Analysis Of Magic Weapons: Residential School By Sam Mckegney

150 000 Aboriginal children were taken to one of the 130 residential schools across Canada from the 1870s to as late as 1996. In the book Indian Horse by Richard Wagamese, an Aboriginal boy named Saul Indian Horse is conflicted by discrimination for the colour of his skin after attending a residential school. Residential schools have a strong impact on Aboriginal People across Canada. Residential schools affect Aboriginal People’s mental states, families and as individuals.

While the initial objective was for the schools to help integrate First Nations children into the mainstream society they lived in, this integration clearly became an attempt at conversion. The children were removed from their families for extended durations, attempting to ensure Canadian-Christian upbringing. The residential schools original goal drastically changed, with their disgraceful policy regarding forbidding Aboriginal children from any kind of acknowledgement and recognition of their native language and culture. There are numerous reports of physical, psychological and sexual abuse experienced by Indigenous children in residential schools and painful consequences that in most cases last a lifetime (Hanson, E.).

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

Residential School (1931-1996) treated aboriginals unfairly and assumed that aboriginal culture is unable to adapt to a rapidly modernizing society. It was said that native children could be successful if they adapt to Christianity and speaking English or French. Native students were not encouraged to speak their own language

In reflecting on that Wab shared of his father’s experience in the residential school system, information gathered from the text, as well as my own prior knowledge, operated under various religious organizations, in tandem with the Government of Canada, residential schools were one of the methods used to assimilate Aboriginal children into white society (textbook). Tasked with the responsibility to “remove the Indian from the child” such was accomplished through whatever means necessary, whereby come the stories of physical and emotional abuse, in addition placing many children under experiments involving malnutrition (Erin discus). The consequences of such schooling then included, an increased number of generations growing up outside the family environment, these individuals no longer fitting into their Aboriginal communities, yet they are not accepted in

Speaker, I stand before you today to offer an apology to former students of Indian Residential Schools. The treatment of children in Indian residential schools is a sad chapter in our history. The government of Canada now recognizes that it was wrong to forcefully remove children from their homes, and we apologize for having done this. We now recognize that it was wrong to separate children from rich and vibrant cultures and traditions, that it created a void in many lives and communities, and we apologize for having done this. It has taken extraordinary courage for the thousands of survivors that have come forward to speak publicly about the abuse they suffered. These objectives were based on the assumption aboriginal cultures and spiritual beliefs were inferior and unequal. Indeed, some sought, as it was infamously said, ‘to kill the Indian in the child.' Today, we recognize that this policy of assimilation was wrong, has caused great harm and had no place in our country. There is no place in Canada for the attitudes that inspired the Indian residential schools system ever again to prevail. We now recognize that, far too often, these institutions gave rise to abuse or neglect and were inadequately controlled, and we apologize for failing to protect you.” (Campion-Smith, Bruce.

On behalf of the Government of Canada this apology is in the hopes of reconciling the broken relationship between the government and our First Nations People. The treatment that children faced in residential schools is the darkest part of our country's history. Throughout the century that residential schools existed, over 150,000 Aboriginal families were separated. These children were being removed and isolated from their homes, families, culture, and traditions in the purpose of them adopting the dominant culture. Tragically, while attending these residential schools, some of these children died and others never returned home. The few stories of positive experiences from residential schools is out shined by the numerous horrid accounts of the physical, sexual and emotional abuse causing lasting suffering passed down from generations.. We apologize for neglecting these helpless children. For this we are very sorry. We are sorry for not only the terrible, abusive experiences you had to go through but also the burden it put on you to have no power from stopping your children from suffering in the same way.

Residential Schools were systems set in place by the Government of Canada and enforced by Christian churches as a way to approach the “issue” of the First Nations. They were used by the government to assimilate the Aboriginal children into European culture. It is significant that Canadians remember this time in history because it's not so far in the past. We see the repercussions to this day. This source shows the perspective of the Government, and supporters of the Government. On the other hand Aboriginal people may disagree, they are still greatly struggling with misfortune due to Residential Schools. The perspective shown in the source should be looked into considering the government's insufficient response to the legacies left behind by Residential Schools. For example we see higher prison rates, more drop outs, and family abuse more than most cultural groups in

From the late 1800’s to 1996 more than 100,000 aboriginal children attended residential schools in Canada. At a majority of these government operated schools there were reports of emotional, physical, sexual and spiritual abuse along with punishment for cultural activities. Residential schools were implemented to liberate aboriginal people from their savage ways in order for them to survive in the modernizing society.1 To a majority of the current Canadian population, impacts of residential schooling are a part of a distant past, disassociated from today’s events, this misconception. Long lasting impacts as a result of residential schooling include minimal education leading to poverty, stigmatization by the non-aboriginal public, abuses of aboriginal rights in areas such as land and the environment and the growing loss of Indigenous cultures in younger generations. With the continuing misconception of the history and lasting impact of residential schools conflict between Indigenous people and the Canadian Government has not ceased, but increased.

These residential schools put the Indigenous youth under the control of primarily the white establishment, and cut these children off from their families,

In the Indigenous community, when the community is faced with a trauma, it takes seven generations for the community to heal (Trimble, 2015). People may underestimate how oppressed and how much suffering the Indigenous communities had to struggle with, and continue to struggle with these issues today. We may underestimate how severe the situation is because many of us were not taught much about the impact of colonization on the Indigenous communities in school. There are many myths people may have concerning Indigenous life experiences, particularly schooling. To address these myths, I would begin by giving a brief history of residential schools. I would then analyze how residential schools have impacted the indigenous community and how they continue to affect them today. I would also mention the current issues children on reserves are facing today regarding school. Lastly, I would mention some of the progress that has been made. I will use the work of Sefa Dei to demonstrate the importance of community in education regarding the Indigenous people.

Residential schools in Canada were present for over 100 years and were created by the government to eliminate the Indigenous culture. These schools successfully separated families while creating huge cultural barriers between children and their Native culture (COHA, 2011). These children were forcibly removed from their families and taken to residential schools because Canadians saw Indigenous peoples as “backwards” or “savage” (COHA, 2011). They also believed that they were inferior to Natives and that these schools would help “civilize” aboriginals by replacing their Native traits with Western values (COHA, 2011).

Residential school happened in the past, but still affect us in today's world. Globalization and Residential school's go hand in hand in the history books. Globalization created the residential schools; Euro-Canadian culture was the Canadian government's foremost concern, therefore, they created religious schools which accustomed the indigenous children to their society. The churches easily made it into a cultural genocide. The children were abused; physically, spiritually and sexually. The children were malnourished for the most part, and were used to run experiments. They died from tuberculosis, freezing to death, or starvation. The source claims that we should not judge the Canadian government with our modern perspectives about them running the residential schools, and that the churches were operating due to the Canadian government. The Euro-centrism of the Canadian government led them to the residential schools, they believed that they should be the ones that give the children good benefits; like how to survive in the society. The churches part in this plan was to give them a good home where they were cared for. The government abused their power, their rank, and trust. The source is incorrect, because the government and the churches should be judged from a modern perspective, because the government could have learned from past mistakes, the churches chose to abuse the students, and they were not helping the students integrate into society, but rather creating social

Residential schools were viewed as a way to refine the Aboriginal population and keep children from keeping their language and their cultural traditions. The purpose of residential schools was to civilize the Aboriginal people and to make them useful and good members of society with strict punishments for any of their wrong doings. Richard Pratt is the person who founded the Carlisle Indian Industrial School and he said “you must kill the Indian in him; to save the man”. (Kill the Indian in him) The goal of residential schools was to combine the Aboriginals into white society when they were children since they were much more gullible. My research paper will focus on the residential schools and will contend that the Canadian government and churches committed genocide against the Aboriginal population in an attempt to eliminate the Aboriginal culture.

Students as young as 3 would be sent off to schools where they would be beaten and sexually abused as a punishment for misbehaving. Emotionally, students were traumatized witnessing other students, friends and siblings beaten sometimes to death. Even though the government funded the schools, many still lacked of health requirements that were necessary resulting in overcrowding, poor sanitation and poor food quality, often leading to death. Studies show that 24 percent of children who were put into residential schools died and up to 75 percent of children died after being sent home due to illness and/or completing the residential schooling. Schools started off with as many as 150,000 students with only 80,000 surviving today (Truth and Reconciliation, 2014). Even though residential schools are now closed aboriginal attendee’s still suffer, many induced with depression, PTS (post-traumatic stress), different forms of addiction, and even suicidal