The Wrangell sentinel., 1930-02-20
SUMMER SCHOOL FOR TEACHERS
 IN ALASKA
By Leo W. Breuer Commissioner of Education

recognition in the Territory. The Alaska Agricultural College and School of Mines offers teacher training course, but it has not gained headway to any great ex- tent Is teacher training in Alaska problem for us? It is. We have our problems. It is very true that the fundamental problems facing our schools are the same as those elsewhere.
 In addition, though, we, like the Territory of Hawaii, have problems distinctly our own. Of these prob lens, the teachers coming from the states have little knowledge, until experience brings them to their attention. That they do the best they can with these problems, we do not doubt.
 One of the big problems of Ha- waii was the training of teachers to meet the new problems. The psychological viewpoint is of prime importance in knowing how to pre- sent the subject matter to people whose reactions may be different from what we are accustomed. New surroundings present new living conditions and to our teachers another phase of social problems.
 Hawaii is mastering those prob lens by preparing it's teachers. The 1927-2S report of the Commissioner of Education for Hawaii shows that but twelve elementary teachers and ninety-five high school teachers out of a force of 2400 were imported from outside sources and new to the territory. Their teachers are being trained by the regular work of the normal school, the university and summer schools.
 It is not probable that we shall train all our teachers, however, the teachers who come into the schools of Alaska should be given the privilege of having presented to them the problems and the pos sible means of solving them. There by, increasing the efficiency of our teachers.
 Now, what are some of the prob lens? Here we find a similarity to those problems mentioned as con- fronting the educators of Hawaii. The school population in the small CT schools, especially, present prob lems that bring to our teachers specific challenge. The social prob lens in our isolated communities must be met by the teacher. Anoth- CT serious problem is that of the over-age or retarded pupil. In some instance 45%o of the children in some of our schools are retarded for one or more years. This problem is one that needs special attention to bring about a satisfactory remedy. Conditions call for special types of work and special methods of pre- sentation Could this be presented properly to the teacher the solu- tion of the retarded child would result.
 Next, we expect the teachers of Alaska to keep up with the prog ress of teacher training and edu- cational advancement. To do SO, they must go to the states for the summer to attend schools. There they are far removed from contact with those things for which they must be prepared. It means addi- tional schooling at a great expense and the result of being drawn away from the territory.
 Lastly, but not least, the fact that our schools are scattered far and wide over this vast region makes supervision of those schools that require such, by the Depart ment of Education, well nigh impos- sible for practical purposes.
 Is there a solution of the fore going problem? There is. That solution lies through the medium of summer school for teachers in Alaska. It has a place in our sys- tenn of education in the solution of the problems We face.
 Years back teachers institute was held for the meeting of the teachers and the presentation of problems and possible solutions. The summer school would be far superior to the institute. It would serve the same purpose and also serve as a teacher training institu- tion.
 This school could run for from six to eight weeks, corresponding to the term of summer school at