manage sawmills which produce lumber for their own communities and for neighboring towns as well.

For obvious reasons the Bureau of Education has encouraged the establishment of larger villages. This end is secured by a policy of setting aside selected tracts through Executive orders for the use of natives exclusively, and the establishment thereon of suitable and attractive industries. The bureau is thus able to secure a maximum amount of benefit for a larger number of natives than is possible when they are scattered in more or less isolated and small villages. This policy at present is in its infancy, but sufficient progress has been made to clearly demonstrate its feasibility in parts of Alaska. Much along this line can not be done, however, unless appropriations are available with which to launch the industrial enterprises necessary to the success of such native reserves and to maintain and equip schools adequate to meet the needs of natives attracted to such reserves. These reserves are in no sense to be confused with the Indian reservations of the States. The reserves in Alaska are set aside merely for the use of natives, and residence upon them in no way curtails the freedom of the native. In his present state he is no match for his keener white brother and his interests must, therefore, be protected. Equally important with his educational and industrial development is the proper care of the native's physical well-being. Here again the vast area to be covered and the scattered villages to be provided for make the task colossal. The native of Alaska has great recuperative power and needs in many cases only a little medical aid or advice. This can usually be given by the teacher, if a native school is at hand. There are, however, many chronic cases in practically every village which are in most urgent need of a physician's care and treatment. Having an appropriation of but $50,000, the Bureau of Education is utterly unable to cope with the situation. Trachoma, tuberculosis, and venereal diseases are the most common of their afflictions and must be combated energetically to save the natives from extermination. Unless the appropriations for medical relief keep pace with those for educational and industrial matters, the latter will be practically useless. The responsibility for this lack of attention lies wholly with Congress. The needs, particularly the medical, have been presented to Congress time and again by various agencies, with no result except appropriations that are inadequate and that can not possibly meet the needs of the situation. When one considers that a seaman with but 60 days' service has at his disposal free medical and hospital care under the United States Public Health, Service in any United States port, whenever it is needed, it seems rank discrimination to permit the natives of Alaska, who are practically helpless without such aid, to go unattended. Not only is it necessary to provide this aid for the sake of those afflicted, but also for those who may yet remain well. Equally important is the consideration for the white population, as the physical deficiencies of the natives, unless promptly attended to, become a menace to their white neighbors. The Alaska native school service.-Seventy schools, of which two were summer schools only, were maintained by the Bureau of Education during the past year. The total enrollment was 3,600. Most of these schools included the elementary grades only, presided over by one of the teachers. In some of the larger villages more advanced work, up to the eighth or ninth grade, was done, as at Metlakatla, Hydaburg, Unalakleet, Wales, and Barrow, where from three to six teachers are employed. The curriculum covered includes not only the three "R's," but such practical subjects as manual training, domestic science, agriculture, sanitation and hygiene; and, in order that the adults may have similar advantages, evening classes are held in the schoolrooms and meetings for the women of the villages are held afternoons at regular intervals. Thus the entire village comes in contact with the school and enjoys its benefits. The influence of these schools, therefore, can not be gauged by reports of the enrollment of the day school.

Quite often the teachers are the only white people in the native communities and the natives, therefore, naturally look to them for guidance, counsel, and assistance in matters concerning their welfare. In addition to the schoolroom duties the teachers devote themselves to "settlement" work and by practical advice and example improve the modes of living of their villagers. The teachers in this service must, therefore, not only possess pedagogical ability, but must be all-around, practical people who can be of service to the entire community. Each school is also provided with a well-selected assortment of medicines with which to alleviate the minor ailments and sufferings of the people. The more medical knowledge a teacher possesses the more effective is this important phase of the work. The schoolroom work of the native boys and girls makes a very creditable showing, comparing very favorably with that done in white schools. During February a southeastern Alaska school fair was held at Metlakatla at which exhibits from most of the schools of the district were shown. Delegations from Klawock and Hydaburg attended and the usual contests between these two schools and Metlakatla were events of the week. Properly engraved certificates were awarded to the victorious contestants and the owners of the best exhibits. This fair was the first of its kind and will probably be an annual event, being not only of benefit to the native children and an inspiration for their best efforts, but also an opportunity for the teachers of the schools to compare methods and be of mutual assistance. The industrial work which is of such inportance to the natives is gradually being developed. The progress which has been made, however, has been handicapped because of a lack of funds. Just as important as a practical education is to the native children is the assistance which adults need along industrial lines. Enough has been done to demonstrate that such an investment is secure and will bring a very satisfactory return. However, this has been accomplished prac tically without Federal aid. If a large number of natives are to be taught industrial independence a reimbursable fund is necessary, which can be used for the launching of native enterprises, properly supervised, returns to the fund being made by annual installments, the fund thus replenished being used in the launching of other enterprises. The Bureau of Education has for several years asked for $25,000 for this purpose, and it is to be hoped that it will be granted at the next regular session of the Congress.

There are at present 10 native cooperative store companies in Alaska whose local affairs are supervised and the books kept by the teachers located at the places where the stores are maintained. Two of them have sawmills with which they produce lumber for local use and wherever a market may be had. The accounts of these store companies are annually audited. By an adequate accounting system which makes possible definite statements in regard to business these native companies are of invaluable educational benefit to the native stockholders. They are uniformly successful and are a credit to the natives, having been capitalized with their own money and credit received from Seattle wholesale houses and are managed entirely by themselves, except for the advice and oversight of the teacher.

Agriculture is being developed through school gardens with very gratifying results. These school gardens may be found in almost every section of Alaska, and through this agency not only the interest of the younger generation is being stimulated, but that of the entire village. The energy expended on their gardens will bring especially good returns this year, when the prices of food of all kinds are almost prohibitive. By a large production of vegetables and the storage of large quantities of dried fish, canned berries, and other local products the natives can live almost independently of outside supplies, thereby contributing materially to the conservation of food in the United States.

Another interesting phase of the industrial work in connection with the native school is being developed on Atka Island. As an experiment two head of cattle were shipped there by the Bureau of Education five years ago. This smal! herd has

now increased to eight head. A silo has been erected, the ensilage being made of the luxuriant grass of the island, on which the cattle seem to thrive.

Not a small share of the success of this school service is due to the well organized supervision given the schools. The Territory is divided into five districts, each of which is in charge of a superintendent directly responsible to the chief of the Alaska division in Seattle. These superintendents are required to visit each school at least once a year, which, in addition to always being in close touch with the local conditions of each school, makes a uniform and efficient school system possible. The superintendents travel by means of regular steamers, launches, dog teams, and reindeer. In the western and northwestern districts the reindeer is the only means of transportation used by the superintendents during the winter, and the hundreds of miles traversed by them is indisputable proof of the feasibility of reindeer for transportation. In order to properly protect the natives' interest, the rules and regulations of the service forbid its employees from engaging in trade for profit. During the years of its existence there has been but one noteworthy example of the transgression of this rule. This occurred at Wainwrig' t, Alaska, during the fiscal year 1915-16. The teacher in charge and his wife traded with the natives during the winter for white fox skins to such a successful extent that when the skins were sold upon their arrival in Seattle the following summer they found themselves temporarily richer by the net profits of over $3,000. Action against them was immediately taken by the Bureau of Education, and one-half of the amount was recovered for the Wainwright natives. This money was used the next year as a nucleus for a operative store at that place. The matter was settled by compromise, and a larger Recovery would have been probable except for the fact that it was claimed that the trading had been done by the teacher's wife, who was not under actual appointment by the Bureau of Education. The amended regulations now apply to all members of the teacher's family who reside with the teacher in quarters furnished by the

bureau.

sent as teachers.

A very important need of the bureau for the successful conduct of its schools is a power schooner. The bureau must necessarily place its schools where the natives have their villages. Consequently, many are located out of the paths of the regular transportation lines. Hence every summer the bureau is hard put to secure suitable Vessels in which to ship the annual supplies to these inaccessible places. Usually such suitable vessels have to be paid exorbitant rates to induce them to call at these points. Added to this is the uncertainty of these vessels making such calls before navigation closes. Of paramount importance is the safety of the people who are The means by which it has been necessary to get the teachers to some of these posts are without question hazardous and inadequate. The people who are willing to undertake the work at these lonesome stations should not be asked to take all these unnecessary risks to their lives and the inconveniences which at present are required of them. If the bureau had a boat of 350 or 400 tons capacity, it could carry teachers and deliver the supplies promptly, safely, and economically. To reach the stations in the Bering Sea and the Arctic Ocean, except the few that are ports of call for regular steamers, is an ever present worry to the officials of the bureau. After such a boat had served its usefulness it could be used as a training ship for the native boys of southeastern Alaska. This phase alone, were no other considered, should justify the acquisition of the boat in question.

The Metlakatla Indians.-Affairs at Metlakatla assumed a somewhat more definite shape during the past year. The legality of the fishery reserve having been reaffirmed by the circuit board of appeals, definite plans for the development of this interesting colony are now being formulated. While the Bureau of Education would have preferred to have handled the colony on a native cooperative basis, sufficient capital could not be raised. Neither were Federal appropriations available for this purpose. The fire in May, 1916, which destroyed the old cannery buildings,

automatically canceled the agreement with the P. E. Harris Co. for the rehabilitating and operation of the cannery for a period of five years. Negotiations were, therefore, opened for again leasing the cannery and fishing privileges of the island. Two good offers were made by J. L. Smiley and C. L. Burkhardt. The bid of the former was considered the more attractive by the council of Metlakatla and the Interior Department and was accepted. Under the terms of the agreement the cannery is to be rebuilt in time for use during the season of 1918, beyond which the cannery is to be operated for four additional years. At the end of this period the revenue accruing from the contract, consisting of 1 cent per fish for all fish taken in traps from the reserve by the lessee, is expected to be sufficient to enable the Interior Department to take over the property of the lessee, after which the cannery will be run by the native cooperative company which was organized in 1916, under the name of the Metlakatla Commercial Co. This company is now doing a general mercantile business and is managing the sawmill, which has produced most of the lumber for the new cannery buildings that are nearing completion at the present time. Originally organized with a capital of $2,295, the present paid-up stock of the Metlakatla Commercial Co. is $7,375. A continued growth will place this company on a firm financial basis and will enable it to take over the cannery at the expiration of the present lease. Through the means thus afforded the economic restoration of this colony is assured, not only in the final possession of the cooperating cannery, but the wages and incomes thus assured the inhabitants during successive years. Considerable opposition to this reserve has at times been evidenced by various people, but the opposition invariably, it would seem, reveal selfish motives.

Alaska has miles and miles of territory in which the progressive white man is well able to secure a good return for his energy. Efforts which aim at the overthrow of the protection given a few Indians through the setting aside of a small island in order that they may live happily and contentedly must be condemned. If it were possible for the objectors to view the matter from a broad, humanitarian standpoint, their objections would unquestionably cease. The repeated statement that the Annette Island fishery reserve was made for the benefit of "foreign" Indians who migrated from British Columbia fails of itself when confronted with the fact that over threefourths of the inhabitants of Metlakatla were born in Alaska. The Metlakatlans are already one of the most progressive tribes in Alaska, and if the Bureau of Education is left unhampered by outside influence this native community will undoubtedly become one of the most prosperous and contented in the Territory. The bureau has already established an excellent day school, whose efficiency will be increased when the present building is completed. The remaining wing will include a gymnasium, an auditorium, shower baths, domestic science and manual training rooms, two additional schoolrooms, and a small surgery. Added to this will be the machine shop of the lessee of the cannery, which will be available during the winter for the classes from the school. With this equipment as a nucleus, the way is opened, with but a little additional outlay, for a small boarding and industrial school for advanced pupils from southeastern Alaska.

At present many native children are sent to the States to attend the Cushman and Chemawa schools, under the Bureau of Indian Affairs, for advanced training as well as elementary education. This course has proved very disastrous, as the change in climate usually impairs their health to such an extent that tuberculosis is contracted, after which the decline is rapid, and the complete change in environment has a fatal effect upon the pupil's future usefulness. The conditions under which pupils live in the training schools are radically different from their previous environments. The trades they learn are frequently useless when they return to their homes, and the ideas and views of life which are the result of the life at a school where every act is according to a well-ordered program, which thereby displaces individual responsibility, make it difficult for them to readjust themselves to the environment of the

native villages when they again reach their home. All this, combined with impaired health, makes such pupils practically failures when they return home. The training schools for these native pupils must be located in Alaska, under conditions similar to their previous environments, where health will not be impaired but rather improved on account of supervision and where only such practical subjects will be taught as will be useful to them in the future.

Needs of the service.-The needs of this service may, therefore, be summed up in four main points, all of which are dependent on increased appropriations from Congress:

First. More schools. As already shown, actual schoolroom work, while important, is but a small part of the beneficent results of the establishment of a school in a native community. There are numerous villages in Alaska of sufficient size to more than justify the establishment of schools.

Second. A reimbursable fund with which to establish industrial enterprises among the natives as an insurance for economic independence.

Third. A power schooner to be used as a freighter and as a training ship. Fourth. An industrial training school in southeastern Alaska for advanced pupils. The Alaska native medical service.-This service is under the Bureau of Education, with the advice and cooperation of the United States Public Health Service. The appropriation for this work for the past year was $50,000, which was $25,000 more than the first appropriation ever made for medical relief among the natives, granted the previous year. Before that a portion of the educational appropriation had been used for this purpose. The present appropriation just about covers the work previously supported under the educational fund. The past year a well-equipped and complete hospital was maintained at Juneau, having a capacity of 20 patients and a staff consisting of a physician, three nurses, an orderly, janitor, cook, and interpreter. From the fact that the hospital was kept filled the greater part of the year, one may judge of the long-felt need it is filling and the great service it is to the native population of southeastern Alaska. Small hospitals, housed in former school buildings, were also maintained at Kanakanak on Bristol Bay and Nulato on the Yukon, each of which was in charge of a physician and one nurse. The one at Kanakanak is now being enlarged and altered, which, upon completion, will make it a modern and complete hospital of 11 beds' capacity. In addition to the three physicians in charge at these hospitals, the bureau had under appointment a physician at Nome and at Cordova and contracts with physicians at Council, Candle, and Ellamar. In addition to the nurses at the three hospitals, a nurse was stationed at St. Michael, Koggiung on Bristol Bay, and Akiak on the Kuskokwim; also two traveling nurses in southeastern Alaska. Contracts for the care of native patients were also made at Nome, Ellamar, Anchorage, and Seattle. The last named was a children's orthopedic hospital, to which Alaska native children were sent for special treatment.

Each school has a carefully selected stock of medicines and supplies, which coustitutes a small dispensary with which the teacher ministers to the ailments of the inhabitants of the village in which the school is located. Anyone at all familiar with the extent and geography of Alaska will realize instantly the handicap the Bureau of Education is laboring under in attempting to minister to the local native needs with such a limited appropriation. Much has been written and said concerning the relief which the natives should have. Without this relief all other plans for them are necessarily futile. An analysis of the situation causes one almost to agree with the pessimistic alternative that the Congress should either attend to the needs of the natives in a comprehensive and sufficient manner or else do nothing at all and allow the race to die out as quickly as possible. While the service now rendered in a few places mentioned is efficient and valuable, the total results are meager when compared with the total native population. It is almost incomprehensible that Congress, which provides for the Indians of the States with such a lavish hand, can not grant a few