Defining the issue
Aboriginal families all across Canada were affected by the residential school system. The two main objectives of residential schools were to remove and isolate indigenous children from their families and cultures and to assimilate them into the Western cultures. From the mid-1800s to the mid-1900s it was mandatory that Aboriginal children went to residential schools by the federal government, to try to make them more like “children in mainstream society” (Kevin, Beeds, and Filion 340). Aboriginal values were looked down upon. Schools were operated by a staff that consisted of nuns and priests. They focused on teaching children Christianity. This event was significant in Canadian history because it represented the loss of culture, language, and family connection due to long separations and the hardships faced at school. The experience at residential schools continue to affect generations of Aboriginals still to this day.

History of the Issue
Prior to the Canadian government’s involvement in the education of Aboriginal children, traditional education effectively sustained Aboriginal cultures for decades of years (340). Early in the 1600s French missionaries came to North America to convert Aboriginals to Christianity (340). They established mission schools in New France. By the 1800s the government focused on educating First Nations children in a way to indirectly assimilate them into Canadian society (340).
In 1879, Prime Minister John A. Macdonald commissioned Politician, Nicholas Flood Davin, to write a report regarding the education of Aboriginal children. Davin, went to the United States, to study and report back on the industrial boarding schools for Native American children (341). In these industrial schools, children spent part of the day learning farming and housing skills. After his report he recommended Canada to do the same by creating similar schools. Over time his recommendations were implemented.
During 1892, the Department of Indian Affairs formally established the residential school system in partnership with the churches. The federal government provided the funding, and the churches provided the staff. The schools were located close or on reserves, far away from new coming settlers. By 1900, there were 64 residential schools in Canada. These schools were set up in every province except Newfoundland, New Brunswick and Prince Edward Island (Lee). In 1920, legislation was passed making attendance mandatory for all First Nations children aged 5-16. Parents who tried to keep their children from attending school would be imprisoned. Not only were students forced to go to school, but most were separated from siblings of the opposite gender. Schools were segregated by gender. When students arrived they were given a plain uniform and had to cut their hair short to avoid lice and other diseases. Living conditions were inadequate.
School days began early, they spent their mornings in an “instructional setting,” and their afternoons spent on leisure activities (Kevin, Beeds, and Filion 345). The students studied basic skills; including reading, writing, and mathematical skills. In addition, they were taught gender-specific subjects. Boys learned about carpentry, blacksmithing and agriculture (344). Girls were taught to cook, sew, knit and iron (344). It was not until the 1950s that full day schooling was established. Students started working as unpaid laborers, cleaning the toilets, cooking, repairing things (345).
With Aboriginal children having to adapt to Canadian ways of life they weren’t allowed to follow their original culture. Although the bible was constantly reinforced as a reminder of “God," students were prohibited from speaking their first language, and spiritual practices. Positive reinforcement, such as privileges and rewards were used to encourage students to focus on school and mainstream ways (347). However, positive reinforcement was rarely used, instead punishment was used to control children (347). Although some students left with happy memories, the experiences of residential school students were more negative than positive.
Most children suffered from child maltreatment. Many children suffered from sexual and physical abuse, coming from the priests and nuns. Around the 1980s to 1990s the abuse was disclosed. Phil Fontaine, grand chief of the Assembly of Manitoba Chiefs, reveals in a speech to a native youth conference that he was sexually abused while a student at the Fort Alexander residential school (Tunstall). The violence and abuse at residential schools began to be investigated, as the accusations began to correspond. Churches apologized for their role in residential schools. The government’s response was to set up the Royal Commission Aboriginal Peoples to address the issues about residential schools. The residential school survivors told their stories to the commission. As a result in 1996, the last government-run resident school closed in Saskatchewan. The RCAP report examined residential schools and their affect on Aboriginals making certain recommendations for financial assistance. The federal government, churches and Assembly of First Nations planned to compensate for the former students that had suffered. In 2007, the Indian Residential Schools Settlement Agreement was implemented to all former residential school students which they receive $10,000 for the first year or part of a year they attended school and an additional $3,000 for each subsequent year. Prime Minister Harper, in 2008, delivered a formal apology in Parliament to all former students of Indian residential schools in Canada. The apology openly recognized that the Assimilation policy on which the schools were established was “wrong,” has caused great harm, and has no place in our country." The apology recognized the lasting impact the schools had on aboriginal culture, heritage and language and was one of the steps that the government has taken to forge a new relationship with Canada's aboriginal peoples.

Psychological factors
The residential school system operated from the 1870s to 1996. During that time nearly 150,000 students went through the system. During their time in the system many students were immediately impacted. They lived in inadequate living conditions, constantly feeling hungry and poor health care. These factors led to many illnesses and deaths to many children. Many children suffered at residential schools. Students received inhumane punishments, including being confined in cells or shackled, flogged, or starved as punishment. In addition to the physical abuse, students experienced psychological traumas. Many were told their traditional ways of life were sinful and evil, therefore being punished if they followed spiritual practices or spoke their language. Students also experienced sexual abuse, mainly originating from the priests. Some children that were traumatized from the abuse attempted suicide. One case in 1981, with a 15 year old girl succeeded. 2003 a study was done by Raymond Corrado and Irwin Cohen and found that 64 per cent of the residential school survivors experienced post traumatic stress disorder. Students experienced an identity crisis, Western values and looked down upon Native values. They were influenced into thinking their Native culture and beliefs were to be ashamed of.

Sociological factors
Aboriginal people are an example of how closely related language and culture are. Beginning in the 1800s, the government and the church aimed to assimilate Aboriginal peoples through the establishment of reserves and residential schools. During this aggressive assimilation process, more than 150,000 Aboriginal children were taken from their families and placed in residential schools run by Christian churches across the country.
Students that were negatively impacted by the neglect and abuse, are considered an intergenerational trauma. The trauma is passed down onto generations of children of those who attended the schools.
Residential school students experienced a disconnection from their family and cultures, especially if they attended school at a very young age, and for a long period of time. By removing generations of children from their families and suppressing their languages and traditional practices. Many fell into addictions, including drugs and alcohol which made them struggle raising children of their own.
The children were forbidden to speak their traditional languages and were punished severely whenever they did. As a result, many Aboriginal languages are now extinct, and those that remain are at a great risk of being lost in a matter of decades.

Differing Viewpoints When Europeans arrived to Canada they came into conflict with Aboriginals. Both Europeans and Natives had different views. Aboriginals are very spiritual and culturally developed. European settlers viewed Aboriginals as “savages”. Europeans began with the idea of assimilating Aboriginals into their Western cultures. It was at this point in time where residential schools were established. Children were removed from their families without their free-will. At the time, Prime Minister John A. MacDonald, thought this was the best way to assimilate Aboriginals. Taking young children that are innocent and clueless and “brainwashing” them into looking down upon Aboriginal values.

An expert opinion Residential school survivor, Viola Thomas spoke to Aboriginal high-school students about her first-hand experience of residential schools and the lasting negative impacts. Viola was taken when she was 5 years old. Viola’s mother was also a former student of residential schools. Her mother pre exposed her to the school environment. Viola’s mother was well aware of what was expected to happen, to her daughter including the violence and the abuse. Although Viola was informed on what was going to happen it didn’t sink in until she got there and experienced it for herself. When Viola first arrived to the residential school her first memory was being stripped down into a uniform. She stated that at this moment the “Indian was killed” in her. There was no trace of First Nations languages, traditions or cultures, everything was new to her. She explained; “Half of the day was spent on the basics of math, reading and writing and social studies. The other half for boys involved mechanics and carpentry and for girls sewing, laundry and cooking” (Missing Murdered Woman).

Work Cited

“Missing and murdered Aboriginal Women: Overview.” Canadian Points Of View: Missing &
Murdered Aboriginal Women (2015):1 Canadian Points of View Reference Centre. Web. 19. May 2015.

Reed, Kevin, Natasha Beeds, and Barbara Filion. "Chapter 13 Residential Schools." Aboriginal Peoples in Canada. Toronto: Pearson Canada, 2011. 341-61. Print.

"Residential school survivor shares pain with students." Arnprior Chronicle-Guide & Weekender (ON) 20 Feb. 2014: Canadian Points of View Reference Centre. Web. 2 June 2015.

“Residential Schools.” The Canadian Enyclopedia. 2012. eLibrary. Web. 19 May. 2015.

Tremblay, Solange. "Counterpoint: Discrimination Against Aboriginal People Is A Thing Of The Past." Canadian Points Of View: Discrimination Against Aboriginal People (2015): 3. Canadian Points of View Reference Centre. Web. 19 May 2015.

Tunstall, Lee. "Discrimination Against Aboriginal People: An Overview." Canadian Points Of View: Discrimination Against Aboriginal People (2015): 1. Canadian Points of View Reference Centre. Web. 19 May 2015.

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[ 2 ]. Reed, Kevin, Natasha Beeds, and Barbara Filion. "Chapter 13 Residential Schools." Aboriginal Peoples in Canada. Toronto: Pearson Canada, 2011. 341-61. Print.
[ 3 ]. Ibid
[ 4 ]. Tunstall, Lee. "Discrimination Against Aboriginal People: An Overview." Canadian Points Of View:
Discrimination Against Aboriginal People (2015): 1. Canadian Points of View Reference
Centre. Web. 19 May 2015.
[ 5 ]. Ibid
[ 6 ]. Reed, Kevin, Natasha Beeds, and Barbara Filion. "Chapter 13 Residential Schools." Aboriginal Peoples in Canada. Toronto: Pearson Canada, 2011. 341-61. Print.
[ 7 ]. Ibid
[ 8 ]. Tunstall, Lee. "Discrimination Against Aboriginal People: An Overview." Canadian Points Of View:
Discrimination Against Aboriginal People (2015): 1. Canadian Points of View Reference
Centre. Web. 19 May 2015.