The Shadowed Halls: A Comprehensive History of Native American Boarding Schools in Canada
Few chapters in Canadian history are as profoundly harrowing and impactful as the story of its residential school system. This article delves into the harrowing history of Native American boarding schools in Canada, exploring their origins, their brutal operation, the immense trauma they inflicted, and their enduring legacy on Indigenous peoples across the nation. Understanding this dark period is not merely an academic exercise; it is crucial for comprehending the present-day challenges faced by Indigenous communities and for charting a path towards genuine reconciliation.
The genesis of these institutions lies in a deeply entrenched colonial ideology aimed at the assimilation of Indigenous peoples into Euro-Canadian society. Long before Confederation, early missionary efforts sought to convert Indigenous children to Christianity and Western ways of life. However, it was in the post-Confederation era, particularly with the passage of the Indian Act in 1876, that the system became formalized and compulsory. The prevailing belief among government officials and church leaders was encapsulated in the infamous phrase, "kill the Indian in the child." They believed that by removing children from their families, cultures, and languages, they could eradicate Indigenous identity and prepare them for a subordinate role in Canadian society. This ideological foundation underpins the entire history of Native American boarding schools in Canada.
Initially, these schools were primarily operated by various Christian denominations—Anglican, Roman Catholic, Methodist, and Presbyterian churches—with significant financial support from the federal government. The first such institution, the Mohawk Institute Residential School, opened in Brantford, Ontario, as early as 1831. By the late 19th century, the system had expanded significantly, with schools strategically located across the country, often in remote areas far from Indigenous communities. This physical distance was deliberate, designed to sever the children’s ties to their homes and cultures.
Attendance at these schools became mandatory for Indigenous children, often enforced by Indian Agents and the Royal Canadian Mounted Police. Parents who resisted sending their children faced fines or even imprisonment. This coercive nature meant that children, some as young as four or five, were forcibly removed from their families, many never to return. The sheer scale of this forced removal marks a particularly dark period in the history of Native American boarding schools in Canada.
Life inside the residential schools was characterized by severe neglect, abuse, and a systematic dismantling of identity. Children were forbidden from speaking their Indigenous languages, practicing their spiritual beliefs, or engaging in their cultural traditions. Their hair was cut short, their traditional clothing replaced with uniforms, and their names sometimes changed to English ones. Disobedience or any expression of Indigenous identity was met with harsh physical punishment, including beatings, solitary confinement, and public humiliation. The trauma of these experiences, often involving physical, emotional, and sexual abuse by staff members, left indelible scars on generations of survivors.
Beyond the direct abuse, the schools were notorious for their abysmal living conditions. Overcrowding, poor sanitation, inadequate nutrition, and a lack of proper medical care were rampant. As a result, diseases like tuberculosis and influenza spread rapidly, leading to alarmingly high mortality rates among the students. Many children died at the schools and were buried in unmarked graves, their deaths often not reported to their families. The recent discoveries of thousands of unmarked graves at former residential school sites have unequivocally reinforced the devastating history of Native American boarding schools in Canada and brought renewed public attention to these atrocities.
Education, ostensibly the primary purpose of the schools, was largely inadequate. The curriculum was rudimentary, focusing on vocational training for boys (agriculture, carpentry) and domestic skills for girls (sewing, cooking). The quality of teaching was often poor, and many children received little academic instruction. This limited education meant that graduates were ill-equipped for either their traditional lives or for meaningful participation in the broader Canadian economy, contributing to a cycle of poverty and disenfranchisement.
Despite the pervasive control and intimidation, Indigenous children and their families resisted the system in various ways. Children attempted to run away, families hid their children, and communities tirelessly advocated for their return. Over time, growing awareness among the Canadian public and increasing Indigenous activism began to chip away at the system’s foundations. By the 1960s, a critical mass of reports highlighted the failings and abuses of the schools.
The federal government began to shift its policy in the latter half of the 20th century. In 1969, the government officially took over the administration of the remaining church-run schools. Many residential schools were gradually closed or transferred to Indigenous control. The last federally run residential school, Gordon Residential School in Saskatchewan, closed in 1996, marking the official end of this tragic chapter in the history of Native American boarding schools in Canada.
The legacy of the residential school system is profound and continues to impact Indigenous communities today. Generations of children were robbed of their childhoods, their cultures, and their family connections. This systemic trauma has manifested as intergenerational trauma, contributing to high rates of addiction, mental health issues, poverty, and violence within Indigenous communities. The loss of language, cultural knowledge, and traditional parenting skills has created deep wounds that are still being healed.
In recognition of this immense harm, the Canadian government issued a formal apology in 2008 for its role in the residential school system. This was followed by similar apologies from various church denominations. A landmark step towards reconciliation was the establishment of the Truth and Reconciliation Commission of Canada (TRC) in 2008. The TRC spent six years gathering testimonies from over 6,500 survivors, documenting the truth about the schools, and issuing 94 Calls to Action in 2015. These calls urge all levels of government, churches, and Canadian society to address the ongoing harms and work towards reconciliation. Understanding the full scope of the history of Native American boarding schools in Canada is essential for comprehending the profound intergenerational trauma and the urgent need for these Calls to Action.
The discovery of unmarked graves at former residential school sites in recent years has reignited public discourse and underscored the need for continued action. These discoveries have forced a broader reckoning with the uncomfortable truths of Canadian history and have brought renewed calls for justice, accountability, and the full implementation of the TRC’s Calls to Action. This ongoing process highlights that the history of Native American boarding schools in Canada is not a closed book but a living, evolving narrative that demands ongoing attention and action.
In conclusion, the history of Native American boarding schools in Canada stands as a stark reminder of the devastating consequences of colonial policies and the profound resilience of Indigenous peoples. From their assimilationist origins to the systematic abuse within their walls and their enduring intergenerational legacy, these institutions represent a dark stain on the nation’s past. While the last schools have closed, the journey of healing and reconciliation is far from over. It requires a continued commitment from all Canadians to learn the truth, acknowledge the harm, and work collaboratively with Indigenous communities to build a future based on respect, equity, and self-determination.
