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What was the reason for the Department of Indian Affairs to recommend starting Industrial schools with 'orphans and children who have no natural protectors'?
What impact did the Northwest Rebellion have on the Battleford school?
What was a common form of resistance from Indigenous parents against industrial schools?
Why did the government use the pass system in relation to the industrial schools?
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What was a significant challenge faced by the majority of industrial schools in British Columbia?
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What was a positive experience mentioned in relation to an industrial school?
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What was a common practice in industrial schools that reflected a lack of respect for Indigenous cultures?
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What were some of the factors that led to the gradual phasing out of the industrial school program?
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What did parents understand about the industrial schools despite many students spending minimal time in the classroom?
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What type of schools did colonial governments favor over day schools to speed up assimilation?
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What age group were the boarding schools on reserves designed for?
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What was the initial purpose of the Mohawk Institute?
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What led to the withdrawal of support from the Mohawk Institute by the New England Company in 1898?
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What did the Davin Report, commissioned by the Canadian government in 1879, recommend regarding Indigenous education?
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What marked the beginning of the first three industrial schools to open on the prairies?
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What were the issues associated with the development of residential schools in Canada?
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Who expressed disappointment in the impact of the Establishment at Sussex Vale on the Natives?
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What did the New England Company blame for the failure of its school at Sussex Vale?
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What led to the establishment of industrial schools in Western Canada?
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What was the primary form of rebellion against the schools?
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Who pushed for a 'peasant farmer' policy obstructing Indigenous farmers from using modern equipment?
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Who was impressed by Reed's effective management and appointed him as assistant Indian commissioner?
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Who proposed a national policy in 1889, dividing reserves into 40-acre allotments for Indigenous men?
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Who recommended a course of action for western Indigenous education in 1879?
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Who revealed the prevailing attitude of lawmakers supporting the residential school system for Indigenous youth in 1883?
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Who was elevated to Deputy Superintendent General for Indian Affairs in 1893?
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Who was tasked with devising a plan for Indigenous Peoples' future management following the 1885 resistance?
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Who led the government commission to recommend a course of action for western Indigenous education?
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Who emphasized cultural assimilation over educational benefits in the residential school system?
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Who proposed the 1895 amendment criminalizing Indigenous religious gatherings?
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Who impressed Edgar Dewdney, leading to his appointment as assistant Indian commissioner in 1883?
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Who obstructed Indigenous farmers from using modern equipment and implementing cost-cutting measures?
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What was the primary aim of the 'civilization' policies for Indigenous societies in the 19th century?
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What was the influence of Charles Darwin's work 'On the Origin of Species' on 19th-century pseudoscientific methods?
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What was the role of influential thinkers like Hegel and Kant in the emergence of anthropology and sociology in the 19th century?
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What was the purpose of collecting human skulls worldwide for comparison by scholars in the 19th century?
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Which 19th-century work introduced the concept of 'survival of the fittest'?
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Who linked physical and social evolution, assuming Western European culture represented the pinnacle of human development?
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What pseudoscientific method was used to argue for the superiority of certain groups?
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In 1920, what measure was implemented alongside compulsory school attendance for First Nations children?
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What did the government further tighten in regulations in 1930, contributing to a rise in school attendance?
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What did Duncan Campbell Scott see as evidence of Indigenous Peoples' progress toward 'civilization'?
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What was the primary focus of Indigenous Peoples concerning the proposed revisions to the Indian Act?
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What was the 'double mother' rule introduced by the amendments to the Indian Act in 1951?
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What was the main dissatisfaction expressed by even the moderates regarding the 1951 revised Indian Act?
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What did the 1951 revised Indian Act maintain despite the positive changes?
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What did the amendments to the Indian Act introduce in 1951 that was challenged in a Supreme Court case in 1970?
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What was the main concern of groups like the Haudenosaunee Confederacy regarding the 1951 revised Indian Act?
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What did the 1951 revised Indian Act explicitly exclude despite a 1939 Supreme Court ruling recognizing them as 'Indians'?
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What percentage of Indigenous pupils in Canada were in Grades 1 to 3 in 1930?
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By 1951, what percentage of Indigenous children over the age of five were without formal schooling despite compulsory attendance regulations?
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What was the proportion of Indigenous pupils beyond Grade 6 by 1961?
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In which decade were 15,000 Indigenous children adopted into Canadian families, causing a pronounced cultural loss?
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When did most residential schools in Canada close?
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When did the Pope express 'sorrow' on behalf of the Roman Catholic Church?
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In what year did the British Columbia Court of Appeal hold the federal government fully responsible for the events at the residential school in Port Alberni?
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How many schools operated by Indigenous Peoples were there on reserves in Canada in 2010?
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When did Inuit children start regularly attending residential schools?
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How many Indigenous children were adopted into Canadian families in the 1950s, 1960s, and 1970s?
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When did the federal government admit that industrial schools did not bring about the hoped-for quick assimilation?
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What was the initial name of the proposed legislation for First Nations education that underwent changes in 2014?
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Who were the figures leading early efforts towards pan-Indigenous political unity?
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What was the unique advantage of Indigenous soldiers in the Second World War?
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What was the significant social change brought about by the Second World War?
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What led to the establishment of a Joint Senate and House of Commons Committee on the Indian Act from 1946 to 1948?
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What did the National Panel on First Nations Elementary and Secondary Education in Canada find in 2011?
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What was Ontario's action in August 2017 seen as a potential model for?
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What did the Panel recommend to address the shortcomings in First Nations education?
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What was the assessment of Indigenous-run schools in the Indigenous education movement as of August 2017?
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Study Notes
Canadian Indigenous Education and Land Policies in the 19th Century
- In the 1880s, Indian commissioner Hayter Reed pushed for a "peasant farmer" policy, obstructing Indigenous farmers from using modern equipment and implementing cost-cutting measures.
- Reed's adherence to the peasant model aligned with his philosophical views and met economic demands but exacerbated hunger issues on reserves.
- Reed's effective management impressed Edgar Dewdney, leading to his appointment as assistant Indian commissioner in 1883 and commissioner in 1888.
- Dewdney later elevated Reed to Deputy Superintendent General for Indian Affairs in 1893, a position Reed held until 1897.
- Following the 1885 resistance, Dewdney tasked Reed with devising a plan for Indigenous Peoples' future management, which included disarming Indigenous Peoples, abolishing tribal governments, enforcing the work-for-rations policy, and supporting industrial school education.
- Reed proposed a national policy in 1889, dividing reserves into 40-acre allotments for Indigenous men, requiring manual farming, and advocated for the 1895 amendment criminalizing Indigenous religious gatherings.
- Indigenous communities began resisting these policies, with the Pasquah and Muscowpetung bands petitioning the House of Commons as early as 1893 to address these inequities.
- Treaty negotiations included a promise that the government would "maintain a school on each reserve" if the Indigenous residents desired it, but officials had a different agenda for schools: assimilation.
- Residential schools were primarily designed to suppress Indigenous cultural elements, aiming for inevitable assimilation.
- Resistance to the assimilation efforts began to emerge as Indigenous people became aware of the agenda.
- The government commissioned Nicholas Flood Davin to recommend a course of action for western Indigenous education in 1879, and administrators advised him not to use the schools in the East as a model.
- In 1883, John A. Macdonald revealed the prevailing attitude of lawmakers supporting the residential school system for Indigenous youth, emphasizing cultural assimilation over educational benefits.
History of Indigenous Education in Canada
- In 1930, 75% of Indigenous pupils in Canada were in Grades 1 to 3, and only 3 out of 100 students advanced beyond Grade 6.
- By 1951, 40% of Indigenous children over the age of five were without formal schooling despite compulsory attendance regulations.
- Indigenous Peoples were denied the opportunity to contribute to the curriculum or have any control over the residential schools' educational content.
- The attempt to suppress Indigenous languages and traditional religions contributed to the broader goal of cultural genocide.
- Indigenous children felt disconnected and stripped of essential tools to survive and thrive due to limited education and cultural barriers.
- Inuit children did not regularly attend residential schools until the 1950s.
- Nearly one-fourth of Indigenous students attended provincially controlled institutions by 1961, and the proportion of Indigenous pupils beyond Grade 6 had doubled.
- 15,000 Indigenous children were adopted into Canadian families in the 1950s, 1960s, and 1970s, causing a pronounced cultural loss.
- By the 1970s, most residential schools had closed, and former students began filing lawsuits seeking damages for the trauma they experienced.
- The Anglican, Presbyterian, and United Churches issued formal apologies in the 1990s, and the Pope expressed "sorrow" on behalf of the Roman Catholic Church in 2009.
- In December 2003, the British Columbia Court of Appeal held the federal government fully responsible (100% liability) for the events at the residential school in Port Alberni.
- In 2010, there were 518 schools operated by Indigenous Peoples on reserves in Canada.
Indigenous Education Movement and Second World War Impact on Indigenous Peoples in Canada
- Positive indications of progress in the Indigenous education movement towards Indigenous control over education as of August 2017
- Indigenous-run schools showing promising results, reflecting significant value placed on cultural preservation and development
- National Panel on First Nations Elementary and Secondary Education in Canada's assessment in 2011 found conditions in First Nations schools below national standard, leading to the need for reform
- Five key recommendations presented by the Panel to address the shortcomings in First Nations education, including the creation of a First Nations Education Act and ensuring adequate funding
- Changes to the proposed First Nations Education Act in 2014, now renamed the First Nations Control of First Nations Education Act, with provisions recognizing First Nations and treaty rights
- Government commitment of an additional $1.9 billion for Indigenous education, including $1.25 billion over three years for First Nations schools and $500 million for infrastructure
- Challenges in the implementation of the recommendations for First Nations education, leading to the federal government's decision not to proceed with the proposed legislation in May 2014
- Ontario signing the Anishinabek Education Agreement in August 2017, seen as a potential model for Indigenous control of education in other provinces and territories
- Early efforts towards pan-Indigenous political unity led by figures such as Nescambiouit, Kiala, Thayendanegea, and Fred Loft
- Indigenous soldiers' unique advantage in the Second World War due to their proficiency in Indigenous languages, employed as codes for transmitting sensitive information
- Significant social changes and shifts in attitudes brought about by the Second World War, including the breakdown of segregation imposed by the pass system on reserves and challenging of preconceived notions about Indigenous people
- Momentum toward change and resistance resurged after the Second World War, leading to the establishment of a Joint Senate and House of Commons Committee on the Indian Act from 1946 to 1948
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Description
Test your knowledge of Canadian Indigenous education and land policies in the 19th century with this insightful quiz. Learn about key figures, policies, and resistance movements that shaped the historical landscape of Indigenous education and land management in Canada.
