English 115: Examining the History of Residential Schools in Canada

This essay, written for English 115, delves into the history and legacy of Canadian residential schools, focusing on the injustices and unethical behaviors that characterized these institutions. The essay begins by outlining the government's assimilation policies and the role of Christian churches in establishing the schools. It then explores various aspects of residential school life, including the use of harsh discipline, rampant sexual abuse, and the suppression of indigenous languages. The essay highlights specific incidents of abuse, such as the humiliation of students for bedwetting and the lack of response to sexual assault. The author emphasizes the inhumane conditions endured by students and the lasting impact of these experiences. The essay references key events in the history of residential schools, such as the opening of the Mohawk Indian Residential School and the launch of the Truth and Reconciliation Commission. The essay concludes by underscoring the need to acknowledge and address the trauma caused by the residential school system.

English 115
History and Legacy of Residential Schools in Canada
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English 115
Thesis
Residential schools have been characterized by quite a number of unacceptable and
ethically wrong behaviors.
Introduction
Residential schools were initially government-sponsored schools that were purposefully
established to help in the assimilation of some indigenous young children into the larger
Canadian society.
Although these schools were meant to assimilate indigenous students from all over the globe, the
government purposefully used these residential schools as a tool and means to strip off these
indigenous people some very fundamental and basic human rights (Regan, 2010). Their dignity
was taken away from them and were treated just like objects rather than normal human beings.
Despite all these inhumane actions that were taking place inside the walls of the
residential schools, it is important to note that these schools were initially created by Christian
churches and the Canadian government. Young people were forcebally converted into
Christianity as a means of civilizing them (MacDonald & Hudson, 2012).
This write-up aims towards unveiling some of the things that were actually taking place in the
residential schools and the effects they caused to their subjects.
Body
For quite some time now, certain misconceptions have existed about residential schools.
It is very important that this issue is cleared out before we look at it in a much deeper context.
Residential schools were not just about educating the Indians as people have always thought, as a

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matter of fact they were more focused on assimilation and transforming the indigenous people
into a culture that the whites thought was much more appealing and civilized.
Quite a number of events have taken place and the milestones on the history of
Residential schools has been quite dramatic. The earliest event was that of 1831 when Mohawk
Indian Residential School opened in Brantford, Ontario. This was actually among the longest
operating residential school before being closed in 1969. The latest event was that of 2008 when
the Truth and Reconciliation Commission was launched. All these events were very significant
and each and every one of them brought about some sense of change with it (Niezen, 2017).
It is important that we looked at some of the experiences and how it looked like being
confined in the walls of a residential school, in order to look at these, then were are going
consider a number of aspects and relate them to what it meant and the effects that would come
about as a result of that particular aspect. Some of the aspects that are going to be looked at
would be, discipline, sexual abuse and language among others
Discipline
Discipline is very essential. It defines and guides the conduct in which people should
adhere to in a certain social or institutional setting.
For the residential schools, certain acts were treated so cruelly and in a much extreme manner.
For instance, the issue of bedwetting, it was a very great offence (Bombay, Matheson, Anisman,
2014).There are certain events that were noted, for instance a boy called Abraham Ruben wetted
his bed and in the morning when the nuns found out, the poor boy was abused, slapped and
called a dirty pig. This was some really great degree of humiliation that was done to the boy,

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bedwetting is a pshychological disorder and should be the subjects should be treated not being
humiliated as the case with Abraham Ruben.
Sexual Abuse
This was one thing that was very common in the residential schools. The older boys in
the schools would rape and assault the new students. A boy called Greg Murdock was raped by a
group of notorious older boys and when he reported about the incident nothing was done. To
make matters worse when the boys learnt that he had reported the incident, they beat him
mercilessly and subjected him to another much worse assault.
The issue of both physical and sexual assault was a common thing and nothing meaningful was
being done regarding it (Charles & DeGagné, 2013).
Language
The issue of language comes in because the use of indigenous language was totally
banned in the Residential schools. This brought about some great amount of both tension and
confusion among most students as they could not clearly speak in English. This made it even
much harder for them to know and clearly understand what was expected of them. Speaking in
their native languages was considered as an offense and was greatly punished.
Conclusion
Looking at the overall conditions that were present in the Residential schools, it is very
evident that the students were being treated in a very inhumane manner (Forsyth, 2013).
Illustrations for students that underwent such actions have been mentioned in the text above.

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References
Bombay, A., Matheson, K., & Anisman, H. (2014). The intergenerational effects of Indian
Residential Schools: Implications for the concept of historical trauma. Transcultural
psychiatry, 51(3), 320-338.
Charles, G., & DeGagné, M. (2013). Student-to-student abuse in the Indian residential schools in
Canada: Setting the stage for further understanding. Child & Youth Services, 34(4), 343-
359.
Forsyth, J. (2013). Bodies of meaning: Sports and games at Canadian residential
schools. Aboriginal peoples and sport in Canada: Historical foundations and
contemporary issues, 21-25.
MacDonald, D. B., & Hudson, G. (2012). The genocide question and Indian residential schools
in Canada. Canadian Journal of Political Science/Revue canadienne de science
politique, 45(2), 427-449.
Niezen, R. (2017). Truth and indignation: Canada's Truth and Reconciliation Commission on
Indian residential schools. University of Toronto Press.
Regan, P. (2010). Unsettling the settler within: Indian residential schools, truth telling, and
sreconciliation in Canada. ubc Press.s