ALASKA FISHERY AND FUR-SEAL INDUSTRIES, 1920. TT] 
SCHOOLS. 
St. Paul Island—The senior school on St. Paul Island, under the 
direction of George Haley, was opened on September 22, 1919, and 
continued until May 28, 1920. The enrollment consisted of 66 pupils. 
The usual methods were followed in the teaching of the children, 
particular stress being placed upon subjects which would tend to 
bring about the increased use of the English language. In resigning 
at the close of the session, Mr. Haley terminated a period of service 
in the island schools extending over six years. 
St. George Island—On St. George Island the senior school was 
opened on October 7, 1919, and closed May 14, 1920, with an enroll- 
ment of 34 pupils. The percentages of attendance and punctuality 
were 99.45 and 99.52, respectively. In discussing the methods of in- 
struction and administration used in the school, Mr. Johnston states: 
The pupils were divided into five general classes and again subdivided where 
necessary. These subdivisions varied with the different subjects of instruction, 
but were determined more by the intelligence and capabilities of the pupils. 
The use of English was always required in the schoolroom. Several days 
sometimes passed without a word of Aleut being spoken. At recess and at home 
the pupils were encouraged to speak English. 
When the Aleut children can understand English with more ease and quick- 
ness, especially as it is spoken, they will advance in their other studies at a 
surprisingly rapid rate. This inability to understand many explanations given 
by the teachers, no matter how simple they are, makes such studies as arith- 
metic difficult. In every recitation the study and use of English was of para- 
mount importance. 
In the fourth and fifth reading classes the text was discussed and commented 
upon by the pupils so that they would understand the English phraseology The 
lower classes were given drills in vocabulary and pronunciation. Composi- 
tions on stories in the readers were rather poor, as it seemed hard for most of 
the children to grasp the important points of a story. The following will illus- 
trate: In the geography textbook a paragraph would describe a river system. 
The final sentence of the description would be: ‘‘ This is called a river system.” 
The pupils, in spite of continuous instruction, would give the sentence quoted 
above as the definition of a river system. 
Compositions were frequently called for, the subjects being chosen by the 
pupils or by the teacher. Letters were written to friends at other places. AIL 
written work was corrected and handed back to be rewritten or discussed in 
class. 
During the second half of the term the fifth class kept individual diaries. 
They understood the purpose of the diary easily, and noted many details which 
most children would not remember The diaries were examined once a week 
and individual instruction was given to the writer on his mistakes in grammar, 
spelling, ete. i 
It was not necessary to inflict corporal punishment at any time. Standing 
up in front of the school, staying in at recess, etc., proved sufficient. Strange 
to say, the pupils did not like to be sent home from school, a fact used.to advan- 
tage in inflicting punishment. 
In addition to the senior school, classes for small children were con- 
ducted by Mrs. Ella J. Johnston. This junior school was carried on 
between the dates given above for the session of the larger school. 
The enrollment was made up of six girls and five boys. Simple 
work, similar to that given in kindergarten classes, forms the basis 
of the work in the junior school. These classes are very valuable in 
preparing the children for entrance into the senior school and en- 
abling them to take up their work to greater advantage than would 
otherwise be the case. Mr. Johnston’s report comments upon the 
work of the junior school as follows: 
The value of this preparatory course can be realized best by those who take 
up the child’s instruction in the senior school, Last term one of the boys com- 
