Background

First Nations traditionally assumed responsibility for the education of their children. This included teaching the children the beliefs, values, perspectives and knowledge needed for the survival of their nation. In some instances, children would demonstrate a special gift they had been given. Adults would then assist them in developing skills such as in medicine, leadership or spiritual guidance to develop their gift.

When the Europeans arrived, they felt that the First Nations needed to be “civilized” and that the most effective way to accomplish this was through the formal education of children. Day schools were the first to be established. Shortly afterwards, the federal government delegated various churches the authority to operate residential boarding schools. This period of time, from approximately 1850 through to the 1990’s was a very dark time in the education history of First Nations people.

Residential Schools

In most cases, the federal government financed the school buildings and provided funding to churches to operate residential boarding schools. Initially, some First Nations were supportive of the schools. However, that support was soon forgotten as the churches assumed control and began their efforts to assimilate First Nations.

The first residential school that opened in Canada was the Mohawk Indian Residential School which opened in Brantford, Ontario in 1830. Many other schools were then opened across Canada, particularly in the 1850’s and 1860’s. In 1931, there were 80 residential schools. In 1948, a total of 9,368 students were attending 72 residential schools (Assembly of First Nations: History of Indian Residential Schools, 2008).

Children were often forcibly removed from their homes and taken to residential schools far away from their families. Survivors of these schools tell us that many of them suffered from physical, emotional and sexual abuse. Children were not allowed to speak their own languages or to practice their own cultural traditions at residential schools. They were forced to work at jobs such as farming, cleaning, butchering, laundry, sewing and cooking. Very little time was actually spent on school work. Some children became sick and died away from their families. The children lived in constant fear of being beaten, strapped, abused and denied food. Survivors often mention that they did not receive enough food. Although they knew that fresh food was grown on the farms, that animals were being butchered and milk and eggs were being produced they rarely had any of those foods. Some residential schools are referred to as “The Mush Hole” due to the porridge-like soup they were forced to eat every day.

Many residential school survivors experienced a loss of identity, culture, language, community, family and positive role models. They were not raised with the love of their families and the support of their communities. First Nations are still dealing the negative legacy of the residential school era – poverty, social problems and dysfunctional relationships are common in many communities.

Only in recent years, have survivors of these “schools” began to recount their experiences and to embark on healing journeys. Shortly after they began to recount their experiences, legal actions were initiated. The Canadian government realized that they had to take responsibility for their actions.

On January 7, 1998, the Honourable Jane Stewart, then Minister of Indian Affairs issued a “Statement of Reconciliation” on behalf of the federal government. Also, a $ 350 million dollar commitment was made towards creating the Aboriginal Healing Foundation. The AHF was given a ten year mandate to assist survivors, their families and their communities in dealing with the negative impacts of residential schools.

In addition, the federal government established the Department of Indian Residential Schools Resolution Canada in June 2001 to deal with issues resulting from the residential schools. In May 2006, the federal government announced the approval of a final Indian Residential Schools Settlement Agreement which included cash payments for survivors.

On June 11, 2008 the Canadian Prime Minister Stephen Harper formally issued a Statement of Apology to former students of Indian Residential Schools in the House of Commons. The Statement included the following acknowledgement:

The government now recognizes that the consequences of the Indian Residential Schools policy were profoundly negative and that this policy has had a lasting and damaging impact on Aboriginal culture, heritage and language.

The experiences of the First Nation children who attended residential schools often contradicted what they would have learned in their homes and communities. Instead of being treated with respect, they became part of the federal government’s attempts to destroy the existence of the First Nations. These social engineering efforts were damaging, but not successful. Canada’s assimilation policy did not succeed. But it did negatively impact the well-being of First Nation families and communities up to the present day.

Present-Day

Today, most First Nations in Canada administer their own education systems. Funding is provided by Indian and Northern Affairs Canada. Approximately 60% of First Nation children attend schools located in their home communities while the rest attend provincial schools under the terms of formal agreements. First Nation communities are developing and delivering education programs that include their own cultural heritages and languages. Unfortunately, many challenges still exist and there is a need to improve academic achievement levels and secondary school graduation rates. Increased funding is needed for all education programs and services. The post-secondary funding program which provides funding for First Nation students has been very successful but may soon be in jeopardy.

Writer: Donna Young, M Ed Antler River Associates