Literaturnachweis - Detailanzeige
| Autor/in | Jackson, Sheldon |
|---|---|
| Institution | Bureau of Education (DOI), Alaska Division; US Congress |
| Titel | Introduction of Domestic Reindeer into Alaska, 1890-'94. Preliminary Report of the General Agent of Education for Alaska to the Commissioner of Education, 1890 |
| Quelle | (1891), (468 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Recht; Animals; Animal Husbandry; Alaska Natives; Rural Education; Agricultural Education; Foreign Countries; Vocational Education; Industrial Education; American Indian Education; Immigration; Russia; Scandinavia |
| Abstract | Following a letter of transmittal to the Secretary of the Interior, this document presents General Agent of Education for Alaska, Sheldon Jackson's report to the Commissioner of Education, W. T. Harris. Before beginning his report of operations in Alaska, Jackson writes to the Commissioner emphasizing the need for Congressional legislation that will secure benefits for Alaska through the acts of Congress in 1887 and 1890 designed to promote instruction in agriculture and the mechanic arts. He explains that the starving condition of the Eskimo on the Arctic coast of Alaska will be relieved by the proposed legislation (Appendixes A and B). He goes on to explain how the Eskimo have reached such a crisis, primarily due to the destruction of the whale and walrus as food sources, and the importance of providing immediate relief. He states that the introduction of the reindeer would ultimately afford them a steady and permanent food supply. In view of the national importance of introducing the domesticated reindeer of Siberia into Northern Alaska, and testing the agricultural capacity of Southern Alaska, Jackson recommends that the Commissioner secure the establishment of an "Agricultural School and Experiment Station" in connection with the system of industrial education in Alaska. By an act approved July 2, 1862, Congress made provision for schools for the "benefit of agriculture and the mechanic arts." By an act approved March 2, 1887, provision was made for "agricultural experiment stations" in connection with the agricultural schools. And by the act approved August 30, 1890, certain of the proceeds of the sale of public lands were set aside for the better support of these agricultural schools. These acts of Congress require the assent of the legislature of the State or Territory in order that their provisions may become available. But Alaska has no legislature, and is governed directly by Congress. On this account, and partly because nineteen-twentieths of the children to be benefited belong to the native races, Congress has committed to the Secretary of the Interior the duty of making "needful and proper provision for education in Alaska." It is, therefore, eminently proper, Jackson argues, that the Secretary should be authorized to extend to Alaska the benefits of the agricultural acts of 1887 and 1890, (Appendix J), and secure the establishment of a school that can introduce reindeer into that region, and teach their management, care, and propagation, and also to conduct a series of experiments to determine the agricultural capabilities of the country. Following his letter to the Commissioner, Jackson begins his narrative by discussing the progress of the Alaska reindeer station established in 1892 for reintroducing the animal to the region. After a May 1893 departure from Washington, D.C., Jackson arrived in Alaska in June 1893 to visit the station, review Alaskan education, and purchase more reindeer. Jackson met aboard ship with the reindeer station superintendent, who informed Jackson that the herd had successfully wintered. Arrangements had been made to purchase reindeer from Siberia on the trip. After several stops to do so, amid heavy ice and various obstacles to purchase, Jackson's ship reached the station on June 23. Jackson was then involved in landing the reindeer, stores, and supplies; inspecting the station; and accounting for stores left from the last year. Jackson also inspected schools in the region. He noted that a large quantity of mail was handed over to a male missionary and two teachers who were a married couple. Jackson recounts his 1892 trip to Alaska, his selection of Port Clarence as a suitable station location, station staffing, and recruitment of Scandinavians and Lapps, as well as their dogs, to be herders. The herd was of great interest to the natives and many native delegations came from as far as 400 miles inland to see the station. Fears that the reindeer would be destroyed by native dogs were not realized, and according to Jackson, the anticipated difficulties in introducing the reindeer were met and solved. Jackson states that another forward step in the reindeer movement was proposed for summer 1894. Namely, because the U.S. government purchased the first herd with donated private funds, it was proposed to give 100 head of reindeer to the Congregationalist, Swedish Evangelical, Roman Catholic, and Presbyterian mission stations, and to other Christian denominations in the region that might want a herd. Jackson recommends that no private parties, except the Eskimos, be allowed to trade for reindeer for a term of years until the government project is well established. He also recommends legislation to protect reindeer for a term of years, placing them under the control of the Secretary of the Treasury. Jackson hopes the Lapps serving as herders will become U.S. citizens and attract emigration from Lapland. Data on funds expended toward the reindeer project are presented. Appended is a detailed report from Station Superintendent Miner W. Bruce on the herd's first wintering, with morbidity and mortality statistics, on the Alaska side of the Bering Strait, along with his observations of life on the Station and the native population. Other appendices cover reindeer information, the Teller Reindeer Station, meteorology at Teller Station, Eskimo habits and customs, liquor seized, memoranda and correspondence, notes on the Lapps, native tribe information, and maps. (ERIC). |
| Anmerkungen | Office of Education, United States Department of the Interior. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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