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THIS DOCUMENT IS AN ADDRESS WHICH DISCUSSES THE PROBLEMS RELATED TO INDIAN EDUCATION AND SEVERAL PROGRAMS WHICH ATTEMPT TO OVERCOME THESE PROBLEMS. THE PROBLEMS PRESENTED INCLUDE THE INDIAN'S EXTREME POVERTY, HIS LOW ASPIRATION LEVEL, HIS SELF-IMAGE, INDIAN ACCULTURATION, AND SOCIAL DISCRIMINATION AGAINST THE INDIAN. THE PROGRAMS DISCUSSED ARE--A UTE EXPERIMENT OF PLACING THE STUDENTS IN PUBLIC SCHOOLS, A PROGRAM PUTTING THE TRIBAL COUNCIL THROUGH A LEADERSHIP TRAINING COURSE, AND A YOUTH CAMP EXPERIMENT THAT EXPOSED INDIAN CHILDREN TO SOCIAL EXPERIENCES, RECREATION, HOBBIES, SCIENCE PROJECTS, AND MUSIC PROGRAMS. TWO OTHER PROGRAMS MENTIONED ARE TRAINING INDIAN CHILDREN FOR LEADERSHIP, AND EDUCATION ADAPTED TO INDIAN CHILDREN'S NEEDS. THIS ADDRESS WAS GIVEN AT THE ANNUAL MEETING OF THE INDIAN RIGHTS ASSOCIATION (81ST, ARIZONA STATE UNIVERSITY, MAY 12, 1964). (JH)

Financing college education for American Indians is the topic of this report on a short-term institute conducted at Arizona State University, Tempe, by the University of Arizona's Division of Indian Affairs and the National Indian Training and Research Center. The objectives of the program were to enable the participants to (1) improve their ability to work effectively and constructively with Indian students and to find possible sources of financial aid in relationship to vocational-occupational aspiration, (2) develop strong organizations to service Indian students, (3) establish a common philosophy and standard practices with reservation and Bureau of Indian Affairs (BIA) area offices, (4) coordinate financial resources in the institution and the community aimed at Indian students with educational or socio-economic barriers to higher education. The problems Indian students encounter in obtaining financial aid were uncovered and used in planning the program. Approximately 300 persons who worked in the areas under discussion were invited; 44 accepted. The 44 participants were divided into 4 groups to discuss questions in 6 areas: Indian education coordinators, Indian education committees, college financial aids officers, college Indian advisors, BIA scholarship officers, and high school counselors. Discussions ranged into community involvement, problems of both students and financial aids officers, student needs, educational reforms, and the problems of communication and coordination. A field study follow-up and recommendations--that the criteria for financial aids awards need to be revised, that counseling should be more effective, and that additional training should be provided--are included. (FF)

Conducted in 1967 by the Far West Laboratory for Educational Research and Development at the request of the National Indian Youth Council, this 1-year study was made on American Indians at the following sites; Loneman, South Dakota; Ponca City, Oklahoma; Crow Agency, Montana; Fort Berthold, North Dakota; Nondalton, Alaska; South Nek Nek, Alaska; Mescalero Apache Reservation, New Mexico; Papago Indian Reservation, Arizona; Seattle, Washington; and Indian boarding schools. The report describes the state of education available to American Indian children, presents 3 case studies, and offers a set of recommendations for improvement. Collection of base-line data included obtaining information on school administration, curriculum and teaching methods, student achievement, attitudes of teachers and administrators, and unique characteristics of the schools attended by the Indian children. Conclusions were that education provided for Indian children is a failure and has not succeeded in preparing them to be productive citizens in the larger society. In addition to the study activities, 3 pilot projects were developed at various sites: (1) educational materials libraries in Head Start schools, (2) a tutoring program for junior high students, and (3) a nonprofit organization for community development. (EL)