Senator WATKINS. Does that include the income of the eastern tribes that still remain in the eastern part of the United States? Mr. ZIMMERMAN. So far as we have any responsibility for them. Senator WATKINS. Does that include the New York Indians? Mr. ZIMMERMAN. I think not, as to earnings. No, sir.

Now, the deficiencies in the earning capacity of the Indians could be repaired if other factors were more favorable. For example, if the Indians were better educated they would not be forced to rely so completely on their reservation resources.

Again with regard to education there is wide variation among the Indian tribes. The average of school years completed, among a few of the tribes, compares favorably with the average for the non-Indian rural communities. But at the other extreme, the Navajo Indians have an average of less than 1 year of school for the entire population of sixty thousand-odd.

There is also considerable variation due to the blood and the language of the various tribal groups. There are still native Indian languages being used in almost every tribal group, although it is true that in some of the groups only the older generation can talk its own tongue.

Again, the Navajo in the Southwest, and the Papagos in the Southwest, have the largest percentage of non-English-speaking Indians.

When the blood and the tongue factors are translated into our school problem, the chart, I think, will make certain problems clear. Of all the Indians in the Federal schools, 73 percent are full-blood. Of all the Indians in the public schools, only 37 percent are full-blood. Note particularly that in the Dakotas and in Oklahoma and the Southwest the lines in red, indicating the Indians in the Federal schools, are, in the Southwest particularly, almost entirely full-blood; in Oklahoma, of the Indians in the Federal schools 65 percent are full-blood, and in the Dakotas, 40 percent.

Mr. MURDOCK. May I ask what States are included in the middle line marked "Southwest"?

Mr. ZIMMERMAN. Arizona and New Mexico, Mr. Murdock.

The last comparisons on the chart give you some idea of the literacy situation. Fifty-six percent of the children who come to Federal schools come from homes in which only the native Indian tongue is spoken. Eighteen percent of the children who go to public schools come from the same type.

The last comparison shows that of the children who come to the federally operated schools, 30 percent come from English-speaking homes, as compared to 67 percent of the children who go to the public schools.

To summarize what that chart seems to show, it is that at the present time the majority of the children who come from Englishspeaking homes are attending public schools, whereas the Indians who come from full-blood non-English-speaking homes are still being educated in the Federal schools.

Senator ECTON. What is the situation in Montana, Mr. Zimmerman?

Mr. ZIMMERMAN. I do not have the figures here.

Senator ECTON. Most of them are English-speaking, are they not? Mr. ZIMMERMAN. Most of the children in Montana are in public schools. I do not have the figures.