I would like to know who I could communicate with concerning a historical find of Documents concerning the British take-over of Canada. These documents (originals)are being stored within the USA and England today. I have the type-written copies that were published outside Canada about 100 years ago, which only about 400 letters were permitted to be exposed from thousands more. There is enough in this collection to prove wrong doing to the Acadians and Native Peoples.

These are the "Military Secrets" that were kept from our true history. The letters are written by Lawyers, Earls, Dukes, Royal Orders from King George ll, Lords of Trade, and more. The plans for the expulsion of the Acadians as well as the frauds committed against the Natives are included.

Also, I have managed to get a copy of an old Treaty signed by the Kings of France and England, which has been "restricted" in Canada. This treaty proves john Cabot's discovery is false, and also, England agreed that they have no rights to step foot on this land whatsoever unless under distress.

This Treaty states anyone who violates this, will not go unpunished. In the Royal Orders from King George, he ordered the articles to be followed, which proves this treaty was still in effect during the 1740's. This will prove the take-over of Canada was done illegally, and in violations of the old treaty.
The British admit in these letters that they broke this treaty, "yet no one even noticed."

All these letters can be used in the courts today to settle Native Land disputes for Canada, for the British stated to the Chiefs at the conferences that they would, "Protect the Natives from their enemies, not take away their Country."

Presently, there is a serious problem in Canada concerning many Native issues that the Government of Canada is not handling properly. Natives are being jailed and harmed for fighting for their rights.

If you can help make these documents public, I would appreciate it, for I am being suppressed and ignored by every newspaper I have written to across Canada.

Sincerely yours,

J.M. Myers
I am going to help the Nattives and will expose some very serious documents that will be quite surprising to many Natives as well as the government. I have a source ready to make these documents public. These documents will help all Natives and will proove many frauds have been committed against your people and this can be corrected within the legal system today, if the government is ready to accept the documents written by British Lawyers, Dukes, Earls, Lords of Trade, and the King of England himself.

We will see how the government handles this one, and what excuses they try to use to go up against the higest powers of Britain during the 1700's, which is where many frauds were committed against the Natives of North America. The battle is going to begin.

The White Man Said, "Colored people are not allowed here,"
The Native man turned around and stood up. He then said:
"Listen ...... when i was born, i was BROWN,"
"when i grew up, i was BROWN,"
"when I'm sick, I'm BROWN, "
"when i go in the sun I'm BROWN,"
"when I'm cold, I'm BROWN,
"when i die, I'll be BROWN,"
"But you, ....."
"when you're born, you're pink,"
"when you grow up, you're WHITE,"
"when you're sick, you're GREEN, "
"when you go in the sun, you turn RED,"
"when you're cold, you turn BLUE,"
"And when you die, you turn PURPLE,"
"And you have the nerve to call me colored?"

Changing Federal Policy

After the Civil War trans-Mississippi settlement of whites on the southern plains spurred large-scale military conflict with many Indian tribes. For over a decade the United States army fought various combinations of tribes. Although Indian wars were not a new phenomena, the scope of the conflict led a reform-minded group of Euro-Americans began to call for a new Indian policy. Over time many reformers, or the "Friends of the American Indians" as this group eventually called itself, came to believe that the only answer to the "Indian problem" was to assimilate Native Americans into Euro-American society. Education was quickly identified as the a critical tool in accomplishing this goal.

Specifically, the Friends argued for abolition of the reservation system and the creation of government-run Indian schools that would emphasize vocational skills. The Friends hoped that the schools would teach Native American marketable skills so that an Indian could be self-supporting in white American society. The idea of educating Indians into white ways was not a new one. By the 1850's treaties signed with Indian tribes routinely included a "six to sixteen clause," promising a school house and school teacher for Indian children between the ages of six and sixteen. For most of the nineteenth century Congress had also routinely appropriate money for a "Civilization Fund," that was very pointedly created to transform Indians into the model of white pioneer settlers. But the treaty agreements and the Civilization Fund had assumed a voluntary transformation of Indians. The assimilation policy advocated by the Friends was comprehensive and compulsory.

Richard Pratt and
Indian Boarding Schools

In Richard H. Pratt both the Friends and the government found the person to create a new education policy. In April 1875 Pratt was placed in charge of a group of seventy-two Indian prisoners from several tribes who he was to transport from the plains to Fort Marion, near St. Augustine, Florida. There the Indians were to be imprisoned. Pratt was a veteran of the Indian wars who had twice commanded Indian scouts. Because of his experience with the Indian scouts, Pratt held the somewhat unusual view among contemporary Euro-Americans that Indians were trustworthy and could learn white ways. Pratt did not accept Indian culture as the equal of his. Rather, he believed that through education Indians could be "elevated" to white standards. This opinion served as the starting point for an experiment in Indian education that would become federal policy.

At Fort Marion Pratt developed a "prison school" to acculture his prisoners into white society. Pratt immersed the prisoners in white culture, giving them European clothing, creating daily work routines to develop in them an appreciation for the European sense of time and labor, and giving the prisoners an opportunity to learn marketable vocational skills and use those skills to make money. Christianity, Pratt believed, was an important element in becoming part of the European community. Pratt held weekly Christian services for the prisoners and eventually encouraged them to attend denominational services in nearby St. Augustine. Finally, Pratt believed that the elimination of native language was critical to the success of his efforts. Thus, prisoners were taught the English language as well as the rudiments of reading and writing. Once the prisoners had obtained a basic competency in English all further instruction was in that language.

In 1878 the Fort Marion school came to an abrupt end when the War Department determined that conditions on the plains were such that the prisoners could be allowed to return west. Pratt believed that the now freed Indian prisoners would benefit from continued education. He persuaded the Hampton Normal and Agricultural Institute in Virginia to accept them. Hampton had been founded in 1867 to supply mechanical training to newly freed Africa