history of the "Civilization of the American Indian Series" which is published by the University of Oklahoma Press. Mentioned in the article are the numerous authors, books and subjects of the publishing association. The author hoped that in the future more of the Indian Series would be offered to address "a great story of the original inhabitants of our land, whom we are less inclined to identify as primitive than we were half a century ago."

#42
ACCELERATION OF SOCIO-CULTURAL ADJUSTMENT AND CHANGE IN NORTHERN COMMUNITIES
Andre Renaud Vol. 3, No. 2, pp. 11-14, Jan. 1964

Describes the need for a teacher-training program which develops attitudes in cultural change and basic anthropological concepts. It includes a short resume of the courses offered. According to the author, the present educational problems of Indian children are created by the on-going cultural stream in which the children live; the cultural stream is at the heart of the community. The author cites the solution to educational problems lie with the community so that the school must become part of the community.

#43
CULTURAL DEPRIVATION AS AN EDUCATIONAL IDEOLOGY
Murray Wax; Rosalie Wax Vol. 3, No. 2, pp. 15-18, Jan. 1964

An essay discussing failures of BIA programs, namely their lack of consideration for cultural understanding. According to the authors, "apathy" is a conveniently used label to apply to people who do not agree with the program that a government official or other reformer is pushing; it is the urban lower middle class who are culturally deprived and whose children have such meager experiences.

#44
I TAUGHT "RELATED SUBJECTS" TO THE SPECIAL NAVAJOS
Alice M. Shipley Vol. 3, No. 2, pp. 19-21, Jan. 1964

Outlines methods of teaching English to non-English speaking students in a vocational education program. The article discusses the author's experiences and purposes in designing the course work as well as the author's perceptions of how successful the course methods were.

#45
CHEROKEE HIGH SCHOOL DROPOUTS
Paul Kutsche Vol. 3, No. 2, pp. 22-30, Jan. 1964

An article discussing the influence of the physical and economic environment on the problem of Cherokee high school dropouts in 1961. The author outlines three alternative solutions to the school problem: (1) accept the high dropout rate as evidence of Indian students' disaffection with American-style education, (2) recognize and insist "ruthlessly" on the assimilation of American Indians, and (3) establish separate educational programs for Indians.

#46
INDIAN UNITY
J. E. Officer Vol. 3, No. 3, pp. 1-8, May 1964

Discusses three significant phases of Indian unity: basic family unity; tribal unity; and Anglo-Indian unity. The essay, which was an untitled speech presented by the author at the Arizona Indian Education Association in Phoenix, is largely a historical overview of the unification of Indian tribes since the 19th Century, and the opinions, observations and suggestions of the author on the concept of tribal unity in America today.

#47
TWO QUESTIONS
Herman Cata Vol. 3, No. 3, pp. 9-12, May 1964

A speech made to inspire Indian youth to enter the professions and better themselves. The main focus of the address is to inspire our Native American high school students as they are the "life of our villages," according to the author. The main argument presented is articulated as follows, "You may find this hard to believe, but the average education of Indians is at the fifth grade level. There are also many other problems facing the Indian people; and if we are going to solve our problems, we need to have educated people."

#48
THE INDIAN CHILD IN THE CLASSROOM
Veda Stone Vol. 3, No. 3, pp. 13-19, May 1964

An essay revealing the personal observations, obtained by reading and discussion with both Indians and non-Indians, regarding the needs of Indian children in the classroom. According to the author, teachers should take into consideration the child's need for "discipline and training" and the child's need for complete "acceptance and respect (love)" as well.

#49
EFFECTIVE EDUCATION TO MEET SPECIAL NEEDS OF NATIVE CHILDREN
Robert L. Bennett; Vol. 3, No. 3, pp. 21-25, May 1964
L. Madison Coombs

Outlines the educational system of rural Alaska, and lists the educational objectives of the Bureau of Indian Affairs for Alaskan children. The authors believe that children cannot be educated successfully out of context with the understandings, expectations and aspirations of their parents for them. The article states, "For many years those of us in the BIA have told native parents that they should send their children to school and keep them there until they finish, but we have not done a very good job of telling them why."

#50
CHANGING DIET OF ARIZONA INDIANS
Robert Hackenberg Vol. 3, No. 3, pp. 27-32, May 1964

Provides information on foods that Arizona Indians grew, gathered, and hunted both 100 years ago and now, and compares the nutritional values of these foods. The author considers the effects of canned goods consumption, Native American relocation off reservations to non-Indian communities and Indians' lack of an impersonalized formal social structure.

#51
INDIAN PARTICIPATION IN COMMUNITY DEVELOPMENT PROGRAMS
Edward C. Hinckley Vol. 4, No. 1, pp. 1-5, Oct. 1964

Characterizes the effect upon community development of differing cultures and behavior patterns within a community. The article cites the need to understand the composition of the community, the ability to recognize participation, and the difference between actual and assumed patterns of leadership and habits of decision-making. Also reviewed is Nutrition Education Project, which involved the Phoenix Area Public Health Service, the local BIA staff, the state nutritionist, the local Franciscan priest and the Donated Commodities Distribution Director for Arizona.

#52
LET IT NEVER BE SAID. . .
Wayne Holm Vol. 4, No. 1, pp. 6-9, Oct. 1964

A plea for the BIA to develop materials for teachers to use in teaching oral English to Navajo children. The author believes the ability to speak English does not enable one to teach the language to non-native speakers of English. According to the author, English as a second language is "not the same" as English as a native language and cannot be taught the same.

#53
WILL WE MEET THE CHALLENGE?
Raymond Nakai Vol. 4, No. 1, pp. 10-16, Oct. 1964

A speech made to inform the Indian leaders of the importance and necessity of their participating in programs for developing the resources of Indians. The author states, "The development of our various Indian reservations will be the consequence of innumerable efforts towards many ends that seem wholly unrelated but which, in fact, are often intimately connected." The address covers population increase, disparity in income levels, small food production, housing needs, and increase in literacy.

#54
SEVENTH GRADE NAVAJOS ANSWER "WHY EDUCATION?"
Benjamin Bennett, Jr. Vol. 4, No. 1, pp. 17-19, Oct. 1964

A consideration of the values of formal education, as reported by a seventh grade class of Navajo students. The specific values of education covered in the study of class thinking were: assists in getting a good job, promotes a better life, aids English language facility, provides opportunity for service, makes life easy.

#55
THE PALEFACE MEDICINE MEN OF THE FRONTIER
Richard Dunlop Vol. 4, No. 1, pp. 20-29, Oct. 1964

An essay, reprinted from Today's health, relating: (1) the adventures of doctor Alexander Henry (1763) who was captured by the Chippewa and later became an Indian Medicine man, (2) the adventures of Alonso del Castillo Maldonado, Andres Dorantes de Carranga, and Estabanico who were also captured, and (3) the adventures of John Dunlop, Basil Greenwood and Doc Carver who were, according to the essay, "white medicine men" who discarded the "mumbo jumbo" that went with Indian medicine.