||Intermountain School began in 1950 with specific goals and objectives set by the Bureau of Indian Affairs and the School for the education of Navajo students. During the 1950-1957 period studied, the organization and programs of intermountain School went through a great deal of development and change to meet the needs of its students. New academic and vocational programs as well as the responsibility for dormitory life and after-school activities brought about many changes and shifts in the administration and staffing of the School and its varied departments and programs. In the beginning of the period, students began at Intermountain with very limited social and cultural experiences off the reservation. Many had not had any previous schooling and spoke little or no English. Later in the period, students came having had some schooling and some skills with the English language. Student government and enterprises were developed early at the School to develop student leadership and promote cooperation among the student body. A special Navajo program of education was developed using special curricula and techniques. Teachers worked closely together with other staff in developing the whole individual. Learning English as a second language was one of the major emphases in the beginning programs. Vocational aims were toward helping each student gain some vocational training so as to obtain employment upon graduation. Academic, vocational and guidance personnel worked closely together in providing this training. This program placed graduating students on the job and used a follow-up approach to insure success. This training proved to be so successful that employers competed for the services of Intermountain's graduates. The comprehensive approach to education at Intermountain School was aimed from the beginning toward development of the total student and concern with personality development and social adjustment. Enrichment activities, recreational and social programs were developed along with religious instruction and scouting programs to help accomplish this purpose. The success of the School in achieving its goals was expressed by the School's first Superintendent, Dr. George A. Boyce, in 1957. He was quoted by the New York Times, February 24, 1957, as saying that the methods used at the School had transformed shy boys and girls from the reservation into youths trained to "cope with life no mater what their changing circumstances my be."