Indian Residetial Schools
Indian residential schools were boarding schools for Native children which operated throughout Canada for almost a century. ... In residential schools, the children were to receive an elementary education modeled after the education that Canadian children received in their schools. ... Using various sources, the paper examines in detail a number of issues such as the process of eliminating Native language and religion within the schools, and also the kinds of discipline that was administered to the children. Furthermore, it outlines an assessment done a government commission to survey Indian education in 1935. In 1876 the Indian Act allowed the federal government of Canada to have legal authority over Indian people and their lands. This included educations of Indian children. The Federal government provided financial assistance to the schools, while various church dominations took responsibility for everyday operations. Over 130 residential schools in total operated over time throughout Canada, and were present in almost all provinces. ... Industrial schools initially were for males, but eventually, females were able to attend. These schools focused on vocational training such as cattle raising, blacksmithing, and carpentry. ... ” The residential schools which people are much more familiar with focused on academic instruction as well as practical training. ... Through the Indian Act, the government was given the power to enforce Native children to attend residential schools. ... The oppressive manner, through which the government and churches tried to install white, Euro-Canadian values and principles throughout Native residential schools, failed and consequently led to the erosion of Indigenous culture. Indian education was considered an important task by the government and church officials. In 1935 a commission by the Untied Church bodies was appointed to survey Indian education, which at the time consisted of thirteen residential schools across Canada. Hundreds of people were interviewed from staff of the department of Indian Affairs, to the staff at residential schools, ministers, parents, and graduates. ... They believed that the majority entering schools were “handicapped by an inferiority complex which is part of [their] inheritance”, and it was believed that their I. ... One of the advantages found was that residential schools provided discipline, punctuality and accuracy. Moreover residential schools were the most effective factor in the development of “well constructed, decently furnished, properly kept…and…a pardonable pride in the appearance of the village as a whole. ... ” The report also stated that of the graduates interviewed, all expressed a desire to have their children attend residential schools. Of the disadvantages found, half tended to deal with the cost of running the schools. ... ” Overall, the commission concluded that residential schools were beneficial and necessary in assimilating Native children. However, despite what the commission concluded, residential schools were detrimental to natives, and with the use of belligerent tactics, the children were made to believe that their culture was not worth preserving. Parents had very little input as to whether their children were to attend residential schools or remain at home. The decision to send children to these schools was ultimately determined by the local Indian Agent. This was a government official who represented the Department of Indian Affairs. The Indian agent decided if the student was underprivileged, orphaned, neglected or living too distant to attend other schools.