Conditions and Mistreatment
Attendance at residential schools was mandatory for Aboriginal children across Canada, and failure to send children to residential school often resulted in the punishment of parents, including imprisonment. Many Aboriginal children were taken from their homes, often forcibly removed, and separated from their families by long distances. Others who attended residential schools near their communities were often prohibited from seeing their families outside of occasional visits. Really students at these residential schools rarely had opportunities to see examples of normal family life. Most were in school 10 months a year, away from their parents and some stayed all year round. All correspondence from the children was written in English, which many parents couldn't read. Brothers and sisters at the same school rarely saw each other, as all activities were segregated by gender.
Broad occurrences of disease, hunger, and overcrowding were noted by government officials as early as 1897. In 1907, Indian Affairs’ Chief Medical Officer, Dr. P.H. Bryce, reported a death toll among the schools’ children ranging from 15-24% – and rising to 42% in Aboriginal homes, where sick children were sometimes sent to die. In some individual institutions, for example Old Sun’s school on the Blackfoot reserve, Bryce found death rates significantly higher.
Though some students have spoken of the positive experiences of residential schools and of receiving an adequate education, the quality of education was low in comparison to non-Aboriginal schools. In 1930, for instance, only 3 of 100 Aboriginal students managed to advance past grade six, and few found themselves prepared for life after school – on the reservation or off.
As late as 1950, according to an Indian Affairs study, over 40 per cent of the teaching staff had no professional training.
In the early 1990s, beginning with Phil Fontaine, (then Grand Chief of the Assembly of Manitoba Chiefs), Survivors began speaking publicly about abuse experienced in residential schools including:
· sexual abuse
· beatings
· punishments for speaking Aboriginal languages
· forced eating of rotten food
· widespread hunger and thirst
· bondage
· forced labour
Students were forbidden to speak their language or practice their culture, and were often punished for doing so. Other experiences reported from Survivors of residential schools include mental abuse, severe punishments, overcrowding, use of students in medical experiments, illness and disease, and in some cases death. Generations of Aboriginal people today have memories of trauma, neglect, shame, and poverty. Those traumatized by their experiences in the residential school have suffered pervasive loss: loss of identity, loss of family, loss of language and loss of culture.
Attendance at residential schools was mandatory for Aboriginal children across Canada, and failure to send children to residential school often resulted in the punishment of parents, including imprisonment. Many Aboriginal children were taken from their homes, often forcibly removed, and separated from their families by long distances. Others who attended residential schools near their communities were often prohibited from seeing their families outside of occasional visits. Really students at these residential schools rarely had opportunities to see examples of normal family life. Most were in school 10 months a year, away from their parents and some stayed all year round. All correspondence from the children was written in English, which many parents couldn't read. Brothers and sisters at the same school rarely saw each other, as all activities were segregated by gender.
Broad occurrences of disease, hunger, and overcrowding were noted by government officials as early as 1897. In 1907, Indian Affairs’ Chief Medical Officer, Dr. P.H. Bryce, reported a death toll among the schools’ children ranging from 15-24% – and rising to 42% in Aboriginal homes, where sick children were sometimes sent to die. In some individual institutions, for example Old Sun’s school on the Blackfoot reserve, Bryce found death rates significantly higher.
Though some students have spoken of the positive experiences of residential schools and of receiving an adequate education, the quality of education was low in comparison to non-Aboriginal schools. In 1930, for instance, only 3 of 100 Aboriginal students managed to advance past grade six, and few found themselves prepared for life after school – on the reservation or off.
As late as 1950, according to an Indian Affairs study, over 40 per cent of the teaching staff had no professional training.
In the early 1990s, beginning with Phil Fontaine, (then Grand Chief of the Assembly of Manitoba Chiefs), Survivors began speaking publicly about abuse experienced in residential schools including:
· sexual abuse
· beatings
· punishments for speaking Aboriginal languages
· forced eating of rotten food
· widespread hunger and thirst
· bondage
· forced labour
Students were forbidden to speak their language or practice their culture, and were often punished for doing so. Other experiences reported from Survivors of residential schools include mental abuse, severe punishments, overcrowding, use of students in medical experiments, illness and disease, and in some cases death. Generations of Aboriginal people today have memories of trauma, neglect, shame, and poverty. Those traumatized by their experiences in the residential school have suffered pervasive loss: loss of identity, loss of family, loss of language and loss of culture.