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6. The question stated, await the pupil's answer. It is his problem, give him time for a full answer.

7. The honest questions of children should be respected. Many children abuse the privilege and should be checked."

—Idaho Manual.

HOME STUDY.

The "study program" should be so arranged that no home study of regular texts will be required of any pupil in the first six grades. It has been proved that the average child in grades one to six can do no more than 2½ to 3½ hours of intensive mental work profitably in one day. It is, therefore, better that pupils in these grades should have only such tasks assigned to them as they can accomplish by industrious effort during the regular school day under the direction of the teacher, and then devote the rest of their time to the reading of some helpful book, play, or manual work. Teachers should keep constantly in mind the fact that the school room is a place for work. Pupils should form the habit of attacking their daily tasks in such a manner as to complete them within the limits of the school session. This habit is a valuable one to carry over into life after school days are at an end. A habit of dalliance at tasks has kept many an adult from reaping the benefits which come from hours of leisure which might be his if he had formed the habit of attacking his work with that degree of concentration of which he is capable.

In the seventh and eighth grades, pupils may be required to prepare one lesson at home. However, home study on regular textbook work should not consume more than one hour daily. The habit of home study, if formed in these grades, will carry over into high school where it is essential that a pupil do home work if he is to obtain the greatest amount of benefit from his high school course.

EXAMINATIONS AND TESTS.

Much has been written concerning the value and lack of value of written examinations. Some well meaning educators have gone on record as opposed to the use of examinations as the basis of promotion in the schools. However, practically everyone directly engaged in public school work is of the opinion that there is a place for the review followed by the regular written examination. Any good thing becomes bad if over-worked or abused and this is true of examinations. Given a proper conception of the place and aim of examinations and they become a valuable aid in the grading of pupils as well as in stimulating them to put forth their best efforts.

Among the aims which should be kept in mind in giving written tests and examinations are the following:

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1. To determine whether the child has acquired the ability to think through facts to new judgments.

2. To determine the ability of pupils to organize facts about a central idea.

3. To determine how many of the ideas covered have been learned.

4. To provide a stimulus for reviewing and organizing the materials which have been "taught" during the term or year.

5. To test the efficiency of the teaching in so far as the results of an examination can be used to evaluate the same.

6. To provide an opportunity for the pupil to compare himself with others.

7. To afford the pupil opportunity to express himself definitely in written form.

These aims may be attained and a number of the disadvantages of examinations counteracted by keeping in mind the following principles:

1. All tests or examinations should be preceded by thorough reviews.

2. Tests should be given much oftener than formal examinations, preferably once a month. Usually they should cover some important unit of subject matter. Sometimes this consideration will require a test oftener than once a month and sometimes not so often.

3. In both tests and formal examinations, questions should aim to determine not only the memory for facts and principles, but also the ability of the pupil to apply or use these facts and principles in new ways. It is a good plan to use one "thought" question to every two "memory questions."

4. Regular formal examinations should be held twice each year; one in the middle of the year, and one at the end.

5. Examinations should not be made a significant part of the school program until the sixth grade. This does not mean that written tests are not to be given occasionally in grades four and five. Prior to the fourth grade there is little need for regular written tests.

6. The greatest care should be exercised lest nervous pupils worry unduly over examinations. These pupils usually have the least need to worry. It is poor practice to hold the examination before the pupils during the school year as a "bogey" through the fear of which extra effort may be secured.

7. "Passing" should never depend exclusively upon examinations. Many schools count final yearly or semester examinations as one-third of a year's or semester's work. This practice would seem to place too much importance upon the examination. Pupils should be encouraged to do their regular daily work to the best of

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their ability and not to depend upon cramming for an examination as a means of making up for neglect to do their daily work.

8. No one should be excused from the monthly tests. As a rule all pupils should be subjected to the formal examination. While there is some advantage in excusing from the final examinations pupils who attain a certain average grade in the work of the term, the practice is to be questioned for two reasons: (1) It places the examination in a wrong light, making it appear as a punishment rather than as a legitimate and valuable school exercise; (2) it deprives the brighter pupils of the "right" to stimulus from which they may derive the greatest benefit.

9. Examinations, however, should not be made so all important but that pupils might be excused for good reasons. Some way ought to be found to excuse pupils who would be physically injured, as for example, girls who are passing through the physical crisis of adolescence.

## Territorial Eighth Grade Examinations.

In addition to tests and formal examinations which the Territorial department of education will forward to schools for use in all grades from time to time, special final examinations for eighth grade graduates will be issued yearly. The following subjects will be included: reading, spelling, penmanship, arithmetic, grammar and language, geography, physiology and hygiene, United States and Alaska history, United States and Alaska civics.

Schools in incorporated towns and schools in districts outside incorporated towns having two or more teachers will complete geography and physiology and hygiene at the end of the seventh grade. Seventh grade pupils, therefore, will take the examination in these two subjects at the end of the school year at the same time that eighth grade pupils are examined in the remaining subjects. If for any reason pupils enrolled in the eighth grade have not passed the examination in these two subjects they should write upon the examination questions at the same time that the examination in other eighth grade subjects is given.

In accord with the plan of alternation of classes which will be discussed in connection with the program for one-teacher schools, pupils in both seventh and eighth grades will study seventh grade geography one year and seventh grade physiology and hygiene the following year. Both grades, therefore, will take the geography examination in years when this subject is studied, and the examination in physiology and hygiene when this subject is included in their program of studies. The same practice will be followed in any other subjects in which alternation takes place.

The examination in United States and Alaska history will be issued at the close of the first semester of work annually since

this subject is completed at that time. The examination in United States and Alaska civics will be given at the end of the school year.

No pupil will be allowed to take the Territorial final examination in any elementary school subject, with the purpose of receiving credit toward an eighth grade diploma, who has not completed the course of study in that subject and made an average of 75% according to the teacher's rating.

Any pupil who makes a general average of 75% in all the required subjects in the Territorial examination and who does not fall below 65% in any subject shall be granted a Territorial eighth grade certificate of promotion which shall entitle him to entrance into any high school in the Territory; Provided, he meets the requirements set forth in the foregoing paragraph in his general average for the year.

## RECORDS.

The record of pupils' attendance and scholarship should be kept accurately and should be complete enough to be readily interpreted by anyone who desires to secure information on these points.

White's "New School Register" has been adopted for use in school districts outside incorporated towns and in one and two-teacher schools in incorporated towns. Directions for the keeping of attendance records will be found on page 2. Directions for keeping the year's record for scholarship and a general summary of attendance appear just before the section devoted to the yearly records. These record books are very important and should be carefully preserved from year to year. New record books may be secured from the Territorial department of education when needed.

Mayne's "School Register and Record Series," published by S. Y. Gillan and Company, Milwaukee, Wisconsin, has been adopted for use in schools in incorporated towns in which more than two teachers are employed. The series is loose leaf and consists of two types of fillers, namely, small "Term Record" sheets and large "Final Record" sheets. Binders should be secured from the publishers for each type of record sheets. The Territorial department of education has on hand a supply of both types of record sheets and will forward the same to schools on request.

The "Term Record" sheets are to be used for keeping a semester record of the scholarship of the various classes, one sheet being used for each class each semester. The "Final Record" sheet contains the individual record of each pupil during the period of his elementary school attendance. One sheet is devoted to each pupil enrolled in the school. The records appearing on the "Term Record" sheets are transferred to the "Final Record" sheets.

School boards are required by law to see to it that all records for each school year are completed before salaries for the last month of service are paid to teachers.

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REPORTS TO PARENTS.

The best results are obtained when a high degree of cooperation between teachers and parents exists. It is important that the parent be advised continuously regarding the kind of work that the pupil is doing. One means of accomplishing this is by the issuance of report cards at the end of each month or six weeks period. However, this by no means discharges the obligation which the teacher owes to the parent. Many parents do not place the right interpretation on formal report cards. They fall to heed danger signals and when a child fails in one or more subjects are surprised and aggrieved.

The parent should receive definite and explicit warnings to the effect that his child is doing an inferior grade of work and, therefore, not meeting the required standards. Some schools accomplish this result by the use of "poor work" notices which are sent to parents at intervals. The parent is also requested to confer with the teacher regarding his child's work and to cooperate in removing the courses which are interfering with his progress. Each school should adopt some plan for keeping closely in touch with parents in order that misunderstandings may not arise. This applies not only to reports of poor work, but also to reports of improvement or of exceptional work. An occasional good report takes away the sting of numerous poor reports and encourages both child and parent to manifest a higher degree of cooperation.

HEATING AND VENTILATION.

Very few of the Alaska school buildings are equipped with an automatic heating and ventilating system. The full time janitor in larger communities can regulate to a very great extent the temperature and purity of the air in school rooms. In the small schools where the janitor's service ends when the school session begins and begins when the school day comes to a close, the responsibility is wholly upon the teacher. Even in the large schools, the teacher cannot avoid accepting a high degree of responsibility for physical conditions in the school room. It is essential, therefore, that teachers acquaint themselves with the principles of heating and ventilating.

The following suggestions will be found helpful:

The temperature of the school should be kept at from 68 to 70 degrees. A thermometer should be provided for every school-room—tested if possible—and put in such a place that it will record the temperature of the air where pupils sit.

Students of the problem of ventilation have established the fact that a movement or circulation of the air in a room is of utmost importance if persons in the room are to be comfortable. Where no mechanical means of insuring this circulation is provided, as is the case in the majority of schools, the teacher must ventilate

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by means of doors and windows. In such cases utmost care must be exercised to prevent direct drafts from striking the children. Windows should always be opened on the side opposite that from which the wind blows. Probably the safest and most practical way to ventilate with windows, especially in cold weather, is to place a board from four to six inches wide under the bottom of the window entirely closing the opening. This will prevent any direct draft and will allow the air to pass up between the sashes and circulate through the room.

When the day's work is done and pupils have departed, it is well to open doors and windows so that the room may be filled with fresh air for the next day. This should be done even if the room is supplied with a ventilating system.

The air in a stove-heated school room is usually too dry. This can be remedied somewhat by keeping water always on the stove in a pan or reservoir, provided for that purpose.

Where teacher and pupils attend to the fire during school hours it is important that they understand the operation of a stove in order that economy and efficiency may result. Opening a slide door below the fire causes a draft and makes the fire burn. Opening a slide or door above the fire always checks the fire. This can be controlled still further by the damper in the stove pipe.

Never permit the ashes to fill the ashpit close up to the grate. Neglect here has burned out and ruined many a grate in a single day.

The stove, the chimney, and most especially, the pipe, should be kept clean in order that the draft may be good. Avoid long stretches of horizontal pipe. Where several feet of horizontal pipe are necessary, arrange the pipe so that it will have an incline upward toward the opening in the chimney.

LIGHTING AND SEATING.

Teachers should see to it that pupils are not forced to face a window when studying or reciting. Light is best when it comes from above the left shoulder. On dark cloudy days care should be exercised that pupils have enough light, that shades are so adjusted as to give the greatest possible amount of light, and that blackboards may be seen without eye-strain and fatigue.

In Alaska artificial light must be used for at least a portion of each day during the winter months. Too great care cannot be taken to provide the proper kind of light. Too bright a light is as injurious as one that does not light a room sufficiently. Where electric lights are available the ordinary drop light should not be used. Light fixtures which diffuse the rays of light and prevent direct powerful rays from falling upon the eye or a reflecting surface can be secured without great expense and will last for years. Economy in providing either natural or artificial light for school rooms is not economy. It is waste of the most flagrant type.

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A mistake is often made in arranging the seats, a common method being to place the largest seat in the back of the room, then the next smaller and so on down to the smallest size. Such an arrangement makes it necessary for many pupils to be seated upon a seat that is relatively too high for the desk in front. Pupils are thus required to bend forward over their work to a degree that is a menace to health. The vital organs are compressed unduly and the shoulders stooped. A much better way is to arrange the largest seats in the outside rows, or rows next to the wall, then the smaller seats in the next row and so on toward the middle of the room. Adjustable desks should be used.

It is important that the right amount of space be allowed between the edge of the desk top and the back of the seat behind it. As a rule desks should be so placed that a line dropped from the edge of the desk top will strike two or three inches back of the front edge of the seat.

The teacher should accept responsibility for the proper seating of pupils taking into account especially the height of the desk top, the height of the seat, and distance between desks in rows. Seats should be of such a height that pupils may sit erect with feet flat upon the floor. The desk top should be of such a height that the arms may lie upon it in a natural position as in writing the fore-arm being horizontal from the elbow. The distance between desks in rows should be such that a pupil may write without leaning forward unduly and may read seated erect and with his back resting against the back of the seat—not slouched down with spine curved and chest concave.

### DECORATION.

Environment exercises a great influence upon life and character. The child will carry through life the impress of its surroundings. This fact should inspire teachers with a desire to make the school building and grounds as beautiful as possible. A little thought on the part of each teacher will result in the accomplishment of much along this line.

Pictures add much to the appearance of a school room. It does not require many pictures to decorate a school room, one good one being better than a dozen very cheap ones. However, any teacher should be able to secure three or four good-sized, well-framed pictures. Do not show bad taste by pinning on the wall every pretty picture found. Interesting pictures from papers and magazines can be placed on the school bulletin board for pupils to examine or for use in connection with class work. Skillful teachers can frame pictures of medium size with black or green passepartout. This may be necessary in some communities where facilities for framing of pictures do not exist.

A bright, clean flag, well displayed, adds an attractive touch to a school room besides serving another very useful purpose. Good

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housekeeping and proper respect for the flag should cause all old, dusty flags, banners, and bunting to be removed.

Larger schools would do well to secure some casts—copies of famous sculptures, or busts of persons of historical or literary fame. Bronze tablets bearing mottoes and inscriptions are also attractive.

Flowers, decorative plants, autumn leaves, etc., add cheer to a school room and speak a fine message to pupils and teacher. Window boxes if properly cared for are a decided asset to a school room.

### HOLIDAYS.

The school law provides for two classes of holidays which may be designated as full holidays or days on which the school shall be closed, and semi-holidays or days on which the school shall be kept open and the days observed by appropriate exercises.

Full school holidays are Labor Day, Thanksgiving Day and the day immediately following, Christmas, New Year's Day, Memorial Day and the Fourth Day of July.

Legal holidays on which it is recommended that especial observances be held are: Alaska Day, October 18th; Lincoln's Birthday, February 12; Washington's Birthday, February 22d; Seward Day, March 30th. It may seem desirable to arrange for a joint Lincoln and Washington birthday observance. Constitution Day, September 17th; Roosevelt's Birthday, October 27th, and Armistice Day, November 11th, should not pass unnoticed in the schools. With regard to Armistice Day, the school should follow the lead of the community with regard to its observance. If the day is a holiday in the community and business houses and offices close, the school should join in the observance by closing.

There is a tendency to make the schools bear the brunt of the patriotism of the nation. In many communities it is felt that if the schools are closed the community has discharged its obligation to a great man or a great cause, regardless of the fact that the one act of closing the schools is that community's single and only contribution of respect or veneration. The children of Alaska are entitled to as many days in school per year as can possibly be provided.

There is no reason for closing the schools on general election day as is done in some Alaska communities. The day is a legal holiday but is not a school holiday.

Other days not enumerated which are declared holidays by the President of the United States or Governor of Alaska by proclamation and on which schools and places of business are requested to close should be observed by the schools by closing for the day.

The practice of teachers in holding Saturday sessions of school to make up for lost time is not usually productive of the best results and should not be followed, except under special con-

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ditions and with the full consent of the parents of the children concerned and of the school board.

## SALUTE TO THE FLAG.

At a given signal every pupil rises in his place, while the flag is being brought forward by the flag bearer. (This part may be dispensed with if a flag on the wall at the front or side of the room is saluted). At another signal every pupil gives the flag the salute which is as follows:

The right hand uplifted, palm to the left, forearm inclined to about 45 degrees, hand and wrist straight, to a line with the forehead and close to it. While thus standing in the attitude of a salute, all the pupils repeat together, slowly and distinctly, the following pledge:

"I pledge allegiance to my flag and to the Republic for which it stands—one Nation, indivisible, with liberty and justice for all."

At the words, "to my flag," each pupil extends the right hand, palm to the front, toward the flag, until the end of the pledge affirmation. Then all hands drop to the side. The pupils, still standing, may sing in unison "America."

At the last national encampment of the Grand Army of the Republic, held at Des Moines, Iowa, a resolution was adopted authorizing an amendment in the pledge to the flag, which, as amended, reads as follows:

"I pledge allegiance to the American flag (my flag) and to the Republic for which it stands—one Nation, indivisible, with liberty and justice for all."

This amended pledge should be used if its use becomes at all generally accepted.

## RULES REGARDING USE AND CARE OF FLAG.

1. The flag should not be hoisted before sunrise, nor allowed to remain up after sunset.

2. In placing the flag at half mast, it should first be hoisted to the top of the staff and then lowered to position, and preliminary to lowering from half staff it should first be raised to top.

3. When the flag is formally raised, all present should stand at attention, with hand ready for the salute.

4. When the colors are passing on parade or review, the spectators should, if walking, halt, and if sitting, rise, stand at attention, and uncover.

5. Whenever possible, the flag should be flown from a staff or mast, but should not be fastened to the side of a building, platform or scaffolding.

6. When flags are used in unveiling a statue or monument they should not be allowed to fall to the ground, but should be carried aloft to wave out, forming a distinctive feature during the remainder of the ceremony.

7. When the flag is used out of doors, it should always be allowed to fly in the breeze. When clusters and draping of colors are desired, bunting or cloth should be used, but never the flag.

8. When our National Flag and State or other flags fly together, our National Flag should be on the right. It should be as

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large as, or larger, but not smaller than the other flags.

9. For indoor decorations, the flag can only be used as a drapery; it cannot be used to cover a bench or a table where anything can be set or placed upon the flag.

For indoor decorations, the flag may be caught up in many artistic fashions, and used with bunting, garlands, plants and flowers, but should never be placed below a person sitting.

10. When used on a bier or casket at a funeral, the stars should be placed at the head. In no case should the flag be allowed to touch the ground.

11. It is an unwritten law in the Navy that the flag is never to be washed; it is always to be considered immaculate.

12. When "The Star Spangled Banner" is played all should rise and stand at attention until the ending. It should not be played as an exit march.

13. When hanging on the wall alone, the union should be on the right of the flag if the flag is vertical, and on the left if it is horizontal.

14. On Memorial Day, the flag should fly at half mast from sunrise to noon, and at full mast from noon to sunset.

13. The flag should always be raised by hand, not by any mechanical device.

16. No other flag should be flown above it.

17. The flag should never be allowed to touch the ground and should always be carried upright.

18. Children should not be permitted to throw away the flag if, on a public occasion, they have grown tired carrying it or have broken the standard.

## THE AMERICAN'S CREED.

"I believe in the United States of America as a government of the people, by the people, for the people, whose just powers are derived from the consent of the governed; a democracy in a republic; a sovereign Nation of many sovereign States; a perfect Union, one and inseparable, established upon those principles of freedom, equality, justice, and humanity for which American patriots sacrificed their lives and fortunes.

"I therefore believe it is my duty to my country to love it; to support its Constitution; to obey its laws; to respect its flag; and to defend it against all enemies."

—William Tyler Page.

### Derivation of the American's Creed.

"The United States of America"—Preamble Constitution of the United States.

"A government of the people, by the people, for the people"—Preamble Constitution of the United States: Daniel Webster's speech in the Senate, January 26, 1830; Abraham Lincoln's Gettysburg speech.

"Whose just powers are derived from the consent of the governed"—Thomas Jefferson, in Declaration of Independence.

"A democracy in a republic"—James Madison, in "The Federalist," No. 10; Article X of the Amendments to Constitution.

"A sovereign Nation of many sovereign States"—"E pluribus unum," great seal of the United States; Article IV of the Constitution.

"A perfect Union"—Preamble to the Constitution.

"One and inseparable"—Webster's speech in the Senate, January 26, 1830.

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### School Day Defined.

Section 41. The school day in every school shall not be less than four hours in length for the first and second grades, exclusive of intermissions, and five hours for all other grades, exclusive of intermissions; Provided, that a shorter day for certain grades may be arranged on the approval of the Commissioner of Education.

### School Holidays Defined.

Section 42. No teacher shall be required to teach school on Labor Day, Thanksgiving Day and the day immediately following Thanksgiving Day, Christmas, New Years, Memorial Day and the Fourth of July, nor shall the monthly salary of any teacher be diminished because of fact that these holidays fall on a school day. The public schools shall be in session on all other legal holidays falling upon school days and shall give appropriate exercises in commemoration of the day; Provided, that the School Board may declare a holiday when good reason exists therefor.

### Annual Reports Required.

Section 43. No school board shall draw any order or warrant for, or pay the salary of any teacher for the last month of his or her service until the annual report to the Commissioner of Education shall have been presented for mailing and until all summaries and statistics shall have been entered in the school register and the same presented to the school board for approval; Provided, that in all schools organized under the direction of a city superintendent or principal the report of such superintendent or principal shall be accepted by the school board in lieu of the teachers' reports.

### Rules and Regulations Must Be Complied With.

Section 44. No Territorial moneys shall be paid to any school board or to any teacher who fails to comply with the school laws of the Territory of Alaska or with the rules and regulations promulgated by the Commissioner of Education.

### U. S. Flag Must Be Displayed.

Section 45. Every school board of the several school districts of the Territory shall procure a United States flag and shall display said flag upon or near each public school building, during school hours and at such other times as they may deem proper.

### Building Plans Must Be Approved.

Section 46. All building plans for school buildings in all school districts shall be submitted to the Commissioner of Education for his approval before the erection of the same; Provided, that in cases of emergency this requirement may be set aside by the Commissioner of Education. The location of all school buildings in districts outside of incorporated towns shall also, where possible, be approved by the Commissioner of Education.

### Fire Drills Required.

Section 47. It shall be the duty of the principal, or other persons, in charge of every public or private school or educational institution within the Territory, to instruct and train pupils by means of drills, so that they may, in a sudden emergency, be able to leave the school building in the shortest possible time without confusion or panic. Such drills shall be held at least twice each school month, weather permitting.

### School Census to Be Taken.

Section 48. Every school board in all school districts shall annually, during the last week in October, cause to be taken an

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enumeration or census of all bona fide residents of the district, between the ages of five and twenty-one years, and shall report the same to the Commissioner of Education, said enumeration and report to be made on blanks and forms provided by the Commissioner of Education. It shall be the duty of all teachers and principals in each district to cooperate with the school board in securing and compiling the census facts required. No expenditures of Territorial funds by school boards for carrying out the provisions of this section shall be allowed.

### Provisions as to School Attendance.

Section 108. That every parent, guardian, or other person having possession or control of any white child or child of mixed blood living a civilized life in the Territory of Alaska, between the ages of eight and sixteen years, residing within two miles of any school outside of an incorporated town where a school in which such child is entitled to admission is maintained, or within the limits of an incorporated town, where a school to which such child is entitled to admission is maintained, shall cause such child regularly to attend school during the entire school year, unless the physical or mental condition of such child is such as to render such attendance inexpedient or impracticable, or such child has been excused for other cause by an excuse in writing signed by the majority of the school board; Provided, That any child who has completed a course of study equal to that covered by the public schools of the Territory shall not be required to attend school.

### Penalty for Violation.

Section 104. That every parent, guardian, or other person having possession or control of any white child or child of mixed blood living a civilized life, as hereinbefore described, who shall, without legal excuse, permit such child to be absent from school for a total of five days on which sessions are held during any one school quarter shall be deemed guilty of a misdemeanor and be punished by a fine of not less than five nor more than twenty dollars and the cost of the prosecution, and shall be imprisoned in the Federal jail until such fine and costs be paid; Provided, That such person so convicted shall be imprisoned one day for every two dollars of such fine and costs; and each absence of five days shall constitute a separate offense; Provided further, that the court may suspend sentence, stay or postpone the enforcement of execution, or release from custody any person found guilty in any case under this act upon such condition as shall seem to be to the best interests of the child and fair under the circumstances, but no sentence shall be suspended or final judgment or execution stayed in the case of any person found guilty under this act for a period to exceed the end of the school year during which such person is convicted. If at any time prior thereto it shall appear to the satisfaction of the court that such person has complied faithfully with the condition of any suspended sentence, judgment or execution, or is for any cause in the opinion of the court, entitled to be released therefrom, the court may suspend such sentence indefinitely, in which case such person shall be released and discharged, as he shall be in any event at the expiration of the school year from the imposition of any such fine.

### Duties of Principal and School Boards.

Section 105. It shall be the duty of the principals of the schools hereinbefore described nearest the place at which offending parent, guardian, or other person resides to report each case and violation of this act to the school board, and such board shall, if it

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room. Corporal punishment may be resorted to when it becomes necessary to the preservation of proper discipline.

6. In any case of misconduct or insubordination, when the teacher deems it necessary for the good of the school, he may suspend a pupil and shall at once notify the school board of such suspension. In all schools having a principal or superintendent, such principal or superintendent alone has the power of suspension. Teachers may recommend only.

7. Every teacher shall give vigilant attention to the temperature and ventilation of the school room. He shall require his pupils to take proper exercise, and shall encourage healthful play during intermissions.

8. Teachers shall require excuses from the parents or guardians of pupils, either in person or by written note, in all cases of absense, tardiness, or dismissal before the close of school. The teacher shall be the judge of the sufficiency of excuses subject to appeal to the superintendent or school board.

9. Teachers are enjoined to encourage pupils in the preparation of exercises in composition and declamation, including memorization of choice selections and quotations.

10. Teachers are required to be at their respective school rooms at least thirty minutes before the time of opening school in the morning and fifteen minutes before the opening of school in the afternoon. Where children bring lunch to school they shall be under the supervision of some adult during the noon intermission.

11. In the keeping of records an attendance of less than one hour at any half-day's session on the part of a pupil shall not be counted by the teacher as entitling that pupil to credit for attendance during the half-day. The name of a pupil is to be carried on the register for three consecutive days' absence, after which he is to be dropped from the enrollment and his absence not counted against the record of the school. When he returns his name is to be re-enrolled. Where a pupil withdraws from school as a result of removal from the district or for like reason his name shall be dropped at once.

12. In rendering reports of days attendance and the days in which school are in session, days on which no school session is held shall not be counted.

13. The attention of teachers is called to Section 41 of the Compiled School Laws which defines a school day and sets forth the number of hours per day it is required that certain grades be in school.

14. A teacher's certificate automatically expires at the opening of a school year unless the holder thereof has completed the Reading Circle work for the previous year prescribed by the Commissioner of Education, regulations concerning which may be secured on application; Provided, however, that evidence of attend-

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ance at an approved summer school for a period of six weeks will be accepted in lieu of the Reading Circle work.

15. All teachers in the elementary schools who do not hold a Teacher's Permanship Certificate issued by the Palmer Company are required to secure one at the earliest possible moment through correspondence or by attendance at a regular Normal Training School. Teachers are required to see that all written work submitted by pupils is executed in Palmer style.

16. Teachers on completing the work of the school year are required to leave the following for the information of their successors: A list of the pupils promoted to each grade without condition, a list of pupils who failed of promotion and who are to repeat the work of the grade, a list of pupils who are promoted in certain subjects and who must repeat the work in certain subjects, a statement showing the pages in the textbook covered in each subject by each grade, together with the supplementary work done and special projects performed.

17. Where possible, promotions of pupils above the fourth grade shall be by subject rather than by grade. Promotion should be made in any subject in which satisfactory work has been done regardless of failure in other subjects. Assignments to a particular grade will indicate the grade in which the pupil will have major work and a regular seat.

### Pupils.

1. Every pupil is required to attend school regularly and punctually; to conform to the regulations of the school, and to obey promptly all the directions of the teacher; to observe good order and propriety of deportment; to be diligent in study, respectful to teachers, and kind and obliging to school mates; to refrain entirely from the use of profanity and vulgar language and to be clean and neat in person and clothing.

2. Pupils affected with a contagious or infectious disease shall not be permitted to remain in any of the public schools. Where a teacher suspects that a pupil is suffering from a contagious or infectious disease it shall be his duty to report the matter to the school board or superintendent, who shall require that such pupil submit to a physical examination.

3. A pupil who is unclean in body or clothing and who is for that reason, obnoxious to the teacher or to the other pupils, shall be sent home to be properly prepared for school and shall not be re-admitted until the offending condition is removed.

4. Pupils shall not be detained as a punishment for more than one hour after the regular hour for dismissal. Where possible notice of such detention should be sent to the parent. It is unwise to deprive pupils of recesses or any part of the noon intermission.

28

MANUAL AND COURSE OF STUDY

General.

1. The use of the common drinking cup is prohibited. A bubbling fountain, paper cups, individual cups or some other device shall be adopted to insure sanitation in water supply. Where individual cups are used pupils should not be permitted to dip them in a common water jar or pail. Water jars and pails should be provided with covers.

2. The use of the common towel and soap dish is likewise prohibited. Sanitary paper towels are recommended. Liquid soap should be provided.

3. As the first exercise for at least two mornings in each week, the flag pledge and salute shall be given by all pupils.

4. Any child whose sixth birthday occurs on or before January 15th, shall be eligible to enter the first grade at the opening of that school year. Teachers are not required to accept a pupil in the first grade after the end of the sixth week of school unless such pupil has previously attended school or gives evidence of ability to do the work of the grade.

5. At least ten minutes of each school day shall be devoted to calisthenics and setting up exercises in each grade, under the direction of the teacher or supervisor.

6. The department strongly recommends an annual physical inspection of all pupils with special attention to the condition of the eyes, ears, teeth, nose, throat, lungs and heart. Such a physical inspection should be made by a registered nurse or physician.

7. The Boy Scout movement, Camp Fire Girls, and Girl Scouts are approved as organizations to be formed in connection with schools. Under competent leadership such organizations are a decided benefit to the public schools.

THE ONE-TEACHER SCHOOL PROGRAM.

The arranging of a daily program in a one room school with a number of grades represented is a difficult and important matter. The tendency among teachers is to provide for too many classes which necessarily reduces the recitation period for each class. If possible the program should not include more than 20 to 25 classes. This is possible through alternation and correlation of studies.

Alternation is the systematic and regular union of two grades of pupils, both grades doing the work of one year in one class while the other year's work is omitted. The next year the work omitted is taken up and the first year's work dropped. In this way each pupil does all the work of the course, but not all in the same order. The number of classes is greatly diminished, the recitation periods lengthened and more efficient work done. It is important that each teacher leave a complete record of the work of each class for the information of her successor if the plan of alternation of classes is to be a success. This necessitates the use of a plan book or similar device which will make it possible to leave a record not only of

ALASKA ELEMENTARY SCHOOLS

29

the regular textbook material covered, but also of supplementary material introduced.

Some alternation of classes may be introduced even in the first and second grades as, for example, in Nature Study, etc. Considerable alternation can be practiced in the third and fourth, fifth and sixth, and seventh and eighth grades. The recitation and study program which follows contains detailed information regarding alternation of classes.

By correlation is meant the teaching of one subject as, for example, spelling in connection with English. The major part of correlation work will be more or less incidental and not a part of the regular program.

Another plan whereby longer recitation periods may be secured for certain important subjects and classes is to so arrange the program that two classes may recite at the same time. In this way a double recitation period is secured. This can readily be done in the case of arithmetic with pupils working at the blackboard or at their desks under the supervision of the teacher.

Following are suggested recitation and study programs for a school having all eight grades represented.

It is so organized that the first and second years' work can be alternated in language and nature study; the third and fourth years' work can be alternated in everything except arithmetic; the fifth and sixth years' work can be alternated in everything; and the seventh and eighth years' work can be alternated in everything except grammar.

Classes to Be Organized in September of Odd Numbered Years.

The following shows the classes to be organized in September of the odd numbered years, 1923, 1925, 1927, etc.:

First grade—reading, spelling, numbers.

Second grade—in everything.

Third grade—in arithmetic.

Fourth grade—in everything.

Sixth grade—in everything.

Seventh grade—in grammar.

Eighth grade—in everything.

Classes to Be Omitted in September of Odd Numbered Years.

The following classes will be omitted in September of odd numbered years:

First grade—language and nature study.

Third grade—all classes except arithmetic.

Fifth grade—all classes.

Seventh grade—all classes except grammar.

Classes to Be Organized in September of Even Numbered Years.

The following shows the classes to be organized in September of even numbered years, 1924, 1926, 1928, etc.:

First grade—in everything.

Second grade—reading, spelling, numbers.

Third grade—in everything.

Fourth grade—arithmetic.

Fifth grade—in everything.

Seventh grade—in everything.

Eighth grade—in grammar.

30

MANUAL AND COURSE OF STUDY

## Classes to Be Omitted in September of Even Numbered Years.

The following classes will be omitted in September of even numbered years:

Second grade—language, nature study.

Fonth grade—all classes except arithmetic.

Sixth grade—all classes.

Eighth grade—all classes except grammar.

## NOTES ON THE PROGRAM.

Nature Study is to be correlated with Geography and Physiology and Hygiene in all grades.

In grades three, four, five and six, the classes in Geography and Physiology and Hygiene recite on alternate days. Geography recitations are to be held on Monday, Wednesday and Friday and Physiology and Hygiene on Tuesday and Thursday of each week.

No regular recitation period is given for Spelling. The recitation may be held in connection with Language or Reading.

Geography is to be taught to seventh and eighth grade pupils in odd numbered years and Physiology and Hygiene in even numbered year. Five recitations per week.

The study schedule is so arranged that pupils in the fifth, sixth, seventh and eighth grades may study the assignment in the various classes immediately following the recitation in those subjects. This plan gives the best permanent results.

History is to be given to pupils in the seventh and eighth grade during the first semester and Civics during the second semester.

The opening exercises include music, morals and manners, talks on subjects of general interest, etc. It is well to devote ten minutes to this work at the beginning of the afternoon session, also, if time can be found.

Friday is Current Event's day for grades five, six, seven and eight. Current Events may take the place of the Reading recitation.

One hour weekly should be devoted to Drawing and Manual Arts, etc. It is suggested that regular classes be dispensed with for an hour on one day of each week and that the whole school work as one class. A different hour should be chosen from week to week in order that the same classes may not be eliminated too often.

Aside from recess periods there should be two periods of five minutes each daily for general calisthenics and breathing exercises. At such times, weather permitting, doors and windows should be thrown open.

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31

RECITATION AND STUDY PROGRAM.

<table><thead><tr><th rowspan="2">Begin</th><th rowspan="2">Time</th><th rowspan="2">Grades</th><th rowspan="2">Recitation</th><th colspan="10">Study Period for Each Grade.</th></tr><tr><th colspan="2">First</th><th colspan="2">Second</th><th colspan="2">Third and 4th.</th><th colspan="2">5th. and 6th.</th><th colspan="2">7th. and 8th</th></tr></thead><tbody><tr><td>9:00</td><td>10</td><td>all</td><td>Opening Exercises</td><td>Reading</td><td>Building Sentences</td><td>Building Sentences</td><td>Building words and sentences</td><td>Arithmetic</td><td>History</td><td>Spelling</td><td>Spelling</td><td>Spelling</td><td>Spelling</td></tr><tr><td>9:10</td><td>10</td><td>1</td><td>Reading</td><td>Building Sentences</td><td>Building Sentences</td><td>Building words and sentences</td><td>Spelling</td><td>Arithmetic</td><td>History</td><td>Spelling</td><td>Spelling</td><td>Spelling</td><td>Spelling</td></tr><tr><td>9:20</td><td>10</td><td>2</td><td>Arithmetic</td><td>Arithmetic</td><td>Arithmetic</td><td>Building words and sentences</td><td>Arithmetic</td><td>Arithmetic</td><td>Spelling</td><td>Spelling</td><td>Spelling</td><td>Spelling</td><td>Spelling</td></tr><tr><td>9:30</td><td>15</td><td>7-8</td><td>Arithmetic</td><td>Arithmetic</td><td>Arithmetic</td><td>Building words and sentences</td><td>Arithmetic</td><td>Arithmetic</td><td>Spelling</td><td>Spelling</td><td>Spelling</td><td>Spelling</td><td>Spelling</td></tr><tr><td>9:45</td><td>15</td><td>3</td><td>Arithmetic</td><td>Arithmetic</td><td>Arithmetic</td><td>Numbers</td><td>Language</td><td>Language</td><td>Arithmetic</td><td>Arithmetic</td><td>Spelling</td><td>Spelling</td><td>Spelling</td></tr><tr><td>10:00</td><td>15</td><td>4</td><td>Arithmetic</td><td>Arithmetic</td><td>Arithmetic</td><td>Numbers</td><td>Language</td><td>Language</td><td>Spelling</td><td>Spelling</td><td>Spelling</td><td>Spelling</td><td>Spelling</td></tr><tr><td>10:15</td><td>15</td><td>5-6</td><td>Arithmetic</td><td>Arithmetic</td><td>Arithmetic</td><td>Numbers</td><td>Language</td><td>Language</td><td>Spelling</td><td>Spelling</td><td>Spelling</td><td>Spelling</td><td>Spelling</td></tr><tr><td>10:30</td><td>15</td><td>all</td><td>Arithmetic</td><td>Arithmetic</td><td>Arithmetic</td><td>Numbers</td><td>Language</td><td>Language</td><td>Spelling</td><td>Spelling</td><td>Spelling</td><td>Spelling</td><td>Spelling</td></tr><tr><td>10:45</td><td>10</td><td>1-2</td><td>Numbers</td><td>Numbers</td><td>Numbers</td><td>Blackboard</td><td>Blackboard</td><td>Blackboard</td><td>Spelling</td><td>Spelling</td><td>Spelling</td><td>Spelling</td><td>Spelling</td></tr><tr><td>10:55</td><td>15</td><td>3-4</td><td>Language</td><td>Language</td><td>Blackboard</td><td>Paper</td><td>Paper</td><td>Paper</td><td>Spelling</td><td>Spelling</td><td>Spelling</td><td>Spelling</td><td>Spelling</td></tr><tr><td>11:10</td><td>20</td><td>7-8</td><td>Grammar</td><td>Grammar</td><td>Paper</td><td>Cutting</td><td>Cutting</td><td>Cutting</td><td>Spelling</td><td>Spelling</td><td>Spelling</td><td>Spelling</td><td>Spelling</td></tr><tr><td>11:30</td><td>15</td><td>5-6</td><td>Language</td><td>Language</td><td>Dismissed</td><td>Dismissed</td><td>Dismissed</td><td>Dismissed</td><td>Spelling</td><td>Spelling</td><td>Spelling</td><td>Spelling</td><td>Spelling</td></tr><tr><td>11:45</td><td>15</td><td>3-4</td><td>Reading</td><td>Reading</td><td>Dismissed</td><td>Dismissed</td><td>Dismissed</td><td>Dismissed</td><td>Spelling</td><td>Spelling</td><td>Spelling</td><td>Spelling</td><td>Spelling</td></tr><tr><td>12:00</td><td>60</td><td>all</td><td>Reading</td><td>Reading</td><td>Dismissed</td><td>Dismissed</td><td>Dismissed</td><td>Dismissed</td><td>Spelling</td><td>Spelling</td><td>Spelling</td><td>Spelling</td><td>Spelling</td></tr><tr><td>1:00</td><td>10</td><td>1</td><td>Reading</td><td>Reading</td><td>Dismissed</td><td>Dismissed</td><td>Dismissed</td><td>Dismissed</td><td>Spelling</td><td>Spelling</td><td>Spelling</td><td>Spelling</td><td>Spelling</td></tr><tr><td>1:10</td><td>10</td><td>2</td><td>Reading</td><td>Reading</td><td>Dismissed</td><td>Dismissed</td><td>Dismissed</td><td>Dismissed</td><td>Spelling</td><td>Spelling</td><td>Spelling</td><td>Spelling</td><td>Spelling</td></tr><tr><td>1:20</td><td>15</td><td>5-6</td><td>Reading</td><td>Reading</td><td>Dismissed</td><td>Dismissed</td><td>Dismissed</td><td>Dismissed</td><td>Spelling</td><td>Spelling</td><td>Spelling</td><td>Spelling</td><td>Spelling</td></tr><tr><td>1:30</td><td>15</td><td>7-8</td><td>Reading</td><td>Reading</td><td>Dismissed</td><td>Dismissed</td><td>Dismissed</td><td>Dismissed</td><td>Spelling</td><td>Spelling</td><td>Spelling</td><td>Spelling</td><td>Spelling</td></tr><tr><td>1:50</td><td>15</td><td>all</td><td>Writing</td><td>Writing</td><td>Dismissed</td><td>Dismissed</td><td>Dismissed</td><td>Dismissed</td><td>Spelling</td><td>Spelling</td><td>Spelling</td><td>Spelling</td><td>Spelling</td></tr><tr><td>2:05</td><td>10</td><td>3-4</td><td>Geog.-Hyg.</td><td>Geog.-Hyg.</td><td>Dismissed</td><td>Dismissed</td><td>Dismissed</td><td>Dismissed</td><td>Spelling</td><td>Spelling</td><td>Spelling</td><td>Spelling</td><td>Spelling</td></tr><tr><td>2:15</td><td>10</td><td>5-6</td><td>Geog.-Hyg.</td><td>Geog.-Hyg.</td><td>Dismissed</td><td>Dismissed</td><td>Dismissed</td><td>Dismissed</td><td>Spelling</td><td>Spelling</td><td>Spelling</td><td>Spelling</td><td>Spelling</td></tr><tr><td>2:25</td><td>15</td><td>all</td><td>Geog.-Hyg.</td><td>Geog.-Hyg.</td><td>Dismissed</td><td>Dismissed</td><td>Dismissed</td><td>Dismissed</td><td>Spelling</td><td>Spelling</td><td>Spelling</td><td>Spelling</td><td>Spelling</td></tr><tr><td>2:40</td><td>10</td><td>1-2</td><td>Reading</td><td>Reading</td><td>Dismissed</td><td>Dismissed</td><td>Dismissed</td><td>Dismissed</td><td>Spelling</td><td>Spelling</td><td>Spelling</td><td>Spelling</td><td>Spelling</td></tr><tr><td>2:50</td><td>10</td><td>1-2</td><td>Language</td><td>Language</td><td>Study</td><td>Study</td><td>Study</td><td>Study</td><td>Spelling</td><td>Spelling</td><td>Spelling</td><td>Spelling</td><td>Spelling</td></tr><tr><td>3:00</td><td>20</td><td>7-8</td><td>History</td><td>History</td><td>Study</td><td>Study</td><td>Study</td><td>Study</td><td>Spelling</td><td>Spelling</td><td>Spelling</td><td>Spelling</td><td>Spelling</td></tr><tr><td>3:20</td><td>10</td><td>3-4</td><td>Civics</td><td>Civics</td><td>Study</td><td>Study</td><td>Study</td><td>Study</td><td>Spelling</td><td>Spelling</td><td>Spelling</td><td>Spelling</td><td>Spelling</td></tr><tr><td>3:30</td><td>15</td><td>5-6</td><td>History</td><td>History</td><td>Study</td><td>Study</td><td>Study</td><td>Study</td><td>Spelling</td><td>Spelling</td><td>Spelling</td><td>Spelling</td><td>Spelling</td></tr><tr><td>3:45</td><td>15</td><td>7-8</td><td>Geog.-Phys.</td><td>Geog.-Phys.</td><td>Study</td><td>Study</td><td>Study</td><td>Study</td><td>Spelling</td><td>Spelling</td><td>Spelling</td><td>Spelling</td><td>Spelling</td></tr><tr><td>4:00</td><td></td><td></td><td>Dismissal</td><td>Dismissal</td><td>Study</td><td>Study</td><td>Study</td><td>Study</td><td>Spelling</td><td>Spelling</td><td>Spelling</td><td>Spelling</td><td>Spelling</td></tr></tbody></table>

32

MANUAL AND COURSE OF STUDY

SUGGESTIVE WEEKLY TIME ALLOTMENT IN MINUTES FOR LARGER ELEMENTARY SCHOOLS.

<table><thead><tr><th rowspan="2">SUBJECTS</th><th colspan="8">GRADES</th></tr><tr><th>1</th><th>2</th><th>3</th><th>4</th><th>5</th><th>6</th><th>7</th><th>8</th></tr></thead><tbody><tr><td>Reading and Literature</td><td>350</td><td>300</td><td>300</td><td>250</td><td>200</td><td>200</td><td>175</td><td>175</td></tr><tr><td>English</td><td>150</td><td>150</td><td>200</td><td>200</td><td>225</td><td>225</td><td>250</td><td>250</td></tr><tr><td>Arithmetic</td><td>50</td><td>100</td><td>200</td><td>250</td><td>250</td><td>250</td><td>250</td><td>250</td></tr><tr><td>Hygiene and Physiology</td><td>50</td><td>50</td><td>75</td><td>75</td><td>75</td><td>75</td><td>75</td><td>75</td></tr><tr><td>Geography and Nature Study</td><td>20</td><td>20</td><td>50</td><td>100</td><td>100</td><td>120</td><td>120</td><td>120</td></tr><tr><td>History and Citizenship</td><td>30</td><td>30</td><td>50</td><td>75</td><td>90</td><td>90</td><td>120</td><td>120</td></tr><tr><td>Spelling</td><td>50</td><td>50</td><td>100</td><td>100</td><td>100</td><td>100</td><td>75</td><td>75</td></tr><tr><td>Pennship</td><td>75</td><td>75</td><td>75</td><td>75</td><td>75</td><td>75</td><td>75</td><td>75</td></tr><tr><td>Music</td><td>75</td><td>75</td><td>75</td><td>75</td><td>75</td><td>75</td><td>75</td><td>75</td></tr><tr><td>Art</td><td>60</td><td>60</td><td>60</td><td>60</td><td>60</td><td>60</td><td>60</td><td>60</td></tr><tr><td>Manual and Household Arts</td><td>120</td><td>120</td><td>120</td><td>90</td><td>90</td><td>90</td><td>90</td><td>90</td></tr><tr><td>Physical Training</td><td>100</td><td>100</td><td>100</td><td>100</td><td>100</td><td>100</td><td>100</td><td>100</td></tr><tr><td>Total Assignments Per Week</td><td>1130</td><td>1130</td><td>1405</td><td>1450</td><td>1440</td><td>1460</td><td>1465</td><td>1465</td></tr><tr><td>Minutes Unassigned</td><td>70</td><td>70</td><td>95</td><td>50</td><td>60</td><td>40</td><td>35</td><td>35</td></tr><tr><td>Minutes for Active School Work</td><td>1200</td><td>1200</td><td>1500</td><td>1500</td><td>1500</td><td>1500</td><td>1500</td><td>1500</td></tr></tbody></table>

NOTE: This time table is based on a four hour day for pupils in the first and second grades, and five hours for pupils in grades three to eight inclusive, exclusive of intermissions.

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## COURSE OF STUDY

### READING AND LITERATURE.

Attention is called to the discussion of this subject and the work outlined for the various grades as contained in pages 1-82 of the Baltimore County, Maryland, Course of Study which has been adopted for supplementary use in the schools of Alaska. Such portions as are applicable to the work in Alaska should be used. The entire course as outlined should be studied. The suggestions on "Word Study," "Reading Seat Work," "Pleasure Reading," "Home and Extension Reading," etc., are especially good.

### General Suggestions.

Have the pupil stand when he reads. This not only will give him a greater control over his voice, but also will rest him.

Be sure that the light falls squarely on the page and that it is sufficient. If necessary, take the class to the side or rear of the room rather than have them read in poor light.

Guard against spasmodic, jerky reading on the part of primary pupils by requiring that they scan the whole sentence silently before attempting to read it aloud.

Test poor readers for defective eyesight. If this seems to be responsible for the poor grade of reading, endeavor to persuade the parents to take the child to an occulist.

Emphasize phonetics during the first three grades and also in the upper grades if pupils are not familiar with this method of determining the pronunciation of new words.

See that all pupils above the third grade acquire the "dictionary habit" and that they learn to use the dictionary with ease and on occasions when in doubt.

Skill in interpretation and in expression is fostered by permitting a pupil to prepare a reading lesson from a supplementary text and present it before the class. The fact that he alone is responsible for the conveyance of the thought of the writer to the audience often brings out before unrecognized powers of expression.

Pupils should have a knowledge of punctuation marks and their use. However, they should be taught to view these not as artificially imposed hindrances but as guides to a true understanding and interpretation of the thought of the writer.

In reading, as in other subjects, the item of interest as an incentive to work should not be overlooked by the teacher.

Above the third grade the cultural side of reading should re-

34

MANUAL AND COURSE OF STUDY

ceive increasingly more attention and in the sixth, seventh and eighth grades the pupils should have developed an increased appreciation for the beautiful in literature.

Oral reading should predominate in the first and second grades. In the third grade it should occupy slightly more than half the time devoted to reading. In grade four the time spent on oral and silent reading should be evenly distributed. From this point the greater part of the time spent on reading should be silent, until in the eighth grade the relative proportion of the time devoted to each is that of seven of silent to one of oral reading.

The following standards have been generally accepted for silent reading in the fourth to eighth grades:

## WORDS A MINUTE.

<table><tr><td>4th grade</td><td>160 words</td><td>Fifty per cent of the ideas in a 400 word passage.</td></tr><tr><td>5th grade</td><td>180 words</td><td></td></tr><tr><td>6th grade</td><td>220 words</td><td></td></tr><tr><td>7th grade</td><td>250 words</td><td></td></tr><tr><td>8th grade</td><td>280 words</td><td></td></tr><tr><td>Adult</td><td>320 words</td><td></td></tr></table>

Corrections and criticisms of reading may be made both by the teacher and the pupil. This should take the form of judgment passed upon effort rather than mere criticism. Aimless fault finding should not be tolerated. Insist that children be definite, to the point, and detailed. Commend good points and justify both favorable and unfavorable criticism.

### First Grade.

#### Basal texts:

New Beacon Primer—Fassett—Ginn & Co.

Beacon First Reader—Fassett—Ginn & Co.

Beacon Phonetic Chart with Letter Sheets.

Beacon Reading Chart with Perception Cards.

Teacher's Manual for the Beacon Method of Reading.

#### Supplementary texts:

Beginner's Reader—Bass—D. C. Heath & Co.

Little Kingdom Primer—Sawyer—Rand McNally.

Little Kingdom—First Reader—Rand McNally.

Natural Method Readers—First Reader—Scribners.

The Elson Readers—Primer—Scott-Foresman.

The Elson Readers—Book One—Scott-Foresman.

Story Steps—The Progressive Road—Burchill—Silver, Burdett.

Progressive Road to Reading—Book One—Burchill—Silver, Burdett.

Story Hour Primer—Coe & Christie—American Book Co.

Story Hour—Reader Book One—American Book Co.

Coe & Christie.

Primer—Holton-Curry—Rand McNally.

First Reader—Holton-Curry—Rand McNally.

The Riverside Readers—Primer—Houghton-Mifflin.

ALASKA ELEMENTARY SCHOOLS

35

The Riverside Readers—First Reader—Houghton-Mifflin.

1. Read two primers in class.

2. Read four first readers in class.

3. Use from three to six primers for silent reading or supplementary reading in class.

4. Develop power to pronounce new words without aid from teacher.

5. Develop phonics from the reading lesson, but drill apart from the reading lesson.

6. Train pupils to gain the thought from the printed page.

7. Begin home reading work during the second semester using supplementary primers and readers.

8. Teachers are urged to secure and follow the suggestions in the Beacon Manual.

9. See pages 1-13 of Baltimore County Course of Study (1921 edition) for a discussion of primary reading and an outline course of study for the first grade. Many excellent devices and suggestions are set forth. See pages 41-44 for a discussion of literature in the first grade.

### Second Grade.

#### Basal text:

Beacon Second Reader—Fassett—Ginn & Co.

#### Supplementary texts:

Progressive Road to Reading—Book Two—Silver, Burdett.

Story Hour Reader—Book Two—American Book Co.

Natural Method Reader—Second Reader—Scribner's.

The Riverside Readers—Second Reader—Houghton-Mifflin.

Second Reader—Holton-Curry—Rand-McNally.

Robinson Crusoe Reader—Cowles—Flanagan.

Work That is Play—Gardner—Flanagan.

Just Stories—Klingensmith—Flanagan.

1. Read four second readers or their equivalent in class.

2. Use at least three easy readers or their equivalent for silent or supplementary reading.

3. Continue the drill in phonics begun in the first grade.

Follow the outline and suggestions in the Beacon Manual.

4. By the end of the year pupils should be able to recognize all phonetic words without aid.

5. Hold pupils responsible for the words of the spelling lessons throughout the year, this being determined by dictation in lists and sentences, and in independent composition.

6. Encourage pupils to read widely. Have a number of single copies of readers, books and stories, etc., on hand and permit pupils to read these at their desks or at a reading table at stated periods during the day.

7. Question pupils regarding the meaning of all material read. Encourage pupils to ask for the meaning of unfamiliar words and to build up a vocabulary.

8. Begin the practice of requiring pupils to read silently for a time and then to answer questions to test the comprehension of the material read.

9. For reference and suggestions teachers should read the discussion on primary reading, pages 1-4, Baltimore County Course of Study (1921 edition). Also the suggestions on second grade reading pages 13-19. See pages 45-49 for a discussion of literature in the second grade.

### Third Grade.

#### Basal text:

Beacon Third Reader—Fassett—Ginn & Co.

#### Supplementary texts:

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MANUAL AND COURSE OF STUDY

Progressive Road to Reading—Book Three—Silver-Burdett.

Natural Method Readers—Third Reader—Scribner's.

Story Hour Reader—Book Three—American Book Co.

Third Reader—Holton-Curry—Rand-McNally.

Children's Classics in Dramatic Form, Book 11—Stevenson—
Houghton-Mifflin.

Riverside Readers—Third Reader—Houghton-Mifflin.

Around the World with the Children—Carpenter—American
Book Co.

1. Read three third readers or their equivalent in class.

2. Continue the use of easy readers or books of stories, travel, etc., for silent or supplementary reading.

3. Correlate the reading lessons with history, geography, literature, and nature study.

4. Dramatization should be employed as a means of stimulat-
ing interest and securing good expression.

5. Encourage pupils to seek to learn the meaning of words, phrases, or paragraphs, the meaning of which is not clear to them. Teach them to determine the meaning of unknown words from their relation to the rest of the sentence.

6. Continue definite work in silent reading, scoring each pupil on rate and comprehension.

7. Institute voluntary or pleasure reading following the plan outlined on pages 32-34 of the Baltimore County Course of Study (1921 edition). Encourage pupils to read widely and for personal pleasure. Provide a reading table on which is kept suitable reading material and permit pupils to use this material at stated periods during the day.

8. See the Baltimore County Course of Study, pages 19-25, for a discussion of third grade reading. See pages 49-53 for a discussion of literature in the fourth grade.

Fourth Grade.

Basal text:

Beacon Fourth Reader—Fassett—Ginn & Co.
Supplementary texts:

Everyday Classics—Book IV.—Macmillan.

Studies in Reading—Fourth Grade—Searson Martin—Univ.
Publishing Co.

Literary Reader—Book IV.—Young Field—Ginn & Co.

What to Do for Uncle Sam—Balley—Flanagan.

1. Read the basal text and at least one other in class.

2. Use fourth readers and books of history, travel, etc., for silent or supplementary reading.

3. Correlate the reading lessons with geography, history, literature, hygiene and nature study.

4. If there is a library in your community encourage pupils to read the juvenile literature provided.

5. Begin the use of the dictionary.

6. Continue the voluntary or pleasure reading begun in the third grade.

7. Continue definite work in silent reading, scoring each pupil on rate and comprehension.

8. Literary appreciation should have a definite place in the work of the grade.

9. See list of books for pupils in first, second, third and fourth grades on pages 34-37 of the Baltimore County Course of Study.

10. See discussion of fourth grade reading on pages 25-31 of the Baltimore County course of study. Special attention is called

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to "Group Work in Reading" on page 28. See pages 53-58 for a discussion of literature in the fourth grade.

Fifth Grade.

Basal text:

Everyday Classics—Fifth Reader—Macmillan.

Supplementary texts:

Studies in Reading—Fifth Grade—Searson & Martin—Univ.
Pub. Co.

The Story of Democracy—Ingraham—Macmillan.

2. Continue silent reading, correlation, literary appreciation, use of the dictionary, voluntary or pleasure reading, etc.

3. Begin home and school extension reading as outlined on pages 72-73 of the Baltimore County Course of Study.

4. Begin the active study of current events, using the small magazine "Current Events," published by Current Events Publishing Company, Michigan Boulevard Bldg., Chicago. This grade should subscribe for one copy for each pupil and make the reading of the magazine and the discussion of its contents a part of the reading work for each week.

5. See discussion of reading and literature in the grammar grades on page 59-70 of the Baltimore County Course of Study. Also the discussion of fifth grade reading and literature on pages 70-74.

Sixth Grade.

Basal text:

Everyday Classics—Sixth Reader—Macmillan.

Supplementary texts:

The American Spirit—Monroe & Miller—World Book Co.

Studies in Reading—Sixth Grade—Searson & Martin—Univ.
Pub. Co.

2. Continue the work of the fifth grade listed under item (2).

3. Continue home and school extension reading.

4. Continue the use of "Current Events." Encourage the reading of larger magazines.

5. See the discussion of reading and literature, pages 59-70 of the Baltimore County Course of Study; also the discussion of sixth grade reading and literature on pages 74-78.

Seventh Grade.

Basal texts:

The Man Without a Country—Hale.

A Christmas Carol—Dickens.

Everyday Classics—Seventh Reader—Macmillan.

(Emphasize the following selections):

The Skeleton in Armor, Leatherstocking Tales, The Courtship of Miles Standish, Speech Before the Virginia Convention, Ichabod Crane, Rip Van Winkle, The Chambered Nautilis, A Rill from the Town Pump, Contentment, Snowbound, Maud Muller, Spartacus to the Gladiators, Thanatopsis, A Day in June, The Death of the Flowers, Rain in Summer, The Corn Song, The Huskers, My Visit to Niagara, How the Atlantic Cable Was Laid, O Captain! My Captain!, The Bivouac of the Dead, The American Flag, the True Grandeur of Nations.

NOTE: The foregoing classics as well as many others for supplementary use may be secured from A. Flanagan & Co., Chicago, in the paper edition.

1. Read and study the foregoing list of selections in class.

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MANUAL AND COURSE OF STUDY

4. Continue the use of Current Events. Encourage the use of larger weekly and monthly magazines.

5. See the discussion of reading and literature on pages 59-70 of the Baltimore County Course of Study. Also the discussion of seventh grade reading and literature on pages 78-80.

### Eighth Grade.

Basal texts:

Evangeline—Longfellow.

Julius Caesar—Shakespeare.

Everyday Classics—Eighth Reader—Macmillan.

Lochinvar, Ring Out, Wild Bells, The Great Stone Face, Psalm XIX., The Book of Ruth, Nausicaa, Horatius, Roland and His Horn, Selection from Ivanhoe, The Red Cross Knight, Apostrophe to the Ocean, To a Skylark, Crossing the Bar, The Prisoner of Chillon, Elegy, Written in a Country Churchyard, A Dissertation upon Roast Pig, With Mr. Pickwick on Christmas Books and Reading.

1. Read the foregoing list of selections in class.

4. Continue the use of "Current Events." Encourage the use of larger weekly and monthly magazines.

5. See the discussion of reading and literature on pages 59-70 of the Baltimore County Course of Study. Also the discussion of eighth grade reading and literature on pages 80-82.

## ENGLISH.

The course as outlined includes language, composition, grammar, memory work, and picture study. Ginn & Co., the publishers of the adopted texts, publish a complete course of study for grades one to eight inclusive which may be secured on application. The Baltimore County Course, 1921 edition, which has been adopted for supplementary use in the schools, presents a very complete statement of the aims, material and methods of instruction in language, composition and grammar. It should be referred to constantly by all teachers of these subjects.

The Fifth Report of the Inland Empire Council Teachers of English entitled, "Minmal Essentials in Composition and Grammar for the Elementary Schools, Grades I. to VIII.," has been distributed to all the schools. This report contains many helpful suggestions. Copies may be secured from the Inter-Mountain Educator, Missoula, Montana.

### Study of Poems.

The study of good poetry is a very essential part of language work. Poetry study is valuable as a means of increasing the pupil's vocabulary, enlarging his experience and giving him a love for the beautiful in literature and life in general. Poems will often

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suggest subjects for written composition and in many other ways add to the effectiveness of language teaching.

A number of poems are listed in the course of study in this subject which are to be memorized in each grade. This does not mean that the memory work is to be confined alone to the poems suggested, but their study is to be regarded as a minimum requirement along this line. Many teachers may find that the class is able to study and memorize other selections taken from the language or reading texts of the grade.

The following general method for the study of a poem is given for the guidance of the teacher of any grade or grades. No poem should be memorized until the preparatory study as outlined has been accomplished:

1. Prepare the minds of the pupils for the particular poem by taking up with them the historical or scientific facts geographical setting or any other line of study which will render the selection more intelligible or interesting.

2. Select certain of the more difficult parts of the poem and by means of illustrations and explanations create in the pupils' minds mental pictures which will assist in conveying the true meaning of the author. This would include a discussion of words not familiar to the children.

3. Recite or read the poem to the class, paying particular attention to expression.

4. Assign the selection as a reading lesson. During this recitation, carefully review the meaning of the difficult words and see to it that each thought calls up the correct mental image.

5. Require the class to memorize the poem. It has been determined, as a result of careful experiment, that memorizing by wholes is superior to any other method and, for this reason, pupils should be instructed to read the poem entirely through several times and to commit it to memory as a whole rather than to memorize it by stanzas.

### Picture Study.

The study of pictures has a definite place in the school curriculum for the reason that it satisfies an innate desire which is felt by every child, cultivates powers of observation, develops a love for the beautiful and good, creates an appreciation for good wholesome humor and brings to the child an insight into that world of nature which lies all about us and which escapes the notice of so many of us. The topic is introduced in connection with the language course since it affords splendid motivated material for this subject.

Seven reproductions of the masterpieces are listed for study in each grade. This does not mean that there is virtue alone in the study of masterpieces. There are many other pictures which are worthy of study and which should be studied. The better

40

MANUAL AND COURSE OF STUDY

periodicals contain pictures which should be brought to the attention of pupils. Cartoons depicting good, wholesome humor or world events, capable of being comprehended by the pupils, should also have a definite place in this course.

"Stories Pictures Tell," in eight books (Rand-McNally Co.), has been selected as an aid to the teacher in presenting work in picture study and the pictures listed for study in each grade are those discussed in the various books. Prints of the pictures for the use of the children may and should be secured from the Perry Picture Company, the Brown Company or some other firm. By the time the child has completed the eight grades he should be able to recognize at sight the reproduction of the paintings and be familiar with the pictures of at least fifty-six of the world's masterpieces and in addition should have studied many current pictures.

### General Form for Written Work.

1. Write the title of the paper in the middle of the first line.

2. Leave a blank line between the title and the first paragraph.

3. Leave a margin of one inch on the left side of the paper and one of half an inch on the right side of the page.

4. Indent paragraph one and one-half inches from the left edge of the paper.

5. Number all pages after the first in the upper right hand corner.

6. When papers are completed, fold to the right and endorse at the top of the page, beginning the endorsement one inch from the top of the page, or if ruled, on the first ruled line. The endorsement is to take the following form:

SUBJECT
PUPIL'S NAME
DATE
TITLE

The first three headings are to be on succeeding lines. One line is to be left vacant and the title placed on the succeeding line.

### Marks to be Used by Teachers in Correction of Papers.

C—Error in capitalization.

G—Error in grammar.

H—Error in the use of the hyphen.

P—Error in punctuation.

Pos.—Error in form of possessive.

S—Misspelling.

W—Use of wrong word.

No Par.—Error in paragraphing. Do not paragraph.

CL—Meaning not clear.

M—Margin.

?—Doubtful statement.

Par.—Error in paragraphing. Make a new paragraph.

V—Revise construction.

O—Omission of necessary words.

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### First Grade.

The work of this grade is almost entirely oral. There is no text for the grade. "Language Games" by Myra King, Educational Publishing Company, should be in the hands of the teachers. Teachers should read carefully the discussion of composition in the primary grades on pages 83-93 of the Baltimore County Course of Study. They also should study and consult the discussion on first grade composition on pages 93-97.

The aims sought are the securing of free oral expression, an enlargement of the vocabulary, a correction of some of the errors of speech and the ability to recognize a complete oral or written sentence. The foregoing ends can best be secured by: (1) Conversation concerning topics interesting to the pupils; (2) story telling; (3) dramatization of games and stories; (4) word study, especially a study of those commonly used incorrectly; (5) written work; (6) memorizing short poems; picture study.

1. Conversation: The teacher should begin with the child where she finds him on the first day of school; that is with free conversation about things which the pupil knows and in which he is interested. The topics that may be taken up vary with the environment and past interests of the child. The following are suggestive of some of the possibilities:—talks with children about home life, their pets, work they do at home to help parents, the house, the baby, their toys, their games, etc.; interesting things in nature, such as, familiar animals, flowers, fruits, birds, snow, rain, frost; general conversation appropriate to certain days and seasons of the year, such as, Alaska Day, Thanksgiving Day, spring, etc. Care should be taken that the subject is one in which the children will desire to both give and receive information. Conversation exercises should not degenerate into mere asking of questions on the part of the teacher, but she should enter into the conversation as one of the group, continually drawing out the pupil's power to express himself and skillfully preventing the exercise from becoming an aimless jumble of remarks entirely beside the point in question.

2. Story telling: Reproductions of stories told to children by the teacher comprise an important part of the language work of the grade. Exercises of this nature are of particular value as a means of increasing the child's vocabulary and of correcting errors in speech. The material for story telling is to be found in fables, folk lore, fairy tales, biographical tales, stories relating to holidays, etc. Care should be taken to avoid embarrassing the pupil when corrections or suggestions are made. If the child hesitates for a word the teacher or pupils should unobtrusively supply it. Begin early work against the connecting of a large number of sentences by "and" and the use of "he" or "she" as, "The little Red Hen she —," Too many corrections should not be made while the pupil is

44

MANUAL AND COURSE OF STUDY

Read carefully the outline for the first year and note all sug-
gestions. The general method of carrying on the language work
of this grade is embraced under the seven heads with the following
additions.

## Stories for reproduction:

Aesop's Fables as follows:

The Dog and His Image.

The Dog in the Manger.

The Wolf and the Crane.

The Frog Who Would Be As Large As An Ox.

The Boy and the Wolf.

The Horse and the Stag.

The Fox and the Stork.

The Boy and the Frogs.

The Ant and the Grasshopper.

The Goose That Laid Golden Eggs.

The Donkey and the Salt.

The Lark and Her Young Ones.

The Wise Goat.

The Hare and the Tortoise.

## Selections from Hiawatha as follows:

Hiawatha's Childhood.

Story of Mondamin—The fasting, the struggle, the burial,
the sprouting.

Hiawatha's Friends.

Hiawatha's Sailing.

Hiawatha's Fishing.

Hiawatha's Wooing.

Hiawatha's Wedding Feast.

Hiawatha's Picture Writing.

General supplementary selections from readers.

Continue drill on common errors.

Teach abbreviations—Mr., Mrs., Dr., St., and days of months with their abbreviations.

Teach use of capital letters in the beginning of sentences, in proper names, in dates, days of week and months.

Have children copy paragraphs from readers, stanzas of poems to be learned, etc., taking care to arrange the work in the same form as on the printed page. Have them write stories that have first been given orally. Write sentences containing a given word. Change suitable sentences in such a way as to make the words plural. Sentences with blanks may be filled out and copied. Write sentences containing the past tense of verbs commonly used in correctly. New and difficult words that are useful may be chosen from any of the lessons, placed on the blackboard and made the basis of written work. Brief easy dictation exercises to test the pupils' spelling, punctuation, use of capital letters, etc., may be given by the teacher and written by the pupils on the blackboard or at their desks.

## 6. Poems to be memorized: (order not significant).

The Brook Song—Riley.

Wynken, Blynken and Nod—Field.

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Your Flag and My Flag—Wilbur D. Nesbit.

The Wind—Stevenson.

Christmas Bells—Longfellow.

The Sun's Travels—Stevenson.

The Violet—Lucy Larcom.

We Thank Thee—Emerson.

Spring Song from "Pippa Passes"—Browning.

Bible—"A Good Name" (Proverbs, ch. 22, v. 1.)

Supplementary list to be studied or memorized if time permits:

The New Year's Greeting—Lowell.

Why Do the Bells of Christmas Ring—Field.

The Wind and the Leaves—George Cooper.

The Merry Brown Thrush—Lucy Larcom.

The Three Bugs—Cary.

The Throstle—Tennyson.

## 7. Pictures for study: ("Stories Pictures Tell—Book Two.")

Shoeing the Bay Mare—Landseer.

The First Step—Millet.

Angel's Heads—Reynolds.

A Fascinating Tale—Ronner.

A Helping Hand—Renouf.

The Strawberry Girl—Reynolds.

The Return to the Farm—Troyon.

Third Grade.

## Text:

Oral and Written English—Primary Book—Potter, etc.—Ginn & Co.

The year's work covers Part 1 of the text. Four-fifths of the time should be given to oral work. Teachers should read carefully the discussion on composition for primary grades in the Baltimore County Course of Study, and constantly refer to the same; pages 83-93; also the discussion on third grade composition pages 101-107. Special attention is called to the "Tentative Standards in Written Composition" and "Tentative List of Minimum Essentials in English" on pages 105-107.

## The following stories are recommended for reproduction:

Aesop's Fables (selections).

Just-So Stories (selections)—Kipling.

Fifty Famous Stories Re-told (selections)—Baldwin.

Fairy Tales (selections)—Grimm.

Robinson Crusoe (selections)—McMurray.

## Poems to be memorized: (order not significant).

September—Helen Hunt Jackson.

America—Smith.

Sweet and Low—Tennyson.

Twenty-third Psalm—Bible.

The Mountain and the Squirrel—Emerson.

The Sandpiper—Celia Thaxter.

The Wonderful Weaver—Cooper.

Drive the Nail Aright—Cary.

Discontent—Sarah Orne Jewett.

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MANUAL AND COURSE OF STUDY

Supplementary list to be studied or memorized if time permits:
We are Seven—Wordsworth.

The Tree—Bjornson.

Over to Old Aunt Mary's—Riley.

The Night Wind—Field.

The Fountain—Lowell.

Robert of Lincoln—Bryant.

New Year's Eve—Tennyson.

Pictures for study ("Stories Pictures Tell—Book III.")

A Member of the Royal Humane Society—Landseer.

Primary School in Brittany—Geoffrey.

Woman Churning—Millet.

The Broken Pitcher—Grouse.

Madame Lebrun and Her Daughter—Mme. Lebrun.

An Old Monarch—Bonheur.

Penelope Boothby or the Mob Cap—Reynolds.

Fourth Grade.

Text:

Complete Part II. Three-fourths of the time should be given to oral work. Spend as much time in the review of Part I. as seems profitable. Study carefully pages 83-93 of the Baltimore County Course of Study. Follow closely the suggestions given on fourth grade composition, pages 107-113, with special attention to the standards and minimum essentials on pages 112-113.

Poems to be memorized. (order not significant.)

The Daffodils—Wordsworth.

The Miller of the Dee—Mackay.

The Landing of the Pilgrims—Felicia D. Hemans.

The Arrow and the Song—Longfellow.

A Boy's Song—James Hogg.

The Frost—Hannah F. Gould.

The Star Spangled Banner—Key.

Japanese Lullaby; Little Blue Pigeon—Field.

The Flag Goes By—Bennett.

Bible—"Go to the ant, thou sluggard." (Proverbs, ch. 6, v. 6-12).

October's Bright Blue Weather—Helen Hunt Jackson.

The Children's Hour—Longfellow.

Casabianca—Felicia D. Hemans.

The Yellow Violet—Bryant.

The Way of Sunshine—Longfellow.

March—Wordsworth.

Pictures for study. ("Stories Pictures Tell—Book IV.")

The Sower—Millet.

Highland Shepherd's Chief Mourner—Landseer.

Children of the Shell—Murillo.

Saved—Landseer.

Pilgrim Exiles—Boughton.

Dance of the Nymphs—Corot.

Oxen Plowing—Bonheur.

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Fifth Grade.

Text:

Oral and Written English—Intermediate Book—Potter, etc.—Ginn & Co.

Complete Part 1. Two-thirds of the time should be given to oral work. Pages 114-131 of the Baltimore County Course of Study set forth a very complete and helpful discussion of composition and grammar, which should be studied carefully by each teacher. The discussion of fifth grade composition, pages 131-134, contains much that will be of assistance to the teacher in making the work of the year effective.

Poems to be memorized: (order not significant.)

The Village Blacksmith—Longfellow.

Our Flag Forever—Stanton.

Wonderful World—Browne.

The Barefoot Boy—Whittier.

The Cloud—Shelley.

Blow, Blow, Thou Winter Wind—Shakespeare.

The Brook—Tennyson.

Rain in Summer—Longfellow.

Do Something—J. S. Cutter.

Bible—"Happy is the man that findeth wisdom." (Proverbs, ch. 3, v. 13-18.)

The Planting of the Apple Tree—Bryant.

Paul Revere's Ride—Longfellow.

The Old Swimming Hole—Riley.

The Day Is Done—Longfellow.

The Deacon's Masterpiece—Holmes.

Barbara Frietchie—Whittier.

Pictures for study: ("Stories Pictures Tell—Book V.")

The Gleaners—Millet.

The Mill—Ruysdael.

Pilgrims Going to Church—Boughton.

The Horse Fair—Bonheur.

Mona Lisa—Da Vinci.

Oxen Going to Work—Troyon.

The Child Handel—Margaret Dicksee.

Sixth Grade.

Text:

Complete Part II. of the text. Two-thirds of the time should be given to oral work. Study the discussion on composition and grammar, pages 114-131, of the Baltimore County Course of Study; also the discussion of sixth grade composition, pages 134-138.

Poems to be memorized: (order not insignificant.)

Old Ironsides—Holmes.

The First Snowfall—Lowell.

To a Waterfowl—Bryant.

The Ship of State—Longfellow.

Gradatim—Josiah G. Holland.

48

MANUAL AND COURSE OF STUDY

The Last Leaf—Holmes.

Knee Deep in June—Wordsworth.

The Name of Old Glory—Riley.

Opportunity—Edward R. Sill.

Bible—1st Corinthians, ch. 13, v. 1-9.

The Blue and the Gray—Finch.

Concord Hymn—Emerson.

The Corn Song—Whittier.

Sheridan's Ride—Reade.

The American Flag—Drake.

The Charge of the Light Brigade—Tennyson.

Pictures for study ("Stories Pictures Tell—Book VI.")

Sir Galahad—Watts.

A Reading from Homer—Alma-Tadema.

The Golden Stairs—Burns-Jones.

Aurora—Reni.

Avenue at Middelharnis—Hobbema.

The Angelus—Millet.

Sheep in Spring—Mauve.

Sheep in Autumn—Mauve.

Seventh Grade.

Text:

Oral and Written English—Complete Book—Potter, etc.—Ginn & Co.

The work of the year covers pages 1-182 of the text. The time devoted to composition should be divided equally between oral and written work. Formal technical grammar is introduced for the first time in this grade. Language work, as a result, takes on a two-fold aspect. To the study of the art of proper and effective expression is added that of the scientific background of expression or the principles underlying correct language usage.

Teachers should read the discussion of composition and grammar on pages 114-131 of the Baltimore County Course of Study. See also the discussion of seventh grade composition and grammar, pages 138-140, with special reference to the minimum requirements.

Columbus—Miller.

Bugle Song from "The Princess"—Tennyson.

The Day is Done—Longfellow.

Chambered Nautilus—Holmes.

America the Beautiful—Katherine L. Bates.

The Flower of Liberty—Holmes.

The Cloud—Shelley.

Apostrophe to the Flag (prose)—Webster.

Bible—121st Psalm.

Pictures for study: ("Stories Pictures Tell—Book VII.")

The Fighting Temeraire—Turner.

Joan of Arc—Lepage.

The Syndics of the Cloth Hall—Rembrandt.

The Last Supper—Da Vinci.

Alexander and Diogenes—Landseer.

Ruben's Sons—Rubens.

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Song of the Lark—Breton.

Beata Beatrix—Rosetti.

Eighth Grade.

Text:

The work of the year covers pages 183 to the end of the book, with such review of principles as seems profitable. It is recommended that the following subjects covered in the Appendix be studied: Collective nouns; plurals of letters, figures, etc.; nouns used as appositives; the antecedent of a pronoun; person, number and gender of relative pronouns; kinds of adverbs; interjections, transitive verbs; voice; participles; conjugations (indicative mood); principal parts of irregular verbs; analysis of sentence (simple, complex, compound); diagramming; parsing (nouns, pronouns, adjectives, adverbs, verbs).

Teachers should read carefully pages 114-131 of the Baltimore County Course of Study; also, pages (140-b)-(140-j), covering composition and grammar in the eighth grade.

Love of Country—Scott.

The Recessional—Kipling.

Concord Hymn—Emerson.

Crossing the Bar—Tennyson.

Work—Henry Van Dyke.

Vision of Sir Launfal (Prelude lines 33-93 inclusive)—Lowell.

Mercy Speech from "Merchant of Venice"—Shakespeare.

Ring Out, Wild Bells—Tennyson.

Bible—Matthew, ch. 5, v. 3-12.

Pictures for study: ("Stories Pictures Tell—Book VIII.")

The Death of General Wolfe—West.

Portrait of Artist's Mother—Whistler.

The Frieze of the Prophets—Sargent.

The Holy Grail—Abbey.

The Wolf Charmer—La Farge.

Evangeline—Taylor.

Cartoons and Caricatures.

SPELLING.

First Grade

Text:

New World Speller—First Book—World Book Co.

Teacher's Manual, (In the hands of the teacher.)

Palmer Method Speller—Third Year.

Cover pages 1-32. Spelling as a distinct subject should be begun in the middle of the school year. By that time the children realize that words are composed of letters, and they know the common sound values of these letters. They are moreover eager to spell, a fact of great pedagogical significance.

50

MANUAL AND COURSE OF STUDY

Before beginning the lessons, teachers should read pages III., VIII., which give explicit directions for the first steps, and also pages 1-8 of the Teacher's Manual.

The work should be largely oral until children can copy with considerable ease. So long as the mechanical difficulties of writing engage the child's chief attention, there is little spelling value in written work. Each teacher should judge for herself when to begin written spelling. Cardboard letters for word building should be used from the outset.

The alphabet should be thoroughly learned in this grade, and words should be hunted in the alphabetical lists. The games described in the Teacher's Manual are invaluable. Use them constantly.

### Second Grade.

Text:

Cover pages 33-80. Follow the methods suggested for grade one, but gradually throw more responsibility upon the pupils. While oral spelling and word building with cardboard letters should still lead, written lessons should be used more frequently as writing becomes easier.

The sentences for dictation are short, and it is suggested that each be read but once, and no corrections should be permitted. If close attention and accuracy are insisted upon from the outset, the formation of bad habits can be avoided. It is wise to allow plenty of time at first, for the matter of speed, as far as it is desirable, will take care of itself if the other aims are realized.

Read pages 1-8 of the Teacher's Manual, and also the suggestions for reviews and for spelling-matches on pages 14-16. A simple form of the spelling-match may be effectively used in this grade. The games should also be used.

### Third Grade.

Text:

New World Speller—First Book—World Book Co.
Palmer Method Speller—Third ear.
Teacher's Manual, (In the hands of the teacher.)

Cover pages 81-136. The lessons of this grade are preceded by a page of directions for study, and it is of great importance that these be followed from the outset. Read this page with the children, and each day take a few moments for studying the words of the next day's lesson in accordance with the plan outlined.

A new feature for the third grade is the introduction of directions for study with nearly every lesson. Study with the children frequently enough to establish the habit of doing exactly what the directions demand.

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Give special attention to the lessons in word-building and the use of the dictionary. If the book is closely followed, review will take care of itself, as the book provides for very frequent and thorough reviews. The mastery by every pupil of page 127 before the close of the year should be insisted upon.

Teachers of this grade are urged to study the entire Teacher's Manual, in order that they may have an intelligent understanding of the spelling problem throughout the grades. See, also, the Baltimore County Course of Study, pages 141-144.

### Fourth Grade.

Text:

New World Speller—First Book—World Book Co.
Teacher's Manual, (In the hands of the teacher.)
Palmer Method Speller—Fourth Year.

Cover pages 137-184. In this grade, children become more independent, but the teacher should continue the custom of going over with them the assignment for the following day. Leave no stone unturned to establish the habit of studying in accordance with the directions on page 138, unless better ones are substituted.

The dictionary work of this grade takes an onward step in teaching the arrangement of words in true alphabetical order. This is the last step preliminary to using a dictionary, and should be thoroughly mastered.

Read the Teacher's Manual, and use all suggestions applicable to the grade. It is suggested that the Ayres Measuring Scale be used several times during the year, records tabulated, and the growth of spelling efficiency carefully observed. See also the Baltimore County Course of Study, pages 145-149.

### Fifth Grade.

Text:

New World Speller—Second Book—World Book Co.
Teacher's Manual, (In the hands of the teacher.)
Palmer Method Speller—Fifth Year.

Cover pages 185-232. The methods employed in this grade will not differ essentially from those of the fourth grade. Consult the Teacher's Manual for suggestions in addition to those of the text.

Three new lines of work are begun in this grade—the use of the dictionary, the use of note-books, the use of an Appendix. The lessons themselves make provision for all, but the teacher should be constantly on the alert to see that the dictionary is used in other subjects as well, and that the matter of the note-books and of the Appendix is mastered. Use the Ayres Measuring Scale as in the fourth grade. See Baltimore County Course of Study, pages 150-156, for a discussion of spelling in the grammar grades.

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MANUAL AND COURSE OF STUDY

Sixth Grade.

Text:

New World Speller—Second Book—World Book Co.
Teacher's Manual, (In the hands of the teacher.)
Palmer Method Speller—Sixth Year.

Cover pages 233-280. Read the suggestions for grade five and continue the same methods. The onward steps in dictionary work are clearly indicated.

In this grade for the first time, the attainment of a reasonable degree of speed is emphasized. This is valuable training provided accuracy is still insisted upon as of chief importance. Read with the pupils the directions for study on page 234, discuss the desirability of an economical use of time, and thereafter frequently time pupils in studying new words and in finding words in the dictionary. The well-known reluctance of children to use a dictionary is largely due to a lack of training in finding words quickly. Fortunately children enjoy speed contests.

Read the Teacher's Manual, and occasionally use the Ayres Measuring Scale. See Baltimore County Course of Study, pages 150-156, for a discussion of spelling in the grammar grades.

Seventh Grade.

Text:

New World Speller—Third Book—World Book Co.
Teacher's Manual, (In the hands of the teacher.)
Palmer Method Speller—Seventh Year.

Cover pages 281-328. Theoretically pupils should reach the seventh grade fully competent to prepare spelling lessons with entire independence and with little loss of time. Practically, however, spelling remains a problem throughout the grades. For this reason the teacher must still stand back of the book. Read the notes on teaching spelling on pages III.-VIII., and also the Teacher's Manual.

Give special attention in this grade to the definition function of the dictionary, and bear in mind that the pupil has not mastered a definition unless he can use the word concerned in an original sentence.

Continue speed contests, and use the Ayres Measuring Scale several times during the year. Try to interest the pupils themselves in their scores. It often proves a valuable incentive to more thorough work. See Baltimore County Course of Study, pages 150-156, for a discussion of spelling in the grammar grades.

Eighth Grade.

Text:

New World Speller—Third Book—World Book Co.
Teacher's Manual, (In the hands of the teacher.)
Palmer Method Speller—Eighth Year.

Cover pages 329-376. Read pages III.-VIII., and also the Teacher's Manual.

ALASKA ELEMENTARY SCHOOLS

53

Follow the methods of grade seven. The Appendix work of this grade is very important, as is also the work with synonyms, the final step in the dictionary work of the spellers. Give careful attention also to the final framing in their best form of the simple spelling rules formulated in grade seven.

Fewer words are syllabicated in this grade, in order that pupils may test their power to see syllables in words printed solid. Before the end of the year, the pupil's power in every phase of spelling preparation should be tested. To spell accurately and to study independently and with the least possible waste of time should be the attainment of every pupil.

Use the Ayres Measuring Scale as in the lower grades.

"One Hundred Spelling Demons."

Dr. Jones calls the following one hundred words the "One Hundred Spelling Demons of the English Language": Drill pupils in grades 4-8 on this list.

<table><tr><td>always</td><td>could</td><td>grammar</td><td>meant</td><td>since</td><td>used</td></tr><tr><td>among</td><td>color</td><td>guess</td><td>making</td><td>some</td><td>very</td></tr><tr><td>any</td><td>choose</td><td>hoarse</td><td>minute</td><td>seems</td><td>which</td></tr><tr><td>again</td><td>coming</td><td>half</td><td>much</td><td>separate</td><td>where</td></tr><tr><td>ache</td><td>cough</td><td>having</td><td>none</td><td>their</td><td>women</td></tr><tr><td>answer</td><td>don't</td><td>hour</td><td>often</td><td>there</td><td>write</td></tr><tr><td>business</td><td>does</td><td>heard</td><td>once</td><td>Tuesday</td><td>writing</td></tr><tr><td>been</td><td>done</td><td>here</td><td>piece</td><td>two</td><td>would</td></tr><tr><td>built</td><td>dear</td><td>hear</td><td>ready</td><td>too</td><td>Wednesday</td></tr><tr><td>busy</td><td>doctor</td><td>instead</td><td>raise</td><td>trouble</td><td>wear</td></tr><tr><td>believe</td><td>every</td><td>just</td><td>road</td><td>tear</td><td>whether</td></tr><tr><td>beginning</td><td>easy</td><td>knew</td><td>straight</td><td>tired</td><td>whole</td></tr><tr><td>blue</td><td>early</td><td>know</td><td>sugar</td><td>though</td><td>won't</td></tr><tr><td>break</td><td>enough</td><td>laid</td><td>shoes</td><td>through</td><td>wrote</td></tr><tr><td>buy</td><td>friend</td><td>lose</td><td>said</td><td>they</td><td>week</td></tr><tr><td>can't</td><td>February</td><td>loose</td><td>says</td><td>to-night</td><td></td></tr><tr><td>country</td><td>forty</td><td>many</td><td>sure</td><td>truly</td><td></td></tr></table>

"A Suggested Minimal Spelling List."

The following minimal spelling list, containing in all 1298 words and arranged by grades, was prepared by Pryor after an exhaustive survey of spelling tests, special lists, etc. It contains all the words which children in the elementary school are most likely to use in their written work, as well as those which will be most frequently used after the pupil leaves school. This list may be used, with good results by every teacher of spelling, as the basis for spelling contests and special tests. A pupil who has completed the eighth grade should be able to spell each of these words correctly, almost automatically. A pupil who has completed any grade should be able to spell the entire list of words for his grade as well as the lists for all preceding grades.

This minimal list of words was taken from "A Guide to the Teaching of Spelling," by Pryor and Pittman (Macmillan). The book is an excellent treatise on the subject, spelling.

56

MANUAL AND COURSE OF STUDY

ALASKA ELEMENTARY SCHOOLS

57

Fifth Grade—(163 Words).

<table><tr><td>address</td><td>collect</td><td>favorite</td><td>modern</td><td>rather</td><td>succeed</td></tr><tr><td>afternoon</td><td>column</td><td>fever</td><td>narrow</td><td>real</td><td>success</td></tr><tr><td>against</td><td>comfort</td><td>fifth</td><td>nature</td><td>rely</td><td>suggest</td></tr><tr><td>agreeable</td><td>concern</td><td>finger</td><td>nephew</td><td>rise</td><td>supply</td></tr><tr><td>already</td><td>concert</td><td>forest</td><td>none</td><td>river</td><td>suppose</td></tr><tr><td>angry</td><td>couple</td><td>frighted</td><td>November</td><td>roll</td><td>surprise</td></tr><tr><td>although</td><td>course</td><td>glass</td><td>object</td><td>saddle</td><td>tear</td></tr><tr><td>anxious</td><td>court</td><td>government</td><td>occupy</td><td>sail</td><td>telegraph</td></tr><tr><td>army</td><td>cushion</td><td>handkerchief</td><td>ocean</td><td>scratch</td><td>terrible</td></tr><tr><td>arrival</td><td>damage</td><td>heaven</td><td>opinion</td><td>sea</td><td>Thanksgiving</td></tr><tr><td>article</td><td>dangerous</td><td>height</td><td>orphan</td><td>secret</td><td>ticket</td></tr><tr><td>attention</td><td>debt</td><td>hospital</td><td>ourselves</td><td>section</td><td>to-night</td></tr><tr><td>automobile</td><td>defeat</td><td>instead</td><td>page</td><td>select</td><td>true</td></tr><tr><td>auto</td><td>describe</td><td>interest</td><td>passenger</td><td>sense</td><td>union</td></tr><tr><td>awful</td><td>destroy</td><td>jealous</td><td>person</td><td>serious</td><td>useful</td></tr><tr><td>bathe</td><td>different</td><td>journey</td><td>persuade</td><td>serve</td><td>usual</td></tr><tr><td>beat</td><td>direction</td><td>judge</td><td>picnic</td><td>settle</td><td>vegetable</td></tr><tr><td>beautiful</td><td>disappoint</td><td>language</td><td>pin</td><td>shepard</td><td>view</td></tr><tr><td>bicycle</td><td>dispute</td><td>lawyer</td><td>plant</td><td>sire</td><td>wake</td></tr><tr><td>birth</td><td>difficulty</td><td>length</td><td>position</td><td>sincerely</td><td>waste</td></tr><tr><td>blow</td><td>edge</td><td>level</td><td>pour</td><td>size</td><td>wave</td></tr><tr><td>bruise</td><td>equator</td><td>loose</td><td>press</td><td>song</td><td>weak</td></tr><tr><td>business</td><td>everything</td><td>mail</td><td>price</td><td>square</td><td>Wednesday</td></tr><tr><td>carpet</td><td>exercise</td><td>match</td><td>problem</td><td>state</td><td>wide</td></tr><tr><td>cause</td><td>expense</td><td>maybe</td><td>promise</td><td>steal</td><td>within</td></tr><tr><td>ceremony</td><td>family</td><td>medicine</td><td>proper</td><td>stock</td><td>wound</td></tr><tr><td>chance</td><td>famous</td><td>merely</td><td>railroad</td><td>strange</td><td>woolen</td></tr><tr><td>coast</td><td></td><td></td><td></td><td></td><td></td></tr></table>

Sixth Grade—(132 Words).

<table><tr><td>absent</td><td>charge</td><td>glorious</td><td>parentage</td><td>really</td><td>spoil</td></tr><tr><td>accept</td><td>citizen</td><td>guest</td><td>particular</td><td>receipt</td><td>spread</td></tr><tr><td>acquaintance</td><td>clear</td><td>imagine</td><td>patient</td><td>refer</td><td>steady</td></tr><tr><td>advantage</td><td>climate</td><td>immediately</td><td>pavement</td><td>relief</td><td>stomach</td></tr><tr><td>advice</td><td>coal</td><td>importance</td><td>peculiar</td><td>repair</td><td>strength</td></tr><tr><td>altogether</td><td>contain</td><td>impossible</td><td>physical</td><td>report</td><td>student</td></tr><tr><td>appetite</td><td>decision</td><td>innocent</td><td>pity</td><td>request</td><td>telephone</td></tr><tr><td>application</td><td>diamond</td><td>jewel</td><td>plan</td><td>restaurant</td><td>temperature</td></tr><tr><td>arrival</td><td>diary</td><td>least</td><td>plenty</td><td>result</td><td>their</td></tr><tr><td>assistance</td><td>difference</td><td>luncheon</td><td>political</td><td>return</td><td>thermometer</td></tr><tr><td>assistance</td><td>due</td><td>material</td><td>possible</td><td>review</td><td>thin</td></tr><tr><td>attempt</td><td>during</td><td>mere</td><td>power</td><td>route</td><td>thorough</td></tr><tr><td>avenue</td><td>entertain</td><td>museum</td><td>prefer</td><td>scene</td><td>trust</td></tr><tr><td>baggage</td><td>extreme</td><td>national</td><td>principal</td><td>scenery</td><td>unable</td></tr><tr><td>balance</td><td>factory</td><td>necessary</td><td>principle</td><td>search</td><td>understand</td></tr><tr><td>breast</td><td>favor</td><td>newspaper</td><td>print</td><td>season</td><td>variety</td></tr><tr><td>brief</td><td>finally</td><td>note</td><td>prison</td><td>sheriff</td><td>valuable</td></tr><tr><td>cabin</td><td>foreign</td><td>oblige</td><td>private</td><td>shine</td><td>volume</td></tr><tr><td>calendar</td><td>freight</td><td>occasion</td><td>punish</td><td>sign</td><td>wander</td></tr><tr><td>captain</td><td>further</td><td>odor</td><td>purpose</td><td>slower</td><td>weight</td></tr><tr><td>catalogue</td><td>general</td><td>office</td><td>pursue</td><td>special</td><td>wife</td></tr><tr><td>certain</td><td>genuine</td><td>order</td><td>rate</td><td>spend</td><td>wire</td></tr></table>

Seventh Grade—(96 Words).

<table><tr><td>accident</td><td>catarrh</td><td>deal</td><td>issue</td><td>personal</td><td>service</td></tr><tr><td>acknowledge</td><td>cemetery</td><td>death</td><td>judgment</td><td>physician</td><td>signature</td></tr><tr><td>advertise</td><td>century</td><td>decide</td><td>knowledge</td><td>practical</td><td>similar</td></tr><tr><td>amount</td><td>character</td><td>desire</td><td>license</td><td>prairie</td><td>single</td></tr><tr><td>apply</td><td>check</td><td>disappear</td><td>manufacture</td><td>preparation</td><td>sleeve</td></tr><tr><td>appoint</td><td>college</td><td>distance</td><td>marriage</td><td>prepare</td><td>society</td></tr><tr><td>appreciate</td><td>command</td><td>education</td><td>mention</td><td>privilege</td><td>sole</td></tr><tr><td>arrange</td><td>committee</td><td>effect</td><td>minister</td><td>recognize</td><td>spendid</td></tr><tr><td>arrangement</td><td>complete</td><td>effort</td><td>moment</td><td>recommend</td><td>subject</td></tr><tr><td>association</td><td>compliment</td><td>experience</td><td>mortgage</td><td>reference</td><td>sufficient</td></tr><tr><td>assure</td><td>conduct</td><td>gymnasium</td><td>nuisance</td><td>relative</td><td>superintendent</td></tr><tr><td>bargain</td><td>consider</td><td>honor</td><td>obtain</td><td>religion</td><td>system</td></tr><tr><td>benefit</td><td>continue</td><td>illustrate</td><td>offer</td><td>remark</td><td>tariff</td></tr><tr><td>bouquet</td><td>convenient</td><td>information</td><td>opportunity</td><td>remedy</td><td>therefore</td></tr><tr><td>campaign</td><td>criticize</td><td>interrupt</td><td>opposite</td><td>salary</td><td>usually</td></tr><tr><td>candidate</td><td>cylinder</td><td>invitation</td><td>perfect</td><td>secretary</td><td>yield</td></tr></table>

Eighth Grade—(14 Words).

<table><tr><td>affair</td><td>attendance</td><td>department</td><td>proceed</td><td>treasure</td></tr><tr><td>allege</td><td>camphor</td><td>forenoon</td><td>public</td><td>vacant</td></tr><tr><td>argument</td><td>corpse</td><td>member</td><td>secure</td><td></td></tr></table>

ARITHMETIC.

Teachers should keep in mind always that the primary requisite for good work in arithmetic is the mastery of the four fundamental operations. This should be accomplished so thoroughly that the pupils will not have to labor over the processes of addition, subtraction, multiplication and division in the solution of problems. It is not until these processes are thoroughly mastered that entire attention can be given to the reasoning processes involved. The same rule applies also to common and decimal fractions. These subjects should be sufficiently drilled upon to make their mastery by the pupil complete.

Drill is an important item but it should not be carried on to the point of becoming monotonous. Arithmetic drills should be, snappy and not prolonged to the point where the mental strain involved produces fatigue. Variety in the nature of perception or "flash" cards, board work, seat work, objective work, plays and games, etc., should be skillfully introduced. One of the common faults of arithmetic teaching is that children are advanced too rapidly. When they get into work that is beyond their ability they are apt to become discouraged and lose enjoyment for and interest in their work. Frequent drill will enable the teacher to test the pupil's grasp of the various phases of the subject and his power to attack problems. This latter should be the test of his progress rather than, as is often the case, the fact that he has covered a certain number of pages in the textbook.

It is scarcely possible to teach the pupil to become a master of applied arithmetic if he is confined alone to the problems presented in the particular textbook which he is studying. It is a good plan to have one or two supplementary textbooks for use in further drill in the problems applying to the everyday affairs of life. These cannot, however, take the place of actual measurements and computations involving real conditions in his own community. It is a good plan to omit certain book problems and to use in their place actual life problems.

Oral or mental arithmetic is of great importance and should be presented often. At least one-fourth of the whole time devoted to arithmetic should be spent on this phase of the work. More than this can be spent especially during the first two or three years. Mental arithmetic is valuable as a means of aiding in proper expression, in concentration, in the ability to think on one's feet, in accuracy and rapidity, in increased ability to reason, etc. Problems may be solved at sight from the blackboard or book. Easy problems may be dictated by the teacher or pupil and solved without the use of pencil or chalk.

Sets of "flash" cards are an invaluable aid to every teacher of arithmetic in conducting rapid drills. These "flash" cards should embrace the forty-five combinations in addition, multiplication

58

MANUAL AND COURSE OF STUDY

tables, aliquot parts, denominate numbers and the various operations in addition, subtraction, multiplication, division, etc. Make separate cards for each operation, indicating by means of a sign whether the problem is one in addition, multiplication, etc. The best results will be obtained by mixing the cards for class drill. An instantaneous response should come from the individual named. The teacher should not stop and wait for the result but should ask some one else immediately if a pupil hesitates.

Pupils should be trained to become independent in their work and to test the accuracy of the answers to the problems which they solve. In order to make this possible, teachers should show them how to check their problems as each new process is introduced. They should be so persistently trained in checking results that the habit is established early in the grades and will persist throughout their school life. The following are the common methods of checking:

To check addition, add the numbers of each column in a reverse order—first upward, then downward, or first downward, then upward.

To check subtraction, add the subtrahend and the difference, their sum should equal the minuend.

To check multiplication, perform the multiplication a second time and add the partial products in the reverse order.

To check division, multiply the quotient and divisor and add the remainder. This result should equal the dividend.

Practically all that needs to be said in connection with the subject may be summed up in the following general suggestion:

1. Make the subject alive.

2. "Variety is the spice of life" and also of arithmetic teaching.

3. Insist on accuracy, brevity and speed.

4. Give frequent oral drills.

5. Be sure of the four fundamental operations.

6. Use the blackboard often.

7. Hold old-fashioned, rapid calculation contests.

8. Do not require the pupils to hand in problems every day. Vary the work.

9. Call for all the work you assign.

10. Review often and briefly.

11. Never give pupils answers to work for.

12. Be familiar with the work of all the grades in the course.

13. Do not teach the subject. Teach the pupil. Make him the central figure of the recitation.

14. Teach only such mathematical terms as are necessary.

15. Make the work objective.

16. Cultivate the pupil's imagination. It is needed in solving problems.

17. Utilize arithmetical knowledge whenever possible in other subjects, such as geography, history, etc.

18. Require work arranged in an orderly manner.

19. Encourage short methods.

20. Insist on clear, concise, complete statements.

ALASKA ELEMENTARY SCHOOLS

59

In accord with the best practice the following topics are to be eliminated from the arithmetic course: greatest common divisor; least common multiple; troy weight; apothecaries weight and fluid measure; surveyor's linear and square measures; addition, subtraction, multiplication and division of compound numbers; true discount; partnership; compound proportion; cube root; equation of payments; series; alligation; partial payments (except the simplest); tables of foreign money; metric system; long confusing methods in fractions.

If time permits and as a means of bringing extra work to pupils who may desire it certain of the more practical topics listed above may be taken up briefly.

Especial emphasis is to be placed upon the four fundamental operations, fractions, savings, money, public utilities, public expenditures, insurance, taxes, percentage, profit, building and loan, investment, banking, borrowing, levies, stocks and bonds.

A very complete course of study in Arithmetic which is complete with helpful suggestions and methods will be found on pages 261-329 of the Baltimore County Course of Study. Teachers should refer to this constantly, not only for suggestions in the work of their particular grade, but also for the purpose of gaining a proper understanding of the whole field of elementary school arithmetic.

First Grade.

Text:

Modern Arithmetic—Primary—Watson and White.

Text in hands of teacher. Cover pages 1-8.

It is not the aim to introduce formal arithmetic in this year. All arithmetic done is to be performed in a manner which may be called incidental and in connection with the work of other subjects, play and games, in so far as is possible. Pupils should begin to use the foot rule and yard-stick in measuring. Objects are to be introduced in order to develop the idea of number.

The following work should be covered:

1. Count, read and write numbers to 100. Teach counting in connection with games, objects, nature study, attendance of the room, pages of books, distribution of material, etc.

2. Count, with the use of objects, by 2's and 5's to 20.

3. Count by 2's, 5's and 10's to 50.

4. Develop objectively the idea of ⅓, ½ and ¼.

5. Teach objectively a few denominate numbers, such as inch, foot, cent, nickel, dime, dozen, pint, quart and gallon.

6. Pupils showing sufficient progress to warrant it may be taught the combinations in addition and subtraction to 10.

7. See pages 261-274 of the Baltimore County Course of Study.

Second Grade.

Text:

1. The work covers pages 8-45 in the text.

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MANUAL AND COURSE OF STUDY

2. Advancement in numbers is to take place slowly. Much oral drill is to be given. Objective teaching should predominate.

3. Teach the 45 combinations in addition, introducing and memorizing not more than three a week.

4. Teach the 45 combinations in subtraction, the process being the reverse of that used in addition. The two processes should be taught together.

5. Read and write numbers to 500. Do not allow children to develop incorrect habits. They should say "naught" when the figure "0" is mentioned. The number "325" is read "three hundred twenty-five" and not "three hundred and twenty-five." Do not permit counting on the fingers.

6. Names and uses of the following signs: plus, minus, divided by, times, equality.

7. Addition in one and two orders.

8. Subtraction in one and two orders.

9. Multiplication of all figures whose product does not exceed 20.

10. Division where dividend does not exceed 20. The reverse of multiplication.

11. Count by 3's and 4's to 50 and back.

12. Count by 2's, 5's and 10's to 100.

13. Roman numerals to XX.

14. Teach telling the time of day, making change, measuring with a foot rule and yardstick, the number of days in a week; the number of weeks and months in a year, the number of hours in a day, the number of minutes in an hour.

15. Review the idea of ½, ⅓, ¼ and teach 1-5 and 1-6.

16. Give oral "string" problems of not more than 5 figures and including only the signs minus and plus.

Examples:

(a) 7-4+3 equals ?

(b) 6+3-4+4-2 equals ?

17. Make perception cards for drill in the 45 combinations in addition and subtraction and in teaching products to 20.

18. See pages 274-282 of the Baltimore County Course of Study.

Third Grade.

Text:

Modern Arithmetic—Primary—Watson & White.

1. Cover pages 46-134 of the text.

2. Review fully the work of preceding grades.

3. Do not permit the pupil to get the idea that arithmetic is contained in a textbook. To avoid this introduce various devices such as playing store, actually measuring and weighing things, etc.

4. Read and write numbers of four figures. Point off periods and name the orders.

5. Addition in columns and groups involving carrying.

6. Subtraction with "borrowing" (additive method).

7. Multiplication tables through 10's.

8. Multiplication to four figures in the multiplicand with one figure in the multiplier.

9. Teach division in connection with multiplication and as the reverse of it. Short division using small numbers as dividers.

10. "String" problems with "times" and "divided by" signs.

11. Roman numerals to L.

12. Simple one step problems relating to the child's experience. Require pupils to secure measurements and other data and to state original problems involving one step.

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13. U. S. Money. Reading and writing numbers involving dollars and cents.

14. Count by 2's, 3's, 4's, 5's, 6's, 7's, 8's, 9's, and 10's, forward and backward.

15. Develop the use of the common units of value, size, distance and weight.

16. See pages 282-294 of the Baltimore County Course of Study.

17. Use Courtis Standard Tests in Arithmetic.

Fourth Grade.

Text:

1. Cover pages 135 to end of the text.

2. The fourth grade should be able to do all the work outlined for the first three grades. Teachers should first review the class in this work, briefly if the grade is a strong one and for a longer period if the pupils are weak in the subject.

3. Read and write miscellaneous numbers including the first six orders.

4. Count by 2's, 3's, 4's, 5's, 6's, 7's, 8's, 9's, and 10's, backward and forward.

5. Multiplication tables through the 12's. Much drill on this topic. Many written problems in multiplication should be given. Multiplier to consist of three figures.

6. Review short division. Long division is the new work of the grade. Introduce simple problems. Continue the work until the division consists of at least three figures.

7. Continue one step problems. Introduce two step problems.

8. Practice on the part of the children in making original problems and in working problems using data which they themselves have secured.

9. Further problems in U. S. Money.

10. Give oral or mental arithmetic daily. "String" problems with "plus" and "minus" signs. Others with "divided by" and "times" signs. Use as many as ten figures.

11. Use the blackboard much. Drill for accuracy and speed in the four fundamental operations.

12. Introduce simple problems in fractions.

13. See pages 294-308 of the Baltimore County Course of Study.

14. Use Courtis Standard Tests in Arithmetic.

Fifth Grade.

Text:

Modern Arithmetic—Intermediate—Watson & White.

1. Cover pages 1-141 of the text.

2. Review carefully all work done in preceding years. Some children will need special drill on certain topics. It may be well to divide the class occasionally, giving this special drill to those needing it, while the other section takes up some supplementary work.

3. Reading and writing numbers of at least twelve orders.

4. Larger use of Roman numerals as applied to chapters, dates on buildings, etc.

5. Mental or oral arithmetic problems daily.

6. Written "string" problems involving all four fundamental operations as, for example: $48x^2-27x^3+28+7-9-15+3$ equals ? The law is that multiplications and divisions must be performed first.

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MANUAL AND COURSE OF STUDY

7. Train pupils to use the terms sum, difference, product, quotient, subtrahend, minuend, multiplicand, multiplier, divisor, dividend and remainder correctly in talking about the different processes.

8. The principal new work of this year is addition, subtraction, multiplication, and division of simple fractions. Introduce this topic slowly, making the beginning largely concrete oral work. Create a definite feeling of need for these processes. Drill on the mechanical processes until the children have them entirely within their control. Omit all problems having large denominators.

9. The following terms should be familiar to and well understood by the pupil: numerator; denominator; simple, compound, proper and improper fractions; mixed and whole numbers; reduction of fractions to lowest terms.

10. Factoring should be taught thoroughly, not merely for its own sake, but as an aid in shortening many arithmetic processes.

11. Cancellation should also be taught thoroughly and for the same reason. Train pupils to see that in some cases, however, cancellation lengthens the process instead of shortening it, for example:

12. Denominate numbers. The following tables should be learned and a sufficient number of problems based upon them to fix their use thoroughly in mind solved: linear measure, square measure, cubic measure, liquid measure, dry measure, weight (avoiSUPois), time and value. If at all practical, introduce all work in denominate numbers by concrete work along the various lines prior to the study of the tables of measure, weight, etc., as such. Have children measure out a square rod, an acre, the number of quarts in a gallon, etc.

13. Train children to keep cash accounts showing receipts and disbursements.

14. Encourage pupils to bring in problems based upon data obtained from measurements, current prices, government reports, and other facts that are usable as material for work in arithmetic.

15. Introduce short methods.

16. See pages 308-320 of the Baltimore County Course of Study.

Sixth Grade.

Text:

1. Cover pages 142 to end of the text.

2. Carefully review all the work outlined for previous years, stressing those topics in which the class seems to need drill. Especially review fractions thoroughly.

3. Rapid calculation drill should be emphasized as a means of increasing speed in the four fundamentals and of developing the ability to look ahead and concentrate attention. Teach the pupil to prove each operation by means of some other as, for instance, division by multiplication, subtraction by addition, etc.

4. Give rapid mental arithmetic drills daily.

5. Decimal fractions are the distinctively new topic of this year. They should be thoroughly presented and drilled upon as a means of laying a firm foundation for percentage and other operations involving their use. The problems chosen for applying the principles of decimals should be selected from the children's experience. Drill thoroughly in reading and writing decimals; addi-

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tion, subtraction, multiplication and division of decimals, to four places; changing decimals to common fractions and common fractions to decimals; how to place the decimal point in sums, difference, products and quotients.

6. Introduce bills, receipts, practice in buying and selling different commodities, rendering bills for the same, giving receipts, keeping accounts, etc. Do concrete work. Continue training in the keeping of cash accounts showing receipts and expenditures.

7. Percentage is introduced in this grade. Proceed slowly in order that the proper foundation may be laid. The topic is difficult because many teachers find it hard to secure concrete material. The average modern textbook, however, presents helps along this line. Show the relation of percentage to hundredths. Teach that per cent means hundredths, that 10 per cent means 10-100. To illustrate this draw a 20-inch square on the blackboard and divide it into 100 small squares. Each small square is 1-100 of the large square or one per cent of it. Point out or cover up 50 per cent, 30 per cent, etc.

8. Further drill in and attention to short methods.

9. Aliquot parts 1-2, 1-4, 1-3, 1-5, 1-10, 2-3, 3-4, 1-5, 1-8, 3-8, 5-8, 1-12, 1-16, 1-25.

10. Teach practical measurements involving triangles, quadrilaterals and parallelograms. Show the need for this type of work by measuring many things.

11. Introduce simple interest and solve problems involving finding the interest on a given sum for a given period at a given rate.

12. The pupil should have developed the power to read through a problem, divide it into its parts or steps, and decide upon the fundamental process to be applied to each step and how to apply it. He should be able to make problems from his own experience involving any of the principles studied during the year.

13. See the Baltimore County Course of Study, pages 308-317 and 321-323.

Text:

Seventh Grade.

Modern Arithmetic—Upper Grades—Watson & White.

1. Cover pages 1-133 of the text.

2. Arithmetical processes are or should by this time be well known. The course for this year should consist in applying the facts acquired. "In every line of industry which pupils investigate they see that those who are engaged in the business need accuracy and speed in computation, as well as power to see beyond the present. If problems are chosen from real situations pupils acquire in their solution not only technical skill, but also a better appreciation of the work of others. It is the mission of mathematics in the grades to make a large contribution to the general knowledge as well as the arithmetical knowledge of children. Imagination is cultivated until pupils can put themselves into others' places. Pupils should delight in the valuable thoughts gained from arithmetic."

3. Review the work of the previous years with special drill and practice wherever needed. If a certain pupil or group of pupils in this grade cannot read and write numbers properly; if they are weak in common and decimal fractions, long division or the multiplication table, then it is unwise to attempt to take up the work of the year without giving them special opportunities for drill and study on those topics in which they are deficient.

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MANUAL AND COURSE OF STUDY

4. Continue rapid calculation, speed tests and oral arithmetic throughout the year.

5. Percentage with its applications in profit and loss, commission and brokerage, discount, insurance and interest, should be thoroughly presented. In the study of receipted bills and invoices, do not neglect to bring illustrative material to the attention of the children.

6. Further work in practical measurements involving the use of denominate numbers. Relate this work as largely as possible to the home and community experience of the child. Give pupils exercises in judging moderate distances and areas, testing their own judgments by actual measurements.

7. Ratio together with its practical application is to receive sufficient attention to become clearly fixed in the pupil's mind.

8. Continue the training in keeping cash accounts showing receipts and expenditures.

9. See the Baltimore County Course of Study, pages 308-317 and 323-326.

10. Use Courtis Standard Tests in Arithmetic.

Eighth Grade.

Text:

1. Cover pages 134-267 of the text.

2. The work of this year should be a continuation of that of the seventh grade and should round out the pupil's understanding of and ability to make practical use of the various processes of arithmetic. The teacher should plan to so direct the children's activities in the subject that they may be fit either to enter high school and apply their knowledge of elementary school arithmetic to high school mathematics or take up practical work in the business world.

3. A brief review of the general topics covered in previous years will be beneficial. Drill on the weak lines.

4. Rapid calculation, speed tests and oral arithmetic should continue to hold their regular place in the recitation period.

5. Take up a study of banks and banking, including the following topics: savings banks, banks of deposit, checks, drafts, promissory notes, loans, bank discount and exchange. Teach compound interest in connection with savings banks. Obtain actual commercial paper as a means of illustrating the various subjects mentioned. Children should be taught the proper method of filling out a deposit slip, a check, a promissory note, etc. Definitions and terms connected with banks and banking should be thoroughly learned and understood.

6. Introduce the United States Rule in partial payments and give sufficient drill to illustrate and fix its application.

7. Study property taxes, including the income tax and the various indirect taxes. Introduce local problems.

This topic may be correlated with civics in the study of the tariff, income tax, etc.

8. Study corporations, stocks, bonds, and commission. Relate the latter to geography in showing the need for exchange of goods in connection with the great world centers for certain products.

9. Teach simple proportion together with its practical application.

10. Square root with practical applications should be dealt with thoroughly.

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11. In mensuration teach the trapezoid, circle, and cylinder. Review the cases in mensuration studied during the fifth year.

12. Drill on longitude and time until thoroughly understood. Correlate with geography.

13. The last few weeks of the work in this grade should be devoted to a topical review of the entire subject of arithmetic.

14. See the Baltimore County Course of Study, pages 308-317.

15. Use Courtis Standard Tests in Arithmetic.

HISTORY AND CIVICS.

The work as outlined does not provide for formal history or civics teaching in the first three grades. History as a formal subject is introduced in the fourth grade and civics in the seventh. There is abundant material for informal instruction in both subjects in connection with reading, language, and general school exercises.

Alaska history is introduced in the third grade. Eighth grade pupils should be given definite work in this subject also. There will be occasions when the subject may be correlated with the work of other grades. A brief historical sketch of Alaska with an outline of Alaska civics will be found in the appendix following the course of study. Teachers should supplement the material presented by information secured from other sources.

Teachers are referred to the Baltimore County Course of Study, pages 412-576, for a discussion of the subject, history, and for suggestions as to methods and subject matter in the elementary grades.

First Grade.

Text:

A Course in Citizenship—Cabot and others—Houghton-Mifflin Co.

The text is to be in the hands of the teacher only. Cover pages 1-46. In addition to the subject matter of the text, teachers should secure suitable material for history and citizenship instruction from other sources. The following outline covers the work of the year:

1. The Home—

a. Members of the family.

b. Family pleasures.

c. Activities in the home.

d. Supplying material needs—food, shelter, clothing.

e. Good Manners and Helpfulness.

2. Community Activities—

a. Home furnishings.

b. Food.

c. Clothing.

d. Other community activities.

3. Holidays—

a. National—Labor Day, Armistice Day, Thanksgiving Day, Christmas, St. Valentine's Day, Lincoln's Birthday, Washington's Birthday, Easter, Memorial Day, Flag Day.

b. Territorial—Alaska Day, Seward Day.

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MANUAL AND COURSE OF STUDY

Teachers are referred to the Baltimore County Course of Study, pages 412-421, for a discussion of first grade history and for detailed outlines of the work by months.

## Second Grade.

Text:

A Course in Citizenship—Cabot and others—Houghton, Mifflin.

The text is to be in the hands of the teachers only. Cover pages 47-85. The following topics should be included in the work of the year:

1. School and Playground—
   Traits as outlined in the text.

2. The Community in Relation to the Individual—

a. Foods—kinds, markets.

b. Shelter—materials, furnishings, builders.

c. Clothing—materials, stores, tailors and dressmakers.

3. Community Activities in Relation to Community Needs—

a. Protection—police, fire.

b. Street cleaning, improvements, water supply, lighting.

c. Education—schools, churches, newspapers.

d. Pleasure—parks, playgrounds.

4. Primitive Life—

a. Tree Dwellers and Cave Men.

b. Indians—United States and Alaska.

c. Pueblo Indians—cliff dwellers.

5. National and Territorial Holidays—
   See first grade outline.

Teachers are referred to the Baltimore County Course of Study, pages 421-432, for suggestions and detailed outline of the work by months.

## Third Grade.

Text:

A Course in Citizenship—Cabot and others—Houghton-Mifflin.

The text is to be in the hands of the teacher only. Cover pages 86-124. The dominant theme for the year is local history. The following outline should be followed. Excursions, story reading and telling, dramatization, etc. will serve to motivate the work. Teachers of the third grade should secure the cooperation of teachers and pupils in the seventh and eighth grades in the preparation of local history material.

1. The Neighborhood—as outlined in the text.

2. Early Life in Our Community—

a. Immediate neighborhood.

b. First inhabitants—Indians.

c. First white settlers.

d. Early days in our town.

e. Community needs—past and present.

f. Prominent men and women—past and present.

3. History of Alaska—

a. Discovery and exploration.

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b. Stories of Russian occupation.

c. How Alaska became a part of the United States.

d. Early pioneer days.

e. Stories of the Days of '98.

4. National History Stories—
   See holidays under first grade outline.

Teachers are referred to the Baltimore County Course of Study, pages 432-444, for suggestions and detailed outline of the work by months.

## Fourth Grade.

Texts:

Stories of Early American History—Gordy—Scribners.

A Course in Citizenship—Cabot. (In the hands of the teacher).

An American Citizenship Course in U. S. History—Book 1.—Scribners. (In the hands of the teacher.)

A text is placed in the hands of the pupil for the first time. He has been taken through the home, school, neighborhood and Alaska, and is now ready for the beginning of national history. The work for the year embraces the following:

## HISTORY.

1. The Vikings and Lief Ericson.

2. Columbus and His Voyages.

3. The American Indian.

4. Exploration and discoveries:

John Cabot, Balboa, Magellan, Cortez, Pizarro, Ponce de Leon, De Soto, Cartier, Drake, Raleigh, Marquette, and La Salle.

5. Stories of Early Virginia.

6. Stories of Early Maryland.

7. Stories of Early New England.

8. Stories of Early New York.

9. Stories of Early Pennsylvania.

10. Stories of Early Georgia.

11. Life in Early Colonial Days.

12. The English and French in North America.

## CIVICS.

1. Town and City—
   As outlined in the Course in Citizenship, pages 128-184.

2. Type Studies for Grade IV—
   As outlined in "An American Citizenship Course in U. S. History, Book 1—pages 1-106.

3. National and Territorial Holidays as previously outlined with such additions in subject matter as are suitable for pupils in this grade.

Teachers should refer to the Baltimore County Course of Study, pages 444-472 for suggestions on fourth grade history.

## Fifth Grade.

Texts:

Stories of Later American History—Gordy—Scribners.

A Course in Citizenship—Cabot.—(In the hands of the teacher.)

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MANUAL AND COURSE OF STUDY

An American Citizenship Course in U. S. History—Book 1—
Scribners (In the hands of the teacher.)

HISTORY.

1. Beginnings of the Break with England—

a. Patrick Henry.

b. Samuel Adams.

2. The Revolutionary War—

a. Paul Revere.

b. George Washington.

c. John Jaul Jones.

d. Nathanael Greene and Other Southern Heroes.

e. Lafayette.

f. Nathan Hale.

3. Further Exploration—

a. Daniel Boone.

b. James Robertson.

c. John Sevier.

d. George Rogers' Clerk.

4. The New Republic and Its Expansion—

a. Washington.

5. Internal Improvements—

c. Louisiana Purchase.

d. Slavery.

e. Lewis and Clerk.

f. Andrew Jackson.

S. Sam Houston.

h. David Crockett.

i. John C. Fremont.

b. Jefferson.

a. Fulton's Steamboat.

b. The Erie Canal.

c. The Railroad.

d. The Telegraph.

6. Beginnings of the Break between the North and the South—

a. John C. Calhoun.

b. Henry Clay.

c. Daniel Webster.

d. Abraham Lincoln.

7. The Civil War—

a. Causes.

b. Results.

8. Great Industries—

a. Cotton.

b. Wheat.

c. Cattle-raising.

d. Coal.

See the Baltimore County Course of Study, pages 473-500 for a discussion of history in the grammar grades. Many excellent suggestions are set forth. See also pages 500-532 for an outline of fifth grade history.

CIVICS.

1. The Nation—

Work as outlined in "A Course in Citizenship," pages 158-229.

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2. Type Studies for Grade V—

As outlined in "An American Citizenship Course in U. S. History," Book 1, pages 109-239.

3. City Government in Alaska—

a. What is a city and how organized?

b. Purpose for which organized?

c. Work of a city—protection of people, protection of property from fire and theft, construction and improvement of streets and public buildings, caring for health of inhabitants, maintenance of schools and libraries, regulations of business, etc

d. Departments of government—
Executive, legislative and judicial.

e. Officers—elective and appointive—
Who, term, duties.

f. Source of revenue—
Taxation, licenses.

4. Health—

a. Why need in school; throughout life.

b. Why the community is interested in the health of its citizens.

c. Why school authorities are interested in the health of school children.

d. Why the Territory and Nation are interested in the health of all.

e. How school children may promote health measures—
at their home, in school, on the playground, in the street.

f. How all health agencies, such as clean streets, closed sewers, clean buildings, good water supply, pure food make for better health.

g. How recreation and recreational centers assist.

NOTE: "The Story of Democracy" listed as a supplementary reader for the fifth grade is especially valuable as an elementary civics text and should be read.

Sixth Grade.

Texts:

Introductory American History (Enlarged)—Bourne and Ben-
ton—D. C. Heath & Co.

A Course in Citizenship—Cabot. (In the hands of the teacher.)

An American Citizenship Course in U. S. History—Book II.—
Scribners. (In the hands of the teacher.)

HISTORY.

The pupil has now been given a general survey of United
States history. The work of this year takes him into the Euro-
pean background of American history and prepares him for the
more intensive work of the seventh and eighth grades and for a
better understanding and appreciation of American history and
institutions.

1. The Greek World.

2. The Roman World.

3. Beginnings of France, Germany and England.

4. The Middle Ages.

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MANUAL AND COURSE OF STUDY

5. Christianity and Its Influence.

6. Early American Discoveries—

a. Spanish.

b. French.

c. English.

7. Stories of American Invention and Discovery.

See Baltimore County Course of Study, pages 473-500 for a discussion of history in the grammar grades. Many excellent suggestions are set forth. See also pages 532-541 for a discussion of sixth grade history.

## CIVICS.

1. American Ideals—as outlined in "A Course in Citizenship," pages 230-281.

2. Type Studies for Grade VI—as outlined in "An American Citizenship Course in United States History," Book II.

3. Alaska Civics—See brief statement in appendix following the Course of Study.

a. Relation of Alaska to the United States—Difference between a State and a Territory.

b. The work of the Territory—
Keeping order, prevention of crime, protection of property, regulation of business, caring for health, construction of roads, maintenance of schools, care of indigent, protection of game, etc.

c. Departments of government—
executive, legislative, judicial.

d. Officers—elective and appointive.
Who, term, duties.

e. Sources of revenue—
Taxation, licenses, federal refunds, forests, public lands.

f. City government.

4. Health—
See suggestions under the course for grade five.

5. Thrift—
a. Why needed in school—use of time, use of energy, use of equipment and supplies furnished at public expense.

b. Why needed in the home—use of money in buying nutritious food and proper clothing; in procuring recreation and health; in securing education; in preparing for a vocation.

c. Why needed in business.

d. Why needed in public life.

e. Home projects in thrift. Cultivation of flower garden; performance of household tasks; making one's own clothes; mending one's own clothes; selling papers; conserving one's health by taking exercise, securing plenty of sleep, eating proper food, keeping clean.

f. School projects in thrift—proper care of books and all school equipment and supplies; care of the school yard; care of school room; mending and cleaning school books; mending school furniture; making articles for school use in the manual

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training and domestic science department; saving for deposit in a school savings account money that could be spent for candy, movies and ice cream.

NOTE: The text, "The American Spirit," which is listed as a supplementary reader under the course of study in this subject for the sixth grade, is excellent for supplementary use in civics.

## Seventh Grade.

## HISTORY.

### Texts:

The History of the American People—Beard and Bagley—Macmillan.

An American Citizenship Course in U. S. History—Book III.—Scribners. (In the hands of the teacher.)

Four recitations weekly—Cover page 1—363 of the text.

1. European Beginnings of American History.

2. Spanish, French and English Explorations.

3. English Settlements in America.

4. The Struggle Among the Powers of Europe for North America.

5. Conditions in America on the Eve of the American Revolution.

6. The War for Independence—Its Causes and Results.

7. The Constitutional Convention and Its Work.

8. The Era of Expansion—Political and Territorially.

9. The War of 1812—Its Causes and Results.

10. The War with Mexico—Its Causes and Results.

11. The Industrial Revolution and Its Results.

12. The Growth of Political Democracy and the Development of Popular Education.

13. See the Baltimore County Course of Study, pages 473-500 for a discussion of history in the grammar grades. Many excellent suggestions are set forth. See also pages 541-558 for a discussion of seventh grade history.

## CIVICS.

### Texts:

My Country—Turkington—Ginn & Co.

A Course in Citizenship—Cabot (In the hands of the teacher.)

One recitation weekly throughout the year. The study of civics in the seventh grade is not intended to be highly technical. The text may be used as a supplementary reader. Only the more important phases will require extended discussion.

The work outlined in pages 282-325 of the "Course in Citizenship" affords supplementary material for both the civics and history of this grade, as is also the case with "type studies" in Book III of "An American Citizenship Course in United States History."

Much current civics will be found in the magazine "Current Events" which is to be studied in connection with reading, and which should be used in this course also.

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Eighth Grade.

HISTORY.

Texts:

The History of the American People—Beard and Bagley—
Macmillan.

An American Citizenship Course in United States History—
Book IV—Scribners. (In the hands of the teacher.)

Cover pages 364 to the end of the text. The history work of this grade is completed at the end of the first semester when the study of civics is begun.

1. The Great Political Conflict between the North and the South.

2. The Civil War—Its Causes and Results.

3. Reconstruction in the South.

4. The Growth of the Far West.

5. The Triumph of Industry.

6. Immigration.

7. Combinations of Labor and Capital.

8. The United States as a World Power.

9. Advances in Popular Education.

10. The New Democracy.

11. The World War.

12. The last few weeks of the semester should be devoted to a general review of the entire book.

13. Review Alaska history. See historical sketch in appendix following the course of study.

14. See the Baltimore County Course of Study, pages 473-500 for a discussion of history in the grammar grades. Many excellent suggestions are given. See also pages 558-576 for a discussion of eighth grade history.

CIVICS.

Texts:

Community Civics—Hughes—Allyn & Bacon.

A Short Constitution—Wade and Russell—American Citizenship Society Press, Grand Rapids, Michigan.

The study of civics begins at the opening of the second semester of the school year. Both the "Community Civics" and "Short Constitution" are to be in the hands of the pupils and are to be completed. Certain portions of the text, "Community Civics" which were covered in the seventh grade text may be assigned for oustide reading only if the work outlined for the semester appears to be too heavy.

The magazine, "Current Events" which is listed under the course in reading will provide much supplementary material in current history and civics.

The work outlined in pages 326-379 of the "Course in Citizenship" provides supplementary material for both the civics and history of this grade, as is also the case with the "type studies" in Book IV of "An American Citizenship Course in United States History."

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Altho history and civics are listed for study during different semesters, it is but natural that a certain amount of correlation will be necessary and that various phases of national civics will be studied in connection with history and vice versa.

Alaska civics as outlined for the sixth grade should be reviewed in the eighth grade with such additions as the increased age and experience of pupils would seem to warrant.

NATURE STUDY AND GEOGRAPHY.

The formal study of geography does not begin until the fourth grade. It is the purpose of the first three grades to prepare the pupil for this work by training him to discover and observe interesting things in his environment. While in early years, the facts learned will be somewhat unorganized and fragmentary, yet it is possible to teach primary grade pupils enough about the plants and animals studied to make the name and recognition sure, and enough about the habits of plants and animals, kinds of food, ways of eating, modes of locomotion, means of defense or protection, homes, power of adaptation to different seasons and environment, etc. for him to realize that animals, insects and plants have certain needs like him and that they are struggling to supply these needs that they may live and be perpetuated.

The presence of living things in the school room, such as birds, insects, fishes and plants, will supply much material for this work. In addition to such plants as can be grown in pots, window boxes, and school gardens, it is well to urge children to plant and cultivate flowers and vegetables in their home gardens or yards.

Excursions under the direct supervision of the teacher, either during or outside of school hours, may be made most profitable, if the teacher has carefully planned the work to be done in advance. The objects to be observed, the important questions to be asked, and the material to be correlated should be thoroughly understood.

Conversation lessons and compositions may be based upon the results of observations of natural phenomena. In fact, the work in language and in science should be correlated closely during the first few years of school life.

Each school library should contain a number of nature study books for the use of the teacher. Comstock's "Handbook of Nature Study" with the "Outline of Nature Study" accompanying the same (Comstock Publishing Co., Ithaca, N. Y.) are especially recommended. The Company also publishes a number of aids to the study of plants and animals which are especially valuable.

Maps—political, outline, and relief or physical—must be used continuously if geography teaching in the grammar grades is to be successful. There should be considerable work in map drawing and in rapid map sketching of the three kinds of maps.

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MANUAL AND COURSE OF STUDY

Avoid putting too much on one map as the pupils become confused if too much detail is given. Weather maps, product maps, etc. all are useful in teaching this subject.

Definite attention should be given to the geography, climate, and resources of Alaska. A pupil who has completed the eighth grade should be able to reproduce, from memory, an outline map of Alaska, and locate thereon, with a fair degree of accuracy, mountain ranges and important peaks, rivers, lakes, important cities, large glaciers, mineral and agricultural sections, sealing and fishing centers, national forest tracts, reindeer grazing areas, and the like.

The problem method of treating the subject, geography, presents many advantages over the old memorizer method of drilling on geography facts. Some idea of this method may be gained from the following typical problems found in Social Studies, Bureau of Education, Bulletin No. 28:

1. Considering the proximity of Africa to Europe, why have there been so few settlements and explorations until recently?

2. Egypt was once the leading power of the world, today a country of little influence and under the domination of England. Why?

3. No part of the world is attracting more attention than South America. What are the reasons?

4. Brazil, a country nearly as large as the United States and known to European countries for over 400 years, has a population only one-fourth as large as that of the United States and is just beginning to take a prominent part in international affairs. Reasons?

5. What are the factors which have been largely influential in developing the United States into a great industrial nation?

Outline of problem four, showing methods of development:

1. Why was the development of Brazil so retarded?

A. Character and policy of early settlers.

1. Portuguese influence.

2. Policy towards Indians.

3. Introduction of slaves and consequent predominance of negro labor.

B. Location and climate retarded development.

1. Largely in Southern Hemisphere.

2. Chiefly in Torrid Zone.

C. Topography retarded development.

1. Forests.

2. Mountains parallel to southeastern coast.

3. Great plateau beyond wall of woods and rock.

4. Coastal plain very narrow.

D. Drainage helped to retard development.

2. What factors are contributing to its great growth today?

A. Its location.

1. In South America.

(a) All but two countries of South America border on Brazil.

(b) Great extent of coast line.

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2. Nearer to Europe and North America than the other two progressive countries of South America.

B. Topography and climate.

1. Modification of climate by mountains and table lands.

2. Mountains accessible to short railroads connecting inland towns with coast.

3. Southern part temperate and healthful.

C. Character of later settlers.

1. Over 200,000 German in Rio de Sul.

2. Even greater number of Italians; work on and own coffee plantations.

3. Portuguese, Spaniards, Syrians, etc.

D. Great natural wealth.

1. Forest resources.

2. Mines.

3. Agricultural resources.

4. Grazing lands.

E. Increased transportation facilities.

1. Development of navigation on the Amazon.

2. Navigation of Paraguay River.

3. Few railroads, but increasing in number.

4. Steamship lines to Europe and North America. Principal harbors and exports.

## First and Second Grades.

The keynote of nature study is to observe what can be seen today. Hence the work must correspond to the season of the year and to the material which is available. It is not essential that lessons be given daily. In one room schools it will be necessary to take up nature study with two or more grades in one group, thus necessitating alternation of the work in successive years in order to avoid repetition and consequent lack of interest.

A discussion of nature study in the first and second grades together with an outline of the work by seasons is contained in the Baltimore County Course of Study, page 217-228. Such suggestions as may be adapted to Alaska conditions should be followed. Note particularly the projects and use such as meet conditions or select others following the general method outlined:

1. Natural Phenomena.

a. Position of objects: Right, left, up, down, etc., north, south, east, west, location of school house on roads or streets, postoffices, churches, etc.

b. Time: From clock, days of week, day and night, Forenoon and afternoon, dawn, twilight, names and months.

c. Seasons: Time of sunrise and sunset, length of days, signs of change, preparation of plants and animals for winter or spring.

d. Water: Forms. Cause of changes, heat. Circulation in soils, wells, springs, streams, rivers, circulation in air, value of water to plant life, water supply, water wheels, navigation, erosion.

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MANUAL AND COURSE OF STUDY

e. Earth: Soil, kinds, use for plant life, minerals rocks, nature, occurrence and use. Begin the building of a working school cabinet.

f. Winds: Direction, character, use, rainfall, storms, uses and effects.

g. Heat of Sun and Seasons: Show sun as source of heat, varying temperatures in seasons and zones, adjustment of plant and animal life to meet these variations. Children of the different zones. Effect on house, clothing and food.

h. Weather Observations: Day, date, direction of the wind, dew or frost, sky, moon.

## 2. Plant Life.

a. House plants: Garden plants, wild flowers, vegetables, fruits, nuts, grains. Make a study of ten common trees, learning to recognize them by bark, trunk, fruit or leaves.

b. Vegetables as roots, stems, leaves, flowers or fruit. Seeds should be planted and observed. Experiments should show that water and air are necessary for germination. Development of buds. Development of bulbs. Dispersal of seeds by wind animals.

## 3. Animal Life.

a. Common birds, their appearance, habit, nest, eggs, mode of flight, migration, calls.

b. Four-footed animals. Special study of cat or rabbit and contrast with study of the dog.

c. Observe larvae, cocoons, departure of birds and other animal evidence of approaching winter.

d. Insects: Recognition and names, colors, homes, food, movements, and calls.

Third Grade.

## GEOGRAPHY.

Text:

Around the World With the Children—Carpenter—American Book Co.

Follow the work as outlined in the text. Geography as a science has no place in this grade. Use the text as a supplementary reader and as the basis for conversations and discussions.

See the discussion of third grade geography in the Baltimore County Course of Study, page 158-169, for suggestions and projects for the grade.

## NATURE STUDY.

The work of this grade is a continuation of that of the first and second grades. See the Baltimore County Course of Study, pages 228-233, for an outline of the work by seasons and for projects from which selections may be made.

### 1. Natural Phenomena.

a. Weather work continued with observation of wind direction, clouds, frost, dew, fog, rain or snow. Get weather maps.

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b. The sky. Shape, color, color of sunset and sunrise, rainbows, clouds, storms, sun, moon, planets, comets, meteors, etc.

c. Water. Circulation from the ground to the atmosphere, back to the ground, and from ocean back to ocean. Evaporation and condensation using experiments.

d. Earth. Simple land forms as hill, valley, slope, ridge, swamp, divide, plain, bank, etc., using modelling.

e. Position. Make plans or maps of school room, school grounds, town or township, of a field or farm. Study wall map for location in country and state and in the United States.

### 2. Plant Life.

a. Study some simple flower. Its roots, stem, leaves, part of the flower. Perhaps 15 common wild flowers should be familiar to the children.

b. How seeds are protected with ripening. Parts of seed. Little plant in seed. Storage of food. Need of good soil shown by cultivation of seedlings in sawdust, sand and rich loam.

c. Trees. Arrangement and direction of branches, arrangement of leaves, position and protection of buds; recognition of other varieties. Planting of trees.

### 3. Animal Life.

Types of animals. Horse, pig, sheep, bear, caribou, deer, wolf, and fox. Classification with reference to food. Tiger and lion, compare with cat. Minnows, frogs and toads. Development of tadpole. Special study of hen, duck, or gull.

Insects. Caterpillars, house fly and mosquito. Their usefulness or injury to man.

Fourth Grade.

## GEOGRAPHY.

Texts:

New Geographies—First Book—Tarr & McMurry—Macmillan.
Geographic Readers—Chamberlain (supplementary.)
Geographic Readers—Carpenter (supplementary.)

Cover pages 1-131 of the text. The course includes both home and world geography. Under home geography the following topics are discussed:

1. Food, clothing and shelter.

2. Land, water and air.

3. Industry, commerce and government.

In world geography the discussion covers:

1. General facts about the earth—forms and size, motions, zones, latitude and longitude, the continents and the oceans.

2. North America.

3. The United States.

4. The Northeastern States.

5. The Southern States.

See the Baltimore County Course of Study, pages 169-188, for suggestions and projects.

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MANUAL AND COURSE OF STUDY

NATURE STUDY.

See the Baltimore County Course of Study, pages 233-248, for suggestions and devices. The teacher should select such subject matter as is profitable for study in the community in which her school is situated. The outline of work by seasons, given on pages 246-248, should be followed as closely as conditions permit. See "Outline of Nature Study" (Comstock Publishing Co.)

Fifth Grade.

GEOGRAPHY.

Texts:

New Geographies—First Book—Tarr and McMurry—Macmillan.

Geographic Readers—Chamberlain (Supplementary).

Geographic Readers—Carpenter (Supplementary).

Cover pages 132 to the end of the text. The work includes:

1. The Central States.

2. The Western States.

3. Dependencies of the United States.

4. Review of the United States with comparisons.

5. Canada, Newfoundland and Greenland.

6. Mexico, Central America, West Indies.

7. The Bermuda Islands.

8. South America.

9. Europe.

10. Asia.

11. Africa.

12. Australia.

See the Baltimore County Course of Study, pages 189-199, for suggestions. Use the outline for the study of a continent presented on page 197.

NATURE STUDY.

See the Baltimore County Course of Study, pages 248-260, for suggestions and devices. Selections should be made from the projects listed and a number worked out in each school. See "Outline of Nature Study" (Comstock Publishing Co.)

Sixth Grade.

Texts:

New Geographies—Second Book—Tarr and McMurry—Macmillan.

For supplementary use:

North America—Carpenter—American Book Co.

North America—Allen—Ginn & Co.

The United States—Allen—Ginn & Co.

Alaska: The American Northland—Gilman—World Book Co.

Central American Journeys—Babson—World Book Co.

Cover pages 1-197 of the text. Emphasize Alaska geography.

The work of the year includes a comprehensive study of North America. Follow the outline for the study of a continent as provided for grade five.

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See the Baltimore County Course of Study, pages 189-194, for a discussion of geography in the grammar grades; also pages 200-204, for suggestions on sixth grade geography. See "Outline of Nature Study" (Comstock Publishing Co.)

Seventh Grade.

Texts:

For supplementary use:

Europe, Asia, Africa., South America, Australia (Geographical Readers)—Carpenter—American Book Co.

The New Europe—Allen—Ginn & Co.

Cover pages 198 to the end of the text. The work of the year includes a study of general geography, including latitude and longitude, ocean movements and their effects, winds and rain, plants, animals and peoples of the earth; South America, Europe, Asia, Africa, Australia, and the islands of the Pacific.

See the Baltimore County Course of Study, pages 189-194, for a discussion of geography in the grammar grades; also pages 205-210 for suggestions on seventh grade geography. Note particularly the problems and "thought-provoking" statements.

Eighth Grade.

Geography study, in most schools, will be discontinued at the end of the seventh grade. The same thing is true of physiology and hygiene. Schools desiring to offer eighth grade pupils an additional subject may find it profitable to offer a course in commercial and economic geography during the first semester of the year, followed by an intensive study of Alaska geography, history, and commerce during the second semester. This plan is recommended.

The following books are excellent as basal texts in the two lines of work:

Elementary Economic Geography—Dryer—American Book Co.

In the study of Alaska general books on the Territory, government reports, etc., will afford much supplementary material.

PHYSIOLOGY AND HYGIENE.

First and Second Grades.

The work in the first, second and third grades should be presented in the form of morning talks. Definite application of the things taught should be constantly insisted upon. Habits of health are of first and prime importance; knowledge is secondary in this grade. The pride of the pupils should be appealed to and the work made as inspirational as possible. The topics for these grades are as follows:

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MANUAL AND COURSE OF STUDY

1. Health and Cleanliness.

a. Contrast a well person with one who is not well; a well-developed boy with one of stunted growth; a strong child with a weak one; a healthy tree with a sickly one, etc. Have the children give all the reasons possible for desiring health.

b. How can we keep the body in general clean? How can we keep the skin clean? What things do we need to help us keep the skin clean? How should we use soap, water, towels, tub, etc., to help us keep clean? How often should we bathe?

c. Care of the face and hands—How can we keep the face and hands clean? What things do we need to help us? How should we use each? Demonstrate the use of paper towels, liquid soap, etc.

d. Care of the nails—How can we keep the nails clean? What things do we need to help us? Demonstrate the use of soap and water, nail file, scissors, etc. How may we know when nails are well kept? Show how to treat hang nails. Break habits of biting nails. Illustrate by stories, the value of clean well-kept nails. Nails with much dirt under them may be referred to as "nails in mourning."

e. Care of the hair—How can we keep the hair clean? What things do we need to help us? How use the comb, brush, soap and water. How often? Demonstrate. How is hair kept healthy?

f. Care of the mouth and teeth—How can we keep the mouth clean? How use a mouth wash? What kind of a mouth wash to use? How often to wash the mouth? Illustrate the importance of clean mouth and teeth by the use of good stories. Most disease germs enter the body thru the mouth. What do we need to keep the teeth clean? How should we use brush, water, paste, and powder? Demonstrate motion of the brush, amount of powder or paste. How often should these be used? How may we avoid toothache? Urge visits to dentist. No breaking of hard things with the teeth.

g. The nose and breathing—What is the nose for? How keep the nasal passages clear? Use of hankerchief. Teach how to breathe through the nose and avoid mouth-breathing.

2. Posture.

How should we sit? Stand? Breathe? Walk? March? Teach correct position of the body for sitting, standing, walking and marching, drill on each requiring prompt and accurate responses to every direction. Here again show the relation to health.

3. How to spend recesses and rest periods.

a. What to play. (Games to develop larger muscles. Running, jumping, throwing, hanging, sliding, mass games, etc.

b. Where to play. In the fresh air. Outdoors.

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c. Use of toilet room, drinking fountain or wells. Demonstrate and teach the use of paper towels, evils of roller-towels, use and dangers of drinking cups. Encourage order, quiet and right use of toilets.

d. What to eat at recess. Nothing heavy should be eaten then. Teach bad effects of cheap or too much candy. Encourage eating of fruit.

Third Grade.

Texts: (In hands of teacher only.)

Keep Well Stories for Little Folks—Jones—Lippincott.

A Child's Book of the Teeth—Ferguson—World Book Co.

The character of the work of the third grade should not differ materially from that of the first and second grades. The same methods should also be followed. The following topics should be taken up:

1. Habits conducive to health.

a. Emphasize again the cleanliness of the boly, face and hands, care of the nails, hair, etc.

b. Care of the ears—How cleansed? What kind of soap and water should be used? Ears should not be entered by hard substance. Cold wind should not blow directly into ears. How is the ear arranged? What part can you see? What part is affected when we have earache? When we have running ear? What should be done if an insect gets into the ear?

c. Care of the eyes—Never look at the sun or bright light. Never read small print. Keep eyes twelve inches from work. Neither read nor write in dim light. If work cannot be seen pupils should be encouraged to inform the teacher. When should glasses be worn? What would lead you to think your eyes were defective? What is a common eye disease? How does "pink eye" spread? What is the danger from it? In studying how should the light fall on the page?

2. Care and use of clothing—Neatness more than material. Keep buttons on and buttoned. Cleanliness of underclothing. Clean clothes well kept together an absolute school necessity.

a. Warm clothing for cold weather. What to wear to keep hands warm. To keep the body warm. To keep the feet warm. How clothing helps to avoid colds in going from heated into cold rooms.

b. Cool clothing for warm weather. What to wear to keep cool in summer. To protect the head and eyes from the sun. How to use clothing to avoid cold caused by sudden changes in summer. Colds may be avoided by not associating with others who have colds.

3. Value of fresh air—What is meant by fresh air? How can we have good fresh air to breathe? How can we keep fresh air in the schoolroom? How can you tell when the air of the schoolroom is impure?

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MANUAL AND COURSE OF STUDY

Have each child tell how the schoolrooms is ventilated. How can we keep windows open and yet avoid drafts? How can we have fresh air when we must have windows closed? (Depends on heating system.) How keep fresh air in the living room at home. How can we have fresh air when asleep and at the same time keep warm? Why should we occasionally take a deep breath?

4. **Narcotics**—The children should be led to bring out the truths in this subject for themselves. The evil effects should be studied in a matter-of-fact way. You will have to meet the question of why some apparently good people indulge in an occasional cigar, or cigarette. Meet this question fairly but without breaking the child's faith in humanity. The moral part of this topic should be impressed by reading the children appropriate stories with but little or no comment.

Fourth Grade.

Text: (In hands of teacher only.)

The Child's Day—Hutchinson—Houghton-Mifflin.

Complete the work as outlined in the text using the subject matter as a source of material for morning talks.

In addition to continuing and promulgating habits of cleanliness, etc., suggested in the first and second grades, the children should now be taught the reasons for these requirements. In other words, having learned many of the practical things and hows, they should now begin on the whys.

1. Cleanliness.

a. Why should we bathe often?

To keep ourselves agreeable to others.

To keep well.

To free pores of body secretions.

To remove foreign material (dirt).

b. Why hair and nails should be kept clean.

To look well.

To avoid carrying foreign substances (dirt).

To keep foods, etc., clean.

c. Why should we keep the mouth and teeth clean?

To keep teeth in working order.

To keep food from mouth germs.

To keep free from mouth germs.

To keep mouth inoffensive.

2. Air:

a. Why we need to breathe fresh pure air.

To keep from rebreathing body wastes.

To avoid disease.

3. Exercise:

a. Why do we need to play, romp, etc.?

b. What should we do at recess, outdoors, indoors?

c. Why spend recess periods outdoors?

4. Clothing:

a. Why clothing should be changed to suit weather changes.

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b. Why clothing should be kept clean.

c. Why shoes should be cleaned before entering home or school.

d. Why clothes worn next to the body should be kept clean.

e. Why wear clean dresses, waists, collars, etc.

5. Posture:

a. Why should we be careful to sit and stand erect?

To get plenty of fresh air in bodies.

To look well.

To do our work well—writing, etc.

6. Foods:

a. What should we eat for school lunches?

Make menus for lunches.

Why not good to eat too much candy? Too much meat? Too many pickles? Too much bread, etc.?

Too much fat? Why should we eat fruit?

b. How to care for school luncheon.

At home.

At school.

c. How to eat foods to get the most value.

Chew food thoroughly.

Eat slowly.

Take time to eat.

7. Narcotics: The teaching of this subject should be continued as in the second grade. The effect of the use of intoxicating liquors, of chewing tobacco and smoking cigarettes should be noted —upon the memory, power to think, digestion, general health, reputation, social standing and employment. Here again the stories can be effectively used to impress the moral effect.

Fifth Grade.

Text:

Health and Safety—Jewett—Ginn & Co.

Complete the work as outlined in the text. "First Aid" is to be emphasized in this grade. The text "Emergencies," by Gulick—Ginn & Co.—is the guide for this work. It is sufficient if this book is in the hands of the teacher, only.

See the Baltimore County Course of Study, pages 387-393, for a discussion of fifth grade physiology and hygiene. Note particularly the "Characteristics of this period in the child's development" as quoted from "Education by Plays and Games," by Johnson. The outline of subject matter should also be followed as supplementary to the work of the regular text. The outline for "First Aid" as adapted from the "First Aid Manual," by Johnson and Johnson Co., is also excellent.

Sixth Grade.

Text:

Health and Cleanliness—O'Shea and Kellogg—Macmillan.

Complete the work as outlined in the text. "Community Hygiene," by Hutchinson—Houghton-Mifflin Co.—is excellent for supplementary use in the hands of the teacher.

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MANUAL AND COURSE OF STUDY

See the discussion of physiology and hygiene in the sixth grade, Baltimore County Course of Study, pages 393-396. Note the discussion of "Characteristics of this period in the child's development," as quoted from "Education by Plays and Games," by Johnson. The outline of subject matter should be followed as supplementary to the work of the regular text.

### Seventh Grade.

#### Texts:

Physiology, Hygiene and Sanitation—Jewett—Ginn & Co.

Making the Most of Life—O'Shea and Kellogg—Macmillan (In the hands of the teacher.)

Complete the work as outlined in the text. The formal study of physiology is introduced for the first time in this grade.

The work of the year should include a thorough review of "First Aid," using Gulick's "Emergencies" or "First Aid Manual" by Johnson and Johnson, as a guide for the work.

See the Baltimore County Course of Study, pages 396-403, for suggestions and subjects for special study.

### PHYSICAL TRAINING.

Physical training should be a definite part of the work in each grade of the elementary school. In this connection it is important that the teacher be well-informed regarding the physical condition of each pupil in her care. A complete and thorough physical examination of all pupils by a competent physician will provide this information. Such an examination should be conducted at least once a year. It is important that follow up work be done in order that parents may be encouraged to correct defects which require the services of a dentist, occulist or physician. A school nurse is a decided asset to any community.

The physical training program contemplates the devotion of at least twenty minutes daily in the larger schools and at least ten minutes daily in one and two-room schools to special setting-up exercises and games, exclusive of the attention given to such work at regular intermissions. The following text, in the hands of the teachers, is the guide to this work:

Manual of Physical Training, Games and Mass Competitions—
Keene—World Book Co.

It is important also that teachers be provided with the following books:

Education by Plays and Games—Johnson—Ginn & Co.

Graded Games and Rhythmic Exercises—Newton.

A definite outline for use in each grade is not presented in this course of study. The course as outlined in the Baltimore County Course of Study, pages 346-386, is very complete. Teachers are referred to it for suggestions regarding the work to be presented in their respective grades.

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### PENMANSHIP.

#### General Suggestions.

1. Insist upon the positions given by your manual. It will be as easy in the beginning to learn correct habits as incorrect ones.

2. Teacher must teach writing; copy-book work is not sufficient in itself.

3. Make the writing full, round, plain.

4. Small letters one space high, all other two spaces high.

5. Exhibit the best writing as an incentive.

6. Have each pupil write "First specimen of my plain penmanship. Name, date." Keep these for reference to see if your pupils are improving.

7. Slow, patient work at first. Rapid work later.

8. Teach pupils to study their own writing and to discover their own faults.

9. Insist upon legibility and cleanliness in all work.

10. Allow primary children to write the lesson upon the board as a reward for good writing at the seats.

11. No pupil can mend a fault of which he is unconscious; be on the alert to point them out.

12. Trace new combinations with a dry pen before writing them in ink.

13. Illustrate the common and chief faults upon the blackboard.

14. Have a pupil write the copy on the board as best he can. Others criticize height, spacing, etc.

15. Remember uniform height, uniform slant, uniform spacing, make any writing good.

16. Master the system yourself and let your board work be a model.

17. Pupils who write too fast—Give them a number of lines to be written in a certain time, no more than they ought to write.

18. Occasionally dictate commercial terms, sentences, notes, forms, figures, etc., requiring them to be written properly and at a fair rate of speed.

19. Attention to one point at a time.

20. Teach how to ink the pen and how to use the blotter. Avoid shaking the pen over the floor.

21. Pens should not be grasped too tightly. Should not be held too perpendicular.

22. Accept no work in any class that is not written according to the standard. Give it back to be rewritten.

23. Do not allow pupils to assume anything but the regular writing position in any written work in any class.

See Baltimore County Course of Study, pages 330-345, for excellent suggestions on penmanship.

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MANUAL AND COURSE OF STUDY

First and Second Grades.

Text:

Writing Lessons for Primary Grades—Palmer.
Teacher's Guide (In hands of the teacher.)

The work of the first two grades should be varied in nature.
Board work and seat work should be evenly divided during at least
the first year. Second grade pupils may devote more attention to
seat work drills. It is unwise to introduce the use of pen and
ink in the first and second grades. Encourage pupils to work for
the Palmer buttons.

Teachers are referred to the Baltimore County Course of
Study, pages 330-335, for suggestions on penmanship work in the
first and second grades.

Third Grade.

Text:

The Palmer Method of Business Writing.

Complete drills 1-25. Pupils should endeavor to secure the
the Palmer buttons.

See Baltimore County Course of Study, pages 335-36, for
suggestions.

Fourth Grade.

Text:

Review drills 1-25 and complete drills 26-40. Pupils who
did not receive the Palmer Method Button in the third grade
should be encouraged to secure one early in the year.

See Baltimore County Course of Study, pages 336-337, for
suggestions.

Fifth Grade.

Text:

Review such drills as will correct defects. Complete drills 41-
61. Pupils should be encouraged to work for a Progress Pin.

See the Baltimore County Course of Study, page 337-345, for
valuable suggestions on penmanship in the grammar grades.

Sixth Grade.

Text:

Review as profitable. Complete drills 62-86. Encourage
pupils to work for the Progress Pin and for a Certificate of Im-
provement.

See the Baltimore County Course of Study, pages 337-345, for valuable
suggestions on penmanship in the grammar grades.

Seventh Grade.

Text:

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87

Review as profitable. Complete drills 87-136. Work for
Progress Pin and Certificate of Improvement if not already se-
cured.

See the Baltimore County Course of Study for valuable sug-
gestions on penmanship in the grammar grades.

Eighth Grade.

Text:

Review as profitable. Complete drills 136-172. Pupils should
work for and secure a Palmer Certificate.

See Baltimore County Course of Study for valuable sugges-
tions on penmanship in the grammar grades.

MANUAL, INDUSTRIAL, AND HOUSEHOLD ARTS.

The "Industrial Art Text Books," by Snow and Froehlich, Laidlow Brothers, Chicago, publishers, are the adopted texts. Texts should be placed in the hands of the pupils in grades three to eight inclusive. The eight-book series is designed for use in grades one to eight in elementary schools having one or more teachers for each grade. In all schools where one teacher must teach two or more grades, the four-book series is recommended for use.—Book One to be used for grades one and two, Book Two, for grades three and four, etc.

Each series is provided with a Teacher's Manual in which
is outlined a complete course of study for grades one to eight
inclusive.

The manual accompanying the four-book series provides for
alternation in that the work to be accomplished by grades one
and two in even-numbered years is distinct and separate from that
designed for odd-numbered years. The same plan is followed in
the course of study for grades three and four, five and six, and
seven and eight.

Schools using the four-book series may find it profitable to
place copies of the Books One and Two of the eight-book series in
the hands of the first and second grade teacher; copies of Books
Three and Four in the hands of the third and fourth grade
teacher; etc., in order that she may be provided with a greater
list of problems in constructive design, domestic art, or some
other field in which certain pupils display marked ability and
interest.

A complete discussion of Drawing, Fine Arts, and Industrial
Arts will be found in the Baltimore County Course of Study, pages
606-671. Teachers should refer to the courses as outlined for
their respective grades. Many helpful suggestions are set forth
which will be of great assistance to teachers in making the work
interesting and profitable.

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MANUAL AND COURSE OF STUDY

COOKING AND SEWING.

Sixth Grade.

Cooking is not offered to pupils in the sixth grade. The course as outlined provides for thirty-six lessons in sewing. The periods should not be less than sixty minutes in length.

Lesson 1.

Introductory lesson.

Talk about equipment and its care.

Talk about sewing habits.

Talk about correct positions.

Give instruction in simple stitches.

Plan first project.

Urge pupils to select their own materials.

Lessons 2-6.

Make bag by hand, applying all the fundamental stitches.

Lesson 7.

Discuss materials suitable for cooking uniform.

Have pupils bring for next lesson samples of materials suitable for holder and towel.

Lesson 8.

Use all of lesson period to study cotton cloth and linen as to cost, widths, wearing qualities, care and laun-
dering.

Lessons 9-10.

Make holder and towel by hand.

Lesson 11.

Discuss materials suitable for cooking cap. Have pupils bring for next lesson samples of materials. Have pupils determine amount needed for caps and urge them to make their own purchases.

Lesson 12.

Take one-half of lesson period to review study of cotton cloth and linen.

Have pupils bring from home stockings to mend.

Lesson 13-14.

Mend stocking.

Lesson 15.

Study the manufacture of cotton cloths.

Lessons 16-20.

Cut out and make the cooking caps by hand.

Lessons 21-22.

Mending and patching. Have the pupils bring garments from home or use gingham.

Lesson 23.

Study manufacture of linen.

Lessons 24-33.

Study of the commercial pattern. Cut out and make the cooking aprons, sewing the long seams by machine.

Lesson 34-36.

Laundering—The removal of stains.

Have pupils bring pieces from home.

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Seventh Grade.

One-half the work of the year is to be devoted to cooking and one-half to sewing. Periods should be at least ninety minutes in length. The course as outlined provides for one lesson in cooking during each week of the first semester and one lesson in sewing during each week of the second semester.

COOKING.

Lesson 1.

Introductory lesson.

Order and cleanliness.

Room and its care.

Equipment and its care.

Cooking uniform.

Housekeepers' duties.

Abbreviations, recipes, measurements.

Note books: If textbooks are used very little note book work will be necessary.

Lesson 2.

Food study. Relation of foods to body.

Foodstuffs.

Make cocoa.

Lessons 3-10.

Carbohydrates. Study food value, cost, digestion and varieties.

Make one of the following: Baked and stuffed potatoes. Scalloped or stuffed tomatoes. Corn meal mush and rolled oats. Baked apples. Boiled and creamed potatoes. Peanut brittle.

Substitutions to meet local conditions may be made.

Study composition, food value, and cost of each food ma-
terial used.

Devote one lesson period to a review of Carbohydrates.

Lessons 11-14.

Egg and milk dishes.

Study the composition, the food value, the cost, the diges-
tion, and the care of eggs and milk.

Make:-

Baked custard.

Creamed eggs on toast.

Cornstarch pudding.

Review the composition, the food value, the cost, the dig-
gestion and the care of eggs and milk.

Lessons 15-18.

Simple quick breads.

Study wheat as a cereal.

Study wheat flour and its manufacture.

Study the food value, the cost and the kinds of wheat flour.

Make:-

Baking powder biscuits.

Griddle cakes.

Set table for breakfast.

Review all work.

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MANUAL TND COURSE OF STUDY

## SEWING.

### Lesson 1.

Introductory lesson.

Discuss the materials, and the trimmings for a kimona night gown.

Review the use and adaptations of commercial patterns.

Have the pupils bring samples of the materials to the class.

Review the study of cotton cloth and linen.

### Lesson 2.

Have the pupils determine the amounts of materials needed.

Encourage the pupils to purchase the materials.

Study the manufacture of linen.

### Lessons 3-10.

Cut out and make a kimona night gown, using French seams.

Trim with simple embroidery.

### Lesson 5.

Use one-half of the period to review the study of the manufacture of linen.

### Lesson 7.

Use one-half of the period to instruct in special laundry methods as applied to embroidery and laces.

### Lesson 11.

Discuss suitable materials and patterns for combination garment.

Have pupils bring samples of materials to class.

### Lesson 12.

Encourage the pupils to make their own purchases.

### Lessons 12-18.

Cut out and make a combination garment with trimming put on by hand. Make a crocheted drawing string.

### Eighth Grade.

As with the seventh grade, the first half of the year is to be devoted to cooking and the last half to sewing.

## COOKING.

### Lesson 1.

Review study of foodstuffs.

Make up study of marketing.

### Lesson 2.

Take class to markets.

Study quality, prices and varieties of vegetables, cheese, meats, cereals, and canned products.

### Lesson 3.

Make vegetable soup.

Set table for dinner.

### Lessons 4-7.

Use of left-overs.

Use left over meat.

Use left over cereals.

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Use of left over potatoes.

Use left over cake or bread.

Review food study and marketing.

### Lessons 8-11.

Study simple desserts.

Make cookies.

Plain cake.

Gelatin dessert.

Simple frozen dessert.

### Lessons 12-18.

Plan two simple breakfasts.

Plan two simple suppers.

(Use dishes prepared in class.)

Have the girls do the marketing for the meals.

Prepare and serve the meals.

Review all the work.

## SEWING.

### Lesson 1.

Review the study of cottons and linen.

Make plans for the first project.

### Lessons 2-3.

Hem table linen and towels.

### Lesson 4.

Discuss suitable materials and trimmings for a petticoat.

...Have the pupils bring samples of material to class.

### Lesson 5.

### Lesson 6.

Study the laundering of linens.

### Lessons 7-14.

Cut out and make petticoat, using flat seams, continuous placket, and button holes in band.

### Lessons 15-18.

Use this time for community work or crocheting or knitting.

By the end of this year the pupil should be able to select, prepare, cook and serve vegetables, beverages, fruits, simple egg and milk dishes, simple quick breads, and meat soups. She should also be able to make proper use of left-overs, to plan simple breakfast and dinner menus and to set the table properly. She should have acquired skill in the use of the sewing machine, should be able to select materials for her own undergarments and to make and keep them in repair.

NOTE: See discussion of Household Arts, pages 672-678, of the Baltimore County Course of Study. Teachers are also referred to the course as outlined for the sixth, seventh and eighth grades for helpful suggestions and devises.

## WOOD-WORKING AND MECHANICAL DRAWING.

### Sixth Grade.

The course in these subjects begins with the sixth grade. One period per week is allotted to the work. Periods should be at least

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sixty minutes in length. Mechanical drawing, as such, is not presented. A working drawing of all projects undertaken is all the mechanical drawing given during the year.

Simple bench equipment, including a hammer, compass, draw knife, sloyd knife, T square, wood file, marking gauge, block plane, spoke shave, bench hook, back saw, and coping saw will suffice as a minimum list of tools.

The projects for the year may include various cardboard construction problems, scissors, rack, broom holder, bread board, match scratch, match box, tie rack, paper and envelope holder, letter box with hinged cover, animal toys, such as elephant, horse, etc.

See Baltimore County Course of Study, pages 688-690, for suggestions and devices. It is recommended that the work of the year include a study of the paper industry, as outlined.

### Seventh Grade.

One period per week is allotted to the work. Periods should be at least ninety minutes in length.

A fairly complete bench equipment will be required. Add at least a jack plane and cross cut saw to the tools listed for the sixth grade.

In mechanical drawing, review of instruments and drawing kit; explanation and making of working drawings of projects performed; drawings to scale; lettering.

The projects for the year may include a flower-pot stand, nail box, game board, sleeve board, bracket shelf, hat rack, tea pot stand, swing board, and the like.

See the Baltimore County Course of Study, pages 688-689 and 690-694, for suggestions. It is recommended that forestry, and stains and finishes be studied as outlined.

### Eighth Grade.

In addition to the tools previously listed, the following should be provided: brace and bit, chisels, gauges, mallet, hand clamps, nail sets, screwdrivers, try-squares.

In mechanical drawing make working plans of projects performed. Introduce drawings illustrating the relation of views and cross-sectioning. Continue lettering.

The projects for the year include taborets, bookracks, magazine racks, picture frames, foot stools, etc. Pupils not sufficiently advanced to undertake this type of work should perform projects listed under sixth or seventh grades. Repair work such as soldering utensils, setting glass, re-gluing furniture, mending doors and windows, replacing hammer and axe handles, filing saws, and sharpening knives and other cutting tools, affords excellent practical work for the year.

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See the Baltimore County Course of Study, pages 688-689 and 694-698, for suggestions. It is recommended that forest utilization, wood manufacturing industries, and stains and finishes be studied as outlined.

## MUSIC.

### ONE AND TWO-TEACHER SCHOOLS.

**Texts:**

The Progressive Music Series—One Book Course—Silver Burdett and Company.

(Teacher's Manual accompanying the same.)

One Hundred One Best Songs—Cable Co., Chicago.

There should be a daily song period in each school. The aim should be to have a large song vocabulary and to furnish a connecting link between the school and the home. A monthly community sing held preferably at night and to which the whole community is invited should be of great value.

In one-teacher schools it will be necessary to teach songs by rote. A skillful teacher may be able to introduce sight reading. Arrange for individual singing and singing in small groups. Where possible use accompaniments.

### LARGER SCHOOLS.

#### First Grade.

**Texts:**

The Progressive Music Series—Book One—Silver Burdett & Co.
Teacher's Manual—Volume I.

The Song Play Book—Crampton and Wollaston—Barnes.

Songs of the Child World—Book One—Gaynor & Riley. (Books in hands of teacher only.)

Follow the course as outlined in Teacher's Manual, Volume I, pages 22-33. See the Baltimore County Course of Study, pages 593-605, for suggestions.

#### Second Grade.

**Texts:**

The Progressive Music Series—Primary Song Book—for Sight Reading.

Teacher's Manual—Volume I. (In hands of teacher.)

Songs of the Child World—Book One—Gaynor and Riley. (In hands of teacher.)

The Song Play Book—Crampton and Wollaston—Barnes. (In hands of teacher.)

Follow the course as outlined in Teacher's Manual, Volume I, pages 34-73. Books may be used in the hands of the children during the second semester of the year. Most of the observation work, however, should be done from blackboard copies of the song used in connection with the books. Use the Primary Song Book for supplementary sight reading. Notations under the titles of songs

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refer to Teacher's Manual, Volume I. See Baltimore County Course of Study, pages 593-605, for suggestions.

### Third Grade.

Texts:

Teacher's Manual, Volume 1. (In hands of the teacher.)

Songs of the Child World—Book One—Gaynor & Riley. (In hands of teacher.)

Follow the course as outlined in Teacher's Manual, Volume I., pages 74-95. Use the Primary Song Book for supplementary sight reading. Notations under the titles of songs refer to Teacher's Manual, Volume I.

### Fourth and Fifth Grades.

Text:

The Progressive Music Series—Book Two—Silver Burdett & Co.

Teacher's Manual, Volume II. (In hands of the teacher.)

Follow the course as outlined in Teacher's Manual, Volume II.

The chapter headings indicate the problem in the song, which is to be emphasized. These problems progress in difficulty through the book. Parts should be interchangeable in two-part singing. In this way each child will be able to read both parts.

### Sixth and Seventh Grades.

Text:

The Progressive Music Series—Book Three—Silver Burdett & Co.

Teacher's Manual, Volume III. (In hands of the teacher.)

Follow the course as outlined in Teacher's Manual, Volume III.

Chapter headings should be noted and the problem taken up progressively. Vary the drill. Voices should be tested in this grade and the children placed on the part to which in the judgment of the teacher they belong. Boys with changed or changing voices should recite music with the eighth grade. See the Baltimore County Course of Study, pages 593-605, for suggestions.

### Eighth Grade.

Text:

The Progressive Music Series—Book Four—Silver Burdett & Co.

The voice is a very important problem in this grade. Each voice should be tested several times during the year, and the child changed to the part to which he belongs.

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Sopranos, second sopranos, altos, tenors, and basses should be seated in separate sections. They should be encouraged to study their separate parts, during the preparation of the song, in groups.

NOTE: In this grade as well as in preceding grades pupils should be taught a number of the old song classics with which everyone should be familiar. The following books, which may be secured in a paper cover edition, are excellent. More expensive books containing a similar collection of songs may also be secured:

Twice Fifty-five Community Songs and Choruses—C. C. Birc-hard & Co., Boston.

### MORALS AND MANNERS.

It is generally agreed that moral character is a fundamental aim of education. Educators, however, do not all agree on the way this is to be inculcated. The life of the school affords abundant opportunities for moral training. The important point is that the child develop right attitudes of mind from which correct actions will result. The pupil must learn early in his school life that he has moral obligations. It is necessary for him to obey, to tell the truth, and to accord others the rights due them in order that the school may exist.

Ideals of conduct as found in fables, stories, myths, literature, history and other subjects of the curriculum no doubt furnish the best type of moral training. Every subject and every activity should inspire and guide pupils toward high moral purposes. "A mind filled with worthy interest, high ideals and helpful activities has no room for evil." Dr. John Dewey says: "Every act of attention on the part of the pupil, every concentration on study that excludes distracting stimuli; every physical restraint as sitting quietly when necessary; every form of physical control, as when guiding the pen in writing; every subordination of present pleasure to future satisfaction, requires the same activity of will that moral conduct requires, and results in moral training through the formation of habits."

Children should be trained in the common virtues such as self-control, obedience, honesty, truthfulness, industry, patriotism and cheerfulness. The government of the school itself, the class exercises, the study hour, the recreation periods—all furnish concrete cases of effective lessons in these virtues.

Children should know their duties to parents and other members of the family; to those in authority; to the aged, and to the poor. The child should be taught that he is a member of the social group. It is only by thinking right and doing right that social efficiency, the goal in education, may be attained.

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17. Courage—

a. True courage—daring to do right and to defend the right.

b. False—daring to do or to defend the wrong.

c. In bearing unjust censure or unpopularity.

d. In danger or misfortune.

e. Heroism.

18. Humility—

a. True greatness—not blind to one's own faults.

b. Modesty becoming to the young.

c. Avoidance of pride and vanity.

d. Self conceit, a sign of self-deception.

e. True humility, not servility or time-serving.

19. Self-Respect—

a. Not self-conceit — based on conscious and moral worth.

b. Not self-admiration.

c. Resulting in personal dignity.

d. Distinction between self-love and selfishness.

e. "Be not wise in your own conceit."

20. Self-Control—

a. Control of temper.

b. Anger, when right.

c. Avoidance of hasty words—"Think twice before you speak."

d. Self-restraint when tempted.

e. Self-restraint under provocation—"Bear and forbear."

f. Rule your own spirit.

21. Prudence—

a. In speech and action.

b. When one may be misunderstood.

c. Respect for the opinion of others.

d. "Judge not that ye be not judged."

22. Good Name—

a. Gaining a good name when young.

b. Keeping a good name.

c. Keeping good company.

d. Reputation and character.

23. Good Manners (Youth)—

a. At home.

b. In school.

c. In company.

d. When a visitor or a guest.

e. In public assemblies.

f. Salutations on the street.

g. Politeness to strangers.

h. Trifling in serious matters, to be avoided.

24. Health—

a. Duty to preserve health.

b. Habits that impair health, foolish as well as sinful.

c. The sowing of "wild oats"—"What a man sows, that shall he also reap."

d. The body never forgets or forgives its abuse.

e. An observance of the laws of health, a duty.

25. Temperance—

a. Moderation in the indulgence of appetite in things not harmful.

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b. Total abstinence from that which is injurious.

c. Dangers in the use of alcoholic liquors.

d. Courage to resist social temptations to indulgence.

e. Injurious effects of tobacco on growing boys.

f. Cigarette smoking by boys a serious evil.

26. Evil Habits—

a. Those that injure health.

b. That destroy the reputation.

c. That dishonor one's self and family.

d. That waste money.

e. That take away self-control.

f. That incur needless risks, as gambling.

g. That are offensive to others, etc.

27. Bad Language—

a. Profanity, foolish and wicked.

b. Obscenity, base and offensive.

c. Defiling books or other things with obscene words and characters, a gross offense.

d. The use of slang, vulgar and impolite.

28. Evil Speaking—

a. Slander a serious offense.

b. Tale-bearing to injure another.

c. Repeating evil which one has heard without knowing that it is true.

d. "Thou shall not bear false witness against thy neighbor."

29. Industry—

a. Labor a duty and a privilege.

b. Right use of time.

c. Manual labor honorable.

d. Self-support gives manly independence.

e. Avoidance of unnecessary debt.

f. When begging is right.

g. An opportunity to earn a living by labor, due every one.

30. Economy—

a. Saving in early life means competency and comfort in old age.

b. Duty to save a part of one's earnings. "Lay up something for a rainy day."

c. Extravagance wrong—"A spendthrift in youth, a poor man in old age."

d. The hoarding of money needed for comfort or culture or charity, wrong.

e. Charity—"No man liveth unto himself."

31. Patriotism—

a. Love of country.

b. Reverence for its flag.

c. Respect for its rulers.

d. Its defense when necessary.

e. Regard for its honor and good name.

32. Civil Duties—

a. Obedience to law.

b. Fidelity in office; bribery.

c. Honor in taking an oath; perjury.

d. Duty involved in the ballot, buying or selling votes.

e. Dignity and honor of citizenship, etc.

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Moral Code for Boys and Girls.

(By William J. Hutchins.)

I.

THE LAW OF HEALTH.

The Good American Tries to Gain and to Keep Perfect Health.

The welfare of our country depends upon those who try to be
physically fit for their daily work. Therefore:

1. I will keep my clothes, my body and my mind clean.

2. I will avoid those habits which would harm me, and will make and never break those habits which will help me.

3. I will try to take such food, sleep and exercise as will keep me in perfect health.

II.

THE LAW OF SELF-CONTROL.

The Good American Controls Himself.

Those who best control themselves can best serve their country.

1. I will control my tongue, and will not allow it to speak mean, vulgar or profane words.

2. I will control my temper, and will not get angry when people or things displease me.

3. I will control my thoughts, and will not allow a foolish wish to spoil a wise purpose.

III.

THE LAW OF SELF-RELIANCE.

The Good American Is Self-Reliant.

Self-conceit is silly, but self-reliance is necessary to boys and girls who would be strong and useful.

1. I will gladly listen to the advice of older and wiser people; I will reverence the wishes of those who love and care for me, and who know life and me better than I; but I will learn to think for myself, choose for myself, act for myself.

2. I will not be afraid of being laughed at. I will not be afraid of doing right when the crowd does wrong. Fear never made a good American.

IV.

THE LAW OF RELIABILITY.

The Good American is Reliable.

Our country grows great and good as her citizens are able
more fully to trust each other. Therefore:

1. I will be honest, in word and in act. I will not lie, sneak, or pretend, nor will I keep the truth from those who have a right to it.

2. I will not do wrong in the hope of not being found out. I cannot hide the truth from myself and cannot often hide it from others.

3. I will not take without permission what does not belong to me.

4. I will do promptly what I have promised to do. If I have made a foolish promise, I will at once confess my mistake, and I will try to make good any harm which my mistake may have caused. I will so speak and act that people will find it easier to trust each other.

V.

THE LAW OF CLEAN PLAY.

The Good American Plays Fair.

Clean play increases and trains one's strength, and helps one to be more useful to one's country. Therefore:

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1. I will not cheat, nor will I play for keeps. If I should not play fair, the loser would lose the fun of the game, the winner would lose his self-respect, and the game itself would become a mean and often cruel business.

2. I will treat my opponent with courtesy.

3. If I play in a group game, I will play, not for my own glory, but for the success of my team and the fun of the game.

4. I will be a good loser or a generous winner.

VI.

THE LAW OF DUTY.

The Good American Does His Duty.

The shirker or the willing idler lives upon the labor of others, burdens others with the work which he ought to do himself. He harms his fellow-citizens, and so harms his country.

I will try to find out what my duty is, what I ought to do, and my duty I will do, whether it is easy or hard. What I ought to do I can do.

VII.

THE LAW OF GOOD WORKMANSHIP.

The Good American Tries to do the Right Thing in the Right Way.

The welfare of our country depends upon those who have learned to do in the right way the things that ought to be done. Therefore:

1. I will get the best possible education, and learn all that I can from those who have learned to do the right thing in the right way.

2. I will take an interest in my work, and will not be satisfied with slip-shod and merely passable work. A wheel or a rail carelessly made may cause the death of hundreds.

3. I will try to do the right thing in the right way, even when no one else sees or praises me. But when I have done my best, I will not envy those who have done better, or have received larger reward. Envy spoils the work and the worker.

VIII.

THE LAW OF TEAM-WORK.

The Good American Works in Friendly Cooperation with His Fellow-Workers.

One man alone could not build a city or a great railroad. One man alone would find it hard to build a house or a bridge. That I may have bread, men have sowed and reaped, men have made plows and threshers, men have built mills and mined coal, men have made stoves and kept stores. As we learn better how to work together, the welfare of our country is advanced.

1. In whatever work I do with others, I will do my part and will help others to do their part.

2. I will keep in order the things which I used in my work. When things are out of place, they are often in the way, and sometimes they are hard to find. Disorder means confusion, and the waste of time and patience.

3. In all my work with others, I will be cheerful. Cheerlessness depresses all the workers and injures all the work.

4. When I have received money for my work, I will be neither a miser nor a spendthrift. I will save or spend as one of the friendly workers of America.

IX.

THE LAW OF KINDNESS.

The Good American is Kind.

In America those who are of different races, colors, and con-

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ditions must live together. We are of many different sorts, but we
are one great people. Every unkindness hurts the common life,
every kindness helps the common life. Therefore:

1. I will be kind in all my thoughts. I will bear no spites or grudges. I will not think myself above any other girl or boy just because I am of a different race or color or condition. I will never despise anybody.

2. I will be kind in all my speech. I will not gossip nor will I speak unkindly of anyone. Words may wound or heal.

3. I will be kind in all my acts. I will not selfishly insist on having my own way. I will always be polite. Rude people are not good Americans. I will not trouble unnecessarily those who do work for me. I will do my best to prevent cruelty, and will give my best help to those who need it most.

X.

THE LAW OF LOYALTY.

The Good American Is Loyal.

If our America is to become ever greater and better, her citizens must be loyal, devotedly faithful, in every relation of life.

1. I will be loyal to my family. In loyalty I will gladly obey my parents or those who are in their place. I will do my best to help each member of my family to strength and usefulness.

2. I will be loyal to my school. In loyalty I will obey and help other pupils to obey those rules which further the good of all.

3. I will be loyal to my town, my state, my country. In loyalty I will respect and help others to respect their laws and their courts of justice.

4. I will be loyal to humanity. In loyalty I will do my best to help the friendly relations of our country with every other country, and to give to everyone in every land the best possible chance.

If I try simply to be loyal to my family, I may be disloyal to my school. If I try simply to be loyal to my school, I may be disloyal to my town, my state and my country. If I try above all things else to be loyal to humanity, then I shall surely be loyal to my country, my state and my town, to my school and to my family.

And he who obeys the law of loyalty obeys all of the other nine laws of The Good American.

VOCATIONAL GUIDANCE.

Vocational guidance has been defined as "the effort to give to each boy and girl the power to select wisely and the opportunity to enter upon the work for which each is best fitted by ability and inclination."

At least some attention to this subject is a duty which devolves upon the schools. There is evidence in all walks of life of the lack of proper vocational guidance of those now engaged in the various professions, trades and occupations. An English report shows that a large percentage of failures in the lives of many derelicts is due either to their entering upon vocations for which they were not fitted or to entering "blind alley" occupations that tempted them at the start with fairly good pay but which led nowhere and left them stranded in life. Another report shows that out of 662 children who were asked why they had accepted their

first job, 80 per cent answered that they had exercised no choice at all. They simply "took the first thing that offered."

While vocational guidance may be made incidental to the work of many subjects in the upper elementary grades, it is well to give definite attention to the subject in the seventh and eighth grades. "Vocational Civics" by Giles, Macmillan Company, is an excellent text.

The following activities are suggested:

1. Collect and arrange in usable, convenient form, the school record of each pupil. This record is to be used in the selection of studies and in the teaching and management of the pupils. The record will reveal much regarding the capacity and disposition of the student both to himself and to his teacher.

2. Have each pupil tell orally and in writing, as English work, what vocation or vocations he would like to follow, the nature of the vocation, why he prefers it, and what aptitude he thinks he has for it. Compare this with his school record.

3. Teach pupils how to study effectively and how to prepare their lessons in the most effective way. Textbooks dealing with this subject are listed at the conclusion of the discussion on Supervised Study. Keep a record of gain in time, quality and quantity of work done. In these experiments the pupil and teacher should have two aims: (a) to find better methods of study; (b) to find what the pupil can learn most effectively and economically.

4. Attempt to discover through parents, friends, and associates the tendencies and abilities of pupils, especially in free constructive work outside of school, undirected and unsupervised.

5. Discuss with the girls the vocations open to girls and women and with boys the vocations open to boys and men. The health and moral conditions under which these vocations are carried on, the seasonableness of each, and the money compensation are important points to consider.

6. Arrange for a series of talks by successful men and women in various walks of life, telling why they chose their special vocations, what qualifications were necessary to success, and what advice could be given young people entering upon such occupations. These speakers may be doctors, lawyers, nurses, carpenters, plumbers, dressmakers, housekeepers, electricians, etc.

THRIFT.

Most people believe in thrift. However, few practice it in its broad application of thrift in money, thrift in time, thrift in energy, thrift in health, thrift in conservation of national resources. To make belief and practice coincide to as high a degree as possible should be the ideal toward which the schools are to work in all departments from the first to the twelfth grades.

Thrift instruction is not designed to be a newly-added subject to an already full curriculum. On the contrary, it is to be a new emphasis placed on the teaching of the familiar subjects in the Course of Study. The methods of instruction may include:

1. Direct presentation of the ideals, purposes and principles of thrift through morning talks, discussions and special exercises.

2. Correlation of subject matter in thrift with the work of the regular subjects. Conservation may be presented in geography;

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opportunity, in biography; cooperation, in history and civics; industry and ideals of thrift, in literature; earnings, savings and investment, in arithmetic; health, in hygiene and physiology; economy, in the use of school supplies; economy and right use of foods in cooking; economy of making and repairing, in sewing; enthusiasm, concentration, efficiency and singleness of purpose in all subjects.

3. Habit formation through the practice of saving time, materials and money; investment in government securities; deposits in local savings banks, etc.

LIBRARY.

It is the duty of every school to prepare the child to use profitably his leisure hours. The habit of reading, once established definitely, will carry over into adult life and be the source of much enjoyment and profit. It was Locke who said: "Education begins the gentleman, but reading, good company, and reflection must finish him." Also, Holmes said: "Yes, there is a choice in books as in friends; and the mind sinks or rises to the level of its habitual society—for they, too, insensibly give away their own nature to the mind that converses with them."

It is, therefore, important that the school not only bring the child into contact with books, but also with books that will prove of real benefit to the reader. No school is so small but that it should have a library of carefully chosen books suitable for children of different ages.

A. Flanagan Company, Chicago, publish the "Little Classic Series." These books are graded for use in grades one to eight of the elementary school and sell for five, twelve and twenty-five cents per copy, the price depending upon the size and binding. One hundred forty-four titles are listed.

F. A. Owen Publishing Company, Danville, N. Y., publish the "Instructor-Literature Series" of classics. This series is also graded. There are three hundred fifty titles published. The books are bound either in paper or limp cloth and sell for seven and twelve cents per copy, the price depending upon the binding. A special assortment of these classics for one-room schools, consisting of one hundred titles, may be secured.

The "Riverside Literature Series," Houghton-Mifflin Company; the "Macmillan Classics," Macmillan Company; the "Standard English Classics," Ginn & Co., all provide excellent library material at a reasonable cost.

Suggested List of Books for Small Library.

FABLES, MYTHS AND LEGENDS.

Aesop's Fables.

Alice's Adventures in Wonderland—Chas. L. Dodgson.

The Brownies and the Goblins—Banta.

Cinderella and Other Stories—Andrew Lang.

Jack the Giant Killer, etc.—Andrew Lang.

Little Red Riding Hood—Andrew Lang.

Fairy Tales—Marion F. Lansing.

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Classic Stories for Little Ones—Mrs. Lida B. McMurry.

King of the Golden River—John Ruskin.

Fables and Folk Stories—Horace E. Scudder.

Arabian Nights—Edited by E. E. Hale.

Tanglewood Tales—Nathaniel Hawthorne.

The Water Babies—Charles Kingsley.

Book of Legends—Horace E. Scudder.

Story of Aeneas—M. Clarke.

The Wagner Story Book—William Henry Frost.

Achilles and Hector—Agnes Spofford Gale.

Myths of Greece and Rome—Helene A. Guerber.

Celtic Fairy Tales—Joseph Jacob.

Adventures of Ulysses—Charles Lamb.

Norse Stories Retold from the Eddas—Hamilton W. Mable.

The Boy's King Arthur—Sir Thomas Malory.

In the Days of Giants—Brown.

Stories of Norse Heroes—Wilmot.

Long Ago People—Lamprey.

NATURAL SCIENCE AND ANIMAL STORIES.

The Early Cave-Men—Katherine Dopp.

The Tree-Dwellers—Katherine Dopp.

The Fly-Aways and Other Seed Travelers—Frank M. Fultz.

Bow-Wow and Mew-Mew—Georgiana M. Craig.

Friends in Feathers and Furs—James Johonnot.

Just So Stories for Little Children—Rudyard Kipling.

Some Useful Animals—John and Caroline Monteith.

Secret of the Woods—Lang.

Stories of Starland—Mary Proctor.

Brooks and Brook Basins—Alexis E. Frye.

Lolami in Tusayan.

The Later Cave-Men—Katherine Dopp.

Flowers and Their Friends—Margaret W. Morley.

Ten Common Trees—Susan Storkes.

Tenants of the Trees—Clarence Hawkes.

The Waterboys and Their Cousins—Lewis.

The Wonders of the Jungle—Books I and II—Prince Ghosh.

In Field and Pasture—Dutton.

Fishing and Hunting—Matt and Dutton.

Queen Nature's Fairy Helpers—Edgerton.

Going to School in Animal Land—Cowles.

The Story of Matka—David Starr Jordan.

Insect Adventures—Fabre.

Neighbors with Claws and Hoofs—James Johonnot.

The Jungle Book—Rudyard Kipling.

The Biography of a Grizzly—Ernest Thompson Seton.

Black Beauty—Anna Sewell.

Afoot and Afloat—John Burroughs.

Sharp Eyes—Wm. H. Gibson.

Nature Study and Life—C. F. Hodge.

Giant Sun and His Family—Mary Proctor.

The A. B. C. of Electricity—W. H. Meadowcroft.

About the Weather—Mark W. Harrington.

The Earth in Past Ages—Sophie B. Herrick.

Animal Book and Camp-Fire Stories—Dan Beard.

The Home Aquarium—Eugene Smith.

How to Attract the Birds—Nellie Blanchon Doubleday.

Our Common Birds—John B. Grant.

Nature Stories, Animal Life and Plant Life—Boss.

Squirrels and Other Fur Bearers—Burroughs.

The Adventures of a Grain of Dust—Hawksworth.

The Strange Adventures of a Pebble—Hawksworth.

Labo, Rag and Vixen—Seton.

Krag and Johnny Bear—Seton.

USEFUL ARTS.

First Years in Handicraft—Walter J. Kenyon.

American Inventions and Inventors—Wm. A. Mowry.

["106", "MANUAL AND COURSE OF STUDY", "Great American Industries—Mineral—Wm. F. Rocheleau.", "Great American Industries—Products of the Soil—Wm. F. Rocheleau.", "Great American Industries—Manufactures—Wm. F. Rocheleau.", "Good Health—Frances Gulick Jewett.", "How the World Is Clothed—Frank G. Carpenter.", "How the World Is Fed—Frank G. Carpenter.", "How the World Is Housed—Frank G. Carpenter.", "Industries of Today—Martha A. L. Lane.", "School Gymnastics, Free Hand—Jessie H. Bancroft.", "Emergencies—Charlotte Emily Gulick.", "The Body at Work—Frances Gulick Jewett.", "American Girl's Home Book—Helen Campbell.", "A Boy's Workshop—Harry Gragen.", "The Boy Craftsman—Albert N. Hall.", "Hand Sewing Lessons—Sarah E. Krolik.", "Exercises in Wood-Working—Ivan Sickles.", "Diggers in the Earth—Tappan.", "The Farmer and His Friends—Tappan.", "Travelers and Traveling—Tappan.", "## ART AND ARTISTS.", "How to Enjoy Pictures—Mabel S. Emery.", "Stories of Great Artists—Olive B. Horne.", "Stories of Famous Pictures—Ella M. Powers.", "Art Studies for Schools—Anna M. Rydingsward.", "## GAMES AND SPORTS.", "What a Girl Can Make and Do—Lina Beard.", "Practical Track and Field Athletics—John Graham.", "Book of Children's Parties—Mary and Sara White.", "What Shall We Do?—Canfield.", "## LITERATURE.", "The Iliad for Boys and Girls—Alfred J. Church.", "Boy Life—Wm. Dean Howells.", "Tales from Shakespeare—Charles and Mary Lamb.", "A-Hunting of the Deer—Charles Dudley Warner.", "Rhymes and Jingles—Mary Mapes Dodge.", "Grandmother's Story and Other Poems—Oliver Wendell Holmes.", "Poetical Works—Longfellow.", "Courtship of Miles Standish—Longfellow.", "Evangeline—Longfellow.", "Hiawatha—Longfellow.", "Vision of Sir Launfal—James Russell Lowell.", "The Shakespeare Story Book—Mary MacLeod.", "The Roosevelt Book—Edited by Bridges.", "Boy Wanted—Waterman.", "The Girl Wanted—Waterman.", "Book of Joyous Children—James Whitcomb Riley.", "Child-Rhymes—James Whitcomb Riley.", "Lady of the Lake—Walter Scott.", "Child's Garden of Verses—Robert Louis Stevenson.", "Complete Poems—Whittier.", "Graded Poetry, First and Second Years—Katherine D. Blake and Georgia Alexander.", "Graded Poetry, Third Year—Katherine D. Blake and Georgia Alexander.", "Graded Poetry, Fourth Year—Katherine D. Blake and Georgia Alexander.", "Graded Poetry, Fifth Year—Katherine D. Blake and Georgia Alexander.", "Graded Poetry, Sixth Year—Katherine D. Blake and Georgia Alexander.", "Graded Poetry, Seventh Year—Katherine D. Blake and Georgia Alexander.", "Graded Poetry, Eighth Year—Katherine D. Blake and Georgia Alexander.", "Poems for Study of Language—Chestine Gowdy.", "Children's Treasury of English Songs—F. T. Palgrave.", "A Book of Famous Verse—Agnes Repplier.", "ALASKA ELEMENTARY SCHOOLS", "107", "Rhymes for Children—Jane and Ann Taylor.", "Golden Numbers—Kate Douglas Wiggin.", "Lincoln Literary Collection—John P. McCaskey.", "Story Land—Clara Muray.", "Thanksgiving—Robert H. Schaufler.", "## GEOGRAPHY AND TRAVEL.", "Children of the Palm Lands—Alice E. Allen.", "Each and All—Jane Andrews.", "The Seven Little Sisters—Jane Andrews.", "Little Folks of Many Lands—Lulu M. Chance.", "Five Little Strangers—Julia A. Schwartz.", "Our Little Chinese Cousin—Isaac T. Headland.", "Our Little Japanese Cousin—Mary H. Wade.", "Children of the Arctic—Josephine Peary.", "Eskimo Stories—Mary E. E. Smith.", "Boys of Other Countries—Bayard Taylor.", "Little Journeys to Scotland and Ireland—Marian M. George.", "Child-Life in Japan—Matilda C. Ayrton.", "Little Journeys to Alaska and Canada—Marian M. George.", "Our Little Alaskan Cousins—Roulet.", "Our Little Cuban Cousins—Mary H. Wade.", "Our Little Philippine Cousins—Wade.", "Our Little Porto Rican Cousin—Mary H. Wade.", "The Oregon Trail—Francis Parkman.", "Stories of the Great West—Theodore Roosevelt.", "Kahadin and Chesuncook—Henry D. Thoreau.", "Wild Life Under the Equator and Land of the Long Night.—DuChailлю.", "Central American Journeys—Roger W. Babson.", "Alaska: The American Northland—Isabel I. Gilman.", "Geographical and Industrial Studies—Allen.", "The United States.", "North America.", "The New Europe.", "Geographical Readers—Carpenter.", "North America.", "South America.", "Europe.", "Asia.", "Africa.", "Australia and the Islands of the Sea.", "Pag and Pablo—Mitchell.", "The Mexican Twins—Perkins.", "The Irish Twins—Perkins.", "The Cave Twins—Perkins.", "The Dutch Twins—Perkins.", "Ume San in Japan—McDonald and Dalrymple.", "Sunshine Lands of Europe—Mulets.", "## BIOGRAPHY.", "On the Trail of Washington—Lee.", "Stories of Great Americans—Edward Eegleston.", "Christopher Columbus—Elbridge S. Brooks.", "Benjamin Franklin—Elbridge S. Brooks.", "Ulysses S. Grant—Elbridge S. Brooks.", "Story of Lafayette—Elbridge S. Brooks.", "Story of Lincoln—Frances Cravens.", "Boy Life of Napoleon—Mme. Eugenia Foa.", "Lives of Girls Who Became Famous—Sarah K. Bolton.", "Lives of Boys Who Became Famous—Sarah K. Bolton.", "John James Audubon—John Burroughs.", "Story of My Life—Helen Keller.", "The Son of Light Horse Harry—James Barnes.", "Boy's Life of Lincoln—Helen Nicolay.", "Story of David Livingstone—Vautier Golding.", "Story of Nelson—Edmund F. Sellar.", {"bbox

108

MANUAL AND COURSE OF STUDY

The Making of an American—Jacob A. Rilis.

Story of H. M. Stanley—Vautier Golding.

Up from Slavery—Booker T. Washington.

George Washington—Horace E. Scudder.

The Story of Young Benjamin Franklin—Wayne Whipple.

The Story of Young George Washington—Wayne Whipple.

The Story of Young Abraham Lincoln—Wayne Whipple.

A Dutch Boy Fifty Years After—Bok.

HISTORY.

Pioneers of America—Blaisdell and Ball.

Our Country's Flag and Foreign Flags—Edward S. Holden.

Great Names and Nations—Ancient—Harman B. Niver.

Great Names and Nations, Modern—Harman B. Niver.

Stories from the Crusades—Janet H. Kelman.

Stories of American Explorers—Wilbur F. Gordy.

Pioneers of the Mississippi Valley—Charles A. McMurry.

Pioneers of the Rocky Mountains—Charles A. McMurry.

Stories of Pioneer Life—Boss.

Young People's History of the World War—Benezet.

INDIANS.

Adventures with Indians—Philip V. Mighels.

American Indians—Frederick Starr.

Ten Big Indians—Mary H. Wade.

Last of the Mohicans—Jas. F. Cooper.

Deerslayer—Jas. F. Cooper.

Indian Nature Myths—Cowles.

FICTION.

Just Stories—Klingensmith.

Lorna Doone—Blackmoore.

Little Men—Louisa M. Alcott.

Little Women—Louisa M. Alcott.

Spinning-Wheel Stories—Louisa M. Alcott.

Little Lord Fauntleroy—Frances H. Burnett.

Robinson Crusoe—Daniel Defoe.

Donald and Dorothy—Mary Mapes Dodge.

Hoosier Schoolboy—Edward Eggleston.

Five Little Peppers and How They Grew—Harriet H. Lothrop.

Five Little Peppers, Midway—Harriett M. Lothrop.

Captain January—Laura E. Richards.

The Adventures of a Doll—Nora A. Smith.

The Story of Patsy—Kate Douglas Wiggin.

Swiss Family Robinson—Johann D. Wyss.

Eight Cousins—Louisa M. Alcott.

An Old-fashioned Girl—Louisa M. Alcott.

The Half-back—Ralph H. Barbour.

Pilgrim's Progress—John Bunyan.

The Adventures of Tom Sawyer—Mark Twain.

Christmas Carol—Charles Dickens.

The Boy Electrician—Edwin J. Houston.

Tom Brown's School Days—Thomas Hughes.

Ramona—Helen Hunt Jackson.

Captain Courageous—Rudyard Kipling.

Famous Stories Every Child Should Know—H. W. Mable.

Adventures of Robin Hood—Howard Pyle.

Mrs. Wiggs of the Cabbage Patch—Alice Caldwell Rice.

Gulliver's Travels—Jonathan Swift.

The Bird's Christmas Carol—Kate Douglas Wiggin.

Rebecca of Sunnybrook Farm—Kate Douglas Wiggin.

Ten Boys Who Lived on the Road from Long Ago to Now—Jane Andrews.

In the Days of Queen Elizabeth—Eva March Tappan.

In the Days of Queen Victoria—Eva March Tappan.

In the Days of William the Conqueror—Eva March Tappan.

The Prairie Schooner—William E. Barton.

ALASKA ELEMENTARY SCHOOLS

109

A Tale of Two Cities—Charles Dickens.

Ivanhoe—Sir Walter Scott.

Uncle Tom's Cabin—Harriet Beecher Stowe.

Morgan's Men—John P. True.

Treasure Island—R. L. Stevenson.

Story of a Bad Bay—Aldrich.

Heidi—Spyri.

Anne of Green Gables—Montgomery.

Toby Tyler—Kaler.

The Young Train Dispatcher—Stevenson.

Careless Jane and Other Tales—Pyle.

Story Land—Seachrest.

Fifty Famous Stories Retold—Baldwin.

Thirty More Famous Stories Retold—Baldwin.

NOTICE!

The textbooks as listed in this course of study are adopted for the period ending September, 1924. The law provides that not more than one-third of the texts may be changed in any one school year. As changes are made, notice will be sent to schools in the form of a printed slip which may be pasted in this volume under the course in the subject in which the change is made. This slip will contain the newly adopted texts together with information as to the work to be covered in each grade.

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MANUAL AND COURSE OF STUDY

# APPENDIX

## CIVIL GOVERNMENT OF ALASKA.

### Introduction.

From June 20, 1867, the date on which formal exchange of ratification of the treaty of purchase was made by Russia and the United States, until May 17, 1884, Alaska was an unorganized territory. There was no civil or criminal code, and no system of courts. On May 17, 1884, Congress enacted a law creating the "District of Alaska," with the seat of government at Sitka, and providing a system of courts and a civil and criminal code, and making the laws of the State of Oregon applicable to Alaska.

The "District of Alaska" was terminated and the "Territory of Alaska" created in 1912 by the passage of what is known as the "Organic Act." Prior to this time another very important law was passed by Congress providing for the incorporation of towns. This law was approved on June 6, 1900. Towns which have been incorporated under its provisions in the order of date of incorporation are as follows:

Juneau, Skagway, Nome, Valdez, Eagle, Douglas, Fairbanks, Wrangell, Ketchikan, Cordova, Petersburg, Haines, Iditarod, Tanana, Seward, Anchorage, Sitka and Nenana.

In 1906 an act was passed giving Alaska representation in Congress and providing for the election of a Delegate to Congress.

The "Organic Act" under which Alaska became a Territory is to Alaska what a State Constitution is to a State. For that reason it should be studied by upper grade and high school students. The Organic Act was approved, August 24, 1912. Two additions, which are in the nature of amendments, have been made since that date. Following is the Act with amendments:

### Organic Act.

AN ACT to create a legislative assembly in the Territory of Alaska, to confer legislative power thereon, and for other purposes.

Be it Enacted by the Senate and House of Representatives of the United States of America in Congress Assembled:

That the territory ceded to the United States by Russia by the Treaty of March thirtieth, eighteen hundred and sixty-seven, and known as Alaska, shall be and constitute the Territory of Alaska under the laws of the United States, the government of which shall be organized and administered as provided by said laws.

Alaska
Territory
organized

ALASKA ELEMENTARY SCHOOLS

111

Sec. 2. That the capital of the Territory shall be at the city of Juneau, Alaska, and the seat of government shall be maintained there.

Sec. 3. That the Constitution of the United States, and all the laws thereof which are not locally inapplicable, shall have the same force and effect within the said Territory as elsewhere in the United States; that all the laws of the United States heretofore passed establishing the executive and judicial departments in Alaska shall continue in full force and effect until amended or repealed by Act of Congress; that except as herein provided all laws now in force in Alaska shall continue in full force and effect until altered, amended, or repealed by Congress or by the legislature: Provided, That the authority herein granted to the legislature to alter, amend, modify, and repeal laws in force in Alaska shall not extend to the customs, internal-revenue, postal, or other general laws of the United States or to the game, fish, and fur-seal laws and laws relating to fur-bearing animals of the United States applicable to Alaska, or to the laws of the United States providing for taxes on business and trade, or to the Act entitled "An Act to provide for the construction and maintenance of roads, the establishment and maintenance of schools, and the care and support of insane persons in the District of Alaska, and for other purposes," approved January twenty-seventh, nineteen hundred and five, and the several Acts amendatory thereof: Provided further, That this provision shall not operate to prevent the legislature from imposing other and additional taxes or licenses. And the legislature shall pass no law depriving the judges and officers of the district court of Alaska of any authority, jurisdiction, or function exercised by like judges or officers of district courts of the United States.

Sec. 4. That the legislative power and authority of said Territory shall be vested in a legislature, which shall consist of a senate and a house of representatives. The senate shall consist of eight members, two from each of the four judicial divisions into which Alaska is now divided by Act of Congress, each of whom shall have at the time of his election the qualifications of an elector in Alaska, and shall have been a resident and an inhabitant in the division from which he is elected for at least two years prior to the date of his election. The term of office of each member of the senate shall be four years: Provided, That immediately after they shall be assembled in consequence of the first election they shall, by lot or drawing, be divided in each division into two classes; the seats of the members of the first class shall be vacated at the end of two years and the seats of the members of the second class shall be vacated at the end of four years, so that one member of the senate shall, after the first election, be elected biennially at the regular election from each division. The house of representatives shall consist of sixteen members, four from each of the four judicial divisions into which Alaska is now divided by Act of Congress. The terms of office of each representative shall be for two years and each representative shall possess the same qualifications as are prescribed for members of the senate and the persons receiving the highest number of legal votes in each judicial division cast in said election for senator or representative shall be deemed and declared elected to such office: Provided, that in the event of a tie vote the candidates thus affected shall settle the question by lot. In case of a vacancy in either branch of the legislature the governor shall order an election to fill such vacancy, giving due and proper

Capital at
Juneau

Constitution
and laws of
United States
extended

### PROVISOS

Restrictions
on altering,
etc. specified
laws in force

### Taxation

District
Court offi-
cials (See
Amendment
at the end
hereof)

The Legis-
lature
Senate-
Membership

### Term
### PROVISOS

Division in
two classes

House of
Representa-
tives-Mem-
bership-
Term

Vacancies

114

MANUAL AND COURSE OF STUDY

ALASKA ELEMENTARY SCHOOLS

115

<table><tr><td>PROVISOS</td><td>payment of such indebtedness and cash and other money credits on hand and applicable and not already pledged for prior indebtedness: Provided, That all authorized indebtedness shall be paid in the order of its creation; all taxes shall be uniform upon the same class of subjects and shall be levied and collected under general laws, and the assessments shall be according to the actual value thereof. No tax shall be levied for Territorial purposes in excess of one per centum of the assessed valuation of the property therein in any one year; nor shall any incorporated town or municipality levy any tax, for any purpose, in excess of two per centum of the assessed valuation of property within the town in any one year: Provided, That the Congress reserves the exclusive power for five years from the date of the approval of this Act to fix and impose any tax or taxes upon railways or railway property in Alaska, and no acts or laws passed by the Legislature of Alaska providing for a county form of government therein shall have any force or effect until it shall be submitted to and approved by the affirmative action of Congress; and all laws passed, or attempted to be passed, by such legislature in said Territory inconsistent with the provisions of this section shall be null and void: Provided further, That nothing herein contained shall be held to abridge the right of the legislature to modify the qualifications of electors by extending the elective franchise to women.</td></tr><tr><td>Payment</td><td></td></tr><tr><td>Limit on taxes</td><td></td></tr><tr><td>Tax on railroads re-served to Congress</td><td></td></tr><tr><td>Inconsistent acts etc., void</td><td></td></tr><tr><td>Woman suffrage permitted</td><td></td></tr><tr><td>Rules, quorum and majority</td><td>Sec. 10. That the senate and house of representatives shall each choose its own officers, determine the rules of its own proceedings not inconsistent with this Act, and keep a journal of its proceedings; that the ayes and noes of the members of either house on any question shall, at the request of one-fifth of the members present, be entered upon the journal; that a majority of the members, to which each house is entitled shall constitute a quorum of such house for the conduct of business, of which quorum a majority vote shall suffice; that a smaller number than a quorum may adjourn from day to day and compel the attendance of absent members, in such manner and under such penalties as each house may provide; that for the purpose of ascertaining whether there is a quorum present the presiding officer shall count and report the actual number of members present.</td></tr><tr><td>Legislators shall not hold other office</td><td>Sec. 11. That no member of the legislature shall hold or be appointed to any office which has been created, or the salary or emoluments of which have been increased, while he was a member, during the term for which he was elected, and for one year after the expiration of such term; and no person holding a commission or appointment under the United States shall be a member of the legislature or shall hold any office under the government of said Territory.</td></tr><tr><td>Federal officials ineligible</td><td></td></tr><tr><td>Exemptions of Legislators</td><td>Sec. 12. That no member of the legislature shall be held to answer before any other tribunal for any words uttered in the exercise of his legislative functions. That the members of the legislature shall, in all cases except treason, felony, or breach of the peace, be privileged from arrest during their attendance upon the sessions of the respective houses, and in going to and returning from the same: Provided, That such privilege as to going and returning shall not cover a period of more than ten days each way, except in the second division, when it shall extend to twenty days each way, and the fourth division to fifteen days each way.</td></tr><tr><td>PROVISO— Period of</td><td>Sec. 13. That a bill in order to become a law shall have three separate readings in each house, the final passage of which</td></tr></table>

in each house shall be by a majority vote of all the members to which such house is entitled, taken by ayes and noes, and entered upon its journal. That every bill, when passed by the house in which it originated or in which amendments thereto shall have originated, shall immediately be enrolled and certified by the presiding officer and the clerk and sent to the other house for consideration.

Sec. 14. That, except as herein provided, all bills passed by the legislature shall, in order to be valid, be signed by the governor. That every bill which shall have passed the legislature shall be certified by the presiding officers and clerks of both houses, and shall thereupon be presented to the governor. If he approves it, he shall sign it and it shall become a law at the expiration of ninety days thereafter, unless sooner given effect by a two-thirds vote of said legislature. If the governor does not approve such bill, he may return it, with his objections to the legislature. He may veto any specific item or items in any bill which appropriates money for special purposes, but shall veto other bills, if at all, only as a whole. That upon the receipt of a veto message from the governor each house of the legislature shall enter the same at large upon its journal and proceed to reconsider such bill, or part of a bill, and again vote upon it by ayes and noes, which shall be entered upon its journal. If, after such reconsideration, such bill or part of a bill shall be approved by a two-thirds vote of all the members to which each house is entitled, it shall thereby become a law. That if the governor neither signs nor vetoes a bill within three days (Sunday excepted) after it is delivered to him, it shall become a law without his signature, unless the legislature adjourns sine die prior to the expiration of such three days. If any bill shall not be returned by the governor within three days (Sundays excepted) after it shall have been presented to him, the same shall be a law in like manner as if he had signed it, unless the legislature, by its adjournment, prevents the return of the bill, in which case it shall not be a law.

Sec. 15. That there shall be annually appropriated by Congress a sum sufficient to pay the salaries of members and authorized employees of the Legislature of Alaska, the printing of the laws, and other incidental expenses thereof: The said sums shall be disbursed by the governor of Alaska, under sole instructions from the Secretary of the Treasury, and he shall account quarterly to the Secretary for the manner in which the said funds shall have been expended; and no expenditure, to be paid out of money appropriated by Congress, shall be made by the governor or by the legislature for objects not authorized by the Acts of Congress making the appropriations, nor beyond the sums thus appropriated for such objects.

Sec. 16. That the governor of Alaska shall, within ninety days after the close of each session of the Legislature of the Territory of Alaska, transmit a correct copy of all the laws and resolutions passed by the said legislature certified to by the secretary of the Territory, with the seal of the Territory attached; one copy to the President of the United States, and one to the Secretary of State of the United States; and the legislature shall make provisions for printing the session laws and resolutions within ninety days after the close of each session and for their distribution to public officials and sale to the people of the Territory.

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MANUAL AND COURSE OF STUDY

PROVISO'S

Payment

Limit on
taxes

Tax on rail-
roads re-
served to
Congress

Inconsistent
acts etc.,
void

Woman
suffrage
permitted

Rules,
quorum and
majority

Federal
officials
ineligible

Exemptions
of Legis-
lators

PROVISO—
Period of

Sec. 11. That no member of the legislature shall hold or be appointed to any office which has been created, or the salary or emoluments of which have been increased, while he was a member, during the term for which he was elected and for one year after the expiration of such term; and no person holding a commission or appointment under the United States shall be a member of the legislature or shall hold any office under the government of said Territory.

Sec. 14. That, except as herein provided, all bills passed by the legislature shall, in order to be valid, be signed by the governor. That every bill which shall have passed the legislature shall be certified by the presiding officers and clerks of both houses, and shall thereupon be presented to the governor. If he approves it, he shall sign it and it shall become a law at the expiration of ninety days thereafter, unless sooner given effect by a two-thirds vote of said legislature. If the governor does not approve such bill, he may return it, with his objections to the legislature. He may veto any specific item or items in any bill which appropriates money for special purposes, but shall veto other bills, if at all, only as a whole. That upon the receipt of a veto message from the governor each house of the legislature shall enter the same at large upon its journal and proceed to reconsider such bill, or part of a bill, and again vote upon it by two-thirds by ayes and noes, which shall be entered upon its journal. If, after such reconsideration, such bill or part of a bill shall be approved by a two-thirds vote of all the members to which each house is entitled, it shall thereby become a law. That if the governor neither signs nor vetoes a bill within three days (Sunday excepted) after it is delivered to him, it shall become a law without his signature, unless the legislature adjourns sine die prior to the expiration of such three days. If any bill shall not be returned by the governor within three days (Sundays excepted) after it shall have been presented to him, the same shall be a law in like manner as if he had signed it, unless the legislature, by its adjournment, prevents the return of the bill, in which case it shall not be a law.

Sec. 15. That there shall be annually appropriated by Congress a sum sufficient to pay the salaries of members and authorized employees of the Legislature of Alaska, the printing of the laws, and other incidental expenses thereof; the said sums shall be disbursed by the governor of Alaska, under sole instructions from the Secretary of the Treasury, and he shall account quarterly to the Secretary for the manner in which the said funds shall have been expended; and no expenditure, to be paid out of money appropriated by Congress, shall be made by the governor or by the legislature for objects not authorized by the Acts of Congress making the appropriations, nor beyond the sums thus appropriated for such objects.

Sec. 16. That the governor of Alaska shall, within ninety days after the close of each session of the Legislature of the Territory of Alaska, transmit a correct copy of all the laws and resolutions passed by the said legislature certified to the secretary of the Territory, with the seal of the Territory attached; one copy to the President of the United States, and one to the Secretary of State of the United States; and the legislature shall make provisions for printing the session laws and resolutions within ninety days after the close of each session and for their distribution to public officials and sale to the people of the Territory.

ALASKA ELEMENTARY SCHOOLS

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MANUAL AND COURSE OF STUDY

four years, and until his successor is appointed and qualified. He is paid a salary of $7,000 per annum, and has the powers analagous to those of a Governor of a State or Territory. (See any standard Civics textbook.) The following special powers and duties are given to Alaska's Governor:

1. Ex-officio Superintendent of Public Instruction.

2. Make annual report to the Secretary of the Interior.

3. Appoint notaries public.

4. Transmit laws passed by the Legislature to the President of the United States and to the Secretary of State.

5. Issue licenses to non-resident hunters and to shippers of big game.

6. Recommend game wardens for appointment in each judicial division.

7. Appoint special agents for the suppression of the liquor traffic in each judicial division.

8. Make provisions in conjunction with the Secretary of the Interior for the care of Alaska Insane.

9. Custodian of Alaska Library and Museum.

10. Lease school lands.

11. Appoint trustees of Alaska Agricultural College and School of Mines.

12. Service on a number of boards created by the Territorial Legislature.

### SURVEYOR-GENERAL AND SECRETARY OF ALASKA.

The Surveyor-General, and ex-officio Secretary of Alaska, is appointed by the President with the advice and consent of the Senate for a term of four years. He receives an annual salary of $4,000 from the Federal Government and $2,000 from the Territory for additional compensation as Secretary of Alaska and member of Territorial boards. This official, as Secretary of Alaska, performs such duties as are usually performed by the secretary of state in the average State or Territory. (See any standard Civics textbook). His duties also partake of the nature of those of a lieutenant-governor in that he is acting-governor of Alaska during the absence from the Territory of the Chief executive or in case of the death or resignation of this official.

The duties of the Surveyor-General's office consist of an examination of government surveys in Alaska, preparation of plats, transcription of field notes of surveyors and the like.

The Secretary of Alaska is a member of a number of Territorial boards.

### ATTORNEY-GENERAL.

The Attorney-General is elected by the qualified voters of Alaska for a term of four years. He is paid an annual salary

ALASKA ELEMENTARY SCHOOLS

119

of $5,000. His duties are analagous to those of an Attorney-General in the States.

### TERRITORIAL TREASURER.

The Territorial Treasurer is appointed by the Governor, by and with the advice and consent of the Territorial Senate, for a term of four years. He serves as a member of the banking and other boards. A salary of $5,000 per annum is paid this official, $4,000 of which is for service as Treasurer of Alaska and $1,000 as member of various Territorial boards. He is collector of taxes and custodian of the moneys of the Territory and disburses the same as appropriated by the Legislature.

### TERRITORIAL MINE INSPECTOR.

The Territorial Mine Inspector, and ex-officio Labor Commissioner, is appointed by the Governor for a term of two years. He receives a salary of $3,000 per annum. His duties include a general inspection of mines with particular attention to such matters as timbering, ventilation, and the means in use for the preservation and safety of the employees. He collects and compiles statistics relating to the mines of the Territory and keeps in touch with means for furthering the mining industry.

As Labor Commissioner, he is empowered to enforce sanitary regulations affecting canneries, factories, or other establishments, where labor is employed, and is required to collect and compile statistics relating "to the industrial, social, and sanitary conditions of the laboring classes," and to report the same to the Governor bi-ennially.

### COMMISSIONER OF EDUCATION.

The Commissioner of Education is appointed by the Territorial Board of Education for a term of two years. He receives a salary of $4,000 per annum. He is the executive officer of the Territorial Board of Education, and exercises general supervision over all public educational institutions.

### COMMISSIONER OF HEALTH.

The Commissioner of Health is appointed by the Governor for a term of two years. He receives a salary of $1,800 per annum. The Governor also appoints three Assistant Commissioners of Health, one for each judicial division except the First at a salary of $400 per annum, and for a term of two years. The Commissioner of Health has "general supervision of the interests of health and life of the citizens of the Territory."

#### Legislative Department.

The Territorial Legislature is bi-cameral and consists of a Senate and House of Representatives. The Senate consists of

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eight members, two from each judicial division into which Alaska is divided by Act of Congress, and the House of Representatives of sixteen members, four from each judicial division. Senators are elected by the qualified electors of the respective divisions for a term of four years, and representatives for a term of two years. Qualifications of members of the Legislature are as follows:

Each member must have at the time of his election the qualifications of an elector in Alaska, and shall have been a resident and an inhabitant in the division from which he is elected for at least two years prior to the date of his election.

The Legislature convenes at the capitol on the first Monday in March in odd numbered years. The regular session lasts sixty days. Special sessions may be called by the Governor on thirty days' notice to each member. Such sessions may not last longer than fifteen days.

Each legislator receives a salary of $15.00 per day for each day's attendance while the Legislature is in session, and mileage, in addition, at the rate of fifteen cents per mile for each mile from his home to the capitol and return by the nearest traveled route. Each house employs such clerks and assistants as are usually employed by Legislatures. A Congressional appropriation covers practically the entire cost of the legislative session. The appropriation is disbursed by the Governor.

The Organic Act prohibits legislation by the Legislature modifying, amending, or repealing laws of the United States relating to customs, internal revenue, postal service, game, fish and fur-seal, fur-bearing animals, insane persons, taxes on business and trade, construction and maintenance of roads, and the authority, jurisdiction or functions exercised by the judges and officers of the district court of Alaska. Numerous other limitations in legislative power also are set forth as, for example, no tax shall be imposed on the property of the United States; no divorce shall be granted by the Legislature, nor shall any divorce be granted by the courts of the Territory, unless the applicant therefor shall have resided in the Territory for two years next preceding the application; no lottery or the sale of lottery tickets shall be allowed; and no public money shall be appropriated by the Territory or any municipal corporation therein for the benefit of any sectarian, denominational or private school, or any school not under the exclusive control of the government.

Procedure in the two Houses is the same as in State Legislatures, and bills become laws by the same process. (See any standard Civics textbook).

The Governor has the power to veto any bill passed by the Legislature. He may veto any specific item or items in any bill which appropriates money for specific purposes, but must veto other bills, if at all, only as a whole. A vetoed bill may become

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a law if subsequently passed by a two-thirds vote of all the members of each house. Failure of the Governor to either sign or veto a bill within three days (Sunday excepted) after it is delivered to him makes it a law. Congress has the right to disapprove, and thus render null and void, any law passed by the Territorial Legislature.

### Judicial Department.

### DISTRICT COURT.

District court judges are appointed by the President, by and with the advice and consent of the Senate, to preside over the district court in each of the four judicial divisions into which Alaska is divided. The appointment covers a period of four years, and until successors are appointed and qualified. District judges receive a salary of $7,500 per annum.

Other officials connected with the judicial department who are appointed in the same manner and for the same period as district judges are four district attorneys and four United States marshals, one for each judicial division in Alaska. District attorneys receive a salary of $5,000 per annum and United States Marshals, $4,000 per annum.

The district judge designates the boundaries of precincts over which United States Commissioners shall have jurisdiction in certain matters, and appoints a sufficient number of these officials to properly conduct the business of the judicial division. He also appoints a clerk of the court who performs such duties as are required or authorized by law to be performed by United States district court clerks.

The Attorney-General of the United States is empowered, on recommendation of the district attorneys in the respective judicial divisions to appoint and fix the salary of one or more assistant district attorneys for each judicial division. Each United States marshal is required to appoint, subject to the approval of the Attorney-General, such deputy marshals as may be necessary for the efficient execution of the law.

### JURISDICTION OF DISTRICT COURT.

District courts sit in a dual capacity, namely as Federal district courts and as Territorial courts, the same judge presiding over both phases of the incident jurisdiction. The district court has general jurisdiction in civil, criminal, equity and admiralty cases. It is an appellate court in the case of criminal or civil cases taken from the commissioner's court, or municipal courts on appeal. In all instances of appeal from a commissioner's or a municipal court, the case is tried anew.

An appeal may be made from the decision of the district court to the Circuit Court of Appeals for the Ninth Circuit (San Francisco, California).

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cisco) in all criminal cases and in civil cases where the amount involved or the value of subject matter in controversy is in excess of $500. Appeals and writs of error may be taken directly from the district court to the Supreme Court of the United States in prize cases and in all cases in which a question as to the constitutionality of a law or the construction or application of the Constitution of the United States is involved.

### COMMISSIONER'S COURT.

United States commissioners are ex-officio justices of the peace, probate judges, coroners and recorders.

As justice of the peace, the jurisdiction of the commissioner's court extends over all civil cases where the amount involved is not more than $1,000. In criminal cases, his jurisdiction extends only to certain kinds of cases, the punishment for which cannot be greater than imprisonment in the federal jail or fine or both. The commissioner serves in the capacity of committing magistrate in the case of more serious crimes, in which capacity he determines whether there are reasonable grounds for believing the defendant guilty and, if so, binds him over to the district court to await the action of the grand jury. Appeals may be taken from the commissioner's court to the district court in all criminal cases and in civil cases where the amount involved is at least $50 and costs.

As probate judge, the commissioner has jurisdiction in the settlement of all estates of deceased persons and to care for estates of minors and insane persons.

As coroner, the commissioner is empowered to inquire into the cause of mysterious deaths.

As recorder, the commissioner must keep a memorandum of all deeds and other instruments of writing required to be recorded or filed, and relating to the title to or transfer of property within his district. Such records are open to public inspection.

### MUNICIPAL COURTS.

The act permitting the incorporation of municipalities provides that a municipal magistrate may be appointed by the city council. This official has jurisdiction in all actions for violation of municipal ordinances. Appeal may be taken from his judgment to the district court. By Territorial statute, municipal councils are empowered to confer upon municipal magistrates, jurisdiction in civil actions upon contract where the amount involved does not exceed $100.

### DELEGATE FROM ALASKA

Alaska is represented in the House of Representatives of the United States by a Delegate, who is elected by the qualified electors for a term of two years. Such delegate must at the time of

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his election have been a citizen of the United States for seven years, a qualified voter in Alaska, and not less than twenty-five years of age. He receives a salary of $7,500 per annum, and has all the powers and privileges of a member of the House of Representatives from one of the States with the exception of the fact that he has no vote, and no voice in the House except when the same is in the committee of the whole.

## SYSTEM OF ELECTIONS.

### Primary Elections.

A primary election for the purpose of choosing party candidates for the office of delegate to Congress and all other elective Territorial or divisional offices is held biennially throughout Alaska on the last Tuesday in April of even-numbered years. Candidates are required to file a "Declaration of Candidacy" stating the office for which they are aspirants and the party ticket on which they wish their name to appear, not less than sixty days before the date of the primary election. Official ballots and separate ballot boxes are provided for each political party.

### General Election.

A general election for the purpose of choosing members of the Legislature, a delegate to Congress, and all other Territorial or divisional officers, is held on the first Tuesday following the first Monday in November in even-numbered years. Only persons duly selected at the primary election as candidates of the various parties may have their names on the official general election ballot as having party affiliation. Independent candidates may appear on the official ballot without party affiliations provided they filed declarations of candidacy on or prior to the date of the primary election. The members of the Legislature, chosen at this time, are officially accredited as such on the first Monday in March, the Attorney-General on March first, and the Delegate to Congress on March fourth following the date of the general election.

### Qualifications of Electors.

Any citizen of the United States twenty-one years of age and over who is a bona fide resident of Alaska, and who has been such a resident continuously during the entire year immediately preceding the election, and who has been a resident of the precinct in which he or she votes for a period of thirty days next preceding the election, is a qualified elector and entitled to vote in any general or special election in Alaska.

### System of Voting.

The Australian ballot system is employed at all elections. None but official ballots can be used by voters. The Alaska ballot

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is modeled after the so-called Massachusetts ballot with the names of candidates arranged alphabetically under the title of the offices for which they are candidates.

## Elective Officials.

### TERRITORIAL:

* Delegate to Congress.

* Attorney General for Alaska. (Elected every four years only.)

### DIVISIONAL:

(Elected in each division at each general election.)

### MEMBERS OF LEGISLATURE:

* Senator (1).

* Representatives (4).

* Divisional Road Commissioners (2).

## MUNICIPAL GOVERNMENT.

### Incorporated Towns.

The federal statutes provide that any community in Alaska having three hundred or more permanent inhabitants may incorporate as a municipal corporation. The statutes further provide for the election of a common council of seven members to serve for one year. The council elect one of their own members as president of the body and ex-officio mayor. Annual elections are held on the first Tuesday of April. The Territorial statutes permit of a second type of organization in which a mayor is elected by the qualified voters for a term of one year, and six councilmen for a term of two years each. The terms of the first six councilmen are so arranged that after the first election a mayor and three councilmen are elected each year. It is optional with cities as to whether or not they adopt this form of organization. Some Alaska cities are organized under the form provided by the Federal statutes and some have adopted the organization provided by Territorial law. In either event the powers of the council are identical.

## Powers of Common Council.

The Common Council is empowered by Federal statute to appoint a clerk, a treasurer, an assessor, a municipal magistrate, a municipal attorney, a chief of police, and such other officers and employees as may be necessary.

They are empowered to levy and collect a general tax on real and personal property for school and municipal purposes, not to exceed two per centum of the assessed valuation of such property; to provide for the construction and maintenance of streets, alleys, sewers, wharves, sidewalks, etc.; to provide for the location and construction, for a limited distance and to a limited

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extent, of trails and wagon roads outside of the limits of the town; to provide for fire protection, water supply, lights, wharfage, public health, police protection and the relief of the destitute and indigent; to levy and collect a poll tax of not less than two dollars nor more than four dollars per year on all male residents over twenty-one and under fifty years of age; to make provision for the maintenance of a municipal jail; to prohibit drunkenness, gambling, houses or places of ill fame, disorderly conduct, and the like; to pass and enforce ordinances necessary to protect and preserve the lives, the health, the safety and the well-being of the residents of the municipality; and to establish school districts, to provide school houses, and to maintain public schools therein and provide the necessary funds for schools which shall be under the supervision and control of a school board of three members.

Common councils are prohibited from issuing bonds or incurring bonded indebtedness.

The Territorial laws empower common councils to license, tax, restrain or prohibit peddling, hawking on or in the streets of the town or at any public place within the corporate limits, and to tax auctioneers, itinerant vendors and persons engaged in a temporary or transient business of vending or selling merchandise within the municipality; to establish, maintain and control lighterage plants; to establish and maintain, on authorization by the qualified electors of the municipality, public wood, coal or fuel yards; to grant franchises to public utilities corporations for a period of not to exceed twenty years, which franchises must be ratified by a majority vote of the qualified electors of the municipality; and to levy and collect a dog tax or license of not more than six dollars per year.

## School Boards.

School boards consist of three members—a director, a treasurer, and a clerk. Members are elected for a term of three years. One member, therefore, is elected annually at each general municipal election. All money available for general school maintenance as apportioned by the city council, is expended under the direction of the school board. School buildings and sites are acquired by the common council. School boards are empowered to employ the necessary teachers and other employees, and to do everything necessary to the maintenance of a school.

## Qualifications of Electors

No person is entitled to vote in any municipal or school election who is not a citizen of the United States, a bona fide resident of the Territory of Alaska for one year, and of the incorporated town in which the election is held, for six months immediately preceding the date of the election.

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HISTORICAL SKETCH OF ALASKA WITH BRIEF OUTLINE OF RESOURCES.

Discovery.

What is now the Territory of Alaska was, until 1867, a part of the Russian Empire and was known as Russian America. The name Alaska is derived from the Aleut word, Alakshak, meaning "a great country or continent." Credit for the discovery of the Alaska coast is given to Michail Gvozdef, "geodesist," or surveyor, who assumed command of an expedition originally headed by Ivan Gedorof and designed to secure information concerning the "great land" to the east of Siberia whose existence was reported by the Chukchi, natives inhabiting northeastern Siberia. Gvozdef is presumed to have touched the coast of Alaska near Cape Prince of Wales some time during the year 1730. Information on this point is very meager and the results of slight importance.

Prior to this time, in 1728, Vitus Bering, a Danish Captain in the Russian Service, who was commander of what was known from its starting point as the first Kamchatka expedition, had discovered and named St. Lawrence Island and had sailed through Bering Strait, rounded East Cape, and proceeded westward far enough to establish the fact that the land reported as lying east or Siberia was not a part of the continent of Asia.

The results of the first Kamchatka expedition fired the Russians with a desire to know more about the great land to the eastward and, if possible, to discover trade routes to America. Accordingly the second Kamchatka expedition was organized. Two men figure prominently in this expedition, namely, Bering, who commanded the expedition, and Alexei Chirikof, second in command. The two vessels used in this expedition, the St. Peter and the St. Paul, were in charge of Bering and Chirikof respectively. The plan called for the two vessels to proceed together. However, they became separated some days after setting out from Avatcha Bay, the starting point of the expedition and, thereafter, the two commanders proceeded independently.

On July 16, 1741, Bering sighted and named Mt. St. Elias and a few days later made a landing at Kayak Island, near Controller Bay. Chirikof sighted the Alaska coast, probably at Prince of Wales Island, on July 15, 1741. Bering remained but a few days in the region of Prince William Sound and then sailed westward along the southern coast touching at several points. He fell ill of scurvy, which disease had attacked the ship's crew. On November 5th, his vessel was wrecked on an island later called Bering Island. Here Bering died, on December 8, 1741. Those who survived were successful in constructing another vessel from the wreck and returned to Kamchatka the following fall.

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Chirikof's crew also suffered greatly from scurvy and other diseases. His homeward journey was beset with many difficulties, including the massacre of two boat loads of men by the savage inhabitants of the country. On the return voyage he sighted many of the Aleutian Islands. He reached Avatcha Bay, Kamchatka, the point of the departure of the expedition, early in October, 1741, after a voyage which lasted approximately five months.

In May, 1742, Chirikof made another attempt to explore the Alaska coast but, because of unfavorable winds, turned back after sighting the islands at the extreme western end of the Aleutian chain. It was principally on the voyages of Bering and Chirikof that Russia based her claim to the ownership of northwestern America.

Further Russian Exploration.

Without doubt the otter and other fur-bearing animals had much to do with the further exploration and colonization of Alaska. The discovery expedition brought back glowing tales of the wealth in furs that abounded in the new land and the next half century witnessed a number of expeditions which were confined mainly to the Aleutian Islands and the Alaska Peninsula and which had as their object the acquisition of wealth. In speaking of the part which furs played in the exploration and settlement of Alaska, Bancroft (History of Alaska, 1885) makes the following statement: "Call it science or patriotism, or progress, there is this to be said about the First Russian discoveries in America—little would have been heard of them for some time to come, if ever, had it not been for the beautiful furs brought back from Bering Island and elsewhere. Siberia was still sufficient to satisfy the tsar for purposes of expatriation, and the Russians were not such zealots as to undertake conquest for the sake of conversion, and to make religion a cloak for their atrocities; hence, but for these costly skins, each of which proclaimed in loudest strains the glories of Alaska, the Great Land might long have rested, undisturbed."

During at least the first twenty years after Bering's discovery of Alaska the fur hunters treated the native inhabitants of the country with extreme cruelty and the history of this period is marked by one outrage after another. Investigations of reported mistreatment of the natives revealed such gross inhumanity as to cause the Siberian authorities to suspend free traffic in America and resort to the system of the formation of privileged companies who derived their authority from imperial ukase. This system relieved the situation to a small extent only. However the treatment which had been accorded the natives resulted in numerous reprisals on their part, and much shedding of Russian and Indian blood marked Russia's early contact with Alaska.

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In the list of early explorers, a number of names stand out prominently. Grigor Ivanovich Shelikof, after whom Shelikof Strait was named, explored the Aleutian Islands, Kodiak Island, the Alaska Peninsula, Cook Inlet and Prince William Sound during the years 1783-86.

Alexander Baranof was the first of the explorers and traders to visit southeastern Alaska. His voyage was made in 1799. Baranof Island bears his name.

Otto von Kotzebue commanded an expedition which had as its object the discovery of the northeast passage to Europe. The expedition sailed from Petropavlovsk, Siberia, in the summer of 1816 and proceeded through Bering Strait, thence eastward until the shallows made further progress impossible, altho open water yet appeared to the eastward. Kotzebue Sound, the body of water which was navigated, bears the name of the leader of this expedition.

In 1822, Etholen and Vassilaief made a detailed survey of Bristol Bay, westward to the mouth of the Kuskokwim River. Norton Sound also was explored along its eastern and northern shore, the deep indentation on the north shore being named Golovnin Bay.

In 1833, a creole, (person with Russian father and Aleut mother) by the name of Andrei Glazanof, conducted an overland expedition from Norton Sound to the Anvik River, thence down it to the Yukon River where some time was spent in exploration. The expedition finally proceeded down the Yukon to its mouth. Glazanof subsequently explored much of the delta region of the Yukon which was at that time densely populated. He also crossed the portage to the Kuskokwim River. From this point he attempted to cross to Cook Inlet but shaped his course too far to the north and was forced to return to the Kuskokwim, thence to the Yukon, from which point he proceeded to the Russian post at Mikhailovsk, on Norton Sound.

### Early Settlements.

The first permanent settlement of the Russians was established at Three Saints Bay, Kodiak Island, in 1783. This settlement was made by Grigor Ivanovich Shelikof, who is credited also with having opened the first school in Alaska at this place in 1785. A second permanent settlement was established in 1786 in Cook Inlet at the mouth of the Kasilof River near the present site of Kenai, by Kolomin. Both Shelikof and Kolomin were at the head of trading companies.

The early settlements in Alaska, however, center around Alexander Baranof to a greater extent than perhaps any other individual. At first an independent trader, then agent for the Shelikof Company and later the originator, and for nineteen years manager, of the

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Russian American Company, which exercised practically absolute dominion over Alaska for 67 years, or from the time of its creation and charter in 1799, to 1866, the year preceding the transfer of Alaska to the United States. He introduced the first missionaries into Alaska and established a colony at Yakutat. It was under his direction that the first vessel built in north-western America was completed and launched on a successful voyage from Cook Inlet to Kodiak Island. He visited Alexander Archipelago in 1799 and founded Sitka, which was headquarters for Russian activities in Alaska for the greater part of the period of Russian occupation. He was replaced as manager of the Russian American Company in 1818 under circumstances which showed small appreciation for the services rendered.

Bancroft, in his "History of Alaska," pays this tribute to Baranof: "To him was due, more than to all others, the success of the Russian colonies in America; by him they had been founded and fostered, and but for him they would never have been established, or would have had, at best, a brief and troubled existence. Here, amid these wintry solitudes, he had raised towns and villages, built a fleet of sea-going ships, and laid a basis of trade with American and Asiatic ports. All this he had accomplished while paying regular dividends to shareholders; and now in his old age he was cast adrift and called to render an account as an unfaithful steward."

Since the early history of Alaska centers about Sitka, the most important Russian settlement, it would be well for teachers to secure a copy of "The Story of Sitka," by C. L. Andrews, P. O. Box 1888. Seattle, Washington, for use as a source of interesting bits of information regarding the Russian occupancy of Alaska.

### English Exploration.

Captain James Cook, a noted English navigator, who had conducted extensive explorations in South America, sailed up the western coast of North America in 1778, making his first discovery of the Alaska coast near the present site of Sitka. He then sailed north-westward, naming Cross Sound, Cape Fairweather and Controller Bay and landing at Kayak Island. From this point he sailed to Nuchek Bay—Port Etches on present day maps. He named Cape Hinchinbrook, also Montague Island, the largest island in Prince William Sound, the name applied to the whole inlet. He then rounded and named Cape Elizabeth and entered the inlet which bears his name and which he explored with the idea that a northeast passage to Europe lay in this direction. Thence he cruised along the Alaska Peninsula and Aleutian Islands, touching at Unalaska and Dutch Harbor. He then entered Bering Sea and continued northward through Bristol Bay, Norton Sound, and Bering Strait. Enroute he entered the mouth of the Kuskokwim River, discovered

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and named Sledge Island, near Nome, and King Island, lying directly south of Bering Strait. On entering the Arctic Ocean he encountered heavy ice floes which forced him to keep a westerly course until he reached the Siberian coast at a promontory which he named Cape North. On the return voyage he stopped at the Hawaiian Islands, where he was killed in an encounter with the natives. Cook mapped and charted the coastal region of Alaska from 58° to 70° north and added much to the world's knowledge of this unexplored section of the North American continent. Many of his charts and maps stood the test of much more extended and scientific later investigations.

The explorations of Cook north and west of 60° were considered accurate but needed verification south of this point. There were also those who believed that a navigable passage might be discovered connecting the North Pacific with the Atlantic Ocean in latitudes south of Bering Strait. This double mission was assigned to George Vancouver, who sailed from England in 1791. Considerable exploration work was performed south of the Alaska coast and it was not until 1823 that the expedition reached Portland Canal. Vancouver navigated Behm Canal, Clarence Strait, and other waters to the mouth of the Stikeen River. Winter was now approaching and he repaired to the Hawaiian Islands to enter winter quarters. Early the following spring, he set sail northward to Cook Inlet which he navigated to its head. Thence he rounded Cape Elizabeth enroute to Prince William Sound, where he anchored in a harbor on the coast of Montague Island. Boats were sent out to survey the Sound and the coast as far eastward as Yakutat Bay. Anchor was then weighed and the expedition sailed eastward to Chichagof Island. From here a boat explored Lynn Canal and a part of Chatham Strait. Vancouver then proceeded southward through the archipelago to the Stikeen River, the point where observations had ceased the preceding fall. From this point he returned to England, having satisfied himself that no navigable passage connected the North Pacific with the Atlantic Ocean, and having made certain corrections in and additions to the work begun by Cook.

These explorations by Cook and Vancouver formed the basis of England's claim to northwestern North America.

## Spanish Explorations.

Several years before the voyage of Captain Cook, Spain had made some minor explorations particularly in the Alexander Archipelago, with the intention of contesting Russia's supremacy. An expedition, commanded by Juan Perez, sailed from San Blas, Mexico, in January, 1774. Perez touched the Alaska coast at the southern extremity of Prince of Wales Island only.

A second expedition, of two vessels, was launched in 1775. The vessel commanded by Lieutenant Juan Francisco de Bodega y Cuadra was the only one which made discoveries within the present boundaries of Alaska, the other, under command of Lieutenant Bruno

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Hecata, confining its operations to the region to the South. Cuadra sighted land first at Mount Edgecumbe which he named Mount San Jacinto. The original nomenclature was not retained due to Spain's neglect in not publishing the achievements of her explorers. Several points along the western shore of Alexander Archipelago were visited and solemnly taken possession of in the name of Spain.

In 1799, another expedition under the command of Lieutenant Ignacio Areteaga, with Cuadra second in command, set out from San Blas to continue and complete the explorations of Cuadra. The first stop took place at Bucareli Sound on the west coast of Prince of Wales Island, which had previously been visited by Cuadra. A complete survey of this harbor was made. Thence, the expedition sailed in a north-westerly direction, sighting Mt. St. Elias and later Kayak Island. The vessels anchored in Nuchek Bay, Hinchinbrook Island, from which point minor surveys were made and the country taken possession of in the name of Spain. (This was the third time this particular region had been located and claimed by rival nations within the course of a year. Cook explored and took possession of the place in 1778, and a party of Russians from Cook Inlet under Zaikof laid claim to it in June, 1799, basing their rights on that of discovery and exploration.) From this point the expedition sailed to the southern end of Kenai Peninsula, formally took possession of the region, and then returned to Mexico.

In 1788, two vessels in command of Estevan Martiney and Gonzales Haro, were launched on another northern expedition. Prince William Sound was again visited. Haro visited the Russian settlement on Kodiak Island. From this point he proceeded to Alaska and took possession of the island in the name of Spain.

Alejandro Malaspina, an Italian navigator in the service of Spain, was dispatched to discover a north east passage to Europe, in 1791. He sighted land at Cape Edgecumbe and proceeded north to Yakutat Bay, which he entered. Malispina glacier was named by him. The expedition then sailed westward past Kayak Island and entered Prince William Sound, from which point he returned, via Cross Sound, to the starting point of the expedition, Nootka Sound, Vancouver Island. The previous year, 1790, Salvador Fidalgo had visited Prince William Sound and explored and named Port Fidalgo and Port Valdez.

## French Exploration.

The explorations conducted by the French government were much less extensive than those of the British and Spanish. An expedition under command of La Perouse set sail from Brest in August, 1785. On June 23, 1786, the coast of Alaska was sighted in the region of Mt. St. Elias. La Perouse had definite instructions to visit and explore the Aleutian Islands, however, he took a south-easterly course from St. Elias and entered Lituya Bay, which was

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explored with the idea that perhaps this stretch of water was the
much sought passage to the Hudson Bay region. After an extended
stay in this port, La Perouse sailed southward. He attempted to
enter Dixon Entrance but was forced to abandon the project on
account of unfavorable weather. As a result of his somewhat super-
ficial investigations, he concluded that the entire coast from Cross
Sound to the southern extremity of the Queen Charlotte Islands
was one archipelago.

United States Explorations

Prior to the purchase of Alaska by the United States, little
interest was taken in the territory and few American vessels navi-
gated its waters. The American whaler, Superior, Captain Roys,
commander, was the first commercial vessel to pass through Bering
Strait. The favorable results of this trip influenced other American
whalers to venture into the Arctic and a thriving industry sprung
up during the period immediately preceding the Civil War.

In 1856, Lieutenant William Gibson, U. S. N., commanding the schooner, "Fennimore Cooper," made surveys along the Aleutian Islands. He was connected with the Rodgers United States Northern Pacific Exploring Expedition in the capacity of commander of the expedition. Some of the vessels of this fleet reached the Arctic Ocean.

After the purchase of Alaska a number of American expedi-
tions were launched. Soon after the purchase, the Coast and
Geodetic Survey began the work of charting the coast line, which
work is still in progress. Other government vessels such as those
of the Revenue Marine Service, and Navy have contributed much
to knowledge of the coastal region and waterways of Alaska.

The Alaska Commercial Company, an American corporation do-
ing business in Alaska, was formed in 1869. In 1870 this company
leased the Pribilof Islands from the government for a period of
twenty years. The company also established trading posts, prin-
cipally on the Aleutian Islands, Kodiak Island, Kenai Peninsula and
the Yukon River. The activities of this corporation resulted in in-
creased knowledge of the American northland.

In 1869, the first river steamboat ascended the Yukon. Dur-
ing the same year Captain C. W. Raymond, U. S. A., lead an expedi-
tion up the Yukon River for the purpose of determining its source
and to learn something about the activities of the British in that
region. In addition to gathering much valuable data pertaining to
the native population and the resources of the country, Raymond
surveyed the lower Yukon River.

John Muir, the great naturalist and explorer, accompanied
by Rev. S. Hall Young, explored parts of Southeastern Alaska in
1879. They discovered Muir Glacier and explored Glacier Bay.

Ivan Petrof, an agent of the Tenth Census, 1880, made a
notable contribution to the knowledge of the geography and re-

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sources of Alaska. He spent two years in travel along the coast
and on the lower Yukon and Kuskokwim Rivers. He made a map
of Alaska which was fairly accurate and which set forth the gen-
eral features of the country, including mountain ranges, rivers, etc.
Petrof, who had long been a resident of the territory and who was
familiar with both the Russian and native languages, was in an
especially fortunate position to secure accurate information.

In 1880 the first of the early prospectors followed the Indian
trail over Chilkoot Pass and reached the Lewes and Yukon Rivers.
Gold was reported on the Yukon as early as 1867, the time of the
Western Union Telegraph survey. Gold was also discovered on
Seward Peninsula, near Norton Sound, by Libby, a member of a
party sent there to install a section of the telegraph line.

In 1883, Lieutenant Frederick Schwatka, accompanied by a
topographer, C. W. Hoffman, and four others, crossed the coastal
mountains and constructed a raft on Lake Bennett, which they
named. From this point they proceeded by a route known as
Indian portage to the Lewes River, thence to the Yukon, which
they navigated to its mouth.

Perhaps the most remarkable of exploration journeys in all
the history of Alaska was made by Lieutenant Henry T. Allen. In
March, 1885, he landed at the mouth of the Copper River with
four companions and traversed the stream for a distance of three
hundred miles with poling boats and dog sleds. He then crossed
over the divide to the head waters of the Tanana River and fol-
lowed its course to its junction with the Yukon River. Throughout
the entire journey the party subsisted on the country. On reaching
the Yukon, Allen rested for a time and then, with one companion,
crossed to the Koyukuk River and explored it from above the Arctic
Circle to its junction with the Yukon. From the lower Yukon he
crossed to Norton Sound, via the portage, and followed its southern
border to the mouth of the Yukon, from which point he returned to
the United States. He mapped the three rivers which he had
traversed and made other valuable observations.

It is not possible to recount in detail other explorations made
by Americans within the limits of this brief sketch. Mention may
be made of the exploration of Kotzebue Sound and the delta region
of the Kobuk River and the discovery of the Noatak and Selawik
Rivers by Lieutenant George E. Storey, of the revenue cutter "Cor-
win"; the De Long expedition, which sailed from San Francisco in
1870 to search for the North Pole; the journey of Ensign W. L.
Howard up the valley of the Noatak River, across the divide to the
valley of the Colville River, across another divide and down the
Chipp River to the Arctic Coast, thence along the coast to Point
Barrow; the information collected and distributed by numerous
prospectors and individuals; and last and most important of all
the work of the U. S. Geological Survey, which was begun in a

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sessions and the line of coast, which is to belong to Russia as above mentioned (that is to say, the limit to the possessions ceded by this convention) shall be formed by a line parallel to the winding of the coast, and which shall never exceed the distance of ten marine leagues therefrom."

The western limit within which the territories and dominion conveyed, are contained, passes through a point in Behring's straits on the parallel of sixty-five degrees thirty minutes north latitude, at its intersection by the meridian which passes midway between the islands of Krusemstern, or Ignalook, and the Island of Ratmanoff, or Noonarbook, and proceeds due north, without limitation, into the same Frozen Ocean. The same western limit, beginning at the same initial point, proceeds thence in a course nearly southwest, through Behring's straits and Behring's sea, so as to pass midway between the northwest point of the island of St. Lawrence and the southeast point of Cape Choukotski, to the meridian of one hundred and seventy-two west longitude; thence, from the intersection of that meridian, in a southwesterly direction, so as to pass midway between the island of Attou and the Copper island of the Kormandorski couplet or group, in the North Pacific ocean, to the meridian of one hundred and ninety-three degrees west longitude, so as to include in the territory conveyed the whole of the Aleutian islands east of that meridian.

### ARTICLE II.—PUBLIC PROPERTY CEDED.

In the cession of territory and dominion made by the preceding article, are included the right of property in all public lots and squares, vacant lands, and all public buildings, fortifications, barracks, and other edifices which are not private individual property. It is, however, understood and agreed, that the churches which have been built in the ceded territory by the Russian government, shall remain the property of such members of the Greek Oriental Church resident in the territory, as may choose to work therein. Any Government archives, papers and documents relative to the territory and dominion aforesaid, which may now be existing there, will be left in the possession of the agent of the United States; but an authenticated copy of such of them as may be required, will be, at all times, given by the United States to the Russian government, or to such Russian officers or subjects as they may apply for.

### ARTICLE III.—CITIZENSHIP OF INHABITANTS; UNCIVILIZED TRIBES.

The inhabitants of the ceded territory, according to their choice, reserving their natural allegiance, may return to Russia within three years, but if they should prefer to remain in the ceded territory, they, with the exception of uncivilized native tribes, shall be admitted to the enjoyment of all the rights, advantages and immunities of citizens of the United States, and shall be maintained and protected in the free enjoyment of their liberty, property and religion. The uncivilized tribes will be subject to such laws and regulations as the United States, may from time to time, adopt in regard to aboriginal tribes of that country.

### ARTICLE IV.—FORMAL DELIVERY.

His Majesty, the Emperor of all the Russias, shall appoint, with convenient despatch, an agent or agents for the purpose of formally delivering to a similar agent or agents appointed on behalf of the United States, the territory, dominion, property, dependencies and appurtenances which are ceded as above, and for doing any

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other act which may be necessary in regard thereto. But the cession, with the right of immediate possession, is nevertheless to be deemed complete and absolute on the exchange of ratifications, without waiting for such formal delivery.

### ARTICLE V.—WITHDRAWAL OF TROOPS.

Immediately after the exchange of the ratifications of this convention, any fortifications or military posts which may be in the ceded territory, shall be delivered to the agent of the United States, and any Russian troops which may be in the territory shall be withdrawn as soon as may be reasonably and conveniently practicable.

### ARTICLE VI.—PAYMENT; EFFECT OF CESSION.

In consideration of the cession aforesaid, the United States agree to pay at the Treasury in Washington, within ten months after the exchange of the ratifications of this convention, to the diplomatic representative or other agent of his Majesty the Emperor of all the Russias, duly authorized to receive the same, seven million two hundred thousand dollars in gold. The cession of territory and dominion herein made is hereby declared to be free and unincumbered by any reservations, privileges, franchises, grants, or possessions, by any associated companies, whether corporate or incorporate, Russian or any other, or by any parties, except merely private individual property-holders; and the cession hereby made, conveys all the rights, franchises, and privileges now belonging to Russia in the said territory or dominion, and appurtenances thereto.

### ARTICLE VII.—RATIFICATION.

When this convention shall have been duly ratified by the President of the United States, by and with the advice and consent of the Senate, on the one part, and on the other by His Majesty the Emperor of all the Russias, the ratifications shall be exchanged at Washington within three months from the date hereof, or sooner, if possible.

In faith whereof, the respective plenipotentiaries have signed this convention, and thereto affixed the seals of their arms.

Done at Washington, the thirtieth day of March in the year of our Lord one thousand eight hundred and sixty-seven.

EDOUARD DE STOECKL,

WILLIAM H. SEWARD.

#### Alaska Under United States Control.

The lowering of the Russian flag and the raising of the Stars and Stripes did not usher in an era of development for Alaska. On the contrary a period of stagnation ensued. Those who recount the events of the first quarter century of United States control in Alaska are inclined to draw uncomplimentary comparisons with the last quarter century of Russian rule.

The period from 1867 to 1884 was one of almost absolute governmental neglect. The United States army, which had taken over Alaska from Russia, remained in charge for the first decade. Military rule did not make for progress. During this period, Sitka remained the center of activities. Military posts were established at Kenai, Kodiak, Sitka, Tongass and Wrangell, with detachments on the islands of St. Paul and St. George. All troops except those at Sitka were withdrawn in 1870. Alaska was made a customs

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MANUAL AND COURSE OF STUDY

collection district in 1868 and deputy collectors were stationed at Wrangell and Sitka. The withdrawal of the remaining soldiers in 1877 was regarded by the few white residents of Alaska as a boon, especially to the native population who had suffered in many ways because of their presence.

From 1877 to 1879, there was no government of any description in Alaska. During this time apparently lawlessness was no more rife than during the period of military rule. Alaska was officially "dry" territory. However, both imported liquor and the product of the hootchenoo stills, operated by the Indians and whites alike, were in abundance, as was also the case during the military regime. The deputy collectors of customs exercised broad powers and served as adjudicators of disputes and to a degree as general police. However, they lacked authority to enforce law and order.

Late in 1878, trouble arose at Sitka over the murder of three white men by Indians. The Indians outnumbered the whites, including Russians, three to one. Notice of impending serious trouble was forwarded to Washington but elicited no response. An appeal was then made to the British Admiral at Victoria, who despatched the "Osprey" under command of Captain A'Court to the scene of the trouble without delay. In April, 1879, the "Osprey" was relieved by the "Alaska," an American vessel which was in turn replaced by the "Jamestown," Captain Lester A. Beardslee, commander. This vessel was the United States government in Alaska until 1881, when the "Wachusett" replaced her. The "Wachusett" was relieved in 1882 by the "Adams," Captain Merriman, commander.

Underwood, in his "Alaska: An Empire in the Making," describes the work of the navy and of Captain Merriman, as follows:

"Captain Merriman become a power among the Indians and he and his ship played an important part in the history of the country. Peace and order reigned at Sitka, Indians and miners at Juneau were chastised when they deserved it and protected in whatever rights any of them had in the abandoned territory. Crooked traders and distillers of illicit liquor generally had a most unpleasant time of it during this period. Captain Merriman, besides exercising a general police duty about the territory, acted as referee, umpire, probate and appellate judge, arbiter of many vexed questions, and frequently the judgment of a modern Solomon had to be called into requisition in deciding issues in local tribal wars. Many times he was called upon to tear asunder those whom Indian ceremonies had made one, to protect young native Beau Brummels, who scorned the proposal to marry their uncle's widow; to save those doomed to death by torture for witchraft; to prevent killing of slaves at funerals and Potlatch festivals, and to administer the estates of deceased chieftains. These duties demanded the exercise of tact and no inconsiderable portion of diplomacy. His departure from the wharf was witnessed by wailing groups of natives, who regarded him as the Great White Father of the country."

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All who have studied the early history of Alaska are agreed apparently that the work of the navy was much superior to that of the army and that conditions in 1884 when civil government was granted to Alaska, were much better than in 1877 when the army was withdrawn.

The bill providing for civil government in Alaska was introduced in the U. S. Senate in December 1883, was passed by that body in January 1884, and by the House of Representatives in May, 1884, when it was signed by President Arthur and became a law. The Act created the District of Alaska and provided for the appointment of officials. The officers of the first government, who took office in September 1884, were: Governor, John H. Kinkead; United States District Judge, Ward MacAllister, Jr.; United States District Attorney, E. W. Haskell; United States Marshal for the District of Alaska, M. C. Hillyer; Commissioner at Juneau, John G. Brady; Commissioner at Fort Wrangell, George P. Ihrie; Commissioner at Unalaska, Chester Seeber; Clerk of the District Court, Andrew T. Lewis.

Since the passage of the first civil government act for Alaska other important laws have been created. Brief reference is made to these in the article on civil government in Alaska which precedes this article.

## The Mining Industry.

The high spots in Alaska history are linked with one of her great industries, that of mining. Wrangell was the first of the Alaska towns to feel the impetus which comes from the presence of stampers in search of gold. During the late 70's and early 80's, it was the outfitting point for 30,000 miners who stampeded up the Stikeen River and into the Cassiar District, British Columbia. Again in 1897, after the discovery of gold on the Klondike River, many stampeders outfitted at Wrangell, thinking that they could reach this El Dorado by way of the Stikeen River, Telegraph Creek and Teslin Lake, thus avoiding the Chilkoot Pass and White Horse Rapids.

The first placer gold mined in Alaska came from the Silver Bow Basin, Juneau, the oldest American settlement in Alaska, in 1880. About the same time the Treadwell quartz mine was developed in a small way and was later enlarged until it was second to no gold mine in the world at the time of the big cave-in and flooding of the major part of the workings in the spring of 1917. Gastineau Channel has been the center of considerable mining activity from the time of the first discovery of gold in Silver Bow Basin to the present time. The Alaska-Juneau mine, in 1922, produced one-sixth of all the gold mined in Alaska. The towns situated on the Channel have derived the major part of their prosperity from mining, during their entire history.

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The discovery of gold in the Klondike region, Yukon Territory, in 1896 was responsible for a period of increased activity in Juneau during the succeeding years when the stampeders were en route. Wrangell's growth at this time has already been mentioned. Skagway came into being over night and in 1879-89 was a city of some fifteen thousand inhabitants. Altho depleted in population at the present time, the city stands at the Gateway to the Yukon Territory and is of commercial importance for this reason.

The placer mines of the Forty Mile River district were discovered in 1887; those of the Rampart district, in 1893; those of the Sunrise district, Cook Inlet, in 1894; and those of the upper Koyukuk River, in 1899. The first real stampede to Alaska territory, however, occurred with the discovery of placer gold on Anvil Creek near Nome in 1898. The stampeders arrived by the thousands during 1899 and 1900 when gold in paying quantities was discovered on the beach at Nome. Following the Nome stampede other placer deposits were opened on Seward peninsula, notably at Candle Creek, Council City, Solomon, and in the Kougarkoak country to the Northward. After the days of the rush Nome's population declined until 1905, when renewed activity occurred for a few years as the result of the discovery of gold in the old beach levels on the tundra back of the present beach.

The discovery of gold near Fairbanks in 1902 created a new mecca for the disappointed stampeders who had visited the Klondike, Nome, and other districts, and thousands flocked to Fairbanks, which soon developed into a thriving city. For several years following the first discovery of gold in this section, new finds were made on creeks in the district, and Fairbanks, therefore, had a rather prolonged period of prosperity. The district still holds much promise both as a mining and agricultural section.

The discovery of placer gold near Hot Springs on the Tanana River, in 1906, resulted in the establishment of a permanent settlement there. Iditarod is among the last of the large placer camps. The district was discovered in 1909 and is still producing approximately one-half million dollars in gold annually. Gold was discovered on the creek back of Ruby in 1912, resulting in the establishment of a permanent settlement at that point. The Tolorana strike in 1914 resulted in a large influx of gold seekers to that section. The Kantishna, Hyder and Willow Creek districts now loom large on the gold mining horizon.

In addition to the settlements mentioned as being founded largely as a result of gold mining activities, other minerals have played a part in the development of Alaska's history and commerce. Copper was responsible for the construction of the Copper River and Northwestern Railroad, which connects the copper

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mines at Kennecott and vicinity with the coast. Cordova, the coast terminal, sprang into existence at the time that construction on his railroad was begun, in 1907. Other settlements in the Copper River section owe their existence to the production of copper.

Coal, situated in the Matanuska River valley, was responsible for the construction of the Alaska Central Railroad with its coast terminal at Seward, thus resulting in the establishment of this thriving community. Coal in the Matanuska and Nenana River Valleys, likewise, was responsible largely for the construction of the Government Railroad and the existence of Anchorage, Nenana, and a number of other smaller communities along the line of the railroad. Coal and oil in the Bering River district created a permanent settlement at Katalla.

The report of the Territorial Mine Inspector for the year 1921, places the total mineral production in Alaska since 1880 at $478,600,789.00, more than sixty times the purchase price. The value by substances is as follows:

<table><tbody><tr><td>Gold</td><td>$327,785,553</td></tr><tr><td>Copper</td><td>135,443,202</td></tr><tr><td>Silver</td><td>8,084,892</td></tr><tr><td>Coal</td><td>2,276,128</td></tr><tr><td>Tin</td><td>935,264</td></tr><tr><td>Lead</td><td>708,258</td></tr><tr><td>Antimony</td><td>237,500</td></tr><tr><td>Petroleum, marble, gypsum, quicksilver, platinum, etc.</td><td>3,129,992</td></tr><tr><td>Total</td><td>$478,600,789</td></tr></tbody></table>

Alaska's undeveloped mineral resources are still enormous. Known tin deposits, principally on Seward Peninsula, have no equal on the North American continent. The coal bearing lands of Alaska cover 12,000 square miles and contain billions of tons of coal. Some coal veins in the Nenana River region are 45 feet in thickness. At one point on this river there are four veins one above the other separated by narrow layers of shale and sandstone and totaling, in all, 113 feet in coal.

Oil seepages are found in various parts of Alaska, notably on Bering River, Yakatga Beach, Cold Bay, Iliamna, in the Anchorage and Nenana districts, and on the Arctic coast. The only producing wells are owned by the Chilkat Oil Company, Katalla. The production from ten wells drilled on a single patented claim is from 1000 to 1200 barrels monthly.

### The Fishing and Fur-Seal Industry.

Perhaps less romantic than mining, but equally as profitable in a commercial way, and the source of a much greater revenue to

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the Territory, are the fisheries and fur seal industries of Alaska. Four kinds of fish are chiefly of commercial value—salmon, cod, halibut, and herring. The earliest figures on production show a catch of $202,138 value in cod, and of $16,000 in salmon in 1868. The banner year in the fishing industry in Alaska was that of 1918 when the combined value of all fisheries products totalled $59,144,859 exclusive of the fur-seal industry. This sum is more than eight times the purchase price of Alaska.

The total valuation of fisheries and fur seal products from 1868 to and including the year 1921 was approximately $540,000,000, more than seventy times the purchase price of Alaska. Of this amount $480,000,000 was derived from fisheries and $60,000,000 from the fur-seal industry.

The fishing industry is the principal source of revenue of many of the coast cities and smaller communities. Ketchikan is easily the most important commercial fishing center in Alaska. Petersburg, Wrangell, Sitka, Kodiak, Seldovia, Kenai and numerous smaller communities owe their existence as permanent settlements and their present prosperity more largely to the fishing industry than to any other activity.

Salmon are found along the entire Alaska coast from Portland Canal to Point Barrow. The principal canneries are situated in southeastern Alaska, Prince William Sound, Cook Inlet and Bristol Bay. The bulk of salmon are canned, although there are a few salmon salteries, pickling plants and mild curing stations in operation. Salmon, also, are one of the principal varieties of fresh fish, the King Salmon being the best adapted to the fresh fish market because of the fact that it may be found in partially landlocked waters during the entire year and caught by the process of trolling. Dried or smoked salmon are especially valuable as dog feed and are used also in this form by the Indian population as food.

Cod are found chiefly along the southern slope of the Alaska Peninsula and at a number of points in Bering Sea. This fish is canned, dry salted and pickled. It is also marketed in the fresh state, either frozen or iced. Cod fish tongues are a great delicacy. A total of 18,800 pounds was marketed in 1918.

Halibut is the principal variety of fresh fish and is usually marketed either iced or frozen. A small per cent is salted or smoked. Halibut are found chiefly in the channels of the Alexander Archipelago and ocean waters adjacent thereto, and in Cook Inlet and Bering Sea.

Herring are found chiefly in southeastern Alaska, Prince William Sound, Cook Inlet and Bering Sea. This fish is canned, dry salted, pickled and offered fresh in the market. Frozen herring also are sold in large quantities as bait. The manufacture

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of fertilizer and oil from herring and the waste from salmon and other fish is an industry which is conducted on a small scale. The principal fertilizer plant is located at Kiliisnoo in southeastern Alaska.

From 15,000 to 25,000 persons are employed annually in the fishing industry in Alaska during the summer and early fall months. A considerable part of this labor is imported from Pacific coast ports by the large cannery interests. During the year of greatest production, 1918, 31,213 persons were employed in the Alaska fisheries.

The fur-seal industry is confined chiefly to the Pribilof Islands, in the Bering Sea, altho deep sea sealing is done by Alaska Indians during the period when seals are migrating. The seal herd passes along the coast of southeastern Alaska usually in the early spring of each year and it is at this point that sealing by Indians is done. The regulations of the Department of Commerce, which has exclusive jurisdiction over fur-sealing, provide that Indians shall not kill fur-seal within the three mile limit and that sealers must not use power boats or fire arms.

The white population of Alaska is prohibited from killing fur-seal at any time. Fur-seal are officially killed annually by representatives of the Bureau of Fisheries, Department of Commerce, at the rookeries on the Pribilof Islands. Extreme care is ererœised in the killing that breeding stock may continue to be plentiful. The year, 1920, was the banner year in production, the sale of skins amounting to $1,707,071. There were, at the time of the 1921 census, 581,453 seals in the Pribilof Islands seal herds.

National Forests of Alaska.

There are two national forests in Alaska—the Tongass, in southeastern Alaska and the Chugach, in the Prince William Sound and Kenai Peninsula regions and on Afognak Island. These forests cover 20,573,444 acres or about 5½ per cent of the total area of Alaska. Of this amount 500,000 acres have been cruised and mapped.

The Tongass forest is the larger and of more commercial importance. It is estimated to contain about 74,000,000,000 board feet of timber ripe for marketing. Stands of 100,000 board feet per acre are not infrequent. This forest is ideally situated for marketing. It has 9,000 miles of shore line. Seventy-five per cent of the usable timber is within two miles of tide water. The timber runs 65 per cent western hemlock; 23 per cent Sitka spruce; and 12 per cent western red cedar, yellow cedar, cottonwood and white fir.

Alaska forests contain much timber suitable for paper manufacture. About 6,000,000 tons of pulpwood are required annually to supply the United States with paper. Experts estimate that the

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Tongass National Forest could easily supply one-third of this amount indefinitely.

The Chugach National Forest is smaller than the Tongass. Its trees are not as large and the stand of timber only about one-half as heavy. It is estimated to contain about 7,000,000,000 board feet of lumber—one tenth that of the Tongass. Western hemlock predominates, with spruce, poplar and birch making up the balance. It also contains much timber suitable for paper manufacture.

About 500,000,000 board feet of timber have been cut and sold from the national forests of Alaska during the past ten years which covers the major part of the period of activity along this line. The principal part of this lumber has been taken from the Tongass National Forest. Practically the entire output of lumber has been used in local industries, altho an export trade has developed recently.

There is at present one paper pulp mill in Alaska. This is located at Speel River in southeastern Alaska. It has a capacity of 24 tons daily.

Provision is made for filing on homesteads within the boundaries of Alaska forests. On December 31, 1922, a total of 305 claims had been filed with the Alaska Forest Service, embracing 35,670 acres. One hundred and seventy-one of these claims were filed in the Tongass and 134 in the Chugach forest.

Twenty-five water power sites have been surveyed and mapped within the boundaries of the Tongass Forest. Of this number twelve have capacities ranging between 10,000 and 30,000 horse power. There are at least three major power sites within the Chugach Forest. Up to the present time these have not been surveyed or mapped.

## Agriculture.

Agriculture, as yet a minor Alaska industry, is destined to become one of great importance. There are immense tracts of land in the Matanuska and Tanana River valleys which are of demonstrated agricultural value. In addition there are numerous smaller tracts along the coastal region and other points in the interior which are suitable for agricultural purposes. Estimates by the Department of Agriculture place the area of agricultural and grazing land in Alaska at 64,000,000 acres, exclusive of the great tracts which are suitable for reindeer. There are more agricultural lands in Alaska than in the entire Scandinavian Peninsula, which supports a population of more than ten million persons engaged in agricultural pursuits.

Approximately 2,500 acres of farm land is under cultivation in the Tanana River valley. There is a flour mill at Fairbanks which is the property of the Tanana Valley Agricultural Associa-

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tion. This mill converted 35 tons of native wheat into graham, whole wheat and white flour, during the winter of 1921-22.

In addition to the small grains, the principal products of Alaska farms are small fruits, such as strawberries, raspberries, currants and gooseberries; potatoes; rutabagas; turnips; carrots; celery; and numerous other garden vegetables.

Stock raising as an industry has not developed to any great extent. However, cattle and hogs are bred in both the interior and coastal regions.

There are five agricultural experiment stations in Alaska which are maintained by the Department of Agriculture, United States Government. They are situated at Sitka, Kodiak, Matanuska, Fairbanks and Rampart. Each station performs work particularly suited to the district in which it is located. The various enterprises either accomplished or absorbing the efforts of these stations at the present time, are the development by crossbreeding, of varieties of strawberries, raspberries, currants, gooseberries, apples and other fruits which will thrive in Alaska; the crossbreeding of potatoes, grains, alfalfa, vetch and garden vegetables; the crossbreeding of cattle, sheep and other livestock; and the analysis and testing of soil.

## Other Industries.

Limited space precludes other than the mere mention of a number of other Alaska industries. The value of furs exported, exclusive of the fur-seal, has averaged approximately $1,500,000 per year for the past five years. The principal fur-bearing animals are ermine, mink, marten, muskrat, otter, beaver, lynx, bear, wolf, and wolverine.

The reindeer of Alaska now number approximately 260,000. Of this number, two thirds belong to Alaska Indians and the balance to Lapps and whites. Reindeer are the source of a large portion of the meat supply of several thousand Indians in the Seward Peninsula, Kotzebue Sound and Kuskokwim River districts. The white population of these districts also use the meat as a staple food. Lomen and Company, Nome, are the principal exporters of reindeer meat to the United States. In 1920 this firm shipped 256,449 pounds, valued at $61,865.

Fur-farming is developing into a thriving industry, particularly in southeastern Alaska, Prince William Sound, Cook Inlet, and on the islands bordering the Alaska Peninsula. Blue fox, silver fox, mink and marten are the fur-bearing animals which are propagated. Blue fox farming leads. These animals usually are given the range of an island. Silver fox, mink and marten are propagated in corrals. Attempts to propagate marten have met with indifferent success. The other fur-bearing animals are propagated successfully.

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On January 1, 1923, a total of 137 islands within the limits of the two national forests were under lease to fur-farmers. Of this number, 108 are in the Tongass and 29 in the Chugach Forest. In addition, 9 islands under the supervision of the Bureau of Biological Survey were under lease. This Bureau also has issued 38 permits, having all the effect of a lease, in the Aleutian Islands Reservation. This makes a total of 184 permits and leases issued to fur-farmers in Alaska.

There are now two active whaling stations in Alaska, one at Port Armstrong in Southeastern Alaska and the other at Akutan in the Aleutian Islands. Whaling vessels operate chiefly in the North Pacific Ocean. During the year 1919 a total of 580 whales were taken. The value of whaling products during this year was $1,790,867.

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INDEX

MANUAL—

Page

<table><tr><td>Aims and Methods</td><td>3</td></tr><tr><td>American's Creed</td><td>19</td></tr><tr><td>American's Creed—Derivation of</td><td>19</td></tr><tr><td>Art of Questioning</td><td>9</td></tr><tr><td>Baltimore County Course of Study</td><td>3</td></tr><tr><td>Class Management</td><td>7</td></tr><tr><td>Decoration</td><td>16</td></tr><tr><td>Discipline and Management</td><td>7</td></tr><tr><td>Examinations and Tests</td><td>10</td></tr><tr><td>Examinations—Eighth Grade</td><td>12</td></tr><tr><td>Flag—Salute to</td><td>18</td></tr><tr><td>Flag—Rules Governing Use of</td><td>18</td></tr><tr><td>Heating and Ventilation</td><td>14</td></tr><tr><td>Holidays</td><td>17</td></tr><tr><td>Home Study</td><td>10</td></tr><tr><td>How Time Is Wasted</td><td>8</td></tr><tr><td>Kindergarten Course</td><td>4</td></tr><tr><td>Lighting and Seating</td><td>15</td></tr><tr><td>New Classroom Tools</td><td>4</td></tr><tr><td>Plan Book</td><td>6</td></tr><tr><td>Program—One Teacher School</td><td>28</td></tr><tr><td>Recitation and Assignment</td><td>4</td></tr><tr><td>Recitation and Study Program</td><td>31</td></tr><tr><td>Notes on Program</td><td>30</td></tr><tr><td>Records</td><td>13</td></tr><tr><td>Reports to Parents</td><td>14</td></tr><tr><td>Rules and Regulations</td><td>25</td></tr><tr><td>Teachers</td><td>25</td></tr><tr><td>Pupils</td><td>27</td></tr><tr><td>General</td><td>28</td></tr><tr><td>School Law—Excerpts from</td><td>20</td></tr><tr><td>Weekly Time Allotments in Minutes</td><td>32</td></tr></table>

COURSE OF STUDY—

<table><tr><td>Arithmetic</td><td>57</td></tr><tr><td>Civics</td><td>65</td></tr><tr><td>Cooking and Sewing</td><td>88</td></tr><tr><td>English</td><td>38</td></tr><tr><td>Geography</td><td>73</td></tr><tr><td>History</td><td>65</td></tr><tr><td>Library</td><td>104</td></tr><tr><td>Manual, Industrial, and Household Arts</td><td>87</td></tr><tr><td>Morals and Manners</td><td>95</td></tr><tr><td>Music</td><td>93</td></tr><tr><td>Nature Study</td><td>73</td></tr><tr><td>Penmanship</td><td>85</td></tr></table>

148

MANUAL AND COURSE OF STUDY

<table><thead><tr><th></th><th>Page</th></tr></thead><tbody><tr><td>Physiology and Hygiene</td><td>79</td></tr><tr><td>Physical Training</td><td>84</td></tr><tr><td>Reading and Literature</td><td>33</td></tr><tr><td>Spelling</td><td>49</td></tr><tr><td>Thrift</td><td>103</td></tr><tr><td>Vocational Guidance</td><td>102</td></tr><tr><td>Woodworking and Mechanical Drawing</td><td>91</td></tr></tbody></table>

APPENDIX—

<table><tbody><tr><td>Civil Government of Alaska</td><td>110</td></tr><tr><td>Delegate to Congress</td><td>122</td></tr><tr><td>Departments of Government</td><td>117</td></tr><tr><td style="padding-left: 2em;">Executive</td><td>117</td></tr><tr><td style="padding-left: 2em;">Legislative</td><td>119</td></tr><tr><td style="padding-left: 2em;">Judicial</td><td>121</td></tr><tr><td>Elective Officials</td><td>124</td></tr><tr><td>Elections—System of</td><td>123</td></tr><tr><td>Municipal Government</td><td>124</td></tr><tr><td>Organic Act</td><td>110</td></tr><tr><td>Historical Sketch of Alaska with Brief Outline of Resources</td><td>126</td></tr><tr><td style="padding-left: 2em;">Agriculture</td><td>144</td></tr><tr><td style="padding-left: 2em;">Alaska Under U. S. Control</td><td>137</td></tr><tr><td style="padding-left: 2em;">Discovery</td><td>126</td></tr><tr><td style="padding-left: 2em;">Early Settlements</td><td>128</td></tr><tr><td style="padding-left: 2em;">English Explorations</td><td>129</td></tr><tr><td style="padding-left: 2em;">Fishing and Fur-Seal Industry</td><td>141</td></tr><tr><td style="padding-left: 2em;">French Explorations</td><td>131</td></tr><tr><td style="padding-left: 2em;">Mining Industry</td><td>139</td></tr><tr><td style="padding-left: 2em;">National Forests of Alaska</td><td>143</td></tr><tr><td style="padding-left: 2em;">Other Industries</td><td>145</td></tr><tr><td style="padding-left: 2em;">Purchase of Alaska</td><td>134</td></tr><tr><td style="padding-left: 2em;">Russian Explorations</td><td>127</td></tr><tr><td style="padding-left: 2em;">Spanish Explorations</td><td>130</td></tr><tr><td style="padding-left: 2em;">Treaty of Cession</td><td>135</td></tr><tr><td style="padding-left: 2em;">United States Explorations</td><td>132</td></tr></tbody></table>