Journal of American Indian Education
Abstracts — 1965

#56
PATIENCE AND OTHER VALUES
Cipriano Manuel Vol. 4, No. 2, pp. 1-4, Jan. 1965
A speech comparing several Papago values with their corresponding American values. The values discussed are patience, faithfulness, 'being' as more important than 'having' and the emphasis on reaction rather than action.

#57
HIGHER EDUCATION OF SOUTHWESTERN INDIANS WITH REFERENCE TO SUCCESS AND FAILURE
USOE Project Vol. 4, No. 2, pp. 5-13, Jan. 1965

Summarizes a USOE-funded project to determine success factors and dropout causes for Indians in institutions of higher learning in the Southwest. Objectives, procedure, and results are given in outline form. Listed in the article are the seven objectives, eight procedures, 47 results and 23 conclusions of the study.

#58
GRAMMAR AND THE BILINGUAL STUDENT
Grace A. Blossom Vol. 4, No. 2, pp. 14-16, Jan. 1965

Discusses the need for simplifying English grammar when it is taught to non-English speaking students since an understanding of the fundamentals of English grammar is imperative for correct usage and understanding. The article looks at language itself, speech, English grammar, nouns, verbs, prepositions, modifiers and order in instruction. The author cites the need to disregard the "fine points" until a later stage in order to make the beginning steps easy.

#59
THE PUPIL AS A PERSON
Bruce Meador Vol. 4, No. 2, pp. 17-22, Jan. 1965

Discusses several factors which a teacher must consider when planning curriculum. The article points out that Indians, as they are in the federal schools, have too little to say about their own education. The author believes that the teacher who includes teachings about Indian ways, who introduces Indian dances and crafts, is much more likely to help Indian children become self-actualized in either the Indian or non-Indian world.

#60
PROBLEM SOLVING BY NAVAJO CHILDREN IN RELATION TO KNOWLEDGE OF ENGLISH
Kenneth Stafford Vol. 4, No. 2, pp. 23-25, Jan. 1965

A report of a study conducted to determine if problem-solving behavior varies as a function of degree of exposure to two languages, Navajo and English. According to the author, the difficult problems reviewed were more amenable to verbal (symbolic representation) solutions but that some can be solved by representation by images, sometimes even more readily.

#61
SOME LIGHT ON THE ADJUSTMENT OF INDIAN CHILDREN
Elizabeth Hoyt Vol. 4, No. 2, pp. 26-29, Jan. 1965

A report of a study to identify the reasons why: (1) Indian students leave school at an early age; and (2) they adjust less well in the economic world after they leave school. The study examined 582 essays from Indian children, 15-17 years old, on "My Hopes For My Life on Leaving School" and 207 essays from non-Indian children on the same subject. The author believes that the Indian children were generally following the direction of the white society around them but having difficulties doing so, and that there is a general lack of concern about Indians, based in part on ignorance, on the part of whites.

#62
THE SPEECH EDUCATION OF THE ALASKAN INDIAN STUDENT AS VIEWED BY THE SPEECH EDUCATOR
Lee H. Salisbury Vol. 4, No. 3, pp. 1-7, May 1965

Reviews a course at the University of Alaska, in which oral language is taught to Alaskan natives in a cultural context. The article includes the four point philosophy of the summer program: (1) students live with a Western family on or near campus, (2) students enroll in typical freshman level course work, (3) students attend daily Language and Communication sessions, (4) students meet with the program psychologist for discussion sessions. The author feels the College Orientation Program for Alaskan Natives was a significant step in meeting the needs of children in education.

#63
USING CULTURAL DIFFERENCE AS A BASIS FOR CREATIVE EXPRESSION
Lloyd K. New Vol. 4, No. 3, pp. 8-12, May 1965

Summarizes the philosophy behind and the necessity for the Institute of American Indian Arts, a post high school vocational school for Indian students. According to the article, the Institute emphasizes Indian traditions as a basis for creative expressions in the fine arts, including sculpture and painting, the written arts, and the performing arts (drama, music, dance); as a result of this approach, students find new directions and gain self-confidence.

#64
THE TROUBLE WITH "THE"
David F. Beer Vol. 4, No. 3, pp. 13-15, May 1965

Cites many of the difficulties that arise when attempting to teach the article "the" to non-English speakers. The author discusses the origins of "the" in the English language from around A.D. 450 to about A.D. 1100. The article also offers an 'article' comparison to Old English. The author believes that it is important to ascertain that students can use sentences and understand the tense meanings involved before concentrating on absolute competence in the use of the definite article.

#65
THE WAR ON POVERTY AS APPLIED TO THE NAVAJO
Sidney H. Woolner Vol. 4, No. 3, pp. 16-21, May 1965

Remarks made during the planning of a Navajo Community action proposal. The author believed that the Navajo people could keep "the best" of the Tribal ways and the new American ways and discard the worst of both worlds. The address considers job corps, work training programs, work-study programs, adult basic education, work experience programs, community action programs, special programs to combat poverty in rural areas, and employment and investment incentives.

#66
WE CAN LEARN FROM AMERICAN INDIANS
Theodore B. Hetzel Vol. 4, No. 3, pp. 23-26, May 1965

Illustrates several American Indian values that could prove useful in busy modern life. The author stresses ecological conservation (respect for the earth), patience, cooperation and respect. The author cites that many self-appointed representatives of Christianity, with conflicting interpretations and claims to unique truth, have done more to harm than to help Indian individuals and communities.

#67
WHO AM I?
Karl Menninger Vol. 4, No. 3, pp. 27-32, May 1965

Exemplifies various attitudes which students may have in a school setting. The essay begins by over viewing the background of the author and introducing the concept of the psychiatrist and self-identity. The remainder of the essay is devoted to the author's stories of growing up and living in Kansas; by telling the stories, the author wishes to assert 'hope' as the positive treatment that every doctor gives and the asset in every lesson that a teacher gives.

#68

AN ANTI-POVERTY EXPLORATION PROJECT: A SUGGESTION FOR NON-RESERVATION INDIAN COMMUNITIES
Albert Wahrhaftig Vol. 5, No. 1, pp. 1-9, Oct. 1965

Outlines a project designed to acquaint Cherokees with OEO-funded projects on Southwestern Indian reservations. The author proposes that (1) if Cherokees see War on Poverty projects in context they will comprehend them very well, (2) if Cherokees see the effects of the projects in terms of improvements in people's lives they will comprehend what such projects are for, (3) if Cherokees see the projects in the context of Indian communities they will comprehend the projects are for Indians, and (4) if the Cherokee "elders" see the projects their opinion will be binding on the tribal community as a whole.

#69
COUNSELING THE INDIAN
Alonzo Spang Vol. 5, No. 1, pp. 10-15, Oct. 1965

Presents the problems and attitudes that a counselor on a reservation faces. The author believes that a counselor's philosophy of counseling and use of scientific techniques must undergo some modifications when counseling with Native American students. The article explores: present orientation, lack of time consciousness, giving, respect for age, cooperation, harmony with nature vs. future orientation, time consciousness, saving, emphasis on youth, competition, conquest over nature.

#70
SOCIAL RECONSTRUCTIONISM AND INDIAN RESERVATION CULTURES
James J. Wilson Vol. 5, No. 1, pp. 18-23, Oct. 1965

Discusses the sociocultural patterns of Indians, and their implications for educational programs intended to raise the economic level. The author explores four commonly observed traits (when discussing Reservation Indians) in terms of Native American behavior and survival: (1) Native Americans have no regard for time, (2) they are not dependable, (3) they have no concept of saving, (4) they cannot learn the idea of future planning.

#71
WHAT ARE NEW HORIZONS?
Francis McKinley Vol. 5, No. 1, pp. 25-33, Oct. 1965

Cites Indian mores which American leaders should understand before developing programs for reservations. The author believes (1) the BIA is doing a good job meeting Indian problems "head on," (2) in the recent concern for equal rights, there shows promise of greater improvements in Indian life, (3) there are great opportunities for enterprises devoted to commercial recreation and tourism available resulting from the increasing value of Indian lands.