Residential Schools: A Century of Cultural Genocide
When?
Residential schools have a long and dark history. The Indian Act in 1876 made residential schools a part of Canada's agenda as means to solve the "Indian Problem". These schools, however have roots dating back even further in time. The institutions were first mentioned in an 1845 government report. Work began soon after, looking for ideas for schools. One in particular came from a reform school in England.
A strong push for the residential schools came in the early 20th century. In 1920, an amendment was made to the Indian Act by Duncan Campbell Scott, making attendance of such schools mandatory to First Nations children. Attendance rose significantly. Development of the program continued to accelerate, with the peak number of schools reaching 80 in 1931.
Who?
Residential schools had involvement from many individuals and groups. Generally, they were a part of Britain's policies to assimilate the native populations of places they colonized.
In Canada, Canada's first prime minister John A. Macdonald, who was also a long-serving minister of Aboriginal affairs, as well as the deputy superintendent of Aboriginal affairs, Duncan Campbell Scott, were the main faces behind the origin of the policies of residential schools. The latter was one mainly responsible for the implementation of the residential school system. As this system grew, the government turned the operating of the facilities to four churches.
The United (Methodist) Church, the Presbyterian Church, the Anglican Church and the Roman Catholic Church were put in charge of running the schools, and did so for the majority of the schools' lives.
Sent to these schools were Aboriginal children as young as three or four years old, to ages of late adolescence.
Why?
Residential schools were part of Canada's broad solution to the "Indian Problem". Canadians regarded First Nations with little acknowledgement for their unique cultures and believed in assimilation. This was for their best interest and greatest convenience. Similar people are easier to govern and fit into a required position. Perhaps there was also fear of a revolution of some sort. An overarching definition of their purpose was the "policy of choice to reshape the identity and consciousness of First Nations, Inuit and Métis children" (Aboriginal Healing Foundation, “From Truth to Reconciliation: Transforming the Legacy of Residential School”, Introduction- Aboriginal Truths in the Narrative of Canada, 2008, p.1-2.)
The facilities were operated by four churches. The United (Methodist) Church, the Presbyterian Church, the Anglican Church and the Roman Catholic Church were responsible for the up-keep and teachings of the buildings. The government realized that the churches could provide an education and religion to the children. Religion was taught to the children, in order to speed along assimilation, as people of similar religion are similar in beliefs, values and ethics, in theory. (see "Where?")
What?
Residential schools were schools designed for attendance specifically by First Nations, Inuit and Métis children during the late 19th century and throughout the 20th century. These buildings served as institutions with a face-purpose of educating First Nations children (as promised in the Indian Act), while mostly aiming for assimilation of these people.
Where?
The schools were scattered throughout Canada. There were many in the prairie provinces, southern Ontario and western BC. Clusters existed in more populated areas (generally, not by Aboriginals), which meant that many schools were isolated from civilization. These buildings were in isolation, which may have sparked a second, darker motive for officials to choose to work there. The little escape and small amount of contact together made residential schools a place where abuse of children was more easily possible to such predators.
The buildings often featured inadequate water systems, heating systems, insulation, etc., which led to diseases. They were truly dark places.
Map of School Locations
