OPA

A $1. 2 million dollar contract has been let for the construction of a new gymnasium at Phoenix lndian School, Phoenix, Ariz., Assistant to the

Secretary of the Interior for Indian Affairs Marvin L. Franklin announced today. The contract was awarded to M. Greenburg Construction Company, Inc. of Phoenix.

"The physical education facilities this Bureau o E Indian Affairs school now has are in poor condition and too small to carry on a complete physical education program," Franklin said. "The new unit will include a gymnasium, wrestling room, a gymnastics room, classroom, weight lifting room, coaches' office, and other adjunct facilities such as a concession building."

When the project is completed, it will provide athletic facilities to accommodate the entire student enrollment 'ln the physical education portion of the school's curriculum. It will also provide space for interscholastic and intramural athletic programs at the school.

"Indian young people need the stamina and coordination that an adequate physical fitness program gives to compete successfully in today's world -­whether they continue their education or enter the work force," Franklin said.

The present school site was established in 1891. The school now has an enrollment of 1,050 students ranging in grades 7 through 12.

The Department of the Interior today announced proposed new procedures applicable to probating of Indian estates. The new procedures would apply where a tribe holds a statutory option to buy the interests of designated beneficiaries. The new procedures are being published in the Federal Register as proposed and interested parties are given 30 days to comment.

These statutory options arise from the Yakima Act of December 31, 1970 (P.L. 91-267), the Warm Springs Act of August 10, 1972 (P.L. 92- 377), and the Nez Perce Act of September 29, 1972 (P.L. 92-443). These acts provide that tribes of each reservation are given an option to buy the beneficial land interests passing upon death to individual heirs and devisees when such individuals are not enrolled in or lack the specified blood quantum of the tribe on the reservation where the land is located. Each act requires that the tribe pay the "fair market value" for the land and contains the proviso that a surviving spouse may retain a life interest in a one-half of the inherited share. Both the "fair market value" and the rights of the surviving spouse under the Act are determined by the Secretary of the Interior in probate hearings conducted by Administrative Law Judges.

Because the proposed regulations detail additional responsibilities in the probating of estates, they are incorporated into existing Indian probate procedures contained in Part 4 of Title 43 Code of Federal Regulations. Under the proposed procedures, hearings in probate before Administrative Law Judges will cover in addition to the previous issues pertaining to heirship, approval of wills, allowance of claims, etc., the determination of the tribe's option to buy, the fair market value to be paid, and the rights of the surviving spouse, if any. Thereafter, persons aggrieved by the Judge's decision may take an appeal to the Board of Indian Appeals.

Written comments, suggestions or objections concerning the proposed regulations should be submitted on or before July 11, 1973.

They should be addressed to the Director, Office of Hearings and Appeals (Attention: Board of Indian Appeals), 4015 Wilson Boulevard, Arlington, Virginia 22203. Copies of the proposed regulations are also available at that address.

American Indian trust landowners have been given greater flexibility when they negotiate over electric power rights-of-way across their land, and the process of granting these rights-of-way has been streamlined with the abandonment of certain time consuming requirements, Marvin L. Franklin, Assistant to the Secretary of the Interior for Indian Affairs, announced today.

This has come about through amendments to Title 25, code of Federal Regulations--which concerns American Indians and their trust lands--published recently in the Federal Register.

Prior to the change, power company applicants were required to stipulate that the United States would have the right to purchase surplus power and use of the power company's facilities within the rights-of-way under certain terms and conditions.

In Oklahoma for example, where a major portion of the Indian trust land is individually owned, entire transmission facilities were made subject to this stipulation as a result of a right-of-way crossing one of several scattered Indian-owned tracts. One power company has commented:

"The application of this regulation reaches absurdity where the whole transmission facility of many miles in length would be subjected to terms of the regulations simply because it happens to cross a la-acre tract of restricted Indian land."

Lands of the Indian people, for which the Federal Government exercises a protective responsibility, are, in fact, the private landholdings of the Indian people. This is borne out by the fact that the fee interest in restricted Indian land and the beneficial interest in individually owned trust Indian lands are vested in the Indian owners and not in the United States as in the case of public lands. The stipulations constituted an imposition upon the rights of the Indian landowners not otherwise imposed upon the rights of other private landowners.

Power companies with proposed transmission lines of a more than 66 kilovolts capacity crossing Indian-owned trust lands were required to clear the transaction through the Office of the Assistant Secretary for Water and Power Resources of the U.S. Department of the Interior. This is no longer necessary, unless the land is government-owned.

Indian young people have little or no difficulty gaining admission to the college or university of their choice. They tend to enroll immediately after they graduate from high school, drop out for a year or two, and then return to their undergraduate studies. Education and social work are their most common majors. The Bureau of Indian Affairs is their greatest source of financial help

These are some of the findings of a recent survey of characteristics and opinions of some 13,000 Indian college students who receive scholastic grants through the Bureau is program of higher education assistance, Marvin L. Franklin, Assistant to the Secretary of the Interior for Indian Affairs, announced today.

"Of the almost 3,000 students included in the survey’s random sample, 92 percent reported that they had no difficulties in gaining admission to college," he said.

The survey also showed the group to be about evenly divided between men and W0men and probably somewhat older than most college groups. Almost a quarter were 26 years old or older. More than 28 percent reported that their college studies had been interrupted by a period of time in which they were out of school, Franklin indicated. There were substantially more 19 year-old students than 20 year olds. English is the second language of more than a quarter of the students.

A large percentage of the parents of the student had received comparatively little education, and the earnings of many of them are in the lower' brackets. Only 7 percent of the parents are college graduates, and 42 percent did not complete high school --including a significant 10 percent who had received no formal schooling.

"But more than three-quarters of the students said that encouragement from their parents was a strong motivating factor for their entering college, the Interior official pointed out.

Three-quarters of the students reported they had received no financial support from their parents and 55 percent reported receiving $300 or less per semester from all sources other than the Bureau of Indian Affairs. Most of the BIA grants (76 percent) were in the range of $301 to $2,000 per semester, with the median being about $700. Thirty percent of the students had dependent children.

Poor study habits, lack of high school preparation, lack of motivation, and lack of money were cited as the students' biggest problems. Skill acquisition association with other people, and a sense of fulfillment were the most enjoyable aspects of college life.

Mathematics was named the least interesting subject field, social sciences the most interesting.

The students generally gave the BIA agencies and area offices "good marks" on the handling of the grant program.

Forty-four percent said their grants were handled very efficiently and 38 percent responded "satisfactory." Only 8 percent consider the program administration unsatisfactory, and another 10 percent noted it needs improvement.

The survey was made by the Division of Evaluation and Program Review in the Bureau's Office of Indian Education.

Thirty Choctaw Indian students from Choctaw Central High School, a Bureau of Inc1ian Affairs school at Philadelphia, Miss., sang songs of the Choctaw, Quapaw, Kiowa, Osage, Hopi, Acana Pueblo, and Navajo tribes in their Choctaw costumes in an auditorium of the Department of the Interior, Washington, D.C., on May 4.

Their Washington, D.C., appearance followed one before the Southern Division of the Music Educators. National Conference, Norfolk, Va., May 3. To appear before the Music Educators National Conference the group had to be recommended by leading musicians. The Choctaw Chorus was recommended by the Mississippi State Supervisor of Music and the head of the music department of the University of Southern Mississippi.

"The students learned their songs from the Indian chanters of the Choctaw Tribe. “Jimmie Gibson, a Choctaw and principal of Choctaw Central High School, explained before an audience that included bureau of Indian Affairs and other Department of the Interior personnel as well as the public.

Among the distinguished guests at the performance were Miss Wilma Victor, a Choctaw Indian and an Assistant to the Secretary of the Interior, and Phillip Martin, Chairman, Mississippi Choctaw Tribe.

The songs the chorus sang were arranged by Louis W. Ballard, a Quapaw­ Cherokee Indian who is a music curriculum specialist of the Bureau of Indian Affairs who directs his efforts toward putting American Indian music into Bureau of Indian Affairs classrooms. The group also performed Choctaw dances.

Among the songs the group sang were the Quapaw Peyote Song, Hopi Com Dance Song, Osage Soldier's Song, Ponca War Dance Song, Acana Rain Dance Song, and the Navajo Happiness Song. The chorus was directed by Minnie A. Hand and Cindy Brantley.

Dances included were the Fast War Dance, Turtle Dance, Wedding Dance, Changing Partners, and Walk Dance -- all of the Choctaw Indian Tribe. Drums and rattles accompanied much of the singing and dancing.

The Choctaw choral work is a part of the Title III program under the Elementary and Secondary Education Act. According to school Principal Gibson, California Achievement rest grades for the pupils have shown a clear correlation between the amount of music instruction received and improvement in reading and language skills.

Choctaw Indians still speak the Choctaw language by preference and learn English as a second language. The Choctaw language lacks many sounds and many concepts common in English. It also contains sounds that are not contained in English and these tend to carry over into English expression.

The music program of the school is · integrated with the language arts and social studies program and music, singing,. Chants, and dancing are orchestrated with literary historical, and social events. The Choctaw chants, dances, and rhythms are taped or recorded for posterity.

Mrs. Minnie Hand, the Bureau of Indian Affairs Choctaw music teacher says: “I have seen the magic of music work for Choctaw children. I have seen them-freed of 'inhibition as they dance, sing, and play small melody instruments. I have seen them lost in the mood of music, but I haven't seen them lost in music that really reached them deep down until I learned the Choctaw music and taught it to them.”

Miss Wilma Victor commenting upon the Washington, D. C. performance, said: “I know of no other Title III program that has excelled the Choctaw Central High School chorus. “ Miss Victor served on the advisory board that authorized the funding of the Choctaw chorus project under the Title III program.

The Federal regulations regarding Indians voting in tribal elections have been amended to conform with the 26th amendment to the U.S. Constitution, ratified June 30, 1971, which lowered the voting age from 21 to 18, Marvin L. Franklin, Assistant to the Secretary for Indian Affairs, announced today.

The amendments are to Part 52 of Title 25 (Code of Federal Regulations). Four sections were changed to reflect the lower voting age.

The regulations were also amended to eliminate the requirement that the Election Board require a return receipt when notifying each adult tribal member not living on the reservation that he must register to participate in elections called by the Secretary of the Interior. It is no longer necessary to establish proof of delivery of the notice since the U.S. Postal Service has its own system for recording the delivery of certified mail, and such information is available from its records.

The regulations were amended in addition to permit a voter to execute an absentee ballot without having to have two adults present to certify that proper procedures were followed. Certification in casting absentee ballots are seldom required by the State in State and Federal elections. The inconvenience caused by this provision has discouraged many off-reservation Indians from participating in tribal elections.

The notice was published in the Federal Register on April 23 and becomes effective immediately.

I would like to speak to you quite frankly on a subject that has occupied fully one half of my life and about which I feel strongly.

That subject is a professional career in our Armed Forces for an Indian citizen.

For many generations the future prospects of an Indian in our Army were not rosy. If he was accepted at all, he drew the least attractive assignments, and his chances for steady promotion were slim. Of course, there were-exceptions to this rule, and I will mention them later; but, on balance, the Armed Services were not exactly the happy hunting ground for a young Indian seeking a career.

That's all changed now, and things have been different for a good many years. Perhaps my own experience will make this clear to you.

Two years ago I retired from the Navy with the rank of

Commander after 26 years’ service. I began as an aviation cadet at Pensacola in 1942 --the first American Indian to complete the Naval Aviation Cadet Flight Program --and became a fighter pilot on aircraft carriers in World War II and in Korea. I also served in the Gulf of Tonkin off Vietnam.

My years in the service have been the most valuable of my life. Every door was opened to me, and I received an education that could not be duplicated anywhere in the world. I was trained in aeronautics, navigation, electronics, and seamanship -- and later on, in journalism and public affairs. I have three young sons, and believe me, if they should become interested in a military career, I will encourage them and tell them of its advantages.

I would like to express my sincere appreciation to all of for joining me today to discuss the many opportunities avail-able in the armed forces for our Indian young people. I fully appreciate the influence each of you have on our youth and the important leadership responsibilities you share in this area.

Yours, as community leaders, is a noble interest of dedicated service -- and one I applaud. We certainly have much in common in objectives of wanting better communications with our young people.

Native Americans have played prominent roles in the military history of this country since its very beginnings, some 200 years ago in 1778, George Washington wrote from Valley Forge to the Commissioner of Indian Affairs: that he was bringing 4001 Indians into his forces to serve as scouts and light troops.

Dr. Waldo, a surgeon at Valley Forge, wrote: "I was called to relieve a soldier thought to be dying. He expired before I reached the hut. He was an Indian, an excellent soldier, and has fought for the very people who disinherited his forefathers." These are some of the earliest recorded instances of Indian participation in this country's military service.

Since then, Indian men and women have served in our armed forces with honor and distinction. During the Civil War, Indian regiments fought in both the Union and Confederate Armies. The U.S. Indian Scouts were established by order of the War Department on August 1, 1866. By 1867 there were 474 scouts serving in the Army.

­­One of the duties of the Indian Scouts was to supply the post with meat. Legend has it that a Scout, given the order to go out and bag 60 turkeys and two deer for the posts

Thanksgiving meal, sent back word after a day in the mountains, "Are you sure that’s all you want?"

Continuing the traditions of their ancestors, many Indians served gallantly in the armed forces during World Wars I and II, the Korean War, and most recently, in Vietnam. Although not yet citizens of the United States American Indians responded with deep patriotism in World War I Nearly 25,000 Indians are known to have fought in that war

In fact, Indian contributions to the war effort in combat and at home were so outstanding that American citizenship was granted to thousands of honorably discharged Indian veterans.

The eventual passage in 1924 of an Act of Congress to extend citizenship to all Indian people was a direct result of this Indian support of our Nation at war.

Many of you, I'm sure, are familiar with one of the most brilliant tactics devised by the U. S. forces to confuse the enemy in World War II when the Navajo language was used as a "code" for sending radio messages in the Pacific Theatre of operations. The code was a highly sophisticated use of the language and dialects of the Navajo Tribe, practically an unknown tongue at that time. Ordinary codes used by the military were considered obsolete within 24 hours, but the Navajo "code" was so effective that it remained unbroken throughout the war and the story of its use was a hidden chapter in military history until V-J Day.

Ernie Pyle, the famous war correspondent, wrote about the project as one of those primarily responsible for the victory in Japan. Nothing the success of the code in confusing the enemy, Pyle said “practically nobody in the world understands a Navajo except a Navajo.”

Three American Indians have been recipients of the guest military honor --the Congressional Medal of Honor for military heroism “above and beyond the call of duty. They are Jack C. Montgomery of a Cherokee, and Ernest Childers, a Creek both from Oklahoma who served in World War II, and Mitchell Red Cloud, Winnebago, from Wisconsin who served in Korea.

Mr. Childers who many of you know retired from the Army and is now serving with the Department of the Interior's. Job Corps Program.

The gene·rat1on of Indian men who fought in World War II are now the senior leaders in Indian affairs They have assisted their people in the transition from an isolated rural reservation life into an age of opportunity --opportunities for a higher standard of living while at the same time maintaining their “Indianness.”

The most recent conflict --Vietnam ---was a controversial war and many young Americana rebelled against serving in it, some to the extent of leaving this country.. Yet. Indians continue to serve, as they have in other conflicts, and their people at home continue to honor them for their service.

Last September, the first Army Junior ROTC unit w s installed at an all-Indian high school, the Fort Sill Indian School in Lawton. We now have a second at Fort Wingate on

Navajo. By enrolling in the ROTC program students can prepare themselves for such Army officer-producing institutions as

West Point, Senior ROTC colleges and universities and officer candidate schools. Their training and experience make it possible for them to receive initial training toward becoming commissioned officers in the United States Army. We are happy to note that active army instructors for this program are American Indians.

ROTC came to Fort Sill because the Indian teachers, parents and students there wanted it. That policy is in line with resident Nixon's self-determination program for Native Americans. They are following the self-determination policy the President Stated in a special message to the Congress on July 8, 1970 when he called for a "new era in which the Indian future is determined by Indian acts and Indian decisions.”

What does self-determination mean? According to Webster's, it means "free choice of one's own acts or stat without external compulsion." I would also like to add that it means having the opportunity to freely choose your own path of development and achievement. Today, more and more young Indian men and women are joining the ranks of the professionals. As lawyers, doctors, government officials and educators, they are working to make better lives for themselves and for their people. Indian involvement at the top decision making levels of all agencies in our society is essential for the self-determination goal to become a reality.

The career a commissioned office in the Armed Services is certainly an option which Indian youth should consider. The multiple opportunities and experiences further education and advancement offered to all young people as commissioned officers must not be overlooked when we are helping our young people their future.

As community leaders working with our most precious resource, our young people, it is up to insure that they are aware of all the options open to them. In the end, it will be their decision as to what they want to make of their lives. However, it is our obligation and responsibility to see that they have every possible opportunity to make a free choice. This is what self-determination really means.

The Department of the Interior announced today that amendments by Alaska Natives to enrollment applications filed under the Alaska Native Claims Settlement Act will be considered on appeal if received by the Enrollment Coordinator in Anchorage, Alaska, by August 15, 1973.

The action was taken by the Department to assist Alaska Natives, particularly those who are permanent non-residents of Alaska, in their attempts to amend their applications to reflect their correct permanent place of residence for enrollment purposes. The Regional Corporation with which they will be affiliated is determined by residence.

The Act provided for the establishment of Regional Corporations representing Natives in 12 geographical regions of Alaska It also pro­vided that if a majority of all eligible Natives eighteen years or older who are not permanent residents of Alaska elect to be enrolled in a thirteenth region for Natives who are non-residents of Alaska, the Secretary shall establish such a region.

As many as 10,000 persons may appeal from rejection of their original enrollment applications. Hundreds of other appeals may be taken from denials of requested changes in place of residence. The regulations governing enrollment issued by the Department set a final date for filing enrollment applications of March 30, 1973. The regulations did not provide for the filing of amended applications.

However, such amendments received through May 9, 1973, were processed. After May 9, the applications to amend were rejected as untimely filed and the applicants advised of their rights of appeal.

The Department said that the enrollment coordinator is now completing the encoding of the determination of eligibility or ineligibility of the last of the more than 95,000 applications received. Those whose amended applications are denied or rejected may file appeals, if they so desire and the appeals will be considered if the amended application was filed by August 15.

In a notice being published in the Federal Register this week, the time for filing appeals, including appeals from rejections of amended applications, is being changed from 45 days to 30 days. This change is necessary, the Department said, to assure there will be sufficient time to decide all appeals in time to complete the roll of Alaska Natives by the deadline of December 18, 1973 imposed by the Alaska Native Claims Settlement Act.

The notice also provides that applicants, regions, and villages served with notices of appeal shall have 15 days from the date of service to file with the Regional Solicitor their written views on the appeal.

A group of Alaska Natives, who are now living outside Alaska, primarily in the Pacific Northwest area, have made efforts to have such non-resident

Natives support the formation of a thirteenth Regional Corporation to represent them.

Regulations for enrollment provide that those non-residents who did not elect enrollment in a thirteenth region if one is formed, must be enrolled in an Alaska region, and all non-residents must be enrolled in an Alaska region unless a thirteenth region is created.

The indications of the non-resident Natives as to whether they desire to be enrolled in a thirteenth region or in an Alaska region are being encoded and computerized but it is not expected that a determination of whether a majority vote to establish a thirteenth region will be made before November, 1973.

The Department said today that the Anchorage Regional Solicitor will act for the Secretary on all appeals from adverse decisions of the enrollment coordinator.

In a letter to Senator Henry M. Jackson, chairman of the Senate Committee on Interior and Insular Affairs, and to Rep. Lloyd Meeds, chairman of the Indian Affairs Subcommittee of House Interior and Insular Affairs Committee, Secretary of the Interior Rogers C. B. Morton said: ''We believe that honest mistakes and errors in the enrollment applications can be corrected through the use of the appeals procedure.

''We recognize that many Alaska Natives had some difficulty in following the enrollment instructions, and we are sympathetic to their desire to rectify any errors that may have resulted.

"In order to assist them, we are asking all Bureau of Indian Affairs offices, in and outside Alaska, to render technical assistance in the preparation of appeals from denials or rejections of amended enrollment applications or amendments to enrollment applications. Appropriate letters to this effect will be sent all known organizations of Alaska Natives throughout the United States."

Secretary Morton said he was assured that the Regional Solicitor will fairly and judiciously decide the appeals on their merits. ''Where appli­cants represent that because of error in law or in fact they reported on the application the wrong permanent place of residence, the necessary corrections can be made," he said.

"For example, if an applicant originally stated that his permanent place of residence on April 1, 1970, was some place in-Alaska when in actuality it was some place outside Alaska, his enrollment record may be corrected and he may be allowed to state his election to be enrolled in a thirteenth region of Natives who are non-residents of Alaska if such region is established pursuant to Section 7(c) of the Act.

"On the other hand, if he had erroneously stated that he was a non­resident of Alaska, his record may be corrected to reflect his true residence in Alaska and any previous thirteenth region election would be canceled."

The Native Claims Act of December 18, 1971, provides for settlement of awards totaling $962.5 million and 40 million acres of land. It is expected that the first payments under the Act after the completion of the enrollment in December will amount to about $130 million, which will go in the first instance to the Regional Corporations.

The notice of the deadline for amending enrollment applications, as being published in the Federal Register, states: "Amendments to enrollment applications, or amended applications, will not be considered originally or on appeal unless filed (received by the Enrollment Office) on or before August 15, 1973. All such amendments or amended applications received subsequent to August 15, 1973, will be returned to the applicant without action."

The notice also states: "Upon receipt of the appeal petition, the Coordinator will forward the petition, with all records pertaining thereto, to the Regional Solicitor. Determination on appeals will be made by the Regional Solicitor on behalf of the Secretary and shall be final. The applicant and the appropriate village and region shall be notified in writing of the determination of the Regional Solicitor."

Amendments to enrollment applications should be addressed to the Enrollment Coordinating Office, Kaloa Building, 16th & C Streets, Pouch 7-1971, Anchorage, Alaska 99501.

Commissioner of Indian Affairs Morris Thompson will present the Indian Leadership Award of the Bureau of Indian Affairs to Mrs. James M. (Marie) Cox, Comanche Indian of Oklahoma, and to the Cherokee Action Committee for Foster Children of North Carolina April 2 at 2 p.m. in the Department of the Interior Auditorium in Washington, D.C.

"These awards represent unique contributions in the realm of foster care by American Indians and are a part of National Action for Foster Children Week," Thompson said. National Action for Foster Children Week is March 31-Apri1 6, 1974.

Mrs. Cox has been chairman of the National Action for Foster Children Committee Which developed' a bill of rights for foster children. She has also been volunteer director of the first Bureau-wide study by Indian volunteers of the Bureau's programs for the care of children away from their parents that have resulted in recommendations for the improvement of these programs.

The Cherokee Action for Foster Children Committee --a part of the Eastern Band of Cherokees of North Carolina --has a record of accomplishments in terms of volunteer efforts in behalf of Indian children who are in need of foster care. It is one of the first six demonstration sites in the Nation for this kind of volunteer effort. The committee has produced the film "Foster Care Among the Cherokees."

The program will include American Indian dancing by the Youth Club -dance troop of the American Indian Society of Washington, D.C., and appreciations by two foster children: Ruth Sequoyah, 11, a Cherokee Indian and a direct descendant of Sequoyah, the Cherokee Indian who made the language a written one; and Ethel Wermy, 17, a Comanche Indian who is in her last year at Fort Sill Indian School, Lawton, Okla. She maintains a straight "A" scholastic average in her studies.

"The purpose of the Indian Leadership Award is to give official recognition to Indian leaders who, by their examples, have provided outstanding leadership in pioneering or initiating new approaches to Indian development and have distinguished themselves in their community or state in an outstanding manner," Thompson said.

Forty American Indian police, including two Indian policewomen, will graduate in August from the Bureau of Indian Affairs Indian Police Academy, presently located in Brigham City, Utah, Marvin L. Franklin, and Assistant to the Secretary of the Interior for Indian Affairs, announced today.

The training has been a part of the Bureau of Indian Affairs law enforcement function for nearly 5 years. "This is an 11-week training program to which each police department on an Indian reservation -- tribal or Federal --has been invited to send trainees," Franklin pointed out. "The training involves basic police work coupled with a police science program that is designed to give Indian reservations efficient, enlightened law enforcement."

All cadets without a high school diploma will receive an equivalency certificate by the time they graduate.

Academic work involves the study of Indian law and treaties, jurisdiction of Indian police, cross-jurisdictional problems, and arrest procedures. Practical schooling involves firearms, fingerprinting, and physical education.

There are eight hours of classes five days a week and four hour sessions each Saturday. Those cadets who hope to qualify for a high school equivalency certificate take additional two hour classes three nights a week.

"Eighty percent of the work of the Indian police on a reservation is responding to human needs rather than apprehending criminals," the Assistant to the Secretary of the Interior for Indian Affairs, pointed out.

James J. Cooper, law and order specialist, is Director of the U.S. Indian Police Training and Research Center.