ipl-logo

How Did The Canadian Government Create Residential Schools In Modern Euro-Canada

818 Words4 Pages

Residential schools were first being established in the 1940s and the last one was finally closed in 1996. In these residential schools, First Nations people were very badly treated and one who went to those schools would not get a proper education. The students who went to those schools would still be affected by it and effects from them are showing still to this day. Why did the Canadian government create residential schools in the first place? Well, the most obvious reason was to educate First Nations people to educate them in modern Euro-Canadian ways. Another reason and one of the main ones was to remove their Indian status .The other reason was to Christianize aboriginal people. In this essay, you will learn the three main reasons …show more content…

Aboriginal people taught their children the Traditional Ecological Knowledge (TEK) about the area they lived in and how to live off the land. They also taught important morals through fictional stories they made. The First Nations people taught everything orally. They had no form of writing. Most people at the time thought of the First Nations as primitive for their nomadic lifestyle and way the First nations were taught. In the residential schools, students would be taught how to read as well and write in English and/or French because you needed to know how to do so if you wanted to communicate with white people. Learning to read/write would also help you do jobs and help you learn skills. Many people believed that the First Nation’s living off the land had to be changed and so schools also wanted the schools to teach them how to farm. As well as all this, the First Nations had asked the Canadian government for schools so they could get an education since their way of life was being lost. The buffalo were reaching critically low levels and could only live on small isolated reserves. The residential schools had been built so that Indians (First Nations) could be educated and fit into Euro-Canadian …show more content…

Whether you have Indian status or not defines whether you are Indian or not. It also provides them with special Indian rights. The government Did not like the Indians and wanted to remove their special rights such as reserves. To do this they made a rule that you could give up your status for citizenship rights. They disallowed Indians from getting particularly important jobs such as a doctor or lawyer or get a university degree without losing their status. The government at first made it optional to get enfranchised but after several years they only got 1 person who voluntarily was enfranchised. When the Indians asked for schools to get their children an education, the government saw it as a way to end Indian Status completely. They became able to remove their status by sending them into the residential schools and removing from them what makes them and

Show More
Related
486 Words | 2 Pages

Chanie ran away from a residential school that not only had poor conditions but also beaten and abused students. The establishment of boarding schools resulted in the separation of aboriginal children from their parents and families, as well as the forced separation of siblings and the loss of their culture. The government believed that the Aboriginal community was not adapting to contemporary culture and thus decided to open residential schools to help them adapt and integrate into Canadian culture. In the same way as the settlement, they are all about addressing racial

Read More
644 Words | 3 Pages

They continued to resist against the Canadian government's attempts to assimilate them, and to use their land for projects that would cause their communities harm, such as building oil pipes, and an incredible amount of other causes impacting Indigenous peoples. Throughout the history of Indigenous people, before Canada was even a country, they have resisted the attempts of colonizers to take their land, and attempt to take their culture as well. Paragraph #2 for Response Questions #4 A specific historical moment mentioned in the timeline that connects particularly well to “The Right to be Cold” by Sheila Watt-Cloutier is the education heading in Dr. Susan Dion’s talk. The policy paper detailing more Indigenous control of their own communities' education under the Education headline was fought for by the National Indian Brotherhood, and it led to the Canadian government giving back control of Indigenous education back to Indigenous people.

Read More
523 Words | 3 Pages

The perception was that Native American adults had a limited ability to learn new skills and concepts. Later in the report, it is expressed that children learn little at day school, causing their “tastes to be fashioned at home, and [their] inherited aversion to toil is in no way combated. ”11 Davin recommended that similar industrial boarding schools should be built in Canada, which would attempt to assimilate Native children into the European culture.12 Nicholas Flood Davin’s research and advances about the industrial schools in America, was important in the creation and developing of the Residential school system in

Read More
1185 Words | 5 Pages

After reading Isabelle Knockwood’s book Out of the Depths, residential schools really opened my eyes on what really happened to the Aboriginal peoples who were sent there. Knockwood did a very good job explaining what she went through during the long 11 years that she was at the residential school. It’s still hard to believe that human beings would do that to other humans. Knockwood was one of the many people sent to the Indian Residential School in Shubenacadie from 1936 to 1947. She grew up in Wolfville Nova Scotia along with her three brothers and one sister: Rosie, Henry, Joe, and Noel.

Read More
120 Words | 1 Pages

On July 11, 2008, Stephen Harper officially apologizes for the residential school which is called reconciliation. People did feel heard but it was not enough. The movie “Rabbit Proof Fence” made in 2002, it showed that the half castes’ children were taken from their parent and got sent to residential school. Someone in the upper government has controlled power over who will be sent to school, and who will be sent to another place. But it was all done to make the American’s population more spread out.

Read More
1033 Words | 5 Pages

The TRC’s “The History” author appeals to logos through the use quantitative findings. The use of logical evidence from the collection of testimonials made by former residential school students is an effective way to aid the persuasion of a reader. Throughout “The History”, the author describes the memories of known First Nations peoples Frederic Ernest Koe, Marlene Kayseas, Lily Bruce and many others. In addition, the author quotes Vitaline Elsie Jenner’s use of ‘kaya nakasin’ (TRC, 2015, p.38) in describing her experience with residential school. The author’s example that contains the use native language reaffirms his credibility and detailed knowledge of the

Read More
552 Words | 3 Pages

By doing this, colonial Canadians assumed that aboriginal cultural and spiritual beliefs were invalid in relation to European beliefs (244). The problem with ridding the First Nations Peoples of their languages, as Williston points out is to “deprive them of the sense of place that has defined them for thousands of years” (245). The private schooling system was an attack on First Nations identities, and their identity is rooted in “a respect for nature and its processes” (245).

Read More
1292 Words | 6 Pages

(King 64) explains the idea of residential schools and how the colonizer culture successfully broke up indigenous families and assimilated children into the settler culture. The culture clash between the Native Canadians and colonizer population was a problem to the western society and was unfortunately solved by the attempted termination of the indigenous culture. Once again, Thomas King portrays indigenous people by stereotypical means. The "wild" refers to them as being animals, savages and uneducated along with tagging them, similarly how hunters tag animals to keep track of them possibly due to them being a threat to society. All these effects of colonialism have caused

Read More
672 Words | 3 Pages

No longer allowing Aboriginal language had virtual made speaking the native language extinct. Genocide in the past has been trying to kill of people of a certain culture. In this situation, the residential school are trying to kill the culture not so much the

Read More
888 Words | 4 Pages

Treaty 6, signed in 1876, contains similar promises to First Nations people. They were promised reserves, annual payments, and the right to hunt and fish on the surrendered lands. However, the Treaty also included a clause that required the First Nations to send their children to residential schools. The schools were designed to assimilate the First Nations children into European-Canadian culture, leading to the loss of their language, culture, and identity. The First Nations signatories did not fully understand the implications of this clause, and it had a devastating impact on their

Read More
883 Words | 4 Pages

They were all taught to devalue their own people and traditions. The conditions were brutal as the children were beaten if they spoke their own language. They were not fed well, as many Native children died from malnutrition as well as disease and abuse (Hudson, Lecture 18). “Once I lost a dear classmate. I remember well how she used to mope along at my side, until one morning she could not raise her head from her pillow.

Read More
438 Words | 2 Pages

This led to alcoholism and other things to try to get the flashbacks to stop. When the First Nations agreed to education, they did not know what they were getting into. They expected the kind of education that other people at the time were getting. What they got was horrendous. Their kids were forcefully taken from their homes and weren't allowed to see their parents for a year.

Read More
1149 Words | 5 Pages

Residential Schools and the Impact on indigenous communities Introduction Residential schools were institutions that were set up by the Canadian government to assimilate indigenous children into the dominant culture of Canada. This policy was implemented in the 19th century and lasted till the late 20th century. Residential schools were meant to provide indigenous children with an education, but in reality, these institutions were responsible for the cultural genocide of the indigenous community. Residential schools had a deep and lasting impact on the Indigenous community, and it is important to understand the effects that these schools had on the community. Background of residential schools The residential school system in Canada was set

Read More
527 Words | 3 Pages

The government believed that if the children remained with their parents the problems would only increase, with the boarding schools it would make it easier to cut off their culture and religions. They decided it was best to christianize the children making almost every boarding schools either christian or catholic. The Native American kids were forced into going to church two to three times a day. It was against the

Read More
800 Words | 4 Pages

The First Nations were treated as the “savages at the bottom of human society” (LaRocque). Their land was taken away by the British, consequently affecting the traditional hunting methods among the First Nation people. They had to rely upon lousy food provided by the British, thereby leading to various intestinal diseases. Their lands were all destroyed by the British through overgrazing

Read More

More about How Did The Canadian Government Create Residential Schools In Modern Euro-Canada

Open Document