How Did The Canadian Government Create Residential Schools In Modern Euro-Canada
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
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788 Words | 4 PagesThese schools gave traumatic experiences to the Aboriginal youths and haunted them for the rest of their life. the government pursued the schooling to first nations to make them “economically self-sufficient” with its underlying scheme(Miller) the government secretly lied to them and planned on lessening Aboriginal dependency on the public purse (funds raised by the government) Eve Cardinal, a former student of a residential school, still has traumatic memories that even 45 years later, Eva still cries about (Boguski) “Students were punished for just about everything,” -Eve Cardinal (Boguski) getting out of bed at night, wetting the bed, speaking their native language, etc. some students were forced to hold down their peers on a table as the nun beats her (the peer being held down) with a strap “I want to get rid of the Indian problem. I do not think as a matter of fact, that the country ought to continuously protect a class of people who are able to stand alone…
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401 Words | 2 PagesWith the prohibition of the Indian Act, it restricted Aboriginal people in order to obtain their rights, due to being unable to obtain a lawyer, which could represent them to order to prosecute the government to gain their rights that were stripped from them, due to being the “Others”. The government in many ways made sure to alienate the Aboriginals in order not have a voice which could be heard and allowed the support of people in order to help them, but the Aboriginals were barbaric people they needed to be civilized, this is where “The government took for itself the power to mould, unilaterally, every aspect of life on the reserve and to create whatever infrastructure it deemed necessary to achieve the desired end — assimilation through
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680 Words | 3 PagesAlthough residential schools were founded before Canada’s confederation in the Indian Act, attending residential schools became mandatory under the federal government’s amendment to the Indian Act in 1894 (Miller, 2012). Despite being crimes at the time they were committed, the Canadian government permitted the physical, sexual, cultural, and spiritual abuses at residential schools (Roach, 2014, p. 566). In fact, the objective of the Canadian government was to “kill the Indian in the child” as that was believed to be the best way to assimilate the indigenous population in Canada into the more dominant culture (Anisman, Bombay & Matheson, 2014, p. 322). In other words, residential schools did not provide proper education and indigenous children were taught that their language, cultural beliefs, and traditions are shameful and uncivilized (Anisman, Bombay & Matheson, 2014, p. 322). In addition, many of the children that attended residential schools and survived suffered from mental and physical health problems that persist today as generations of indigenous children were forced into the Indian Residential School System (Anisman, Bombay & Matheson, 2014, p. 323).
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438 Words | 2 PagesThis 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.
Essay On Residential Schools In Canada
502 Words | 3 PagesImagine being ripped apart from family members, culture, tradition, and labelled a savage that needs to be educated. Imagine constantly facing punishment at school for being one’s self. Unfortunately, these events were faced head on for many First Nations people living in Canada in the late 20th century. These First Nations people were the victims of an extensive school system set up by the government to eradicate Aboriginal culture across Canada and to assimilate them into what was considered a mainstream society.
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883 Words | 4 PagesThey 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.
Treblinka Gas Chamber Analysis
1033 Words | 5 PagesThe 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
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