Residential School Syndrome Analysis

The atrocities that the children of residential schools had to endure is not something that can be ignored, just as the lessons these children learned, like shame, humiliation, hate, compassion, and forgiveness cannot be overlooked (Borrows 486-7). Borrows raises an important point, which is that the children of the Residential schools, who survived, grew up to eventually become elders (487). Although there are some who feel Residential schools had positive impacts, the high suicide rates in Indigenous communities cannot be

Before the Indian Act most of the young members of the First Nations followed the traditions and beliefs of previous generations, however, this changed with the introduction of Residential schools through the Indian Act. By 1948, there were 78 schools operating with nearly 10,000 students enrolled. This education network was established by the government but was controlled by the Catholic, Anglican and Presbyterian churches. The objective of this school system was to teach young aboriginals how to integrate themselves into the “normal” Canadian life. In other words, this whole system was a major cultural genocide.

Individuals, who are surrounded with agony by mistreatment at an early phase, often leave with wounds in which can trouble their lives. In Richard Wagamese’s Indian Horse, the Aboriginal children struggle with traumatization caused by dreadful brutality from the white people at the St. Jerome’s Residential School. Unfortunately for the children, the abuse leaves them upset for a lifetime. The children experience cruel abuse, which leading to leaving them mentally damaged.

Residential schools were first being established in the 1940s and the last one was finally closed in 1996. In these residential schools, First Nations people were very badly treated and one who went to those schools would not get a proper education. The students who went to those schools would still be affected by it and effects from them are showing still to this day. Why did the Canadian government create residential schools in the first place?

It took the Canadian government a century to lift the prohibition on cultural practices. The Indian Act also played a significant role in the detrimental aftereffects of the Residential Schools. Due to the provision within the Indian Act, Indigenous students of a certain age must attend Residential Schools. This legal mandate facilitated the government's separation of Indigenous children from their families. Removing them against their will caused significant consequences; they were placed in unfamiliar environments, severing family bonds and disconnecting them from their identities' cultural and spiritual

Countless numbers of Native individuals are traumatized and their unhealthy mindset and physical traits are typically passed on. Many of these Indigenous people probably do not even realize the harm that their actions cause to their future family members which is one of the root issues that makes people struggle to end the cycle of abuse. Thus, it is important for one to recognize their negative behaviours toward others. Fred mentioned that residential schools were not their fault, “We’re not responsible for what happened to us. None of us are,” (120) which is absolutely true, however, he also said, “But our healing—that’s up to us,” (120) and this further proves that in order to end the cycle of traumas, one should take the initiative.

In a passage about residential schools, Elliott explains, “These stories filter through our families, told in actions more than words - each former student

The idea of residential schools, the frustration of students in the environment, as well as hatred for the school system would have definitely drove many of the students to continue their defiant behaviours. The fear of losing their language; their culture; and most importantly, their identity, further increased their determination to resist the force put upon them in residential schools. Despite facing harsh punishments such as a variety of forms of corporal punishment, the idea of showing opposition towards a subject that they did not comply with was a much stronger force that drove students to engage in acts of resistance than the force of fear that the residential schools attempted to inflict toward them. As a result of this, many students were able to resist the desired outcome that the government hoped for, in spite of the

Aboriginal identity, mental health and suicide rates were outlined throughout this analysis along with the disgusting lack of government aid. As stated above, the aboriginals from the Kattawapiskak River have a strong sense of identity. The persons on these reserves are proud of their traditions and practice resilience in their faith and values, however, the physical and emotional pain these people are put through will soon break their spirits. They can only ask for help from the government so many times before it will be too

Indigenous people are incarcerated at much higher rates than non-Indigenous in Canada and are incarcerated for longer periods of time (Cook & Roesh, 2012, p.222). Canadians have put Indigenous communities through much heartache and pain. With the colonization of Indigenous people to residential schools, Canadians continue to stigmatize and treat Indigenous people poorly. Indigenous people are more likely to suffer from drug abuse using needles because of the intergenerational trauma suffered through their parents attending residential schools in Canada (Bombay, Matheson, & Anisman, 2014, p. 327). This puts them at a higher criminal risk than others because of what they have been subjected to.

Over the past few decades, there has been many distinct perspectives and conflicts surrounding the historical context between the Indigenous peoples in Canada and the Canadian Government. In source one, the author P.J Anderson is trying to convey that the absolute goal of the Indian Residential School system in Canada has been to assimilate the Indian nation and provide them with guidance to “ forget their Indian habits”, and become educated of the “ arts of civilized life”, in order to help them integrate into society and “become one” with their “White brethren”. It is clearly evident throughout the source that the author is supportive of the Indian residential school system and strongly believes that the Indian residential School System

The TRC’s “The History” author appeals to logos through the use quantitative findings. The use of logical evidence from the collection of testimonials made by former residential school students is an effective way to aid the persuasion of a reader. Throughout “The History”, the author describes the memories of known First Nations peoples Frederic Ernest Koe, Marlene Kayseas, Lily Bruce and many others. In addition, the author quotes Vitaline Elsie Jenner’s use of ‘kaya nakasin’ (TRC, 2015, p.38) in describing her experience with residential school. The author’s example that contains the use native language reaffirms his credibility and detailed knowledge of the

Children were reared by the “mother clan” it took the whole family to raise a child from husbands, brothers, and extended family leaving little room for family violence (Martin-Hill, 2012, p. 110). Canada’s Royal Commission on Aboriginal Peoples referred to the voices of Aboriginal women pre-colonization: Women played a prominent part in the political and cultural life of many traditional Aboriginal societies. First and foremost, they were honoured as the givers of life. Their ability to bear, raise and nurture the new generation was seen as a special gift from the Creator, a source of awesome power and equal

Residential Schools was an enormous lengthening event in our history. Residential schools were to assimilate and integrate white people’s viewpoints and values to First Nations children. The schools were ran by white nuns and white priests to get rid of the “inner Indian” in the children. In residential schools, the children suffered immensely from physical, emotional, sexual and spiritual abuse. Although the many tragedies, language was a huge loss by the First Nations children.

Residential schools were cruel places where indigenous people had no choice but to do things they weren 't okay with and did not want to do. Residential schools are a huge part of Canada’s history because of what they stood for. They were a boarding school indigenous people were forced to attend, where they learn valuable things but were in turn abused. In these boarding schools, indigenous people were forced to give up their family, culture and their way of life.