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the education of the child and production work done primarily for the support of the institution. However, teachers of industrial work undertaken ostensibly for education say that much of it is as a matter of fact production work for the maintenance of the school. The question may very properly be raised as to whether much of the work of Indian children in boarding schools would not be prohibited in many states by the child labor laws, notably the work in the machine laundries. At several schools the laundry equipment is antiquated and not properly safeguarded. To operate on a half-work, half-study plan makes the day very long, and the child has almost no free time and little opportunity for recreation. Not enough consideration has been given the question of whether the health of the Indian children warrants the nation in supporting the Indian boarding schools in part through the labor of these children.

The medical attention given Indian children in the day schools maintained by the government is also below a reasonable standard.

In securing teachers for the government schools and in recruiting other employees for the boarding schools the Indian Service is handicapped by low salaries and must accordingly adopt low standards for entrance. Although some of the non-reservation schools purport to be high schools, the qualifications of their teaching force do not entitle them to free and unrestricted recognition as accredited high schools. At best, they have been able to secure limited recognition from local universities. The teaching taken as a whole is not up to the standards set by reasonably progressive white communities.

Some years ago in an effort to raise standards the Indian Service adopted a uniform curriculum for all Indian schools. Modern experience has demonstrated that the effective device for raising standards is not curriculum control but the establishment of high minimum qualifications for the teaching staff. The uniform curriculum works badly because it does not permit of relating teaching to the needs of the particular Indian children being taught. It requires the same work for Indian children who are the first generation to attend school and who do not speak English as it does for those who are of the third generation of school children, who have long been in contact with the whites, and speak English in the home.

The discipline in the boarding schools is restrictive rather than