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special scholarships for the leading graduates of Indian schools. The vocational guidance service should be thoroughly informed regarding the entrance requirements of the leading institutions and their arrangements in respect to scholarships and student aid. The Indian Service itself offers an excellent field for Indians with scientific, professional training in such fields as teaching, nursing, medicine, dentistry, social work, agriculture, engineering, and forestry.

The survey staff is inclined to question the advisability of attempting to establish in the boarding schools, courses to train persons for professions and callings where the more common general standards require high school graduation as preliminary to the special training. The object should be rather to give them in the boarding schools the required high school training and then aid them in going on into well organized schools where they can get the necessary professional training, and graduate equipped to meet the standard requirements.

The practice of conducting normal school training classes for Indian youth who have not the equivalent of an accredited high school course, and then giving these graduates preference for appointment in the Indian Service should, it is believed, be discontinued, because the training is sub-standard. The Indians who wish to teach should be given a sound high school education and then be sent to a recognized school so that when they finish they can secure teaching certificates which will open to them the general teaching field. In the long run this course will be best both for the Indian teachers and for the Indian schools.

The present policy of placing Indian children in public schools near their homes instead of in boarding schools or even in Indian Service day schools is, on the whole, to be commended. It is a movement in the direction of the normal transition, it results as a rule in good race contacts, and the Indians like it. The fact must be recognized, however, that often Indian children and Indian families need more service than is ordinarily rendered by public schools, as has just been elaborated in the discussion of boarding schools. The Indian Service must, therefore, supplement the public school work by giving special attention to health, industrial and social training, and the relationship between home and school. The transition must not be pushed too fast. The public schools must be