4. The dependence of the number of pupils upon the co-operation of
the staffs of the boarding schools and upon the canvassing activity
of the principals of the industrial schools.
5. The lack of interest of Indian agents in schools at great
distances from their particular reserves.
6. The dislike of the parents to have their children so far from
home.
7. The great increase and enlargement of the boarding schools on or
near the reserves.
With, perhaps, the exception of that of Brandon school, every
principal expressed the same opinion regarding the difficulty of
obtaining and retaining pupils, and all seem to feel that the
obligation, in practice if not in theory, which is placed upon them
of gathering pupils is not only disagreeable, but is further one
which takes them from their proper duties as administrators of the
school. However much force there may be in this contention, the fact
yet remains that it is only in four instances, those of Qu’Appelle,
High River, Brandon and Elkhorn, that the schools as regards either
numbers or effectiveness can be said to have held their own, and that
it is only in these that efficient staffs, energetic principals and
good discipline are to be found. When so remarkable and successful a
principal as Rev. Father Naessens, of High River, has to say that he
finds it difficult to maintain the number of his pupils, although
situated within the area whence he can draw from three of the largest
reserves, the Blackfeet, Bloods and Peigans, on all of which there
are Roman Catholic boarding schools, and when he says he is now
convinced that his school in order to do the best for his pupils,
ought, contrary to his former view, to be situated on or adjoining
some reserve, it seems evident that with boarding schools increasing
in numbers and in efficiency, the successful continuation of the
industrial schools under the present form must become increasingly
difficult and expensive.