1. Policies of Assimilation
Canadian History 30F

2. Residential Schools
“The education of Indians consists not merely of training the mind but of weaning from the habits and feelings of their ancestors and the acquirements of the language, arts, and customs of a civilized life”
– Egerton Ryerson – chief superintendent of education, Upper Canada, 1847

3. Implementation
Advocated the separation from families and reserves to encourage adoption of European life
By 1894 there were over 45 schools, by the 1930’s there was 80 schools
1920 amendment to the Indian Act made attendance compulsory and children as young as 6 were taken to the schools
In the schools children were separated from siblings, given European style clothes and haircuts and were not allowed to speak traditional language (hope to destroy oral history)

4. Implementation (continued)
The schools were largely run by different denominations of the Christian church
This helped further the governments assimilation goals through Christian teachings

5. Consequences
On June 11, 2008 PM Stephen Harper issued a formal apology for the residential school system
Children taught that their culture was inferior
Family breakdown and disconnection is still a lasting legacy today

6. Consequences

7. Suppression of First Nations Culture and Traditions
The objective of suppressing traditional ceremonies was to slowly extinguish First Nation culture
Two traditions targeted were the Potlatch and the Sun Dance ceremonies

8. Implementation
The Potlatch was looked upon badly because it featured people giving away possessions and was seen as wasteful
In 1884 the Indian Act was amended to outlaw its practice
The Sun Dance was targeted to prevent traditional customs from being carried out

9. Consequences
The Potlatch was more heavily suppressed in BC than the Sun Dance in the prairies
In the 1920’s many people were arrested and many good confiscated in potlatch raids
The ban on both ceremonies ended in 1951 and both ceremonies continue to be practiced today

10. Enfranchisement
The objective of enfranchisement was to encourage First Nations to give up their Indian Status
By becoming enfranchised a person would leave the reserve, be granted full Canadian citizenship and give up their treaty rights
The government saw this as the best way to assimilate the First Nations

11. Implementation and Consequence
Between only about 250 people accepted enfranchisement through voluntary means
More became enfranchised after 1920 when the government extended the vote to those who lived off the reserve
For most enfranchisement was not an option as the treaty agreement was the only way to maintain traditional culture

12. Aboriginal Participation in WWI
The objective was two-fold
Many Aboriginal soldiers wanted to volunteer but to do so would cause them to lose status
Although initially the government did not want Aboriginal soldiers they relented as the war went on

13. Implementation and Consequence
Consequences
Estimated that about 4,000 First Nations volunteered for the war
Over 50 earned medals of bravery, with Henry Norwest and Francis Pegahmagabow receiving special medals of honour
All Aboriginal soldiers were excluded from any post war veteran programs
Most could not return to reserves because they had given up their status to fight in the war