special attention to the Constitution of the United States. Object of laws and duties of citizens and of officials. Rights and duties of nations, war and arbitration.

V. Drawing in any medium of common objects. Analyses of beautifully colored nature objects for color scheme. Study of buildings and their influence. Simple perspective. Study of historic ornament and complementary groups of colors. Continuation of industrial drawing and processes. Drill in music and calisthenics. It is understood that this is a mere outline to be followed in the main. That in the primary school, the first year, at least, 40 per cent of the entire time should be devoted to Group I, 25 per cent to Group V, 12 per cent to Group II and to Group III, and the remainder of the time to Group IV. Continuing in this way until the third year, gradually lessen the time to Group I and Group V, increasing the time in Groups II, III, and IV, in the order named, and in the fifth year giving 35 per cent of the time to Group I, 20 per cent to Group V, 15 per cent to Group II, 20 per cent to Group III, and the remainder of the time to Group IV. Carrying this general relation throughout the sixth, seventh, and eighth years, never sacrificing the language work to any other feature of the course. It is understood, further, that in the rural schools the less essential parts of the course may be omitted; but in the graded schools, so far as possible, the entire course of study should be undertaken with such modifications and omissions as may be made absolutely necessary by local conditions, and which shall be made only by the advice and consent of the supervisor of the district and the principal of the school. Do not allow pupils to enter a higher grade than the one in which they can do the work satisfactorily. It is always easy to promote a child, but always difficult to reduce his grade; it is better to put them in the next lower grade than in the one next higher. It is not so much a question of what grade a pupil is in as it is a question as to what kind of work the pupil does in the grade. The teacher should under all circumstances equip herself in all the different groups of studies here provided for. It is further recommended, and even urged, that in each school there shall be collected a cabinet of appropriate objects for the proper presentation of these lessons. These objects may be gathered by the children and teacher in the neighborhood, or purchased by the board of education, or made by the children themselves under the direction of the teacher. It is a poor school that does not, through its own resources, provide at least some equipment to do object teaching. The real test of good teaching is to be found in the power of the child to think clearly and to express his thoughts in language, both oral and written, and no lesson should be considered well taught until the child has acquired the ability to give an intelligent report of his knowledge of that lesson. Remember that it takes time to develop mental power, and that very moderate progress with work well done is better than haste attended by superficial knowledge.

Beyond all courses of study, and more important than any part or parts of the same, is the power and life of a noble teacher, impressing upon the children from day to day the simple lessons of Christian manliness and womanliness, earnest devotion to country and home, and that series of civic, social, and moral virtues which in the aggregate make up a noble character. The end of all true teaching is right living.

COURSE OF STUDY FOR HIGH SCHOOL GRADES.

NINTH GRADE.

I. Literature: The reading of the Standard Fifth Reader and supplemental works on English literature. English grammar, including etymology and syntax, especially the oral analysis of sentences rather than any system of diagrams. Review of Spanish grammar and syntax. Begin Latin. (Fifteen periods a week.)

II. Mathematics: A thorough drill in arithmetic, including especially percentage and its applications, to be followed with problems growing out of all the subjects covered during the seventh and eighth grades. Algebra: Beginning with the subject and extending through the fundamental processes, factoring, and simple equations. Applications of arithmetic to business accounts. (Ten periods a week.)

III. Complete political geography, with special attention to the far East, Russia, and South Africa, and include physical and commercial geography. (Five periods a week.)

IV. Greek and Roman history: The general study of history, special stress to be laid upon the laws and duties of citizens and officials of nations, together with the bearing of ancient history upon modern times. (Three periods a week.)

V. Drawing from object. Study of historic drawing. Simple architectural drawing. Drill in music and calisthenics. (Four periods a week.)

TENTH GRADE.

I. English classics. Latin, Cæsar. Spanish composition and rhetoric. (Fifteen periods a week.)

II. Algebra (continued). Plane geometry. (Ten periods a week.)

III. Physics. (Five periods a week.)

IV. United States civil government: Special attention to Constitution of the United States and organic act of Porto Rico. (Three periods a week.)

V. Drawing, music, and calisthenics. (Four periods a week.)

ELEVENTH GRADE.

I. English classics. Latin, Virgil. Spanish literature or begin French. (Fifteen periods a week.)

(Five periods a week.)

II. Geometry: Review plane and begin solid.
III. Physics. Chemistry. (Ten periods a week.)
IV. Medieval and modern European history.
V. Mechanical drawing, music, calisthenics. (Four periods a week.)

TWELFTH GRADE.

(Three periods a week.)

(Ten periods a week.)

I. (a) English literature and composition. (b) Latin, Cicero. (c) Spanish, French, German, or Greek. (Fifteen periods a week.) II. Solid geometry. Review arithmetic and algebra. III. Chemistry. Biology. (Five periods a week.) IV. United States and English constitutional history.

(Five periods a week.)

CHAPTER XXXII.

REPORT ON EDUCATION IN ALASKA.

DEPARTMENT OF THE INTERIOR,

BUREAU OF EDUCATION, Washington, D. C., June 30, 1902.

SIR: I have the honor to submit my seventeenth annual report as United States general agent of education in Alaska for the fiscal year ending June 30, 1902. During the year, outside of incorporated towns, there have been maintained 27 public schools with 33 teachers and an enrollment of 1,741 pupils.

The schools are distributed as follows:

ARCTIC AND SUBARCTIC ALASKA.

Point Barrow.-Mr. and Mrs. S. R. Spriggs, teachers; enrollment, 80; population, Eskimo.

Mr. Spriggs reports that the year has been one of continued interest on the part of both pupils and parents; that during blizzards many parents showed their interest by bringing their young children to school in the morning and coming for them at the day's close. Some of the pupils are reading in the second reader, and in arithmetic have progressed as far as fractions. The school building, 15 by 30 feet in size, has been found entirely inadequate for the number in attendance and has been the chief drawback to the progress of the year.

Cape Prince of Wales.-Mrs. S. Bernardi and Mr. Orville J. Rognon, teachers; enrollment, 145; population, Eskimo.

To Mrs. Bernardi the change from a well-graded school in the States to an ungraded school among the Eskimos in subarctic Alaska was an experience both unique and interesting. We give her own statement of the impressions made upon her at the beginning:

The very first impression was a disagreeable odor from various water-soaked sealskin boots; deerskin clothing, worn for years, probably next the skin; a sickening smell of putrid meat recently devoured by hungry children.. My next impression was the great diversity of ages, ranging from 5 years to 50, and, third, the seeming impossibility of remembering half a hundred Eskimo names enrolled, such as Eluksuk, Keuk, Anakartuk, Tungwenuk, and so on to the end of the list. The pupils came into and out of the schoolroom just as often as their fancy dictated, playing on the beach or on top of the schoolhouse until they grew cold or lonesome, when they came in for a little while. The old men used the stove for a loafing place, like the typical corner grocery store in a country village, while the women abandoned their babies to the mercy of the woman teacher while they quietly took a nap. One can expect as ready answers from a row of little rabbits as from some of the smaller pupils. They seldom speak except in class recitation. Should you call one by name, their big, black eyes look at you as if they expected you to devour them. I found many children who could read fluently from Fourth Reader, but could not understand what they were reading about. And so it was in mathematics. A few could do very long division but could not apply the fundamental principles of mathematics even in

so small a sum as, "If an egg and a half cost a cent and a half, how much will three eggs cost?" They are a fine, brave people, full of life and energy, although this energy is suppressed, as also their emotions. The children are not lacking in intelligence, but their development has been on totally different lines from the average boy. Their observation is keen, they imitate readily, and are quick to see the point if spoken to in their own language.

Gambell, St. Lawrence Island.-Dr. E. O. Campbell, teacher; enrollment, 82; population, Eskimo.

As there was no influence exerted at the homes of the pupils to secure attendance at school, Dr. Campbell, like many other Alaska teachers, sought to make the school so attractive that the children could not keep away. One little boy, Kaepoongu, was neither absent nor tardy for the entire year.

The sessions usually ran from 9 or 9.30 to 12.30, and from 1 or 1.30 to 4; then from 4.30 we had a class of men who were out hunting during the morning. The boys of the third and fourth grades greatly enjoyed turning their backs to the blackboard while I set down a short column of figures; then, at the command "Turn," quickly facing the board and adding them up.

For practice in English grammar and composition the fourth, fifth, and sixth grades kept a journal, the material being first written on their slates, then brought into class, read, corrected, and written on the blackboard, from which it was copied into the journal. They have taken great pride in these journals and decorated the covers with colored pictures of life on St. Lawrence Island. The year passed very quickly in the enjoyment of teaching these degraded Eskimos

Teller reindeer station.-T. L. Brevig, teacher; enrollment, 19; population, Eskimo. The school was kept irregularly from September 1 to November 1, and regularly from November 1 until the following June. Besides the usual studies, lessons were given to the larger boys in drawing, carving, and handling of tools. This school is made e up almost entirely of Eskimo children left orphans by the epidemic of 1900, who were gathered in and cared for by Mr. Brevig and wife.

Teller City.-L. M. Scroggs, teacher; enrollment, 16; population, largely white, with a few Eskimos.

The course of instruction included reading, writing, spelling, geography, and United States history. This was supplemented by general exercises. As the playground consisted of ice hummocks and snowdrifts, there was small temptation to truancy, and the attendance was regular.

Golofnin. Miss Amanda Johnson, teacher; enrollment, 35; population, Eskimo. This school also is the fruit of the epidemie of 1900, the children largely being orphans, cared for by the Swedish Evangelical Union Mission in the vicinity. The children are willing and studious and give much promise for the future.

SOUTHWESTERN ALASKA.

Carmel.-Mrs. E. H. Rock, teacher; enrollment, 29; population, Eskimo. Conditions here are very unfavorable to school attendance. Other teachers who are similarly situated have like difficulties. A few orphan children who are under the care of the mission can be relied upon to attend school regularly and receive a fair common school education. White fathers who live near the mission will send their creole children regularly until they are from 8 to 12 years old, when they send them to the States in care of friends, or to an orphanage, if they can afford that, to grow up in a more civilized community. White fathers who live some distance away have tried to send their children to the mission as boarders, but the native mothers generally succeed in getting them away in a year or less. Now they have about given up that plan, and simply send their children to the States a little younger. The children of our native members come irregularly, as they are accustomed to do as they feel, without any restriction whatever. When the novelty or attraction of the schoolroom has worn off, if they prefer to stay away and play they simply do so, and that is the end of it. Children of the Russians seldom come at all.