Because the Aboriginal peoples who inhabited the northern portion of North America had the same psychological, social, and economic needs that all humans have, the various indigenous peoples also arranged for the education of their offspring. This is not to say that the bewildering variety of First Nations had a common or homogeneous method for imparting instruction. However, the various educational practices of the Aboriginal populations did share a common philosophical or spiritual orientation, as well as a similar approach. For all these peoples, instruction was suffused with their deeply ingrained spirituality, an invariable tendency to relate the material and personal in their lives to the spirits and the unseen. Moreover, they all emphasized an approach to instruction that relied on looking, listening and learning - ‘the three Ls.’ These underlying commonalties aside, a heterogeneous humans universe that included subsistence fishers and sealers such as the Inuit in the Arctic north, sedentary agriculturists such as Huron (Wendat) and Iroquois, woodlands hunter-gatherers such as the Cree and the Dene, and west-coast fishing and commercial peoples such as the Kwagiulth could not be expected to subscribe to a uniform system of socialization, instruction, and vocational training.