Most anthropologists agree today that the Indians of America came to this continent by way of the Bering Sea somewhere between fifteen and eight thousand years ago. During their years of occupancy of the northwest, they developed a culture adapted to its economy. They perfected neither writing nor formal education, but asserted their heraldry and transmitted their legends and traditions orally. Europeans, in search of a westward route to the orient, reached the American northwest late in the eighteenth century. They introduced into the native way of life a modicum of European artifacts, but also, particularly along the coast, began the destruction of the aboriginal culture through disease, liquor, and creation of unnatural villages about trading posts. Protestant and Roman Catholic missionaries began to arrive toward the middle of the nineteenth century. They worked to counteract the influence of the fur-traders but, in their efforts at evangelism, helped to precipitate disintegration of the native way of life. Anglican, Methodist and Roman Catholic Churches gradually founded missions, and later schools, among Indian groups throughout the province. Sponsored entirely by Church funds and contributions from the Indians themselves at first, these schools began to receive Federal government grants as reserves became established following British Columbia's entry into Confederation in 1871. Each Church established a dual system of schooling, consisting of small day schools located on such reserves as it was practicable to place them, and larger residential schools, strategically located, at which orphans and children from outlying reserves could remain while receiving their education. Little direct government interest was shown in their education until after World War II, when census figures began to reveal the fact that the Indians were not a dying race. In 1948 a joint Parliamentary committee made recommendations which became embodied in the revised Indian Act of 1951, which has since received further revision. The Indian Affairs Branch of the Department of Citizenship and Immigration has assumed almost the entire costs of operating both day and residential schools, has erected day schools, and has appointed inspectors to supervise the system. Eighteen agency superintendents act as local school boards In B.C. Provision in the revised Indian Act for Federal-provincial cooperation has greatly increased the number of Indian students attending regular public schools. In 1958, out of a total of 8746 students at school, 6411 were enrolled in a system of 78 Indian schools, and the remaining 2335 were attending provincial and private schools. The standard of Indian education is rising but, in relation to that of the average non-Indian population element, the Indians' economic standards are declining. Integration of the Indian into the Canadian way of life; ethnically, culturally, or economically, is not taking place. Ethnic integration is not being really sought; cultural Integration is. It cannot proceed until some degree of economic parity has been achieved. Indians today cannot afford the impedimenta of White culture; to date the destination of the Indian, educated or not, is the reservation whence he came. In remote localities Indians should he trained for their way of life rather than ours, until civilization advances to meet them. Wherever possible, the adult Indian must be granted fair employment and a fair representation in a unified provincial educational system. Only then can his children become acculturated. / Education, Faculty of / Graduate

This study examines the development of a comprehensive transcription method for Northwest Coast Native music. In the past, ethnomusicologists have presented methodologies which sometimes lacked data useful for present comparative studies. For this reason, research for this study was conducted in the field to gain a more complete understanding of both musical and cultural characteristics. Eighteen songs were recorded for this study between November 1990 and February 1991. They were sung by Mr. Peter Webster, an Ahousat elder of the Central Nuu-chah-nulth people located on Flores Island near Tofino on Vancouver Island, British Columbia. Melodies, drum rhythms and song texts were discussed in depth with Mr. Webster, thus providing many musical and cultural insights from an 'emie' (inside) point of view. Much of this information is included with the song transcriptions and analyses. Song texts are presented in the T'aat'aaqsapa dialect of the Nuu-chah-nulth language, together with English translations, Comparisons are also made with Ida Halpern's 1974 recording, Nootka: Indian Music of the Pacific Northwest to determine the extent of musical continuity and variation over this brief period. One of the limitations of my work has been the lack of opportunity to record songs during the ceremonies in which they are usually performed, such as potlatches or tlukwanas. Another limitation has been the Western notation system, which, as received, is not sufficiently flexible for the transcription of Native music. For this study, additional descriptive signs have beau created to adapt the Native musical characteristics to the Western notation system. While the method developed in this study has facilitated the transcription of Nuu-chah-nulth music, there is still a need for further development of an independent notation system. A clear, comprehensive transcription method, flexible enough to accommodate this music, has been the primary aim of this study. If this transcription method is useful for transcribing other Native musics, then future comparative music studies will benefit from it. / Arts, Faculty of / Music, School of / Graduate

The purpose of this investigation was to determine whether Indian children differ significantly from white children, and whether urban Indian children differ significantly from rural Indian children in their mental abilities; and to identify possible differences with implications for Indian education. The study was motivated by a concern over the pattern of poor school achievement and early drop-out which became more obvious among Indians in the late 1960's when integration into British Columbia public schools was rapidly accelerated. A sample of 62 Indian pupils (CA range, 76 months to 108 months), including 27 urban children from Vancouver School District and 35 rural children from Merritt School District were administered the Stanford-Binet Intelligence Scale Form L-M. Results were obtained for the sample and for each sub-group in the form of mean IQ scores and mean scores on 14 of Guilford1s Structure of Intellect (S. O. I.) ability categories. In the latter case, an adaptation of Meeker's:procedure for S. O. I. analysis of Binet responses was used. Urban results were compared with rural results and Indian results were compared with white population norms. The latter were derived on the basis of the Binet standardization. 1. Hypothesis number one was that there would be significant differences between Indian children and white children on all S. O. I. ability categories and on IQ. The differences between mean scores were statistically significant on all ability categories (p< .05). Indian scores were lower but not uniformly lower. The Indian mean IQ was 87.47. The difference between this and IQ=100.00 was statistically significant (p< .001). 2. Hypothesis number 2 was that there would be no significant difference between urban and rural Indian children on any S. O. I. ability category or on IQ. The difference between mean scores was not statistically significant on any category. The urban mean IQ was 87.37 and the rural was 87.54. The difference was not statistically significant. 3. Hypothesis number 3 was that there would be significant differences between both urban and rural Indian children, and white children, on their profiles of mean scores on S. O. I. ability categories. Differences were statistically significant, Indian groups being lower (p< .01). 4. Hypothesis number 4 was that there would be no significant difference between urban and rural Indian children on their profiles of mean scores on S. O. I. ability categories. No statistically significant difference was found. The results suggest that Indian children are less well equipped with abilities which are important to do well in school than white children. However, it appears that they are not uniformly lower in these abilities. Further research might determine whether remedial practice for Indians fitted to the differential pattern of S. O. I. abilities indicated in this investigation, would help close the gap between Indian and white level of achievement. The results imply that such remedial practice would be equally suitable for urban and rural Indians. / Education, Faculty of / Graduate

The central problem addressed in this thesis was formulated in 1965 and 1966 during participation in a study of administrative and other problems relating to the Indians of Canada. As it is now generalized, it has become a problem of conceptualization posed by population aggregates within any larger polity. Most studies of contemporary Indians in Canada and the United States employ as a major model and unit of analysis concepts such as society and community, in which spatial and social boundaries are treated as coterminous. In the first chapter of this thesis, I have discussed the limitations of these concepts when they are applied to smaller population aggregates such as Indian bands or reserve populations. In the second chapter, I have constructed an alternative framework in which the conceptual distinction between people and systems of social relationship is made a central feature. In this model the unit of analysis is an aggregation of people either spatially or socially distinct, for which I have used the term population in an attempt to avoid the unwanted connotations of such terms as "community". The population is regarded not as having a social system in the way that societies and communities are conceived, but as being a nexus of many systems of social relationship, some of which may be contained within its boundaries and some extending far beyond them. The population is thus envisaged as the context or social field within which individuals act. The systems of social relationship intersecting in a population are conceived of as existing as models in the minds of the actors and the observer, with each actor holding at least two: an ideal model of his social context as he would like it to be, and a concrete model of how he believes it actually to be. Actors make choices of behaviour within the framework of constraints and incentives provided by these models, their situation, and the choices of others. In Chapters III, IV, and V, three Indian Reserve populations are described and discussed in terms of this conceptual scheme, using data I collected in 1965 and 1966. The potential of the scheme for explaining and interpreting behaviour and events is demonstrated in Chapter VI, where the position of the bands in the larger polity is analysed, and interaction between Indians and government personnel, the formation of reserve power groups, factionalism, and the quality of reserve life are discussed as further tests of the scheme's utility. In Chapter VII, it is concluded that in spite of differences in organization, location, cultural heritage, and economic activity, the three reserve populations have many features in common, and that these features may be accounted for in terms of the particular interconnections of systems that they represent. It is further concluded that the framework of concepts developed in Chapter II provides an improved model for the description, analysis, and comparison of aggregations of people that do not fit the standard definitions of community and society. / Arts, Faculty of / Anthropology, Department of / Graduate

This thesis is a stylistic study of the prehistoric art record from the Northwest Coast of North America. Its purpose is three-fold: to describe the spatial and temporal variation in the stylistic attributes of prehistoric art; to evaluate theories on the evolution of the Northwest Coast art tradition; and to comment on the possible factors behind variation in the prehistoric art record. This study examines stylistic attributes related to representational imagery, concentrating on five variables: decorated forms, carving techniques, design elements, design principles, and motifs. The core sample consists of anthropomorphic and zoomorphic images from dated archaeological contexts; a total of 242 artifacts from 58 sites are examined. The material is presented in chronological order corresponding to the Gulf of Georgia prehistoric cultural sequence. The major finding of this study is that by the end of the Locarno Beach phase or the beginning of the Marpole phase the essential character of the Northwest Coast art style had developed. There are new developments in the late period, but the evidence presented suggests a previously undocumented stylistic continuity from the late Locarno Beach phase to historic Coast Salish art with no decline in quality or productivity. This study indicates that, as far back as the record extends, three-dimensional, naturalistic forms and two-dimensional incising and engraving techniques have equal antiquity. From the Locarno Beach phase onward the flat, engraved style and the three-dimensional sculpture style developed together; the formline concept developed very early out of the raised, positive lines created by deep engraving in antler. / Arts, Faculty of / Anthropology, Department of / Graduate

This thesis articulates a conceptual understanding of police power in North America, identifying how this power manifests itself on the street, in hopes of illuminating the power dynamic that enables instances of misconduct to occur. The works of Michel Foucault, Frantz Fanon, and Louis Althusser are deployed as the theoretical frameworks through which police power is analyzed. The Foucauldian perspective presents police power as a function of juridico-scientific disciplinary forces in society. This analysis is supplemented with an examination of police power as a post-colonial phenomenon, drawing on Fanon's work as a framework through which discriminatory police practices are examined. Finally, police power is examined within the context of capitalist production, and the repressive and ideological state apparatuses, as theorized by Althusser, to identify the class dimension that influences policing in North America. / Arts, Faculty of / Political Science, Department of / Graduate

The Okanagan Indians classify their folklore into three states: (1) animals only in the area (2) animals and humans living harmoniously (3) animals and humans hunt and kill each other. Word counts were done on 55 stories and distance and other coefficients were calculated between pairs of stories. Cluster analyzes on the matrix of distances attempted to determine if the classifications could be arrived at methodologically. Analyzes used were Factor Analysis, Smallest Space Analysis, and Hierarchical Clustering. Results were mixed, and some techniques of Hierarchical Clustering separated the stories into the three categories. / Arts, Faculty of / Anthropology, Department of / Graduate

The purpose of this study was to examine grade six and seven students' images and understanding of First Nations people. Eighteen students participated in the study out of an intact class of 21. I hypothesized, based on the students' personal experience through popular culture, family and school, that they would possess historical images and would lack a broad understanding of contemporary First Nations people. I determined what their images and understanding were prior to starting a unit of study on the subject and what, if any, changes occurred in their thinking and knowledge after the eight week unit was taught. The unit focused on the First Nations cultures of British Columbia with special attention given to the Northwest Coast cultures. Data were collected using a photo-portrait questionnaire, pre- and post- unit questionnaires, learning log entries, and pre- and post-unit interviews with six students. A photo- portrait questionnaire consisted of 15 images representing contemporary and historical First Nations people of both genders, all ages and from different professions. The students determined whether each person in the photo represented a First Nations person, and provided a brief explanation of their response. Pre- and post- unit questionnaires provided evidence of the effects teaching had on the students' knowledge. Learning logs gathered information on the students' understanding of Native peoples as they progressed through the unit of study. Prior to commencing the unit, students' possessed historical/stereotypical images, and had a good historical understanding of how the First Nations people lived on the West Coast. However, knowledge of contemporary First Nations people and issues was limited. By the end of the unit, students displayed empathy towards First Nations and demonstrated that they had a broadened understanding of contemporary issues as well as stable misconceptions and inaccurate depictions of First Nations peoples. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

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