With the establishment of the schools, children were removed from their families at younger ages, some as young as five or six years old and enrolled in these institutions.
The psychological health of the children was thus endangered. The children were exposed to new environments altogether, with emotional cut-off from the family attachment.
This greatly affects the normal emotional development of children. Most of the Aboriginal children who were enrolled in the residential schools experienced emotional torture.
They cried most of the time with no one to offer any psychosocial support to them Kendrick, Therefore, the enrollment of the children in the residential schools at the formative stages can be best described as an equivalent to their exposure to emotional abuse Wilson et al. The emotional and psychological difficulties that the students experienced in the residential schools were further complicated by the requirements and restrictions that were put on them.
For example, the students enrolled into this system were not allowed to speak their original languages. Removal of children as young as five years from rural households and their exposure to regulated environment where they were not permitted to speak their Aboriginal languages was an abuse enough to the psychological well-being of the children.
In Canada, the children who broke the rules in the residential schools were severely punished irrespective of their age. This is tantamount to child abuse. Studies have shown that physical abuse of children at the formative stages of development has lifetime effect on their emotional, psychological and even physical health Wilson et al.
A good number of children were emotionally and spiritually destroyed as a result of the harsh disciplines and living conditions which they were exposed to.
The psychological trauma that the Aboriginal population experienced in the residential schools has been spread from one generation to another. The Physical Health of the Aborginal Population The residential schools in Canada were greatly under-funded by the federal government. With the overcrowding in the institutions, communicable diseases broke out and spread from one person to another.
Besides, there was poor sanitation in the institutions with the students sometimes taking days without bathing because of lack of water and other sanitary facilities.
Outbreak of culinary diseases such cholera, diarrhea and typhoid were not only common but widespread in the institutions. The institutions lacked adequate trained medical and healthcare staff and facilities to attend to the health issues of the students. As a result so many children and adults died under poor residential school system in Canada Wilson et al. The students in the residential school system developed physical health complications significantly due to lack of facilities.
As a result, sometimes students spent the night without beddings to cover themselves. Indian policy in Canada required all status and treaty Indian children to attend residential schools.
Her great-grandmother was sexually abused during her first year at school, and although she survived the experience, it affected her psychologically. She turned away from her culture, became an alcoholic, and died young from breast cancer. Her brothers would not survive their first year at school.
Both died from diseases. When her great-grandmother, Mrs. She waited in vain outside the school for her two sons to come out. The nuns had failed to inform her great-grandmother that her brothers had died, and when they eventually informed her great-grandmother that the boys were dead, they would not tell her where they were buried.
There are many more stories much like these. These stories are important to tell because they are directly related to the economic, social and political marginalization of Native people today.
Furthermore, these experiences also help to explain why Native communities today are infested with social problems, and why Native communities and individuals across Canada are suing the government and churches for the physical, sexual and mental abuse that was inflicted upon them in residential schools LeJeune, Fr.
It is important, though, to understand that there is a diversity of experiences within a culture. There are many historical, regional and cultural differences among Native peoples in Canada. For example, provinces such as Alberta, Saskatchewan and Manitoba were more densely populated by non-Native people than the interior of British Columbia where Martha lived. Native tribes in British Columbia did not sign treaties and not all tribes lived on reservations, although Indian policies did apply to them as well Mowat, Blake.
They negotiated for education, but did not realize this meant sending their children to residential schools. The studies conducted by Native communities across Canada today are presenting personal perspectives and experiences that have historically and politically been ignored. In the Northern British Columbia Nuu-chah-multh study of residential schools, Elders in the community were interviewed about their thoughts, feelings and experiences of residential schools Hooks, Bell.
One of the many social and political themes that emerged from the study was alienation. In the story, when Martha returns home from residential school, she is still close to her mother and father. The search for reconciliation for the harm that was caused by attending residential schools is a tremendous effort on both parties of the event.
The first Nations must work together as a community to help residential school survivors find peace with the atrocities that occurred in residential schools. The governments all around Canada a recognizing the benefits that come from recognition of Aboriginal cultures, which is why Canada now has Aboriginal day that is broadcasted live on APTN Aboriginal peoples television network. Winnipeg celebrates ManitoAhbee festival that performs religious dances and talks about how to make a change for aboriginal peoples future.
The creation of APTN shows how people are willing to change, Canadians are doing what they can, little at a time to fix and make everyone equals. The future for First Nations Peoples looks to be better than it was in the past, if people keep protesting and calling attention to issues. Derek Nepinak, who in became the Grand Chief of Manitoba is a leader for change in Aboriginal issues.
Nepinak says Canada has to live up to those deals.
Thesis: The imposition of residential schools on First Nations children has led to significant loss of indigenous languages, and this language loss has led to further cultural losses for traditional First Nations cultures in Canada.
Residential Schools in Canada Before the nineteenth century, the Aboriginal people had their own way of teaching the children in their community, through organic education. In addition to providing knowledge and skills, organic education kept their culture alive (Ravelli & Webber, pg. ).
A Residential School Legacy From the late s to the s, more than , First Nations children in Canada attended residential schools (Llewellyn, , p. ).2 To attend these schools, children were taken away from their families and communities. The last Residential school to close was La Tuque Indian Residential School, located in La Tuque, Quebec. This school opened in and closed in These schools, run by religious people, were not a choice for Native Canadians.3/5(5).
Sample Detailed Essay Outline: Residential Schools same school (Knockwood, , p. ) b. Freda Simon, tells of arriving at a residential school to find that her sister, who had been taken to the school two years. Early residential schools were similar to religious missions. Later, the mission-run schools were administered jointly by Canadian churches and the federal government, and for a number of years, residential schools became official .