"For over a century, generations of Aboriginal children were separated from their parents and raised in overcrowded, underfunded, and often unhealthy residential schools across Canada. They were commonly denied the right to speak their language and told their cultural beliefs were sinful. Some students did not see their parents for years. Others—the victims of scandalously high death rates—never made it back home. Even by the standards of the day, discipline often was excessive. Lack of supervision left students prey to sexual predators. . . . Residential schools disrupted families and communities. They prevented elders from teaching children long-valued cultural and spiritual traditions and practices. They helped kill languages. These were not side effects of a well-intentioned system: the purpose of the residential school system was to separate children from the influences of their parents and their community, so as to destroy their culture. The impact was devastating. Countless students emerged from the schools as lost souls, their lives soon to be cut short by drugs, alcohol, and violence" (1).
They Came for the Children: Canada, Aboriginal Peoples, and the Residential Schools. Truth and Reconciliation Commission of Canada, 2012, publications.gc.ca/collections/collection_2012/cvrc-trcc/IR4-4-2012-eng.pdf.
"For over a century, the central goals of Canada's Aboriginal policy were to eliminate Aboriginal governments; ignore Aboriginal rights; terminate the Treaties; and, through a process of assimilation, cause Aboriginal peoples to cease to exist as distinct legal, social, cultural, religious, and racial entities in Canada. The establishment and operation of residential schools were a central element of this policy, which can best be described as 'cultural genocide.'
Physical genocide is the mass killing of the members of a targeted group, and biological genocide is the destruction of the group's reproductive capacity. Cultural genocide is the destruction of those structures and practices that allow the group to continue as a group. States that engage in cultural genocide set out to destroy the political and social institutions of the targeted group. Land is seized, and populations are forcibly transferred and their movement is restricted. Languages are banned. Spiritual leaders are persecuted, spiritual practices are forbidden, and objects of spiritual value are confiscated and destroyed. And, most significantly to the issue at hand, families are disrupted to prevent the transmission of cultural values and identity from one generation to the next.
In its dealing with Aboriginal people, Canada did all these things" (3).
Truth and Reconciliation Commission of Canada. The Final Report of the Truth and Reconciliation Commission of Canada. Canada's Residential Schools: The History, Part 1, Origins to 1939, vol. 1, McGill-Queen's UP, 2015, publications.gc.ca/collections/collection_2015/trc/IR4-9-1-1-2015-eng.pdf.
"For more than a century, Indian Residential Schools separated over 150,000 Aboriginal children from their families and communities. In the 1870s, the federal government, partly in order to meet its obligation to educate Aboriginal children, began to play a role in the development and administration of these schools. Two primary objectives of the Residential Schools system were to remove and isolate children from the influence of their homes, families, traditions and cultures, and to assimilate them into the dominant culture. 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 has no place in our country."
Statement of Apology to Former Students of Indian Residential Schools. Government of Canada, 11 June 2008, publications.gc.ca/pub?id=9.834718&sl=0.
"When the school is on the reserve the child lives with its parents, who are savages; he is surrounded by savages, and though he may learn to read and write his habits, and training and mode of thought are Indian. He is simply a savage who can read and write. It has been strongly pressed on myself, as the head of the Department, that Indian children should be withdrawn as much as possible from the parental influence, and the only way to do that would be to put them in central training industrial schools where they will acquire the habits and modes of thought of white men" (1107-8).
Canada, Parliament, House of Commons Debates, 5th Parl, 1st Sess, Vol XIV (9 May 1883) at 1107 (Sir John A. Macdonald), www.canadiana.ca/view/oocihm.9_07186_1_2/369?r=0&s=1.