“At age 5, I was kidnapped by terrorists…” -Residential School Survivor- Residential Schools

Residential Schools and the Indian Act -One of the main goals of the Indian Act was: ASSimiliation -Residential Schools were the ultimate tool for ASSim: * Values, Language, Culture, Religion, and Knowledge of the colonizing culture were FORCED upon children *designed to civilize FN children into European culture THE CANADIAN GOVT WANTED TO ERADICATE ALL ASPECTS OF FN CULTURE AND SPIRITUALITY

Residential Schools – It’s the Law -The Indian Act made it LAW for FN children to attend residential schools -Parents that refused to send their children or refused to let their children go when the Indian Agents were rounding up children were subject to JAIL TIME -Children were often removed by force or coercion Why? -Children were removed from their families / homes / communities in order to make ASSimilation more effective

Cattle Trucks -Survivors speak of being squished in these trucks like sardines with as many as 30 or 40 -no bathroom breaks were allowed -they were treated like animals -Officials would drive from community to community “abducting” and herding up children -trips would start in the morning and end in the evening -by the end of the gathering process the trucks would be completely full

The Operation of Residential Schools Government and Church run schools: -government funded -church ran  nuns / priests as teachers and admin Rules / Protocols: -ENGLISH speaking only–this was strictly enforced -severe punishment for speaking FN language -all forms of culture and cultural expression were banned -children separated from siblings and family members -children could not write home or visit family as they wished  letters were monitored and visits were rare -Children had to attend year-round with potential visits home at Xmas and summer (behavior / attitude based)

What do you notice about this picture?

Level and Type of Education Educational Level: -very very very low levels of education achieved -to date, the majority of survivors have very low levels of education  example: in BC only 27% of FN people aged have completed high school (2006, BC Stats) Type of Education: -FN children were seen at best as future labourers -they spent the majority of the time doing chores, maintaining the school, caring for livestock and tending the school farms -they also spent a great deal of time particpating in religious activities. What do you think the future will entail for such students?

Living Conditions -Residential Schools are remembered for their sub- standard living conditions -many children died from: -disease, neglect, murder, suicide or trying to escape -Tuberculosis was a fatal disease that killed many -most residential schools had graveyards and incinerators on site (what are incinerators and graveyards doing at a school?)

Sleeping chambers of a typical residential school what does this photo look like to you?

Denying the basic rights of child The basic rights of a child were deliberately denied: -love / affection / care / contact from family was denied -nutrition and healthcare was minimized -expression of emotion was strongly opposed:  crying, laughing, playing discouraged -interaction with peers minimized -creativity and curiosity minimized -students unable to openly communicate (express opinions) and make decisions (made for them)  Children were essentially ROBBED of their CHILDHOOD

Abuse -Countless stories and accusations of abuse have come forth over the years -children were subjected to many forms of abuse: physical, emotional, psychological, sexual, spiritual -unfathomable, awful and horrific stories have been shared at healing circles: Examples: electric shock therapy for bed wetting, putting children in hot bathes then adding snakes “Unrepentant – Canada’s Hidden Holocaust” Youtube Documentary about residential schools in Canada investigating the abuses and missing children that were allegedly murdered. Created by a Priest and Professor at UBC. He was fired from both positions as a result of this film.

Residential School Legacy: Short Term Impacts Immediate Impacts: -most students left the schools as teenagers with broken spirits and emotional problems -often were traumatized, depressed, lonely, angry -felt alienated between two worlds – their traditional world and the European world -students lost an understanding of their culture  they could no longer speak their language or recall traditions -many were taught to resent (hate or disown) their heritage

Residential School Legacy: Long Term Impacts Generations of people (families of survivors) have suffered as a result of Residential Schools: -substance abuse, addictions and other self-destructive behaviors -survivors developed an inability to be a healthy parent or healthy person  Cycles of abuse within families  Lateral Violence – violence by FNs against FNs -depression / suicidal tendencies -community breakdown -Intergenerational Affects: the impacts felt by children and grandchildren of residential school survivors -Poverty -continued distrust of the education system  many aboriginal students continue to struggle today

The Best Result Residential Schools FAILED -the goal of assimilation was never met! -FN people of Canada have survived

The end of Residential Schools -The first residential school opened in 1863 in Mission BC: “St. Mary’s” -BC had more residential schools than any other province in Canada  14 in total -The last residential school in BC closed in The last residential school in Canada closed in 1996 – White Calf Collegiate (formerly Qu’Appelle Indian Residential School) in Saskatchewan