416 



EDUCATION 



[b. a. e. 



Fraj' Rogel, who selected lands, pro- 

 cured agricultural implements, and built 

 commodious houses (Shea). 



Early in the 17th century Franciscan 

 missions were established among the 

 Apalachee and neighboring tribes, after- 

 ward to be abandoned, but forming the 

 first link in the chain of causes which has 

 brought these Indians through their mi- 

 nority under guardianship to mature self- 

 dependence. Concentration for practical 

 instruction was established in California 

 by the Franciscans (see California, Indians 

 of). The results achieved by the mis- 

 sions in the S. W. were chiefly practical 

 and social. Domestic animals, with the 

 art of domestication and industries de- 

 pending on their jiroduets, were perma- 

 nently acquired. Foreign plants, includ- 

 ing wheat, peaches, and grapes, were 

 introduced, gunpowder was adopted in 

 place of the bow, and new practices 

 and customs, good and bad, came into 

 vogue. The early French missions in 

 North America were among (1) the Ab- 

 naki in Maine, (2) the Huron in Ontario, 

 Michigan, and Ohio, (3) the Iroquois in 

 New York, (4) the Ottawa in Wisconsin 

 and Michigan, (5) the Illinois in the mid- 

 dle W., and (6) the tribes of Louisiana. 

 Bishop Laval founded a school at Quebec 

 for French and Indian youth. Father de 

 Smet planted the first Catholic mission 

 among the Salish tribes, and Canadian 

 priests visited the natives on Puget sd. 

 and along the coast of Washington. 



One of the objects in colonizing Vir- 

 ginia, mentioned in the charter of 1606 

 and repeated in that of 1621, was to bring 

 the infidels and savages to human civility 

 and a settled and quiet government 

 ( Neill ) . Henrico College was founded in 

 1618. The council of Jamestown in 1619 

 voted to educate Indian children in re- 

 ligion, a civil course of life, and in some 

 useful trade. George Thorpe, superin- 

 tendent of education at Henrico, gave a 

 cheering account of his labors in 1621. 

 Many youths were taken to England to 

 be educated. William and Mary College 

 was founded in 1691, and special provi- 

 sions were made in the charter of Virginia 

 for the instruction of Indians ( Hist. Col- 

 lege of William and Mary, 1874). Brass- 

 erton manor was purchased through the 

 charity of Robert Boyle, the yearly rents 

 and profits being devoted to a boarding- 

 school foundation in William and Mary 

 College. In Maryland no schools were 

 founded, but the settlers and Indians ex- 

 changed knowledge of a practical kind. 

 The interesting chajiter of Indian educa- 

 tion in New England includes, during the 

 17th century, the offering of their children 

 for instruction, the translation of the Bible 

 (1646-90) into their language by Eliot (see 

 Eliot Bible), the founding of Natick, the 



appointment of a superintendent of Indi- 

 ans (Daniel Gookin, 1656-86), and the pro- 

 vision for Indian youth in Harvard. The 

 spirit and methods of instruction in the 

 18th century are revealed in the adoption 

 of Indian children by the colonists ( Sam- 

 son Occum, for example), the founding of 

 Moor's charity school. Bishop Berke- 

 ley's gift to Yale, the labors of Eleazer 

 Wheelock (1729), and the founding of 

 Dartmouth College in 1754 (see Fletcher, 

 Ind. Education and Civilization, 1888). 

 In New York and other northern states 

 large sums of money were appropriated 

 for the instruction of Indians, and in 

 Princeton College special jirovisions were 

 made for their education. 



The Moravians, models of thrift and 

 good will, had in their hearts wherever 

 they went the welfare of the aborigines 

 as a private and public burden. 



Between 1741 and 1761 began, under 

 Vitus Bering and his successors, the se- 

 ries of lessons given for the acculturation 

 of the Aleut, Eskimo, and Indians of 

 Alaska. Schools were formally opened 

 in Kodiak in 1794, and a little later in 

 Sitka. This chapter in education includes 

 the Russian Company's schools, as well 

 as military, Government, and church 

 schools. Pupils were taught the Russian 

 and English languages, geography, his- 

 tory, arithmetic, geometry, trigonometry, 

 and navigation. Industrial training was 

 compulsory in many cases. Dall ( Alaska, 

 1870) speaks of the great aptness of the 

 Aleuts in receiving instruction. In all 

 areas the voyageur, the trapper, the 

 trader, the missionary, the settler, the 

 school-teacher, and Government authori- 

 ties were partners in education. The 

 contact, whenever it took place, had its 

 effect in a generation or two. The mak- 

 ing of treaties with the Indians afforded 

 an object lesson in practical affairs. Old 

 things passed away whose nature and verj' 

 existence and structure can be proved now 

 only by impressions on ancient pottery or 

 remains in caverns and graves. The two- 

 fold education embraced new dietaries, 

 utensils, and modes of preparing and eat- 

 ing food; new materials and fashions in 

 dressand implements for making clothing; 

 new or modified habitations and their 

 appurtenances and furniture; new pro- 

 ductive industries and new methods of 

 quarrying and mining, woodcraft, hunt- 

 ing, trapping, and fishing; the introduc- 

 tion of gunpowder, domestic animals, and 

 foreign handicrafts; the adoption of cal- 

 endars and clocks, and the habit of steady 

 employ n)ent for wages; new social insti- 

 tutions, manners, customs, and fashions, 

 not always for the better; foreign words 

 and jargons for new ideas and activities; 

 new esthetic ideas; changes in the clan 

 and tribal life, and accessions to native 



