Foreword During its two years of work, the Senate Subcommittee on Indian Education has called upon the expertise of a number of consultants to provide its members with detailed, specific studies into Indian boarding schools in different locations across the nation. Subcommittee members themselves visited some boarding schools, and heard testimony regarding the conditions at others during their hearings. The consultants' reports serve as a valuable supplement to the subcommittee's findings, and a significant addition to the body of knowledge on Indian boarding schools. These evaluations of Indian boarding schools are being published as a committee document to better inform people of the conditions within such schools. I am sure these evaluations will serve a valuable function in aiding in the understanding of some of the special problems of Indian education. RALPH YARBOROUGH, Chairman, Committee on Labor and Public Welfare. (III) Letter of Transmittal Hon. RALPH YARBOROUGH, Chairman, Committee on Labor and Public Welfare. DEAR MR. CHAIRMAN: The evaluations contained in this report are the result of many hours of investigation and deliberation. The individuals who conducted the studies are to be commended for their insight into the problems encountered at Indian boarding schools. These evaluations would not have been possible without the cooperation and assistance extended by administrators, teachers, and students at the 13 boarding schools which were examined. The depth and scope of the evaluations will prove invaluable as progress toward totally adequate and effective schools is begun in earnest. The evaluations represent an important contribution to the subcommittee's assessment of Indian education. The multitude of problems associated with off-reservation Indian boarding schools became obvious as early as 1967 during the subcommittee's hearings on Indian education. Sufficient time has been allowed to probe deeply into the Indian boarding school situation and the problems encountered by the students. The facts revealed in this report cannot help but be cause for everyone to begin a complete reassessment of the needs of Indian children. enrolling in the boarding schools, and the schools' responses to those needs. This report will be a vital tool in the subcommittee's thorough examination of Indian education and will be useful for anyone studying the subject in depth. The findings definitely point to a deteriorating situation, from the standpoint of the schools and the Indian students who must attend them. The problems associated with the mental health of the students as reiterated frequently throughout the evaluations are a cause for alarm. The nature and extent of these problems are clearly explored in many of the investigations. I hope that the deplorable conditions revealed in these evaluations will soon be past history, and that the Indian boarding school system will begin to make progress toward providing our Indian young people with an education which is relevant to their needs and which prepares them to participate in tomorrow's world as meaningful citizens. I want to express the appreciation of the subcommittee to Mrs. Mary T. Olguin of the Legislative Reference Service, Education and Welfare Division, for the work she did in assisting the subcommittee to compile these evaluations. Senator EDWARD M. KENNEDY, Chairman, Special Subcommittee on Indian Education. CONTENTS I. General overview. A. Albuquerque Indian School, Albuquerque, New Mexico: 1. Report on the Albuquerque Indian School, prepared by B. Busby Boarding School, Busby, Mont.: 1. Evaluation of Bureau of Indian Affairs Boarding School, C. Chilocco Indian School, Chilocco, Oklahoma: 1. Report of site visit to the Chilocco Indian School, Chi- D. Flandreau and Pierre Indian Schools, Flandreau, South 1. Report prepared by Francis Hamilton, Peter Petrafeso, 3. Trip report, Flandreau Indian School and Pierre Indian 4. Some thoughts on the Formation of Personality Dis- E. Haskell Institute, Lawrence, Kansas: 1. Report by Edward D. Greenwood, M. D., senior con- 1. Program review report by Dr. Charles N. Zellers, 1. Report by Dr. Patrick Lynch, Director, Educational H. Mount Edgecumbe Boarding School and Wrangell Institute, Page 253 263 263 283 298 324 334 336 351 363 365 373 1. Report prepared by Elinor B. Marvey, M. D. 376 I. Oglala Community School, Pine Ridge, South Dakota: 1. Evaluation of Oglala Community Boarding School, by 382 J. Phoenix Boarding School, Phoenix, Arizona: 1. Report prepared by Anthony E. Elite, M.D., Mental K. Seneca Boarding School, Jones Academy, and Eufala (Okla- 1. Report prepared by Dr. Leslie Lewis and Dr. Jack 392 398 |