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level as people adhered to different faiths. (Miller, 1990)
The financing of residential schools involved joint church and government contributions since
government grants alone were insufficient to meet the full costs of these institutions. Financing
became a more critical issue as the numbers of children dealt with in the residential schools
grew. In many cases, the schools operated under the half-day school system where children spent
half of the day in school and the other half working about the school and its property. The
operation of these schools was actually subsidized by the children themselves, since their free
labour was used to reduce the operating costs. Often, such activities took precedence over
vocational and academic instruction and many times, children were used as a cheap labour pool
for local farmers. In addition to such flagrant economic exploitation, a large part of the
instruction provided to the children was religious training aimed at removing Indigenous
traditions and forcing them to adopt skills and attitudes appropriate to the white world. This was
largely ineffective and, in general, students left the residential schools, usually at the age of
fifteen or sixteen, without adequate educational preparation. (Miller, 1990)
This separation of children from their families and culture was a deliberate means by which to
ensure successful assimilation. Children as young as six and seven were removed from their
homes and not returned for months at a time. In some cases, children were away at school for
years, not even allowed to return for holidays. Coupled with the abuses that occurred in the
schools, such separation had a devastating impact on both the children and their families. In
effect, residential schools represented impenetrable barriers to the normal currents of affiliation
and affection between children and their families, and became a breeding ground for future
inmates of jails and institutions. Residential schools as a means of controlling Indigenous
children became the initial phase of an institutionalization process that later included jails and
other correctional institutions. (Falconer, Morrissette and McKenzie, 1991)
As an instrument of church and state colonialism, residential schools represented a massive
assault on the spiritual, cultural, social, physical, sexual, psychological, mental and emotional
well-being of those who were exposed to it, and encompassed all successive generations of our
people as well. Even people who were not students at any of the schools suffered the results of
this inhumane and failed attempt to assimilate our peoples. These attempts to assimilate have had
far reaching and profound effects on our people and culture. The living conditions, the
educational achievements, the high rate of suicide, alcoholism and chemical abuse, family
violence, chronic over involvement with the child welfare and criminal justice system, as well
sexual, physical, and emotional abuse are all symptoms of a much larger pattern of abuse. The
destruction of the family unit and traditional child-rearing practices, the fragmentation of the
communities and the cycle of sexual, physical and emotional abuse that finds its roots in the
residential school as sanctioned by the federal government, has furthered dependency and can
best be described as an "abuse of power". (Falconer, Morrissette and McKenzie, 1991)
Side Bar Notes:
1
Attempts at modernization have taken the form of aggressive efforts to
deculturalize Indigenous children initially through residential schools and continuing with the
modern education system.
2
Residential schools as a means of controlling Indigenous children became the initial phase of
an institutionalization process that later included jails and other correctional institutions.