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Volume 4 1964 Contents

  • Issue 1 October 1964
    • INDIAN PARTICIPATION IN COMMUNITY DEVELOPMENT PROGRAMS
      Edward C. Hinckley [pp. 1-5]
      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. *

    • LET IT NEVER BE SAID. . .
      Wayne Holm [pp. 6-9]
      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.

    • WILL WE MEET THE CHALLENGE?
      Raymond Nakai [pp. 10-16]
      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.

    • SEVENTH GRADE NAVAJOS ANSWER "WHY EDUCATION?"
      Benjamin Bennett, Jr. [pp. 17-19]
      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.

    • THE PALEFACE MEDICINE MEN OF THE FRONTIER
      Richard Dunlop [pp. 20-29]
      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.

     

  • Issue 2 January 1965

    • PATIENCE AND OTHER VALUES
      Cipriano Manuel [pp. 1-4]
      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.

    • HIGHER EDUCATION OF SOUTHWESTERN INDIANS WITH REFERENCE TO SUCCESS AND FAILURE
      USOE Project [pp. 5-13]
      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.

    • GRAMMAR AND THE BILINGUAL STUDENT
      Grace A. Blossom [pp. 14-16]
      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.

    • THE PUPIL AS A PERSON
      Bruce Meador [pp. 17-22]
      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.

    • PROBLEM SOLVING BY NAVAJO CHILDREN IN RELATION TO KNOWLEDGE OF ENGLISH
      Kenneth Stafford [pp. 23-25]
      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.

    • SOME LIGHT ON THE ADJUSTMENT OF INDIAN CHILDREN
      Elizabeth Hoyt [pp. 26-29]
      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.
    • Book Review

     

  • Issue 3 May 1965

    • THE SPEECH EDUCATION OF THE ALASKAN INDIAN STUDENT AS VIEWED BY THE SPEECH EDUCATOR
      Lee H. Salisbury [pp. 1-7]
      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.

    • USING CULTURAL DIFFERENCE AS A BASIS FOR CREATIVE EXPRESSION
      Lloyd K. New [pp. 8-12]
      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.

    • THE TROUBLE WITH "THE"
      David F. Beer [pp. 13-15]
      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.

    • THE WAR ON POVERTY AS APPLIED TO THE NAVAJO
      Sidney H. Woolner [pp. 16-21]
      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.

    • WE CAN LEARN FROM AMERICAN INDIANS
      Theodore B. Hetzel [pp. 23-26]
      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.

    • WHO AM I?
      Karl Menninger [pp. 27-32]
      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.
* Page numbers refer to location in the original published version of the article.

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