12
THE UNIVERSITY DAILY KANSAN
Monday, September 9, 196P
Indians, Negroes plight similar: both bad
(Continued from Page 1) as much as nine months of the year.
Robert Leon, chairman of the department of psychiatry at the University of Texas Medical School, has said of these boarding schools: "They do not educate, the alienate."
Senate subcommittee testimony shows that only one percent of the Indian elementary school children have Indian teachers or principals. One-fourth of their teachers would prefer not to teach Indian children, by their own admission.
Officials concerned with the Indians' education are often as much unaware of the Indians' qualities as aware of his deficiencies, report the Waxes.
An example is the Indian official who related what a shame it was when an Indian student thinks of a stream when he hears the word "water" instead of a faucet. These Indians are called deprived. Deprived also because they don't have tv's, cars or bathrooms.
Mrs. Wax said in one of her published articles on education on a South Dakota reservation:
"The school's scholastic achievement is low, and the dropout rate is high; the children's primary loyalies go to
lected from organized living groups on campus and the cadets voted for one of the six finalists.
Military Ball held on 'moon'
"Town Indian" usually do better in school. They see the "country Indian" as unsophisticated.
Yet education is not the only problem confronting students. There exists also a class conflict between the "country Indian" and the "town Indian."
"（Indian）dropouts were relatively mature young men who found the atmosphere of high school sultifying and childish," said Mrs. Wax.
Some report feelings that they are pushed out by the school. They are urged to compete scholastically under impossible conditions.
The students who drop out of high school do so after getting in some kind of trouble that has shamed them or simply they cannot sope with a foreign system of values, said Mrs. Wax.
(Continued from Page 1)
The Military Ball was sponsored by the KU chapter of Scabbard and Blade, a tri-service honorary military fraternity.
cause.
The "country Indian" feels the "town Indian" is snobbish and they find it difficult to compete with them socially and scholastically.
friends and peers, not schools or educators; and all of them are confronted by teachers who see them as inadequately prepared, uncultured offspring of alien and ignorant folk. They are classified as 'culturally deprived.'"
A variety show, "Operation Entertainment," followed the coronation ceremony. The show featured a number of acts by groups and soloists from the KU community.
Friends and sports are many times the only inducement to remain in school, said Mrs. Wax.
The Indian child begins school not knowing how to speak English and yet he is expected to achieve like his schoolmates who have grown up with it. Thus by the time he is in high school, he is still not able to converse up to par.
STRICK'S DINER
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Cold Beer—Pool Tables
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"Open till 2 a.m."
"I didn't begin speaking English till I was 10," says a Navajo from Arizona.
"In many Indian tribes the native language is the primary domestic and ceremonial language. When children enter school at five or six years they know little English," Wax said.
"The schools are not prepared to teach English as a second language. BIA schools have in
the past been very slow and have used coercion in teaching. But in recent years the Bureau has made improvements."
Two-thirds of the Indian students, however, go to public schools.
Still the Indian has a generally high regard for education, say the Waxes.
The Indian sees education as a means to get a good job off the reservation. Not that he sees himself as being poor but as someone who could be better off.
"The parents want jobs for their children. The older Indians cannot conceive of impractical theoretical learning." said Wax.
And like the black man, the red man is experimenting in local control of education. In one district in Arizona the Indians themselves are solely responsible for and administrate their own school system.
Similar to the Negroes dilemma, the Indian must cope with an education system usually unfamiliar with the Indians culture and history.
But the larger problem is what happens to the young Indian after high school if he graduates. Authorities agree that few of
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One recourse for further education is Haskell Institute in Lawrence. Wallace Galluzzi, principal, says the Indian students at Haskell are not forced to go to Haskell. He empahsized the Indian has the opportunity to go to the school of his choice under the provisions of Federal Bill No. 959.
them are adequately prepared for college.
Most of the students interviewed, however, were not aware of other opportunities. Most said they hadn't thought of going to college because they didn't have the money, not because they didn't feel qualified.
Galluzzi contends, though, that the BIA provides the pertinent information. He says the students do not necessarily want to go to college or are frightened by the prospect of going.
Some students expressed interest in finding out more about going to college. But Selma Hoffman warns that many second semester students at Haskell are college dropouts.
"You can't expect these students to go to college without the mental or cultural preparation that they lack," says another Haskell administrator.
Official Bulletin
TODAY
Foreign Students. Places are still open for the Michigan State University Christmas Adventure in Understanding. See Dean Coan's office.
TOMORROW
Theatre Colliquium. 3:30 p.m.
Andrew Tsuabaki. "Zeani and the Transition of the Concept of 'Yugen.'"
Note of Japanese Aesthetics." 341
Central American Seminar. 3:30 p.m.
p.m. Sr. Branch, Malawiasy. Foru-
sal Kenya Union
SUA Poetry Hour. 4:30 p.m. Max Douglas, Pine Room, Kansas Union.
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