rUE-SEAL INDUSTRY. 75 



The Bureau recognizes the value of employing proper educational 

 methods on the islands and is endeavoring to make its system of 

 instruction increasingly^ effective in developing the character of the 

 children. The responsibility resting upon those who are employed 

 as teachers can not be too strongly emphasized, and, on the other 

 hand, it is equally important that they be furnished with facilities 

 and in other ways afforded the fullest possible opportunities for 

 performing their duties. 



St. Paul Island. — The 1916-17 school year began September 12, 

 1916, and ended June 1, 1917. Two regular teachers are employed 

 on this island, and senior and junior schools are maintained. At 

 the opening of the schools on September 12, 1916, the combined 

 enrollment of pupils numbered about 64. 



The following extracts are taken from the joint report submitted 

 by the teachers for the year 1916-17: 



As in the two preceding years, there has been a preparatory class for children before 

 they begin regular first-grade work. These are children 4 and 5 years of age. There 

 have been 11 pupils in this class. The attendance has been very irregular. This 

 was due partly to the severity of the weather during the winter. There has been 

 some training of hand and eye, the phonetic value of the alphabet has been taught, 

 but no attempt has been made to teach these children to read. The greater part of 

 the period devoted to this class (2 p. m.-3 p. m.) has been used in giving the children 

 an English vocabulary. 



The junior school building is a pleasant and well-lighted room, but it is altogether 

 too small ; the floor space is so limited that it does not admit of activities or games for 

 the little ones. 



The work in arithmetic has been arranged in grades. Concrete examples have 

 been found necessary; blocks, sheets of paper, pencils, and other objects have been 

 in constant use. Fractions were taught by means of cardboard circles cut into equal 

 parts. Some of the pupils soon discarded this method and were able to think in 

 the abstract, but many can never get beyond the "finger stage" in arithmetic. The 

 number sense is developed in practically all children at a later age than other con- 

 cepts. Tliis is particularly true of the Aleut child. This sense is dormant until 

 nearly the tenth year with the average, but it must be admitted that there is difficulty 

 in speaking of the average child, for some are extremely dull and apathetic, while 

 others would compare favorably with children in the States. 



Geography with the younger ones began "at home." The pupils know their own 

 island so well, from having visited all parts, that when the map of St. Paul is placed 

 before them they are able to identify capes, small islands, straits, peninsulas, etc. 

 This has led on to outline maps of North America and South America, dwelling par- 

 ticularly on the United States. Globe work has been coordinated continually with 

 other map studies. Localities mentioned in the reading lessons have been painted 

 out at the time of reading. The pupils take an interest inthe staple products brought 

 to the islands and wish to know where "they grow" and what they "grow on," thus 

 touching on nature study in its practical phases. With the older pupils a correlation 

 of history with geography has been worked out in a simple manner. Reading, con- 

 versation, and cornposition and spelling on the same subject have been the chief 

 studies, since nothing can be done with other textbooks unless the knowledge of the 

 reading and conversation is sufficient. 



A test of the conversational power of the pupils in English was made in the senior 

 school. For a week all pupils were allowed to commuriicate with each other, with 

 the condition that no Aleut word should be used. Of course during recitations gen- 

 eral talking was not allowed. About 70 per cent were able to communicate all their 

 wants and wishes to each other and to make comments on readings. It has been 

 ob-served that occasionally outside school hours the children have chosen to use only 

 English in playing some games. 



About 50 books which were to be discarded were presented to the schools by the 

 Seattle Public Library. As there was almost nothing in the way of a school library, 

 and as these books were especially suited to younger children, they have been in 

 constant demand and have been greatly appreciated. "The Youth's Companion," 

 "The American 15oy," and "St. Nicholas,' wliich have been supplied to the school 



