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Volume 7 1967 Contents

  • Issue 1 October 1967
    • VICE PRESIDENT PLEDGES AID: NAVAJOS AT STARTING LINE IN OWN WAR ON POVERTY
      Hubert Humphrey [pp. 1-5]
      A speech in which Federal assistance to the Navajo in fighting disadvantagement is pledged. In the campaign-like address, Humphrey cites four "cooperative efforts" of industrial development and public service: (1) a desk in a classroom for every Navajo child, (2) reducing the incidence of death and illness from communicable diseases, (3) Housing Assistance Administration housing improvements, and (4) President Johnson's support for the Economic Opportunity Act of 1964. *

    • INDIAN COMMUNITY ACTION PROGRAMS CAN BE SELF-INITIATED
      Lyal E. Holder [pp. 6-12]
      Outlines an eight-week training program for Indians intending to work in community action programs. According to the author, the general objectives of the training were to develop within the trainees a knowledge of community action planning necessary to take advantage of the Economic Opportunity Act for their Indian community, to stimulate their thinking about how such community action planning can assist in the long-range goal of "fighting" poverty on the reservation, and to help them gain the confidence in themselves necessary to carry out community planning once they return home.

    • FOR ARIZONA INDIAN HIGH SCHOOL STUDENTS: PHASE I COMPLETED OF DEMONSTRATION PROJECT
      George A. Gill [pp. 13-15]
      Synopsis of an eight-week residential program at Arizona State University to give the Indian student an opportunity to learn and to overcome disadvantagement. The summer program involved 80 Native American students from nine Arizona tribes and, according to the article, attained the two main objectives: (1) Indian high school students can be recruited for such a program, and (2) Indian high school students can do well in such a program.

    • TEACHERS TACKLE SPEECH PROBLEMS OF SECONDARY INDIAN PUPILS
      Lynn R. Osborn [pp. 19-21]
      Summarizes a six-week workshop for teachers of Indian students. Emphasis was placed on the problems encountered in speech education with Indians. The article outlines five eligibility requirements for participation in the NDEA Institute for Advanced Study for Secondary Teachers of Speech to American Indian Pupils and lists six titles which, according to the article, were representative of the subjects selected for investigation by the teachers.

    • A SPEAKING AND LISTENING PROGRAM
      Lynn R. Osborn [pp. 21-24]
      Outlines methods of teaching speech to Indian students. The article covers (1) the perceived "deficiencies" of American Indian high school students in the dominant society, (2) cultural dislocation, (3) "enculturation" and "acculturation," and (4) concepts and activities for the introduction to speech communication. The author believes that if Indian students are able to develop in an atmosphere of mutual trust and respect, they will have the opportunity to become functionally productive in today's world.

    • TECHNICAL ASSISTANCE THROUGH ASU'S ICAP
      [No Author] [pp. 25-26]
      Discusses the assistance given to Indian Community Action Programs by Arizona State University in fiscal year 1967. The article describes five steps taken in establishing Head Start programs and cites more than one-half of the Indians serviced by the Community Action Program lived in Arizona and New Mexico, and that Arizona State University served about 157,000 persons.

    • THE EDUCATION OF INDIAN CHILDREN: REFLECTIONS
      Leif Fearn [pp. 27-31]
      Reflects upon the educational status of the American Indian, and his present condition. Also cites trends in the BIA educational program. According to the author the BIA has come very close to achieving that "goal for which it was designed"--providing a desk for each child. The author believes it is necessary to provide the exceptional Indian child with opportunities for special education to fit his or her endowment, and to not be satisfied with a BIA sixth grade education.
    • Book Review

     

  • Issue 2 January 1968

    • THE RIGHT TO BE WRONG AND THE RIGHT TO BE RIGHT
      Robert A. Roessel, Jr. [pp. 1-6]
      A speech in which the philosophy behind Rough Rock Demonstration School is explained. According to the essay, the "privileges of democracy" are cited as essential American prerogatives which Native Americans have not enjoyed for very many years. The article also discusses the two distinguishing features of Rough Rock School; "local control" and "cultural identity."

    • REPORT ON CANADIAN ARCTIC ESKIMOS: SOME CONSEQUENCES OF RESIDENTIAL SCHOOLING
      Charles W. Hobart [pp. 7-17]
      Discusses the process of socializing Eskimo children at a boarding school in western Canadian Arctic. The article explores: (1) the school system in the western Canadian Arctic; (2) consequences of the residential school system in terms of physiological changes, social psychological changes, changes in moral conceptions and non-moral cultural changes; (3) the pattern among the Nunamiut; (4) the pattern among the Kabloonamiut. According to the author, students in the residential school do acquire habits and disciplines which make for improved adjustment in their homes and home communities.

    • PROJECT PEACE PIPE: INDIAN YOUTH PRE-TRAINED FOR PEACE CORPS DUTY
      Mrs. Fred R. Harris; Leon H. Ginsberg [pp. 21-26]
      Outlines a special Peace Corps training project for Indian volunteers. A cultural enrichment program is emphasized. According to the authors, in a unique, cooperative effort, a group of American Indian young people were pre-trained for Peace Corps service in Latin America during five weeks of the summer of 1967. The article examines the selection of pre-trainees, the design of a training program, the pre-training curriculum and a cultural enrichment program.
    • From the Bookshelf

     

  • Issue 3 May 1968

    • AN OVERVIEW OF THE ROUGH ROCK DEMONSTRATION SCHOOL
      Robert A. Roessel, Jr., pp. 2-14
      Sketches the program of Rough Rock Demonstration School on the Navajo Reservation in Arizona. Each part of the demonstration curriculum is discussed. The article explores the 10 areas which were funded for intensive experimentation and demonstration including: school-community relations and parental involvement, cultural identification, home and school visitation, language development and teaching English as a second language, Navajo language learning, in-service training and staff orientation, adult education, dormitory living, guidance and counseling, auxiliary services (evaluation, recreation, art, finances, social work and a school library). The article also explores the philosophy of the school's future and its significance.

    • COMMUNITY AND SCHOOL SERVICE
      Henry Dahlberg [pp. 15-19]
      Gives a complete report on community services and programs which affect the Indian community at large. The philosophy of the Rough Rock School's community orientation is discussed including adult education, and arts and crafts. According to the author, the Community Services division helps further the goals of the community school by meeting the urgent needs of "the people."

    • ADMINISTRATIVE SERVICE
      Donald A. Olsen [pp. 20-23]
      Outlines the academic program at Rough Rock Demonstration School. The article (1) discusses the home and school background of the students, and the philosophy and commitment of the staff and faculty before (2) discussing the philosophy of teaching the English language at Rough Rock.

    • EDUCATIONAL INNOVATION
      Anita Pfeiffer, pp. 24-31
      Outlines the academic program at Rough Rock Demonstration School. The article (1) discusses the home and school background of the students, and the philosophy and commitment of the staff and faculty before (2) discussing the philosophy of teaching the English language at Rough Rock.

    • DORMITORY LIVING AT ROUGH ROCK
      Ruth Roessel [pp. 32-35]
      Summarizes the Rough Rock dormitory services to build a bridge between the home and the school. According to the article, the Rough Rock Demonstration School operates dormitories which serve 270 students who range in age from 6 to 16 years. The article also examines the "Dormitory Parent Program" and "Laundry and Legends."

    • NAVAJO CURRICULUM CENTER
      Gary Witherspoon [pp. 36-41]
      Discusses the need for and establishment of the curriculum center which produces materials based upon Navajo history and culture for Rough Rock Demonstration School. The article outlines parent support for Navajo language and culture as (1) understanding and appreciating their heritage, (2) strengthening their culture, (3) respecting their people, (4) feeling secure in who they are, and (5) respecting and understanding themselves. According to the article, the four program objectives were to (a) produce curricular materials based on Navajo culture, (b) provide technical assistance to schools implementing Navajo social studies programs, (c) serve as a depository for resource information on Navajo history and culture, and (d) supervise classroom instruction in Navajo language and culture at Rough Rock Demonstration School.

    • DR. KARL MENNINGER REFLECTS ON ROUGH ROCK DEMONSTRATION SCHOOL
      Karl Menninger [pp. 42-43]
      An essay containing some of Dr. Menninger's memories of a visit to Rough Rock Demonstration School. According to the essay, the author wished more people, including the teachers at Window Rock, could intimately see the Rough Rock Demonstration School, "one of the finest new departures in education."
* Page numbers refer to location in the original published version of the article.

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