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- Of the 139 residential schools identified in the Indian Residential School Settlement Agreement (IRSSA), 46% (64 schools) were operated by Catholic entities; approximately 16 out of 70 Catholic dioceses in Canada were associated with the former residential schools, in addition to about three dozen Catholic religious communities.
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The following is a list of schools that operated as part of the Canadian Indian residential school system. [nb 1][1][2] The first opened in 1828, and the last closed in 1997. [3][4][5] These schools operated in all Canadian provinces and territories except Prince Edward Island, and New Brunswick. [6]
Name [1][2]LocationProvince/territoryOpenedAssumption (Hay Lake)AB1951Blue Quill (Lac la Biche/Saddle ...Lac la Biche (1862-1898) Saddle Lake ...AB1862Holy Angels Indian Residential School ...AB1902Crowfoot (St. Joseph's) Indian ...Blackfoot Crossing (1900-1909) Cluny ...AB1900Jul 9, 2021 · Of the 139 residential schools identified in the Indian Residential School Settlement Agreement (IRSSA), 46% (64 schools) were operated by Catholic entities; approximately 16 out of 70 Catholic dioceses in Canada were associated with the former residential schools, in addition to about three dozen Catholic religious communities.
- Early Residential Schools in New France and Upper Canada
- Residential Schools After 1880
- Isolation and Assimilation
- Life at Residential Schools
- Daily Routine at Residential Schools
- Education and Vocational Training at Residential Schools
- Between Two Worlds: Assimilation and Loss of Culture
- Abuse at Residential Schools
- Health, Death and Disease at Residential Schools
- Resistance and Closure
Residential schools have a long history in Canada. The first residential facilities were developed in New France by Catholic missionaries to provide care and schooling. However, colonial governments were unable to force Indigenous people to participate in the schools, as First Nationspeople were largely independent and Europeans depended on them ec...
Beginning in the 1870s, both the federal government and Plains Nations wanted to include schooling provisions in treaties, though for different reasons. Indigenous leaders hoped Euro-Canadian schooling would help their young to learn the skills of the newcomer society and help them make a successful transition to a world dominated by the strangers....
Overall, students had a negative experience at the residential schools, one that would have lasting consequences. Students were isolated and their culture was disparaged or scorned. They were removed from their homes and parents and were separated from some of their siblings, as the schools were segregated according to gender. In some cases, they w...
Until the late 1950s, residential schools operated on a half-day system, in which students spent half the day in the classroom and the other at work. The theory behind this was that students would learn skills that would allow them to earn a living as adults. However, the reality was that work had more to do with running the school inexpensively th...
School days began early, usually with a bell that summoned students to dress and attend chapel or mass. Students then performed chores (usually referred to as “fatigue” duty) before breakfast. Breakfast, like all meals, was spartan, and eaten quickly in a refectory or dining hall. This was followed by three hours of classes or a period of work befo...
Overall, students received a poor education at the residential schools. This was true both in terms of academic subjects and vocational training. Students had to cope with teachers who were usually ill-prepared, and curricula and materials derived from and reflecting an alien culture. Lessons were taught in English or French, languages that many of...
Moreover, the attempted assimilation of Indigenousstudents left them disoriented and insecure, with the feeling that they belonged to neither Indigenous nor settler society. John Tootoosis, who attended the Delmas boarding school (also known as the Thunderchild school) in Saskatchewan, was blunt in his assessment of the residential school system:
Many students suffered abuse at residential schools. Impatience and correction often led to excessive punishment, including physical abuse. In some cases, children were heavily beaten, chained or confined. Some of the staff were sexual predators, and many students were sexually abused. When allegations of sexual abuse were brought forward — by stud...
According to the Truth and Reconciliation Commission (TRC), at least 3,200 Indigenous children died in the overcrowded residential schools. Due to poor record-keeping by the churches and federal government, it is unlikely that we will ever know the total loss of life at residential schools. However, according to TRC Chair, Justice Murray Sinclair, ...
Indigenous students and parents resisted and protested the harsh regime in place at most residential schools. Some children refused to co-operate and sabotaged the operations of the kitchen or classroom, stole food and supplies, or ran away (as did Chanie Wenjackin 1966). At least 25 fires were set by students as a form of protest. Their parents an...
This map represents both the original 130 Indian Residential Schools included in the 2007 Indian Residential Schools Settlement Agreement as well as the institutions added since September 19, 2007 through Article 12 of the Agreement or by the courts.
Institution NameProvince/territoryReligious AffiliationAhousahtBritish ColumbiaUnited ChurchAlberniBritish ColumbiaUnited ChurchAnahim Lake (September 1968 to June ...British ColumbiaNon-denominationalCaribooBritish ColumbiaRoman CatholicThere were over 139 schools located in every province and territory except Newfoundland, New Brunswick and Prince Edward Island. While most Indian Residential Schools ceased to operate by the mid-1970s, the last federally-run school closed in the late 1990s.
The Canadian Indian residential school system[nb 1] was a network of boarding schools for Indigenous peoples. [nb 2] The network was funded by the Canadian government 's Department of Indian Affairs and administered by various Christian churches.
Catholic involvement in the foundation and operation of Indian residential schools is part of a long tradition of Catholic engagement in education, health and spiritual ministry, both to Indigenous and non-Indigenous Canadians. The Indian residential school system was consolidated by the federal government in the nineteenth century, sustained ...
