The origin and history of these schools, which have grown up as it
were between the two original types of schools, the day and the
industrial, is most interesting and instructive. The details of the
inspection of these schools will be found in table VIII., appended to
this report. A reference to table I will show that in 1886 scarcely a
single boarding school existed and that to-day we find their number
to be 38, with a total cost to the department of $98,688, and the
total pupils 1905–6, 1,739 as compared with (see tables III. and IV.)
694 in 74 day schools, and 693 in 8 industrial schools. It seems
evident, therefore, that there are in these boarding schools some
strong essentially vital forces which have enabled them to force
their way into their present dominant position. Summarized, these
seem to be:--
1. Their location on, or in immediate proximity to, some Indian
reserve.
2. That with a few exceptions they have attached to them considerable
tracts of land, and are engaged in some instances even more
successfully than the industrial schools in agricultural operations
and practical outdoor work.
3. That their principals or some members of their establishment,
being usually missionaries, are more or less constantly and closely
in touch with the parents, whose children are to keep up the
supply of pupils, and who, if they be of the right spirit, are
constantly cultivating an interest in and sympathy for the school
amongst the members of the band, such as is impossible for the
principals of industrial schools unassociated with the reserves and
long distances from them.
4. The influence of a good master and spiritual adviser follows him,
the pupil, to the reserve, where he is encouraged and directed in
establishing himself in his future occupation on the reserve.
5. The usually smaller schools, less complex in their organization,
possess more of the elements of the family life of a home, and
necessarily the influence of the principal, matron and staff is
greater in the degree that their personality enters into the life of
the pupil.