The nineteenth-century was the era when 'scientific racism' reined in Western societies, thanks mainly to the pernicious influence of British, American, German, and French intellectuals. However, such views did not hold total sway in Canada -- though they did have influence.

      Amorphous attitudes about the intellectual potential of Native peoples were reflected in a residential school curriculum that was vague, non-specific, and hortatory, both for academic instruction and vocational training. What coherence the curriculum had was implicit, or hidden: in keeping with instructional regimes aimed at groups that mainstream society regarded as marginal or deviant, it stressed 'moral redemption'.

      Down to the 1950s the distinguishing feature of the instructional program found in Native residential schools was its adherence to the 'half-day system', in which, theoretically, children spent morning or afternoon taking instruction in their classrooms, while devoting the other portion of the day to learning usable skills.

      The theory behind it was sound so far as it went: academic learning and vocationally oriented instruction would give the student a 'practical' education, while supporting the schools financially. In reality of course, the half-day system was oriented towards extracting free labour, not imparting vocational training.