In 1824 Ivan Veniaminoff landed at Ounalaska, and began his mission work among the Aleuts. He translated the Scriptures for them, and compiled a vocabulary of their language, and in 1838 he went back to Irkutsk and was made bishop of the independent diocese of Russian America. Returning to Alaska, he established himself at Sitka, founded the Cathedral church, and undertook the conversion of the Koloschians, or Thlinkets. He studied their language, translated books of the Testament, hymns, and a catechism, and wrote several works upon the Aleuts and Thlinkets, which are still the authority upon all that relates to their peculiar rites, superstitions, beliefs, and customs.

In the year 1840 Captain Etolin, a Creole, educated in the colonial school at Sitka, became governor and chief director of the fur company, and, during his administration of affairs, educational matters received their full share of attention. A preparatory school was founded by Etolin, who adopted the wisest measures for its success. Religious teachings were given in all the schools, and arithmetic, astronomy, and navigation were considered important branches. Etolin himself was a fine navigator, and, while in command of the company’s ships, he made a survey of the coast, and a map which is still considered authority. His wife established a school for Creole girls, educating them in the common branches and household duties, and furnishing them with dowries when they married the company’s officers or employees. In 1841 Veniaminoff founded a theological seminary at Sitka, and it was maintained until the transfer of the territory and the removal of the bishop’s see to Kamschatka. In 1860 the school system was reorganized by a commission, the scope and efficiency of the institution increased, and thorough training in the sciences and higher branches afforded.

In 1867 the territory passed into the possession of the United States, the Russian support was withdrawn from the schools, and educational affairs have been at a standstill ever since. No rights were reserved for the Indians in the treaty of 1867, so that there is no real “Indian Question” involved. The Treasury regulations forbidding the importation or sale of intoxicating liquors makes the whole Territory an Indian reservation in one sense; but there have never been any treaties with the tribes; there are no Indian agents within the boundaries; and, uncontaminated by the system of government rations and annuity goods, the parties have been left free, with but one exception, to work out their own civilization.

In leasing the Seal Islands to the Alaska Commercial Company, the government bound the company “to maintain a school on each island, in accordance with said rules and regulations, and suitable for the education of the natives of said islands, for a period of not less than eight months in each year.” Government agents have seen that the company kept its promises for “the comfort, maintenance, education, and protection of the natives of said islands,” and having provided carefully for these essentials on those few square miles of land, the general government omitted to do anything for the rest of the great country and its 33,246 native inhabitants, who are certainly as much entitled to educational aid as the inhabitants of the nearer Territories and the Southern States. The Alaska Commercial Company has maintained schools on St. Paul’s and St. George’s islands as agreed, and, becoming interested in the rapid progress made by one very bright and clever young Aleut at St. Paul’s, the company sent him to Massachusetts to complete his studies. They paid all his expenses for five years, and he left the Massachusetts State Normal School with credit, and is now in charge of the schools at the Seal Islands, an intelligent and highly esteemed young man, in whom the company takes a natural pride.

According to the census report of 1880, the native population of Alaska numbers 33,246. Of this number 7,225 are Thlinkets and Haidas, inhabiting the southeastern part of the Territory, and Petroff gives the following enumeration of the tribes:—

Tribes.
Chilkat988
Hooniah908
Kootznahoo666
Kake568
Auk640
Taku269
Stikine317
Prince of Wales Id. (West Coast)587
Tongass273
Sitka721
Yakutat500
Haida788
———
Total7,225

While the military garrison was at Sitka, the wives of the officers taught classes of the natives every Sunday, and when General O. O. Howard’s attention was directed to the matter, during a trip through the country, he reported the condition of affairs to the mission boards. The Presbyterian Board was the first to enter the field, Mrs. McFarland establishing the school at Fort Wrangell in 1877. In 1878 a school was started at Sitka; in 1880 one was established at Chilkoot Inlet, and after that, one among the Hooniahs of Cross Sound, and at Howkan and Shakan, among the Haidas. A school for Russian and Creole children was maintained at Sitka in 1879, under the protection of Captain Glass, U.S.N., whose efforts in the cause of Indian education have already been recorded.

The Indians are quick to learn and anxious to be taught, and, appreciating the practical advantages of an education, they unceasingly beg for teachers and schools. The only drawback to their upward progress is their want of all moral sense or instincts. The missionary teachers sent out by the Presbyterian Board have been well received by the Indians, but, on account of a few unfortunate instances, are not popular with the white residents. The native chiefs have often given up the council-houses and their own lodges to them for school-rooms, and taken the instructors under their special protection.

Recognition was at last given to the rights and the wants of these people in 1884, and in section 13 of the “Act providing a civil government for Alaska,” an appropriation of $25,000 was made for the education of all children of school age, without reference to race. The public schools contemplated in this act are yet to be established, as the civil officers have first to inspect, and make their reports and suggestions as to the wisest disposal of the fund.

At the same session of the forty-eighth Congress, the Indian appropriation bill made this provision: “For the support and education of Indian children of both sexes at industrial schools in Alaska, $15,000.“ The Presbyterian Board of Missions, through the Rev. Dr. Kendall, made application for a portion of this fund in 1884, and the Commissioner of Indian Affairs, in his letter recommending that it should be granted, said:—