Foreword

HE GOVERNMENT of Canada today faces the problem of how to meet the
physical, mental and moral needs of its increasing number of Indian wards.

The problem is aggravated by the misunderstanding of the position of the Indian
on the part of the average Canadian. Many resent the protection given to these native
people. They say, in their misapprehension of the situation: ‘Cut the Indian adrift
from all federal supervision; let him sink or swim as the rest of us are forced to do.”
Why cannot our Government pursue this apparently logical course? The reason is
two-fold. In the first place the Government is under /egal obligation to the Indians.
The British North America Act binds the people of Canada, i.e., the Government, to
make a very definite effort in their behalf, and to provide, among other things, an
adequate educational system. The second reason is that Canada is British and Christian.
Should the Government take away the mantle of protection from those who for many
years to come will continue to need federal guidance and help, the result would
be disastrous. The competent, progressive, educated Indian would hold his own with
the other citizens of Canada; but members whom we have not yet been able to raise
to a desired standard would “‘become a prey to every kind of unscrupulous trickery
that masks itself in the conventions of civilization.”

Our Government recognizes its responsibility to the Indian. It has a vision of
Citizenship, eventually, for all the Indians of the Dominion, and with commendable
zeal it has accepted the task of translating an ideal into a reality.

Ottawa is a charmed name to the native mind. There, housed in a suite of offices,
unseen, unknown, to all except a few, are men of intellect and largeness of heart, the
real “friends of the Indians,” who strive to meet with sympathy and judgment the
educational, judicial, medical and social problems of the native people in Canada.

In a democratic country the Government cannot be separated from the people
and must have their support. As a people, what is our aim for the Indian? We have
occupied his ancestral dominion; we must give something in return. What have we
to offer? Christianity and Civilization! Our debt will not be paid until we have
made of the native people self-respecting, independent, competent Christian citizens.
We are pressing towards this goal.

The question arises in our minds, how can we best attain our goal? The Govern-
ment and the Churches have pointed out the way. The key they have given us is
Education. Marvellous strides have been made during the past few years in intro-
ducing a modern educational system. The Day School has done, and still continues
to do, splendid work. It cannot be disputed, however, that the most effective way
to bring the native people to a standard of efficiency and competency is by means of the
Residential School. In an extension of this system lies the shortest route to our objective.
Great credit is due to the Department of Indian Affairs for what it has already
done along this line, and in closing I should like to pay particular tribute to Russell
T. Ferrier, M.A., Superintendent of Indian Education, whose vigorous advocacy and
application of modern educational methods have been a source of encouragement to all
engaged in the work.

CG 6
“Coqualeetza,” x

Sardis, B. (Cx CS
June, 1929. PRINCIPAL.

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