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Archived Content Contenu Archivé ARCHIVED - Archiving Content ARCHIVÉE - Contenu archivé Archived Content Contenu archivé Information identified as archived is provided for L’information dont il est indiqué qu’elle est archivée reference, research or recordkeeping purposes. It est fournie à des fins de référence, de recherche is not subject to the Government of Canada Web ou de tenue de documents. Elle n’est pas Standards and has not been altered or updated assujettie aux normes Web du gouvernement du since it was archived. Please contact us to request Canada et elle n’a pas été modifiée ou mise à jour a format other than those available. depuis son archivage. Pour obtenir cette information dans un autre format, veuillez communiquer avec nous. This document is archival in nature and is intended Le présent document a une valeur archivistique et for those who wish to consult archival documents fait partie des documents d’archives rendus made available from the collection of Public Safety disponibles par Sécurité publique Canada à ceux Canada. qui souhaitent consulter ces documents issus de sa collection. Some of these documents are available in only one official language. Translation, to be provided Certains de ces documents ne sont disponibles by Public Safety Canada, is available upon que dans une langue officielle. Sécurité publique request. Canada fournira une traduction sur demande. Canada’s Residential Schools: The History, Part 2 1939 to 2000 The Final Report of the Truth and Reconciliation Commission of Canada Volume 1 Canada’s Residential Schools Volume 1 • Part 2 Canada’s Residential Schools: The History, Part 2 1939 to 2000 The Final Report of the Truth and Reconciliation Commission of Canada Volume 1 Published for the Truth and Reconciliation Commission by McGill-Queen’s University Press Montreal & Kingston • London • Chicago This report is in the public domain. Anyone may, without charge or request for permission, reproduce all or part of this report. 2015 Truth and Reconciliation Commission of Canada Website: www.trc.ca ISBN 978-0-7735-4651-6 (v. 1, pt. 2 : bound). ISBN 978-0-7735-4652-3 (v. 1, pt. 2 : paperback). Printed in Canada on acid-free paper An index to this volume of the final report is available online. Please visit http://nctr.ca/trc_reports.php Library and Archives Canada Cataloguing in Publication Truth and Reconciliation Commission of Canada [Canada’s residential schools] Canada’s residential schools : the final report of the Truth and Reconciliation Commission of Canada. (McGill–Queen’s Native and northern series ; 80–86) Includes bibliographical references and index. Contents: v. 1. The history. Part 1, origins to 1939 — The history. Part 2, 1939 to 2000 — v. 2. The Inuit and northern experience — v. 3. The Métis experience — v. 4. The missing children and unmarked burials report — v. 5. The legacy — v. 6. Reconciliation Issued in print and electronic formats. ISBN 978-0-7735-4649-3 (v. 1, pt. 1 : bound). ISBN 978-0-7735-4650-9 (v. 1, pt. 1 : paperback). ISBN 978-0-7735-4651-6 (v. 1, pt. 2 : bound). ISBN 978-0-7735-4652-3 (v. 1, pt. 2 : paperback). ISBN 978-0-7735-4653-0 (v. 2 : bound). ISBN 978-0-7735-4654-7 (v. 2 : paperback). ISBN 978-0-7735-4655-4 (v. 3 : bound). ISBN 978-0-7735-4656-1 (v. 3 : paperback). ISBN 978-0-7735-4657-8 (v. 4 : bound). ISBN 978-0-7735-4658-5 (v. 4 : paperback). ISBN 978-0-7735-4659-2 (v. 5 : bound). ISBN 978-0-7735-4660-8 (v. 5 : paperback). ISBN 978-0-7735-4661-5 (v. 6 : bound). ISBN 978-0-7735-4662-2 (v. 6 : paperback). ISBN 978-0-7735-9817-1 (v. 1, pt. 1 : ePDF). ISBN 978-0-7735-9818-8 (v.1, pt. 1 : ePUB). ISBN 978-0-7735-9819-5 (v. 1, pt. 2 : ePDF). ISBN 978-0-7735-9820-1 (v. 1, pt. 2 : ePUB). ISBN 978-0-7735-9821-8 (v. 2 : ePDF). ISBN 978-0-7735-9822-5 (v. 2 : ePUB). ISBN 978-0-7735-9823-2 (v. 3 : ePDF). ISBN 978-0-7735-9824-9 (v. 3 : ePUB). ISBN 978-0-7735-9825-6 (v. 4 : ePDF). ISBN 978-0-7735-9826-3 (v. 4 : ePUB). ISBN 978-0-7735-9827-0 (v. 5 : ePDF). ISBN 978-0-7735-9828-7 (v. 5 : ePUB). ISBN 978-0-7735-9829-4 (v. 6 : ePDF). ISBN 978-0-7735-9830-0 (v. 6 : ePUB) 1. Native peoples—Canada—Residential schools. 2. Native peoples—Education—Canada. 3. Native peoples—Canada—Government relations. 4. Native peoples—Canada—Social conditions. 5. Native peoples—Canada—History. I. Title. II. Series: McGill–Queen’s Native and northern series ; 80–86 E96.5.T78 2016 971.004’97 C2015-905971-2 C2015-905972-0 Contents Introduction ................................................................................................. 3 Section 3: The Canadian residential school system, 1940 to 2000............. 7 32. Operating and dismantling the system: 1940–2000 ............................. 9 33. The educational record: 1940–2000 ...................................................... 107 34. The schools as child-welfare institutions: 1940–2000 .......................... 147 35. Building conditions: 1940–1969 ............................................................ 175 36. Health: 1940–2000 ................................................................................. 189 37. Diet and nutrition: 1940–2000 .............................................................. 237 38. Fire hazard: 1940–2000 .......................................................................... 301 39. Runaways and truants: 1940–2000 ........................................................ 335 40. Discipline: 1940–2000 ........................................................................... 367 41. Abuse: 1940–2000 .................................................................................. 399 42. Student victimization of students: 1940–2000 ...................................... 453 43. Sports and the arts: 1940–2000 ............................................................. 461 44. The staff experience: 1940–2000 ........................................................... 493 45. Getting to the Settlement Agreement .................................................. 551 Notes ............................................................................................................ 581 Bibliography ................................................................................................ 789 Canada’s Residential Schools Volume 1 • Part 2 Introduction y the 1930s, the federal government had come to the internal conclusion that the residential school system was failing to meet its goals. In 1936, R. A. Hoey, Ba former Manitoba minister of education, was appointed as Indian Affairs’ superintendent of welfare and training. On coming into this position, he prepared an assessment of the residential schools. He noted that in 1935–36, spending on residen- tial schools was $1,511,153.76. This amounted to 77.8% of the entire Indian Affairs edu- cation budget of $1,943,645. Enrolment was increasing at a rate of 250 pupils a year. To provide these students with residential school schooling would require an additional expenditure of $40,000 a year—a figure that did not include the cost of building new schools or paying interest on the capital outlay. However, day school education for an additional 250 students would cost only $7,000 a year. Not surprisingly, he opposed any further expansion of the residential school system, observing, “To continue to build educational institutions, particularly residential schools, while the money at our disposal is insufficient to keep the schools already erected in a proper state of repair, is, to me, very unsound and a practice difficult to justify.” At the same time, Hoey made it clear that the department had no clear educa- tional goals. If it is our intention to make the Indian a white man and have him prepared to take his place in an industrial social order, the present curriculum may be considered fairly satisfactory. If, on the other hand, it is our intention to permit our school graduates to return to the reserves to engage in agriculture, fishing, trapping, etc. there should be established a vital and direct relationship between the instruction given and these activities. He then went on to propose something similar to the Improved Federal Day Schools that Frank Pedley had advocated when he was deputy minister of Indian Affairs thirty years earlier. Hoey wanted to see residential schools replaced with on-reserve day schools that provided both academic and vocational training. Such schools would serve as community centres and provide education and training to adults as well as 4 • Truth & Reconciliation Commission children. Hoey, who would become the director of the Indian Affairs branch in 1945, pursued this policy, with limited success, for the next dozen years.1 Hoey was opposed by the three main religious bodies involved in the running of the residential schools: the United Church, the Anglican Church, and the Oblates of Mary Immaculate. While they were prepared to acknowledge that the residential school system had failed to deliver the anticipated results, they believed the solution to the problems lay in the intensification of the system. They also remained commit- ted to the assimilation of Aboriginal people and the destruction of the reserves. A 1936 conference of United Church Indian Workers concluded that the goal of Indian edu- cation was “the abolition of the Reserves, with their restrictions, and the mingling of our Indian people in fulness [sic] of personality and privilege among other Canadian citizens.” The workers acknowledged that the present school system had failed to meet this goal, stating that “possibly 5 per cent. of the pupils in our schools can be so
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