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The residential school system was designed and implemented with the goal of destroying the indigenous peoples of canada.” essay
The negative effects that canada took from residential schools
The negative effects that canada took from residential schools
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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
At St. Jerome’s Indian Residential School, Saul see’s the lonely world, which crams on him like a black hole with no light, however creates a determination for him to stay strong. As he is expeditiously thrown in to the vast world of a different religion he quickly realizes, “They called it a school, but it was never that” (79) … “There were no grades or examinations. The only test was our ability to endure” (79). The emotions and perspectives present in each quote signify the feelings of Saul towards the school and define the school to be unnerving and painful for the Indians living there, however they also show that Saul knows his expectations and is strong enough to tolerate the torture.
The Gradual Civilization Act encouraged the Indian people to assimilate into the Canadian society by “encouraging enfranchisement” (Hanson, 2009). However this was a failure since it is said that only one person voluntarily enfranchised. The Indian Act created a “homogenizing and paternalistic relationship” (Hanson, 2009) between the aboriginal people and Canada. In short, the Canadian government saw the aboriginal people as savage and un-civilized so they sought to control the rights of the aboriginal people. The quote by John A Macdonald in Hanson’s article demonstrates how “the great aim of our [the] legislation has been to do away with the tribal system and assimilate the Indian people in all respects with the other inhabitants of the Dominion as speedily as they are fit to change”
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.
Junípero Serra has been decapitated, defaced, and became a saint all within a month’s time. He is surrounded by controversy. Many celebrated for he was the first Latino to become canonized. Rubén Mendoza of California State University of Monterey Bay explains, “Father Serra was not only a man of his time, he was a man ahead of his time in his advocacy for native people on the frontier.” However, Valentin Lopez who is the chair of the Amah Mutsun Tribal Band explains that “Serra’s and the Church’s failure to learn form the teaching of Christ or from the life of St. Francis resulted in the complete extinction of many, many California tribes and great devastation for many others.”
Throughout studying the Indian Country Today news article on the good and bad things of Indian Boarding Schools one of the main things that it discusses is not only the recent studies by other scholars who have documented education in forced Indian boarding schools, but how many of those schools affect long-run outcomes such as the employment and language fluency of those who attend. Another main item that is covered is how many Canadian boarding schools strove to assimilate Native children both socially, educationally, and religiously. Another highlight from the article is that there have also been benefits from Native American children attending Indian boarding schools. Some of these benefits were that there was a higher possibility of graduating high school, being less likely to depend on government welfare programs, and having a greater opportunity in being employed.
In and of itself, residential schools have damaged Indigenous culture and ways of life; they forcibly altered Indigenous lifestyles and have long-lasting adverse effects on Indigenous communities and individuals alike. Cultural genocide originates
The question of whether the government protected the collective rights of Aboriginal peoples in its creation of the Indian Act and the Resident school system has sparked many debates. While some people may feel that Canadians did the right thing creating the Residential School system, we strongly believe that the Indian Act didn’t protect any rights. In fact, the act violated many rights we value today. They abused the First Nations by taking away their right to vote, forcing them to give up their legal identities and treaty rights, not consulting the First Nations on agreements that concerned them and by introducing the Residential School system.. Firstly, until 1960 the First Nations had to give up their legal identities and treaty rights
Today, the Canadian identity is known as multicultural, however the residential schools breaks and impacts this identity in a negative way. Residential schools were government authorized school set up to educate Aboriginal children in Canadian culture. Its main purpose was to remove children from the influence of their homes, families, traditions and cultures, and to assimilate them into the dominant culture. In 1920 the government passed a law requiring every Native child, including First Nations, Métis, and Inuit, to attend residential school. Therefore, children were forcibly removed from their homes and sent away to the schools.
Moreover, this means that though there are no longer residential schools, their harm cannot yet be forgotten as many Native peoples’ have yet to find any healing. Despite some legislative efforts, such as the Indian Child Protection Act, the lack of adequate healing services and redress sustains this cycle of suffering (Native American Boarding Schools, n.d.). Furthermore, the socio-economic fallout of historical trauma, including barriers to education and opportunity, exacerbates the challenges faced by modern Native youth. The pervasive impact of these factors makes it exceedingly difficult for Native individuals, both historically and in contemporary times, to excel in education, as they are hindered by systemic barriers that impede academic success and limit access to resources and opportunities. The legacy of Native American boarding schools is a harrowing testament to the destructive and horrific impact of cultural genocide inflicted upon indigenous
Over the past century, assimilation has been the predominant solution to the challenges posed by the existence of Indigenous people. Historically, Canadian sovereignty depended on maintaining the relationship between Canada’s Indigenous people and the Crown through treaties of peace and friendship (Macklem 122). It was not until 1973 when the Calder case formally recognized pre-existing Aboriginal titles to land that the Canadian government committed to settling all pending land claims (Légaré 344). The legitimacy of self-determination was further entrenched when the Constitution Act in 1982 recognized all existing treaty rights as well as the inherent Indigenous right of self-government (Macklem 2001, 101). Indigenous peoples have always wanted control over their own affairs which lead to the constant pressure on the Federal Government to grant them wider powers in the government which they had before the coming of the Europeans.
Over 150,000, Indian, Metis and Inuit Children within ages of 4-16 attended Residential Schools ( Indian Residential Schools Commemoration Project, 2013 ). These Schools were torture, they wanted to suck the indian out of the children. They neglected them, They ripped the children from their parents and taught them the Christian way of living. This Era lasted through the 1870s and the 1990s. There were Residential Schools all across Canada, except in Prince Edward Island, New Brunswick and Newfoundland.
Residential schools were made to assimilate Indians into society and to “get rid of the Indian problem” as said by Duncan Campbell Scott, the Deputy Minister of Indian Affairs in the year of 1920. (Overview). Residential schools left a negative impact on the lives of those who attended, they took the children away from their culture, the children were sexually abused and they were physically abused. The thought of the people who caused these effects and never got caught or in trouble just disgusts me Residential schools stripped children from their culture and traditions. Firstly, the students were not permitted to speak their mother tongue or practice their language (6.11), If they did, they were smacked on their hands or severely punished
Historically, British colonization played a detrimental effect on the indigenous community. Through the use of residential schools and assimilation, the Canadian government endeavored in removing the aboriginal culture out of indigenous youth, adversely causing trauma, abuse, and social problems among the Indigenous community. (Brenda Elias, Javier Mignone, Madelyn Hall, Say, P. Hong, Lyna Hart, and Jitender Sareen, 2012). Through the Canadian justice system's use of the NWMP (North-West Mounted Police), they attempted to establish a colonial policing power to govern the Indigenous community to control and punish labelled “dysfunctional” behavior among the Indigenous people (Amanda Nettelbeck and Russell Smandych, 2010).
The residential school was a government-sponsored religious school founded to assimilate aboriginal children into the Euro-Canadian culture. Originally, Christian schools and Canadian governments have attempted to educate and convert indigenous adolescents into Euro-Canadian society, which has confused life and community and caused long-term problems among the indigenous peoples. With the passage of the British North America Act in 1867 and the implementation of the Indian Act (1876), the government was required to provide Indigenous youth with an education and to integrate them into Canadian society. Large numbers of aboriginal children in Canada were required to attend go to the residential schools. In the article "Impact of residential schooling and of child abuse on substance use problem in Indigenous Peoples" by Amélie Ross states,"According to the First Nations Regional Longitudinal
