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developmental. Routine institutionalism is almost the invariable characteristic of the Indian boarding school.

Although the problem of the returned Indian student has been much discussed, and it is recognized that in many instances the child returns to his home poorly adjusted to conditions that confront him, the Indian Service has lacked the funds to attempt to aid the children when they leave school either to find employment away from the reservation or to return to their homes and work out their salvation there. Having done almost no work of this kind, it has not subjected its schools to the test of having to show how far they have actually fitted the Indian children for life. Such a test would undoubtedly have resulted in a radical revision of the industrial training offered in the schools. Several of the industries taught may be called vanishing trades and others are taught in such a way that the Indian students cannot apply what they have learned in their own home and they are not far enough advanced to follow their trade in a white community in competition with white workers without a period of apprenticeship. No adequate arrangements have been made to secure for them the opportunity of apprenticeship.

Economic Education and Development on the Reservations. At a few reservations energetic and resourceful superintendents with a real faculty for leadership have demonstrated that the economic education of the Indian is entirely possible. These superintendents have been handicapped in part by their own lack of training in several of the fields which are involved in a well rounded, effective program of economic and social education, but even more by the general absence of trained and experienced assistants in these different fields.

Even under the best conditions it is doubtful whether a well rounded program of economic advancement framed with due consideration of the natural resources of the reservation has anywhere been thoroughly tried out. The Indians often say that programs change with superintendents. Under the poorest administration there is little evidence of anything which could be termed an economic program.

Everywhere the lack of trained subordinate personnel in immediate contact with the Indians is striking. For years the Indian Service has had field positions with the title “Farmer.” The duties