THE NOME NUGGET
Published Monday, Wednesday and Friday by The
NOME PUBLISHING CO.
Nome, Alaska
Telephone: Main 125 P. O. Box 618
$1.50 PER MONTH Sli.00 A YEAR
W. A. and EMILY BOUCHER..ZZ-Editors
Entered as second class matter October 14, 1943, at the postoffice at
Nome, Alaska, under the Act of March 3, 1879.
Wednesday, July 24, 1946
NEW ERA OF GIVING
TREASURY DEPARTMENT statistics indicate that
annual individual incomes of $1,000,000 or more fell
from 511 persons in 1928 and 513 in 1929 to 20 in 1932.
that they never rose above 61 thereafter and that for
1942, the last year for which information is avail
able, they were only 40. Nevertheless a study of
jjhilanthrophy made for the Russell Sage Foundation
iy Shelby M. Harrison and F. Emerson Andrews main
tains that we are entering “a new era of living,” not
because more money will be donated but because tax
supported public assistance, social insurance of var
ious types, Government appropriations for interna
tional relief, meet many of the needs that were once
lumped under “charity.”
Research in science has engrossed the most im
portant foundations. If we are to have a tax-support
ed National Science Foundation to operate on an an
nual budget of at least $100,000,000, which is 70 per
cent more than the total annual expenditures of all
private foundations in the country, there may well be
fewer philanthropic grants for research in physics,
chemistry, biology and medicine. Hence even more
attention will be paid to education and social welfare,
whict already account for large grants. We may
therefore expect more scholarships, fellowships, stud
ent loans and subsidies to colleges and universities,
and more for social welfare and the fine arts.
There is no reason to suppose that the foundations
have outlived their usefulness. The Russell Sage
Foundation’s report makes much of the fact that with
total assets of nearly two million dollars the founda
tions will continue to pioneer in new fields and lead
progressive movements. This is particularly true
of the social sciences, which are charged with political
dynamite. Most important is the insistence of the
report on the serious danger that democracy faces
with the multiplication of governmental agencies.
We need criticism of governmental agencies, and it is
here that the foundations can do effective work.
(New York Times)
MORE AMERICANISM
NEEDED IN SCHOOLS
EVERY PARENT WOULD DO WELL to read a
letter appearing in the current issue of Seattle
Business, published by the Seattle Chamber of Com
merce.
It was written by Garrett Eddy, son of John W.
Eddy, one of Seattle’s leading capitalists. Just back
from five years of active duty in the navy, young Eddy
wrote Robert S. McFarlane, president of the chamber:
“Very few of those fellows (servicemen) have been
exposed to arguments for capitalism. They have not
even heard much said for democracy or our form of
his government didn’t work • .
government. Time and again I would catch a fellow
in the following inconsistency: he would admit he
was busy offering his life in the fight to preserve our
present form of government. Later, in another dis
cussion he would forcefully say that his vote for good
government was useless and he could therefore do no
thing about it to make his government work well—and
he admitted his government didn’t work . . .”
No one, Eddie charged in his letter, has bothered
to present facts and arguments for either democracy or
capitalism to the young people—nothing beyond an
occasional salute to the flag at school has been done
mjmPSADAKY t
to make children proud of their country.
“But,” he continued, “the radical elements have
been busy all this time and have presented all the argu
ments against both our form of government and our
economy. No one has bothered to present the other
side to the young people. Can we be surprised that
they are confused?”
Instead of trying to correct the situation, the letter
said, members of the older generation “sit in their clubs
and homes repeating endlessly their arguments only to
those who agree with them.”
He went on to say:
“Millions of words are printed, giving arguments
! for democracy and capitalism, to be read only by those
who agree and could wirte the same things themselves.
Thus a lot of energy is spent in preaching, but is wasted
because it only reached those already converted.”
Observing that radicalism has been given a free
hand in the schools for decades, he concluded:
“It has developed well there and is clever, hard
working and sincere. Any action to counteract it must
be even more clever, tireless and sincere. But it must
be counteracted, or all our future generations will con
tinue to get only one side of the argument.”
While the young veteran may be going somewhat
to extremes when he says that nothing is done to
make children proud of their country “beyond an oc
: casionable salute to the flag at school,” there can be no
question about the general soundness of his views.” ....
Our schools do not devote sufficient time to the
inculcation of the doctrines of the American way of
life into their pupils. Those teachers with opposite
leanings (who, fortunately, represent only a small min
ority) have been very busy indeed presenting the other
side of the picture. But the rest are all too prone to
take it for granted that their classes do not need any
instruction about democracy and free enterprise.
Eddy’s remarks apply with even greater force to
the average home. The parent who puts his faith
in foreign “isms” will see to it that his children follow
in his footsteps. But the average good American is
likely to feel that his offsring will automatically in
herit his ideas.
The conditions which Eddy describes among his
shipmates shows clearly how erroneous such an idea is.
(Seattle Post Intelligencer)
ALASKA NATIVE SERVICE
TEACHER TRAINING PROGRAM
The first of the series of teacher training confer
ences to be conducted by the Alaska Native Service
was recently held at Wran
gell Institute. George A.
Dale, Director of Educa
tion, Max W. Penrod and
H. W. Starling, Supervis
ors of Education, met with
Earl Intolubbe, Princip;
of Wrangell Institute an
the Wrangell Institute sta:
in a three day teache
training and curricului
conference.
Although teachers in A
aska Native Service boarc
ing schools are required t
have a minimum of fo|
years college training prc
paration for teaching in oi
der to be employed, the A.
aska Native Service reco^
nizes that there are man
special needs and problem
which teachers must mee
which require continuou
in-service training. Up ur
til the war these were me
to a large extent by the bi
annual summer session
conducted for Alaska Ns
tive Service teachers an<
Indian Service teachers c
the Northwest States a
| Chemawa, Oregon. It i
planned to resume these
beginning in the summe
of 1947. In addition t
these overall in-servi<j
training schools the Alask
Native Service will hoi
regional conferences fo
teachers and other employ
ees at various places ove
the Territory. The nex
one will be held in Aug
ust at White Mountain Vo
cational School at the tim<
when Mr. Victor C. Hi!)
newly appointed Principa
at White Mountain as
sumes his new duties. A
a later date similar confer
ences will be held at Ek
lutna Vocational School
The first regional fielc
conference for day school
teachers will probably be
held at Bethel during the
winter.
The major purpose oi
these conferences is to as
sist the teachers in elab
orating and refining their
courses of study and to as
sist them in establishing
minimum standards of a
chievement for Native
children. In this same con
nection a testing progranrl
is to be established in the
Alaska Native schools dur
ing the coming year.
Early in the 1920’s the
Office of Indian Affair^
educational program wes
severely criticized by the
Congressdonal Committee
for its use of a standard
ized curriculum, which
was used in all Indian Ser
vice schools. The Com
mittee pointed the absurd
ity of forcing children from
widely differing economic
areas and social groups to
conform to a standardized
curriculum. In response
to this criticism the Indian
Service adopted a policy