By Charles L. Glenn (auth.)

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In these treaties, “it was the Natives who 30 ● American Indian / First Nations Schooling proposed the inclusion of guarantees of schooling . . ” The Proclamation of 1763 by the British Crown had a specific and eventually superseded purpose, according to Sir George Murray, Secretary of State for the Colonies, in 1830. 8 In the peace negotiations in Ghent to end the War of 1812, the British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.

While these “nontraditionalists” were “intensely proud of their Cherokee lineage,” they seldom bothered to learn the Cherokee language or to attend non-Christian tribal religious ceremonies. “The women of this highly acculturated subculture were not bicultural. ”26 Theodore Roosevelt, in one of his books about the frontier, wrote that “an upper class Cherokee is nowadays as good as a white”;27 in fact, of course, many had predominantly white ancestors. Unfortunately, then, “in the long run, the Cherokee educational system, commendable as it was in principle, produced disunity; it increased rather than diminished class differences”28 within Cherokee society.

With the outbreak of the Revolution, the Indians under Anglican influence supported the Crown, while those under the New England Puritan influence took the other side. 35 CHAPTER 4 Wards of Government G overnments in the United States and in Canada have, since colonial times and continuing into the present, taken an active role in relation to the indigenous peoples on their frontiers and, eventually, within their borders. Frequently—though not consistently—these peoples have been treated as semi-sovereign nations, with which relations should be governed by negotiated treaties.

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