RESIDENTIAL SCHOOLSRESIDENTIAL SCHOOLSMay 20/09May 20/09

Prepared by Larry McCallumPrepared by Larry McCallumConsultantConsultant

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For Personal Use onlyFor Personal Use only

THE TREATIESTHE TREATIES

The Numbered Treaties 1871-1929 The Numbered Treaties 1871-1929 addressed education: “…maintain addressed education: “…maintain schools on reserves, as advisable, at schools on reserves, as advisable, at peoples’ request.”peoples’ request.”

This ‘right’ supposedly guaranteed This ‘right’ supposedly guaranteed the FN to an ‘education’the FN to an ‘education’

The Treaties were agreed upon by The Treaties were agreed upon by both Natives and White Peopleboth Natives and White People

The INDIAN ACT 1876The INDIAN ACT 1876 It defined who could be an ‘Indian’It defined who could be an ‘Indian’ It ‘outlined what Indians could and could not It ‘outlined what Indians could and could not

do’do’ This legislation is NOT a part of Treaty. It is This legislation is NOT a part of Treaty. It is

an arbitrary piece of legislation that greatly an arbitrary piece of legislation that greatly affected First Nations!affected First Nations!

It was a clear statement of the federal It was a clear statement of the federal government’s policy to act as guardians government’s policy to act as guardians over Aboriginal peoples, giving them over Aboriginal peoples, giving them “protection” but with the ultimate goal of “protection” but with the ultimate goal of assimilation!!assimilation!!

The Indian Act was imposed on the Natives The Indian Act was imposed on the Natives and they had NO SAY whatsoever.and they had NO SAY whatsoever.

Duncan Campbell ScottDuncan Campbell Scott

Duncan Campbell Scott, Deputy Duncan Campbell Scott, Deputy Superintendent of Indian Affairs from Superintendent of Indian Affairs from 1913-1932 stated: “The happiest future for 1913-1932 stated: “The happiest future for the Indian race is absorption into the the Indian race is absorption into the general population, and this is the object general population, and this is the object of the policy of our government. The great of the policy of our government. The great forces of intermarriage and education will forces of intermarriage and education will finally overcome the lingering traces of finally overcome the lingering traces of native custom and tradition.”native custom and tradition.”

Before and AfterBefore and After

Education: AssimilationEducation: Assimilation

Indian act gave the agents of the Indian act gave the agents of the Dept. of Indian affairs almost Dept. of Indian affairs almost dictatorial control over Aboriginal dictatorial control over Aboriginal peoples’ lives, including educationpeoples’ lives, including education

Education became one of the ‘tools’ Education became one of the ‘tools’ to ASSIMILATION!!!!to ASSIMILATION!!!!

FundingFunding

Schools were Schools were funded by the funded by the federal federal government but government but were operated by were operated by the Catholic, the Catholic, Anglican, Anglican, Presbyterian and Presbyterian and United ChurchesUnited Churches

Image from Image from www.ammsa.com/classroom/CLASS5popup.html

Residential Schools in CanadaResidential Schools in Canada

By 1931 these By 1931 these organizations organizations operated 80+ operated 80+ residential schools residential schools across the country, as across the country, as well as day schools on well as day schools on some reserves some reserves

Image from Image from www.mhs.mb.ca/.../38/nationalcrime.shtml

Sask. Residential SchoolsSask. Residential Schools

11 Catholic11 Catholic 7 Anglican7 Anglican 2 other2 other

19961996 - The last - The last federally run federally run residential school, the residential school, the Gordon Residential Gordon Residential School, closed in School, closed in Saskatchewan. Saskatchewan.

Image from Image from www.afn.ca/residentialschools/history.html

The ProcessThe Process

Children were Children were removed from removed from their homes, their homes, often under often under threat of ‘law’threat of ‘law’

Image from Image from www.www.

mamiecourageousconversations.blogspot.com/200...

SeparationSeparation

‘‘Assimilation’ Assimilation’ worked best worked best through separation through separation from families, from families, communities and communities and cultureculture

Separation from a Separation from a traditional support traditional support system was a key system was a key strategystrategy

VolunteerVolunteer

Some families did Some families did see ‘education’ as see ‘education’ as progress and progress and voluntarily sent voluntarily sent their childrentheir children

www.nationalpost.com/scripts/story.html?id=577934

The SchoolsThe Schools

They were also meant to promote They were also meant to promote economic self-sufficiency by teaching economic self-sufficiency by teaching First Nations children to become First Nations children to become farmers and labourersfarmers and labourers

ChristianityChristianity

The goal of the The goal of the missionaries was to missionaries was to ‘convert the ‘convert the children to children to Christianity’.Christianity’.

Image Image www.nytimes.comwww.nytimes.com

Medicine WheelMedicine Wheel Schools basically took Schools basically took

healthy children with a healthy children with a well-rounded wheel and well-rounded wheel and proceeded to destroy or proceeded to destroy or alter each part of what alter each part of what makes us human:makes us human:

SPIRITUALITYSPIRITUALITY EMOTIONALEMOTIONAL PHYSICALPHYSICAL MENTALMENTAL

Essentially, Identity issues Essentially, Identity issues resultedresulted

LifeLife Children were often severely punished for Children were often severely punished for

practicing traditional beliefspracticing traditional beliefs Children were punished for speaking their Children were punished for speaking their

languageslanguages Life was harsh and rules were strictLife was harsh and rules were strict Food was of questionable quality and Food was of questionable quality and

quantityquantity Much of the day was spent in Christian Much of the day was spent in Christian

religious instruction, learning English or religious instruction, learning English or French, doing chores such as laundry, French, doing chores such as laundry, kitchen work, field work and other kitchen work, field work and other practical skills (boys/girls)practical skills (boys/girls)

Lasting ImpactsLasting Impacts Education for the most part was poor (1945 very few Education for the most part was poor (1945 very few

students passed grade 9 and over 40% of teaching staff students passed grade 9 and over 40% of teaching staff had no professional training)had no professional training)

Many children died from illnesses, fires, murderMany children died from illnesses, fires, murder Many children caught disease such as tuberculosis which Many children caught disease such as tuberculosis which

destroyed their healthdestroyed their health Physical and sexual abuse had long term effects on Physical and sexual abuse had long term effects on

studentsstudents Children learned isolation, abuse, anti-aboriginal education, Children learned isolation, abuse, anti-aboriginal education,

were unable to express love and unable to receive love for were unable to express love and unable to receive love for much of the year!!!!much of the year!!!!

The schools broke the connection between the children and The schools broke the connection between the children and their family and culture. It destroyed the central aspect of their family and culture. It destroyed the central aspect of ‘relationship’‘relationship’

Inter-generational EffectsInter-generational Effects Residential School Survivors have long lasting Residential School Survivors have long lasting

Inter-generational negative effects:Inter-generational negative effects:- Identity crisis- Identity crisis- Unable to connect to family, culture- Unable to connect to family, culture- Long term effects of physical, sexual and - Long term effects of physical, sexual and

psychological abusepsychological abuse- RCAP pointed directly at the residential - RCAP pointed directly at the residential

schools as a major factor in the high rates of: schools as a major factor in the high rates of: substance abuse, suicide and family problemssubstance abuse, suicide and family problems

Schools destroyed one of the most important Schools destroyed one of the most important values of the First Nations: Kinship and Family values of the First Nations: Kinship and Family RelationshipsRelationships

Discipline vs Abuse?Discipline vs Abuse? To accomplish this goal of assimilation, To accomplish this goal of assimilation,

discipline was the answer in many missions. discipline was the answer in many missions. "Historians suggest that discipline was "Historians suggest that discipline was more harsh at residential schools than at more harsh at residential schools than at other schools and would not have been other schools and would not have been accepted in Euro-Canadian institutions at accepted in Euro-Canadian institutions at the time. . . These methods included the time. . . These methods included isolation cells, flogging and whipping, and isolation cells, flogging and whipping, and humiliation."**humiliation."**

**From Residential School Update, AFN **From Residential School Update, AFN March 1998.March 1998.

Medicine WheelMedicine Wheel

The Medicine Wheel is not in balance The Medicine Wheel is not in balance for most the children of Residential for most the children of Residential Schools!Schools!

They are truly ‘Survivors’They are truly ‘Survivors’

Inter-generational effectsInter-generational effects

How it worksHow it works

RelationshipProblems

Unable to expresslove

Unable to ‘love’their children

Unloved Child

The inter-generational problems The inter-generational problems could include any one or more of could include any one or more of many dysfunctional behaviors:many dysfunctional behaviors:– AngerAnger– Lack of identityLack of identity– Language lossLanguage loss– Substance abuseSubstance abuse– FamilyFamily– CommunityCommunity

SummarySummary

MENTAL

‘Learning’ less important

SPIRITUAL

The ‘Spirit’ is hurt,

damaged,

injuredEMOTIONALEMOTIONAL

Management of feelings is Management of feelings is difficult; mixed updifficult; mixed up

PHYSICAL

Long term effects of disease; malnutrition

Essentially, the child became isolated and Essentially, the child became isolated and was forced to function in a societal was forced to function in a societal structure not of his own construction, and structure not of his own construction, and not within his scope of understanding!!!!not within his scope of understanding!!!!

With the child’s wheel out of balance, With the child’s wheel out of balance, adjustment to society became one of adjustment to society became one of survival versus meaningful integration into survival versus meaningful integration into societysociety

Children stayed stuck in the cycles of Children stayed stuck in the cycles of dysfunction and became dysfunctional dysfunction and became dysfunctional parents. And it goes on in an ever parents. And it goes on in an ever expanding circle of influence…expanding circle of influence…

OtherOther

Residential schools worked for some Residential schools worked for some children.children.

Metis children were excluded from this Metis children were excluded from this process as they didn’t fall under the Indian process as they didn’t fall under the Indian Act, however, one residential school for Act, however, one residential school for Metis was run by the Catholic Church in Ile Metis was run by the Catholic Church in Ile a la Crosse, Sask. This school also included a la Crosse, Sask. This school also included FN childrenFN children

It is estimated that 100,000 to 150,000 It is estimated that 100,000 to 150,000 children attended these schools children attended these schools (Windspeaker Magazine)(Windspeaker Magazine)

A Poem: Mission BeanA Poem: Mission Bean A little boy I was, just lost my homeA little boy I was, just lost my home So the mission took me in, so I wouldn't roamSo the mission took me in, so I wouldn't roam A hair cut, a bath, new shoes on my feetA hair cut, a bath, new shoes on my feet Plaid shirt & coveralls, that was my beatPlaid shirt & coveralls, that was my beat Up in the morning, fall down on my kneesUp in the morning, fall down on my knees Pray to the Lord the right way I see'sPray to the Lord the right way I see's Off to school after porridge, lard and breadOff to school after porridge, lard and bread Trying to pound math and Catechism in my headTrying to pound math and Catechism in my head Never too brilliant was I in schoolNever too brilliant was I in school But serving the Altar, I was no foolBut serving the Altar, I was no fool Our Father which art in Heaven, AmenOur Father which art in Heaven, Amen I could 'cite that backwards - in LatinI could 'cite that backwards - in Latin Yes, a little boy, lost with no mom or dadYes, a little boy, lost with no mom or dad In the third year there, I became a "Wetbed"In the third year there, I became a "Wetbed" They swatted my bum with a big black strapThey swatted my bum with a big black strap The backside of me should be a horizontal crackThe backside of me should be a horizontal crack Yes, I would jump and jig and howl in painYes, I would jump and jig and howl in pain Then fly in a tub, hoping the Nun had right aimThen fly in a tub, hoping the Nun had right aim

Sometimes the tub's faucets would bang on my headSometimes the tub's faucets would bang on my head But that was the downfall of being a "Wetbed"But that was the downfall of being a "Wetbed" Now it's 5:30 a.m. and we're off to prayNow it's 5:30 a.m. and we're off to pray Three times on Sunday, that was the wayThree times on Sunday, that was the way The Nun like my mother, the Priest like my dadThe Nun like my mother, the Priest like my dad With guardians like that, who could go badWith guardians like that, who could go bad The mission was army, we walked two and twoThe mission was army, we walked two and two Discipline was the order, what else could they doDiscipline was the order, what else could they do Some missions were good, some were badSome missions were good, some were bad Those who suffered, I feel real sadThose who suffered, I feel real sad I have words for those who dwell in self pityI have words for those who dwell in self pity That's not the answer, just say "tough titty"That's not the answer, just say "tough titty" The $350 million we got to cure decades of scarsThe $350 million we got to cure decades of scars The Vultures will get most of it to buy new carsThe Vultures will get most of it to buy new cars They'll travel all over, eat up the fund in timeThey'll travel all over, eat up the fund in time The victims of missions will not see a dimeThe victims of missions will not see a dime For those of us left, not yet in our coffinFor those of us left, not yet in our coffin These wise words, you will hear oftenThese wise words, you will hear often Lift your chin high and proudly walk onLift your chin high and proudly walk on Keep a smile on your face,Keep a smile on your face, like the sun always shone.like the sun always shone. - The Mad Trapper, (Fred Stevenson)- The Mad Trapper, (Fred Stevenson) Kinuso, Alta.Kinuso, Alta.

PM Harper’sPM Harper’sApologyApology

http://www.ctv.ca/servlet/ArticleNews/http://www.ctv.ca/servlet/ArticleNews/story/CTVNews/20080611/story/CTVNews/20080611/harper_text_080611/20080611/ Apology harper_text_080611/20080611/ Apology in textin text

http://www.youtube.com/watch?http://www.youtube.com/watch?v=qAmUe17nUdY Apology Part 1 in v=qAmUe17nUdY Apology Part 1 in videovideo

http://www.youtube.com/watch?v=wyxJ-http://www.youtube.com/watch?v=wyxJ-zpYDkE&feature=related Apology Part 2 zpYDkE&feature=related Apology Part 2 in video .in video .

Videos

http://www.youtube.com/watch?v=_4-TYwFS-P0 Indian Residential Schools – The Painful Legacy

http://www.youtube.com/watch?v=s_V4d7sXoqU&feature=related Residential School Propaganda Video from 1950s

http://www.youtube.com/watch?v=fIKPE_urY8A&feature=related Residential Schools Public Service Announcement

The Apology heard around CanadaThe Apology heard around Canada

Residential School Residential School SurvivorsSurvivors

Their struggles are Their struggles are many!!!! Their pain many!!!! Their pain is real!!!!is real!!!!

Indian Control of EducationIndian Control of Education

White Paper 1969 created First White Paper 1969 created First Nations unityNations unity

Bands began to operate their own Bands began to operate their own schools on reserves circa 1970 and schools on reserves circa 1970 and by 1996 had 429 schoolsby 1996 had 429 schools

Helpful WebsitesHelpful Websites http://

www.shannonthunderbird.com/residential_schools.htm (Residential Schools: Canada’s Shame and (Residential Schools: Canada’s Shame and Apology)Apology)

http://www.firstnationsdrum.com/education/Default.htm (A Victim Speaks Out)(A Victim Speaks Out)

http://www.afn.ca/residentialschools/index.html (Residential School Unit)(Residential School Unit)

http://www.irsss.ca/ (Indian Residential School (Indian Residential School Survivors Society)Survivors Society)

http://www.stageleft.info/2008/04/18/residential-http://www.stageleft.info/2008/04/18/residential-schools-locations-of-mass-graves-revealed/schools-locations-of-mass-graves-revealed/

http://www.fsin.com/educationandtraining/http://www.fsin.com/educationandtraining/residentialschools.html (Lots of information)residentialschools.html (Lots of information)

Questions to PonderQuestions to Ponder List ways in which residential schools encouraged/forced students to lose List ways in which residential schools encouraged/forced students to lose

their Aboriginal identity.their Aboriginal identity. Explain in a paragraph how residential schools caused social problems in Explain in a paragraph how residential schools caused social problems in

Aboriginal communities.Aboriginal communities. What might be the effects of offering money as compensation, for pain and What might be the effects of offering money as compensation, for pain and

suffering, to the survivors?suffering, to the survivors? Is the term ‘Residential School Survivor’ appropriate? Explain your stand.Is the term ‘Residential School Survivor’ appropriate? Explain your stand. How should the abusers be dealt with?How should the abusers be dealt with? How might we deal with this issue as Catholics?How might we deal with this issue as Catholics? How important should this shameful history be to Canadians? Explain.How important should this shameful history be to Canadians? Explain. Residential Schools: What is the perspective by First Nations? The Metis? Residential Schools: What is the perspective by First Nations? The Metis?

Euro-Canadians?Euro-Canadians? How does the residential school experience of First Nations people in How does the residential school experience of First Nations people in

Canada compare to colonial domination in other countries? Name other Canada compare to colonial domination in other countries? Name other countries that had similar or different colonial experiences – were the countries that had similar or different colonial experiences – were the outcomes different for Indigenous people?outcomes different for Indigenous people?

If the Canadian government had not imposed residential schools on First If the Canadian government had not imposed residential schools on First Nations, what different outcomes might have been possible for ‘treaty’ Nations, what different outcomes might have been possible for ‘treaty’ people (First Nations and Euro-Canadians)? people (First Nations and Euro-Canadians)?