161. Report on Indian Education, November 3, 1969
In lieu of an abstract, here is a brief excerpt of the content:

253 TITLE VI—EMPLOYMENT OF LEGAL COUNSEL approval Sec. 601. Notwithstanding any other provision of law, if any application made by an Indian, Indian tribe, Indian council, or any band or group of Indians under any law requiring the approval of the Secretary of the Interior or the Commissioner of Indian Affairs of contracts or agreements relating to the employment of legal counsel (including the choice of counsel and the fixing of fees) by any such Indians, tribe, council, band, or group is neither granted nor denied within ninety days following the making of such application , such approval shall be deemed to have been granted. TITLE VII—MATERIALS RELATING TO CONSTITUTIONAL RIGHTS OF INDIANS secretary of interior to prepare Sec. 701. (a) In order that the constitutional rights of Indians might be fully protected , the Secretary of the Interior is authorized and directed to— (1) have the document entitled “Indian Affairs, Laws and Treaties” (Senate Document Numbered 319, volumes 1 and 2, Fiftyeight Congress), revised and extended to include all treaties, laws, Executive orders, and regulations relating to Indian affairs in force on September 1, 1967, and to have such revised document printed at the Government Printing Office; (2) have revised and republished the treatise entitled “Federal Indian Law”; and (3) have prepared, to the extent determined by the Secretary of the Interior to be feasible, an accurate compilation of the official opinions, published and unpublished, of the Solicitor of the Department of the Interior relating to Indian affairs rendered by the Solicitor prior to September 1, 1967, and to have such compilation printed as a Government publication at the Government Printing Office. (b) With respect to the document entitled “Indian Affairs, Laws and Treaties” as revised and extended in accordance with paragraph (1) of subsection (a), and the compilation prepared in accordance with paragraph (3) of such subsection, the Secretary of the Interior shall take such action as may be necessary to keep such document and compilation current on an annual basis. (c) There is authorized to be appropriated for carrying out the provisions of this title, with respect to the preparation but not including printing, such sum as may be necessary . [U.S. Statutes at Large, 82:77–81.] 161. Report on Indian Education November 3, 1969 A Special Subcommittee on Indian Education, of the Senate Committee on Labor and Public Welfare, submitted a stinging critique of Indian education. Chaired first by Senator Robert Kennedy and after his death by Senator Edward Kennedy, the subcommittee made extensive recommendations. Printed here is the introductory “Summary” of the lengthy report. For more than 2 years the members of this subcommittee have been gaging how well American Indians are educated. We have traveled to all parts of the country; we have visited Indians in their homes and in their schools; we have listened to Indians, to Government officials, and to experts; and we have looked closely into every aspect of the educational opportunities this Nation offers its Indian citizens. Our work fills 4,077 pages in seven volumes of hearings and 450 pages in five volumes of committee prints. This report is the distillate of this work. We are shocked at what we discovered. Others before us were shocked. They recommended and made changes. Others after us will likely be shocked, too—despite our recommendations and efforts at reform. For there is so much to do—wrongs to right, 254 omissions to fill, untruths to correct—that our own recommendations, concerned as they are with education alone, need supplementation across the whole board of Indian life. We have developed page after page of statistics. These cold figures mark a stain on our national conscience, a stain which has spread slowly for hundreds of years. They tell a story, to be sure. But they cannot tell the whole story. They cannot, for example, tell of the despair, the frustration, the hopelessness, the poignancy, of children who want to learn but are not taught; of adults who try to read but have no one to teach them; of families which want to stay together but are forced apart; or of 9-year-old children who want neighborhood school but are sent thousands of miles away to remote and alien boarding schools. We have seen what these conditions do to Indian children and Indian families. The sights are not pleasant. We have concluded that our national policies for educating American Indians are a failure of major proportions. They have not...