RESIDENTIAL SCHOOLS

1. RESIDENTIAL SCHOOLS

2. “The Stranger” Official Video - Gord Downie - Secret Path https://www.youtube.com/watch?v=za2VzjkwtFc

3. Questions to Ponder • List ways in which residential schools encouraged/forced students to lose their Aboriginal identity. • Explain in a paragraph how residential schools caused social problems in Aboriginal communities. • What might be the effects of offering money as compensation, for pain and suffering, to the survivors? • Is the term ‘Residential School Survivor’ appropriate? Explain your stand. • How should the abusers be dealt with? • How might we deal with this issue as Catholics?

4. Questions to Ponder How important should this shameful history be to Canadians? Explain. Residential Schools: What is the perspective by First Nations? The Metis? Euro-Canadians? How does the residential school experience of First Nations people in Canada compare to colonial domination in other countries? Name other countries that had similar or different colonial experiences – were the outcomes different for Indigenous people? If the Canadian government had not imposed residential schools on First Nations, what different outcomes might have been possible for ‘treaty’ people (First Nations and Euro-Canadians)?

5. 'I am sorry, more than I can say, that we were part of a system which took you and your children from home and family.’ —Archbishop Michael Peers, Anglican Church of Canada 

6. Justin Trudeau asking the pontiff to apologize for the role the Catholic Church played in the tragedy of residential schools http://www.torontosun.com/2017/05/29/trudeau-asks-pope-to-apologize-for-residential-schools

7. (Gagne, 1998) (Gagne, 1998)

8. THE TREATIES • The Numbered Treaties 1871-1929 addressed education: “…maintain schools on reserves, as advisable, at peoples’ request.” • This ‘right’ supposedly guaranteed the FN to an ‘education’ • The Treaties were agreed upon by both Natives and White People

9. The INDIAN ACT 1876 • It defined who could be an ‘Indian’ • It ‘outlined what Indians could and could not do’ • This legislation is NOT a part of Treaty. It is an arbitrary piece of legislation that greatly affected First Nations! • It was a clear statement of the federal government’s policy to act as guardians over Aboriginal peoples, giving them “protection” but with the ultimate goal of assimilation!! • The Indian Act was imposed on the Natives and they had NO SAY whatsoever.

10. Duncan Campbell Scott

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

12. Before and After

13. Education: Assimilation • Indian act gave the agents of the Dept. of Indian affairs almost dictatorial control over Aboriginal peoples’ lives, including education • Education became one of the ‘tools’ to ASSIMILATION!!!!

14. Purpose of Residential Schools Set up and run primarily by churches on behalf of the federal government to replace Native families and communities traditions with European values The residential school policy was designed to lift Aboriginal peoples from their helpless ‘savage’ state to one of ‘self reliant civilization.’To make Canada one community “…Aboriginal children were stripped of all their belonging, including any artifacts of their culture, their hair was cut and their clothing were replaced with institutional uniforms” (Mental health Profile for a sample of British Columbia Aboriginal survivors of the Canadian Residential School System (2003)

15. Funding • Schools were funded by the federal government but were operated by the Catholic, Anglican, Presbyterian and United Churches • Image from www.ammsa.com/classroom/CLASS5popup.html

16. Residential Schools in Canada • By 1931 these organizations operated 80+ residential schools across the country, as well as day schools on some reserves • Image from www.mhs.mb.ca/.../38/nationalcrime.shtml

17. Initially, about 1,100 students attended 69 schools across the country. In 1931, at the peak of the residential school system, there were about 80 schools operating in Canada. There were a total of about 130 schools in every territory and province except Newfoundland, Prince Edward Island and New Brunswick from the earliest in the 19th century to the last, which closed in 1996. In all, about 150,000 First Nation, Inuit and Métis children were removed from their communities and forced to attend the schools.

18. Provincial Distribution of the RS • Ab – 33 • BC -29 • MB- 18 • NL -5 • NWT -8 • NS- 1 • SK -22 • YT -6 • NU – 2 • ON -21 • QC -11 • There were a total of about 130 schools in every territory and province except Newfoundland, Prince Edward Island and New Brunswick from the earliest in the 19th century to the last, which closed in 1996.

19. Sask. Residential Schools • 11 Catholic • 7 Anglican • 2 other • 1996 - The last federally run residential school, the Gordon Residential School, closed in Saskatchewan. • Image from www.afn.ca/residentialschools/history.html

20. The Process • Children were removed from their homes, often under threat of ‘law’ • Image from www.mamiecourageousconversations.blogspot.com/200...

21. Separation • ‘Assimilation’ worked best through separation from families, communities and culture • Separation from a traditional support system was a key strategy

22. Volunteer • Some families did see ‘education’ as progress and voluntarily sent their children • www.nationalpost.com/scripts/story.html?id=577934

23. The Schools • They were also meant to promote economic self-sufficiency by teaching First Nations children to become farmers and labourers

24. Christianity • The goal of the missionaries was to ‘convert the children to Christianity’. • Image www.nytimes.com

25. Medicine Wheel • Schools basically took healthy children with a well-rounded wheel and proceeded to destroy or alter each part of what makes us human: • SPIRITUALITY • EMOTIONAL • PHYSICAL • MENTAL • Essentially, Identity issues resulted

26. Life • Children were often severely punished for practicing traditional beliefs • Children were punished for speaking their languages • Life was harsh and rules were strict • Food was of questionable quality and quantity ( In NS, guinea pigs for nutritional research ) • Much of the day was spent in Christian religious instruction, learning English or French, doing chores such as laundry, kitchen work, field work and other practical skills (boys/girls)

27. Lasting Impacts • Education for the most part was poor (1945 very few students passed grade 9 and over 40% of teaching staff had no professional training) • Many children died from illnesses, fires, murder • Many children caught disease such as tuberculosis which destroyed their health • Physical and sexual abuse had long term effects on students • Children learned isolation, abuse, anti-aboriginal education, were unable to express love and unable to receive love for much of the year!!!! • The schools broke the connection between the children and their family and culture. It destroyed the central aspect of ‘relationship’

28. Impacts of Residential Schools On individuals, families, communities and nations Many residents were denied love, cultural expression, and the loss of family and community experiences Many today experience personal crises including alcoholism, drug abuse, solvent abuse, depression, low self esteem, suicide, loneliness, family violence, unemployment and cultural identity Family values, parenting knowledge disruptive Community values, customs and behaviour lost

29. In many cases, the abuses, and even the common experiences of having attended residential school have caused impacts such as post traumatic stress syndrome and have made it difficult for Survivors to engage in family, social, and professional circumstances. Survivors were often away from their parents for long periods of time and this prevented the discovering and learning of valuable parenting skills.

30. The removal of children from their homes also prevented the transmission of language and culture, resulting in the fact that many Aboriginal people no longer speak their language or are aware of the traditional cultural practices. • Adaptation of abusive behaviours learned from residential school has also occurred and caused intergenerational trauma, the cycle of abuse and trauma from one generation to the next. • Aboriginal communities are still in need of healing with high rates of substance abuse, violence, crime, child apprehension, disease, and suicide.

31. Impact of Residential Schools First Nations survivors of residential schools are aged 40 and older. According to the Regional Health Survey, one-half of First Nations adults living on-reserve said their health and well-being had been negatively affected by the residential school experience, including isolation from family, verbal or emotional abuse, and loss of cultural identity (Regional Health Survey, 2004) Over 7 in 10 attendees (71.5%) had witnessed the abuse of others. Personal abuse was reported by many: sexual abuse (32.6%); physical abuse (79.2%); and verbal or emotional abuse (79.3%) (Regional Health Survey, 2004)

32. Child Welfare Residential School survivors were not raised by their own families, the inter-generational transmission of family values, parenting knowledge and community behaviour has been lost (Payukotayno, 1988) The effects of apprehension on an individual Native child will often be much more traumatic than for his non-Native counterpart. Frequently, when the Native child is taken from his parents, he is also removed from a tightly knit community of extended family members and neighbors, who may have provided some support. In addition, he is removed from a unique, distinctive and familiar culture. The Native child is placed in a position of triple jeopardy (Royal Commission on Aboriginal Peoples, 1996)

33. Inter-generational Effects • Residential School Survivors have long lasting Inter-generational negative effects: - Identity crisis - Unable to connect to family, culture - Long term effects of physical, sexual and psychological abuse - RCAP pointed directly at the residential schools as a major factor in the high rates of: substance abuse, suicide and family problems • Schools destroyed one of the most important values of the First Nations: Kinship and Family Relationships

34. Intergenerational Trauma The Aboriginal Healing Foundation (2001) has noted that: “Many passed the abuse suffered on to their children, thereby perpetuating the cycle of abuse and dysfunctional arising from the Residential School System. Subsequent generation of children was left with the consequences of what happened to their parents and grandparents. They grew up without the opportunity to learn their language, to have traditions and cultural knowledge passed down to them, or to be apart of a strong and healthy family and community”

35. Intergenerational Trauma “If we do not deal with our trauma, we inadvertently hand it down to the next generation. We often take out our pain and hurt on those we love the most – which is ourselves, and those closest to us – our family and friends. So, intergenerational trauma is trauma that is passed down behaviourally to the next generation: if we’re angry and act angry all the time to others, our kids will think that’s normal and do the same. If we ignore each other and deprive each other of love and affection in our relationships, our kids see and feel that deprivation of love and might think it’s normal” (Phillips, 1999)

36. Homeless Intergenerational Trauma Model (Menzies, 2007)

37. Child Welfare Like the Residential Schools where their parents, grandparents and great grandparents were sent, the foster care system created another generation of children who have been subjected to psychological, emotional, sexual and physical abuse. Isolation from their families and Aboriginal identity was intensified when some children were sent outside of Canada to the United States and Europe for adoption (Bagley, 1993)

38. Incident Rates - General Suicide among First Nations people is 3 to 4 times that of the non-Aboriginals (Health Canada, 2003) Aboriginals account for 7.5 per cent of the 58,000 Canadians living with HIV and 9 per cent of all new HIV infections (The Public Health Agency of Canada, 2006) Alcohol (73%) and drug abuse (59%) were considered problems in First Nation communities (Health Canada, 2003) Diabetes in Aboriginal populations is 3-5 times higher than that in the general population and the rates are growing (Ho, 2006) Rates of concurrent disorders suspected to be even higher (70%?) than in general population (30-60%?) (Presentation to the First Nations and Inuit Mental Wellness Advisory Committee June 9 -10, 2005)

39. Ontario First Nations Mental Health & Addictions Childhood Abuse Alcohol abuse Sexual Abuse Illicit drugs Cultural Loss Prescription abuse Domestic Violence Inhalants Grief / Loss Self-Esteem Issues History of Violence/ Trauma FASD (Ontario Region First Nations Addictions Service Needs Assessment, 2010)

40. Discipline vs Abuse? • To accomplish this goal of assimilation, discipline was the answer in many missions. "Historians suggest that discipline was more harsh at residential schools than at other schools and would not have been accepted in Euro-Canadian institutions at the time. . . These methods included isolation cells, flogging and whipping, and humiliation."** **From Residential School Update, AFN March 1998.

41. Medicine Wheel • The Medicine Wheel is not in balance for most the children of Residential Schools! • They are truly ‘Survivors’

42. Unloved Child Unable to ‘love’ their children Unable to express love Relationship Problems Inter-generational effectsHow it works

43. The inter-generational problems could include any one or more of many dysfunctional behaviors: • Anger • Lack of identity • Language loss • Substance abuse • Family • Community

44. Summary MENTAL ‘Learning’ less important PHYSICAL Long term effects of disease; malnutrition SPIRITUAL The ‘Spirit’ is hurt, damaged, injured EMOTIONAL Management of feelings is difficult; mixed up

45. Essentially, the child became isolated and was forced to function in a societal structure not of his own construction, and not within his scope of understanding!!!! • With the child’s wheel out of balance, adjustment to society became one of survival versus meaningful integration into society • Children stayed stuck in the cycles of dysfunction and became dysfunctional parents. And it goes on in an ever expanding circle of influence…

46. Other • Residential schools worked for some children. • Metis children were excluded from this process as they didn’t fall under the Indian Act, however, one residential school for Metis was run by the Catholic Church in Ile a la Crosse, Sask. This school also included FN children • It is estimated that 100,000 to 150,000 children attended these schools (Windspeaker Magazine)

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

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

49. PM Harper’sApology • http://www.ctv.ca/servlet/ArticleNews/story/CTVNews/20080611/harper_text_080611/20080611/ Apology in text • http://www.youtube.com/watch?v=qAmUe17nUdY Apology Part 1 in video • http://www.youtube.com/watch?v=wyxJ-zpYDkE&feature=related Apology Part 2 in video .

50. 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