first choices of collateral, subjugated-to-nature and present. The dormitory staff has a much weaker commitment to middle-class value orientations than the staff as a whole or the teachers as a group. Although three of the four first-order choices of the dormitory staff are the same as the middle class, only one of these differs significantly from the first choice of the students. The fourth choice, subjugationto-nature, is the same as that of the students. All four groups prefer doing over being, but the teachers and the staff prefer doing more strongly, according to the statistics.

Kluckhohn postulates that nonsignificant preference indicates that the population is in a state of cultural transition. In light of this view it is extremely useful to have the analyses of variants, which indicate that a statistically significant gap still exists between the students and the staff as a whole and the teachers, and very few significant differences between the dorm staff and the students.

Evidence that value orientations influence one's responses to others has come from many sources-Spindler (18) and others. From the above results, we can predict that biases in cultural transmission occur. Certainly the teacher's class background and values may unconsciously distort his perceptions and expectations of the students.

Walter Taylor says, "All the brilliant teachers and all the most modern methods of teaching are powerless to insure transfer of the most elementary idea, unless the pupil himself places a value upon that idea or upon learning in principle." He feels that "the educator and the educational planner must know the values which are characteristic of the culture and which motivate the pupil" (21). He also feels that the teacher should work through the values of the pupil to make him want to learn.

Superficiality of response.-A "chameleon-like" response results as the youngsters attempt to match their values to the values of the people they face. Superficiality of response is encouraged with acquiescence to the exigencies of the situation only so long as is necessary to get by. Obviously, value systems could not then be deeply held but rather are used for the particular moment. Validation of this point is difficult, but the two following illustrations are advanced to suggest its existence.

A home economics teacher desired to impress upon the girls of her class the necessity for cleanliness. Since they were soon going to have a formal dance she asked each of the girls to pay $2 for the rental of the formals. Those who returned clean formals would receive 50 cents in change; those who returned dirty formals would forfeit the $2. Having second thoughts on this procedure, she had the girls write their answers to the question: "What should be the punishment if a girl returns a soiled gown?"

The answers elicited went like this: (1) She should be made to kneel on the floor for an hour. (2) She should be made to stand with her nose up against the blackboard. (3) She should scrub the floor with a toothbrush.

Another home economics teacher decided to check the same group of girls and asked the same question: "What should be the punishment if. ** **

The group responses she got ran something like this: (1) You should take the girl aside and talk with her. (2) You should sit down and find out the reason that it happened. (3) You should tell the girl not to do it again.

CONCLUSION

The authors contend that frequency of movement and the necessity to conform to changing standards can only lead on confusion and disorganization of the child's personality. The frequency of the movement further interferes with and discourages the development of lasting relations in which love and concern can permit adequate maturation.

This is approached as though it were an Indian problem. But it begins to appear that these are problems common to individuals who are dependent and/or neglected. It is our contention that "psychosocial nomadism" and shifting value systems result in inward disturbance. These findings are applicable to groups other than the population being studied as the patterns are similar to youngsters of different and deprived cultures.

Thus the dilemma in approaching individuals who have disordered homes and disordered behavior is how to get them to relinquish the dependency that we, ourselves, create in trying to get them well or educated. It is evident that if our findings are substantially correct, there will be serious logistical problems in altering ignorance and poverty.

C. ACKNOWLEDGMENTS

The authors wish to acknowledge the help of the following colleagues; Dr. William A. Hunt, Northwestern University; Dr. Herbert C. Quay, University of Illinois; Dr. Sol L. Garfield, Teachers College, Columbia University; Dr. Malcolm L. Helper, Nebraska Psychiatric Institute; Mrs. Virginia Bellsmith, New York School of Social Work, Columbia University; Dr. Frank A. Miller, University of Minnesota; and project social workers Mr. Paul Felix, Flandreau, S.D.; Mr. Cyrus Behroozi, Pierre, S.D.; Mr. Donald Blashill, Wahpeton, N.D.; and sociologist Mr. Donald Nugent, Flandreau, S.D.

REFERENCES

1. Bogard, H., Warner, B. B., Krush, T. P., and Jones M.: First Project Report, 1957 (processed).

2. Gough, H. G.: California Psychological Inventory Manual. Palo Alto, Calif.: Consulting Psychologists Press, 1956-1957.

3. Hathaway, S. R., and Monachesi, E. D., eds.: Analyzing and Predicting Juvenile Delinquency with the MMPI. Minneapolis: University of Minnesota Press, 1953.

4. Health Services for American Indians. U.S. Department of Health, Education, and Welfare, Public Health Service Publication No. 531, Washington, D.C., 1957.

5. Hollingshead, A. B., and Redlich, F. C.: Social Stratification and Psychiatric Disorders, Amer. Sociol. Rev. 18: 163–169, 1953.

6. Kluckhohn, F. R.: Variations in Value Orientations as a Factor in Cultural Change, 1964 (processed).

7. Kluckhohn, F. R., and Strodlbeck, F. L.: Variations in Value Orientations. Evanston: Row, Peterson and Co., 1961.

8. Krush, T. P., and Bjork, J. W.: Fourth and Fifth Annual Reports of the Mental Health Clinic at the PHS Indian School Health Center, Flandreau Indian Vocational High School, 1961 (processed).

9. Krush, T. P., and Bjork, J. W.: Mental Health Factors in an Indian Boarding School, Ment. Hyg. 49: 94-103, 1965.

10. Krush, T. P., Lello, A. J., and Bjork, J. W.: Third Annual Report of the Mental Health Clinic at the Flandreau Indian Vocational High School, 1959 (processed).

11. MacGregor, G.: Warriors Without Weapons. Chicago: University of Chicago Press, 1946.

12. Mental Health Project for Indian Boarding Schools. Proceedings of conference, 1964 (processed).

13. Pederson, F. A., and Sullivan, E. J.: Relationships among Geographical Mobility, Parental Attitudes and Emotional Disturbances in Children, Amer. J. Orthopsychiat. 34:575-580, 1964.

14. Quay, H. C., Hunt, W. A., Krush, T. P., Bjork, J. W., and Slavin, D.: Personality Patterns of Plains Indian Adolescents Attending an Off-Reservation Boarding School, undated (processed).

15. Schneiderman, L.: Value Orientation Preferences of Chronic Relief Recipients, J. Social Work 9:13-19, 1964.

16. Sindell, P. S.: Cultural Transmission and Social Learning in an Indian Boarding School, 1965 (processed).

17. Sindell, P. S.: Flandreau Student Value Orientations, 1965 (processed). 18. Spindler, G. D.: The Transmission of American Culture. Cambridge: Harvard University Press, 1960.

19. Spindler, L. S.: Menomimi Women and Culture Change, Memoir 91, American Anthropological Association, 1962.

20. Spindler, L. S., and Spindler, G. D.: Male and Female Adaptations in Culture Change, Amer. Anthropologist 60:217-233, 1958.

21. Taylor, W.: The Role of Anthropology in Educational Planning, 1963 (processed). Reprinted from Jacobs, R., Wiegand, G. C., and Macomber, F. G.: Developing Institutional Resources to Assist with Educational Planning with Particular Focus upon the Interdisciplinary Team Approach to Educational Planning. Carbondale: Southern Illinois University, 1963.

22. Warner, B. B., Krush, T. P., Bjork, J. W., and Jackson, K.: Second Annual Report of the Mental Health Pilot Project at the Flandreau Indian Vocational High School, 1958 (processed).

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E. Haskell Institute, Lawrence, Kansas

1. REPORT BY EDWARD D. GREENWOOD, M.D., SENIOR CONSULTANT, CHILD PSYCHIATRY, MENNINGER FOUNDATION

Senator EDWARD M. KENNEDY,

THE MENNINGER FOUNDATION,

Topeka, Kans., March 25, 1969.

Chairman, Senate Subcommittee on Indian Education,
Senate Office Building, Washington, D.C.

DEAR MR. CHAIRMAN: Please excuse the delay in responding to your request. I debated as to what to include, and then decided to prepare a condensed statement of things which should be done to improve the program at Haskell. I stayed away from the numerous Indian problems which have been stated by a number of other qualified people. Very sincerely,

EDWARD D. GREENWOOD, M.D., Senior Consultant in Child Psychiatry.

A. STATEMENT OF SUGGESTIONS FOR IMPROVING HASKELL PROGRAM

Instead of restating the plight of the American Indian, which has been done by a number of very competent anthropologists, psychiatrists, psychologists, sociologists, educators, ministers and priests, I prefer to make suggestions as to ways to improve the present program at one institution-Haskell.

1. There is a need to improve the intake procedure for students applying for admission. This would include complete records of the student's educational accomplishments and social adjustment in his previous schools. Adequate family history should also be included.

2. A number of students who enter Haskell have a variety of neurotic, antisocial, prepsychotic symptoms. Frequently little or no information is given to Haskell by the referring agency about these problems. Some students have had treatment prior to entering Haskell, but no such information is included in their records.

3. There is a need to upgrade the training of teachers, counselors, and dormitory personnel for work at Haskell. An inservice training for the staff, both Indian and white, should include Indian history and culture, as well as the psychology of normal and abnormal behavior of adolescents.

4. The ratio of counselors to students should be lowered so that more personal counseling will be offered.

5. The Indian Division of the U.S.P.H.S. should reassess the present procedure of sending a physician who is completing his 2 years of obligated service to take full charge of the health services at Haskell. If possible, it would be better to have a career PH physician assigned and have the assistance of a young physician who is com

pleting his obligated service. I'm aware of the shortage of physicians, but I feel the need here is as great as any other area of the Indian service.

6. Better dialog, cooperation, and coordination between the B.I.A. and Indian Division of U.S. Public Health is badly needed.

These suggestions are offered for students planning to enter Haskell and those who are now at Haskell. Without making changes in the early patterns of child development and education, we will continue to have large numbers of students in postgraduate schools who are unable to make the adjustment, become dropouts, regress to a less adequate way of functioning, or become more involved with student protest against the establishment.

If some of these ideas are implemented, they should be done for a long enough time to evaluate the results. To establish a short-term research project, or a survey, or an evaluation project is not too helpful. What is needed is an intensive, well-designed program which incorporates our present psychological, sociological, and educational knowledge.

There are Indian groups who are considered clannish and reluctant to change. It can be said that some of the bureaucratic structures set up for Indians are just as clannish and reluctant to change.

EDWARD D. GREENWOOD, M.D.