A vast majority of modern societies around the world view Canada as an accepting nation that embraces a variety of different people, and hosts many diverse cultures. For instance, in the 1920’s not all Canadians were free from discrimination, and although most people were embracing this time of prosperity with new inventions and exciting lifestyles, others, such as the Indigenous peoples of Canada, were struggling to avoid the the overbearing push of extreme cultural discrimination. The residential schooling system isolated children from their culture, causing great humiliation and pain.
For example, the policy of assimilation was introduced to merge young Indigenous children into the Euro-Canadian culture. The residential schooling system lead to numerous abuses which created permanent effects on Native Canadian communities. Conclusively, the torture and suffering that Indigenous Canadians experienced left a significantly negative impact in various ways, and will forever be a reminder of the humiliation and pain for all Indigenous communities. To begin, the Government erred by setting up residential schools with the goal of assimilation.
Residential schools were stablished by the Canadian Government and Churches in 1878 to transition Indigenous children from ages five to fifteen, some even younger or older, to conform into the mainstream Canadian society. During the 1920’s the Government made it mandatory for all Native Canadians to attend Residential schools. In fact, about one hundred and fifty thousand First Nation, Inuit, and Metis children were torn from their communities and forced to attend the schools. It was believed by the Government that young children’s minds could be manipulated and assimilated into the Euro-Canadian culture ore easily than adults.
Residential Schools forcefully separated families apart and censored them from learning their Aboriginal heritage, culture, and their own languages. The process of assimilation took the dignity from Indigenous peoples and forbade them from learning about their identities. In addition, residential schools were located in remote areas to isolate Indigenous children and to prevent escape: “[y]ou can’t escape residential schools, the RCMP will find you or you will die” (Carole Dawson 109).
Furthermore, a man named Duncan Campbell Scott who served as the head of the Indian affairs rom 1913 to 1932 was the reason for all Indigenous children forced to attend these schools. Scott despised Indigenous communities and strongly believed that they were in guidance and needed to change. For instance, Duncan Campbell Scott stated, “I want to get rid of the Indian problem. Our object is to continue until there is not a single Indian in Canada that has not been absorbed. They are weird and waning race. ready to break out at any moment in… anses” (Quinlan et. al 68).
Unfortunately, Scott’s beliefs and discriminatory ideologies regarding the Indigenous peoples were shared by many Canadians. Obviously, the Government’s decision to introduce and forced assimilation upon Indigenous communities resulted in destroying an aspect of Indigenous heritage. Secondly, Residential schools left Indigenous communities in tremendous pain, leaving scars emotionally and physically. The purpose of the schooling system was to remove all aspects of the Indigenous race and culture.
Unfortunately, students had their hair cut, dressed in uniforms, given new names, and were not able to speak their native language. If any rule was broken, students were harmed physically and sexually. For example, a eedle would be shoved into a Native Canadian student’s mouth if they spoke their own language. Students were also beaten and strapped, even tied down to beds, being abused sexually and physically for not obeying a leader’s orders. Carole Dawson, an Indigenous Residential school student, states that the worst part was, “[p]robably the abuse.
It’s not only my own abuse. I saw the abuse of others” (109). Young children witnessed abnormal treatment of others, and they also experienced inhumane behaviour. In addition, escaping was common in Residential schools however, the punishment was evere. Many Indigenous students that attempted to escape Residential schools and succeeded, ended up dying from starvation, frostbite, or hypothermia. In fact, over nine-thousand Indigenous Canadians died from their futile efforts of leaving Residential schools.
Celia Haig-Brown quoted a female residential school survivor as saying, “It]hey said they were going to give me a real short haircut for my punishment” (qtd. In Quinlan et al. 68). Furthermore, Indigenous children were not able to see their own families again, the isolation affects the students emotionally, even to this day. Ingrid Annault states “It]he worst part, besides the second thing of being there was not having your family, not having anybody to hug you and tell you they loved you” (107). A child’s innocence is torn and damaged once they are separated from their family.
The closest element Native children had from seeing their family was “a mere wave in a dining room” (Erin Hanson) however, they were kept separate and rarely were able to see each other. In addition, Residential school students did not have access to a quality education like the majority of the population. Ladies ere taught domestic work such as cooking, cleaning, and sewing while men were taught carpentry, farming, and tinsmithing. In general, little time was spent in class learning, resulting in a lack of education among Indigenous communities, ultimately leading to Indigenous people not being able to provide for themselves.
Overall, these abuses lead to over six thousand deaths, suicide taking the greatest toll, taking about forty percent of the mortalities. Indigenous people also endured a loss of innocence, and changes in personality because “they lost their culture” (Arthur Fourstar 111). Evidently, Residential chools left Native communities in astonishing pain and distress. Burden Finally, the torture indigenous Canadians experienced is a constant reminder of their arduous struggle and suffering, and continues to impact their everyday life.
For instance, “Many Aboriginal children have grown up feeling that they do not belong in ‘either world’: they are neither truly Aboriginal nor part of the dominant society” (Erin Hanson). The Government intentionally stripped these children of their culture and transformed them into it so-called authentic Canadians. Indigenous students were thrown onto an unknown society fter being assimilated into the Euro-Canadian mainstream society. Many Native students fled to the, nearest city however, it was naturally difficult for them to function in an Urban setting.
When Indigenous students returned to their reserves, they generally found that they did not belong within the community. Unfortunately, Indigenous students lost their hunting skills which caused many deaths because they could not provide for themselves. They did not have the skills critical for their survival to help their friends and parents which resulted in resentment toward their own heritage. Furthermore, without being raised by nurturing parents and the support of a family, Indigenous adults are not able to create a strong bond with their children and families.
They acquire an inadequacy of parenting skills; due to the fact that they themselves experienced harsh abuse, so they tend to turn to abuse upon their family. To illustrate, Arthur Fourstar states, “I’ve been through a number of relationships. I don’t know a thing about relationships. I have four children.. all from different women” (111). Indigenous relationships usually result in broken up families, homes, and continuous abuse over enerations of Native communities. Despite all of the emotional and physical impacts created from Residential schools, not all Indigenous people made it out alive.
In fact, only one hundred and forty thousand Indigenous people came out of residential schools however many of them died afterwards. So many families never saw their children again due to the experience and impact of the schooling system. In conclusion, the misery Native Canadians experienced left a permanent impact of the pain and humiliation and continues to haunt them to this day. To conclude, the government of Canada, through the use of the Residential schooling system, inflicted severe harm to the Indigenous population of Canada.
This was clearly a mistake that the government made and failed to understand at the time of the policy’s establishment. As was shown, the policy of assimilation, which was introduced as a measure to civilize young indigenous children, caused horrific trauma for their communities. Reconciliation is currently underway, however the government realizes that the path to forgiveness and atoning for their decision will be a long one, as the impact it left on the Indigenous community is a long lasting one.
