Residential Schools In Canada: Historical Reasons

Understanding the history of residential schools in Canada requires a deep dive into the complex interplay of colonialism, cultural assimilation, and religious zeal. These schools, which operated for over a century, were not simply educational institutions; they were instruments of a deliberate policy aimed at eradicating Indigenous cultures and integrating Indigenous children into the dominant Euro-Canadian society. Let's explore the key historical reasons that led to the establishment and perpetuation of this devastating system.

Colonial Policies and the Drive for Assimilation

The bedrock of residential schools lies in the colonial policies of the Canadian government, driven by the desire to control and assimilate Indigenous populations. From the early days of European settlement, colonizers viewed Indigenous peoples as obstacles to their expansion and economic interests. The Royal Proclamation of 1763, while recognizing Indigenous title to land, also asserted Crown control over land transactions, setting the stage for future land dispossession. Treaties signed between the Crown and Indigenous nations often included provisions related to education, which were later interpreted as justification for establishing residential schools. The goal was clear: to transform Indigenous people into obedient, tax-paying citizens who would abandon their traditional ways of life.

The Gradual Civilization Act and Cultural Erasure

A pivotal piece of legislation in this assimilation agenda was the Gradual Civilization Act of 1857. This act aimed to enfranchise Indigenous men by requiring them to give up their Indian status and adopt a “civilized” lifestyle, including owning land and speaking English or French. Though the act was largely unsuccessful in achieving its stated goals, it demonstrated the government's commitment to assimilating Indigenous people through coercive measures. Education, in the form of residential schools, was seen as a primary tool for achieving this civilization. By removing children from their families and communities, the government and churches believed they could sever the ties to Indigenous culture and language, replacing them with European values and skills.

The Indian Act of 1876: Consolidating Control

The Indian Act of 1876 further solidified the government's control over Indigenous lives. This act, which remains in effect today (albeit with significant amendments), defined who was considered an “Indian” and placed Indigenous people under the paternalistic authority of the federal government. The Indian Act gave the government sweeping powers over Indigenous lands, resources, and governance, effectively stripping Indigenous communities of their autonomy. It also provided the legal framework for the establishment and operation of residential schools, making attendance compulsory for many Indigenous children. Under the Indian Act, the government partnered with various Christian denominations to run these schools, providing funding and oversight while allowing the churches to implement their own educational and religious agendas.

The Role of Religious Institutions

Christian churches played a central role in the residential school system, driven by a missionary zeal to convert and “civilize” Indigenous peoples. Various denominations, including the Roman Catholic, Anglican, Methodist, and Presbyterian churches, operated residential schools across Canada. These churches believed that Indigenous cultures were inherently inferior and that converting Indigenous people to Christianity was essential for their salvation. The curriculum in residential schools was heavily focused on religious instruction, often at the expense of academic education. Indigenous spiritual practices were forbidden, and children were punished for speaking their native languages or practicing their traditions. The churches saw residential schools as a means of eradicating Indigenous cultures and replacing them with Christian values.

The Doctrine of Discovery and Cultural Superiority

The churches' involvement in residential schools was rooted in the Doctrine of Discovery, a concept that justified European colonization and the subjugation of non-Christian peoples. This doctrine, which dates back to the 15th century, asserted that European nations had the right to claim lands inhabited by non-Christians and to impose their laws and customs on the Indigenous inhabitants. The belief in cultural superiority, coupled with the desire to spread Christianity, fueled the churches' commitment to residential schools. Missionaries genuinely believed they were helping Indigenous children by removing them from their “savage” environments and exposing them to the benefits of Christian civilization. However, this paternalistic attitude masked a profound disrespect for Indigenous cultures and a willingness to inflict immense harm in the name of religious conversion.

Abuses and Trauma

Unfortunately, many residential schools became sites of widespread abuse and trauma. Children were subjected to physical, emotional, and sexual abuse by staff members. They were often malnourished, poorly clothed, and denied adequate medical care. The schools were often overcrowded and unsanitary, leading to outbreaks of disease. The psychological impact of residential schools was devastating. Children were separated from their families and communities, stripped of their identities, and subjected to relentless efforts to erase their culture. The trauma experienced in residential schools has had long-lasting effects on survivors, their families, and their communities, contributing to cycles of intergenerational trauma, addiction, and mental health issues.

Economic Considerations and Land Acquisition

Economic factors also played a significant role in the establishment and perpetuation of residential schools. The Canadian government sought to gain control over Indigenous lands and resources, and residential schools were seen as a way to facilitate this process. By assimilating Indigenous people into the dominant society, the government hoped to eliminate Indigenous claims to land and resources, making it easier to exploit these assets for economic gain. The schools were also intended to provide a cheap labor force for the growing Canadian economy. Indigenous children were often trained in vocational skills, such as farming and domestic service, with the expectation that they would work for low wages in European-owned businesses and households.

Resource Extraction and Displacement

The desire for resource extraction further fueled the residential school system. As Canada expanded westward, the government sought to exploit the vast natural resources of the prairies and the North. Indigenous communities were often displaced from their traditional territories to make way for resource development, and residential schools were used to assimilate Indigenous children and prepare them for a life of wage labor in the resource industries. The schools were seen as a way to break the connection between Indigenous people and their land, making it easier for the government and corporations to exploit those resources.

Reducing Government Expenditure

Residential schools were also seen as a cost-effective way of dealing with the “Indian problem.” The government believed that it was cheaper to educate Indigenous children in residential schools than to provide them with ongoing support and services in their communities. By assimilating Indigenous people into the dominant society, the government hoped to reduce its financial obligations to Indigenous communities and eliminate the need for costly treaties and land settlements. This economic rationale, while morally reprehensible, played a significant role in the government's decision to establish and maintain the residential school system.

The Legacy and Ongoing Impact

The historical reasons for residential schools in Canada are deeply rooted in colonialism, cultural assimilation, religious zeal, and economic exploitation. The system was designed to eradicate Indigenous cultures, control Indigenous populations, and facilitate the acquisition of Indigenous lands and resources. The legacy of residential schools continues to affect Indigenous communities across Canada today. Survivors and their families continue to grapple with the trauma of abuse, loss of culture, and intergenerational impacts. The Truth and Reconciliation Commission of Canada, which concluded its work in 2015, documented the devastating impact of residential schools and called for reconciliation between Indigenous and non-Indigenous Canadians. Reconciliation requires a deep understanding of the historical injustices inflicted upon Indigenous peoples and a commitment to addressing the ongoing inequalities that persist today.

Towards Reconciliation and Healing

Moving forward, it is essential to acknowledge the historical reasons for residential schools and to address the ongoing legacy of trauma and injustice. This includes implementing the recommendations of the Truth and Reconciliation Commission, supporting Indigenous-led healing initiatives, and working to create a more just and equitable society for all. By learning from the past, we can work together to build a future where Indigenous cultures are respected, and Indigenous peoples are empowered to thrive.