Warning: The Topics that are discussed in this page maybe disturbing or triggering to some individuals.
“I want to get rid of the Indian
problem….Our objective is to continue
until there is not a single Indian in
Canada that has not been absorbed
into the body politic and there is
no Indian question and no Indian
Department.”
Duncan Campbell Scott, Creator of Residential Schools in Canada. 1920.
The history of Residential Schools in Canada is a painful and complex chapter, reflecting the country’s efforts to assimilate Indigenous peoples into Euro-Canadian culture, often with devastating consequences. This system of institutionalized education spanned more than a century and affected generations of First Nations, Inuit, and Métis children all in the efforts to
“Kill the Indian in the Child”. Below is a detailed historical account of the Residential School system in Canada:
1. Origins of Residential Schools (Early 1600s – 1800s)
- Missionary Schools: The origins of residential schools can be traced back to the early contact between European settlers and Indigenous peoples. Missionaries from various Christian denominations established small schools in the early 1600s with the aim of converting Indigenous children to Christianity. These early efforts focused on religious instruction and were voluntary.
- Colonial Expansion: As Canada moved toward becoming a colony, the British and French saw the education of Indigenous peoples as a means to “civilize” them. The colonial powers viewed Indigenous cultures as inferior and believed assimilation into European ways of life was necessary.
- First Formal Residential School: The first church-run, government-supported residential school was established in 1831 in Brantford, Ontario, operated by the Anglican Church. This marked the beginning of a more formalized system, though on a smaller scale.
2. Creation of the Residential School System (1867 – Early 1900s)
- Confederation and the Indian Act: After Canada’s Confederation in 1867, the government sought to expand its authority over Indigenous peoples. The 1876 Indian Act gave the federal government control over many aspects of Indigenous life, including education.
- Church-State Partnership: In the late 1800s, the federal government partnered with churches (Catholic, Anglican, Methodist, and Presbyterian) to establish and manage residential schools. Churches ran the day-to-day operations while the government funded the system.
- Policy of Assimilation: The explicit goal of the residential school system was to assimilate Indigenous children into Euro-Canadian culture. Government officials believed that separating children from their families and communities would help eradicate Indigenous languages, customs, and spiritual beliefs, thereby “civilizing” them.
- Expanding the System: By the 1880s, the federal government made it a policy to expand residential schools across Canada. Children were often taken far from their homes, which made it difficult for families to visit or maintain cultural connections.
The Indian Act: A Summary, Canadian Encyclopedia.
3. Compulsory Attendance (1920 – 1950s)
- Indian Act Amendment (1920): In 1920, a key amendment to the Indian Act made attendance at residential schools mandatory for all Treaty-status Indigenous children between the ages of 7 and 15. This law empowered the government to forcibly remove children from their families and communities.
- Harsh Conditions and Abuse: During this period, many children faced harsh conditions. Physical, emotional, and sexual abuse was rampant, and many schools lacked proper healthcare or nourishment. Discipline was often brutal, and the children were punished for speaking their Indigenous languages or practicing their cultural traditions.
- Survival and Mortality: The conditions in residential schools were so poor that disease and malnutrition were common, leading to a high death rate. It is estimated that between 3,200 and 6,000 children died while attending residential schools, though the actual number is likely much higher, as records were poorly kept or lost.
4. Mid-20th Century Changes (1950s – 1970s)
- Growing Awareness of Harm: By the mid-20th century, public awareness of the abuses in the residential school system began to grow. Reports of physical and sexual abuse surfaced, but government and church authorities often ignored or downplayed these claims.
- Gradual Decline: In the 1950s and 1960s, the Canadian government started moving away from residential schools, partially due to increasing pressure from Indigenous communities and human rights groups. Day schools and public schooling became more common, though residential schools still operated in some regions.
- Last Schools Open: Some residential schools continued to operate well into the late 20th century. The last federally funded residential school, Gordon Indian Residential School in Saskatchewan, closed in 1996.
The Gordon Reserve – The Final Canadian Residential School, Geography Matters.
Canadian Federal Government Apology to First Nations, School District 27 Residential Schools and Reconciliation.
5. Legacy and Reconciliation (1980s – Present)
- Survivors Speak Out: In the 1980s and 1990s, residential school survivors began sharing their stories publicly, leading to legal action against the government and churches for the abuse they suffered. Many survivors recounted physical, emotional, and sexual abuse, along with the profound cultural loss experienced by being forced into these institutions.
- Apology and Compensation: In 2007, the Canadian government reached the Indian Residential Schools Settlement Agreement (IRSSA), which provided compensation to survivors. As part of this agreement, Canada also established the Truth and Reconciliation Commission (TRC) to document the experiences of survivors and recommend steps for reconciliation.
- Prime Minister’s Apology (2008): On June 11, 2008, Prime Minister Stephen Harper formally apologized on behalf of the Government of Canada to the survivors of the residential school system, acknowledging the profound harm caused.
- Truth and Reconciliation Commission (2008 – 2015): The TRC held hearings across the country, gathering the stories of more than 6,000 survivors. The Commission’s final report, released in 2015, called the residential school system a form of “cultural genocide” and made 94 Calls to Action to address the legacy of residential schools and promote reconciliation between Indigenous and non-Indigenous Canadians.
- National Day for Truth and Reconciliation (2021): In recognition of the lasting legacy of residential schools, the Government of Canada declared September 30th as the National Day for Truth and Reconciliation, a day to honor survivors, their families, and communities.
6. Discovery of Unmarked Graves (2021)
- Unmarked Graves at Former School Sites: In May 2021, the remains of 215 Indigenous children were found in unmarked graves at the former Kamloops Indian Residential School in British Columbia. This discovery reignited national and international attention on the atrocities of the residential school system. Subsequent investigations have found hundreds more unmarked graves at former school sites across Canada.
- National and Global Reckoning: The discoveries sparked a global reckoning with Canada’s treatment of Indigenous peoples and led to calls for more comprehensive investigations of all former residential school sites. These revelations reinforced the need for ongoing reconciliation and healing.
7. Ongoing Efforts for Healing and Reconciliation
- Cultural Revitalization: Indigenous communities across Canada are working to revitalize their languages, traditions, and cultural practices that were nearly erased by the residential school system.
- Educational Reforms: Efforts are underway to ensure that the history and legacy of residential schools are taught in Canadian schools. The TRC’s Calls to Action emphasize the importance of education as a tool for reconciliation.
- Support for Survivors: Counseling, community support, and healing programs continue to be vital for survivors and their families as they cope with the long-term effects of trauma.