40. Pribram, Bohemia, Austria [1849], Mining Academy; 95 students. 41. Rennes, France [1890], Agricultural College; 118 students. 42. Schemnitz, Hungary [?], Forestry and Mining Academy; 263 students. 43. St. Etienne, France [1816], Mining Academy; 120 students. 44. Stockholm, Sweden [1823], Forestry School; also Agricultural Academy [1811]. 45. St. Petersburg, Russia [1773], Mining Institute; 550 students. 46. St. Petersburg, Russia [1880], Forestry Institute; 516 students. 47. Tharandt, Saxony, Germany [1811], Forestry Academy; 72 students. 48. Toronto, Canada [1888], Agricultural College. 49. Vienna, Austria [1872], Agricultural Academy; 360 students. NOTE. Other similar higher institutions of learning are connected with universities, hence they are not mentioned in this list of separate institutions. VIII. Veterinary schools. 1. Alford, France [1766]; 294 students. students. 6. Copenhagen, Denmark [1858]; see above in VI. 7. Dorpat, Russia [?]; 288 students. 8. Dresden, Germany [1774]; 160 students. 9. Hanover, Germany [?]; 273 students. 10. Kasan, Russia [?]; 452 students. 11. Kharkov, Russia [1804]; 150 students. 13. London, England [1791]; 230 students. 17. Munich, Germany [1790]; 300 students. students. 24. Turin, Italy [?]; 91 students. 25. Utrecht, Netherlands [?]; 83 students. 26. Vienna, Austria [1764]; 305 students. 27. Warsaw, Russia [?]; students. ED 1901-VOL II- -16 CHAPTER XXXI. REPORT ON EDUCATION IN ALASKA. DEPARTMENT OF THE INTERIOR, BUREAU OF EDUCATION, Washington, D. C., June 16, 1902. SIR: I have the honor to submit the sixteenth annual report of the Alaska division for the fiscal year ending June 30, 1901. During the year there have been maintained in Alaska 28 public schools under the immediate supervision of this Bureau, with 37 teachers and an enrollment of 1,968 pupils. During the autumn of 1900 pneumonia prevailed extensively through Arctic Alaska, causing many deaths among the native population. In order as far as possible to prevent the starvation of the stricken people, under authority from the Secretary of the Interior, the revenue cutter Bear gave out provisions among the settlements along the shores of Bering Sea, which were distributed by the missionaries, teachers, and officers in that region. At Port Clarence many of the children whose parents had died were gathered into an orphanage established by the teacher. In the spring of 1901 smallpox made its appearance among natives of southeastern Alaska, and spread with great rapidity. As a precautionary measure several of the public schools in that section were closed during the prevalence of the disease. The appropriation for education in Alaska, which had been continued annually since 1886, was not renewed by the last session of Congress. An amendment to section 203, Title III, of the "Act making further provisions for a civil government for Alaska" (approved March 3, 1901) provides that "50 per centum of all license moneys provided for by said act of Congress, approved March 3, 1899, and any amendments made thereto, that may hereafter be paid for business carried on outside incorporated towns in the district of Alaska, and covered into the Treasury of the United States, shall be set aside to be expended, so far as may be deemed necessary by the Secretary of the Interior, within his discretion and under his direction, for school purposes outside incorporated towns in said district of Alaska." SAXMAN.—Mrs. J. W. Young, teacher; enrollment, 66; population, Thlingket. Mrs. Young reports: Our school year opened under very favorable conditions, and for a part of the year the school was well attended and there was a marked degree of interest. Very good progress was made in all branches taught, especially in arithmetic and language, as my assistant, Miss Eva Sill, was a tireless worker and competent in all branches. Having an assistant, we had more time to devote to each pupil. Had it not been for sickness, we expected an enrollment of 100 or more, and a good attendance, as the "potlatches" and feasts were few. Early in the winter the people contracted a contagious malady, resembling smallpox. It soon spread so that nearly the whole population was infected with it. Several deaths occurred. Hence the attendance was very irregular, although the children usually came to school as long as they could sit up, and returned as soon as possible, being, by reason of the ravages of the disease, frightful looking objects. On the 12th of February the local school committee ordered the school closed. The people who were not sick became panic-stricken and left the town. I could not open the school again until May, when a few of the people returned. We were disappointed that we could not keep the school open, as the children were very much interested and learning fast. We made a practice of visiting the homes of the pupils often, especially if any were sick or absent. The natives are naturally very fond of music, both instrumental and vocal. We had the use of an organ in school; it belongs to the community, being paid for by subscription. GRAVINA.—Mrs. Alice B. Hamblet Davis, teacher; enrollment, 69; population, Thlingket. Mrs. Davis reports: The attendance until June was very good, but during that month the people began to move from the village to their fishing haunts and to canneries where they secured employment. Then in the village, the fathers being gone, the girls and boys had to help in the box factory. The pupils and patrons are greatly interested in the school work, although the home habits of irregularity add greatly to the teacher's duties. In dress and personal habits the children are reasonably neat, but most of the native homes lack cleanliness. My greatest difficulty is to make the children speak English outside of the schoolroom. Since the teacher is the only one in this vicinity who speaks English, it is not surprising that the children hesitate to use it regularly. I have tried English afternoons, picnics, stories, object lessons, and various other methods, still they use very little English in their everyday conversation. Our people are to be commended for having erected a very comfortable school building, which was completed last May. It is furnished with serviceable desks, and the teacher can accomplish much more than was possible under former conditions. My pupils are very fond of drills and calisthenics. They take to song with a naturalness and ease seldom found among white children. Their voices are musical and well modulated. As a rule, they are energetic and cheery, displaying none of the sullenness common among some native tribes. Their progress this year has been very noticeable. JACKSON.-Miss Nellie Green, teacher; enrollment, 88; population, Hydah. Miss Green writes: The new desks and blackboards which the Department kindly sent us added greatly to the appearance of the schoolroom this year. At the beginning of the year a native committee was appointed to secure the school attendance of delinquent members, which worked admirably. Most of the children, though often late, attended regularly. A number of former pupils are successfully supporting themselves by making use of the instruction they received while at school. There are two native storekeepers in the village, former pupils, who go to Seattle in their own schooners whenever it is necessary to order goods. Other pupils are boat builders and carpenters. One of the carpenters has just completed a two-story house with bay windows and porches. Another is assisting in building a warehouse at Hunters Bay. Others are successful assistant engineers and others are good pilots and interpreters. FORT WRANGELL No. 1.-Miss Minnie Robertson, teacher; enrollment, 68; population, Thlingket. Miss Robertson writes: I find the native children quite bright and willing to learn, but owing to their irregular attendance they do not make as much progress as the whites. Those who stay in town the year round are quite regular, but most of the native population are on the move the greater part of the time. They have their seasons for hunting, fishing, and trapping, which keeps them out of school the greater part of the year. This accounts for the high enrollment and the low average daily attendance. The natives are very fond of music, and assisted in several entertainments during the winter; we have an organ in the schoolroom, and they derive a great deal of enjoyment from it. They are also very fond of kindergarten work, and as they learn mostly by object lessons, I find that the introduction of kindergarten work into the school has proved of great benefit to them. The older ones as well as the younger take a great interest in it. One young man who attended school during the winter months has been working at the sawmill this spring, and his sister, a young lady of 15, who has attended quite regularly during the whole year, left just a few days before school was out to work in a boarding house. These are the only two who have come directly under my notice. FORT WRANGELL No. 2.-Victor L. Holt, teacher; enrollment, 80; population, white. Mr. Holt reports: In the absence of the assistant teacher at the commencement of the school, I had charge of both the natives and the whites. I found it necessary for a while to continue the sessions of the school until 5 o'clock in the afternoon, and from 7 until 9 in the evening, in order that all of the classes might be heard. When the teacher for the natives came the press on this department was relieved for a time. A number of students came in from neighboring places, and more would have come if we could have accommodated them. There are now seven grades in our school, and there are to be at least eight next year. Through the efforts of the friends of education here we have secured a library of 259 volumes, for the use of the school. The books have been carefully selected, and have proven of inestimable value to the school. A librarian has been employed, and funds have been raised by the students to keep the library open all summer. It is to be hoped that Fort Wrangell will have a new school building in the near future. KAKE.—Mrs. Anna R. Moon, teacher; enrollment, 88; population, Thlingket. Mrs. Moon writes: The usual letter from the Bureau of Education, asking for an annual report of my school, did not reach me until recently. Our mail is very irregular. Sometimes we find that our letters have been carried up to Dawson, or out to western Alaska, before they finally reach us at this little out of the way village. Our nearest post-office is Fort Wrangell, which is 100 miles distant. The journey in an open boat between Kake and Fort Wrangell is a hazardous one during the winter months. Sometimes as long as two or three weeks are consumed in making the trip. Our messengers are usually natives, who frequently stop to hunt to and from Fort Wrangell. The white population of this island consists of my husband and myself, our two children, and the merchant. There are about 300 natives that regard Kake Village as their headquarters. They are of a nomadic disposition, which naturally interferes considerably with the regularity of their attendance at school. Many of the old customs, which have disappeared among the natives living near the larger towns of Alaska, are still observed in this region. The feast for the dead, for instance, frequently takes them to remote settlements. With all these drawbacks, we nevertheless see an improvement. This is especially marked in the appearance of their houses. In this village every house but one now contains a heating and cooking stove, stools, chairs, beds, and dishes. The horn spoons and wooden bowls are now relics of the past. Men, women, and children now dress in "store clothes, as do the common people in other parts of the country; they do not wear the blanket suits that they formerly used to make in imitation of the white man's clothing. No hoochinoo has been brewed in the village in almost two years. Some of our natives, however, are very much tempted when visiting towns which the steamers touch and where liquor is plentiful. We have lumber ready for use in erecting a church. The natives have subscribed very liberally toward paying for it, and they will give their labor gratis in erecting the church. Many of them are good mechanics. Most of them realize the benefits to be derived from taking advantage of the privileges offered them by the school. SITKA, No. 1.-Miss Cassia Patton, teacher; enrollment, 48; population, white. Miss Patton reports: The year was a very pleasant and profitable one until the Christmas recess, after which unusual sickness made great inroads on our work. Our second annual fair in October was a very successful affair, and I am convinced that the one-room school with a programme already full can do something along industrial lines in this way. The children displayed paddles, paper knives, kites, houses, pincushions, aprons, pillowcases, bags, darning, patching, lace, bread, cake, cookies, cottage cheese, syllabub, butter, jelly, and canned fruit; also three models of full-rigged vessels on which the boys had spent many hours during the summer vacation. Our display chart contained language, arithmetic, |