Introduction to Residential Schools
Residential schools were part of a systematic approach by the Canadian government and Christian churches to forcibly assimilate Indigenous children into Euro-Canadian culture. Established in the 1870s and operating until 1996, these schools were designed to sever Indigenous children from their families and communities, aiming to erase their cultural identities and replace them with European values and Christian beliefs.
Creation and Administration of Residential Schools
The Canadian government partnered with several Christian denominations, including the Roman Catholic, Methodist, Anglican, Presbyterian, and United churches, to run these schools. Indigenous children, often forcibly removed from their homes, were sent to live in these institutions, where they were cut off from their families, culture, and language. The schools were often segregated by gender, further isolating siblings from one another.
Purpose and Methods of Assimilation
The primary goal of residential schools was to “Westernize” Indigenous children, converting them to Christianity and erasing their cultural practices. Upon arrival, children’s hair was cut, traditional clothing was replaced with uniforms, and they were assigned new names or numbers. Strict schedules dominated by physical labor were imposed, and children were forbidden from speaking their native languages, even in correspondence with their families. Abuse in various forms was rampant, contributing to a traumatic environment.
Expansion and Legal Mandates
By 1920, attendance at residential schools became mandatory for all Indigenous children under an amendment to the Indian Act, making it illegal for them to attend any other type of school. Duncan Campbell Scott, a key figure in the Department of Indian Affairs, epitomized the assimilationist policy, aiming to eliminate Indigenous identity entirely from Canadian society.
Indigenous Approach to Education
Traditional Indigenous education emphasized learning through storytelling, cooperation, and cultural practices. Children were taught essential survival skills in an unstructured, community-based setting where elders played a significant role in passing down wisdom. This holistic approach starkly contrasted with the rigid and oppressive environment of residential schools.
Federal Indian Day Schools
Before the widespread establishment of residential schools, Indigenous children attended Federal Indian Day Schools, which operated on similar principles of cultural erasure. Although children returned home in the evenings, these schools were also sites of abuse and cultural suppression, with over 700 such schools operating across Canada.
Historical Background
The foundation for the residential school system was laid long before Canada’s Confederation in 1867. Figures like Egerton Ryerson and Prime Minister Sir John A. Macdonald played pivotal roles in advocating for and establishing these schools. The system expanded rapidly in the West, with the government funding the schools and churches administering them. This partnership aimed to facilitate the settlement of Western Canada by removing Indigenous people from their lands.
Living Conditions and Abuse
Life in residential schools was characterized by a strict, militaristic discipline. Children were subjected to forced labor, often working long hours in harsh conditions. The lack of qualified staff, many of whom were abusive or neglectful, further exacerbated the children’s suffering. The schools were overcrowded, underfunded, and rife with disease, leading to the deaths of many children, who were often buried in unmarked graves.
Legacy of Residential Schools
The impact of residential schools has been profound and enduring. Survivors have recounted the severe physical, emotional, and psychological trauma they endured, which has had lasting effects on Indigenous communities. The intergenerational trauma caused by these schools continues to affect Indigenous people today, contributing to a range of social and health challenges.
Truth and Reconciliation Commission of Canada
In 2008, the Truth and Reconciliation Commission of Canada (TRC) was established to address the legacy of residential schools and promote healing. The TRC aimed to document the experiences of survivors and expose the injustices of the residential school system. Although Federal Indian Day Schools were not included in the Reconciliation Act due to a separate class-action settlement, the legacy of these schools continues to be addressed through various initiatives.
Summary
- Residential schools were part of a system designed to assimilate Indigenous children into Euro-Canadian culture.
- Government and church collaboration led to the forced removal of children from their homes.
- Assimilation methods included stripping children of their cultural identities, imposing strict discipline, and banning the use of Indigenous languages.
- Indigenous education traditionally involved storytelling, cultural practices, and elder wisdom, contrasting sharply with the residential school system.
- Federal Indian Day Schools also aimed to erase Indigenous culture but allowed children to return home in the evenings.
- Key historical figures and policies contributed to the establishment and expansion of residential schools.
- Abuse and neglect were rampant in these schools, leading to widespread suffering and death.
- The legacy of trauma from residential schools continues to affect Indigenous communities today.
- The Truth and Reconciliation Commission was established to document this history and promote healing.
This re-written article provides an overview of the residential school system in Canada, focusing on its history, purpose, and lasting impact on Indigenous communities.
Last modified: April 22, 2025
