Download American Indian/First Nations Schooling: From the Colonial by Charles L. Glenn (auth.) PDF

By Charles L. Glenn (auth.)

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Extra resources for American Indian/First Nations Schooling: From the Colonial Period to the Present

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40 CHAPTER 6 Churches as Allies and Agents of the State G overnment administrators and policy-makers in the nineteenth century in both countries frequently made use of churches and missionary organizations to promote government objectives with respect to Indian peoples, and had no hesitation about providing public funding for schools with explicitly religious goals. Indeed, government officials, a number of whom were themselves ordained Protestant ministers, did not hesitate to express the intention that Indians become Christian.

8 In the peace negotiations in Ghent to end the War of 1812, the British sought to set aside the upper Ohio River valley as an independent Indian territory. ”9 Ironically, as President a dozen years later, Adams would seek in vain to protect the Cherokee and other Indians of the Southeast from similar white population pressures. Efforts to protect Indian territory in Canada experienced similar pressures by 1830, when white settlement was increasing rapidly and the Indians were becoming economically marginal and had lost their strategic importance.

A Church for each of the three Districts, to be used also as school houses . . [and] . . ” This, they argued, would be more effective than schools for the individual tribes, since by bringing together Indians from a variety of tribes, they would be forced to learn and use English. 26 On the other hand, this civilizing work should be carried out at a safe distance from the corrupting influence of white settlements. As President Andrew Jackson put it, in his Message to Congress in December 1833, the Cherokee and Seminole could not continue to exist surrounded by our settlements and in continued contact with our citizens.

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