Residential Schools affected every single person that attended, with varying degrees of consequences. Numerous problems arose, however, one of the biggest impact that affected every generation to come would be the result of poverty from residential school. These institutes didn’t teach many helpful skills that would aid them down the line. Instead, they just taught the students the languages of the Caucasian man and the religion of Christianity. As a result of First Nations not receiving useful education, they were not applicable for either jobs or for higher tier jobs. Alas, an abundance of “Indians” were either unemployed or underemployed. In response to poverty, the human mind can be induced by trauma in addition to psychological damage. …show more content…
Their education did not provide any useful skills they could apply to their life further down the line. In the schools, priests and nuns taught the children either English or French with household chores sprinkled in. With the knowledge of a new language, it virtually provided no support to their careers at the time. With the multiple years they spent in these schools , it was completely useless compared to the time you could’ve spent learning to perfect the arts of hunting, farming or even crafting. These jobs would have provided so much more for each individual or even community. Without money to expend for resources, many people didn’t have enough to afford any basic needs of the human. Statistics say approximately 50% of First Nations children lived in poverty from a study in 2006. Having such a high poverty rate, it was more than likely children would be born into families with either no wealth or close to zero wealth. Over time, a family in poverty will give birth to the next generation of poverty which will then continue the cycle. Along with these effects of poverty, trauma was also present. Lacking the essential resources to maintain a stable family, the mental and physical suffering of the victims has …show more content…
The issue of poverty had eventually led to much greater consequences of mental disorders and then addictions. Sadly, these issues still affect First Nations today despite their efforts to try and reverse it. With such huge problems floating around, it is nearly impossible to completely decimate. But with every attempt, we can slow the effects of poverty and its results of mental and addiction
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However, “the apprenticeship programs benefited farmers by giving free subsidized labour.” Many of the Euro-farmer families did not see this as an opportunity to teach these young children skills, instead they saw free labour and many of them did this to benefit their own families and farms. In chapter four, Miller gives a brief description of the basic time line leading up to the period of the modern residential school system. On page ninety seven he describes some vulnerabilities for the indigenous communities during this time.
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
Over the past few decades, there has been many distinct perspectives and conflicts surrounding the historical context between the Indigenous peoples in Canada and the Canadian Government. In source one, the author P.J Anderson is trying to convey that the absolute goal of the Indian Residential School system in Canada has been to assimilate the Indian nation and provide them with guidance to “ forget their Indian habits”, and become educated of the “ arts of civilized life”, in order to help them integrate into society and “become one” with their “White brethren”. It is clearly evident throughout the source that the author is supportive of the Indian residential school system and strongly believes that the Indian residential School System
"One of the most damaging consequences of residential schools has been that so many Survivors, their families, and whole communities have lost the connection to their own cultures, languages, and laws. on page forty-six, the author mentions, "The opportunity to learn, understand, and practise the laws of their ancestors as part of their heritage and birthright was taken away." The law significantly impacted Indigenous people, making it more difficult for them to accept reconciliation. The laws protected people from their wrongdoing and stripped away Indigenous laws. As the author stated on page forty-eight, "Decisions not to charge or prosecute abusers allowed people to escape the harmful consequences of their actions.
Thus, some members of the Indigenous, like Jesse, feel as though they are sealed by a fate in which they will be forced to stop trying to fight the same destiny that had been awaiting their ancestors, by numbing their pain through the use of substances. Given these points, Jesse’s addiction beginning to take a major toll on his mental health is yet another depiction of cross-generational trauma that he, and many other Indigenous peoples in Canada are fighting to
These 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…
The history of Residential Schools is impossible, in the sense that it is incomplete and only recently recorded. Many of the 150 000 Inuit, Metis, and First Nations who were forced into these assimilatory schools have already died, meaning their experiences are lost. Only a fraction of the former students’ stories will be
Though many First Nations people believed that the concept of these residential schools would help connect their children to a better life, residential schools were also faced with harsh criticism and strong resistance from First Nations parents and students. After generations of family members facing the harsh conditions of the residential schools, parents began to speak out against the use of residential schools, showing their discomfort and their discontent. Parents
Hi, I’m Leah, and I will be discussing the News Magazine Education Week Video on Residential schools from 1955. This video, which claims to accurately inform the viewer on the subject of Aboriginal Residential schools, is nothing more than a propaganda video aimed at an audience of white, suburban Canadians to validate their racism. The video claims that residential schools have a positive impact on the aboriginal children who attend them.
These negative effects were further amplified with residential schools in which they were not allowed to practice their tradition and were forcefully assimilated into the “western” ways. Boarding schools were run by the new white government and forcibly taught Haudenosaunee boys agriculture and manual trades, while Haudenosaunee girls were taught domestic skills. Since residential schools targeted younger generations, it made the Haudenosaunee’s traditional
Indigenous peoples of Canada have been considered inferior to all other citizens, and have been abused and neglected through European history, and can be seen as a form of genocide. In Canadian residential schools, children were removed from the home, sexually assaulted, beaten, deprived of basic human necessities, and over 3 500 women and girls were sterilized, and this went on well into the 1980 's (Nicoll 2015). The dehumanization of Indigenous peoples over the generations has left a significant impact on society today; the generational trauma has left many Indigenous peoples heavily dependent of drugs and alcohol, and the vulnerability of Indigenous women has led to extremely high rates of violent crime towards these women. A report that
Alcohol and substance abuse runs rampant on American Indian Tribal Reservations. What 's still unclear is how much the Tribal and Federal Governments are doing to resolve or prevent this issue from occurring. “Tribal sovereignty refers to tribes ' right to govern themselves, define their own membership, manage tribal property, and regulate tribal business” (Google search) Healthy habits are important for living a long and prosperous life, every person should be in good hands when it comes to matters of health.
Residential Schools was an enormous lengthening event in our history. Residential schools were to assimilate and integrate white people’s viewpoints and values to First Nations children. The schools were ran by white nuns and white priests to get rid of the “inner Indian” in the children. In residential schools, the children suffered immensely from physical, emotional, sexual and spiritual abuse. Although the many tragedies, language was a huge loss by the First Nations children.
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