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Ups of and Minority morAvor4-7._ - r"--7.- - . r =- - - ao .. 7.= k 4 .- THE UCATI OF r; a 4. \FFANDMINORITY- UPS A 44923 .4 -14111i. a' .--"" A* *a Vo. e - , I sei4 0 qr r 4,4 - sue- Ca .a01` =TIN1933:To.12 a 4 a := e$. 4 i! By a. 110 -AFIJ _E E 4'1 AINE.M.004X ChiçfDivisionof 7,Ner trtEP ofEducation .1?' ii ant 1 - FLORENCEE.REA triceof Education 4 ar 41, p. 4 _ i.. 4 STATESDiwBTURNI1 OFTHt-i '1111 ° INTERIM -. tiffirnia . 1 - L. C -* . o I OF ON UM _ _ MI a. - -- GO -Wil&m itrohieCooper,Commiasiorigrt .r . ...., NIMM.IWORMaamems.n... % 1.4 STATESGOVERNMENT . PRINTING OrhCE .., on ... ..., -, .... WEVill: , --NM -Wà-,-..--- ---.4..........----....--....--egamormos-,...46,,,mmeni"ine lobbyths fisperisisamiestat Doinimasts, Washinstos,D.C.-1.-- /- 4-Nips5 emu CONTENTS Letter of transmittal Page Introduction I. General 1 approachto problemsconcernedwith theeducationof native and minoritygroups 3 A. Studiesofrace lations,attitudes,andproblems 3 B. Generalreports and . studies reiatingtoindigenousand minoritypeoples incontinentalUnitedStates,andout- lyingparts 6 H. How*certain foreigngovernmentsare meeting educationalproblems . of nativegroups 7 a A. InAfrica 7 B. InHaiti 1. C. InIndia 10 D. Inother 11 countries 12 The educationof Indiansin continentalUnited States 14 1. Historicaland culturalbackground__ _ _ ______ _ _ _ _ __ 14 2.Problemsconcernedwith thesocial,economic,and educationalrehabilitationof theIndian 3. Indian 16 education 18 4.Measurementsof Indiantraits andabilities 5. Indian ______ 21 arts andhandicrafts 23 V.'Alaskaandnative Alaskans 25 1. Gerier4background:History,economic,and social conditions,native cultures 25 2. Native I tr. education inAlaska____ _ - 26 V. TheAmericanWentIndies , 28 A. PuertoRico 4' , 28 1. ThesocialanifeconomicbAckgroundand itseduca- .tional implications 28 -2. The educationalprogram,progress, problems_____ 29 3,Childwelfare,health,nutrition,physicaleducation_ 4. Special 30 g. problemsof schoolorganization,methods, a. curriculum tu 31 5. o Intelligenceandpersonnelstudies ofschool chilaren_ 6. Official 33 reports andpamphlets 33 7.Professionalan0high'erlleducation B. VirginIslands 34 1. Social 34 problemsand'Americanoccupation 34 , 2.Education . , vr, 35 VI.Philipb.PineIslandiA 35 frr 1. Generalsocial,economic, andhistoricbackground and educationalimplications 35* 2. Generaleducational conditioils,progress, problems__ 37 3. Specialproblems in.scho sLorganizatiop,curriculum, teacilingméthods' 4. Tots ati andmeasuremests 41 5. Official reports mgo a. Or GIP An, e _.oo IND 0, INP 4/p 41 I. IV CONTENTS 4. Pate . VII.Hawaiiand otherPacificinsular parts ... _ _ _ MI 42 A. Hawaii A _ _ _ _ _ _ .._ _ _ _ __ .... ... .. 42 1. Thesocial andeconomicbackgroundandeducational implications 42 2. Surveys ariddescriptionsof generaleducationalcon- . ditions... _ _ ___ , . ....... 4.. am 43 3 Specialproblemsin schoolorganizationandteaching practices . ow 45 i 4. Thecurriculum .., 4. gl ... 47 5. Intelligenceand Rersonnelstudies 49 6. Officialreports__L B. 50 ucationalprogress in the Canal *MI Zone 51 , C. ucationalprogress and problemsinduam D. Samoa 51 5) 1. Thegeneral __ situation _ _ 51 2.Educationalprogress and problems__ _ _ .mo 4. .1. ow OD 4111 4 52 Index__ MP 53 $11 Ai/ A e V, LETTER OFTRANSMITTAL 1 etk DEPARTMENTOF THEINTERIOR, OFFICE OF EDUCATION, Washington,D.C., June1953. SIR: One of thefieldsnew tothe officeto which I have givenconsiderableattentionduringthe periodof myincumbencyasCoinmissioner ofEducation isthe education ofthe variousnativegroups which have comeunderourflag. Myconvictionhas beenthat the educationdeveloped inthe UnitedStates shouldnot be merely grafteduponthem.Rather,a new type should be developedadaptedto their special needs andabilities. The attachedbibliographypresentsacompilationof studies concernedwith the eduationof nativeand niinoritygroupswhich I thinkfits into thispurpose. Accordingly, I reCommendtjlat it bepublishedas a bulletin ofthis office. Respectfully, - WM. JOHNCOOPER, Commissioner. The SzcawrAwror Tim INTERIOR. V p. o or 1/4 e - THE EDUCATIONOF NATIVEANDMINORITY GROUPSA BIBLIOGRAPHY,1923-32 INTRODUCTION Thepurposeof thisbulletin isto presentaselectedworking bibliography of practicalusefulness iostudentsand°othersinterestedin the education of nativeand minoritygroups.The field isarelatively new onein Americaneducation, andsofarasinformation isavailable, this is the first effortto forinuteabibliograWyconcerned withit. The primarypurposeisto assist studentsof educationand otheis interested in securinginformationorin pursuingstuaiesconcerned with the educationof nativciand minoritypeoples livingunder the sovereignty of theUnited States.In continentalUnied Statesthere arelarge Indian andNegropopulations stillinprocessof attaining complete integrationinto Americanlife.Nativeorminoritygtoups in outlyingparts widely scatteredthroughoutthe globenumber morethan14 millions inpopulation andlive in territorymorethan 711,609squaremiles inarea.Theypossessdifferentracial traitsand characteristics andspeakmanydifferentlangutwes.Education isa significantagencyin thesocial andeconomicrehabilitationof the people concerted,apd intheir integrationinto Westerncivilization and culture.Increasedknowledge ofconditionsandprogressin- fluencing educationwhich thisbibliographyshouldpromote will, it is hoped, leadto better mutualunderstandingsandfurtherscientific studies ofsocial andeducationalproblems.Theso resultsshould, leadtomoreintelligentfunctioning ofthe schoolsystems established throughput theoutlyingterritories. Completeunderstandingof the problemsinvolvednecessitatesalso somefamiliarity withracial relations;attitudes, andcharacteristics as abáckground.Again it isweil knownthat neighborcountries, American andEuropean, havehad longérandmorevaried experiences with theeducationof native andminoritygroupsthanwe.Some knowledge oftheir experiencesis essentialas anapproachto intel- ligent judgments-concerningproblemswhicharedefinitelyour con- cernoiresponsibility,Thisbibliography isselected with allof the foregoingconsiderationsin mind.It is arranged undersevenclassi- ficationsatfollows: / I. A generalapproachto problems concernedwith nativeand minoritygroupi, ILHow certainforeigngovernmentsare meet, ing gameproblems;M. Theeducation ofIndians inconiinental 2 EDUCATION-OF NATIVEAND MINORITYGROUPS United States;IV. Alaska.andnativeAlaskans;V.Educationinthe AmericanWestIndies;VI.Educationin thePhilippineIslands; VII.Hawaiiandother Pacificinsularparts. eIn theselection mack fQrinclusion inthe bibliographythe needsof studentsof education andpracticaleducatorsasindicatedbyre- quests for informationmade oftheOffiCeof Educationand byexperi. encewere thecontrollingfactors.Whileaneffortwasmadetopre- pare alist which will givethe studentacomprehensiveapproachto the generalsubject andcover' alltheimportantphasesofeducation affecting thegroupsindicated,it, islimitedto recent atidaccessible publicationsandto material inEnglish,thoughSpanishreferences areof considerableimportancein studyingeducationin thePhilip- pines andPuertoRico.The listas awbolecoversthe10-year period preceding1933.Thereare afewexceptionsmule inconnection-with materialof specialvalueorinterest,particularlyreferencesto educa- tion in outlyinginsularparts.Referencesare,however,limitedto educationestablishedsince theAmericanoccupation.Oneinterested in the historicaldevelopmentof educationwill,therefore,needto search furtherthan thislist forstudies ofthattype.However,useful' bibliographiessuggestiveformoreintensivestudy willbe foundamoug the referenceslisted.An exampleis theexcellent andcompletebib- liography preparedat the Univers4of PuèrtoRico,listedhereinas number282. Magazinearticles localto and concernedwitheducationinthe island a groups are included in thislist whenconcernedwithauthentic informatic;nof generalinterestoneducationalconditionsorprogress; and whencommonlyaccessible ineducationallibraries.Anencour- aging discoverymade duringthecompilationof thebibliographyis that graduatestudents' inincreasingnumbersincontinentaluni- versities andcollegesareprepaiingtheses anddissertationsoneduca- tionproblems inouroutliingparts.Descriptionsof thesestudies indicatedthatmany were of exceptionalvalue andinterest.They are excludedsomewhatregretfully,becausetheyare not availableto those whomthis listis designed tóserve. Whiletheorganizationfollowedunder the'differentsectionsin- cluded variessómewhat ., accordingto the, subjectitselfandtype of materialavailabld,the generals'planfollowedis similar.Eachsec- tion includesreferencesconcerning(1) thesocial andeconomicback- ground ofthegroupunderconsideration,(2) generaleducational conditionsandproblems,(3) problemsof schoolorganization,curricu- lum, teachingmethods,(4) personnelstudies---whelisignificantones areavailable,and (5)officialreports. Referencesoneducation ofNegroes inthe UnitedStatesare-not includedfor thereasonthatareastkiiblycomprehensiveandrecent k - BIBLIOGRAPHY 14 3 bibliographyopthatsubjectwasissued bythe Officeof Education asBulletin, 1931, No.17. The Library ofCongress andthe Libraryof theUnited Suites Office of Educationwerethe chiefsourcesof materiabConsultedalso weresuch compilationsof referencesasthe CumulativeBook Index, Readers' Guideto PeriodicalLiterature, EducationIndex,Interna- tional Indexto' Periodic*, Recordof CurrentEducationalPublica- tions, Bibliography ofpducationalResearch, MonthlyCatalog of GovernmentPublicatiofis,and Publishers'Weekly Digest. 1-e I. GENERALAPPROACHTO PROBLEMSCONCERNEDWITH THE EDUCATIONOF NATIVEAND MINORITY-GROUPS A. STUDIES OFRACE RELATIONS,ATTITUDES, ANDPROBLEMS
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