Racism :: Canadian History, Politics, The Indian Law

The two in the beginning existing schools, industrial schools and boarding schools, were united into residential schools by the Canadian Government in 1864 (Reimer, 201036). Miller (1996) has explained the governing of the schools had the form of joint embark between maintain and church (Roman , Anglican, Methodist or United Church) where the state was responsible for the financing (Miller, 199625). The Canadian Government was responsible directly when it came to establishing residential schools for primaeval children.In order to attend residential schools, immemorial children were taken away from their families and communities. The proper definition of uncreated people or native includes Mtis, Inuit, and First Nations regardless of where they live in Canada and regardless of whether they be registered under the Indian Act of Canada (Stout and Kiping, 20035). Throughout history First Nations, Inuit, and Mtis people wee-wee faced centuries of colonial suppression which has disrupted the forge of Aboriginal cultural identity validation. One of the tools of suppression is through the formation of residential schools. At the schools, the children suffered from emotional, physical, sexual and psychological abuse (Stout and Kipling, 20038). The trauma to which Aboriginal people were exposed in the past by residential schools continues to have major negative effect to the gen geological erations to follow. By the 1840s, the attempts by the churches to civilize Aboriginal people became a matter of official state policy (Claes and Clifton, 1998). This was an era of westward expansion and the government was anxious to prevent any Aboriginal interference with its colonization plans. Subscribing to an ideology that constructed Aboriginal people as receding(prenominal) and savage, government officials believed assimilation was in the populations best interests (1998 refining and Mental Health Research Unit, 2000). For example, in 1847, the chief superintenden t of rearing in Upper Canada indicated in a report to the Legislative assembly that education must consist not merely of the training of the mind, provided of a weaning from the habits and feelings of their ancestors, and the acquirements of the language, arts and customs of civilized life (cited in Claes and Clifton, 199815).The 1884 amendments to the Indian Act served as a particularly important momentum for growth. On the one hand, they made boarding school attendance compulsory for Native children less than 16 years of age. On the other hand, the rewrite Act gave authorities the power to arrest, transport and detain children at school, maculation parents who refused to cooperate faced fines and imprisonment (Claes and Clifton, 1998).