BULL. 30] 



EDUCATION 



417 



beliefs and forms of worship borrowed 

 from the conquerors. 



In the Canadian colonies little was done 

 for secular and industrial education by the 

 provincial governments prior to confeder- 

 ation. The Roman Catholic missions in- 

 herited from the French, Anglican mis- 

 sions sent from the mother country, the 

 New England Company's missions among 

 the Six Nations and INlohawk, and Meth- 

 odist schools founded by Lord Elgin and 

 others, as well as those managed by Pres- 

 byterians, Baptists, and Congregational- 

 ists, all combined common school instruc- 

 tion and training in the practical arts 

 with their special work (see Mi.tsions). 

 After the confederation (1867) the sub- 

 ject was taken np systematically and con- 

 tract schools were established and put 

 into the hands of the Christian denom- 

 inations. In the older provinces agri- 

 culture and other industries had largely 

 taken the place of primitive arts. After 

 the admission of British Columbia, Man- 

 itoba, and the Northwest Territory into 

 the Dominion, steps were taken to estab- 

 lish systematic training in those prov- 

 inces. In 1904 there were 24 industrial, 

 46 boarding, and 228 day schools in ope- 

 ration. Day schools among the tribes aim 

 to secure the cooperation of parents; the 

 boarding schools especially cultivate in- 

 dustrial training for various bread-win- 

 ning trades; normal schools and girls' 

 homes have been estal)lished to teach 

 self-support under new conditions. Im- 

 provement in dwellings has developed 

 a stronger attachment to home, as well 

 as bettered health and raised the moral 

 tone, for when houses nre furnished with 

 stoves, beds, tables, chairs, musical in- 

 struments, andsewingmachines, the tastes 

 of the occupants are elevated and other 

 thoughts stimulated. Indians become in- 

 dividual owners of farms and of flocks 

 and herds and sell the produce; they par- 

 take of the benetits of commerce and 

 transportation and acquire thrift. Com- 

 petition in fairs and exhibitions stimu- 

 lates proficiency in both the old and the 

 new activities. The purpose of the Cana- 

 dian government has been to encourage 

 the Indians to emerge from a condition 

 of tutelage and continue voluntarily what 

 they have learned under close supervi- 

 sion. The schools discourage premature 

 marriages and educate the young jj re- 

 spective mothers. Education has made 

 the aborigines law-respecting, prosperous, 

 and contented. Far from being a menace 

 to or a burden upon the commonwealth, 

 they contribute in many ways to its wel- 

 fare. The able-bodied in the mixed 

 farming districts have become practically 

 self-supporting (Pedlev in Can. Ind. Aff. 

 for 1904). 



After the establishment of the United 

 States government thefollowingChristian 

 bodies either instituted secular day and 

 boarding schools among the Indians or 

 continued those already in existence, and 

 these schools have borne a large part in 

 Indian education: Roman Catholic and, 

 Moravians from colonial times; Friends 

 (Orthodox), 1795; Baptist, 1807; Amer- 

 ican Board of Commissioners for Foreign 

 Missions, 1810; Episcopal, 1815; Methodist 

 Episcopal, 1816; Presbyterian (North), 

 1833; Old School Presbyterians, 1837; 

 Methodist Episcopal (South), 1844; Con- 

 gregational American ]\Iissionarv Asso- 

 ciation, 1846; Reformed Dutch, 1857; 

 Presbyterian (South), 1857; Friends 

 (Hicksite), 1869; United Presbvterian, 

 1869; Unitarian, 1886. Mi.ss Alice C. 

 Fletcher affirms that the missionary 

 labors among the Indians have been as 

 largely educational as religious. Until 1870 

 all Government aid for this object passed 

 through the hands of the missionaries. 



On July 12, 1775, a committee on In- 

 dian affairs was appointed in the Con- 

 tinental Congress, with Gen. Schuyler as 

 chairman, and in the following year a 

 standing committee was created. Money 

 was voted to support Indian students at 

 Dartmouth and Princeton colleges. After 

 the War Department was created, in 1789, 

 Indian affairs were left in the hands of 

 its Secretary until 1849, when the De- 

 partment of the Interior was established 

 and the Indian Bureau was transferred 

 thereto. Gen. Knox, Washington's Sec- 

 retary of War, urged industrial education, 

 and the President was of the same mind. 

 In his message of 1801 President Adams 

 noted the success of continued efforts to 

 introduce among the Indians the imple- 

 ments and practices of husbandry and 

 the household arts. 



The first petition of an Indian for 

 schools among his tribe was made by 

 David Folsom, a Choctaw, in 1816. The 

 Ottawa, in their treaty (1817) and in their 

 address to President Monroe (1822), stipu- 

 lated for industrial and literary education. 

 In 1819 a first appro]iriation of $10,000 was 

 made by Congress for Indian education, 

 the superintendents and agents to be 

 nominated by the President. In 1823 

 there were 21 schools receiving Govern- 

 ment aid, and the number was increased 

 to 38 in 1825. The first contract school 

 was established on the Tulalip res. , Wash. , 

 in 1869, but it was not until 1873 that Gov- 

 ernment schools proper were provided. 

 In the beginning there were only day 

 schools, later boarding schools on the 

 reservations, and finally boarding schools 

 remote from them. The training in all 

 these schools was designed to bring the 

 Indians nearer to civilized life, with a 



Bull. 30—05- 



-27 



