9. Residential Schools

Before contact with Europeans, First Nations had their own educational processes. The goal was to become responsible members of society.

Education was considered a life-long process. Elders were the transmitters of knowledge and wisdom.

Traditional Indian cultures exhibited a close relationship with the environment and learning the relationship with nature was an essential component of a child's upbringing.

After contact with Europeans, education became the primary instrument to assimilate Indian people. Residential and industrial schools were established in Saskatchewan following the signing of the Numbered Treaties.

The objectives were:

• to Christianize;
• to teach the 3 R's; and
• to develop children into farmers and housekeepers.

Residential and industrial schools also began a legacy of despair for Indian people.

Government and religious orders made all decisions about the education of Indian children.

Children were removed from their homes with or without parental consent.

The use of Indian languages in school was prohibited; children were punished severely for speaking their language, even if they knew no English.

• Many children died as a result of health conditions at the schools.
• Many other children ran away from school; upon their return they were severely punished.
• Many encountered sexual abuse by people in authority.
• Many suffered severe psychological harm as their identity as an Indian person was attacked.
• Many lost their knowledge of traditional parenting practices.

After a century of operation, the residential schools had nearly destroyed First Nations communities. These schools suppressed their language, culture, and spirituality.

The extended period of time spent in these schools with caregivers who were often abusive resulted in this abuse of children moving into the Indian communities.

The last government controlled residential school closed in 1986.