A current experiment in curriculum development for Indian children in the Canadian province of Saskatchewan examines educational objectives in terms of the characteristics of 20th-Century society. Dissimilarities of Indian communities and the cultural background of Indian children in relation to the traits of non-Indian society point out the problem of bridging the gap between them. The main understandings and working principles of the experiment are: (1) anthropological description of the total educational process and definition of the objectives; (2) insertion of Indian cultural traits into everyday curriculum and special attention to specific gaps in the home background; (3) reinterpretation, extension, and expansion of the Indian child's experience; (4) functional learning of skills, such as the English language; and (5) selection of content to foster community educational growth. (SW)