1. Residential School Background…

2. Before Contact Long before Europeans came to North America, aboriginal people had a highly developed system of education. Long before Europeans came to North America, aboriginal people had a highly developed system of education. Aboriginal elders and parents passed on not only survival skills to their children, but their history, artistic ability, music, language, moral and religious values. Aboriginal elders and parents passed on not only survival skills to their children, but their history, artistic ability, music, language, moral and religious values.

3. Arrival of missionaries When European missionaries began to live amongst aboriginal people, they concluded that the sooner they could separate children from their parents, the sooner they could prepare aboriginal people to live a civilized (European) lifestyle. When European missionaries began to live amongst aboriginal people, they concluded that the sooner they could separate children from their parents, the sooner they could prepare aboriginal people to live a civilized (European) lifestyle.

4. Why Residential Schools? Residential Schools were established for two reasons: Residential Schools were established for two reasons: 1) Separation of the children from the family. 2) The belief that aboriginal culture was not worth preserving. Most people concluded that aboriginal culture was useless and dying and all human beings would eventually develop and change to be like the ‘advanced’ European civilization. Most people concluded that aboriginal culture was useless and dying and all human beings would eventually develop and change to be like the ‘advanced’ European civilization.

5. Mission-run residential schools Early residential schools were similar to religious missions. Early residential schools were similar to religious missions. Later, the mission-run schools were controlled jointly by Canadian churches and the federal government. Later, the mission-run schools were controlled jointly by Canadian churches and the federal government. For several years, residential schools became official Canadian policy for the education of Native children. For several years, residential schools became official Canadian policy for the education of Native children.

6. Taking of the children Aboriginal children as young as six who spoke no English, had never ridden in a car or truck, had never eaten anything other than meat, fish, bannock and perhaps the occasional sweet treat, were taken from their families and were sent into the unfamiliar world of the white man. Aboriginal children as young as six who spoke no English, had never ridden in a car or truck, had never eaten anything other than meat, fish, bannock and perhaps the occasional sweet treat, were taken from their families and were sent into the unfamiliar world of the white man.

7. Arrival to the residential schools Children were usually rounded up in August. Children were usually rounded up in August. Children were transported by train, plan or bus to the residential schools. Children were transported by train, plan or bus to the residential schools. Children were separated from their brothers, sisters and friends and herded together according to age level. Children were separated from their brothers, sisters and friends and herded together according to age level. They were issued clothes and assigned a bed number. They were issued clothes and assigned a bed number.

8. Taking away of the Native tongue Even though many of the children could not speak English, the supervisors spoke only English to them. Even though many of the children could not speak English, the supervisors spoke only English to them. The children were punished for speaking their native languages. The children were punished for speaking their native languages. For at least a year children were unable to express to anyone in authority what their basic needs were. For at least a year children were unable to express to anyone in authority what their basic needs were. Loneliness, sickness, confusion and abuse all had to be borne in lonely silence. Loneliness, sickness, confusion and abuse all had to be borne in lonely silence.

9. Difficulties of residential schools Many things combined to make life difficult for the children in residential schools: 1) Suffocating heat of the buildings. 2) Painful need to have someone to talk to. 3) The pain of separation from their families. 4) Bad tasting, indigestible food. 5) The size and unfamiliarity of the buildings. 6) The frightening crowds of people 7) The painfully abusive and harsh discipline. 8) Mental and physical abuse 9) The continual loss of personal freedoms and individual control.

10. A world of confusion The white man’s school contradicted everything these Aboriginal children had learned at home. The white man’s school contradicted everything these Aboriginal children had learned at home. The Aboriginal society placed a lot of responsibility on children’s shoulders. Children were expected to help with jobs such as tending the nets, feeding the dogs, cutting and hauling wood, cutting up meat and fish for drying. The Aboriginal society placed a lot of responsibility on children’s shoulders. Children were expected to help with jobs such as tending the nets, feeding the dogs, cutting and hauling wood, cutting up meat and fish for drying. The school demanded very little in comparison. In residential schools, the children had no responsibility for the well-being of others. The school demanded very little in comparison. In residential schools, the children had no responsibility for the well-being of others.

11. A different child returns home Some children were able to return home for two short summer months. Some children were able to return home for two short summer months. Parents noticed the following changes in their children: Parents noticed the following changes in their children: 1) children were not longer interested in helping the family with tasks such as carrying water and other chores. 2) Children had to be told everything, and they often refused to “listen” 3) Children “talked back” and tended to spend tiome with children their own age who also attended residential school. 4) Frequent, violent arguments (unknown to most aboriginal cultures) arose. 5) Children seemed unconcerned about hurting others as they were unwilling to obey elders.

12. Parents found it difficult to accept the children’s loss of the ability to speak their own language. Parents found it difficult to accept the children’s loss of the ability to speak their own language. After several years away at school, children often found it difficult to speak their mother tongue. After several years away at school, children often found it difficult to speak their mother tongue. Parents felt left out when the children spoke English and wondered if their children were talking about things that the children did not their parents to understand. Parents felt left out when the children spoke English and wondered if their children were talking about things that the children did not their parents to understand. Children used English when they were angry and so English became associated with bad feelings and strong language. Children used English when they were angry and so English became associated with bad feelings and strong language.

13. The damage caused by residential schools For the Aboriginal perspective, the most damaging part of residential schools was that children were taught that their culture was not worth saving. In residential schools, students were taught that Aboriginal traditional values were wrong and primitive. Students were taught that White Canadians came from a more “advanced” form of social organization. Students began to see their homes as “dirty” and “cold”, their parents as dressing “funny” and smelling “bad”.

14. Students began to believe that the ceremonies and rituals which harmonized the spiritual and social life of the community and gave its members a sense of personal significance and group identity, were “heathen” and “the work of the devil”. Students began to believe that the ceremonies and rituals which harmonized the spiritual and social life of the community and gave its members a sense of personal significance and group identity, were “heathen” and “the work of the devil”. The organizing of the schools and the content of the curriculum told the Aboriginal children that the human values, the political institutions, the spiritual practices and the economic strategies of other Canadians were infinitely superior to the “primitive” ways of their traditional lifestyles. The organizing of the schools and the content of the curriculum told the Aboriginal children that the human values, the political institutions, the spiritual practices and the economic strategies of other Canadians were infinitely superior to the “primitive” ways of their traditional lifestyles.

15. Residential schools disrupted the smooth transmission of beliefs, skills, and knowledge from one generation to the next, and deliberately divorced the Aboriginal child from their background by discrediting their culture, punishing them for speaking their language and preaching the superiority of European attitudes. Residential schools disrupted the smooth transmission of beliefs, skills, and knowledge from one generation to the next, and deliberately divorced the Aboriginal child from their background by discrediting their culture, punishing them for speaking their language and preaching the superiority of European attitudes. This experience often caused severe and unalterable damage to the child, to the family and to the community to which they would eventually return. This experience often caused severe and unalterable damage to the child, to the family and to the community to which they would eventually return.

16. Positive aspect to residential schools Without residential schools most of the students would never have learned to read and write in English, or learn about other ways of life than their own. Without residential schools most of the students would never have learned to read and write in English, or learn about other ways of life than their own. It was not education in itself that was bad, but the manner in which the residential schools were organized. It was not education in itself that was bad, but the manner in which the residential schools were organized. The residential schools were not organized to be sensitive to the needs or lifestyle of its Aboriginal students. The residential schools were not organized to be sensitive to the needs or lifestyle of its Aboriginal students.

17. The death of residential schools By the 1950’s, the Canadian government realized that the residential school policy failed. By the 1950’s, the Canadian government realized that the residential school policy failed. Thirty years later, the last residential school in Canada was closed. Thirty years later, the last residential school in Canada was closed.

18. The effects of residential schools today Today, Aboriginal people want recognition of what was done to their communities as a result of the residential schools. Today, Aboriginal people want recognition of what was done to their communities as a result of the residential schools. Aboriginal people have demanded, and received, official apologies from the Anglican, United and Roman Catholic churches which operated residential schools. Aboriginal people have demanded, and received, official apologies from the Anglican, United and Roman Catholic churches which operated residential schools. As more and more former students of residential schools come forward with stories about the sexual and physical abuse they experienced, several religious authorities who administered the schools are being charged criminally. As more and more former students of residential schools come forward with stories about the sexual and physical abuse they experienced, several religious authorities who administered the schools are being charged criminally.

19. The effect of residential schools on Modern Aboriginal education Many people who attended residential schools, now parents and grandparents, have biases against education for their children because of what they experienced. Many people who attended residential schools, now parents and grandparents, have biases against education for their children because of what they experienced. The closure of residential schools meant that more Aboriginal children began to attend regular provincial schools, provincial education curriculum did not change to reflect the educational educational needs of Aboriginal children. The closure of residential schools meant that more Aboriginal children began to attend regular provincial schools, provincial education curriculum did not change to reflect the educational educational needs of Aboriginal children.

20. Today, the cross-Canada average of the percentage of aboriginal children that complete Grade 12 in about 20%, and even lower in northern regions. Today, the cross-Canada average of the percentage of aboriginal children that complete Grade 12 in about 20%, and even lower in northern regions. Aboriginal children continue to have difficuluites fitting in to the existing schools, which are still designed around a culture alien to their own. Aboriginal children continue to have difficuluites fitting in to the existing schools, which are still designed around a culture alien to their own.

21. Reclaiming their knowledge Many First Nations are taking over the running of their schools from the government. Many First Nations are taking over the running of their schools from the government. By designing their own curriculum and running their own schools, aboriginal people intend to reclaim the education of their children and put the residential school experience in their past. By designing their own curriculum and running their own schools, aboriginal people intend to reclaim the education of their children and put the residential school experience in their past.

22. Residential school punishments The following are examples of some of the punishments Aboriginal children received at residential schools: For failing a test —no food for a day For failing a test —no food for a day For not working hard enough – 4 hours of extra work in the school or garden. For not working hard enough – 4 hours of extra work in the school or garden. For disobedience and rude or disorderly conduct– not food or water for a day, a beating with a stick on the back, extra garden work. For disobedience and rude or disorderly conduct– not food or water for a day, a beating with a stick on the back, extra garden work. For speaking their native tongue – 1 st time —no supper, 2 nd time —no supper and a beating, 3 rd time –considered disobedience and punished as such ( see third punishment). For speaking their native tongue – 1 st time —no supper, 2 nd time —no supper and a beating, 3 rd time –considered disobedience and punished as such ( see third punishment). For going off by yourself –several hours of kneeling on a rock floor where all can see. For going off by yourself –several hours of kneeling on a rock floor where all can see. * THERE ARE MANY SIMILARITIES BETWEEEN THE PUNISHMENTS GIVEN TO ABORIGINAL CHILDREN AND THE PUNISHMENTS GIVEN TO PRISONERS OF WAR.