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Volume 1 1961 Contents

  • Issue 1 June 1961
    • Indian Education
      Clarence Wesley (pp. 4-7)
      Discusses the five types of schools serving the San Carlos Apache Reservation, and the author's beliefs about what should be added to the curricula.  Both the advantages and disadvantages of each type of school are cited. The author raises several points regarding the nature of American Indian education for the future. *
    • Comparison of Standardized Test Results of Indian and Non-Indian in an Integrated School System
      David O. Lloyd (pp. 8-16)
      Compares achievement and intelligence test results of Indians with non-Indians in the Mesa, Arizona, Public Schools.  Mean intelligence quotients and achievement scores in stanines are both listed and graphed for visual comparisons.  The tests were given in school years 1959-60 and 1960-61.  The author believes that as more Indian students are educated in the Mesa Public Schools, and as greater cooperation between tribal council and the school district is established, the Indian student will make greater intellectual and academic strides.

    • An Approach to the Mind of the Young Indian
      Elizabeth Hoyt (pp. 17-23)
      Reports research findings from studies of Indian students in South Dakota and the Southwest who wrote essays titled, "My Plans After Leaving School" or "My Hopes for My Life."  From these the author drew information for her discussion of aspirations.  The article reviews material aspects of the standard of living and non-material values.  According to the author, the personalities of the young people were clouded by doubts and ambivalence and distorted by what they had sought as compensations.

    • Results of the TOGA with First Grade Indian Children
      Louis C. Bernardoni (pp. 24-28)
      Describes an investigation to determine the appropriateness of the SRA Tests of General Ability with first grade Indian children. The procedure is examined and recommendations are listed. The author believes that a great deal of further experimentation is needed before TOGA could be recommended for first grade Indian children.

    • The Place of the Indian Youth Council in Higher Education
      Charles E. Minton (pp. 29-32)
      Reports the activities of the Southwest Regional Indian Youth Council in promoting higher education through annual meetings of Indian high school and college students. At the meetings, students are motivated through prepared and extemporaneous speeches, as well as panel discussions and workshops.  According to the author, "No one can attend a meeting of these fine young people, earnest and sincere in their attitude and usually more mature, age for age, than their non-Indian (friends), without feeling reassured about the future."

    • Indian Education in Arizona
      Robert A. Roessel, Jr. (pp. 33-38)
      Describes conditions and curricula of the different types of schools which Indian children attend in Arizona.  According to the article there are three basic types of schools which were responsible for Indian education:  (1) BIA schools, (2) public schools, and (3) mission schools.  The author believes that all agencies concerned with and dedicated to the area of Indian education will be able to make maximum progress through continued cooperation and mutual respect.
    • Book Reviews

     

  • Issue 2 January 1962

    • Challenges in Indian Education
      W. W. Keeler (pp. 2-8)
      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.

    • The Source of American Indian Art (Part One)
      Edward H. Spicer (pp. 9-12)
      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.

    • A New Approach to an Old Problem
      Grace A. Blossom (pp. 13-14)
      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.

    • The American Indian Chicago Conference
      Joan Ablon (pp. 17-23)
      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.

    • Montana's Indian Scholarship Program
      William C. Howard (pp. 15-16)
      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.
    • Book Reviews

  • Issue 3 May 1962

    • You and Your Future—A Message to Indian Youth
      Hildegard Thompson (pp. 1-4)
      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.

    • The Measurement of Indian Children's Achievement in the Academic Tool Subjects
      Y. T. Witherspoon (pp. 5-9)
      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."

    • A Tutoring-Counseling Program for Indian Students in College
      C. M. Charles (pp. 10-12)
      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.

    • The Philosophy of Good Tribal Relations
      Henry J. Keneally (pp. 13-18)
      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.

    • A Study of South Dakota Indian Achievement Problems
      Kenneth L. Deissler (pp. 19-21)
      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.

    • Why We Need Our Education
      Nelson Lose (pp. 22-25)
      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."

    • The Source of American Indian Art (Part II)
      Edward H. Spicer (pp. 26-31)
      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.

    • Book Reviews
* Page numbers refer to location in the original published version of the article.
 

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