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important factor in arresting and curing disease. Special emphasis should be placed on diet in the case of patients suffering from tuberculosis or trachoma.

School System. The first and foremost need in Indian education is a change in point of view. Whatever may have been the official governmental attitude, education for the Indian in the past has proceeded largely on the theory that it is necessary to remove the Indian child as far as possible from his home environment ; whereas the modern point of view in education and social work lays stress on upbringing in the natural setting of home and family life. The Indian educational enterprise is peculiarly in need of the kind of approach that recognizes this principle ; that is less concerned with a conventional school system and more with the understanding of human beings.

The methods must be adapted to individual abilities, interests, and needs. Indian tribes and individual Indians within the tribes vary so greatly that a standard content and method of education, no matter how carefully they might be prepared, would be worse than futile.

Routinization must be eliminated. The whole machinery of routinized boarding school and agency life works against that development of initiative and independence which should be the chief concern of Indian education in and out of school, The routinization characteristic of the boarding schools, with everything scheduled, no time left to be used at the child’s own initiative, every moment determined by a signal or an order, leads just the other way.

For the effort to bring Indian schools up to standard by prescribing from Washington a uniform course of study for all Indian schools and by sending out from Washington uniform examination questions, must be substituted the only method of fixing standards that has been found effective in other school systems, namely, that of establishing reasonably high minimum standards for entrance into positions in the Indian school system. Only thus can the Service get first class teachers and supervisors who are competent to adapt the educational system to the needs of the pupils they are to teach, with due consideration of the economic and social conditions of the Indians in their jurisdiction and of the nature and abilities of the individual child.