The history of education in Alaska is about as diverse as the land that surrounds it. Those who have participated in education in Alaska, whether forced or voluntary, have likely experienced the extreme peaks and valleys of humanity's desire to educate the masses. This blog will discuss a few key players who have historically contributed to what we now define as education in this great state of Alaska.
Education, unlike how we understand it in its western philosophical sense, has likely existed well before the Russian invasion from 1741-1867. In order to maintain healthy communities, families must continue teaching the ways of climate and land adaptations, social organization, belief systems, and cultural norms (These topics are defined in Alaska Native in Traditional Times: A Cultural Profile Project, Gaffney, 2011.) It wasn't until the late 18th century, when Grigory Shelikhov's first permanent settlement was established in Alaska, that the Native ways of knowing would fall under constant duress. In 18th century Russia, a nation controlled by an absolute monarchy, hard labor was reserved for the laymen (and slaves), law and wealth for nobility, and education for the church.
Russian priest Ioann Veniaminov, later known as Bishop Innocent, was known as one of the most remarkable educators during Russian occupation of Alaska. Veniaminov worked closely with Native leaders on Fox Island to learn the Aleut language and help develop a system of writing. From these efforts Russian liturgical texts could then be translated to the Aleut language (The Russian Orthodox Mission, Alaska Humanities Forum.) In 1835 he moved to southeastern Alaska where he learned the Tlingit language and continued to promote religious literacy among the Native peoples of Alaska. His work helped to recognize the importance of literacy, and the importance of Alaskan Native languages. Though his work was done under the guise of Christian conversion, he forged a new approach to education in the distant lands of Russian Alaska.
After the US purchase of the Alaskan territory, Sheldon Jackson was appointed General Agent for Education in 1884. Many saw his efforts to be solely in the light of Christian conversion, as his work prior to leaving to Alaska was as a Presbyterian minister. His educational leadership in Alaska advocated English-only policy forbidding the use of Native languages. Decades of punishment for speaking Alaskan Native languages had greatly contributed to a hesitation of speaking indigenous languages well into the 21st century.
