Abusive Students In Residential Schools

To begin with Anna Leah King’s presentation to the class on her personal experience of her parents attending residential schools makes it feel very real. As we go through school as aspiring educators we learn a lot about the residential schools, truth and reconciliation, etc, because we need to be aware of Canada’s past and need to be able to lead the future as we are the ones transferring information into young minds. Now Anna’s story I found was very strong and truthful as she gave two different experiences in these schools. She said her father was older and bigger when he attended the school so things like physical abuse did not affect him as he just worked on carpentry the whole time. Where as her mother’s experience was very different because her

Through this documentary, Lyna Hart and Glen Anaguod, tells their stories of what residential schools were like for them and others. Parents were forced to send their children to these schools or risk getting arrested. These schools were government- funded schools, ran by various orders of the Christian faith. This

Mortality rates demonstrate well the scale and cruelty of the human right violations that occurred in these residential schools, but only begins to touch the surface of other atrocities such as previously mentioned. Physical and sexual abuse was common and in most cases severe, and punishments and deprivation

Jeffery S. Denis intuitively unpacks two attitudes towards the apology and actions of rapprochement in response to Residential Schools throughout his article, Bridging Understandings: Anishinaabe and White Perspectives on the Residential School Apology and Prospects for Reconciliation. To obtain the information needed for this piece, Denis interviewed a number of Anishinaabe and European-Canadians in Ontario. The reason for this was to gain perspective of the thoughts and feelings on this, seemingly, controversial matter of Residential Schools. With no significant divide between the Anishinaabe and the European-Canadians, there was a scatter of results. The majority of Anishinaabe that participated in the interviews thought the apology, which

The prisoners, “were refused medical attention and clothing: we were given long hours at extremely hard labour”(Vonnegut, 2). Due to the authority the guards hold over the prisoners, the guards were able to force the prisoners to work long hours while they would watch. The prisoners were not given much food or drink resulting in exhaustion and starvation. The prisoners were refused medical care and were left fighting for their lives. Finally, in the article “The Canadian Residential School System”, the churches in charge of the residential schools used their power to disrespect and abuse

Some other experiences children had were that they had to use toxic chemical to clean their hair and skin, lack of nutritious diet, served spoil food and small meals, sexual assault, forced labour in unsafe work conditions , and the list goes on, children do not recall any positive experiences while attending residential schools.

The 19th century is by far one of the most crucial years for the Aboriginal people. Kids were taken away from their families and sent to residential schools where they were abused, diseased, and were forced to leave behind any culture and religion they followed. Abuse ~ Paul M. Perell pointed out in a ruling that electric chairs were used on children as young as six, and staff at certain residential schools would force children to eat their own vomit as punishment. Corporal punishment was common at residential schools, with many students describing being strapped or beaten.

The many beatings, suicides and sexual molestations shattered many children’s human spirit and created a sense of life that wasn’t worth living. “When your innocence is stripped from you, when your people are denigrated, when the family you came from is denounced and your tribal ways and rituals are pronounced backward, primitive, savage, you come to see yourself as less than human. That is hell on earth, that sense of unworthiness. That's what they inflicted on us.”(Pg.81) The quote represents how they were stripped from everything they had ever know, such as their language, rituals, traditions and even choice of food. Over a short period of time, the beatings and threats belittled the children and instilled them with continuous fear. When taken all together, the horror of attending this Residential School stripped not only Saul’s, but all the children’s innocence, traditions and identity.

What was the cause of having residential schools made?  Who did the native people wrong to deserve such discriminatory and harsh treatment? To begin with, we have the causes for the government to open residential schools. It all began with Sir John A. Macdonald who funded residential schools because he thought that the aboriginal people were not civilized enough to live in a modern society. The government, wanted aboriginal people to learn how to read and write because they thought the aboriginals were "savages".  Sir John A. Mac Donald said this because he did not like the way native people have been taught, or their culture, and beliefs.  Residential schools were established so native children could be more successful if the school taught the children the main stream Canadian curriculum. This curriculum consisted of learning Christianity as well as how to speak English or French. They did this so native kids can better understand the Canadian culture, by speaking in another language. The first residential school for the aboriginal people was established near Quebec City, where Catholic missionaries aimed to "civilize" aboriginal boys. Parents didn’t want to send their children to the residential schools, Kids sometimes tried to run away. Similar attempts were made by protestant missionaries in the Atlantic and in the Red River area but also failed. After that we have the cause of the treatment of residential schools. Teacher were often poorly trained; few children received

When somebody needs help, do you help them? Well one time i was at the shooting range and a worker needed help setting up a skeet thrower. He was new on the job so he didn't really know how to set it up. So i helped him carry it to the trap house, then we got it on its blocks. He didn't know how to set it up, so i showed him how to plug it in. then i had to calibrate it, and make sure it was throwing at the right height. Finally, we got to have are skeet practice, and as always i shot the best.

These schools were exceptionally bad for girls as they were often sexually abused, and so I wondered how the psychosocial problems related with child sexual abuse would hinder the future relationships of women who attended Residential Schools. The Residential School System being a small part of the Indian Act, but very researched area makes me wonder why I have not come across any one paper relating to my idea, and so I wanted to first look at how the children’s lives were in the Residential School and how their psychosocial state of minds were. Following that question I would look into the typical sexual health questions of these women, to question if sexually transmitted infections were common within Residential Schools, and then lastly having the information from the above questions, I would look into the birth outcomes of women who have psychosocial problems as children and adolescents.

The response to child abuse and domestic violence has changed a lot over the time. There are things that before were normal to people but now they are consider child abuse such as slaps and spanking. Which are ways that parents use as a form of punishment to correct misbehavior. However, things started to change after movements emerging. The House of Refuge Movement was one of them. It arose in the early 1800s to intervene on behalf on beaten and neglected children. It main priority was to prevented youth from growing up to be delinquents. This movement removed youngsters from their dysfunctional homes, but it was worst because these children were often thrown into places where they mingled with young vagrants and lawbreakers. After cases,

The lessons at the residential schools were solely taught in French or English and the only religion allowed to be practised was Christianity. Students were strictly forbidden to speak their own languages, even though many knew know other. These rules were rigorously enforced and many former students speak of severe punishments including beating whipping, being shackled to their beds and needles being pushed through their tongues if these rules were broken. If the schools had truly been to help the aboriginals adapt, instead of trying to end their way of life, there would have been no need to punish the children for speaking their native language. Because of these punishments, and never speaking their mother-tongues from the time of arrival at the residential schools, many students lost the ability to speak their native language. A residential school survivor, Freda Simon, told her story of going to a residential school only speaking her indigenous language, and realizing her sister(who came two years earlier) not able to speak their language anymore. Being able to suppress the indigenous languages, culture and traditions which caused a major overall loss of the indigenous way of life, disrupted the natural balance of the Indian communities. In aboriginal societies many cultural traditions and spiritual beliefs are taught by the elders. But as a result of the

Residential Schools Physical abuse, mental abuse, and poor living conditions are just some of the things that students at residential schools had to go through. Residential schools were founded in 1831 and lasted until 1996. The idea of the schools came up from the Canadian government to bring other cultures like Inuit people into our Canadian society. The students had long depressing days in and out of school. In addition, Students had to deal with a lot of medical issues.

William Shakespeare uses monologue and simile to affect the characterization of the theme negotiation in the power of love in a tragic play, Romeo and Juliet. Juliet’s already married to Romeo, but soon to be wed to Paris. In desperation, she seeks out to Friar Lawrence to help her escape her marriage with Paris. Romeo and Juliet are both Friar Lawrence’s responsibility, since he gave them his blessings to be wed. So, the potion given to Juliet will create an allusion of death, since “No warmth, no breath, shall testify thou livest; / the roses is thy lips and cheeks shall fade” (4.1.108-109).