Contained in this paper are the 6 steps that the U.S. Office of Education (OE) has taken, or will be taking, to achieve the impact called for by OE's 1971 Indian Education Task Force. First, OE has amended its policy to include a special focus on American Indian education within the agency. Second, OE is developing certain management procedures to…

Excerpts of testimony by the author before the Senate Subcommittee on Indian Education hearings, February-March, 1969. The education system, culturally biased toward whites, is discussed, as well as proposals for greater Indian control of education. (DM)

The Commissioner of Indian Affairs discussed the Bureau of Indian Affairs' efforts since 1970 and its projected plans, particularly those for giving Indian people control of their education. (NQ)

Responds to criticism of own research involving mental abilities testing of American Indians. Outlines and analyzes the author's systematic 10-year program of such research. Makes recommendations for future, tribally directed studies. Contains 31 references. (SV)

The following is taken from the Publisher's Note: "Long out of print since it was originally published in 1942 by the U.S. Government Printing Office, this classic work on Federal Indian law, and the whole legal history of Indian-white relations, is here republished in a facsimile edition. It is, as Felix Frankfurter observed, the only book…

Discusses the practical considerations that face Indian communities as they begin to move toward transforming the rhetoric of "Indian control" into the reality of quality education. (Author)

Compares Rough Rock Demonstration School with three schools administered by the Bureau of Indian Affairs (B.I.A.), and finds that Rock Point, B.I.A.'s experimental school, has academic and dormitory programs definitely superior to the nationally publicized programs at Rough Rock. (JM)

Advocates that the Navaho nation turn its fullest attention to increasing the development and retention of native brain power via community control of schools and hospitals and the encouragement of youth in choosing professional training and careers. (JM)

The Pueblo Indians have developed creative and assertive techniques for interacting with tourists that help the Pueblo cope with the pressures of tourist contact, fortify their cultural boundaries, and exercise control over potentially uncomfortable situations. Secrecy and community regulations are examined in relation to host/guest dynamics and…