Journal of American Indian Education
Abstracts — 1966

#72
AN AMERICAN INDIAN UNIVERSITY: A PROPOSAL FOR SURVIVAL
Jack D. Forbes Vol. 5, No. 2, pp. 1-7, Jan. 1966
Details the need for a university for Indians, governed by Indians. Elements of the curriculum and services are discussed. According to the author, the proposed intertribal university would be able to meet the following needs: (1) teacher training, (2) law training, (3) arts training, (4) social work, (5) ethnic background training, (6) agricultural training, (7) general training, (8) pre-college training, (9) student orientation, (10) cultural-intellectual center.

#73
TRIBAL CHOICE IN WAR ON POVERTY: RUBBER STAMP OR COMMUNAL DECISION?
Sargent Shriver Vol. 5, No. 2, pp. 8-13, Jan. 1966

Recounts reasons why Indians themselves should determine their needs and draw up their own requests for funds from Federal agencies. In an almost poetic-prose style, the author expresses his views on the 'War on Poverty' and a section of the author's observations (concerning the "white man" and "Indians") which would best be titled, "I would like to see the day when ..."

#74
COMPOSITE PORTRAIT OF AN INDIAN: JOHN BIG SKUNK
Carl Whitman, Jr. Vol. 5, No. 2, pp. 17-24, Jan. 1966

The case study of a hypothetical Indian who suddenly received a large amount of money. According to the story, John quit school in the sixth grade and helped his father work the ranch until his father's death. After unpaid debts and several other hardships, John came upon $90,000; ten thousand of which he immediately spent on the "biggest car" available. Although John was unscathed, the car was found crumpled in a ditch the next day. After purchasing a big house, another truck and becoming a big man in town, John's excessive drinking led him to a life in the streets, rejected by his wife, to beg for drinks or do occasional work for ranchers in the area.

#75
LIAISON: KEY WORD TO SCHOOL PROGRAM COMPLETION
William J. Benham Vol. 5, No. 2, pp. 26-29, Jan. 1966

A report of a study designed to determine the school, community, and parental relationship practices in areas serving Indians. The author believes no other aspect of the school program is more important or can be more far reaching than developing the means for the active involvement of Indian parents in the education program. Consequently, the author recommends that schools make more use of such programs as school lunch, immunizations, health exams, and curricular evaluations.

#76
SALLY, DICK AND JANE AT LUKACHUKAI
Evelyn Evvard; George C. Mitchell Vol. 5, No. 3, pp. 2-6, May 1966

Cites cultural differences between middle class Americans and reservation Navajos, illustrating how basic reading texts present strange concepts which conflict with traditional Navajo concepts. The author concludes that if educators were to teach so that the educated child could make a true choice, the whole curriculum would have to present two climaxes; the middle-class urban, and the Navajo.

#77
RESULTS OF THE BENDER GESTALT VISUAL MOTOR TEST GIVEN IN A BEGINNER'S CLASS AND FIRST AND SECOND GRADES
Evelyn Evvard Vol. 5, No. 3, pp. 6-10, May 1966

Reports a study utilizing the Bender Gestalt Visual Motor Test to determine whether the test could be used to screen Navajo children for academic readiness. The author concludes that (1) the mean scores of the children observed were similar, (2) the children may have been responding to the cultural patterns of the tester, (3) the difference in time-for-tasks performance indicated the abstracting ability of the children, (4) the differential response in time-for-task performance may have education implication about the selection of teachers, (5) there is little correlation between teacher ranking of the students and Bender ranking, (6) the trends of the emotional response of the students seem to be similar to the findings of Koppitz.

#78
HELPING NAVAJO CHILDREN CHANGE PRONUNCIATION HABITS
Yvonne J. Weaver; Evelyn C. Evvard Vol. 5, No. 3, pp. 10-14, May 1966

Outlines a program in which: (1) Navajo students were studied to determine what sounds they had difficulty pronouncing, and (2) the students were taught to distinguish unfamiliar sounds, and to pronounce them. The authors include an 11-item list of their "Summation of Learning Steps Used to Change Pronunciation Habits" and an eight-point list of their conclusions.

#79
TESTING: SOME IMPLICATIONS OF COUNSELING AND TEACHERS
Evelyn Evvard; Vol. 5, No. 3, pp. 15-17, May 1966
Robert R. Weaver, Jr.

Discusses the results and conclusions of a testing program, and the implications for both counselors and teachers. The authors conclude that Indian students can achieve on an equal level with Anglo students when certain factors are equalized, and that teachers and WISC test scores ranked the students almost identically.

#80
PORTABLE, CLOSED CIRCUIT TELEVISION AS A VEHICLE FOR TEACHING ENGLISH
Leif Fearn Vol. 5, No. 3, pp. 26-27, May 1966

Summarizes the benefits of television in teaching English to Navajo students. According to the author, television offers the medium by which we can insure a high degree of the child's attention, efficiently "flooding" the child with American English, and as a result, give the child an opportunity to develop second language habits never possible with traditional mediums.

#81
THE PIMA-PAPAGO EDUCATIONAL POPULATION: A CENSUS AND ANALYSIS
Harland Padfield; Peter Hemingway; Vol. 6, No. 1, pp. 1-24, Oct. 1966
Philip Greenfield

Analyzes a survey of Pima and Papago students, with regard to their Indian identity and enrollment status. According to the article, (1) 65% of the Indian students are behind grade, (2) they have an overall grade retention average of five percent, (3) they are retained in grade more frequently than non-Indians, (4) they have higher retention frequencies in the first three grades, (5) there is less retention after grade eight, (6) they show a higher incidence of retention in "all Indian" schools, (7) seven percent of the children are not enrolled in any school, and (8) 15% of the children 14-18 are neither enrolled nor have completed high school.

#82
GRADUATE THESES CONCERNING THE SPEECH AND SPOKEN LANGUAGE OF THE NORTH AMERICAN INDIAN: AN INDEX
Lynn R. Osborn Vol. 6, No. 1, pp. 25-33, Oct. 1966

A bibliography of 126 masters' thesis and doctoral dissertation titles, all dealing with speech of the American Indian. Includes 50 Masters Theses and 76 Doctoral Dissertations. Bibliographical information includes: Author, Title, Degree Fulfillment, University and Date.