2.6 Residential Schools

Notes on the Historical Significance of Residential Schools

1. The Bagot Commission (1844)

• What Happened: Sir Bagot led an investigation to propose separation of Indigenous children from their families. Ryerson (the guy with the big ideas on Indigenous education) suggested focusing on religious instruction and agricultural training.

• Why It Matters:

  • Short-Term:

    • Cultural genocide foundation: Emphasis on breaking familial bonds and Indigenous culture.

    • Focused on religious education, implying that Indigenous people had no religion of their own, and that their culture was inferior.

  • Long-Term:

    • Loss of culture: The idea of complete assimilation means a lot of cultural erasure.

    • Power shift: Shifting control of education to churches meant less involvement from the government, making the schools more isolated from Indigenous communities.

2. The Gradual Civilization Act (1857)

• What Happened: Males (Metis and First Nations) were forced to adopt European names, speak English or French, and lose all legal rights to land.

• Why It Matters:

  • Short-Term:

    • Loss of identity: They had to abandon their names and languages.

    • Loss of rights: Legal and land rights were stripped, and they became British subjects.

  • Long-Term:

    • Displacement: Indigenous people were further alienated from their land and culture.

    • Cultural erasure: They were pushed out of their communities and left with no control over their land.

    • Further pushed into assimilation — but without the rights of other citizens.

3. The Indian Act (1876)

• What Happened: Canada created the Indian Act to control Indigenous land and rights.

  • Created reserves, stripped land title, and banned Indigenous ceremonies.

  • Indigenous people were treated as wards of the state.

• Why It Matters:

  • Short-Term:

    • Direct government control: The creation of reserves and control over rights ensured the government’s power over Indigenous people.

    • Destroyed family units: The separation of children through residential schools was intensified.

  • Long-Term:

    • Paternalism: The government viewed Indigenous people as needing to be “taken care of” like children, reducing them to second-class citizens.

    • Dependence: Reserves created long-term dependency on the government.

    • The mindset of assimilation continued, where the government and churches tried to “civilize” them, disregarding their cultural identities.

4. Nicholas Flood Davin's 1879 Report

• What Happened: Canada sent Davin to Oklahoma (USA) to observe how they dealt with Native Americans. He recommended a similar strategy for Canada: Boarding schools for Indigenous children (modeled after U.S. residential schools).

• Why It Matters:

  • Short-Term:

    • The start of residential schools with boarding models.

    • Schools were designed to break families and erase culture.

  • Long-Term:

    • Traumatic conditions that would be easily hidden from the public eye.

    • Focused on stripping Indigenous children of their heritage, creating a long-lasting scar on generations.

5. Dr. P.H. Bryce’s 1907 Report

• What Happened: Bryce investigated high mortality rates at residential schools. He found that 24% of children died, and at one school, 75% died in the first 16 years due to disease, poor conditions, and neglect.

• Why It Matters:

  • Short-Term:

    • Revealed horrific conditions: Dying children due to unsanitary conditions and neglect.

    • Highlighted a “national crime” — the systematic abuse and neglect of children.

  • Long-Term:

    • Contributed to calls for justice and evidence of abuse.

    • His report was a rare voice for advocacy for Indigenous health and rights.

    • Exposed the true agenda of the Canadian government: to erase the “Indian” through systematic neglect.

6. Duncan Campbell Scott’s 1920 Compulsory Residential School Law

• What Happened: All children between 7-15 had to attend residential schools. If parents tried to prevent this, they could face jail time.

• Why It Matters:

  • Short-Term:

    • Forced separation of families: Parents were sent to jail for refusing to send their children.

    • Family trauma: The breaking up of families led to lifelong trauma.

  • Long-Term:

    • Generational trauma: Whole generations were scarred by losing their culture, language, and familial bonds.

    • Loss of trust: Indigenous communities lost faith in the government.

    • Churches' negative legacy: Many survivors have negative feelings toward churches because of their involvement in the schools.

7. Impact of the Residential Schools

• Number of People Affected: Almost all Indigenous communities and children across Canada were impacted, creating widespread trauma.

• Depth of Impact: Residential schools were deeply impactful, with families being torn apart and children enduring physical and emotional abuse. This trauma has passed down to future generations.

• Duration of Impact: The effects have lasted for generations, with the damage to language, culture, and family structures still felt today.

8. Confederation of Canada (1867)

• What Happened: Canada became a dominion, officially controlling Indigenous peoples' land and way of life.

• Why It Matters:

  • Ongoing Impacts:

    • Indigenous peoples lost autonomy and control over their land.

    • The colonial mindset persisted, viewing Indigenous culture as something to be eradicated and assimilated into Eurocentric norms.

9. Final School Shutdown (1996)

• What Happened: The last residential school closed, marking the end of an era of forced assimilation.

• Why It Matters:

  • Short-Term: Relief for families who had suffered from forced attendance.

  • Long-Term: The legacy of cultural genocide and trauma still affects Indigenous communities today.

10. Reconciliation (2007-2012)

• What Happened: The Canadian government formally recognized the trauma caused by residential schools and began efforts toward reconciliation.

• Why It Matters:

  • Ongoing Impact: Reconciliation is still a work in progress, aiming to heal the wounds of residential school survivors and their families.

  • Acknowledges that the impacts of residential schools are not just a thing of the past, but part of a continuing struggle for justice and healing.

Not-So Fun Recap:

• In the Short-Term: Kids were forcibly taken, families were broken apart, culture was crushed, and children faced abuse, neglect, and death.

• In the Long-Term: The cultural erasure, trauma, and loss of identity still affect Indigenous peoples. This system was built on the premise of complete assimilation, breaking families and communities.

• Overall: It was an attempt to “kill the Indian in the child” — a failed and painful process that continues to echo today. But there’s hope in reconciliation, even if it’s a slow and difficult road.