and tribal communities/schools on a continuing basis. Each agency should authorize funds to support this effort in order that such a service should not falter for lack of funds. Materials should be summarized with references to the full texts of Federal Register subjects, legislation, etc. For an adequate exchange of information to and from tribal groups toll-free telephone service or a similar process should be established to facilitate communication from the local to the national levels. Educational Services Center-The Problem Evidence to the effect that local Indian education committees, tribal councils, and schools (LEA's) experience serious needs for technical assistance in all school concerns including school board information, responsibilities and duties is well documented by Task Force testimony, studies, surveys and special reports. It is necessary to establish, or expand the capabilities of existing centers in geographic areas where large concentrations of Indian reservations exist. The centers would function to serve directly such needs as technical assistance, curriculum development, training, development and research; provide library and records services and maintain a data center for statistics. At the present time, a few existing all-Indian models might provide a pattern from which to develop this critical service to Indian people in education. Educational Leadership-The Problem The National Advisory Commission on Indian Education (NACIE) created under the Indian Education Act (Title IV) for all intents and purposes does not exist for local Indian people active in education for their communities. The concept of a national Indian commission is valid, and therefore, the concept should be developed into a more practical and realistic vehicle to impact Indian education. The Task Force did not find one statement about NACIE that was positive or supportive of its present structure. Yet, the volumes of testimony and Task Force materials all testify to a need for leadership and expertise at all levels in the various categories of education in which concern was expressed. Recommendations GIT Authorizing legislation should be introduced that would create national commissions to impact teacher training, certification, curriculum, libraries, training programs (para-professional and community people) and minimum standards for Indian education. The commissioners should be professional practitioners in the area which they would serve as advisors and be endorsed by Tribal Councils. Indian education organizations and parent committees before appointment. With these Indian advisory commissions, it would no longer be practical to continue NACIE. States' Role in Indian Education-The Problem Because of the large volume of testimony by Indians negating the various states' effectiveness in relating to Indian educational needs. clarification must be made to emphasize the states role and obligation to Indian citizens in delivering quality educational services. Recommendation That the State's role be defined specifically as a partner to the local and federal Indian educational efforts. If a state or local school district does not wish to serve Indians through special "Indians" funded programs from the federal agencies and will not expend their own funds for these programs, such resistance should not deny the Indian people the right to apply, receive, and implement federally funded programs to meet their educational needs without requiring state or local approval and consent. Educational Funding Stability-The Program The nature of past efforts in Indian education has been supplemental, compensatory and short term experimental programs. Consequently, hearing testimony reflected a very strong need to provide a sound, stable and long term source of financial support for Indian educational efforts. Recommendations A base must be established to offer stable funding for all Indian education efforts by creating an endowment fund for Indian education nationally. The finances should be derived by implementing a procedure to identify tax revenue collected by cities, counties and states that are generated from Indian resources, economic development activities, tribal per capita payments, federal payrolls, etc., that normally flow into the common tax "pot." This tax income has never been considered as having emanated from Indian reservations and communities, but in fact these communities and reservations contribute a major portion of tax income to the local and state govern ments. When an estimate has been made, and these dollars identified and returned to the federal level to establish an endowment fund for all Indian education needs, it may be supplemented from time to time by federal appropriations. It is further recommended that a delivery system be developed to facilitate the flow of services and program funds in the most direct and immediate manner to the local program levels with a minimum of delay. The work accomplished by Task Force Five and the Commission would be well rewarded if Congress would authorize the tax study at the earliest time possible. SECTION II HISTORICAL POLICIES AND FINANCES AFFECTING INDIAN EDUCATION (PRE-COLONIAL TO 1970) A. INTRODUCTION While much attention has focused on the problems of American Indian education in the past few years, there has not been a comprehensive study of the history and development of federal policy in that field. Several major studies have been conducted which have largely dealt with contemporary issues and problems, but only briefly touch on the historical antecedents of those situations. The present study will analyze the policies of the United States Government towards educating Indians, including the legislative authorizations and appropriations, executive proclamations and statements, and judicial decisions and opinions, all of which have helped to shape the development of Indian education. Problems in Indian education stem from many and different sources, not the least of which is the indigenous character of Indian people and their peculiar relationship to the United States Government and the dominant American society. From this basic fact derives many of the symptomatic ills so apparent today in Indian education. To avoid it would be to ignore, indeed to negate, a major premise concerning Indian people-that is, that they have aboriginal rights to this land; that they have cultures and customs which date back thousands of years, and that they have been forced to accommodate to a more powerful group, who, in the process, have attempted to strip them of their land, their culture, and their identity. While these basic premises give rise to reflections on Indian education which relate to Indian student achievement and self-concept, the relationship of the Indian community to the educational institutions available for their children, the continuities and discontinuities between the Indian child's tribal society and his school environment, and the psychological, sociological, and anthropological implications of all of the above factors, these are not the focus of this study. This is not an attempt to evaluate Indian schools, students, or teachers. The inadequacies, tragedies, and failures of those have been well documented and have received much attention in recent years.1 Nor is this merely a descriptive statement of the types of formal educational systems which have been imposed upon Indian people since their first contact with 1 For example, see U.S. Congress, Senate, Committee on Labor and Public Welfare, Special Subcommittee on Indian Education. "Indian Education: A National Tragedy, A National Challenge," S. Rept No. 91-501, 91st Cong., 1st sess. 1969. See also, Estelle Fuchs and Robert J. Havinghurst, "To Live on This Earth" (Garden City, New York; Anchor Press/Doubleday, 1973). And, Commission on the Rights, Liberties and Responsibilities of the American Indian, "The Indian: America's Unfinished Business," report compiled by Wm. A. Brophy and Sophie D. Aberle and others (Norman, University of Oklahoma Press, 1966). a 77-577-77-3 |