By Blair Stonechild
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Additional info for The New Buffalo: The Struggle for Aboriginal Post-Secondary Education in Canada
Unfortunately, the failure of Indian Affairs to recognize the value of Emmanuel College led to its eventual demise by 1923. 29 This page intentionally left blank Chapter 2 Indian Higher Education and Integration F OLLOWING THE SECOND WORLD WAR, the ideology of Social Darwinism began to fall out of favour. At a global level, advanced countries were developing policies to protect the rights and interests of minorities, and human rights legislation was being put in place. In Canada, successive federal governments were also reviewing outdated policies toward the Native people.
Twenty-four Ontario graduates had earned science-related degrees in areas including chemistry, civil and mining engineering, mathematics, physics, and veterinary science. Fourteen graduates in Quebec had earned sciencerelated degrees. Together, these two provinces accounted for 86% of the science graduates. Ontario also had 71 (55%) of the 130 nursing degrees. As well, seven of the eleven medical degrees were in Ontario. Teachers' degrees or certificates constituted 51% of all graduate listings.
54 These actions resulted in the first cases of Indian control over Indian education. Soon, Indian bands would be requesting that 40 INDIAN HIGHER EDUCATION AND INTEGRATION the relatively lavish amounts of money being spent on joint schools be redirected towards improving schooling in their own communities. These requests were eventually successful. The raising of the issue of Indian aspirations was undoubtedly related to the coming to power of Prime Minister John Diefenbaker in June 1957, and this applied in the area of higher education, as well.