Art History

Residential Schools

During 1800’s, Aboriginal children in Canada were taken from their families and communities and placed in strict residential schools. The Canadian government pressured to convince Aboriginals that they required institutions in order to become productive members of Canadian Society. These institutions were run by religious orders in collaboration with the federal government and were attended by children as young as four or five years of age. These Aboriginal children were not only separated from their friends and families, they were also prohibited from speaking in their native idioms and practicing their cultural traditions. The objective of Residential Schools created neglection, suffering and death upon the Aboriginal children. The impacts of physical, mental, sexual, abuse and deprivation that occurred in the Residential Schools still continue to affect generations of Aboriginal Survivors.

“Where are the Children? Healing the Legacy of Residential Schools” Exhibition

“Where are the Children? Healing the Legacy of Residential Schools” is an exhibition that explores the history and legacy of Canada’s Residential School System. The exhibition depicts the life of Aboriginal peoples before, during and after residential schools. From leaving home and arriving at residential school, to school activities and being part of a classroom. The exhibition also contains a section on the Aboriginal children who never returned home as well as on contemporary role models.

By examining survival stories, archival photographs, and documents created by Iroquois artist Jeff Thomas (member of the Six Nations Reserve), I feel that It clearly shows evidence on the assimilation of Aboriginal children into Euro-Canadian culture in which I feel resulted in a negative impact and consequences for not only Aboriginal families but passed down generations, abolishing Aboriginal identity.

Survival Story

Robert Tomah, survivor of the Lejac Indian Residential School explains how in school he got hit across the head when asked a question from the supervisors. Robert never understood why the supervisors would hit him. He quotes “they could have slapped me silly but I wouldn’t know what they want. Right? They were trying to get something out of me, but I wouldn’t know because I didn’t speak their language. So that was frustrating”. Rob’s cousin spoke English, and through him he found out that the Nuns and Priests were accusing them of speaking “a satanic language”. Rob Tomah and other Aboriginal children were forced to shave their heads and dress differently. Rob expresses how the Nuns and Priests were “ undressing our dignity and stepping on it”. (where are the children statement) The Nuns and Priests objective was to both educate and convert Aboriginal children in order to integrate them into Canadian society, in other words, assimilating them of their Aboriginal identity. In some Residential Schools, Children like Robert Tomah, were forbidden to speak their first language even in letters home to their parents. Many teachers grew Impatient with the student’s inability to quickly learn English or French, in which too often gave way to excessive punishment including physical abuse and in some cases sexual abuse. The negative impact Robert Tomah experienced due to the crucial punishment and assimilation of his Aboriginality was “ending up becoming a drunk”. Robert Tomah had a strong relationship with alcohol and used it as a tool to numb his sufferings of the traumatic experienced caused by the Residential School.

Analysis of Photographs

Aboriginal Children in class Fort George

Catholic Indian Residential School, Fort George,

Quebec, 1939

Here we can see the uniformity and strict discipline implemented upon the Aboriginal children. We can see that they have all similar outfits and hair cuts and appear to be focused and put in their seats. If examined closely at their faces, we can see that their eyes are all widened and darkened with fear. Their faces are quite serious and no one dares to step out of line. Like I have previously mentioned brutal punishment was the weapon every Aboriginal child feared. On the right corner of the photograph, we can see a statue of a saint symbolizing Catholicism, in which was the only religion and practice allowed within the Residential Schools.

Sisters, clergy and Aboriginal children, ca. 1960.Photographer; Sister Liliane

In this photograph we can observe the clergy blessing the Aboriginal children in front of them whom are accompanied by nuns at their side. On the left side of the background, we can see Aboriginal people in which I assume are the families of the Aboriginal children in the center of the photograph. The Aboriginal children appear to still be wearing their traditional clothing, possibly because this photograph was taken at the beginning of their remittance into a Residential Institution. If looked closely to the faces and the posing of the Aboriginal families on the left side of the photograph, they appear to by concerned, and preoccupied. This foreshadows the crucial experience of assimilation that is about to bestowed upon the Aboriginal children.

Churches like the Roman Catholics, Protestant and Methodists were financially supported by the Canadian government. These churches would then send missionaries out into rural areas in Canada to set up Residential schools that would be run to assimilate Aboriginal identity in order to transform Aboriginals to what Euro Canadians believed to be adaptable to the westernized culture. It is important to note that some Residential

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