beneficiaries of the Office of Economic Opportunity when it was first established. R. Sargent Shriver, then director of the OEO, contacted Dr. James Wilson in 1964 and asked if he would lead a department that solely concentrated on poverty within Indian Country. Dr. Wilson accepted, and after taking the position, began to act as "small 'a' activist" and a "big 'M' Manipulator" to "manipulate the system" of federal government dealings with Native Americans so Indians would eventually gain more political power. The OEO prided itself on flexibility and creativity and allowed Native American tribes to receive direct funding. The key OEO institution was the community action program (CAP), bestowed with the unusually energetic congressional mission statement of "a program which mobilizes and utilizes resources... in an attack on poverty." An unofficial allegiance with the National Congress of American Indians gave the OEO political clout that helped pass the CAPs, despite their bitter relationship with the Bureau of Indian Affairs. Tribal CAPs dedicated the largest amount of funding to Head Start for preschoolers and home improvement. Other areas of emphasis included educational development, legal services, health centers, and economic development. One of the greatest accomplishments of the OEO Indian effort took place in Navajo country. The Rough Rock Demonstration School rose from the community's will to give its children education that both respected and integrated Navajo culture and prepared young people for dealings with the majority society. The school was run by Navajo and it became the first wholly Native American–controlled school since the federal government took over the schools of the Five Civilized Tribes of Indian Territory (now Oklahoma) in the late 19th century. Rough Rock's success led directly to the creation of the Navajo Community College (now Diné College), the first modern tribal college, and a movement that in time expanded to more than thirty higher education institutions. The OEO projects injected Indian country with confidence and determination and brought many benefits, but the generalized gifts of leadership and tribal control proved equally enduring. Although many problems were encountered along the way, more than a thousand Indian people, never before given the chance to assume major responsibilities, took the reins of OEO projects and then moved into leadership positions in the tribal councils, national and regional Indian organizations, and federal and state offices. Native Americans had finally been given the power to either succeed or fail. Although the Office