DOCUMENT ItESUME
? 81) 125 831 BC 009 315 f AnTHOR _Gordon.,.Ruby D., An Observatidn: Historical Review of Indian Education.
PUB DATE" . C74] NOTE 39p,
4 , EDRS PRICE MF-$0.83 HC-$2.06 Plus Postage. DESCRIPTORS Agency Role; *American Indians; *Anthropology;' Cultutal Awareness; Cultural Factors; Defihitions; *Education; Elementary Secondary Education; Federal' ,. Government; *Federal Legislation; Higher Education; *Historical 'RevIeis; *Policy Formation; Self Actualitation: Synthesis; Valises IDENTIFIERS BIA; *Bureau of Indian Affairs - , ABSTRACT
. Presenting a'n historical review of Aterican Indian education, this document includes theefollowIng: (1) .Introdixtfon (identifies the educational anthropologist as one who investigates thedearnerts and the educator'S,cultural oriemtation.to better facilitate th.continuity of educational content: and method); (2) Definition 'of Terms (culture, anthropology, and education); (3) HittoricalBackgrou to Indian Education (the initial philosophy of assimilation and the eneral Allotment Act; the tjurning point in Indian.eucation v,a he Meriam Report ,of 1928 and the Indian Reorganization Act 1934; the reactionary movement of thew1950's aid the Fedegal Termination Act; and the activities stimulated by the "War on Poverty" in the 1960's) ;(4) Indian Education 1965 to the Present (the Equal Opportunity Act of 1964, the Elementary and Secondary Education Act of 1965; the Indian Education Act of 1972; the' Coleman Report of 196, and the concepts of.cultural alienation and middle class values; the MacLean Review of 1972 and the statistics of deprivation; the role of the Bilreau of Indian Affairs); (5) Cultural Identity In Representative Ipdian Groups (Hopi and Papago); (6)Anthropoloqy and IndianEducationq (7) Conclusion (anthropolOgical concepts should be included ma all curricula to a far greater degree). (JC) . /
Documents .acquired by ERIC include many informalunpublished * * materials not available from other sdurces. ERIC makes everyeffort * *. tO-obtain tEe'best copyiavailable. Nevertheless, items of marginal * * reproducibility are often encountered and' this, affects the quality * * of the microfiche and hardcopy reproductions ERIC makesavailable * via the ERIC Document Reproduction Service (EDRS). EDRS is not * responsible for the quality of the original document. Reproductions * * supplied by EDRS are the best that can be made from the original. vs .
CJ AN OBSERVATIONS HISTORICAL REVIEW OF
INDIAN'EDUCAlION
by
RubyrD: Gordon Glendale,Conmunity College Glendale, Arizona E /9 193.
U S MINT Or 14sALTrt, dVins)ST ION WV 1.11 AAI NATIONAL tNIIIITUTS SDUCATIONs. 114% DOCUMENTFit) SEEN REPRO OuCe0 Mkt Tsr AS RECEIVED FROM THE PERSON DISORGANIZATIONORIGIN APING if POINTS OF siiIEWOR OPINIONS STA TEO 00 NOT NECESSARILY SENT Of T IGIAS NATIONM. itEPRE INSTITUTE OF EOUCATION POSITION ORPOLICY INDIAN EDUCATtON4IN TRANSITION
TABLE OF CONTENTS.
Page
Introduction 1 4 DefiNition of Terms
Culture 2
Anthropology 3
Education 5
Historical) Background to Indian Education 71
The Turning Point In Indian Education a The*"Collier Educational Policy" 10
The "War on Poverty" 12
''Indian Education; 1965 'to the Present 14
The Coleman Report 15
The MacLean Review 16
Role of the Bureau of Indian Affairs 18
Cu turalcIdentity in Representative Indian Groups 20
Anthropology and Indian Education 22 O Conclusion 24
Bibliography 26
Appendices 30
Social Structure Diagrams of. Indian Affairs A
,1 Conflicts in .Cultural Values B
Data on Arizona Indian Reservations
Federitl Funds: Indian ucation Act J. INTRODUCTION
. 4 . . The most recent of the social sciences to Concerititself with
\ . the field of education is anthropology. In 1968 members of the American
AnthroRology Association formed the COuncil on Anthropology and Education,
This group was concerned with the application of anthropolOgical concepts
and methods to -the Study of the educational process. Concurrentlyde-
partments of education and anthropology respectively began to offer courses.
for the training of educational anthropologists. Theroleof the educa- 111
tional anthropologist is to-fnvestigate the orientation of transmitter
and.learner (35:519). In addition to this he reviews the content and
- method of the transmission to test for Continuity and discontinuity
within and between cultural groups.
Educators as well as any other have tended to' view education
narrowly. This is, they are accustohed to viewing edUcation as an in7
stitutional outcome such.ai the results from attending a school. Anthrc-
pologisits, on the other hand, have viewed education as being synomymousi
with encultUration or the process by which an individual learns his own
culture (35:520). The later view,of4ourse,being more appropriate to
4 simple societies rather than complex ones. The concern ofeducational
anthropolo fists is the process by which children become aduits-,and the
cultural deli ition of adulthood. The.basis.for the field ofanthropo-
logy' derives from theCulture concept and inevitably permeates the field
of educational anthropology.
-1- CULTURE
Culture was first defined in 1371 by Edviard B. Tylor,,the father
of modern, anthropology (1t113)(15:13).' His definition of culture has
Air been generally accepted for over-half a century as that "complex whole
which includes knowledge, belief, art, morals, law, custom, and any other
capabilities and habits acquired by man as a member of society,"The
,transmission of culture is dependent upon an understanding oe it which
the Modern educator cannot afford to neglect. 8ducational institutions
of the twentieth century are the pro&tiof several, centuries of cul-
tural growth. "'There is.also evidenbe that culture has controlled to a
-considerable degree -the' development of educational'epatterns..
Kneller-(:1QA) simplifies his definition of cuitdre by saying,
-,,that it is "all the ways of life that have been evolved by men in society."
1 In any particular culture this.includes the total shared"way of life Of.
a given people. This encompasses their modes of thinking as well as
acting and feeling which-are expressed in religion, law, language, art,
and custom. The material productsare such things as, houses, clothes,
and. tools. Another dimension/to culture is that it can be regarded as
the learned and shared behavior (thoughts, acts, feelings); of a certain
(L.
. peOpletogether'with their artifacts.- Behavior is learned in the sense
that At is transmitted socially rather than genetically, 'The behaViors 0 are shared in. that they are practiced by part or all of the populatfon,
An individual is born into an existing cultUre and.therefore is in-
"' g doctrinated to accept 'the moral values of that culture (36:4). ttric.".
ANTHROPOLOGY
4\ Aqthropology is the study of man and his ways of living. The
subdivisions of anthropOlogy are physical anthropology, cultural anthro- . lolegy, archaeology, and anthropological linguistics: These are aIls
as interconnected aspects of man. .ThephAical anthropologist is concerned
with mantas a biological phenomena-in relation to his present biological
characteristics and the way he "'is diyided into pop'uLttions and, races.
The cultural anthropolo?ist deals with the developing of-human'behaVioral
patterns into a distinctive way of life. The study of ancient cultures
is the concern of the archaeologist. The scientific study and analysis
of languages in relation to maw's, behavior is within the$rovince of the .
anthropological linguist.
Three hallmarks of- good anthropology are suggested by.Macfarlane
e (38:15). First, anthropology denies that the physical baokground, econo-
mic situation or structure of the brain is a determining variable for
thoughts and behavior. It recognized that these things are mutually in-
fluential rather than deterministic. Second, both actions and ideas can
be explained by their present functions rather than seeing the roots of
.actions and thoughts, in random past events. Third, anthropology recogni- .
ies the need for an "imaginative leap" that will allow an inside view of .
the.ways of life and: thought of another people through examination of
fundamental matters.
"Culture," to the anthropologist, means a complete Way of life
i'rloluding all patte is of behavior necessary to maintaining the existence -4-
of a community. The .loasictypes of patterns are a language; an economic
system, 'a family system, an education system, as well as a set of values
and beliefS. In each individual`communitythe various patterns all fit
together into an integrated whole balled a "culture."Each partof the
total pattern contributes to comMuity maintenance and no individual
part can be changed without chant e whole (32:43) ;
Anthropology is responsibly for contributing the concept of
s'culture" 'which vieUS man as beingc.shaped by hie institutions and his
groups through'values and ideals(41512). Values are the prin4iples of
a culture and m17 be considered permanent and relatiVe. Through"edu- ,
cation, values may be recognized for what they are. Ealcators become
. the agents of interaction in prbmoting the acceptance of value.. which
may lead to establishment of a better society in which tolive, A
odIVireless individualmith satisfied biological, emotionless, and
social needs cannot be produced, However, as an individual grows he
can,make choices to continue to acrpt the system or become an active
agent seeking modification. Thusr.the real value of anthropology is
that it demonstrates possible alternative so utions to social problemg.
All civilized and primitive cultures',in existance practice
'141' c education (1:99). It is a way of perpetuaAting and improving the self; 4 Common denominatbils'in all cultures aieteaching.and.learning with an
emphasis upon subject matter, This lb a'way of providing training A necessary to survival and welfare, Rules and, regulations by which a
culture carries on lifeactivities must be learned. 4
4
EDUCATION
9 The relationship between education arid the studyaf9iiAanbehavior.
began in classical Greece. .Education?was co idered to be the primary
human'activity which was believed to the source of all rational behav-
ior. Throughtime, social change and technological development have
altered man's view of human nature and his reliance on edwation. There
are Present proposals to strive toward perfection.in all men everywhere
(9:16). However, it might be well tcknote that in earlier times, the
Greek and Roman.aims.of education included an emphasis, upon education for
Christian salvation (2:5)(3:107). This later idea can be taken as a
,striving for perfection since this was one goal of the Christian ethic.
6 A new conceptual model for studying education as a system rather
than,as a field has developed in eac the behavioralsciences. In
psychologyit has9been the study the nd. In sociology it has teen . h the'stu0 o4social behavior, In anthropology,it has been the.study bf
man. This later has been primarily since World War II. Educationas
behavior should be viewed as a product of the social order'and a part of
institutional structure.' Education should*be further seen as a mean ineui
whole with interdependent parts. A school system should .be considered as
r a totality in beliefs andpractices to understand its functions and assess
the Values (9:23).
kaucation is a continuous process by which socielties:perpetuate P
theif culture (1146). This is a lifelong proc40 and therefore not I limited to any particular age group as once thought.' There are growing
.s, -6,
contributions that anthropology makes to education. These include in-
formalas well as formal aspects of thb transmissionof,knowIedge,
attitudes, and values inherent in any system structure of peoples.
AnthropologY has become a part of:prOfestional teacher training, cross- .
cultural comparisons of eduCational systems..comparative or International
education, educational administrativetraining'as.weilas a focus on the
methods and.conceptsA.n educational research. 104k J Landes (114299) supports a broad view similar to Ianni, in that,
she considers education as the Indispensable meansof'continuing an , order4 social existence.' Quillen (16:50) states. that educationit a
cultural process and instrument through which cultures perpe*uatethemselves, , .
. however, he further comments that some confusion exists as to themeaning. '
of and the proper role X'the school in at culture. In American culture,
the school is only one.educative agency. The family, church, organizations, ', and mass media play .important roles in, the educaton ofindividuals. An
over- all 'objective of the school is defined by adescription of the be-
havior of the ideal' citizen.
The social'anthropologidtstudi6 the total behavior.of men sand,
Ahdreby sees education as a group's formal guidanceof .its people into its
it is well to note that there is a growing 4 ancestral traditions. Again, A A A aitarenessmong educators that certain aspects of anthropology hold im- 1 Akpects connected with cultuial trans- portant impliCations for education. .
mission and persOnality-formation haVe adireCti meaningful; and practical
) value to the educator: He must 7...ekon with the fact that one cutu
communication does not reach 'another culture without specia tools,
9 9 FSTORICALBAerROTTND T IITNAN eoucATIlek' o
During thelyea s from 1870 to 1920 some of the worst abuses were evident in regard to the administration of Indian affairs. The
Indian
was denied the vote ° 1 was prohibited from practicing his own religion,
was discouraged in management'of community.affairs,
- - - needed a pass to leave the^reservation,-
uP",klildren.weTe removed to boarding schools,
- - -t 4... bureau personnel turnover-ms-
As Witt (22:57) points ?Ili,. "the United States Government obligated to provide education fors its Indian citizens" by virtue of-almCst every treaty which it consummated with the Indian tribes since colonial times,"
f The real fact is that the educational provisions in treaties were almost totally ignored by the goveinment. This responsibility was handed over in earlier times to missionaries and anyone who was inspired.
,The Philanthropic..idea,in the 19th century was that the only hope
. for the Indian was social and cul tural assimilation into white society
02:38). .The "Indian problemi4 played a prominent role in governmental activities. The major purpses at that.time were to "destroy Indian -\ culture" and "oivilize,the Indian," Early Methods in dealing with the 0 1 Indian were cruel and tyrannical. The Indian was iegimenteil and forbidden to speak hiS native tqngue while teachers tended to be harsh, unsympathetic, and punitiVe (27:1), a
A -8-
In Arizona, Federal schools for the Indiah on reservations
were first develored between 1969 and 1875 (27:2). The first boardint
school' was built in 1879 in the Territory of the Colorado River Indian
* 1 Reservation. In 1888% the first offLreservation school was built in,
. Oz. .idton with Federal funds. This was bperated by the Rome MissionBoardf 1 N 4 0 *% . .. y 4/ of the Presbyterian Church. During the late 18001s many religious de=
,. . * nominations. contributed to Indian education, especiallyespecially that of, the
. . Apache, Naliajo, Pima, and the Papago. These religious groups included
the Lutherans, Eptsqopallans, Presbyterians, Mennonites, Catholics, and
the Seventh4Day Adventists-(713).
The General Allotment Act of 1887 was designed to alleviate o
the Indian problem butin,actuality it failed to do so (12:39). Each, .
family was to receive their,ownpa4rcel of land consisting of 180 acres
undei this act. In this way it was expected that within one generation
the.Indians could be assimilated into the white rural populatiOn as 1 o' private landowners. As it turned out, the Indials were notadequately w. informed nor technically prepared for managing farms.' Inaddition'to' 4 . PO* this, subsistence farming was being replaced by large scale single crop.
venterprises at that time. 1
In 188.9, the General Allotment Act*was amended thus and resulting
. 4 in the alienatlbn of Indian- lands at a rapid pate. Further, the s
... . -boli?(end of Indian freedom came with/the now Kstoric Massacre at - . , /1 WoUnded.Knee'on December 29, 1890. 'This, amongtther things, produce [4*
, ) internal tribal schisms with detribalization,- deMoralization, and'
, , - . 0 , . 1*' . . . .4...... , .1 I 1i ..
V
e 4 disintegratio411n. ,- olitical development,, among -tribes forrthe most part 1 , , . . / ss 1 / was inhibited-dueflto the TrlorifEy'qf Continued exisUriee. One exception i . r G. eft 4 however, to. this was the confederacy' establishedLby,the-F Lye.Civil4zed . 14 .. , .
(.'Tribes of Oklahoma(Cherokee,Seminole, Chickask Creek, aneGhoiotaw)." 't:(
. 1 .,-- . The aim of thisiconsolidation was to create a sepa to-Indianstate at 1,
' 4 the time Oklahomawas admitted tb the Union in 190 however', this fal4led,
. The Burke Act of 1907 amended the General Alfottent Act to,pro-' 's .. 1 , . kJ %ferred to by. tict the Indians from further Oland loses, This lias beer!. 0 ..! , f . V '''.4 I - . . . r- Witt(22:57). as the first federal step- toward.improvingthe lot _of the . . , Indilns., Th 1910; a medil diVitsion_wasestablishedala part.of the ,..--. ..,:. . _,--- 'BureauI .of-Indian Affairs. "ThoUsapdsy.,Indlams enlisted during World' - . '4 0. : 1 ., .War I alehoughtheyweA not.subject to the, draft. In 1223, a non
professional Committee of One Hundred- were appointed by the SecretaTy
-ofithe Idteriorto investigatd7Adian problems.. TheAmericanIndian .''` 7 k , a IDefense Associa(John-Collier',$)Lion- was e.stablished in 24 -to protest° . .9 4 4 41t 4 7) , V i I 40 , Publidity. the taking 9f PUeblo land,Vthrough pa§sageof the ,Bursum Bill. , -01 ,A 4 : , . from,, thisbrought about risingpubli;4444,1414twhich culminated,inthe I.-Curtis Act of 1524 which allowed.cit4zenship to all Ameritan Indians , .
. . not yet enfIcanchiied. With4this act came the federaar1vriyileage to vb , ---..,, "., . . . and holdipul;lic office, r ..k.W
THE TURNING POINT IN. INDIAN EI UCATION a. a .
, The"Meriamlitport of 1928'grew nutofl'a study commissionedly-
e. .1r the zpartment of the5nterior in 1926 to survey Indian.echools and
communities oughout the Unitedqtats.. B Oarding,schoOl's 4
0;PI se.
4.(1.
fr \ `t
this time were being.'highly critized as having inadequately qualified
personnel,i low pays ppor working conditions, overgimwded facilities, and
poor hea th conditions suoh as malnutrition and communicable diseass. ' / 1---, ,
, The Major recomthehaation of the report .was an educational,philosophy
which would prepar&-44e Indian "to control 'and 'direct his own lifer' / . . whether he preferred to remain on the reservation or enter the "Pre-
veiling civilization" (13:17).
President Hoover appointed-Chaties J. Rhodes
1 .0 as4Commidsioner of Indian Affairs with the designated,task of accel- - erating the asSimiiition of Indians.into the general society (22159)
The Meriam. Report recomMendations were not implem&nted at this time
as official policy due, to the new task- i b involved expansion of
governmental services iri4the areas of,heal h, eduCation, and welfare:.
However, the ,Allotment Act was officially abandoned, the BIA personnel
, imptled, and advances were made in school Constructiba, It was not
_ . until pot World War II that the, major change in educAional philosophy
for the Indian was brought about by an enlightened BIA administration
' tinder the plceds-S;cattergood administration (13il7).
"MR El/MAMMAL POLICY"
- John .Collier served as Indian Commissioner of thleVnyed States i . A . ''froM 1933 to 5. He stood for implementing the recommendations of then
0 ...... Meriam Report.' The Indian ReorganiAtion Act (Howard,,.Wheeler> of "l9
brought about loosening of rigid control in e4ucation poliCies and pro-
cedures. This act became known:as-the "Collier Educational policy,' "the
.13 ; -11
aims of which were:
1) to give the Indian increased participation in, school programs,
2) to Modify the curriculum,oWard suiting the needs of the Indian,
3) to encourage pride in racial accomplishment-and:culture among the -Indians themselves, and
4) to provide teachers i*the Indian service with special training td enable them trVbetter understand the Indians .they were
-*/ teaching. - _ The off; - reservation was to be abaishea, in favor of day iohools
nearer'the Indian homes. There were many provisions of the act bUt the
most lasting one was the establishment of tribal'_governments and corpora-
tions by charter. A total of 189 tribes (129,750 Indians) voted to accept
this' provision of the act and 77 tribes (86,365 Indians) rejected it 0 (22:59) Thus, another step was taken in improving Indian affairs.
Du0ring the pant World War II era, the was a partial return of
,
.. -,i7, I -.e' -4 ',Abe evils fremijle Pre-Collier daysfinderthe Federal Termination Act,
however, this was temporary. Since 1945, the Bureau of Indian Affairs
has encouraged. Indian attendance in public schools. Therefore, this is
seen as a shirt of responsibility for'Indian'educatigp, on the part of
, the BIA, from Federal lo state authority. This is an additional step in
the process of freeing the Indian from government control toward making
r. him self-supporting;
During the first session of the 83rd Congress of 1953,the don-
. trOversial tevnination policy can about. In part, it read "- It
is the-policy of Congress, as rapidly as possible, to make the Indian -12- within the territorial limits of the United States subject to the same latit and entitled to theYlbame privileges and responsibilities as are applicable to other citizens of the United States, to end their status as wards of the United States, and to granttiSkallthe'rights and pre-
rogatives 'pertaining to American citizenship - e." liccording to Vitt .
(22:64) the real, purpose Congress intended by this policy was to cut down government spencling. It soon beCame evident that passing bills did not )4 necessarily make for independent, acculturated, assimilated Indians..
Vast numbers created a sudden burden upon State and local governments as 1,111 as the'pubTib. This caused immediate immobilization of Indian leadership to cope with the situation Which culminated in compromise.
"THE XAR on POVERTY"
On Februa 13, 1964, in response to the kWar on Poverty,"'
Philleo Nash, BIA C mmissioner, issued the Following statements
," 1. Unemployment,o the reservations rubs 'between 40 and 50 per cent - - seveh r eight tires the national average,
4 2. Family incobe o he reservations averages between one- . fourth and and -third the national avqage. 4 3. Nine out qt ten Indian families .live in housing that is far below minimum standards,of comfort, safety, ynddecency.
. . a. 4, Average Schooling of yoling adults on- the reservations is
only eight years - two thiids of the national average.
5.The'4verage age at death an the reservation is 42 years,
two-thirds the figure for the national population." ,4
Indians found that they were sixth on,a list of Six areas requiring
4 15 immediate attention when the "'lar on Poverty" began to mobilize (22169).
\' There isrnow collectiVe interest andactivity which encourages
communication between tribes, groups, and individuals. This.intertribal
unity has met with successes in coping frith problems. Through tribal enter-
prises growth and.evolution of a sociopolitical consciousness is.develop-
ing. Off-reserVation employment brings knowledge of the non- Indian-&
world and recognition of the need for mbre formal education. Increasing
family financial stability and participation in tribalaffairs brings more r 4 * ti knowledgelbout the benefits froM,econOmic practices in AtericidsocYety.
successes in recent years haveencouraaed nationalistic activities
among the Indian tribes. The gsileral goals of this trend in Indian nation-
alistic activities are-: (1) increased education of all kinds. on all age
, ,0 levels,( ) improved -health and general:welfare, (3)-retention.of land
. 5te.S'e and acCuMulation of more land, (4)4'economic development on the reser.1? -
Vations, (5) true rathertham'nominal.triba37acZeignty, (6)as?Umption ' .4/ of BIA functions as the Individual.tribes reach the necessary level of
development required to da so;,(7) greater political solidarity and strength
in order to exert significant 'ontrol.oVer their affairi andp) main-
0 tenance and development of. Indian culture.
The anthr6pological term for the degree of unity achieved by a
culture is-integration. A culture is integrated to the extent that its
patterns of behavior are interrelated (10:7)eOne question that arises is
whether or not the Indian nationalistic trend will result in integration ' or a continued sub-cultural status. The American society is multicultural.
I
6 INDIAN :CATION: 101;5 TO THE Pilr:SENT,
plight of the Indian is a societal problem rather than a
problewof the IndianaloneS, Kaltsonnis (34:291) has pointed out that
the melting pot idea does not work for Indians. The: )'salad bowl" is
now the analogy to use in describing the nature of Ativican society.
This is a combination where the ingredients preserve their identity t while at the same time blend into a desirable unit. The Federal
government has finally realized that'assimilation was not the right
policy fOr the, Indian. -They'are now attempting bicultural and bilin-
gual programs.
Two congressional acts stimulated 'by,the "War on Poverty)
which facilitatedIndian education were the Equal Opportunity of
1964 and the-Elementary/Secondary Act of 1965 (13:20). These provided
funds for special programs and extra eduCational/nersonal services to
schools serving children from low income families. Another major
event was the Johnson-O'Malley Act, P.L. 73 -167, which designated funds
to provide services to Indian children in public schools (28:). As
with all Federal funds, these funds -are made available on'the basis of
contract befween the Bureau of Indian Affairs and the individual-state ti
6, with an acceptable State Plan. ,
More recently, Title IV of the EduCatioq Amendment of 1972, or
better known as the IndianEducation Act, has established an Office of
Indian Education within the U. S. Office of Education (33:32). The maineL - purpose is to administer programs- providing school districts and Ameri-
17 can Indian organizations with.funds to improveeducational opportunities
for fndians. An allocation of ,;17 million was made for fist' lyear 1,975
to implement programs authorized. Indian participation, in the planning
and development of the new prograMs is necessary' to approval by-the
, CommiSsioner.
'THE COLEMAN REPORT
The Coleman Report of 1965 under the S. Office of Education
compared educational achievement of all minority groups (13:26),, The
findings indicate that the minority child fell farther and farther behind.
Two factors are reported, to influence this. One factor is cultural
alienation which leads to progressive psychological withdrawal from all '-q.
that school implies. The second factor is considered to be middle class
American values whidh are oftencontrary,tO traditional Indian values
(13:27)(30:57).
Cultural alienation together with "progressive retardation" which
mar be ,g factor in,creating alienation. This is also referred to as'a
"cumulative learning Widit." The drop-out rate for IndianS is highest
in the 8th grade just after transfer to publiC school. They are made
aware of their ,deficiencies'in competing with Anglo children and are
no longer able to cope with thefteducational situation. Between 1962
- : and 1968, 57.2% graduated from high school while 42,3% dropped out but
in the Southwestthe drop-out rate for Indian studentS is 38.7% in com-
parison to 47.' in the Northwest (13:25). In other words," the drop-out
rate is higher in the Northwest than the Southwest. fig
-16-
, Reasons for acadethic failure are controversial but the factor
0 of . a 4vergent value system is prominent, The traditional Indian values
Which are contrary to Americah middle class values are: (Zintz, 30157)
harmony with nature justaposed with mastery over nature
- present time^orientation versus future ,time orientation
- - - level of aspiration s to follow the waS's of the older- peOple.aild maintai status, quo rather than develop a. keen sense of'competition andfalimbthe ladder of success
- .- tovalue, anonymity and submis iveness rather than individ- uality and-aggressiveness
- - to work to satisfyiprest needs and be willing to sflare- ratherthan alway king .to get aheadsand save for the
future, ;
THE MacLEAN R7VIEV
MacLean (13:20) su arizes some of the facts which the U. S.
War on Poverty brought light. Unemployment among Indians amounts to 40% while the nati al%average is 3.5. Of those who do work, one-
- - third are under emp oyed'or seasonal workers, Fiftypercentof,the
Indian families ve incomes below a, 000 and 75 are below $3,000-. annually. The average age at death of the Indian is 44-years while the national average is 65-years. (The U. S. Department'of Interior
Press Release on February 14,:1964 gives the average age at-death as
42-years.),The Indian infant mortality rate is 34,5 per 1,000 which . 'a, D is 12 points above the nationals average, Ten percentof all Indians have no schooling and 60% have less than an Elth grade,eduqation.
19 I j. I
In 1968 there were 600,00O.Indians inth)771-1140States, 400,000
who lived on or near reservations and'200,000 of school age (13:21).
er one-half could speak only their native language which created
"i41000.al problems in education, It was estimated that 944 of all Indian
hAldren were in school which constituted a 4% -increase since 1961
hil0 same year, a study of'384 graduateS from the Southwest = ix years
ter high school completion was carried out (134.28): seventy -four
ri ent of these entered.academic or vocational schools. Seven-percent
7m4oMpleted colleqe and 44,1. completed vocational/technical-school. Reasons
givpt for failure to complete, the post secondatY Schools were listed as
1000quate finances, Military service, marriage,*dpregnancy.
In 1970 there were 185,587 Indian students, ages-5-18 enrolled in
011601S (13:22), Of these 61.7% were in public schools 25,10 were in
Fetitm1 schools, and 5.Qg were in mission schools. During this year, 0 .9
thy'_ Bureau. of Indian Affairs Operated 215 schools enrolling 52,195 (1 strnts, In addition to this the BIA operated 19 dormitqxtbs for. 4',043
children in public schoolSand undertook partial financial reSponSibility . for two-tt,(iiidS Of all Indian children", in public schools. A total of
1,681 pre - school children were enrolled in 59 'kildergartens, Graduates
from the BIA high SChools during this year:totalied 1,939.
Of the IndianS who complete post secondary achooling, two-thirds
of the females andothree-fourths of the males are emplOyed, Tri4females
are working primarily inclerical positions and report they are happy,
0 ,/ The Males are working mostly in skilled and unskilled jobs and state
C
o 18 /rf they are.dissattsfied. Havighurst(se ba7 found that the number of Indians
,attending college has increased:five times during a tenyekrspan from
1960 to 1970.-There. aTp now 8,000 Indians in collere, 125 of theCo"'Terre
age group,(13:26). Rdasons far. this .no doubt include availability of
. . , money through the BIA, Ind,ifi.n tri and recruiting efforts of a
: number of agenciee(134:28)(24:25
ROLE OFTHE BITRF,ATOF INDIAN AOAIRS
There were.203,000-Indianstudents ih all types of school in
1971 with 51,000 of these in.BIk Ichools (25:2). The role of the BIA is
'limited. to federe.11y'recOgnized Indians living on reservations or:Indian
trust land. The central part of, the BIA,Objectives include:
- - to carryOut an:effPctive 1program for students in Federal schools designed ta prepare the student for. successful livine(19,600 in BIA schools need special education, 3,700,repeive services, over 15,000 do not)
- - - to obtamn school facilities for eligibleIndian students (about $$90,000,b00. for construction wasp provided by Congress to the'BIA in 1969-73 but to bring up the remaining an addit)onal,one-halfmillion dollars was needed)
- - - to spcure: rig41 Indian children the educational opportuni- tied available to all citizens through public&Iticationt,
- - toy/developon the- part of Indian groups, state andlocal
/- officials recognit.,ion and acceptance' of their fullrespon- sibilities for the education of Indians
- - - to retain the valuable elements ofIndian life and to strengthen the:pride of Indian.groups and therecognition by non-Indian
21 -619-
as, to the contribution of the Indian heritace to our 9Si' . national life
to.secure regular attendance of all Indian students until they-graduate and to appraise periodically the reedfor boarding schools,
The BIA budget it fiscal year 1972 was $20.0.million dollars,
The major areas of use are.4peratitn/construction of Federal schools, ,
Assistance for public schools serVingIndian studenthigher educational
0 .assistance,.and for adult education program; There Is now an Indian
. Board of Education serving every Federal school, In current years1 13 o schools have been turned over to the dom:Ilunities in which they are located;
Three Indian community colleges are operated under Indian control with
support partially from Federal funds,
Navajo Community College, now: located at Tsaile Lake, has been in
1operation- since-1968, This is the 'first institution of higher learninv
in the United States owned and controlled by Indians(37:774)(39:208),
No Navajos ,are refused admission regardless of wfiether they have a formal.
education or not. Some take college courses or technical courses includina.
rug weaving or silversmithing, The college has 656 full-time students,
including members of 12 other Indian tribes plus a fewwhite and blacks.
Recently a news item appeared in the Arizona Republic (26:18) that
° ,indicated most Indian students tend to enroll in colldge aMmediately after
they graduate from high school, drop out for a year or two,. and then return
to their undergraduate studies, Their most common majors areAeducation
and social work with theigreatest source of financial help from theoBIA.
22 , . Of the 13,000 Indian college students in the United States, a'random
Sample of 3,000 indicated that poor study habits, lackof adequate pre-
paration in high school, lack of motivation and lack of money are the
biggest problems for Indian ,student's, Skill acquisition; association
with other people and sense of fulfillment were considered 'the most
, . enjoyable aspects of collegel!ife W. the Indian students contacted.
Many BIA officials tend to see school,drop-oats in terms of
.. . , opposing social forces(20:165),,. The teachers and administratorS try
to attract the young peopleto academic adhievement as a way: of pre7.
. . ._ them forramerican society. 4.eanwhilg the6dian elder4.try'to
pull the young people back into the-undevelopedleservation culture.
' Indian people would like improved educationaland community programs
designed to give ,theindiAridUal'a.,-free choice in usinghiS abilities
and at the same time, maintain his Indianness (12:191).
0
CULTURAL EDENzi* IN REPRES=ATI7; INDIAN GRICUPS.
Papago system of education has remained central to their
efforts to maintain their identity and internal social ord'i.(21:163). Ai There are six principles upon which-their process of educatiohand
socialization are based. These are:
1) pattern of reward and punishment,
2) pattern of social deference,
3) pattern of joint sharing of.family,work,' t 4) pattern of supernatural sangtions as controls of disruptive _Nand physically dgtger8us,behavior,
23 4
a a 1, V
5) pattern of'similaility of expected social beh or Tor
. adillts:.,4nd children; and a 4 4 6) Pattern of tratment of ,child as a ,person.
t
. . tee. Tile Papago child is .treated aS_A-distinct sbctal person with a . a as , I , set of ideas.and:desireh4t are in choices of action that,.
directly affect him. The child Is consulted as -to his 'wishes orimatter0 __. : ,L . .,4 which adults feel an adult,persdn Would. have theright 'todecide. Th±s ,
pattern of giving tile child wide freedom 'in personal choices%of socl,al / action is in accordance with the, adult social deference pattern idea -I that consent of a junior is required.* senior in actions' affecting the
.junyGr person. This is the basic rationale of 4dults"for treatMent of
child as a distinct social person. As herhatures,tconsideration of
the child as a person is essentially 'tpe:tam-Nthrough the entire sociali-
zation process: Choltes made by the child are accepted by.the adults
without comment.
e II The Hopi, as one example of the,Tueblo groups, have maintained
a strong sense of cultural identity and isolation while viewing white
..'
. . , ". education, 4.6 a necessary accessory (7:116)-. Numerous problems confront J ). 4 V the Pueblo groups who have been pdlarized into progressiVe and conserve,.
° tive fac4dons on many. issues (402). Problems demanding decisions from NO within the grows include poverty, population growth, land.rights,Tlan4
. . . -. clams, religloractivities,education, formation of Village constitutions .. lc. . . cl. .and participktiorl in Federal prOgraMt,These will serve to illustrate
the complexity of their situation'as they strive to maintaintheit',identiiY.
24 6
4 ANTHRQPOIMY AND TNDTAN-EDNCATTON 0 o.
I. Murray and Rosalie ..:ax (194:3)- criticize.eduCational researchers
as having a' vision constricted by. an interlockirtzchain of assumptions.
In the first place, they cIaim, researchers view schools as primarily
.and exclusively a7encies of formal education rather than 'being social
, . institions. ,Secondly, researchers see'studentp as isolated inaividuais
. y . . 4'1 , rather than social beings .who participate in the life of peersocieties,
ethnic sxoups,and the like. Third, researchers consider formal education
as synonymous with"educatibn.' And fOurthereeearchers-lelieve that the
pAncipal task of the teacher is to educate; instead
S ti quiring what sort of social proles es are occurring,-rtsearchers have
-defined 'thair problem as being one of discovering how-to nake theschools
teach their Individual sturients more, better, and faster,'
v. Several studies have shown thb desirability for developing-
teacher awareness of the relationship between schcolproced and 4 A- croPS-cUltural influences (8:149). :Education is more than the more
transmitter of cultural heriik,re. It needs to be seen as the means for
societal .survival and adjustment.' The student can be made tofeel more
secure if he is allowed to readjust his valueInd evaluative structure
in a manner that permits cultural realignments and readjustments to a 0
constantly changing world.
115 There` are three aspects of a formal curriculum that teachers
should consider. These are the content, the method-of-iAstructiod, a+nd
* 4 the order of instruction. The informal curriculum is reflected,in the .
25
0 / f t A
a, it -N 41 atmosphere 'throup-h_the dre 7'so code, the behavioral standards, 9,, . schoolsocial
the, reward system's, as well as treatment and _expectations of,,student,s. 1. g Almost universally American schpOls' present an informalcurricu'lum 1)a. sed ''0' . . , , :
on the American middleclass_culture of .,.9'r .sChopl, personnel °(31iT1 cl , 0 Nistbrically, the Americn school has pfroeved itt tole inteaching ,
, .; : P , - A . f across cultures as 9ne 'of -augmerAing and hastening` the .procets of .eccul- . , 41. 62). a vir turation. Approaches*to the curriculum encourage the eradicatiOn'of'("elk
. . , , viance from-the American middleclass°moael (31:165).
.. ,.. 1
.,_ , . Indian child ref ate tgu, 0 1 t waYa (5;2-2).- - . '`6 ' . . i . t , I
1 hwhitOotan. home they ;learn ittie ways. .In schoolthey 1,eA.n the ways , . At r A ,,,,, :rii . ''"A. . if patterns haSre been durabl for,.,, ,4 of their people.'So'me of thesecultural .., ..
,/ ,... 'I. , ,.' - . .. - A I. It teeMempeasonable that I:fhat _J..§neeltd Is'a tr der ,_ 4' oVer .'
ba of nowledges and understandings about' cultures toeff4t ,gradua.1
. . on on the part 00* non-Indiant nd Indians. Anthropologists can er.
. .
. .5. ' yaTuable assistance as resour e perSont u this respi4d- Iprovide . ,' 6 1 ,...______,..,..< ; 4 , oi Nipety-nine percent of the anthropologists- are eMployed in,insti...7 ,
1 4 ,, ,. , 4 , "-----7 _ . . . ';4 0 J' tutions of higher 6education '29:13) .' ''Fresently : it is the 0 tas.k- nf: the . .. g- ,
J ; . .. . teacher alone to incOoperate' anthropological. concepts into the curriplium4' . A Spindler .(19;70 suggests' that every. p IiC .schOol CoUtse'shoulok be pn7- , niched by incooperation of ethnological materials, partiCularly on 'culture
. , ... .history, He further. pointsoutthat theSe ideascanbe facilitated ancl. - implemented 'through joint meetings': of eduCators aril anthropologists.. Cer-.
.-tainly the'. innovative ,teacher /educator,if "OUIturally literate.," can de-, 'terming-the cultdraAy defibea limits within whiCh to most effectively , , .0'; ...... -r7II 'transmit .he Culture -(17 s 161) . , AO ° 26
^-%
4. lb
4
44 -24-
Myet and Gezi (14:195) have made some very practical suggestions
which can be appliedto the Indian in the,classropm setting.' One, become ..-- P _ familiar with the subcultures, family-structure, home environment, cul-
74
, . tural-traditions and vanes of the Indians. Two., iqtablish a warm climate
based on-iccpetance, appreciation and respect_ without sacrificing authority.
Three, help students undertanethe dynamtcs of. prejudice and its implica-
tions for all groups, Foir, demonstrate sensitivity to human relations
probleit in the classrdom, Five, and last, use teaching methods-specifi- .
cally attuned to the needs of all-students. I 'OONOLUSION
,-44, _ . ..._< A rather bleak viewpoint has been posed. by R. Freeman Butts (31466), ... <7 with his comment that, "-t6 - -6 the attendance numbe s, of course, do not
solve thepro lems //of education yy Indians. 4 ything, tysim ,bring
, them into t stream of AncandA edUcationa, oriented.rural - / youth t d. toan.urban'enronmentt is mdre alien a ho ile
;- than thes ation .and'morecontemptuou 'I' popr:vocationdi illst a . / 6 curricu -:at pays virtually no atte ti. to tt.0 Indianveritage; teat ers whO /littletraininff,.understandin or appreciati the special need,
for res ct'and dignity of a people who must be 4b1 to more skillful'
1 tween the-traditional cu tux.; of tri folk so ity and a modern ur n
. Civilitzationand be able'7to find val es in both
There is a evariity of educ tional antopo7,oits.Perhaps this
has iositive aspects, nlat,tea hers/edacatrs wi 1 find it necessary
itoaden their own CkgroUnd th inclusidnof c ltural components,
4, -25-
Arizona has 96,000 Indians in a total pppulation of 1,772,000 (2311),
This number is simificant'enough to warrant inclusion (4 anthropolo-
gical concepts in pal c. icula to treater extent than istnow present.
It seems to me that *e .task of the teacher,4ducator is to recoznize:the
interconnectedness of societies and cultures which make it imperative
that attention be'siven to curricular incooperation of other societies,
and cultures. Robert Redfield (17:157) poin't's out the classroom as being.,
important only if it is understood in itsrelationto the society and *
culture of k.he people who occupy it, .Teachirg will be effectiye only as
.it is,elated-to society and-culture.
J
.4^
I 28 I .
BIBLIOGRAPHY
BOOKS. #
1.. Brameld, Theodore Education, for the,Emerainp.: Age, Harper and Row Publishers-, New York, 1965, alCt L5 875 9715
, ,.., 2. Brubacher,'John S. A History of the Problems of Education, McGraw-Hill Book Company, Inc, New :fork, 1947. ASU: LA 11 B7 .
. 3. Butts, R.= Freeman. The Eduoatio of the West, McGraw-H11,1) took Company, Inc., New York, 197. "Personal Library
4. Butts,'R. Freeman .and Lawrencede' A. Cremin A History of Education in American Culture, Henry. Holt and Company, New York, 1953. ASU: LA 205 B88 ,
5. Cazden, Courtney B.-and Vera P. John "Learning in Amerfoins Indian.Children," In Anthroro3o7ica1. Persrectivesson'Education, edited by Murray L. Wax,Stanley Jiainond, and Fred O. Gearing, Basic Books, Inc, New York, 1971, pp 252-272, GCC: LB 45 W33
6. Dobyns, Henry F. "Therapeutic/ExperienCe of Responstble Demo - , cracy," In The American Indian Today, by Stuart Levine and Nancy OeStretch Lurie, EVerett Edwards, Inc., Deland; Florida, 196P, PP' 171 =185. GCC; E 77.2 1.4
7. Egan, Dorothy 'Instruction and Afflict in Hopi CU%tural Continuity" In Fro Chil o Adult, edited by John Middleton', TheNatural] History Pre s, The American Museum oNatural History, New York, 1970, pp 9-133. ,A514.4 LB 41 M647
8. Greente g, Norman C. "Cross-CulMaiialImplications for Teacher, In. Re dims in Sociocultu .1 Foundations of EdUcation, edited by JohH. Chilcott, Norman C. Greenberg, and Herbert B. Wile0i. W worth PublishingCo.,Belmont, Calitkrnia, 1968, pp 14'6-152. : LB 45 C45 Ianni, Francis A, J, Culture, System, and Behai-or': .The Sciences and Education, The Foundation of Edupation:Series, Joie:ice Research Asseiates, Inc Chicago, 1967. ',Phoenix City Library, Kneller, Ge rge F. Educational AnthroppIoLy:An Introduction,' .John 'Wileyand. Sons,NewYork,1965. Personal. Library
11. .Landes, R th mCulture and Educatio ," In Foundations of Education; second e ition,edited by George F Kneller; John Wiley and 'Sons, Inc., Ne'York,' 1967, pp 298-330 ASU: LB 7 K7,
12, Lurie, ancy Oestreich'"An -Amerin Indian Renatdence?" In The
Americ n Indian Toda , by Stuart vine and Nancy OestreLch;Lurie, EVere t Edwards, Inc,, Deland; Flo ida, 1968, pp,187-208, CCCt
E 77. Lfl. # 13.. Mac ap,Hope A Review of Wiian ducatioryin NorthAmerica,' Ontario' That ers' Federation, Toronto, 19 2, ERIC: ED 068 25'V, . sr 14. Myers, James E. and Kalil I. Gegi r"Teaching the Culturally, Disadvantaged In Teaching in American Culture by KaIi14I. Gezi and James E. Myers, Holt Rinehart and Winston,,Inc., New York 1968, pp 172-187. GCC: LA 205G4 0 15. Paulsen, F. Robert "Cultural Anthropology and Education," In Readings in(the Socio-Cultural Fgundations in FodUdation, editedi by John H. Chilcott, Norman C. Greenberg, and Herbert H. Wilson, Wadsworth Publishing Company, Inc., Belmont, California, 1968', PP 12-19. ASU: LB 45 C45 0 Quillen,J.0James "Problems and Prospects," In Education and- Culture; AnthrepoloAcal Anbroaches, compiled by George D. Srind- ler, Holt Rinehart and Winston, Lew York, 1963, pp 49-52.GCC: 370.193Sp46e 4,
17. Redfield, Robert "The Contributions of Anthropology to the Education of the Teacher," In Readings in Socio-C4kural Found-
ations of Educatilon, edA**.d by John H. Chilcott, Norman C. . Y berg, a0Herbertp. Wilson, Wadsworth Publishing Company, Beihont, California, 1968, pp 153-161. ASU: LB 45 C45.'
18. Spindler, George D. "Anthropology and Education: An (.1verliiew," In Educatidh and Culture; Holt Rinehart and Winston, New York, "1963,pP 53-83. GCCs 370.193Sp46e 14Wax:MUrray and Rosalie "qreat Tradition, Little Tradition, and Formal Education,' In Anthropological Perspectives onEducation, edited by..grray/L. Max," Stanley Diamond, and Fred 0-Gearing, Basic Books, In ., Publishers, New York, 1971, pp 3=18. GCC: LB 45 Tet33
20%. Wax, Rosalie nd Murray"Indian EducStion for What?" In The American Inds an Today, by Stuary Levine and-Nancy Cestreich Lurie, Eve tt Edwards, Inc., Deland, Florida, 1968, pp 163-169. GCC: 77. 4L4
21. .Wilaiams, Thomas,RhYs "The, Structure of "the SocializationProcess, in Papa Indian Society" In From Child to Adultedited by John: Middiet n; The Diatural History Prets, The Aerican-Museum of Natural History, 1970,, pp 163-172: ASU: LB 1 M64d7 I \' 22. Witt,Sirley Hill-'"Nationalistic Trends:Among American- Indians," In. The American Indian Today, by Stuart Levine and 'ancy Oestreich, Everett Edwards-Inc.,.Deland, Florids, 1968, pp E 772 L4
NEWSPAPERS, PAMPHLETS, REPORTS; SPEECHES
'Adult Education Vanrruard, The Krizona Department of Education, Adult Education Division, Phoenix, Arizona; A 'leaflet on the ABC'S of Adult EduCation, 1973.
30 4 -28-
,Answers To YoVr Questions About American Indians, U. S. Depart- ment of the Interior, Bureau of Indian Affairs, `U.S, Government 'Printing Office, Washington, D.C., Stock No. 2402-00030, April, 1970. , , 25. Hawkins, James E.Indian EducatiOn in the Bureau of Indian Affairs," Speech 'delivered at the National Indian 'Education Con- ference, Seattle, Walhington, November 1/1972. ERIC: ED b575430
26. "Indian Dropouts Back" Arizona Republic, September 29,.1973, 27. Mu eertrude H. Indian Education in Arizona: A BibliogranhV, ComPilatiOn in Arizona Room, Hayden Llbrary, Arizona State Uni- versitTempe, Arizona, 1973, 50 pageso
28. Shofstail, W. P.,PH D, Superintendent of Public instruction, Annual Report: The Division of Indian Education of the Arizona Department of Education to the'BIlreau of Indian Affairs, 1972 -73,
Phoenix, Arizona, , '
29. Soci lc:mists andAnth'r polorrists: Supply and Demand in Educational r Settin-s, National Institute of Mental Health, -41-// Inst tutions an,Ct /- Division of :,:anpol r and Training Programs, HS Publication No". 1884 U, S. government rinting Office, WashinstOni\D.C., 1969.
. 1 36, Zintg, Mlles V Direc or, The Indian Research Study: Final Report Section I, Um* ersi. of.New Mexico, College of Education, Albu- querque, New Mexi y,1960, pp 57-58.
PERIODICALS / I 31. C. ter, Thomas P. "Cultural gonterit,,for Linguistically Dlferent Learners," Elementary English, 48:162-175, February, 1971.ASU: LB 1576 A1E6 Dobbert, Daniel J. and Marion L. Dobbert "Media, Anthroology, and theCultioally>DIfferent,"...Audiovisual Instruction,. 16:3-45, nanuary,1971. ASU: LB 104 A815 "Federal Funds: 1- Opportunities for Indianth," Americae ation, .U. 1. Department of Health, Education and Wel,. fare, ice'of. Education, U. S. Governmer4 Printinp7i3Office, Wash- in n,'D. C., October, 1973,p32. ltsoUnis, Theodore "The Need toIndianize IndianSC4pois," Phi: Delta-Kappan, January, 1972, pp 291293. LaBelle, Thomas J.. "An Anthropological Framework for Studying Education," Teachers College Record, 78:519-538j May, 1972. ASU: L 11 T4
36. teach, Edmund "Keep Social Anthropology Out of the Curriculum," Times Educational Supplement, 3010:4, February '2i 1973. ASU: L 16 T6 Folio
.31 -:Th -29-
( , , 37. Looney, Ralph "The Navajos," National, Geomraphic, Decembr, 1972, pp 740-78l.
38. MacFarlane, Alan"Imaginative Leaps," Times. Educational Suople- ment,.3006:15, January, 5, 1973. 39. National Repbrt: "Higher :ducation for Indians and Spanish- Speaking Americans," Intellect, January, 1973, Pp 208209. ASIXL 11 536
4A. 'Pearson, Keith L. "Watch Out, You Might Assimilate," Nat,tral History-, June-JulyA.971, pp 25-33,
0
,o
0
p
0 3
Appendix A
I Diagram I The Social Structpre of Indian Affairs to 1933
,Nallal Government Aobyns (6:172) Social .7 Structure,Diagrams of
Indian Affairs Bureau of Indian Affairs
General Population (The Dominant Group)
Tribesmen Geographic Area of Reserve 4 Diagram II The C.hdnging Social Sirucluro of Indian Affairs,1933-1946
National Government
Bureau of Indian Affairs
General Population
Tribesmen Reserve Area
Diagram!!! The Emerging Social Structure of Indian Affairs after 1946
National Government 1
t
/ U.S Public Bureau of tndion Affoirs Health Service
t 's ate.: ,
/ I Genera! I PopulOon
9 4 Attorney ; CO LICTS IN CULTURAL VALUES AMERICANsure to schoolplacesre t valuq t4chers are Chi n ffrom "traditional es may be SPANISHChildren - AMERICAN families from tradition.al on these practice;4 : rfliDIANgeneralsaidcribed to havdbelow:pattern a a des- ted maycepted be said t to have ac- general MASTERYmUst'harnlassforces OyER of NATURE.nature and cause to work the Man manNatureHARMONY if will he-WITH will,behave .provide NATURE. for ' theoftenSUBJ traditional observed reactionSpanish- in ION TO NATURE. An , for him. r naturehe should I s and obey , as a God'sAmerican will." was, "If it's , are-tuture-oriented.AllFUTURE living, TIME inORIENTATION. our society \ willtureherePRESENTLife get inand'nqw. is throughitsTIRE concerned seasonsl'we ORIENTATION. Acceptthe yeawith na- the -,PRESENTimportant TIMEAmerican ORIENTATION.goingFor goalthe to family traditionalofheaven life the after,death. was only Spanish- bethingsgood',one good."at toaI,all time.ambe doingmydoing lifeyi nowthes a e "If the hisOne "reward"temporalonly passed in.thelife through to next. receive LEVELSuccessthe ladderOF ASPIRATION.is ofmeaaured success. by a C YoinheLEVEL-0E,ASPIRAT ling wails peoplp of keet e,quiet N.old people. Follow. .\ sLEVEL,OF'Followwork ASPIRATION. ina 'little,one's, father's rest a little.P "To 'first,0wide .the'mosta range of thesuperlatives:- best, etc. ovationandbecauseemphasized experience. they expoia invent, in- and ch This de-maturity the,footsteps. present.- Be satisfied with WORK., Success will be WORK: One bouId work to a ;WORK. Work to satisfy achieved byehard work. Accumulatingsatisfy present more thanneeds. - Americanpresent need.was pitrticular- The Spanish- on needs could be con- ...11 istic in nature. He operated 'st ' - on emotional, response 12% or ' 4 bigot,,o.ed as selfish, stingyv a rather than sub6rdinatininstitution.thelooks individual first at to himself ,the societal A busineSsman whobrothersecondlyasking is dealing tofor as'athe credit, 'manwithbusinessman, who aand is aet/ ' SAVING. Everybody should whatSHARING. he has. ,One shares freely One of the 'SHARING.includedcustomer.. sharing within the Traditional pattern pennysave for saved the.future. is a penny- "Rut something ° traditionalShalako was purposes that a ianof Thoseextended established family group. in 'the aawarearned." for a rainy day.,'' ff 'were ablefeastcould to forprovide do theso. villagea 'ceremonial. if. he Anglodominant values culture in shaking._, accepted ; ADHERAGE l>lamE SCHEDIES. ADHERENCE TO TIME SCHEDULES. ADHERENcE'TOJIME SCHEDULES. ando"Take the hourscare of,will. thA takeminutes 'tare?nightthemselves:fl be termed '!clock.... In practive, mentsTheTimeof has unhuFriedthedndianis led alwAys to inexactnessthewith ex- us.appoint-. walks."'theclockThe Spanishexpression runs" It has istranslated been "thefor _said"tie:clock from. . J .11a chers." - onpressiong."He Indian time." operates Anglosthat"manana this have attitude"explains observed thewhich in INDyIDUALTIX. Each one ANONITLITI. Accepting ChurchSpanish-Americans.OBEDIENCE. kept life routinized,/ The Catholic Self-reqp,hationshapes his own debtiny. for each , inggroup sanctions, and keep- rigidly routinized. plitcedience toemphasis will of. an God. °bed:- .4 ACCEPTANCEacceptedChange, in asOF and modalCHANG. of itself, be 16, maywithREACTION follow Corificience. TOin CHANGE.'the old waysWe g / withmayREACTION confidence.follow TOthe\old CHANGE. ways Thb reason We w 'havior. ThismayHeaven.onlyas notthelife to be Indian's, "winon at earth eternal01 the however.is sameenduredlife in . SCIENTIFIC EXPLANATIONBEHAVIOR-. FOR ALL Nothing happens FORNONSCIENTIFIC NATURAL PHENOMENA EXPLANATION NONSCIENTIFICFOR NATURAL PHENOMENA.EXPLANATION /contrarytionThere tofor naturalis everything. a scientific law. explana Mythology,explaifisorcerysupernatural, may behavior.tear be witches,ofused the to and wereWitches,behavior.scientific used fears,to medicalexplain and practicesnon COMPETITION. Aggression. COOPERATIONsubmerged-within t the Rema AliMILITY. Acceptance iof, - One competestimeWinning is 'a'firstto covetedwin. prize goal. all the . A .11.1011group.. didnot Traditionally seek offices or a irtg mighthis statuscategorize quo. behavior. Submigtion dominateleadership-orattempt his people. 41 P. win.Wasaportsi now ready if one to wonlet others , e onc, he 4 Zintz (36::57) 4 3. ESTIMATED PER CAPITA INCOME ON ARIZONA INDIAN RESERVATIONS -f 1972 INDIAN RESERVATIONS IN ARIZON . Gross Income All Sources From ReservationPopulation IncomeCapita Per HAVASUPAI FARRAR Indians ftesidihg on Reservations . . $138,5 113,249 O NAVAJO . $L 2 EMLAPAI fUpblt ARIZONA iNDI)IN RESERVATIONS AND RESIDENTS THEREOFSUMMARY OF TAXES COLLECTED IN 1972 FROM issurffed Res. Pop. MOHAVEFORT IncomeProperty Tax Tax . $5,628,912 of 113.000 174,050 COLORIVER ADO "I' tD FORT. APACHE Whiter Transaction Privilege (SalesLlax.- 1.-General (3%)2: Mines . . 1,350,3621 185;442. Mt 3: Oil and Gas A $9,627,425 8,641 i !IVACO i 1 sells GOVERNMENT EXPENDITURES IN ARIZONA, FISCAL YEAR 1972 ,NDIANSESIDING ON RESERV TIONS N neserationand Tribe Population Sq. Mil s Area Rtsery tionand T 'be County PopulatIOn Sq. Mile Area State 4 a.nd Otheriedtral Total . AKCHIN Papago . 2E5 34, HOPI Hopi NavajoCoconino 6,567 3,863 CrippledArizana Commission Children's Services(*) of Indian Affairs ' . $ 376,217 17,669. $ 208,1R $ 585,000 51,6.69 COCCAMP ERDE Yav pai, Apache Y-ava al 342360 1 HUALAPA Hualap i ,CoconinoYavapaiMohbve 870 1,550 cahomicEducation Security ' (Rehabilitation(Inoome S rvices Mamten Bureau) nce Bureau) . . .a 1,230,685 9,710- 7,307,665% 42.890 8,538,350 52,600 COLORADO RIVER Mohave,YushaChemehuevi; Navajo Ho Yum 1,581 a 353 NAVAJOKAIBAB Paiilte ApacheMohave 78,678 153 \ 14,014\ 188 (Vocational)(Elernentar4Secoridary) . -. . .. 1,345,052 60,768 ,11,503,014} 61,916 18,848,136 128,684 FORT APACHE ApacheWhite Mountain- Gila! I Apaq he 7,200 2,601 PAPAGO Navajo CoconinoNavajo LivestockLibrary,Health- Archives, SanitaryDepartment(*) and Board Public Records . .. -. . ,..C. . . 41,40023,07286,5,61 w 20-1,960258,741 14,601 249,360344,802 37;673 FORT McDOWELL YavapaiMohavo Apac4 MarNavajo. copa 340' -39 SALT Papago RIVER. MaricopaPinalPima -9,1592,750 4,334 OilMineMental and Inspector Retardation(*)Gas Commission . . '. ,. .. . . -- 131,661. 1,629 800 114,128 305,789 P3,800 1,629 GILAFORT HERD MOHAVE PapagoMohave MaricopaMohave 49750 3716 SAN CARLOS ApachePima Maricopa GrahamGila 5,097 2,898 .State Universities(*)SteeState flospital(Commt'nity *) College/Board .. .. 019,166: 197,586 1,079,933 363,974 GILA RIVER Maricopa I MaricopaPinal 8 331 581 YAVAPAI Yavapai Yavapai 94 . Total ...... Includesjervices.to-off-resery - . 4 ,$11,619,510 994,956 on In fans. $19,94844 $31,602,354 994,955 Note.HAVASUPAI Population figuresHavasupai represent Cdconino 363he number of 5 Indians living on and SAN XAVIER Papago near the reservation. The NavajiPima 3,357 111 U--;----EcTztrtrnent of Heal_th.---Feuce-ti-dti-Eria.461fare, P 32.
Mt,L FUND'S - p0.ndixD
EDU 4L. TU
FAGNth 'Title/ IV of the Edu.-...aton -Arnend- ments of 1972, 'better known a&.,. \ School FT73 \ FY. '73 FT73 STATES Districts Act, has_ Grant ProNcts Glint rojectse Grant istalplished-wittlin the U.S. Office of ALASKA 9 S 1,532,982 1 $ 200,000 $ 1.689 ARIZONA Education"tlie -Officeof ;Indian 24 L440,024 7 994.239 uc toadminister programs CALIFORNIA 17 107,715 4 582.116 ttiat provide local schodl districts and COLORADO 4 27-250,000_ American -1-ndian---oi---garazations with' CONNECTICUT yl 319 t.o_ imove educational. .opportemities DISTRICT Of COLUMBIA 50.000' forIndiags.Under, FLORIDA' Jiscal' year 1973 sppriding authority, 14,844 60,001 IDAHO 4 417 million was, -allocatedtothe 35,502 ILLINOIS t 1, 14,900 Office TO IOWA implementprOgrarns -s ',1 18,912 authorized by thrtg of the five parts n of the Act. ,KANSAS 2 13.61I Under Part A, 436 local education LOUISIANA 6.320 MAINE . associationsand -schooldistricts . 10,589 44,8_19 serving some 1-55.000 Indian students MARYLAND 1 51,888 in 31 Statet will receive S10,952 a6 MAtScCHUSEif S 125,000
IA develop programs within exisMq MICHIGAN 13 1-13,915. MINNESOTA elementary and second ryschool 18 669.760 380,432- 78.311 MONTANA cUrriculums, tomeet hespecial 28 480,590 164,170 30.000 ;needs- of these ohildr n.Another NEBRASKA 4 18.791 25.000 $547,618 is to be'spentn terrrridigh- 1 15,626 75.000 - soh° Is on or near re ervations and 'NEW MEXICO 'nojdmintsteacl.by locareducatiOn 13 1,391,986,. 5 688;BOOk NEW YORK gencres. 10 330,22 3 's266:Z731 NORTH CAROLINA 17 832 0 1 75.000 wartB of the Act provides for 'the NORTH DAKOTA / ____12_-=---____,..-----%98,038 fu ding of specific projects designed OHL V,029 '' tOdeMostrate innovative techniques / f r&irn-rovingeducationaloppor- . 165 1,650,210 5 a600 OREGON unitie fct. Indian children. Under 2 . 7683-4-- SOUTH DAKOTA 17 /fiscal,ear tin spending authority, , 484.074 1 66,780 1 70,000 )UTAH 'S5 mlion will be srent,on 51 such f!- ----,-- . 155,235 1- 60,010 WASHINGTON 24 proj 699,675 2 70.000 .> 1 10,000 der Part C of the Act, $50000 'WEST VIRGINIA rat go into fen -projects ;for adult 1 1,50 WISCONSIN 23 421,688 3 96.200 In ian education. TheprOjeCts' WYOMING r- d veloped pre to in0.4e efforts that 5 84,961 1 00 TOTALS 436 51 . ssist Indian ,adults toobtainhigh .6 510,952,376 55.000,000 10 $500,000 ',schoolequivalencies, -toimprove 6 their communication skills, and toproj-P and th'at such participationits authority, may -be Obtained'. I participatein'careerdevelopmentwillextendtoitsoperationarid writing to Vie Office of Indi7 Educe i programss 1 evaluation. In addition, the Act alSotion,.a00MarylandAve,S.W. To assure Indian, participation inestabOhes a 15-member NationalWashington, DC 20202. 39 1 the planning and development of the Advisory Cou-ncil on 'Indian,. Educa- PROHIBITED 1 new prograMs, the A erequires thattion composed of Indians and Alas- '14 Title blot the eiviiRights Act of .19611 states 'hid person .n the. I the Cornmissionerithhold approval kan natives appointed by. the Presi- United States shall, on the ground of race color or rirtipri.fr Of grant applicati he untilsatisfied.dent toadvise the down. be excluded Irom p.trticipauon in, be denied Me berm is oMmissioner of 0. or be subjected to doScriminattan under any -proramOr 1 atthetribal, communities. andEducation. on 'matt rs -relevantto bray receiving federal financial assistance. or be so beide.? al.; the bars ol sea under most education programs 'or artioularly te parents oftheIndian, education. Further informa- receiving federal assistanceAll program rated minis Children, have ad every opportunitytion about the Indian Education Act like vilefY otherprogram "oractivity/ reserving. isoltegge 'from the ,Dgplrtment of Huth; PititatiOn. 44d to 5.participa ein ,; establishig,g... a or any prograrni'adrninisteres1 under Welf4rtakaten trinteiance stab thit law