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</ul> </li> <li id="toc-Parental_resistance_and_compulsory_attendance" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Parental_resistance_and_compulsory_attendance"> <div class="vector-toc-text"> 1.2 Parental resistance and compulsory attendance </div> </a> <ul id="toc-Parental_resistance_and_compulsory_attendance-sublist" class="vector-toc-list"> </ul> </li> </ul> </li> <li id="toc-Conditions" class="vector-toc-list-item vector-toc-level-1"> <a class="vector-toc-link" href="#Conditions"> <div class="vector-toc-text"> 2 Conditions </div> </a> <button aria-controls="toc-Conditions-sublist" class="cdx-button cdx-button--weight-quiet cdx-button--icon-only vector-toc-toggle"> Toggle Conditions subsection </button> <ul id="toc-Conditions-sublist" class="vector-toc-list"> <li id="toc-Funding" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Funding"> <div class="vector-toc-text"> 2.1 Funding </div> </a> <ul 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vector-toc-level-1"> <a class="vector-toc-link" href="#Mortality_rates"> <div class="vector-toc-text"> 3 Mortality rates </div> </a> <button aria-controls="toc-Mortality_rates-sublist" class="cdx-button cdx-button--weight-quiet cdx-button--icon-only vector-toc-toggle"> Toggle Mortality rates subsection </button> <ul id="toc-Mortality_rates-sublist" class="vector-toc-list"> <li id="toc-Missing_children_and_unmarked_graves" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Missing_children_and_unmarked_graves"> <div class="vector-toc-text"> 3.1 Missing children and unmarked graves </div> </a> <ul id="toc-Missing_children_and_unmarked_graves-sublist" class="vector-toc-list"> </ul> </li> </ul> </li> <li id="toc-Self-governance_and_school_closure" class="vector-toc-list-item vector-toc-level-1"> <a class="vector-toc-link" href="#Self-governance_and_school_closure"> <div class="vector-toc-text"> 4 Self-governance and school closure </div> </a> <ul id="toc-Self-governance_and_school_closure-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Lasting_effects" class="vector-toc-list-item vector-toc-level-1"> <a class="vector-toc-link" href="#Lasting_effects"> <div class="vector-toc-text"> 5 Lasting effects </div> </a> <button aria-controls="toc-Lasting_effects-sublist" class="cdx-button cdx-button--weight-quiet cdx-button--icon-only vector-toc-toggle"> Toggle Lasting effects subsection </button> <ul id="toc-Lasting_effects-sublist" class="vector-toc-list"> <li id="toc-Loss_of_language_and_culture" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Loss_of_language_and_culture"> <div class="vector-toc-text"> 5.1 Loss of language and culture </div> </a> <ul id="toc-Loss_of_language_and_culture-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Native_resistance" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Native_resistance"> <div class="vector-toc-text"> 5.2 Native resistance </div> </a> <ul id="toc-Native_resistance-sublist" class="vector-toc-list"> </ul> </li> </ul> </li> <li id="toc-Apologies" class="vector-toc-list-item vector-toc-level-1"> <a class="vector-toc-link" href="#Apologies"> <div class="vector-toc-text"> 6 Apologies </div> </a> <button aria-controls="toc-Apologies-sublist" class="cdx-button cdx-button--weight-quiet cdx-button--icon-only vector-toc-toggle"> Toggle Apologies subsection </button> <ul id="toc-Apologies-sublist" class="vector-toc-list"> <li id="toc-United_Church_of_Canada" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#United_Church_of_Canada"> <div class="vector-toc-text"> 6.1 United Church of Canada </div> </a> <ul id="toc-United_Church_of_Canada-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Roman_Catholic_Church" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Roman_Catholic_Church"> <div class="vector-toc-text"> 6.2 Roman Catholic Church </div> </a> <ul id="toc-Roman_Catholic_Church-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Anglican" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Anglican"> <div class="vector-toc-text"> 6.3 Anglican </div> </a> <ul id="toc-Anglican-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Presbyterian" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Presbyterian"> <div class="vector-toc-text"> 6.4 Presbyterian </div> </a> <ul id="toc-Presbyterian-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Canadian_government" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Canadian_government"> <div class="vector-toc-text"> 6.5 Canadian government </div> </a> <ul id="toc-Canadian_government-sublist" class="vector-toc-list"> <li id="toc-Royal_Canadian_Mounted_Police" class="vector-toc-list-item vector-toc-level-3"> <a class="vector-toc-link" href="#Royal_Canadian_Mounted_Police"> <div class="vector-toc-text"> 6.5.1 Royal Canadian Mounted Police </div> </a> <ul id="toc-Royal_Canadian_Mounted_Police-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Federal_Cabinet" class="vector-toc-list-item vector-toc-level-3"> <a class="vector-toc-link" href="#Federal_Cabinet"> <div class="vector-toc-text"> 6.5.2 Federal Cabinet </div> </a> <ul id="toc-Federal_Cabinet-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Provincial" class="vector-toc-list-item vector-toc-level-3"> <a class="vector-toc-link" href="#Provincial"> <div class="vector-toc-text"> 6.5.3 Provincial </div> </a> <ul id="toc-Provincial-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Calls_for_the_monarch_to_apologize" class="vector-toc-list-item vector-toc-level-3"> <a class="vector-toc-link" href="#Calls_for_the_monarch_to_apologize"> <div class="vector-toc-text"> 6.5.4 Calls for the monarch to apologize </div> </a> <ul id="toc-Calls_for_the_monarch_to_apologize-sublist" class="vector-toc-list"> </ul> </li> </ul> </li> <li id="toc-Universities" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Universities"> <div class="vector-toc-text"> 6.6 Universities </div> </a> <ul id="toc-Universities-sublist" class="vector-toc-list"> </ul> </li> </ul> </li> <li id="toc-Reconciliation" class="vector-toc-list-item vector-toc-level-1"> <a class="vector-toc-link" href="#Reconciliation"> <div class="vector-toc-text"> 7 Reconciliation </div> </a> <button aria-controls="toc-Reconciliation-sublist" class="cdx-button cdx-button--weight-quiet cdx-button--icon-only vector-toc-toggle"> Toggle Reconciliation subsection </button> <ul id="toc-Reconciliation-sublist" class="vector-toc-list"> <li id="toc-Ecclesiastical_projects" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Ecclesiastical_projects"> <div class="vector-toc-text"> 7.1 Ecclesiastical projects </div> </a> <ul id="toc-Ecclesiastical_projects-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Financial_compensation" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Financial_compensation"> <div class="vector-toc-text"> 7.2 Financial compensation </div> </a> <ul id="toc-Financial_compensation-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Truth_and_Reconciliation_Commission" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Truth_and_Reconciliation_Commission"> <div class="vector-toc-text"> 7.3 Truth and Reconciliation Commission </div> </a> <ul id="toc-Truth_and_Reconciliation_Commission-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Educational_initiatives" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#Educational_initiatives"> <div class="vector-toc-text"> 7.4 Educational initiatives </div> </a> <ul id="toc-Educational_initiatives-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-National_Day_for_Truth_and_Reconciliation" class="vector-toc-list-item vector-toc-level-2"> <a class="vector-toc-link" href="#National_Day_for_Truth_and_Reconciliation"> <div class="vector-toc-text"> 7.5 National Day for Truth and Reconciliation </div> </a> <ul id="toc-National_Day_for_Truth_and_Reconciliation-sublist" class="vector-toc-list"> </ul> </li> </ul> </li> <li id="toc-See_also" class="vector-toc-list-item vector-toc-level-1"> <a class="vector-toc-link" href="#See_also"> <div class="vector-toc-text"> 8 See also </div> </a> <ul id="toc-See_also-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Notes_on_terminology" class="vector-toc-list-item vector-toc-level-1"> <a class="vector-toc-link" href="#Notes_on_terminology"> <div class="vector-toc-text"> 9 Notes on terminology </div> </a> <ul id="toc-Notes_on_terminology-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-References" class="vector-toc-list-item vector-toc-level-1"> <a class="vector-toc-link" href="#References"> <div class="vector-toc-text"> 10 References </div> </a> <ul id="toc-References-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-Further_reading" class="vector-toc-list-item vector-toc-level-1"> <a class="vector-toc-link" href="#Further_reading"> <div class="vector-toc-text"> 11 Further reading </div> </a> <ul id="toc-Further_reading-sublist" class="vector-toc-list"> </ul> </li> <li id="toc-External_links" class="vector-toc-list-item vector-toc-level-1"> <a class="vector-toc-link" href="#External_links"> <div class="vector-toc-text"> 12 External links </div> </a> <ul id="toc-External_links-sublist" class="vector-toc-list"> </ul> </li> </ul> </div> </div> </nav> </div> </div> <div class="mw-content-container"> <main id="content" class="mw-body"> <header class="mw-body-header vector-page-titlebar"> <nav aria-label="Contents" class="vector-toc-landmark"> <div id="vector-page-titlebar-toc" class="vector-dropdown vector-page-titlebar-toc vector-button-flush-left" > <input type="checkbox" id="vector-page-titlebar-toc-checkbox" role="button" aria-haspopup="true" data-event-name="ui.dropdown-vector-page-titlebar-toc" class="vector-dropdown-checkbox " aria-label="Toggle the table of contents" > <label id="vector-page-titlebar-toc-label" for="vector-page-titlebar-toc-checkbox" class="vector-dropdown-label cdx-button cdx-button--fake-button cdx-button--fake-button--enabled cdx-button--weight-quiet cdx-button--icon-only " aria-hidden="true" > Toggle the table of contents </label> <div class="vector-dropdown-content"> <div id="vector-page-titlebar-toc-unpinned-container" class="vector-unpinned-container"> </div> </div> </div> </nav> <h1 id="firstHeading" class="firstHeading mw-first-heading">Canadian Indian residential school system</h1> <div id="p-lang-btn" class="vector-dropdown mw-portlet mw-portlet-lang" > <input type="checkbox" id="p-lang-btn-checkbox" role="button" aria-haspopup="true" data-event-name="ui.dropdown-p-lang-btn" class="vector-dropdown-checkbox mw-interlanguage-selector" aria-label="Go to an article in another language. Available in 24 languages" > <label id="p-lang-btn-label" for="p-lang-btn-checkbox" class="vector-dropdown-label cdx-button cdx-button--fake-button cdx-button--fake-button--enabled cdx-button--weight-quiet cdx-button--action-progressive mw-portlet-lang-heading-24" aria-hidden="true" > 24 languages </label> <div class="vector-dropdown-content"> <div class="vector-menu-content"> <ul class="vector-menu-content-list"> <li class="interlanguage-link interwiki-ar mw-list-item"><a href="https://ar.wikipedia.org/wiki/%D9%86%D8%B8%D8%A7%D9%85_%D8%A7%D9%84%D9%85%D8%AF%D8%A7%D8%B1%D8%B3_%D8%A7%D9%84%D8%B3%D9%83%D9%86%D9%8A%D8%A9_%D8%A7%D9%84%D9%83%D9%86%D8%AF%D9%8A%D8%A9_%D8%A7%D9%84%D9%87%D9%86%D8%AF%D9%8A%D8%A9" title="نظام المدارس السكنية الكندية الهندية – Arabic" lang="ar" hreflang="ar" data-title="نظام المدارس السكنية الكندية الهندية" data-language-autonym="العربية" data-language-local-name="Arabic" class="interlanguage-link-target">العربية</a></li><li class="interlanguage-link interwiki-as mw-list-item"><a href="https://as.wikipedia.org/wiki/%E0%A6%95%E0%A6%BE%E0%A6%A8%E0%A6%BE%E0%A6%A1%E0%A6%BE%E0%A7%B0_%E0%A6%96%E0%A6%BF%E0%A6%B2%E0%A6%9E%E0%A7%8D%E0%A6%9C%E0%A7%80%E0%A6%AF%E0%A6%BC%E0%A6%BE_%E0%A6%B2%E0%A7%8B%E0%A6%95%E0%A6%B8%E0%A6%95%E0%A6%B2%E0%A7%B0_%E0%A6%86%E0%A6%AC%E0%A6%BE%E0%A6%B8%E0%A6%BF%E0%A6%95_%E0%A6%B8%E0%A7%8D%E0%A6%95%E0%A7%81%E0%A6%B2_%E0%A6%AC%E0%A7%8D%E0%A6%AF%E0%A7%B1%E0%A6%B8%E0%A7%8D%E0%A6%A5%E0%A6%BE" title="কানাডাৰ খিলঞ্জীয়া লোকসকলৰ আবাসিক স্কুল ব্যৱস্থা – Assamese" lang="as" hreflang="as" data-title="কানাডাৰ খিলঞ্জীয়া লোকসকলৰ আবাসিক স্কুল ব্যৱস্থা" data-language-autonym="অসমীয়া" data-language-local-name="Assamese" class="interlanguage-link-target">অসমীয়া</a></li><li class="interlanguage-link interwiki-cs mw-list-item"><a href="https://cs.wikipedia.org/wiki/Kanadsk%C3%A9_reziden%C4%8Dn%C3%AD_%C5%A1koly_pro_p%C5%AFvodn%C3%AD_obyvatele" title="Kanadské rezidenční školy pro původní obyvatele – Czech" lang="cs" hreflang="cs" data-title="Kanadské rezidenční školy pro původní obyvatele" data-language-autonym="Čeština" data-language-local-name="Czech" class="interlanguage-link-target">Čeština</a></li><li class="interlanguage-link interwiki-de mw-list-item"><a href="https://de.wikipedia.org/wiki/Residential_School" title="Residential School – German" lang="de" hreflang="de" data-title="Residential School" data-language-autonym="Deutsch" data-language-local-name="German" class="interlanguage-link-target">Deutsch</a></li><li class="interlanguage-link interwiki-es mw-list-item"><a href="https://es.wikipedia.org/wiki/Escuelas_residenciales_ind%C3%ADgenas_de_Canad%C3%A1" title="Escuelas residenciales indígenas de Canadá – Spanish" lang="es" hreflang="es" data-title="Escuelas residenciales indígenas de Canadá" data-language-autonym="Español" data-language-local-name="Spanish" class="interlanguage-link-target">Español</a></li><li class="interlanguage-link interwiki-eu mw-list-item"><a href="https://eu.wikipedia.org/wiki/Kanadako_jatorrizko_biztanleak_azpiratzeko_barnetegi-eskola_sistema" title="Kanadako jatorrizko biztanleak azpiratzeko barnetegi-eskola sistema – Basque" lang="eu" hreflang="eu" data-title="Kanadako jatorrizko biztanleak azpiratzeko barnetegi-eskola sistema" data-language-autonym="Euskara" data-language-local-name="Basque" class="interlanguage-link-target">Euskara</a></li><li class="interlanguage-link interwiki-fa mw-list-item"><a href="https://fa.wikipedia.org/wiki/%D9%85%D8%AF%D8%A7%D8%B1%D8%B3_%D8%B4%D8%A8%D8%A7%D9%86%D9%87%E2%80%8C%D8%B1%D9%88%D8%B2%DB%8C_%D8%A8%D9%88%D9%85%DB%8C%D8%A7%D9%86_%DA%A9%D8%A7%D9%86%D8%A7%D8%AF%D8%A7" title="مدارس شبانه‌روزی بومیان کانادا – Persian" lang="fa" hreflang="fa" data-title="مدارس شبانه‌روزی بومیان کانادا" data-language-autonym="فارسی" data-language-local-name="Persian" class="interlanguage-link-target">فارسی</a></li><li class="interlanguage-link interwiki-fr mw-list-item"><a href="https://fr.wikipedia.org/wiki/Pensionnats_pour_Autochtones_au_Canada" title="Pensionnats pour Autochtones au Canada – French" lang="fr" hreflang="fr" data-title="Pensionnats pour Autochtones au Canada" data-language-autonym="Français" data-language-local-name="French" class="interlanguage-link-target">Français</a></li><li class="interlanguage-link interwiki-gl mw-list-item"><a href="https://gl.wikipedia.org/wiki/Escolas_residenciais_ind%C3%ADxenas_do_Canad%C3%A1" title="Escolas residenciais indíxenas do Canadá – Galician" lang="gl" hreflang="gl" data-title="Escolas residenciais indíxenas do Canadá" data-language-autonym="Galego" data-language-local-name="Galician" class="interlanguage-link-target">Galego</a></li><li class="interlanguage-link interwiki-hi mw-list-item"><a href="https://hi.wikipedia.org/wiki/%E0%A4%95%E0%A4%A8%E0%A4%BE%E0%A4%A1%E0%A4%BE%E0%A4%88_%E0%A4%AE%E0%A5%82%E0%A4%B2_%E0%A4%A8%E0%A4%BF%E0%A4%B5%E0%A4%BE%E0%A4%B8%E0%A5%80_%E0%A4%86%E0%A4%B5%E0%A4%BE%E0%A4%B8%E0%A5%80%E0%A4%AF_%E0%A4%B5%E0%A4%BF%E0%A4%A6%E0%A5%8D%E0%A4%AF%E0%A4%BE%E0%A4%B2%E0%A4%AF_%E0%A4%AA%E0%A5%8D%E0%A4%B0%E0%A4%A3%E0%A4%BE%E0%A4%B2%E0%A5%80" title="कनाडाई मूल निवासी आवासीय विद्यालय प्रणाली – Hindi" lang="hi" hreflang="hi" data-title="कनाडाई मूल निवासी आवासीय विद्यालय प्रणाली" data-language-autonym="हिन्दी" data-language-local-name="Hindi" class="interlanguage-link-target">हिन्दी</a></li><li class="interlanguage-link interwiki-id mw-list-item"><a href="https://id.wikipedia.org/wiki/Sistem_sekolah_asrama_Indian_Kanada" title="Sistem sekolah asrama Indian Kanada – Indonesian" lang="id" hreflang="id" data-title="Sistem sekolah asrama Indian Kanada" data-language-autonym="Bahasa Indonesia" data-language-local-name="Indonesian" class="interlanguage-link-target">Bahasa Indonesia</a></li><li class="interlanguage-link interwiki-it mw-list-item"><a href="https://it.wikipedia.org/wiki/Scuole_residenziali_indiane" title="Scuole residenziali indiane – Italian" lang="it" hreflang="it" data-title="Scuole residenziali indiane" data-language-autonym="Italiano" data-language-local-name="Italian" class="interlanguage-link-target">Italiano</a></li><li class="interlanguage-link interwiki-he mw-list-item"><a href="https://he.wikipedia.org/wiki/%D7%9E%D7%A2%D7%A8%D7%9B%D7%AA_%D7%94%D7%A4%D7%A0%D7%99%D7%9E%D7%99%D7%95%D7%AA_%D7%A9%D7%9C_%D7%94%D7%90%D7%99%D7%A0%D7%93%D7%99%D7%90%D7%A0%D7%99%D7%9D_%D7%94%D7%A7%D7%A0%D7%93%D7%99%D7%9D" title="מערכת הפנימיות של האינדיאנים הקנדים – Hebrew" lang="he" hreflang="he" data-title="מערכת הפנימיות של האינדיאנים הקנדים" data-language-autonym="עברית" data-language-local-name="Hebrew" class="interlanguage-link-target">עברית</a></li><li class="interlanguage-link interwiki-ms mw-list-item"><a href="https://ms.wikipedia.org/wiki/Sistem_sekolah_asrama_peribumi_Kanada" title="Sistem sekolah asrama peribumi Kanada – Malay" lang="ms" hreflang="ms" data-title="Sistem sekolah asrama peribumi Kanada" data-language-autonym="Bahasa Melayu" data-language-local-name="Malay" class="interlanguage-link-target">Bahasa Melayu</a></li><li class="interlanguage-link interwiki-ja mw-list-item"><a href="https://ja.wikipedia.org/wiki/%E3%82%AB%E3%83%8A%E3%83%80%E3%81%AE%E5%85%88%E4%BD%8F%E6%B0%91%E5%AF%84%E5%AE%BF%E5%AD%A6%E6%A0%A1" title="カナダの先住民寄宿学校 – Japanese" lang="ja" hreflang="ja" data-title="カナダの先住民寄宿学校" data-language-autonym="日本語" data-language-local-name="Japanese" class="interlanguage-link-target">日本語</a></li><li class="interlanguage-link interwiki-no mw-list-item"><a href="https://no.wikipedia.org/wiki/Internatskoler_for_canadiske_indianere" title="Internatskoler for canadiske indianere – Norwegian Bokmål" lang="nb" hreflang="nb" data-title="Internatskoler for canadiske indianere" data-language-autonym="Norsk bokmål" data-language-local-name="Norwegian Bokmål" class="interlanguage-link-target">Norsk bokmål</a></li><li class="interlanguage-link interwiki-pl mw-list-item"><a href="https://pl.wikipedia.org/wiki/Szko%C5%82y_z_internatem_dla_dzieci_rdzennych_mieszka%C5%84c%C3%B3w_Kanady" title="Szkoły z internatem dla dzieci rdzennych mieszkańców Kanady – Polish" lang="pl" hreflang="pl" data-title="Szkoły z internatem dla dzieci rdzennych mieszkańców Kanady" data-language-autonym="Polski" data-language-local-name="Polish" class="interlanguage-link-target">Polski</a></li><li class="interlanguage-link interwiki-pt mw-list-item"><a href="https://pt.wikipedia.org/wiki/Sistema_canadense_de_escolas_residenciais_ind%C3%ADgenas" title="Sistema canadense de escolas residenciais indígenas – Portuguese" lang="pt" hreflang="pt" data-title="Sistema canadense de escolas residenciais indígenas" data-language-autonym="Português" data-language-local-name="Portuguese" class="interlanguage-link-target">Português</a></li><li class="interlanguage-link interwiki-ru mw-list-item"><a href="https://ru.wikipedia.org/wiki/%D0%98%D0%BD%D0%B4%D0%B5%D0%B9%D1%81%D0%BA%D0%B8%D0%B5_%D1%88%D0%BA%D0%BE%D0%BB%D1%8B-%D0%B8%D0%BD%D1%82%D0%B5%D1%80%D0%BD%D0%B0%D1%82%D1%8B_(%D0%9A%D0%B0%D0%BD%D0%B0%D0%B4%D0%B0)" title="Индейские школы-интернаты (Канада) – Russian" lang="ru" hreflang="ru" data-title="Индейские школы-интернаты (Канада)" data-language-autonym="Русский" data-language-local-name="Russian" class="interlanguage-link-target">Русский</a></li><li class="interlanguage-link interwiki-simple mw-list-item"><a href="https://simple.wikipedia.org/wiki/Canadian_Indian_residential_school_system" title="Canadian Indian residential school system – Simple English" lang="en-simple" hreflang="en-simple" data-title="Canadian Indian residential school system" data-language-autonym="Simple English" data-language-local-name="Simple English" class="interlanguage-link-target">Simple 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Click here for more information."><img alt="Featured article" src="//upload.wikimedia.org/wikipedia/en/thumb/e/e7/Cscr-featured.svg/20px-Cscr-featured.svg.png" decoding="async" width="20" height="19" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/en/thumb/e/e7/Cscr-featured.svg/30px-Cscr-featured.svg.png 1.5x, //upload.wikimedia.org/wikipedia/en/thumb/e/e7/Cscr-featured.svg/40px-Cscr-featured.svg.png 2x" data-file-width="466" data-file-height="443" /></a></div></div> </div> <div id="siteSub" class="noprint">From Wikipedia, the free encyclopedia</div> </div> <div id="contentSub"><div id="mw-content-subtitle"></div></div> <div id="mw-content-text" class="mw-body-content"><div class="mw-content-ltr mw-parser-output" lang="en" dir="ltr"><div class="shortdescription nomobile noexcerpt noprint searchaux" style="display:none">Schools to assimilate Indigenous children</div> <style data-mw-deduplicate="TemplateStyles:r1236090951">.mw-parser-output .hatnote{font-style:italic}.mw-parser-output div.hatnote{padding-left:1.6em;margin-bottom:0.5em}.mw-parser-output .hatnote i{font-style:normal}.mw-parser-output .hatnote+link+.hatnote{margin-top:-0.5em}@media print{body.ns-0 .mw-parser-output .hatnote{display:none!important}}</style><div role="note" class="hatnote navigation-not-searchable">"Aboriginal residential schools" redirects here. For the residential school system in the United States, see <a href="/wiki/American_Indian_boarding_schools" title="American Indian boarding schools">American Indian boarding schools</a>. For other uses, see <a href="/wiki/Indian_school_(disambiguation)" class="mw-redirect mw-disambig" title="Indian school (disambiguation)">Indian school (disambiguation)</a>.</div> <figure class="mw-default-size mw-halign-right" typeof="mw:File/Thumb"><a href="/wiki/File:Quappelle-indian-school-sask.jpg" class="mw-file-description"><img alt="Exterior view of Qu'Appelle Indian Industrial School in Lebret, District of Assiniboia, c. 1885. Surrounding land and tents are visible in the foreground." src="//upload.wikimedia.org/wikipedia/commons/thumb/d/d9/Quappelle-indian-school-sask.jpg/220px-Quappelle-indian-school-sask.jpg" decoding="async" width="220" height="124" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/commons/thumb/d/d9/Quappelle-indian-school-sask.jpg/330px-Quappelle-indian-school-sask.jpg 1.5x, //upload.wikimedia.org/wikipedia/commons/thumb/d/d9/Quappelle-indian-school-sask.jpg/440px-Quappelle-indian-school-sask.jpg 2x" data-file-width="640" data-file-height="361" /></a><figcaption>The <a href="/wiki/Qu%27Appelle_Indian_Residential_School" title="Qu'Appelle Indian Residential School">Qu'Appelle Indian Industrial School</a> in <a href="/wiki/Lebret,_Saskatchewan" title="Lebret, Saskatchewan">Lebret</a>, Assiniboia, North-West Territories, <abbr title="circa">c.</abbr> 1885</figcaption></figure> <figure class="mw-default-size mw-halign-right" typeof="mw:File/Thumb"><a href="/wiki/File:Study_period_at_Roman_Catholic_Indian_Residential_School,_Fort_Resolution,_NWT_(14112957392).jpg" class="mw-file-description"><img alt="Indigenous children working at long desks" src="//upload.wikimedia.org/wikipedia/commons/thumb/d/d0/Study_period_at_Roman_Catholic_Indian_Residential_School%2C_Fort_Resolution%2C_NWT_%2814112957392%29.jpg/220px-Study_period_at_Roman_Catholic_Indian_Residential_School%2C_Fort_Resolution%2C_NWT_%2814112957392%29.jpg" decoding="async" width="220" height="160" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/commons/thumb/d/d0/Study_period_at_Roman_Catholic_Indian_Residential_School%2C_Fort_Resolution%2C_NWT_%2814112957392%29.jpg/330px-Study_period_at_Roman_Catholic_Indian_Residential_School%2C_Fort_Resolution%2C_NWT_%2814112957392%29.jpg 1.5x, //upload.wikimedia.org/wikipedia/commons/thumb/d/d0/Study_period_at_Roman_Catholic_Indian_Residential_School%2C_Fort_Resolution%2C_NWT_%2814112957392%29.jpg/440px-Study_period_at_Roman_Catholic_Indian_Residential_School%2C_Fort_Resolution%2C_NWT_%2814112957392%29.jpg 2x" data-file-width="600" data-file-height="435" /></a><figcaption>Study period at a <a href="/wiki/Roman_Catholic" class="mw-redirect" title="Roman Catholic">Roman Catholic</a> Indian Residential School in <a href="/wiki/Fort_Resolution" title="Fort Resolution">Fort Resolution</a>, <a href="/wiki/Northwest_Territories" title="Northwest Territories">Northwest Territories</a></figcaption></figure> The Canadian Indian residential school system<a href="#cite_note-2">[a]</a> was a network of <a href="/wiki/Boarding_school" title="Boarding school">boarding schools</a> for <a href="/wiki/Indigenous_peoples_in_Canada" title="Indigenous peoples in Canada">Indigenous peoples</a>.<a href="#cite_note-5">[b]</a> The network was funded by the <a href="/wiki/Government_of_Canada" title="Government of Canada">Canadian government</a>'s <a href="/wiki/Aboriginal_Affairs_and_Northern_Development_Canada" class="mw-redirect" title="Aboriginal Affairs and Northern Development Canada">Department of Indian Affairs</a> and administered by various <a href="/wiki/Christianity_in_Canada" title="Christianity in Canada">Christian churches</a>. The school system was created to isolate Indigenous children from the influence of <a href="/wiki/Indigenous_peoples_in_Canada" title="Indigenous peoples in Canada">their own culture</a> and <a href="/wiki/Native_American_religions" title="Native American religions">religion</a> in order to <a href="/wiki/Cultural_assimilation" title="Cultural assimilation">assimilate</a> them into the dominant Euro-Canadian culture.<a href="#cite_note-IndigenousFoundations-6">[4]</a><a href="#cite_note-Luxen-2016-7">[5]</a><a href="#cite_note-Milloy-1999-8">[6]</a>: 42 <a href="#cite_note-9">[7]</a> Over the course of the system's more than hundred-year existence, around 150,000 children were placed in residential schools nationally.<a href="#cite_note-TRCExec-10">[8]</a>: 2–3  By the 1930s, about 30 percent of Indigenous children were attending residential schools.<a href="#cite_note-NCTROverview-11">[9]</a> The number of school-related deaths remains unknown due to incomplete records. Estimates range from 3,200 to over 30,000, mostly from disease.<a href="#cite_note-Schwartz-2015-12">[10]</a><a href="#cite_note-Tasker-2015-13">[11]</a><a href="#cite_note-Smith-2015-14">[12]</a><a href="#cite_note-15">[13]</a> The system had its origins in laws enacted before <a href="/wiki/Canadian_Confederation" title="Canadian Confederation">Confederation</a>, but it was primarily active from the passage of the <a href="/wiki/Indian_Act" title="Indian Act">Indian Act</a> in 1876, under Prime Minister <a href="/wiki/Alexander_Mackenzie_(politician)" title="Alexander Mackenzie (politician)">Alexander MacKenzie</a>. Under Prime Minister <a href="/wiki/John_A._Macdonald" title="John A. Macdonald">John A. Macdonald</a>, the government adopted the residential industrial school system of the United States, a partnership between the government and various church organizations. An amendment to the Indian Act in 1894, under Prime Minister <a href="/wiki/Mackenzie_Bowell" title="Mackenzie Bowell">Mackenzie Bowell</a>, made attendance at <a href="/wiki/Day_school" title="Day school">day schools</a>, <a href="/wiki/List_of_industrial_schools" title="List of industrial schools">industrial schools</a>, or residential schools compulsory for First Nations children. Due to the remote nature of many communities, school locations meant that for some families, residential schools were the only way to comply. The schools were intentionally located at substantial distances from Indigenous communities to minimize contact between families and their children. Indian Commissioner <a href="/wiki/Hayter_Reed" title="Hayter Reed">Hayter Reed</a> argued for schools at greater distances to reduce family visits, which he thought counteracted efforts to assimilate Indigenous children. Parental visits were further restricted by the use of a <a href="/wiki/Pass_system_(Canadian_history)" title="Pass system (Canadian history)">pass system</a> designed to confine Indigenous peoples to <a href="/wiki/Indian_reserve" title="Indian reserve">reserves</a>. The last federally-funded residential school, Kivalliq Hall in <a href="/wiki/Rankin_Inlet" title="Rankin Inlet">Rankin Inlet</a>, closed in 1997. Schools operated in every province and territory with the exception of <a href="/wiki/New_Brunswick" title="New Brunswick">New Brunswick</a> and <a href="/wiki/Prince_Edward_Island" title="Prince Edward Island">Prince Edward Island</a>. The residential school system harmed Indigenous children significantly by <a href="/wiki/Child_displacement" title="Child displacement">removing them from their families</a>, depriving them of their <a href="/wiki/Indigenous_languages_of_the_Americas" title="Indigenous languages of the Americas">ancestral languages</a>, and exposing many of them to <a href="/wiki/Child_abuse" title="Child abuse">physical</a> and <a href="/wiki/Child_sexual_abuse" title="Child sexual abuse">sexual abuse</a>. Conditions in the schools led to student malnutrition, starvation, and disease.<a href="#cite_note-Curry-2007-16">[14]</a><a href="#cite_note-17">[15]</a> Students were also subjected to <a href="/wiki/Gradual_Civilization_Act" title="Gradual Civilization Act">forced enfranchisement</a> as "assimilated" citizens that removed their legal identity as Indians. Disconnected from their families and culture and forced to speak English or French, students often graduated being unable to fit into their communities but remaining subject to racist attitudes in mainstream Canadian society. The system ultimately proved successful in disrupting the transmission of Indigenous practices and beliefs across generations. The legacy of the system has been linked to an increased prevalence of <a href="/wiki/Post-traumatic_stress" class="mw-redirect" title="Post-traumatic stress">post-traumatic stress</a>, <a href="/wiki/Alcoholism" title="Alcoholism">alcoholism</a>, <a href="/wiki/Substance_abuse" title="Substance abuse">substance abuse</a>, <a href="/wiki/Suicide" title="Suicide">suicide</a>, and intergenerational trauma which persist within Indigenous communities today.<a href="#cite_note-18">[16]</a> Starting around 2008, Canadian politicians and religious communities began to recognize, and issue apologies for, their respective roles in the residential school system. <a href="/wiki/Prime_Minister_of_Canada" title="Prime Minister of Canada">Prime Minister</a> <a href="/wiki/Stephen_Harper" title="Stephen Harper">Stephen Harper</a> offered a public apology on his behalf and that of the other <a href="/wiki/List_of_federal_political_parties_in_Canada" title="List of federal political parties in Canada">federal political party</a> leaders. On June 1, 2008, the <a href="/wiki/Truth_and_Reconciliation_Commission_of_Canada" title="Truth and Reconciliation Commission of Canada">Truth and Reconciliation Commission of Canada</a> (TRC) was established to uncover the truth about the schools. The commission gathered about 7,000 statements from residential school survivors<a href="#cite_note-20">[c]</a> through various local, regional and national events across Canada. In 2015, the TRC concluded with the establishment of the <a href="/wiki/National_Centre_for_Truth_and_Reconciliation" title="National Centre for Truth and Reconciliation">National Centre for Truth and Reconciliation</a> and released a report that concluded that the school system amounted to <a href="/wiki/Cultural_genocide" title="Cultural genocide">cultural genocide</a>. Ongoing efforts since 2021 have identified <a href="/wiki/Canadian_Indian_residential_school_gravesites" title="Canadian Indian residential school gravesites">thousands of possible unmarked graves</a> on the grounds of former residential schools, though no human remains have been exhumed. During a <a href="/wiki/Visit_by_Pope_Francis_to_Canada" title="Visit by Pope Francis to Canada">penitential pilgrimage to Canada</a> in July 2022, <a href="/wiki/Pope_Francis" title="Pope Francis">Pope Francis</a> reiterated the apologies of the Catholic Church for its role, also acknowledging the system as genocide.<a href="#cite_note-CNA-21">[18]</a><a href="#cite_note-22">[19]</a> In October 2022, the House of Commons unanimously passed a motion calling on the federal Canadian government to recognize the residential school system as genocide.<a href="#cite_note-23">[20]</a> <meta property="mw:PageProp/toc" /> <div class="mw-heading mw-heading2"><h2 id="History">History</h2>[<a href="/w/index.php?title=Canadian_Indian_residential_school_system&action=edit&section=1" title="Edit section: History">edit</a>]</div> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1236090951"><div role="note" class="hatnote navigation-not-searchable">Further information: <a href="/wiki/Settler_colonialism_in_Canada" title="Settler colonialism in Canada">Settler colonialism in Canada</a> and <a href="/wiki/Canadian_genocide_of_Indigenous_peoples" title="Canadian genocide of Indigenous peoples">Canadian genocide of Indigenous peoples</a></div> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1236090951"><div role="note" class="hatnote navigation-not-searchable">See also: <a href="/wiki/History_of_education_in_Canada" title="History of education in Canada">History of education in Canada</a> and <a href="/wiki/Canadian_human_rights" class="mw-redirect" title="Canadian human rights">Canadian human rights</a></div> <style data-mw-deduplicate="TemplateStyles:r1257001546">.mw-parser-output .infobox-subbox{padding:0;border:none;margin:-3px;width:auto;min-width:100%;font-size:100%;clear:none;float:none;background-color:transparent}.mw-parser-output .infobox-3cols-child{margin:auto}.mw-parser-output .infobox .navbar{font-size:100%}@media screen{html.skin-theme-clientpref-night .mw-parser-output .infobox-full-data:not(.notheme)>div:not(.notheme)[style]{background:#1f1f23!important;color:#f8f9fa}}@media screen and (prefers-color-scheme:dark){html.skin-theme-clientpref-os .mw-parser-output .infobox-full-data:not(.notheme) div:not(.notheme){background:#1f1f23!important;color:#f8f9fa}}@media(min-width:640px){body.skin--responsive .mw-parser-output .infobox-table{display:table!important}body.skin--responsive .mw-parser-output .infobox-table>caption{display:table-caption!important}body.skin--responsive .mw-parser-output .infobox-table>tbody{display:table-row-group}body.skin--responsive .mw-parser-output .infobox-table tr{display:table-row!important}body.skin--responsive .mw-parser-output .infobox-table th,body.skin--responsive .mw-parser-output .infobox-table td{padding-left:inherit;padding-right:inherit}}</style><table class="infobox" style="width: 180px; clear: right; float:right;margin:0 0 1.5em 1.5em"><tbody><tr><th colspan="2" class="infobox-above" style="font-size:115%">External videos</th></tr><tr><td colspan="2" class="infobox-full-data" style="text-align: left"><img alt="video icon" src="//upload.wikimedia.org/wikipedia/commons/thumb/1/1b/Nuvola_apps_kaboodle.svg/16px-Nuvola_apps_kaboodle.svg.png" decoding="async" width="16" height="16" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/commons/thumb/1/1b/Nuvola_apps_kaboodle.svg/24px-Nuvola_apps_kaboodle.svg.png 1.5x, //upload.wikimedia.org/wikipedia/commons/thumb/1/1b/Nuvola_apps_kaboodle.svg/32px-Nuvola_apps_kaboodle.svg.png 2x" data-file-width="128" data-file-height="128" /> <a rel="nofollow" class="external text" href="https://www.youtube.com/watch?v=VFgNI1lfe0A&ab_channel=HistoricaCanada">"Residential Schools in Canada: A Timeline"</a> (2020) – <a href="/wiki/Historica_Canada" title="Historica Canada">Historica Canada</a> (3:59min)</td></tr></tbody></table> Attempts to assimilate <a href="/wiki/Indigenous_peoples_in_Canada" title="Indigenous peoples in Canada">Indigenous peoples</a> were rooted in <a href="/wiki/Imperialism" title="Imperialism">imperial colonialism</a> centred around European <a href="/wiki/Worldview" title="Worldview">worldviews</a> and cultural practices, and a concept of land ownership based on the <a href="/wiki/Discovery_doctrine" title="Discovery doctrine">discovery doctrine</a>.<a href="#cite_note-TRCExec-10">[8]</a>: 47–50  As explained in the executive summary of the <a href="/wiki/Truth_and_Reconciliation_Commission_of_Canada" title="Truth and Reconciliation Commission of Canada">Truth and Reconciliation Commission of Canada</a>'s (TRC) final report: "Underlying these arguments was the belief that the colonizers were bringing civilization to savage people who could never civilize themselves ... a belief of racial and cultural superiority."<a href="#cite_note-TRCExec-10">[8]</a>: 50  Assimilation efforts began as early as the 17th century with the arrival of French <a href="/wiki/Missionary" title="Missionary">missionaries</a> in <a href="/wiki/New_France" title="New France">New France</a>.<a href="#cite_note-24">[21]</a> They were resisted by Indigenous communities who were unwilling to leave their children for extended periods.<a href="#cite_note-25">[22]</a> The establishment of day and boarding schools by groups including the <a href="/wiki/Recollects" title="Recollects">Recollets</a>, <a href="/wiki/Jesuit_Missions_amongst_the_Huron" title="Jesuit Missions amongst the Huron">Jesuits</a> and <a href="/wiki/Ursulines_of_Quebec" title="Ursulines of Quebec">Ursulines</a> was largely abandoned by the 1690s. The political instability and realities of colonial life also played a role in the decision to halt the education programs.<a href="#cite_note-26">[23]</a> An increase in orphaned and foundling colonial children limited church resources, and colonists benefited from favourable relations with Indigenous peoples in both the <a href="/wiki/North_American_fur_trade" title="North American fur trade">fur trade</a> and military pursuits.<a href="#cite_note-Gordon-2014-27">[24]</a>: 3 <a href="#cite_note-Miller-1996-28">[25]</a>: 58–60  Educational programs were not widely attempted again by religious officials until the 1820s, prior to the introduction of state-sanctioned operations.<a href="#cite_note-29">[26]</a> Included among them was a school established by <a href="/wiki/John_West_(missionary)" title="John West (missionary)">John West</a>, an Anglican missionary, at the <a href="/wiki/Red_River_Colony" title="Red River Colony">Red River Colony</a> in what is today <a href="/wiki/Manitoba" title="Manitoba">Manitoba</a>.<a href="#cite_note-TRCExec-10">[8]</a>: 50  Protestant missionaries also opened residential schools in what is now the province of <a href="/wiki/Ontario" title="Ontario">Ontario</a>, spreading Christianity and working to encourage Indigenous peoples to adopt <a href="/wiki/Subsistence_agriculture" title="Subsistence agriculture">subsistence agriculture</a> as a way to ensure they would not return to their original, nomadic ways of life upon graduation.<a href="#cite_note-Milloy-1999-8">[6]</a> <figure class="mw-default-size" typeof="mw:File/Thumb"><a href="/wiki/File:MohawkInstitute-1932.jpg" class="mw-file-description"><img alt="Exterior view of Mohawk Institute Residential School" src="//upload.wikimedia.org/wikipedia/commons/thumb/4/41/MohawkInstitute-1932.jpg/220px-MohawkInstitute-1932.jpg" decoding="async" width="220" height="118" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/commons/thumb/4/41/MohawkInstitute-1932.jpg/330px-MohawkInstitute-1932.jpg 1.5x, //upload.wikimedia.org/wikipedia/commons/thumb/4/41/MohawkInstitute-1932.jpg/440px-MohawkInstitute-1932.jpg 2x" data-file-width="700" data-file-height="377" /></a><figcaption><a href="/wiki/Mohawk_Institute_Residential_School" title="Mohawk Institute Residential School">Mohawk Institute Residential School</a>, <abbr title="circa">c.</abbr> 1932</figcaption></figure> Although many of these early schools were open for only a short time, efforts persisted. The <a href="/wiki/Mohawk_Institute_Residential_School" title="Mohawk Institute Residential School">Mohawk Institute Residential School</a>, the oldest continuously operated residential school in Canada, opened in 1834 on <a href="/wiki/Six_Nations_of_the_Grand_River" title="Six Nations of the Grand River">Six Nations of the Grand River</a> near <a href="/wiki/Brantford" title="Brantford">Brantford</a>, Ontario. Administered by the Anglican Church, the facility opened as the Mechanics' Institute, a day school for boys, in 1828 and became a boarding school four years later when it accepted its first boarders and began admitting female students. It remained in operation until June 30, 1970.<a href="#cite_note-30">[27]</a> The renewed interest in residential schools in the early 1800s can be linked to the decline in military hostility faced by the settlers, particularly after the <a href="/wiki/War_of_1812" title="War of 1812">War of 1812</a>. With the threat of invasion by American forces minimized, Indigenous communities were no longer viewed as allies but as barriers to permanent settlement.<a href="#cite_note-31">[28]</a><a href="#cite_note-Gordon-2014-27">[24]</a>: 3  This change was also associated with the transfer of responsibility for interactions with Indigenous communities from military officials, familiar with and sympathetic to their customs and way of life, to civilian representatives concerned only with permanent colonial settlement.<a href="#cite_note-Miller-1996-28">[25]</a>: 73–5  Beginning in the late 1800s, the Canadian government's Department of Indian Affairs (DIA) officially encouraged the growth of the residential school system as a valuable component in a wider policy of integrating Indigenous people into <a href="/wiki/European_Canadians" title="European Canadians">European Canadian</a> society.<a href="#cite_note-Gordon-2014-27">[24]</a> The TRC found that the schools, and the removal of children from their families, amounted to <a href="/wiki/Cultural_genocide" title="Cultural genocide">cultural genocide</a>, a conclusion that echoed the words of historian John S. Milloy, who argued that the system's aim was to "kill the Indian in the child."<a href="#cite_note-IndigenousFoundations-6">[4]</a><a href="#cite_note-Luxen-2016-7">[5]</a><a href="#cite_note-Milloy-1999-8">[6]</a>: 42 <a href="#cite_note-kill-34">[d]</a> Over the course of the system's more than hundred-year existence, around 150,000 children were placed in residential schools nationally.<a href="#cite_note-TRCExec-10">[8]</a>: 2–3  As the system was designed as an immersion program, Indigenous children were in many schools prohibited from, and sometimes punished for, speaking their own languages or practising their own faiths.<a href="#cite_note-Curry-2007-16">[14]</a> The primary goal was to convert Indigenous children to Christianity and acculturate them.<a href="#cite_note-J._R._Miller-2012-35">[31]</a> <figure class="mw-default-size" typeof="mw:File/Thumb"><a href="/wiki/File:Canadian_IRS_number_of_schools_and_residences.svg" class="mw-file-description"><img src="//upload.wikimedia.org/wikipedia/commons/thumb/c/c9/Canadian_IRS_number_of_schools_and_residences.svg/220px-Canadian_IRS_number_of_schools_and_residences.svg.png" decoding="async" width="220" height="136" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/commons/thumb/c/c9/Canadian_IRS_number_of_schools_and_residences.svg/330px-Canadian_IRS_number_of_schools_and_residences.svg.png 1.5x, //upload.wikimedia.org/wikipedia/commons/thumb/c/c9/Canadian_IRS_number_of_schools_and_residences.svg/440px-Canadian_IRS_number_of_schools_and_residences.svg.png 2x" data-file-width="512" data-file-height="317" /></a><figcaption>Number of schools and residences 1867–1998</figcaption></figure> Many of the government-funded residential schools were run by churches of various denominations. Between 1867 and 1939, the number of schools operating at one time peaked at 80 in 1931. Of those schools, 44 were operated by 16 Catholic <a href="/wiki/Diocese" title="Diocese">dioceses</a> and about three dozen Catholic communities; 21 were operated by the <a href="/wiki/Church_of_England" title="Church of England">Church of England</a> / <a href="/wiki/Anglican_Church_of_Canada" title="Anglican Church of Canada">Anglican Church of Canada</a>; 13 were operated by the <a href="/wiki/United_Church_of_Canada" title="United Church of Canada">United Church of Canada</a>, and 2 were operated by <a href="/wiki/Presbyterianism#Canada" title="Presbyterianism">Presbyterians</a>.<a href="#cite_note-36">[32]</a><a href="#cite_note-37">[33]</a><a href="#cite_note-TRCHistoryPart1-32">[29]</a>: 682  The approach of using established school facilities set up by missionaries was employed by the federal government for economic expedience: the government provided facilities and maintenance, while the churches provided teachers and their own lesson-planning.<a href="#cite_note-Dickason-1998-38">[34]</a> As a result, the number of schools per denomination was less a reflection of their presence in the general population, but rather their legacy of missionary work.<a href="#cite_note-TRCHistoryPart1-32">[29]</a>: 683  <div class="mw-heading mw-heading3"><h3 id="Government_involvement">Government involvement</h3>[<a href="/w/index.php?title=Canadian_Indian_residential_school_system&action=edit&section=2" title="Edit section: Government involvement">edit</a>]</div> Although the <a href="/wiki/Constitution_Act,_1867" title="Constitution Act, 1867">British North America Act, 1867</a> made <a href="/wiki/Education_in_Canada" title="Education in Canada">education in Canada</a> the jurisdiction of the provincial governments, the Indigenous peoples and their treaties fell under the jurisdiction of the federal government.<a href="#cite_note-Dickason-1998-38">[34]</a> As a condition of several treaties, the federal government agreed to provide for Indigenous education. Residential schools were funded under the <a href="/wiki/Indian_Act" title="Indian Act">Indian Act</a> by what was then the federal <a href="/wiki/Aboriginal_Affairs_and_Northern_Development_Canada" class="mw-redirect" title="Aboriginal Affairs and Northern Development Canada">Department of the Interior</a>. Adopted in 1876 as An Act to amend and consolidate the laws respecting Indians, it consolidated all previous laws placing Indigenous communities, land and finances under federal control. As explained by the TRC, the act "made Indians wards of the state, unable to vote in provincial or federal elections or enter the professions if they did not surrender their status, and severely limited their freedom to participate in spiritual and cultural practices."<a href="#cite_note-TRCHistoryPart1-32">[29]</a>: 110  The report commissioned by Governor General <a href="/wiki/Charles_Bagot" title="Charles Bagot">Charles Bagot</a>, titled Report on the affairs of the Indians in Canada<a href="#cite_note-39">[35]</a><a href="#cite_note-Milloy-1999-8">[6]</a>: 12–17  and referred to as the Bagot Report, is seen as the foundational document for the federal residential school system.<a href="#cite_note-40">[36]</a> It was supported by <a href="/wiki/James_Bruce,_8th_Earl_of_Elgin" title="James Bruce, 8th Earl of Elgin">James Bruce, 8th Earl of Elgin</a>, who had been impressed by industrial schools in the <a href="/wiki/West_Indies" title="West Indies">West Indies</a>, and <a href="/wiki/Egerton_Ryerson" title="Egerton Ryerson">Egerton Ryerson</a>, who was then the Chief Superintendent of Education in <a href="/wiki/Upper_Canada" title="Upper Canada">Upper Canada</a>.<a href="#cite_note-Milloy-1999-8">[6]</a>: 15  This letter was published in 1898 as an appendix to a larger report entitled Statistics Respecting Indian Schools.<a href="#cite_note-41">[37]</a> <figure class="mw-default-size mw-halign-left" typeof="mw:File/Thumb"><a href="/wiki/File:Egerton_Ryerson_on_Residential_Schools.pdf" class="mw-file-description"><img alt="Photocopied, front cover view of Statistics Respecting Indian Schools, 1898" src="//upload.wikimedia.org/wikipedia/commons/thumb/3/35/Egerton_Ryerson_on_Residential_Schools.pdf/page1-220px-Egerton_Ryerson_on_Residential_Schools.pdf.jpg" decoding="async" width="220" height="286" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/commons/thumb/3/35/Egerton_Ryerson_on_Residential_Schools.pdf/page1-330px-Egerton_Ryerson_on_Residential_Schools.pdf.jpg 1.5x, //upload.wikimedia.org/wikipedia/commons/thumb/3/35/Egerton_Ryerson_on_Residential_Schools.pdf/page1-440px-Egerton_Ryerson_on_Residential_Schools.pdf.jpg 2x" data-file-width="1272" data-file-height="1656" /></a><figcaption>Front cover of Statistics Respecting Indian Schools, 1898, including <a href="/wiki/Egerton_Ryerson" title="Egerton Ryerson">Egerton Ryerson</a>'s letter "Report by Dr Ryerson on Industrial Schools"</figcaption></figure> The <a href="/wiki/Gradual_Civilization_Act" title="Gradual Civilization Act">Gradual Civilization Act</a> of 1857 and the <a href="/wiki/Gradual_Enfranchisement_Act" title="Gradual Enfranchisement Act">Gradual Enfranchisement Act</a> of 1869 formed the foundations for this system prior to Confederation. These acts assumed the inherent superiority of French and British ways, and the need for Indigenous peoples to become French or English speakers, Christians, and farmers. At the time, many Indigenous leaders argued to have these acts overturned.<a href="#cite_note-42">[38]</a> The Gradual Civilization Act awarded 50 acres (200,000 m2) of land to any Indigenous male deemed "sufficiently advanced in the elementary branches of education" and would automatically enfranchise him, removing any tribal affiliation or treaty rights.<a href="#cite_note-Milloy-1999-8">[6]</a>: 18 <a href="#cite_note-43">[39]</a> With this legislation, and through the creation of residential schools, the government believed Indigenous peoples could eventually become assimilated into the general population. Individual allotments of farmland would require changes in the communal <a href="/wiki/Indian_reserve" title="Indian reserve">reserve</a> system, something fiercely opposed by First Nations governments.<a href="#cite_note-Milloy-1999-8">[6]</a>: 18–19 <div class="mw-kartographer-container thumb tright"><div class="thumbinner" style="width: 350px;"><a class="mw-kartographer-map notheme" style="width: 350px; height: 250px;" data-mw-kartographer="mapframe" data-style="osm-intl" data-width="350" data-height="250" data-overlays="["_859dfebc84c96f845a2e3579f9df2219f65bcfda"]"><img src="https://maps.wikimedia.org/img/osm-intl,a,a,a,350x250.png?lang=en&domain=en.wikipedia.org&title=Canadian_Indian_residential_school_system&revid=1262540686&groups=_859dfebc84c96f845a2e3579f9df2219f65bcfda" width="350" height="250" decoding="async" srcset="https://maps.wikimedia.org/img/osm-intl,a,a,a,350x250@2x.png?lang=en&domain=en.wikipedia.org&title=Canadian_Indian_residential_school_system&revid=1262540686&groups=_859dfebc84c96f845a2e3579f9df2219f65bcfda 2x" alt="Map" /></a><div class="thumbcaption">Map of residential schools, including <a href="/wiki/Canadian_Indian_residential_school_gravesites" title="Canadian Indian residential school gravesites">gravesites</a>. This map can be expanded and interacted with. <style data-mw-deduplicate="TemplateStyles:r981673959">.mw-parser-output .legend{page-break-inside:avoid;break-inside:avoid-column}.mw-parser-output .legend-color{display:inline-block;min-width:1.25em;height:1.25em;line-height:1.25;margin:1px 0;text-align:center;border:1px solid black;background-color:transparent;color:black}.mw-parser-output .legend-text{}</style>  Ground anomaly discoveries <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r981673959">  Investigations underway as of July 30, 2021 <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r981673959">  Investigations that concluded with no discoveries <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r981673959">  Other Indian Residential Schools<div style="float: right;"><a href="https://commons.wikimedia.org/wiki/Data:2021_Canadian_Indian_residential_schools_gravesite_discoveries.map" class="extiw" title="commons:Data:2021 Canadian Indian residential schools gravesite discoveries.map">Data</a></div></div></div></div> In January 1879, <a href="/wiki/John_A._Macdonald" title="John A. Macdonald">John A. Macdonald</a>, Prime Minister of what was then <a href="/wiki/Post-Confederation_Canada_(1867%E2%80%931914)" title="Post-Confederation Canada (1867–1914)">post-Confederation Canada</a>, commissioned politician <a href="/wiki/Nicholas_Flood_Davin" title="Nicholas Flood Davin">Nicholas Flood Davin</a> to write a report regarding the industrial boarding-school system in the United States.<a href="#cite_note-TRCHistoryPart1-32">[29]</a>: 154 <a href="#cite_note-Davin-1879-44">[40]</a> Now known as the Davin Report, the Report on Industrial Schools for Indians and Half-Breeds was submitted to Ottawa on March 14, 1879, and made the case for a cooperative approach between the Canadian government and the church to implement the assimilation pursued by <a href="/wiki/President_of_the_United_States" title="President of the United States">President of the United States</a> <a href="/wiki/Ulysses_S._Grant" title="Ulysses S. Grant">Ulysses S. Grant</a>.<a href="#cite_note-45">[41]</a><a href="#cite_note-Davin-1879-44">[40]</a>: 1  Davin's report relied heavily on findings he acquired through consultations with government officials and representatives of the <a href="/wiki/Five_Civilized_Tribes" title="Five Civilized Tribes">Five Civilized Tribes</a> in <a href="/wiki/Washington,_DC" class="mw-redirect" title="Washington, DC">Washington, DC</a>, and church officials in <a href="/wiki/Winnipeg" title="Winnipeg">Winnipeg</a>, Manitoba. He visited only one industrial day school, in <a href="/wiki/Minnesota" title="Minnesota">Minnesota</a>, before submitting his findings.<a href="#cite_note-TRCHistoryPart1-32">[29]</a>: 154–8  In his report Davin concluded that the best way to assimilate Indigenous peoples was to start with children in a residential setting, away from their families.<a href="#cite_note-TRCHistoryPart1-32">[29]</a>: 157 <a href="#cite_note-Davin-1879-44">[40]</a>: 12  Davin's findings were supported by <a href="/wiki/Vital-Justin_Grandin" title="Vital-Justin Grandin">Vital-Justin Grandin</a>, who felt that while the likelihood of civilizing adults was low, there was hope when it came to Indigenous children. He explained in a letter to <a href="/wiki/Public_works" title="Public works">Public Works</a> Minister <a href="/wiki/Hector-Louis_Langevin" title="Hector-Louis Langevin">Hector-Louis Langevin</a> that the best course of action would be to make children "lead a life different from their parents and cause them to forget the customs, habits & language of their ancestors."<a href="#cite_note-TRCHistoryPart1-32">[29]</a>: 159  In 1883 Parliament approved $43,000 for three industrial schools and the first, <a href="/wiki/Battleford_Industrial_School" title="Battleford Industrial School">Battleford Industrial School</a>, opened on December 1 of that year. By 1900, there were 61 schools in operation.<a href="#cite_note-TRCHistoryPart1-32">[29]</a>: 161  The government began purchasing church-run boarding schools in the 1920s. During this period capital costs associated with the schools were assumed by the government, leaving administrative and instructional duties to church officials. The hope was that minimizing facility expenditures would allow church administrators to provide higher quality instruction and support to the students in their care. Although the government was willing to, and did, purchase schools from the churches, many were acquired for free given that the rampant disrepair present in the buildings resulted in their having no economic value. Schools continued to be maintained by churches in instances where they failed to reach an agreement with government officials with the understanding that the government would provide support for capital costs. The understanding ultimately proved complicated due to the lack of written agreements outlining the extent and nature of that support or the approvals required to undertake expensive renovations and repairs.<a href="#cite_note-TRCHistoryPart1-32">[29]</a>: 240  By the 1930s, government officials recognized that the residential school system was financially unsustainable and failing to meet the intended goal of training and assimilating Indigenous children into European-Canadian society. <a href="/wiki/Robert_Hoey" title="Robert Hoey">Robert Hoey</a>, Superintendent of Welfare and Training in the Indian Affairs Branch of the federal Department of Mines and Resources, opposed the expansion of new schools, noting in 1936 that "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."<a href="#cite_note-TRCHistoryPart2-46">[42]</a>: 3  He proposed the expansion of day schools, an approach to educating Indigenous children that he would continue to pursue after being promoted to director of the welfare and training branch in 1945. The proposal was resisted by the United Church, the Anglican Church, and the <a href="/wiki/Missionary_Oblates_of_Mary_Immaculate" title="Missionary Oblates of Mary Immaculate">Missionary Oblates of Mary Immaculate</a>, who believed that the solution to the system's failure was not restructuring but intensification.<a href="#cite_note-TRCHistoryPart2-46">[42]</a>: 3–5  Between 1945 and 1955, the number of First Nations students in day schools run by Indian Affairs expanded from 9,532 to 17,947. This growth in student population was accompanied by an amendment to the Indian Act in 1951 that allowed federal officials to establish agreements with provincial and territorial governments and school boards regarding the education of Indigenous students in the public school system. These changes marked the government's shift in policy from assimilation-driven education at residential schools to the integration of Indigenous students into public schools.<a href="#cite_note-TRCExec-10">[8]</a>: 71 <a href="#cite_note-Hanson-47">[43]</a> Despite the shift in policy from educational assimilation to integration, the removal of Indigenous children from their families by state officials continued through much of the 1960s and 70s.<a href="#cite_note-TRCHistoryPart2-46">[42]</a>: 147  The removals were the result of the 1951 addition of <a href="/wiki/Indian_Act#Section_88" title="Indian Act">section 88</a> of the Indian Act, which allowed for the application of provincial laws to Indigenous peoples living on reserves in instances where federal laws were not in place. The change included the monitoring of <a href="/wiki/Child_protection" title="Child protection">child welfare</a>.<a href="#cite_note-Dainard-48">[44]</a><a href="#cite_note-49">[45]</a> With no requirement for specialized training regarding the traditions or lifestyles of the communities they entered, provincial officials assessed the welfare of Indigenous children based on Euro-Canadian values that, for example, deemed traditional diets of game, fish and berries insufficient and grounds for taking children into custody.<a href="#cite_note-Hanson-47">[43]</a> This period resulted in the widespread removal of Indigenous children from their traditional communities, first termed the <a href="/wiki/Sixties_Scoop" title="Sixties Scoop">Sixties Scoop</a> by Patrick Johnston, the author of the 1983 report Native Children and the Child Welfare System. Often taken without the consent of their parents or community elders, some children were placed in state-run child welfare facilities, increasingly operated in former residential schools, while others were fostered or placed up for adoption by predominantly non-Indigenous families throughout Canada and the United States. While the Indian and Northern Affairs estimates that 11,132 children were adopted between 1960 and 1990, the actual number may be as high as 20,000.<a href="#cite_note-Dainard-48">[44]</a><a href="#cite_note-Vowel-2017-50">[46]</a>: 182  In 1969, after years of sharing power with churches, the DIA took sole control of the residential school system.<a href="#cite_note-Milloy-1999-8">[6]</a><a href="#cite_note-TRCHistoryPart2-46">[42]</a>: 79–84  The last federally-funded residential school, Kivalliq Hall in <a href="/wiki/Rankin_Inlet" title="Rankin Inlet">Rankin Inlet</a>, closed in 1997.<a href="#cite_note-CBC_News-2021-51">[47]</a> Residential schools operated in every Canadian province and territory with the exception of <a href="/wiki/New_Brunswick" title="New Brunswick">New Brunswick</a> and <a href="/wiki/Prince_Edward_Island" title="Prince Edward Island">Prince Edward Island</a>.<a href="#cite_note-J._R._Miller-2012-35">[31]</a> It is estimated that the number of residential schools reached its peak in the early 1930s with 80 schools and more than 17,000 enrolled students. About 150,000 children are believed to have attended a residential school over the course of the system's existence.<a href="#cite_note-TRCExec-10">[8]</a>: 2–3 <a href="#cite_note-CBCFAQ-52">[48]</a> <div class="mw-heading mw-heading3"><h3 id="Parental_resistance_and_compulsory_attendance">Parental resistance and compulsory attendance</h3>[<a href="/w/index.php?title=Canadian_Indian_residential_school_system&action=edit&section=3" title="Edit section: Parental resistance and compulsory attendance">edit</a>]</div> <figure class="mw-default-size" typeof="mw:File/Thumb"><a href="/wiki/File:Canadian_IRS_enrolment.png" class="mw-file-description"><img src="//upload.wikimedia.org/wikipedia/commons/thumb/8/88/Canadian_IRS_enrolment.png/220px-Canadian_IRS_enrolment.png" decoding="async" width="220" height="132" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/commons/thumb/8/88/Canadian_IRS_enrolment.png/330px-Canadian_IRS_enrolment.png 1.5x, //upload.wikimedia.org/wikipedia/commons/thumb/8/88/Canadian_IRS_enrolment.png/440px-Canadian_IRS_enrolment.png 2x" data-file-width="1998" data-file-height="1200" /></a><figcaption>Enrolment 1869–1960</figcaption></figure> Some parents and families of Indigenous children resisted the residential school system throughout its existence. Children were kept from schools and, in some cases, hidden from government officials tasked with rounding up children on reserves.<a href="#cite_note-53">[49]</a> Parents regularly advocated for increased funding for schools, including the increase of centrally located day schools to improve access to their children, and made repeated requests for improvements to the quality of education, food, and clothing being provided at the schools. Demands for answers in regards to claims of abuse were often dismissed as a ploy by parents seeking to keep their children at home, with government and school officials positioned as those who knew best.<a href="#cite_note-TRCHistoryPart1-32">[29]</a>: 669–674  In 1894, amendments to the Indian Act made attendance at a day school, if there was a day school on the reserve on which the child resided, compulsory for status Indian children between 7 and 16 years of age. The changes included a series of exemptions regarding school location, the health of the children and their prior completion of school examinations.<a href="#cite_note-TRCHistoryPart1-32">[29]</a>: 254–255  It was changed to children between 6 and 15 years of age in 1908.<a href="#cite_note-TRCHistoryPart1-32">[29]</a>: 261 <a href="#cite_note-54">[50]</a> The introduction of mandatory attendance at a day school on the reserve was the result of pressure from missionary representatives. Reliant on student enrolment quotas to secure funding, they were struggling to attract new students due to increasingly poor school conditions.<a href="#cite_note-Miller-1996-28">[25]</a>: 128  The introduction of the <a href="/wiki/Family_Allowance_Act" title="Family Allowance Act">Family Allowance Act</a> in 1945 stipulated that school-aged children had to be enrolled in school for families to qualify for the "<a href="/wiki/Baby_bonus#Canada" title="Baby bonus">baby bonus</a>", further coercing Indigenous parents into having their children attend.<a href="#cite_note-Miller-1996-28">[25]</a>: 170 <a href="#cite_note-55">[51]</a> <div class="mw-heading mw-heading2"><h2 id="Conditions">Conditions</h2>[<a href="/w/index.php?title=Canadian_Indian_residential_school_system&action=edit&section=4" title="Edit section: Conditions">edit</a>]</div> <figure class="mw-default-size" typeof="mw:File/Thumb"><a href="/wiki/File:Stpauls-middlechurch-man.jpg" class="mw-file-description"><img alt="Posed, group photo of students and teachers, dressed in black and white, outside Middlechurch, Manitoba's St. Paul's Indian Industrial School" src="//upload.wikimedia.org/wikipedia/commons/thumb/2/22/Stpauls-middlechurch-man.jpg/220px-Stpauls-middlechurch-man.jpg" decoding="async" width="220" height="172" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/commons/thumb/2/22/Stpauls-middlechurch-man.jpg/330px-Stpauls-middlechurch-man.jpg 1.5x, //upload.wikimedia.org/wikipedia/commons/thumb/2/22/Stpauls-middlechurch-man.jpg/440px-Stpauls-middlechurch-man.jpg 2x" data-file-width="640" data-file-height="499" /></a><figcaption>St. Paul's Indian Industrial School, Middlechurch, Manitoba, 1901</figcaption></figure> Students in the residential school system were faced with a multitude of abuses by teachers and administrators, including sexual and physical assault. They suffered from malnourishment and harsh discipline that would not have been tolerated in any other Canadian school system.<a href="#cite_note-Miller-1996-28">[25]</a><a href="#cite_note-Milloy-1999-8">[6]</a><a href="#cite_note-56">[52]</a>: 14  <a href="/wiki/Corporal_punishment" title="Corporal punishment">Corporal punishment</a> was often justified by a belief that it was the only way to save souls or punish and deter runaways – whose injuries or death sustained in their efforts to return home would become the legal responsibility of the school.<a href="#cite_note-Miller-1996-28">[25]</a> Overcrowding, poor sanitation, inadequate heating, and a lack of medical care led to high rates of influenza and <a href="/wiki/Tuberculosis" title="Tuberculosis">tuberculosis</a>; in one school, the death rate reached 69 percent.<a href="#cite_note-Curry-2007-16">[14]</a> Federal policies that tied funding to enrollment numbers led to sick children being enrolled to boost numbers, thus introducing and spreading disease. The problem of unhealthy children was further exacerbated by the conditions of the schools themselves – overcrowding and poor ventilation, water quality and sewage systems.<a href="#cite_note-Milloy-1999-8">[6]</a>: 83–89  Until the late 1950s, when the federal government shifted to a day school integration model, residential schools were severely underfunded and often relied on the <a href="/wiki/Forced_labour" title="Forced labour">forced labour</a> of their students to maintain their facilities, although it was presented as training for <a href="/wiki/Artisan" title="Artisan">artisanal</a> skills. The work was arduous, and severely compromised the academic and social development of the students. School books and textbooks were drawn mainly from the curricula of the provincially funded public schools for non-Indigenous students, and teachers at the residential schools were often poorly trained or prepared.<a href="#cite_note-Miller-1996-28">[25]</a> During this period, Canadian government scientists performed nutritional tests on students and kept some students undernourished as the control sample.<a href="#cite_note-57">[53]</a> Details of the mistreatment of students were published numerous times throughout the 20th century by government officials reporting on school conditions, and in the proceedings of civil cases brought forward by survivors seeking compensation for the abuse they endured.<a href="#cite_note-NCTROverview-11">[9]</a><a href="#cite_note-J._R._Miller-2012-35">[31]</a> The conditions and impact of residential schools were also brought to light in popular culture as early as 1967, with the publication of "The Lonely Death of <a href="/wiki/Chanie_Wenjack" title="Chanie Wenjack">Chanie Wenjack</a>" by <a href="/wiki/Ian_Adams" title="Ian Adams">Ian Adams</a> in <a href="/wiki/Maclean%27s" title="Maclean's">Maclean's</a> and the <a href="/wiki/Indians_of_Canada_Pavilion" title="Indians of Canada Pavilion">Indians of Canada Pavilion</a> at <a href="/wiki/Expo_67" title="Expo 67">Expo 67</a>. In the 1990s, investigations and memoirs by former students revealed that many students at residential schools were subjected to severe physical, <a href="/wiki/Psychological_abuse" title="Psychological abuse">psychological</a>, and <a href="/wiki/Sexual_abuse" title="Sexual abuse">sexual abuse</a> by school staff members and by older students. Among the former students to come forward was <a href="/wiki/Phil_Fontaine" title="Phil Fontaine">Phil Fontaine</a>, then Grand Chief of the <a href="/wiki/Assembly_of_Manitoba_Chiefs" title="Assembly of Manitoba Chiefs">Assembly of Manitoba Chiefs</a>, who in October 1990 publicly discussed the abuse he and others suffered while attending Fort Alexander Indian Residential School.<a href="#cite_note-TRCExec-10">[8]</a>: 129–130  After the government closed most of the schools in the 1960s, the work of Indigenous activists and historians led to greater awareness by the public of the damage the schools had caused, as well as to official government and church apologies, and a legal settlement. These gains were achieved through the persistent organizing and advocacy by Indigenous communities to draw attention to the residential school system's legacy of abuse, including their participation in hearings of the <a href="/wiki/Royal_Commission_on_Aboriginal_Peoples" title="Royal Commission on Aboriginal Peoples">Royal Commission on Aboriginal Peoples</a>.<a href="#cite_note-TRCHistoryPart2-46">[42]</a>: 551–554  <div class="mw-heading mw-heading3"><h3 id="Funding">Funding</h3>[<a href="/w/index.php?title=Canadian_Indian_residential_school_system&action=edit&section=5" title="Edit section: Funding">edit</a>]</div> The Truth and Reconciliation Commission list three reasons behind the federal government's decision to establish residential schools. <ol><li>Provide Aboriginal people with skills to participate in a market-based economy.</li> <li>Further political assimilation, in hope that educated students would give up their status and not return to their reserves or families.</li> <li>Schools were "engines of cultural and spiritual change" where "'savages' were to emerge as Christian 'white men'".<a href="#cite_note-Truth_and_Reconciliation_Commission_of_Canada-2015-58">[54]</a>: 29 </li></ol> In addition to these three the Commission stated a national security element and quoted Andsell Macrae, a commissioner with Indian Affairs: "it is unlikely that any Tribe or Tribes would give trouble of a serious nature to the Government whose members had children completely under Government control."<a href="#cite_note-Truth_and_Reconciliation_Commission_of_Canada-2015-58">[54]</a>: 29  <figure class="mw-default-size" typeof="mw:File/Thumb"><a href="/wiki/File:Battleford_School_Carpenter%27s_shop_1894.jpg" class="mw-file-description"><img src="//upload.wikimedia.org/wikipedia/commons/thumb/9/9d/Battleford_School_Carpenter%27s_shop_1894.jpg/220px-Battleford_School_Carpenter%27s_shop_1894.jpg" decoding="async" width="220" height="129" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/commons/thumb/9/9d/Battleford_School_Carpenter%27s_shop_1894.jpg/330px-Battleford_School_Carpenter%27s_shop_1894.jpg 1.5x, //upload.wikimedia.org/wikipedia/commons/thumb/9/9d/Battleford_School_Carpenter%27s_shop_1894.jpg/440px-Battleford_School_Carpenter%27s_shop_1894.jpg 2x" data-file-width="1157" data-file-height="681" /></a><figcaption>Anglican-run <a href="/wiki/Battleford_Industrial_School" title="Battleford Industrial School">Battleford Industrial School</a>, Carpenter's shop. circa 1894.</figcaption></figure> The federal government sought to cut costs by adopting the residential industrial school system of the United States. Indian Commissioner <a href="/wiki/Edgar_Dewdney" title="Edgar Dewdney">Edgar Dewdney</a> aspired to have the residential schools, through <a href="/wiki/Forced_labour" title="Forced labour">forced labour</a>, be financially independent a few years after opening. The government believed through the industrial system and cheap labour costs of missionary staff it could "operate a residential school system on a nearly cost-free basis."<a href="#cite_note-Truth_and_Reconciliation_Commission_of_Canada-2015-58">[54]</a>: 30–31  Students "were expected to raise or grow and prepare most of the food they ate, to make and repair much of their clothing, and to maintain the schools." Most schools did this through a system where students studied for half the day and did "vocational training" for the other half.<a href="#cite_note-Truth_and_Reconciliation_Commission_of_Canada-2015-58">[54]</a>: 48  This system failed and the schools never became self-supporting.<a href="#cite_note-Truth_and_Reconciliation_Commission_of_Canada-2015-58">[54]</a>: 30  By 1891, the government cut already low salaries, stopped covering operating costs, and implemented a fixed amount of funding per student. This policy drove competition and encouraged the admission of students that were deemed "too young or too sick." The chronic underfunding developed a health crisis within the schools and a financial crisis within the missionary groups. In 1911, in an attempt to alleviate the health crisis, the federal government increased per capita grant funding. However, the funding did not adjust for inflation. In the 1930s, throughout the <a href="/wiki/Great_Depression" title="Great Depression">Great Depression</a> and <a href="/wiki/World_War_II" title="World War II">World War II</a>, it was repeatedly reduced, and by 1937, the per capita grant averaged just $180 per student per year. For perspective, per-capita costs for comparable institutions included: Manitoba School for the Deaf: $642, Manitoba School for Boys: $550, U.S. <a href="/wiki/Chilocco_Indian_Agricultural_School" title="Chilocco Indian Agricultural School">Chilocco Indian Agricultural School</a>: $350. The <a href="/wiki/Child_Welfare_League_of_America" title="Child Welfare League of America">Child Welfare League of America</a> stated per capita costs for "well-run institutions" ranged between $313 and $541; Canada was paying 57.5% of the minimum figure. Changes in per capita costs did not occur until the 1950s and were seen as insignificant. In 1966, Saskatchewan residential schools per capita costs ranged from $694 and $1,193, which is 7–36% of what other Canadian child-welfare institutions were paying ($3,300 and $9,855) and 5–25% of what U.S. residential care was paying ($4,500 and $14,059.)<a href="#cite_note-Truth_and_Reconciliation_Commission_of_Canada-2015-58">[54]</a>: 30–31  Government officials believed that since many staff members belonged to religious orders with <a href="/wiki/Religious_vows" title="Religious vows">vows of poverty</a> or missionary organizations, pay was relatively unimportant. Thus, almost all staff were poorly paid, and schools had trouble recruiting and retaining staff. In 1948, C.H. Birdsall, chair of the United Church committee responsible for the Edmonton school, in regard to the lack of funding for salaries, accommodations, and equipment, stated that it was "doubtful the present work with Indian Children could properly be called education." In 1948, Sechelt school staff were paying full-time staff a salary of $1800. In the 1960s, Christie school staff were paid $50 a month.<a href="#cite_note-Truth_and_Reconciliation_Commission_of_Canada-2015-58">[54]</a>: 92  The per capita grant system severely decreased the education quality. British Columbia Indian Superintendent <a href="/wiki/Arthur_Wellesley_Vowell" title="Arthur Wellesley Vowell">Arthur Wellesley Vowell</a> in response to one of his agents recommending they only approve qualified teaching staff stated that that would require more funding and that Indian Affairs did not "entertain requests for increased grants to Indian boarding and industrial schools." The pay was so low relative to provincial schools that many of the teachers lacked any teaching qualifications.<a href="#cite_note-Truth_and_Reconciliation_Commission_of_Canada-2015-58">[54]</a>: 44  Federal cuts to funding during the Great Depression resulted in students paying the price. By 1937, at the <a href="/wiki/Kamloops_Indian_Residential_School" title="Kamloops Indian Residential School">Kamloops Indian Residential School</a>, milk production among the schools dairy herds was reduced by 50%. The federal government refused to fund construction for an additional barn to increase milk production and isolate the sick animals. Even among other schools dairy herds, funding was so low that milk was separated with "skimmed milk served to the children" and the fat turned to dairy products sold to fund the schools. In 1939, the Presbyterian school in <a href="/wiki/Kenora" title="Kenora">Kenora</a> began charging students 10 cents a loaf until their Indian agent ordered the school to stop.<a href="#cite_note-Truth_and_Reconciliation_Commission_of_Canada-2015-58">[54]</a>: 57–58  <div class="mw-heading mw-heading3"><h3 id="Family_visitation">Family visitation</h3>[<a href="/w/index.php?title=Canadian_Indian_residential_school_system&action=edit&section=6" title="Edit section: Family visitation">edit</a>]</div> Parents and family members regularly travelled to the schools, often camping outside to be closer to their children. So many parents made the trip that Indian Commissioner <a href="/wiki/Hayter_Reed" title="Hayter Reed">Hayter Reed</a> argued that the schools should be moved farther from the reserves to make visiting more difficult.<a href="#cite_note-TRCHistoryPart1-32">[29]</a>: 601–604  He also objected to allowing children to return home during school breaks and holidays because he believed the trips interrupted their assimilation.<a href="#cite_note-59">[55]</a> Visitation, for those who could make the journey, was strictly controlled by school officials in a manner similar to the procedures enforced in the prison system. In some cases schools denied parents access to their children altogether. Others required families to meet with them in the presence of school officials and speak only in English; parents who could not speak in English were unable to talk to their children. The obstacles families faced to visit their children were further exacerbated by the <a href="/wiki/Pass_system_(Canadian_history)" title="Pass system (Canadian history)">pass system</a>. Introduced by Reed, without legislative authority to do so, the pass system restricted and closely monitored the movement of Indigenous peoples off reserves.<a href="#cite_note-TRCHistoryPart1-32">[29]</a>: 601–604  Launched in 1885 as a response to the <a href="/wiki/North-West_Rebellion" title="North-West Rebellion">North-West Rebellion</a>, and later replaced by permits, the system was designed to prevent Indigenous people from leaving reserves without a pass issued by a local Indian agent.<a href="#cite_note-60">[56]</a> <div class="mw-heading mw-heading3"><h3 id="Instruction_style_and_outcomes">Instruction style and outcomes</h3>[<a href="/w/index.php?title=Canadian_Indian_residential_school_system&action=edit&section=7" title="Edit section: Instruction style and outcomes">edit</a>]</div> <figure class="mw-default-size" typeof="mw:File/Thumb"><a href="/wiki/File:Indian_school.jpg" class="mw-file-description"><img alt="Posed, group photo of students and teachers, dressed in black and white, outside a brick building in Regina, Saskatchewan" src="//upload.wikimedia.org/wikipedia/commons/thumb/2/2f/Indian_school.jpg/220px-Indian_school.jpg" decoding="async" width="220" height="168" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/commons/thumb/2/2f/Indian_school.jpg/330px-Indian_school.jpg 1.5x, //upload.wikimedia.org/wikipedia/commons/thumb/2/2f/Indian_school.jpg/440px-Indian_school.jpg 2x" data-file-width="760" data-file-height="581" /></a><figcaption>Residential school group photograph, <a href="/wiki/Regina,_Saskatchewan" title="Regina, Saskatchewan">Regina, Saskatchewan</a>, 1908</figcaption></figure> Instruction provided to students was rooted in an institutional and European approach to education. It differed dramatically from child rearing in <a href="/wiki/Traditional_knowledge" title="Traditional knowledge">traditional knowledge</a> systems based on 'look, listen, and learn' models. Corporal punishment and loss of privileges characterized the residential school system, while traditional Indigenous approaches to education favour positive guidance toward desired behaviour through game-based play, story-telling, and formal ritualized ceremonies.<a href="#cite_note-Miller-1996-28">[25]</a>: 15–21 <a href="#cite_note-61">[57]</a> While at school, many children had no contact with their families for up to 10 months at a time, and in some cases had no contact for years. The impact of the disconnect from their families was furthered by students being discouraged or prohibited from speaking <a href="/wiki/Native_American_languages" class="mw-redirect" title="Native American languages">Indigenous languages</a>, even among themselves and outside the classroom, so that English or French would be learned and their own languages forgotten. In some schools, they were subject to physical violence for speaking their own languages or for practicing non-Christian faiths.<a href="#cite_note-CBCFAQ-52">[48]</a><a href="#cite_note-62">[58]</a> Most schools operated with the stated goal of providing students with the <a href="/wiki/Vocational_education" title="Vocational education">vocational training</a> and <a href="/wiki/Social_skills" title="Social skills">social skills</a> required to obtain employment and integrate into Canadian society after graduation. In actuality, these goals were poorly and inconsistently achieved. Many graduates were unable to land a job due to poor educational training. Returning home was equally challenging due to an unfamiliarity with their culture and, in some cases, an inability to communicate with family members using their traditional language. Instead of intellectual achievement and advancement, it was often physical appearance and dress, like that of <a href="/wiki/Middle_class" title="Middle class">middle class</a>, urban teenagers, or the promotion of a Christian ethic, that was used as a sign of successful assimilation. There was no indication that school attendees achieved greater financial success than those who did not go to school. As the father of a pupil who attended Battleford Industrial School, in Saskatchewan, for five years explained: "he cannot read, speak or write English, nearly all his time having been devoted to herding and caring for cattle instead of learning a trade or being otherwise educated. Such employment he can get at home."<a href="#cite_note-Miller-1996-28">[25]</a>: 164–172, 194–199  <div class="mw-heading mw-heading3"><h3 id="Experimentation">Experimentation</h3>[<a href="/w/index.php?title=Canadian_Indian_residential_school_system&action=edit&section=8" title="Edit section: Experimentation">edit</a>]</div> Both academic research and the final report of the Truth and Reconciliation Committee relay evidence that students were included in several scientific research experiments without their knowledge, their consent or the consent of their parents.<a href="#cite_note-TRCHistoryPart2-46">[42]</a> These experiments include <a href="/wiki/First_Nations_nutrition_experiments" title="First Nations nutrition experiments">nutrition experiments</a><a href="#cite_note-63">[59]</a> which involved intentional malnourishment of children, vaccine trials for the <a href="/wiki/BCG_vaccine" title="BCG vaccine">BCG vaccine</a>,<a href="#cite_note-64">[60]</a> as well as studies on extrasensory perception, vitamin D diet supplements, <a href="/wiki/Amebicide" title="Amebicide">amebicides</a>, <a href="/wiki/Isoniazid" title="Isoniazid">isoniazid</a>, <a href="/wiki/Hemoglobin" title="Hemoglobin">hemoglobin</a>, bedwetting, and <a href="/wiki/Dermatoglyphics" title="Dermatoglyphics">dermatoglyphics</a>.<a href="#cite_note-TRCHistoryPart2-46">[42]</a> <div class="mw-heading mw-heading2"><h2 id="Mortality_rates">Mortality rates</h2>[<a href="/w/index.php?title=Canadian_Indian_residential_school_system&action=edit&section=9" title="Edit section: Mortality rates">edit</a>]</div> <figure class="mw-default-size" typeof="mw:File/Thumb"><a href="/wiki/File:Peter_H._Bryce.jpg" class="mw-file-description"><img alt="Portrait of Peter Bryce. Wearing a jacket and tie, he is looking off-camera with an expressionless face" src="//upload.wikimedia.org/wikipedia/commons/thumb/a/a3/Peter_H._Bryce.jpg/220px-Peter_H._Bryce.jpg" decoding="async" width="220" height="262" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/commons/thumb/a/a3/Peter_H._Bryce.jpg/330px-Peter_H._Bryce.jpg 1.5x, //upload.wikimedia.org/wikipedia/commons/thumb/a/a3/Peter_H._Bryce.jpg/440px-Peter_H._Bryce.jpg 2x" data-file-width="2057" data-file-height="2447" /></a><figcaption>Chief medical officer Peter Bryce (1890)</figcaption></figure> Residential school deaths were common and have been linked to poorly constructed and maintained facilities.<a href="#cite_note-TRCExec-10">[8]</a>: 92–101  The actual number of deaths remains unknown due to inconsistent reporting by school officials and the destruction of medical and administrative records in compliance with <a href="/wiki/Information_governance#Records_management" title="Information governance">retention and disposition policies</a> for government records.<a href="#cite_note-TRCExec-10">[8]</a>: 92–93  Research by the TRC revealed that at least 3,201 students had died, mostly from disease.<a href="#cite_note-Smith-2015-14">[12]</a><a href="#cite_note-TRCExec-10">[8]</a>: 92  TRC chair Justice <a href="/wiki/Murray_Sinclair" title="Murray Sinclair">Murray Sinclair</a> has suggested that the number of deaths may exceed 6,000.<a href="#cite_note-Schwartz-2015-12">[10]</a><a href="#cite_note-Tasker-2015-13">[11]</a><a href="#cite_note-65">[61]</a> The vast majority of deaths occurred before the 1950s. <figure class="mw-default-size mw-halign-left" typeof="mw:File/Thumb"><a href="/wiki/File:Canadian_IRS_TB_death_rates.png" class="mw-file-description"><img src="//upload.wikimedia.org/wikipedia/commons/thumb/0/08/Canadian_IRS_TB_death_rates.png/220px-Canadian_IRS_TB_death_rates.png" decoding="async" width="220" height="142" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/commons/thumb/0/08/Canadian_IRS_TB_death_rates.png/330px-Canadian_IRS_TB_death_rates.png 1.5x, //upload.wikimedia.org/wikipedia/commons/thumb/0/08/Canadian_IRS_TB_death_rates.png/440px-Canadian_IRS_TB_death_rates.png 2x" data-file-width="1225" data-file-height="793" /></a><figcaption>Tuberculosis death rates in residential schools (1869–1965)</figcaption></figure> The 1906 Annual Report of the Department of Indian Affairs, submitted by chief medical officer <a href="/wiki/Peter_Bryce" title="Peter Bryce">Peter Bryce</a>, highlighted that the "Indian population of Canada has a mortality rate of more than double that of the whole population, and in some provinces more than three times".<a href="#cite_note-TRCExec-10">[8]</a>: 97–98 <a href="#cite_note-Bryce-66">[62]</a>: 275  Among the list of causes he noted the infectious disease of tuberculosis and the role residential schools played in spreading the disease by way of poor ventilation and medical screening.<a href="#cite_note-TRCExec-10">[8]</a>: 97–98 <a href="#cite_note-Bryce-66">[62]</a>: 275–276  <figure class="mw-default-size mw-halign-left" typeof="mw:File/Thumb"><a href="/wiki/File:Canadian_IRS_death_rates.png" class="mw-file-description"><img src="//upload.wikimedia.org/wikipedia/commons/thumb/6/67/Canadian_IRS_death_rates.png/220px-Canadian_IRS_death_rates.png" decoding="async" width="220" height="138" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/commons/thumb/6/67/Canadian_IRS_death_rates.png/330px-Canadian_IRS_death_rates.png 1.5x, //upload.wikimedia.org/wikipedia/commons/thumb/6/67/Canadian_IRS_death_rates.png/440px-Canadian_IRS_death_rates.png 2x" data-file-width="1804" data-file-height="1135" /></a><figcaption>Death rates per 1,000 students in residential schools (1869–1965)</figcaption></figure> In 1907, Bryce reported on the conditions of Manitoba and North-West residential schools: "we have created a situation so dangerous to health that I was often surprised that the results were not even worse than they have been shown statistically to be."<a href="#cite_note-67">[63]</a>: 18  In 1909, Bryce reported that, between 1894 and 1908, mortality rates at some residential schools in western Canada ranged from 30 to 60 per cent over five years (that is, five years after entry, 30 to 60 per cent of students had died, or 6 to 12 per cent per annum).<a href="#cite_note-68">[64]</a> These statistics did not become public until 1922, when Bryce, who was no longer working for the government, published The Story of a National Crime: Being a Record of the Health Conditions of the Indians of Canada from 1904 to 1921. In particular, he alleged that the high mortality rates could have been avoided if healthy children had not been exposed to children with tuberculosis.<a href="#cite_note-TRCExec-10">[8]</a><a href="#cite_note-69">[65]</a><a href="#cite_note-70">[66]</a> At the time, no antibiotic had been identified to treat the disease, and this exacerbated the impact of the illness. <a href="/wiki/Streptomycin" title="Streptomycin">Streptomycin</a>, the first effective treatment, was not introduced until 1943.<a href="#cite_note-TRCHistoryPart1-32">[29]</a>: 381  <figure class="mw-default-size mw-halign-left" typeof="mw:File/Thumb"><a href="/wiki/File:Canadian_IRS_comparative_death_rates.png" class="mw-file-description"><img src="//upload.wikimedia.org/wikipedia/commons/thumb/f/f0/Canadian_IRS_comparative_death_rates.png/220px-Canadian_IRS_comparative_death_rates.png" decoding="async" width="220" height="182" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/commons/thumb/f/f0/Canadian_IRS_comparative_death_rates.png/330px-Canadian_IRS_comparative_death_rates.png 1.5x, //upload.wikimedia.org/wikipedia/commons/thumb/f/f0/Canadian_IRS_comparative_death_rates.png/440px-Canadian_IRS_comparative_death_rates.png 2x" data-file-width="1227" data-file-height="1014" /></a><figcaption>Comparative death rates per 1,000 for school aged children in Canada (1921–1965)</figcaption></figure> In 1920 and 1922, <a href="/wiki/Regina,_Saskatchewan" title="Regina, Saskatchewan">Regina</a> physician F. A. Corbett was commissioned to visit the schools in the west of the country, and found similar results to those reported by Bryce. At the <a href="/wiki/Ermineskin_Cree_Nation" title="Ermineskin Cree Nation">Ermineskin</a> school in <a href="/wiki/Maskwacis" title="Maskwacis">Hobbema</a>, Alberta, he found that 50 percent of the children had tuberculosis.<a href="#cite_note-Milloy-1999-8">[6]</a>: 98  At Sarcee Boarding School near <a href="/wiki/Calgary" title="Calgary">Calgary</a>, he noted that all 33 students were "much below even a passable standard of health" and "[a]ll but four were infected with tuberculosis".<a href="#cite_note-Milloy-1999-8">[6]</a>: 99  In one classroom, he found 16 ill children, many near death, who were being forced to sit through lessons.<a href="#cite_note-Milloy-1999-8">[6]</a>: 99  In 2011, reflecting on the TRC's research, Justice Sinclair told <a href="/wiki/The_Toronto_Star" class="mw-redirect" title="The Toronto Star">The Toronto Star</a>: "Missing children – that is the big surprise for me ... That such large numbers of children died at the schools. That the information of their deaths was not communicated back to their families."<a href="#cite_note-71">[67]</a> <div class="mw-heading mw-heading3"><h3 id="Missing_children_and_unmarked_graves">Missing children and unmarked graves</h3>[<a href="/w/index.php?title=Canadian_Indian_residential_school_system&action=edit&section=10" title="Edit section: Missing children and unmarked graves">edit</a>]</div> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1236090951"><div role="note" class="hatnote navigation-not-searchable">Further information: <a href="/wiki/Canadian_Indian_residential_school_gravesites" title="Canadian Indian residential school gravesites">Canadian Indian residential school gravesites</a></div> The Truth and Reconciliation Commission wrote that the policy of Indian Affairs was to refuse to return the bodies of children home due to the associated expense, and to instead require the schools to bear the cost of burials.<a href="#cite_note-Truth_and_Reconciliation_Commission_of_Canada-2015-58">[54]</a>: 70  The TRC concluded that it may be impossible to ever identify the number of deaths or missing children, in part because of the practice of burying students in unmarked graves.<a href="#cite_note-72">[68]</a><a href="#cite_note-73">[69]</a><a href="#cite_note-Leung-2015-74">[70]</a> The work is further complicated by a pattern of poor record keeping by school and government officials, who neglected to keep reliable numbers about the number of children who died or where they were buried.<a href="#cite_note-Smith-2015-14">[12]</a> While most schools had cemeteries on site, their location and extent remain difficult to determine as cemeteries that were originally marked were found to have been later razed, intentionally hidden or built over.<a href="#cite_note-Leung-2015-74">[70]</a><a href="#cite_note-75">[71]</a> <figure class="mw-default-size" typeof="mw:File/Thumb"><a href="/wiki/File:Battleford_Industrial_School_Cemetery_Cairn.jpg" class="mw-file-description"><img alt="Stone cairn erected in 1975 marking the Battleford Industrial School Cemetery. A plaque at the top of the cairn reads: RESTORATION THROUGH OPPORTUNITIES FOR YOUTH, 4S1179-1974. PLAQUE PROVIDED BY DEPARTMENT OF TOURISM AND RENEWABLE RESOURCES." src="//upload.wikimedia.org/wikipedia/commons/thumb/d/d3/Battleford_Industrial_School_Cemetery_Cairn.jpg/220px-Battleford_Industrial_School_Cemetery_Cairn.jpg" decoding="async" width="220" height="293" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/commons/thumb/d/d3/Battleford_Industrial_School_Cemetery_Cairn.jpg/330px-Battleford_Industrial_School_Cemetery_Cairn.jpg 1.5x, //upload.wikimedia.org/wikipedia/commons/thumb/d/d3/Battleford_Industrial_School_Cemetery_Cairn.jpg/440px-Battleford_Industrial_School_Cemetery_Cairn.jpg 2x" data-file-width="3672" data-file-height="4896" /></a><figcaption>A <a href="/wiki/Cairn" title="Cairn">cairn</a> erected in 1975 marking the Battleford Industrial School cemetery</figcaption></figure> The fourth volume of the TRC's final report, dedicated to missing children and unmarked burials, was developed after the original TRC members realized, in 2007, that the issue required its own working group. In 2009, the TRC requested $1.5 million in extra funding from the federal government to complete this work, but was denied.<a href="#cite_note-Smith-2015-14">[12]</a> The researchers concluded, after searching land near schools using satellite imagery and maps, that, "for the most part, the cemeteries that the Commission documented are abandoned, disused, and vulnerable to accidental disturbance".<a href="#cite_note-76">[72]</a>: 1  In May 2021, a possible burial site was found in the Kamloops Indian Residential School in <a href="/wiki/Kamloops" title="Kamloops">Kamloops, British Columbia</a>, on the lands of the <a href="/wiki/Tk%CA%BCeml%C3%BAps_te_Secw%C3%A9pemc" title="Tkʼemlúps te Secwépemc">Tkʼemlúps te Secwépemc First Nation</a>.<a href="#cite_note-GMRemainsFound-77">[73]</a><a href="#cite_note-78">[74]</a> The site was located with the assistance of a ground-penetrating radar specialist and Tk’emlups te Secwepemc Chief <a href="/wiki/Rosanne_Casimir" title="Rosanne Casimir">Rosanne Casimir</a> wrote that the site was undocumented and that work was underway to determine if related records were held at the <a href="/wiki/Royal_British_Columbia_Museum" title="Royal British Columbia Museum">Royal British Columbia Museum</a>.<a href="#cite_note-GMRemainsFound-77">[73]</a> As of May 2024, no remains have been excavated.<a href="#cite_note-79">[75]</a><a href="#cite_note-80">[76]</a> On June 23, 2021, ground-penetrating radar suggested the presence of an estimated 751 unmarked graves on the site of <a href="/wiki/Marieval_Indian_Residential_School" title="Marieval Indian Residential School">Marieval Indian Residential School</a> in <a href="/wiki/Marieval,_Saskatchewan" title="Marieval, Saskatchewan">Marieval, Saskatchewan</a>, on the lands of <a href="/wiki/Cowessess_First_Nation" title="Cowessess First Nation">Cowessess First Nation</a>.<a href="#cite_note-81">[77]</a><a href="#cite_note-82">[78]</a><a href="#cite_note-Taylor-2021-83">[79]</a> Some of these graves predated the establishment of the residential school.<a href="#cite_note-Skjerven-2021-84">[80]</a> On June 24, 2021, Chief Cadmus Delorme of Cowessess First Nation held a virtual press conference. From June 2 to 23 they found an estimated 751 unmarked graves. Delorme went on to state:<blockquote>This is not a <a href="/wiki/Mass_grave" title="Mass grave">mass grave</a> site, these are unmarked graves...in 1960, there may have been marks on these graves. The Catholic Church representatives removed these <a href="/wiki/Headstone" class="mw-redirect" title="Headstone">headstones</a> and today they are unmarked graves... the machine has a 10 to 15 percent error...we do know there is at least 600... We cannot affirm that they are all children, but there are oral stories that there are adults in this gravesite... some may have went to the Church and from our local towns and they could have been buried here as well... We are going to put names on these unmarked graves.<a href="#cite_note-85">[81]</a><a href="#cite_note-Taylor-2021-83">[79]</a><a href="#cite_note-Skjerven-2021-84">[80]</a></blockquote> On June 30, 2021, the <a href="/wiki/Lower_Kootenay_Band" title="Lower Kootenay Band">Lower Kootenay Band</a> reported 182 unmarked graves near <a href="/wiki/Kootenay_Indian_Residential_School" title="Kootenay Indian Residential School">Kootenay Indian Residential School</a> in <a href="/wiki/Cranbrook,_British_Columbia" title="Cranbrook, British Columbia">Cranbrook, British Columbia</a>.<a href="#cite_note-86">[82]</a> <div class="mw-heading mw-heading2"><h2 id="Self-governance_and_school_closure">Self-governance and school closure</h2>[<a href="/w/index.php?title=Canadian_Indian_residential_school_system&action=edit&section=11" title="Edit section: Self-governance and school closure">edit</a>]</div> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1236090951"><div role="note" class="hatnote navigation-not-searchable">See also: <a href="/wiki/List_of_Indian_residential_schools_in_Canada" title="List of Indian residential schools in Canada">List of Indian residential schools in Canada</a></div> When the government revised the Indian Act in the 1940s and 1950s, some bands, along with regional and national Indigenous organizations, wanted to maintain schools in their communities.<a href="#cite_note-87">[83]</a> Motivations for support of the schools included their role as a social service in communities that were suffering from extensive family breakdowns; the significance of the schools as employers; and the inadequacy of other opportunities for children to receive education. <figure class="mw-default-size" typeof="mw:File/Thumb"><a href="/wiki/File:Students_at_Blue_Quills_Residential_School_(15873685907).jpg" class="mw-file-description"><img alt="Group photo of Indigenous students in front of a brick building. A nun is visible in the back row." src="//upload.wikimedia.org/wikipedia/commons/thumb/6/6e/Students_at_Blue_Quills_Residential_School_%2815873685907%29.jpg/220px-Students_at_Blue_Quills_Residential_School_%2815873685907%29.jpg" decoding="async" width="220" height="140" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/commons/thumb/6/6e/Students_at_Blue_Quills_Residential_School_%2815873685907%29.jpg/330px-Students_at_Blue_Quills_Residential_School_%2815873685907%29.jpg 1.5x, //upload.wikimedia.org/wikipedia/commons/thumb/6/6e/Students_at_Blue_Quills_Residential_School_%2815873685907%29.jpg/440px-Students_at_Blue_Quills_Residential_School_%2815873685907%29.jpg 2x" data-file-width="1024" data-file-height="652" /></a><figcaption>Students at the Blue Quills residential school in Alberta</figcaption></figure> In the 1960s, a major confrontation took place at the <a href="/wiki/Saddle_Lake_Cree_Nation" title="Saddle Lake Cree Nation">Saddle Lake Reserve</a> in Alberta. After several years of deteriorating conditions and administrative changes, parents protested against the lack of transparency at the <a href="/wiki/University_nuhelot%E2%80%99%C4%AFne_thaiyots%E2%80%99%C4%AF_nistameyim%C3%A2kanak_Blue_Quills" class="mw-redirect" title="University nuhelot’įne thaiyots’į nistameyimâkanak Blue Quills">Blue Quills Indian School</a> in 1969. In response, the government decided to close the school, convert the building into a residence, and enroll students in a public school 5 kilometres (3 mi) away in <a href="/wiki/St._Paul,_Alberta" title="St. Paul, Alberta">St. Paul, Alberta</a>.<a href="#cite_note-TRCHistoryPart2-46">[42]</a>: 84  The TRC report pertaining to this period states: <blockquote>Fearing their children would face racial discrimination in St. Paul, parents wished to see the school transferred to a private society that would operate it both as a school and a residence. The federal government had been open to such a transfer if the First Nations organization was structured as a provincial school division. The First Nations rejected this, saying that a transfer of First Nations education to the provincial authority was a violation of Treaty rights.<a href="#cite_note-TRCHistoryPart2-46">[42]</a>: 84 </blockquote> In the summer of 1970, members of Saddle Lake Cree Nation occupied the building and demanded the right to run it themselves. More than 1,000 people participated in the 17-day sit-in, which lasted from July 14 to 31.<a href="#cite_note-TRCHistoryPart2-46">[42]</a>: 89–90  Their efforts resulted in Blue Quills becoming the first Indigenous-administered school in the country.<a href="#cite_note-88">[84]</a> It continues to operate today as <a href="/wiki/University_nuhelot%CA%BC%C4%AFne_thaiyots%CA%BC%C4%AF_nistameyim%C3%A2kanak_Blue_Quills" class="mw-redirect" title="University nuhelotʼįne thaiyotsʼį nistameyimâkanak Blue Quills">University nuhelotʼįne thaiyotsʼį nistameyimâkanak Blue Quills</a>, the first <a href="/wiki/Tribal_colleges_and_universities" title="Tribal colleges and universities">Indigenous-governed university</a> in Canada.<a href="#cite_note-89">[85]</a><a href="#cite_note-90">[86]</a> Following the success of the Blue Quills effort the <a href="/wiki/Assembly_of_First_Nations" title="Assembly of First Nations">National Indian Brotherhood</a> (NIB) released the 1972 paper Indian Control of Indian Education that responded, in part, to the Canadian Government's <a href="/wiki/1969_White_Paper" title="1969 White Paper">1969 White Paper</a> calling for the abolishment of the <a href="/wiki/Numbered_Treaties" title="Numbered Treaties">land treaties</a> and the Indian Act. The NIB paper underscored the right of Indigenous communities to locally direct how their children are educated and served as the integral reference for education policy moving forward. Few other former residential schools have converted to independently operated community schools for Indigenous children. <a href="/wiki/Qu%27Appelle_Indian_Residential_School" title="Qu'Appelle Indian Residential School">White Calf Collegiate</a> in Lebret, Saskatchewan, was run by <a href="/wiki/Star_Blanket_Cree_Nation" title="Star Blanket Cree Nation">Star Blanket Cree Nation</a> from 1973 until its closure in 1998, after being run by the Oblates from 1884 to 1969.<a href="#cite_note-91">[87]</a> <a href="/wiki/Old_Sun_Community_College" title="Old Sun Community College">Old Sun Community College</a> is run by <a href="/wiki/Siksika_Nation" title="Siksika Nation">Siksika Nation</a> in Alberta in a building designed by architect Roland Guerney Orr.<a href="#cite_note-92">[88]</a><a href="#cite_note-93">[89]</a> From 1929 to 1971 the building housed Old Sun residential school, first run by the Anglicans and taken over by the federal government in 1969.<a href="#cite_note-94">[90]</a> It was converted to adult learning and stood as a campus of <a href="/wiki/Mount_Royal_University" title="Mount Royal University">Mount Royal College</a> from 1971 to 1978, at which point the Siksika Nation took over operations. In 1988, the Old Sun College Act was passed in the Alberta Legislature recognizing Old Sun Community College as a First Nations College.<a href="#cite_note-95">[91]</a> <div class="mw-heading mw-heading2"><h2 id="Lasting_effects">Lasting effects</h2>[<a href="/w/index.php?title=Canadian_Indian_residential_school_system&action=edit&section=12" title="Edit section: Lasting effects">edit</a>]</div> Survivors of residential schools and their families have been found to suffer from <a href="/wiki/Historical_trauma" title="Historical trauma">historical trauma</a> with a lasting and adverse effect on the transmission of Indigenous culture between generations. A 2010 study led by Gwen Reimer explained historic trauma, passed on <a href="/wiki/Intergenerationality" title="Intergenerationality">intergenerationally</a>, as the process through which "cumulative stress and grief experienced by Aboriginal communities is translated into a collective experience of cultural disruption and a <a href="/wiki/Collective_memory" title="Collective memory">collective memory</a> of powerlessness and loss".<a href="#cite_note-96">[92]</a>: x  This trauma has been used to explain the persistent negative social and cultural impacts of colonial rule and residential schools, including the prevalence of sexual abuse, alcoholism, drug addiction, lateral violence, mental illness and suicide among Indigenous peoples.<a href="#cite_note-Robertson-2006-97">[93]</a>: 10–11 <a href="#cite_note-98">[94]</a> The 2012 national report of the First Nations Regional Health Study found that respondents who attended residential schools were more likely than those who did not to have been diagnosed with at least one <a href="/wiki/Chronic_condition" title="Chronic condition">chronic medical condition</a>.<a href="#cite_note-99">[95]</a> A sample of 127 survivors revealed that half have criminal records; 65 per cent have been diagnosed with <a href="/wiki/Posttraumatic_stress_disorder" class="mw-redirect" title="Posttraumatic stress disorder">posttraumatic stress disorder</a>; 21 per cent have been diagnosed with major depression; 7 percent have been diagnosed with <a href="/wiki/Anxiety_disorder" title="Anxiety disorder">anxiety disorder</a>; and 7 percent have been diagnosed with <a href="/wiki/Borderline_personality_disorder" title="Borderline personality disorder">borderline personality disorder</a>.<a href="#cite_note-Robertson-2006-97">[93]</a> In a 2014 article, Anishinaabe psychiatry researcher Amy Bombay reviewed research that relates to the intergenerational effects. She found that, "In addition to negative effects observed among those who attended IRS, accumulating evidence suggests that the children of those who attended (IRS offspring) are also at greater risk for poor well-being." 37.2% of adults with at least one parent who attended a boarding school contemplated committing suicide in their lifetimes, compared to 25.7% of people whose parents did not attend residential boarding schools. Higher levels of depression symptoms and psychological trauma were evident among Indian residential school survivors' children.<a href="#cite_note-100">[96]</a> <div class="mw-heading mw-heading3"><h3 id="Loss_of_language_and_culture">Loss of language and culture</h3>[<a href="/w/index.php?title=Canadian_Indian_residential_school_system&action=edit&section=13" title="Edit section: Loss of language and culture">edit</a>]</div> Although some schools permitted students to speak their <a href="/wiki/Indigenous_languages_of_the_Americas" title="Indigenous languages of the Americas">Indigenous languages</a>,<a href="#cite_note-101">[97]</a> suppressing their languages and culture was a key tactic used to assimilate Indigenous children. Many students spoke the language of their families fluently when they first entered residential schools. The schools strictly prohibited the use of these languages even though many students spoke little to no English or French.<a href="#cite_note-IndigenousFoundations-6">[4]</a><a href="#cite_note-102">[98]</a> Traditional and spiritual activities including the <a href="/wiki/Potlatch" title="Potlatch">potlatch</a> and <a href="/wiki/Sun_Dance" title="Sun Dance">Sun Dance</a> were also banned.<a href="#cite_note-Residential_schools_timeline-103">[99]</a> Some survivors reported being <a href="/wiki/Strapping_(punishment)" title="Strapping (punishment)">strapped</a> or forced to <a href="/wiki/Washing_out_mouth_with_soap" class="mw-redirect" title="Washing out mouth with soap">eat soap</a> when they were caught speaking their own language. The inability to communicate was further affected by their families' inabilities to speak English or French. Upon leaving residential school some survivors felt ashamed of being Indigenous as they were made to view their traditional identities as ugly and dirty.<a href="#cite_note-TRCExec-10">[8]</a>: 4, 83–87 <a href="#cite_note-SurvivorsSpeak-104">[100]</a> Survivors also have to deal with the effects of cultural linguicide, which is defined as loss of language which eventually leads to loss of culture.<a href="#cite_note-Griffith-2017-105">[101]</a> The stigma the residential school system created against elders passing Indigenous culture on to younger generations has been linked to the over-representation of Indigenous languages on the <a href="/wiki/List_of_endangered_languages_in_Canada" title="List of endangered languages in Canada">list of endangered languages in Canada</a>. The TRC noted that most of the 90 Indigenous languages that still exist are at risk of disappearing, with great-grandparents as the only speakers of many such languages.<a href="#cite_note-TRCExec-10">[8]</a>: 154  It concluded that a failure of governments and Indigenous communities to prioritize the teaching and preservation of traditional languages ensured that despite the closure of residential schools, the eradication of Indigenous culture desired by government officials and administrators would inevitably be fulfilled "through a process of systematic neglect".<a href="#cite_note-TRCExec-10">[8]</a>: 155  In addition to the forceful eradication of elements of Indigenous culture, the schools trained students in the patriarchal dichotomies then common in British and Canadian society and useful to state institutions, such as the domesticization of female students through imbuing 'stay-at-home' values and the militarization of male students through soldierlike regimentation.<a href="#cite_note-106">[102]</a>   However, Indigenous children in boarding schools were not deterred, and continued to speak and practice their language in an attempt to keep it alive. Assistant Professor in Professional Communication, Jane Griffith, said, "Predictably, nineteenth-century government texts do not reveal the strategies Indigenous peoples had for maintaining their languages in the same way Indian boarding school survivor memoir, literature, and testimony do from the twentieth and twenty-first centuries. This absence may exemplify how school newspapers carefully created an English-only fantasy for readers, but may also attest to the success of students' secrecy: perhaps official school documents did not report that students still knew Indigenous languages because schools were unaware of this. Government reports, if read contrapuntally, were more forthcoming in how students continued to speak their language, though they framed such resistance as failure."<a href="#cite_note-Griffith-2017-105">[101]</a> <div class="mw-heading mw-heading3"><h3 id="Native_resistance">Native resistance</h3>[<a href="/w/index.php?title=Canadian_Indian_residential_school_system&action=edit&section=14" title="Edit section: Native resistance">edit</a>]</div> <figure class="mw-default-size" typeof="mw:File/Thumb"><a href="/wiki/File:Avrum_Rosensweig_Presenting_Plaque_to_Chief_Rodney_Monague,_of_Christian_Island,_Survivor_of_Residential_Schools_(2009).jpg" class="mw-file-description"><img src="//upload.wikimedia.org/wikipedia/commons/thumb/7/7a/Avrum_Rosensweig_Presenting_Plaque_to_Chief_Rodney_Monague%2C_of_Christian_Island%2C_Survivor_of_Residential_Schools_%282009%29.jpg/220px-Avrum_Rosensweig_Presenting_Plaque_to_Chief_Rodney_Monague%2C_of_Christian_Island%2C_Survivor_of_Residential_Schools_%282009%29.jpg" decoding="async" width="220" height="173" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/commons/thumb/7/7a/Avrum_Rosensweig_Presenting_Plaque_to_Chief_Rodney_Monague%2C_of_Christian_Island%2C_Survivor_of_Residential_Schools_%282009%29.jpg/330px-Avrum_Rosensweig_Presenting_Plaque_to_Chief_Rodney_Monague%2C_of_Christian_Island%2C_Survivor_of_Residential_Schools_%282009%29.jpg 1.5x, //upload.wikimedia.org/wikipedia/commons/thumb/7/7a/Avrum_Rosensweig_Presenting_Plaque_to_Chief_Rodney_Monague%2C_of_Christian_Island%2C_Survivor_of_Residential_Schools_%282009%29.jpg/440px-Avrum_Rosensweig_Presenting_Plaque_to_Chief_Rodney_Monague%2C_of_Christian_Island%2C_Survivor_of_Residential_Schools_%282009%29.jpg 2x" data-file-width="1024" data-file-height="803" /></a><figcaption>Chief <a href="/w/index.php?title=Rodney_Monague&action=edit&redlink=1" class="new" title="Rodney Monague (page does not exist)">Rodney Monague</a> receives a plaque from <a href="/wiki/Avrum_Rosensweig" title="Avrum Rosensweig">Avrum Rosensweig</a>, on behalf of the Canadian Jewish Humanitarian and Relief Committee, 2009</figcaption></figure> Boarding schools in Canada worked towards assimilation of Native students. Historians Brian Klopotek and Brenda Child explain, "Education for Indians was not mandatory in Canada until 1920, long after compulsory attendance laws were passed in the United States, although families frequently resisted sending their children to the residential schools. Many protested the lack of decent educational opportunities available, but the government took little action until after World War I, when European-Canadians first began to acknowledge discriminatory treatment towards Indians." Indigenous resistance is defined, in the words of Anishinaabe scholar-artist Leanne Simpson as "a radical and complete overturning of the nation-state's political formations."<a href="#cite_note-Child-107">[103]</a> During this time Native people found ways to resist this colonial endeavor. Those that survived used their knowledge to speak back against colonialism, as historians Brian Klopotek and Brenda Child explain, "in Canada, the results of this system were more complicated than the government anticipated. Often students returned to their reserves to become leaders, while others entered the labour market and competed with Euro-American workers." The Canadian government was displeased with this; as one minister for Indian Affairs noted in 1897, "we are educating these Indians to compete industrially with our own peoples, which seems to me a very undesirable amount of public money."<a href="#cite_note-Child-107">[103]</a> The government, perceiving Indian education as too generous, reduced the services available to First Nations peoples beginning in 1910 and emphasized low cost schooling thereafter.<a href="#cite_note-Child-107">[103]</a> <div class="mw-heading mw-heading2"><h2 id="Apologies">Apologies</h2>[<a href="/w/index.php?title=Canadian_Indian_residential_school_system&action=edit&section=15" title="Edit section: Apologies">edit</a>]</div> Acknowledgment of the wrongs done by the residential school system began in the 1980s.<a href="#cite_note-TRCExec-10">[8]</a><a href="#cite_note-NCTROverview-11">[9]</a> <div class="mw-heading mw-heading3"><h3 id="United_Church_of_Canada">United Church of Canada</h3>[<a href="/w/index.php?title=Canadian_Indian_residential_school_system&action=edit&section=16" title="Edit section: United Church of Canada">edit</a>]</div> In 1986, the first apology for residential schools by any institution in Canada was from the <a href="/wiki/United_Church_of_Canada" title="United Church of Canada">United Church of Canada</a> in <a href="/wiki/Greater_Sudbury" title="Greater Sudbury">Sudbury</a>, Ontario.<a href="#cite_note-Manitowabi-2020-108">[104]</a> At the 1986 31st General Council, the United Church of Canada responded to the request of Indigenous peoples that it apologize to them for its part in colonization and adopted the apology. Rev. Bob Smith stated: <blockquote>We imposed our civilization as a condition of accepting the gospel. We tried to make you be like us and in so doing we helped to destroy the vision that made you what you were. As a result, you, and we, are poorer and the image of the Creator in us is twisted, blurred, and we are not what we are meant by God to be. We ask you to forgive us and to walk together with us in the Spirit of Christ so that our peoples may be blessed and God's creation healed.<a href="#cite_note-UCC2016-109">[105]</a><a href="#cite_note-Residential_schools_timeline-103">[99]</a></blockquote> The elders present at the General Council expressly refused to accept the apology and chose to receive the apology, believing further work needed to be done.<a href="#cite_note-Manitowabi-2020-108">[104]</a> In 1998, the church apologized expressly for the role it played in the residential school system. On behalf of The United Church of Canada the Right Rev. <a href="/wiki/Bill_Phipps" title="Bill Phipps">Bill Phipps</a> stated: <blockquote>I apologize for the pain and suffering that our church's involvement in the Indian Residential School system has caused. We are aware of some of the damage that this cruel and ill-conceived system of assimilation has perpetrated on Canada's First Nations peoples. For this we are truly and most humbly sorry... To those individuals who were physically, sexually, and mentally abused as students of the Indian Residential Schools in which The United Church of Canada was involved, I offer you our most sincere apology. You did nothing wrong. You were and are the victims of evil acts that cannot under any circumstances be justified or excused... We are in the midst of a long and painful journey as we reflect on the cries that we did not or would not hear, and how we have behaved as a church...we commit ourselves to work toward ensuring that we will never again use our power as a church to hurt others with attitudes of racial and spiritual superiority. We pray that you will hear the sincerity of our words today and that you will witness the living out of our apology in our actions in the future.<a href="#cite_note-UCC2016-109">[105]</a></blockquote> <div class="mw-heading mw-heading3"><h3 id="Roman_Catholic_Church">Roman Catholic Church</h3>[<a href="/w/index.php?title=Canadian_Indian_residential_school_system&action=edit&section=17" title="Edit section: Roman Catholic Church">edit</a>]</div> <figure class="mw-default-size" typeof="mw:File/Thumb"><a href="/wiki/File:Students_of_Fort_Albany_Residential_School_in_class.JPG" class="mw-file-description"><img alt="Students in the classroom, with a teacher in nun's garb at the back of the room." src="//upload.wikimedia.org/wikipedia/commons/thumb/5/5c/Students_of_Fort_Albany_Residential_School_in_class.JPG/220px-Students_of_Fort_Albany_Residential_School_in_class.JPG" decoding="async" width="220" height="153" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/commons/thumb/5/5c/Students_of_Fort_Albany_Residential_School_in_class.JPG/330px-Students_of_Fort_Albany_Residential_School_in_class.JPG 1.5x, //upload.wikimedia.org/wikipedia/commons/thumb/5/5c/Students_of_Fort_Albany_Residential_School_in_class.JPG/440px-Students_of_Fort_Albany_Residential_School_in_class.JPG 2x" data-file-width="565" data-file-height="393" /></a><figcaption>Students of St. Anne's Indian Residential School in <a href="/wiki/Fort_Albany_First_Nation" title="Fort Albany First Nation">Fort Albany</a>, Ontario, <abbr title="circa">c.</abbr> 1945</figcaption></figure> In 1991, at the National Meeting on Indian Residential Schools in <a href="/wiki/Saskatoon" title="Saskatoon">Saskatoon</a>, Canadian bishops and leaders of religious orders that participated in the schools issued an apology stating: <blockquote>We are sorry and deeply regret the pain, suffering and alienation that so many experienced. We have heard their cries of distress, feel their anguish and want to be part of the healing process ... we pledge solidarity with the aboriginal peoples in their pursuit of recognition of their basic human rights ... urge the federal government to assume its responsibility for its part in the Indian Residential Schools ... [and] urge our faith communities to become better informed and more involved in issues important to aboriginal peoples<a href="#cite_note-110">[106]</a></blockquote> In July 1991, <a href="/wiki/Douglas_Crosby" title="Douglas Crosby">Douglas Crosby</a>, then presidential of the <a href="/wiki/Missionary_Oblates_of_Mary_Immaculate" title="Missionary Oblates of Mary Immaculate">Oblate of Canada</a>, the <a href="/wiki/Missionary" title="Missionary">missionary</a> <a href="/wiki/Religious_congregation" title="Religious congregation">religious congregation</a> that operated a majority of the Catholic residential schools in Canada, apologized on behalf of 1,200 Oblates then living in Canada, to approximately 25,000 Indigenous people at <a href="/wiki/Lac_Ste._Anne_(Alberta)" title="Lac Ste. Anne (Alberta)">Lac Ste. Anne</a>, Alberta, stating: <blockquote>We apologize for the part we played in the cultural, ethnical, linguistic and religious imperialism that was part of the European mentality and, in a particular way, for the instances of physical and sexual abuse that occurred in these schools ... For these trespasses we wish to voice today our deepest sorrow and we ask your forgiveness and understanding. We hope that we can make up for it being part of the healing process wherever necessary.<a href="#cite_note-McNally-2000-111">[107]</a><a href="#cite_note-112">[108]</a><a href="#cite_note-Residential_schools_timeline-103">[99]</a></blockquote> Crosby further pledged the need to "come again to that deep trust and solidarity that constitutes families. We recognize that the road beyond past hurt may be long and steep, but we pledge ourselves anew to journey with the Native Peoples on that road."<a href="#cite_note-McNally-2000-111">[107]</a><a href="#cite_note-113">[109]</a> On May 16, 1993, in <a href="/wiki/Idaho" title="Idaho">Idaho</a>, <a href="/wiki/Peter_Hans_Kolvenbach" title="Peter Hans Kolvenbach">Peter Hans Kolvenbach</a>, then <a href="/wiki/Superior_General_of_the_Society_of_Jesus" class="mw-redirect" title="Superior General of the Society of Jesus">Superior General of the Society of Jesus</a>, issued an apology for the actions of Jesuits in the Western missions and in the "ways the church was insensitive toward your tribal customs, language and spirituality ... The Society of Jesus is sorry for the mistakes it has made in the past".<a href="#cite_note-114">[110]</a><a href="#cite_note-115">[111]</a> In 2009, a delegation of 40 First Nations representatives from Canada and several Canadian bishops had a private meeting with <a href="/wiki/Pope_Benedict_XVI" title="Pope Benedict XVI">Pope Benedict XVI</a> to obtain an apology for abuses that occurred in the residential school system. Then leader of the <a href="/wiki/Assembly_of_First_Nations" title="Assembly of First Nations">Assembly of First Nations</a> Grand Chief Phil Fontaine of the <a href="/wiki/First_Nations_Summit" title="First Nations Summit">First Nations Summit</a> in British Columbia, and Chief <a href="/wiki/Edward_John" title="Edward John">Edward John</a> of <a href="/wiki/Tl%CA%BCazt%CA%BCen_Nation" class="mw-redirect" title="Tlʼaztʼen Nation">Tlʼaztʼen Nation</a> were in attendance. The Indigenous delegation were funded by <a href="/wiki/Indian_and_Northern_Affairs_Canada" class="mw-redirect" title="Indian and Northern Affairs Canada">Indian and Northern Affairs Canada</a>. Afterwards, the <a href="/wiki/Holy_See" title="Holy See">Holy See</a> released an official expression of sorrow on the church's role in residential schools and "the deplorable conduct of some members of the Church": <blockquote>His Holiness [the Pope] emphasized that acts of abuse cannot be tolerated in society. He prayed that all those affected would experience healing, and he encouraged First Nations Peoples to continue to move forward with renewed hope.<a href="#cite_note-116">[112]</a><a href="#cite_note-117">[113]</a><a href="#cite_note-CTV_News-2009-118">[114]</a></blockquote> Fontaine, a residential school survivor, later stated that he had sensed the pope's "pain and anguish" and that the acknowledgement was "important to [him] and that was what [he] was looking for".<a href="#cite_note-119">[115]</a> In an interview with <a href="/wiki/CBC_News" title="CBC News">CBC News</a>, Fontaine stated in regards to the pope's acknowledgement of the suffering of the school survivors "I think in that sense, there was that apology that we were certainly looking for."<a href="#cite_note-120">[116]</a><a href="#cite_note-CTV_News-2009-118">[114]</a> Many argue that Pope Benedict XVI's statement was not a full apology.<a href="#cite_note-CBC_News-2021-51">[47]</a> In the 2015 Report from the Truth and Reconciliation Commission of Canada (TRC), Action 58 called for the pope to issue an apology similar to Pope Benedict XVI's 2010 <a href="/wiki/Catholic_Church_sexual_abuse_cases_in_Ireland#Pastoral_letter_from_Pope_Benedict_XVI" title="Catholic Church sexual abuse cases in Ireland">pastoral letter to Ireland</a> issued from the Vatican, but be delivered by the Pope on Canadian soil.<a href="#cite_note-121">[117]</a>: 7  On May 29, 2017, Prime Minister Justin Trudeau asked the current <a href="/wiki/Pope_Francis" title="Pope Francis">Pope Francis</a> for a public apology to all survivors of the residential school system, rather than the expression of sorrow issued by Pope Benedict XVI in 2009.<a href="#cite_note-GuardianPopeApology-122">[118]</a><a href="#cite_note-123">[119]</a><a href="#cite_note-124">[120]</a> Trudeau invited the pope to issue the apology in Canada. Although no commitment for such an apology followed the meeting, he noted that the pope pointed to a lifelong commitment of supporting marginalized people and an interest in working collaboratively with Trudeau and Canadian bishops to establish a way forward.<a href="#cite_note-GuardianPopeApology-122">[118]</a> On June 10, 2021, a delegation of Indigenous people were announced to meet with the pope later in the year to discuss the legacy of residential schools. On 29 June, the delegation was scheduled to take place from December 17 to 20, 2021, to comply with <a href="/wiki/Travel_during_the_COVID-19_pandemic" title="Travel during the COVID-19 pandemic">COVID-19 global travel restrictions</a>. Archbishop Richard Gagnon, president of the Canadian Conference of Catholic Bishops spoke on the topic, stating "What the Pope said and did in Bolivia is what he will do in Canada."<a href="#cite_note-125">[121]</a> <figure class="mw-default-size" typeof="mw:File/Thumb"><a href="/wiki/File:Portrait_of_Pope_Francis_(2021).jpg" class="mw-file-description"><img src="//upload.wikimedia.org/wikipedia/commons/thumb/6/6c/Portrait_of_Pope_Francis_%282021%29.jpg/220px-Portrait_of_Pope_Francis_%282021%29.jpg" decoding="async" width="220" height="315" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/commons/thumb/6/6c/Portrait_of_Pope_Francis_%282021%29.jpg/330px-Portrait_of_Pope_Francis_%282021%29.jpg 1.5x, //upload.wikimedia.org/wikipedia/commons/thumb/6/6c/Portrait_of_Pope_Francis_%282021%29.jpg/440px-Portrait_of_Pope_Francis_%282021%29.jpg 2x" data-file-width="893" data-file-height="1279" /></a><figcaption><a href="/wiki/Pope_Francis" title="Pope Francis">Pope Francis</a></figcaption></figure> On September 24, 2021, the Canadian Conference of Catholic Bishops issued a formal apology for residential schools stating "We, the Catholic Bishops of Canada, gathered in Plenary this week, take this opportunity to affirm to you, the Indigenous Peoples of this land, that we acknowledge the suffering experienced in Canada’s Indian Residential Schools. Many Catholic religious communities and dioceses participated in this system, which led to the suppression of Indigenous languages, culture and spirituality, failing to respect the rich history, traditions and wisdom of Indigenous Peoples. We acknowledge the grave abuses that were committed by some members of our Catholic community; physical, psychological, emotional, spiritual, cultural, and sexual."<a href="#cite_note-Canadian_Conference_of_Catholic_Bishops-126">[122]</a> Assembly of First Nations Chief RoseAnne Archibald stated she felt conflicted, saying "On one hand, their unequivocal apology is welcomed," but that she was disappointed that the bishops had not issued a formal request for the pope to visit Canada in person.<a href="#cite_note-127">[123]</a> The Catholic bishops also stated <blockquote>We are fully committed to the process of healing and reconciliation. Together with the many pastoral initiatives already underway in dioceses across the country, and as a further tangible expression of this ongoing commitment, we are pledging to undertake fundraising in each region of the country to support initiatives discerned locally with Indigenous partners. Furthermore, we invite the Indigenous Peoples to journey with us into a new era of reconciliation, helping us in each of our dioceses across the country to prioritize initiatives of healing, to listen to the experience of Indigenous Peoples, especially to the survivors of Indian Residential Schools, and to educate our clergy, consecrated men and women, and lay faithful, on Indigenous cultures and spirituality. We commit ourselves to continue the work of providing documentation or records that will assist in the memorialization of those buried in unmarked graves.<a href="#cite_note-Canadian_Conference_of_Catholic_Bishops-126">[122]</a></blockquote> The bishops also stated "Pope Francis will encounter and listen to the Indigenous participants, so as to discern how he can support our common desire to renew relationships and walk together along the path of hope in the coming years" with some interpreting this visit as an important step that could lead to a formal visit to Canada by the pope.<a href="#cite_note-Canadian_Conference_of_Catholic_Bishops-126">[122]</a> On April 1, 2022, during a meeting between a delegation of First Nations representatives and the pope at the Vatican, <a href="/wiki/Pope_Francis" title="Pope Francis">Pope Francis</a> apologized for the conduct of some members of the Roman Catholic Church in the Canadian Indian residential school system.<a href="#cite_note-Stefanovich-2022-128">[124]</a> Pope Francis said: <blockquote>I also feel shame ... sorrow and shame for the role that a number of Catholics, particularly those with educational responsibilities, have had in all these things that wounded you, and the abuses you suffered and the lack of respect shown for your identity, your culture and even your spiritual values. For the deplorable conduct of these members of the Catholic Church, I ask for God's forgiveness and I want to say to you with all my heart, I am very sorry. And I join my brothers, the Canadian bishops, in asking your pardon.<a href="#cite_note-Stefanovich-2022-128">[124]</a></blockquote> During a July 2022 <a href="/wiki/Visit_by_Pope_Francis_to_Canada" title="Visit by Pope Francis to Canada">penitential pilgrimage to western Canada</a>, Pope Francis reiterated the apologies of the Catholic Church, with hundreds of Indigenous people and government officials in attendance, for its members' role in administrating many of the residential schools on behalf of the government and for abuse that occurred at the hand of Catholic priests and religious sisters.<a href="#cite_note-CNA-21">[18]</a> At the Pope's apologietic address given at Maskwacis, Chief Wilton Littlechild expressed hope for the future, saying: "You [Pope Francis] have said that you come as a pilgrim, seeking to walk together with us on the pathway of truth, justice, healing, reconciliation, and hope. We gladly welcome you to join us on this journey ... we sincerely hope that our encounter this morning, and the words you share with us, will echo with true healing and real hope throughout many generations to come."<a href="#cite_note-CNA-21">[18]</a> <a href="/wiki/Murray_Sinclair" title="Murray Sinclair">Murray Sinclair</a>, the former chair of the Truth and Reconciliation Commission, found the apology "insultingly insufficient".<a href="#cite_note-McCullough-2022-129">[125]</a> <a href="/w/index.php?title=J.J._McCullough&action=edit&redlink=1" class="new" title="J.J. McCullough (page does not exist)">J.J. McCullough</a>, writing in <a href="/wiki/The_Washington_Post" title="The Washington Post">The Washington Post</a>, stated, "it was common to complain that the Pope’s apology was not an institutional apology from the Church as a whole."<a href="#cite_note-McCullough-2022-129">[125]</a> <div class="mw-heading mw-heading3"><h3 id="Anglican">Anglican</h3>[<a href="/w/index.php?title=Canadian_Indian_residential_school_system&action=edit&section=18" title="Edit section: Anglican">edit</a>]</div> <style data-mw-deduplicate="TemplateStyles:r1224211176">.mw-parser-output .quotebox{background-color:#F9F9F9;border:1px solid #aaa;box-sizing:border-box;padding:10px;font-size:88%;max-width:100%}.mw-parser-output .quotebox.floatleft{margin:.5em 1.4em .8em 0}.mw-parser-output .quotebox.floatright{margin:.5em 0 .8em 1.4em}.mw-parser-output .quotebox.centered{overflow:hidden;position:relative;margin:.5em auto .8em auto}.mw-parser-output .quotebox.floatleft span,.mw-parser-output .quotebox.floatright span{font-style:inherit}.mw-parser-output .quotebox>blockquote{margin:0;padding:0;border-left:0;font-family:inherit;font-size:inherit}.mw-parser-output .quotebox-title{text-align:center;font-size:110%;font-weight:bold}.mw-parser-output .quotebox-quote>:first-child{margin-top:0}.mw-parser-output .quotebox-quote:last-child>:last-child{margin-bottom:0}.mw-parser-output .quotebox-quote.quoted:before{font-family:"Times New Roman",serif;font-weight:bold;font-size:large;color:gray;content:" “ ";vertical-align:-45%;line-height:0}.mw-parser-output .quotebox-quote.quoted:after{font-family:"Times New Roman",serif;font-weight:bold;font-size:large;color:gray;content:" ” ";line-height:0}.mw-parser-output .quotebox .left-aligned{text-align:left}.mw-parser-output .quotebox .right-aligned{text-align:right}.mw-parser-output .quotebox .center-aligned{text-align:center}.mw-parser-output .quotebox .quote-title,.mw-parser-output .quotebox .quotebox-quote{display:block}.mw-parser-output .quotebox cite{display:block;font-style:normal}@media screen and (max-width:640px){.mw-parser-output .quotebox{width:100%!important;margin:0 0 .8em!important;float:none!important}}</style><div class="quotebox pullquote floatright" style="width:260px; border-width: 1px; color: #202122;background-color: #F5F5DC;"> <blockquote class="quotebox-quote left-aligned" style=""> I accept and I confess before God and you, our failures in the residential schools. We failed you. We failed ourselves. We failed God. I am sorry, more than I can say, that we were part of a system which took you and your children from home and family. I am sorry, more than I can say, that we tried to remake you in our image, taking from you your language and the signs of your identity. I am sorry, more than I can say, that in our schools so many were abused physically, sexually, culturally and emotionally. On behalf of the Anglican Church of Canada, I present our apology.<a href="#cite_note-Hiltz-2013-130">[126]</a> </blockquote> <div style="padding-bottom: 0; padding-top: 0.5em"><cite class="right-aligned" style="">Archbishop Michael Peers, A Step Along the Path</cite></div> </div> On August 6, 1993, at the National Native Convocation in <a href="/wiki/Minaki" title="Minaki">Minaki</a>, Ontario. Archbishop <a href="/wiki/Michael_Peers" title="Michael Peers">Michael Peers</a> apologized to former residential school students on behalf of the <a href="/wiki/Anglican_Church_of_Canada" title="Anglican Church of Canada">Anglican Church of Canada</a>.<a href="#cite_note-Hiltz-2013-130">[126]</a> Almost 30 years later, in April to May, 2022, <a href="/wiki/Justin_Welby" title="Justin Welby">Justin Welby</a>, the <a href="/wiki/Archbishop_of_Canterbury" title="Archbishop of Canterbury">Archbishop of Canterbury</a>, the senior bishop and a principal leader of the Church of England and the ceremonial head of the worldwide Anglican Communion, undertook a five-day visit to Canada, during which he apologized for the "terrible crime" he said the Anglican Church committed in running residential schools and for the Church of England's "grievous sins" against the Indigenous peoples of Canada. He continued, "I am so sorry that the Church participated in the attempt—the failed attempt, because you rose above it and conquered it—to dehumanise and abuse those we should have embraced as brothers and sisters." The Archbishop spent time visiting reserves, meeting with First Nations leaders and Anglicans, and listening to former residential school students.<a href="#cite_note-AoC-131">[127]</a><a href="#cite_note-Campbell-2022-132">[128]</a> <div class="mw-heading mw-heading3"><h3 id="Presbyterian">Presbyterian</h3>[<a href="/w/index.php?title=Canadian_Indian_residential_school_system&action=edit&section=19" title="Edit section: Presbyterian">edit</a>]</div> On June 9, 1994, the <a href="/wiki/Presbyterian_Church_in_Canada" title="Presbyterian Church in Canada">Presbyterian Church in Canada</a> adopted a confession at its 120th General Assembly in <a href="/wiki/Toronto" title="Toronto">Toronto</a> on June 5, recognizing its role in residential schools and seeking forgiveness. The confession was presented on October 8 during a ceremony in Winnipeg.<blockquote>We ask, also, for forgiveness from Aboriginal peoples. What we have heard we acknowledge. It is our hope that those whom we have wronged with a hurt too deep for telling will accept what we have to say. With God's guidance our Church will seek opportunities to walk with Aboriginal peoples to find healing and wholeness together as God's people.<a href="#cite_note-133">[129]</a></blockquote> <div class="mw-heading mw-heading3"><h3 id="Canadian_government">Canadian government</h3>[<a href="/w/index.php?title=Canadian_Indian_residential_school_system&action=edit&section=20" title="Edit section: Canadian government">edit</a>]</div> <div class="mw-heading mw-heading4"><h4 id="Royal_Canadian_Mounted_Police">Royal Canadian Mounted Police</h4>[<a href="/w/index.php?title=Canadian_Indian_residential_school_system&action=edit&section=21" title="Edit section: Royal Canadian Mounted Police">edit</a>]</div> In 2004, immediately before signing the first Public Safety Protocol with the Assembly of First Nations, <a href="/wiki/Royal_Canadian_Mounted_Police" title="Royal Canadian Mounted Police">Royal Canadian Mounted Police</a> (RCMP) Commissioner <a href="/wiki/Giuliano_Zaccardelli" title="Giuliano Zaccardelli">Giuliano Zaccardelli</a> issued an apology on behalf of the RCMP for its role in the Indian residential school system: "We, I, as Commissioner of the RCMP, am truly sorry for what role we played in the residential school system and the abuse that took place in the residential system."<a href="#cite_note-134">[130]</a><a href="#cite_note-135">[131]</a> <div class="mw-heading mw-heading4"><h4 id="Federal_Cabinet">Federal Cabinet</h4>[<a href="/w/index.php?title=Canadian_Indian_residential_school_system&action=edit&section=22" title="Edit section: Federal Cabinet">edit</a>]</div> After the Indian Residential Schools Settlement Agreement was accepted by <a href="/wiki/Prime_Minister_of_Canada" title="Prime Minister of Canada">Prime Minister</a> <a href="/wiki/Paul_Martin" title="Paul Martin">Paul Martin</a>'s <a href="/wiki/Ministry_(collective_executive)" title="Ministry (collective executive)">ministry</a> in 2005, activists called for Martin's successor, Prime Minister <a href="/wiki/Stephen_Harper" title="Stephen Harper">Stephen Harper</a>, to apologize. The <a href="/wiki/Cabinet_of_Canada" title="Cabinet of Canada">Cabinet</a> headed by Harper refused, stating an apology was not part of the agreement.<a href="#cite_note-136">[132]</a><a href="#cite_note-137">[133]</a> On May 1, 2007, Member of Parliament <a href="/wiki/Gary_Merasty" title="Gary Merasty">Gary Merasty</a>, of the <a href="/wiki/Peter_Ballantyne_Cree_Nation" title="Peter Ballantyne Cree Nation">Peter Ballantyne Cree Nation</a>, introduced a motion for an apology, which passed unanimously.<a href="#cite_note-138">[134]</a> On June 11, 2008, Harper issued a symbolic<a href="#cite_note-139">[135]</a><a href="#cite_note-140">[136]</a> apology on behalf of the sitting Cabinet for past ministries' policies of assimilation. He did this in front of an audience of Indigenous delegates and in an address that was broadcast nationally on the <a href="/wiki/CBC_Television" title="CBC Television">CBC</a>.<a href="#cite_note-141">[137]</a><a href="#cite_note-142">[138]</a> The Prime Minister apologized not only for the known excesses of the residential school system, but for the creation of the system itself. Harper delivered the speech in the House of Commons; the procedural device of a <a href="/wiki/Committee_of_the_whole" title="Committee of the whole">committee of the whole</a> was used so that Indigenous leaders, who were not members of parliament, could be allowed to respond to the apology on the floor of the house.<a href="#cite_note-143">[139]</a> Harper's apology excluded <a href="/wiki/Newfoundland_and_Labrador" title="Newfoundland and Labrador">Newfoundland and Labrador</a> on the basis that the <a href="/wiki/28th_Canadian_Ministry" title="28th Canadian Ministry">28th Canadian Ministry</a> should not be held accountable for pre-Confederation actions. Residential schools in Newfoundland and Labrador were located in <a href="/wiki/St._Anthony,_Newfoundland_and_Labrador" title="St. Anthony, Newfoundland and Labrador">St Anthony</a>, <a href="/wiki/Cartwright,_Newfoundland_and_Labrador" title="Cartwright, Newfoundland and Labrador">Cartwright</a>, <a href="/wiki/North_West_River" title="North West River">North West River</a>, <a href="/wiki/Nain,_Newfoundland_and_Labrador" title="Nain, Newfoundland and Labrador">Nain</a>, and <a href="/wiki/Makkovik" title="Makkovik">Makkovik</a>. These schools were run by the <a href="/wiki/International_Grenfell_Association" title="International Grenfell Association">International Grenfell Association</a> and the German Moravian Missionaries.<a href="#cite_note-144">[140]</a> The government argued that because these schools were not created under the auspices of the Indian Act, they were not true residential schools. More than 1,000 former students disagreed and filed a class action lawsuit against the government for compensation in 2007. By the time the suit was settled in 2016, almost a decade later, dozens of plaintiffs had died. Lawyers expected that up to 900 former students would be compensated.<a href="#cite_note-145">[141]</a> Prime Minister <a href="/wiki/Justin_Trudeau" title="Justin Trudeau">Justin Trudeau</a> delivered an apology to <a href="/wiki/Innu" title="Innu">Innu</a>, <a href="/wiki/Inuit" title="Inuit">Inuit</a>, and <a href="/wiki/NunatuKavut_people" class="mw-redirect" title="NunatuKavut people">NunatuKavut</a> former students and their families in <a href="/wiki/Happy_Valley-Goose_Bay" title="Happy Valley-Goose Bay">Happy Valley-Goose Bay</a>, <a href="/wiki/Labrador" title="Labrador">Labrador</a>.<a href="#cite_note-StarTrudeauApology-146">[142]</a><a href="#cite_note-147">[143]</a> He acknowledged that students experienced multiple forms of abuse linking their treatment to the colonial thinking that shaped the school system.<a href="#cite_note-148">[144]</a> Trudeau's apology was received on behalf of residential school survivors by Toby Obed, who framed the apology as a key part of the healing process that connected survivors from Newfoundland and Labrador with school attendees from across the country.<a href="#cite_note-StarTrudeauApology-146">[142]</a> Members of the Innu nation were less receptive, rejecting the apology ahead of the ceremony.<a href="#cite_note-InnuNationCBC-149">[145]</a> Grand Chief Gregory Rich noted in a released statement that he was "not satisfied that Canada understands yet what it has done to Innu and what it is still doing", indicating that members felt they deserved an apology for more than their experiences at residential schools.<a href="#cite_note-StarTrudeauApology-146">[142]</a><a href="#cite_note-InnuNationCBC-149">[145]</a> <div class="mw-heading mw-heading4"><h4 id="Provincial">Provincial</h4>[<a href="/w/index.php?title=Canadian_Indian_residential_school_system&action=edit&section=23" title="Edit section: Provincial">edit</a>]</div> Then-<a href="/wiki/Premier_of_Manitoba" title="Premier of Manitoba">Manitoba Premier</a> <a href="/wiki/Greg_Selinger" title="Greg Selinger">Greg Selinger</a> became, on June 18, 2015, the first politician to issue an apology for past cabinets' role in the <a href="/wiki/Sixties_Scoop" title="Sixties Scoop">Sixties Scoop</a>.<a href="#cite_note-150">[146]</a> Class action lawsuits have been brought against the Saskatchewan, Manitoba, and Ontario governments for the harm caused to victims of the large-scale adoption scheme that saw thousands of Indigenous children forcibly removed from their parents in the 1960s.<a href="#cite_note-151">[147]</a> Indigenous leaders responded by insisting that while apologies were welcomed, action—including a federal apology, reunification of families, compensation, and counselling for victims—must accompany words for them to have real meaning.<a href="#cite_note-152">[148]</a> The <a href="/wiki/Premier_of_Alberta" title="Premier of Alberta">Premier of Alberta</a> at the time, <a href="/wiki/Rachel_Notley" title="Rachel Notley">Rachel Notley</a>, issued an apology as a ministerial statement on June 22, 2015, in a bid to begin to address the wrongs done by the province's previous ministries to the Indigenous peoples of Alberta and the rest of Canada.<a href="#cite_note-153">[149]</a> At the same time, Notley called on the <a href="/wiki/Government_of_Canada" title="Government of Canada">federal government</a> to hold an inquiry on the <a href="/wiki/Missing_and_Murdered_Indigenous_Women_(Canada)" class="mw-redirect" title="Missing and Murdered Indigenous Women (Canada)">missing and murdered Indigenous women</a> in Canada. The Premier also stated her intent for the government to build relationships with provincial leaders of Indigenous communities and sought to amend the provincial curriculum to include the history of Indigenous culture.<a href="#cite_note-154">[150]</a> In the <a href="/wiki/Legislative_Assembly_of_Ontario" title="Legislative Assembly of Ontario">Legislative Assembly of Ontario</a>, on May 30, 2016, the serving Premier of Ontario, <a href="/wiki/Kathleen_Wynne" title="Kathleen Wynne">Kathleen Wynne</a>, apologized on behalf of the <a href="/wiki/Executive_Council_of_Ontario" title="Executive Council of Ontario">Executive Council</a> for the harm done at residential schools.<a href="#cite_note-155">[151]</a> Affirming Ontario's commitment to reconciliation with Indigenous peoples, she acknowledged the school system as "one of the most shameful chapters in Canadian history".<a href="#cite_note-156">[152]</a> In a 105-minute ceremony, Wynne announced that the Ontario government would spend $250 million on education initiatives and would also rename the Ministry of Aboriginal Affairs the <a href="/wiki/Ministry_of_Indigenous_Relations_and_Reconciliation_(Ontario)" class="mw-redirect" title="Ministry of Indigenous Relations and Reconciliation (Ontario)">Ministry of Indigenous Relations and Reconciliation</a>. It was further announced that the first week of November would be known as Treaties Recognition Week.<a href="#cite_note-157">[153]</a><a href="#cite_note-158">[154]</a> <div class="mw-heading mw-heading4"><h4 id="Calls_for_the_monarch_to_apologize">Calls for the monarch to apologize</h4>[<a href="/w/index.php?title=Canadian_Indian_residential_school_system&action=edit&section=24" title="Edit section: Calls for the monarch to apologize">edit</a>]</div> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1236090951"><div role="note" class="hatnote navigation-not-searchable">Further information: <a href="/wiki/Monarchy_of_Canada_and_the_Indigenous_peoples_of_Canada" title="Monarchy of Canada and the Indigenous peoples of Canada">Monarchy of Canada and the Indigenous peoples of Canada</a></div> The Manitoba Keewatinook Ininew Okimowin <a href="/wiki/Tribal_Council" class="mw-redirect" title="Tribal Council">Tribal Council</a>, representing 30 northern Manitoba Indigenous communities, requested on February 21, 2008, that Queen <a href="/wiki/Elizabeth_II" title="Elizabeth II">Elizabeth II</a> apologise for the residential schools in Canada. Grand Chief of the council Sydney Garrioch sent a letter with this request to Buckingham Palace.<a href="#cite_note-159">[155]</a> In <a href="/wiki/Winnipeg" title="Winnipeg">Winnipeg</a>, on <a href="/wiki/Canada_Day" title="Canada Day">Canada Day</a>, July 1, 2021, the statue of <a href="/wiki/Queen_Victoria" title="Queen Victoria">Queen Victoria</a> in front of the <a href="/wiki/Manitoba_Legislative_Building" title="Manitoba Legislative Building">Manitoba Legislative Building</a>, and that of Queen Elizabeth II in the garden of nearby <a href="/wiki/Government_House_(Manitoba)" title="Government House (Manitoba)">Government House</a>, were vandalized and toppled; the head of the Queen Victoria statue was removed and thrown into the <a href="/wiki/Assiniboine_River" title="Assiniboine River">Assiniboine River</a>.<a href="#cite_note-160">[156]</a><a href="#cite_note-161">[157]</a> Following this event, associate professor of sociology at the <a href="/wiki/University_of_Winnipeg" title="University of Winnipeg">University of Winnipeg</a> Kimberley Ducey called for Queen Elizabeth II to apologize for the role of the <a href="/wiki/Monarchy_of_the_United_Kingdom" title="Monarchy of the United Kingdom">British monarchy</a> in the establishment of residential schools,<a href="#cite_note-162">[158]</a> though sovereigns since <a href="/wiki/George_III" title="George III">George III</a> have had their powers constrained by the tenets of <a href="/wiki/Constitutional_monarchy" title="Constitutional monarchy">constitutional monarchy</a> and <a href="/wiki/Responsible_government" title="Responsible government">responsible government</a>,<a href="#cite_note-163">[159]</a> meaning they had no direct responsibility in residential school policy.<a href="#cite_note-164">[160]</a><a href="#cite_note-165">[161]</a> <figure class="mw-default-size" typeof="mw:File/Thumb"><a href="/wiki/File:Mary_Simon,_Governor_General_of_Canada.jpg" class="mw-file-description"><img src="//upload.wikimedia.org/wikipedia/commons/thumb/f/fa/Mary_Simon%2C_Governor_General_of_Canada.jpg/220px-Mary_Simon%2C_Governor_General_of_Canada.jpg" decoding="async" width="220" height="311" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/commons/f/fa/Mary_Simon%2C_Governor_General_of_Canada.jpg 1.5x" data-file-width="301" data-file-height="425" /></a><figcaption>Governor General Mary Simon, who is <a href="/wiki/Inuit" title="Inuit">Inuk</a>, is the first Indigenous person to be appointed to the viceregal post</figcaption></figure> On Canada's first <a href="/wiki/National_Day_for_Truth_and_Reconciliation" title="National Day for Truth and Reconciliation">National Day for Truth and Reconciliation</a>, on September 30, 2021, Elizabeth, as <a href="/wiki/Monarchy_of_Canada" title="Monarchy of Canada">Queen of Canada</a>, said she "joins with all Canadians ... to reflect on the painful history that Indigenous peoples endured in residential schools in Canada and on the work that remains to heal and to continue to build an inclusive society".<a href="#cite_note-166">[162]</a> The same year, the Queen appointed <a href="/wiki/Mary_Simon" title="Mary Simon">Mary Simon</a> to represent her as <a href="/wiki/Governor_General_of_Canada" title="Governor General of Canada">governor general</a>; Simon is the first Indigenous person to occupy the office. The Queen and Simon met in March 2022, after which the vicereine said to the <a href="/wiki/Canadian_Broadcasting_Corporation" title="Canadian Broadcasting Corporation">Canadian Broadcasting Corporation</a>, "we talked about reconciliation and I did talk about the need for healing in our country and to have a better understanding and a better relationship between Indigenous people and other Canadians" and she felt the Queen was well informed on issues affecting Canada.<a href="#cite_note-167">[163]</a> In his first speech of his royal tour in 2022, Prince <a href="/wiki/Charles,_Prince_of_Wales" class="mw-redirect" title="Charles, Prince of Wales">Charles, Prince of Wales</a> (Elizabeth II's eldest son and then-heir to the Canadian Crown), said that it was an "important moment, with "Indigenous and non-Indigenous peoples across Canada committing to reflect honestly and openly on the past, and to forge a new relationship for the future".<a href="#cite_note-168">[164]</a> The Prince and his wife, <a href="/wiki/Camilla,_Duchess_of_Cornwall" class="mw-redirect" title="Camilla, Duchess of Cornwall">Camilla, Duchess of Cornwall</a>, participated in moments of reflection and prayer, first with <a href="/wiki/Lieutenant_Governor_of_Newfoundland_and_Labrador" title="Lieutenant Governor of Newfoundland and Labrador">Lieutenant Governor of Newfoundland and Labrador</a> <a href="/wiki/Judy_Foote" title="Judy Foote">Judy Foote</a> and Indigenous leaders at Heart Garden<a href="#cite_note-G&M-169">[165]</a>—which had been opened on the grounds of the provincial <a href="/wiki/Government_House_(Newfoundland_and_Labrador)" title="Government House (Newfoundland and Labrador)">Government House</a> in 2019, in memory of former residential school students—and, two days later, at the Ceremonial Circle in the <a href="/wiki/Dene" title="Dene">Dene</a> community of <a href="/wiki/Dettah" title="Dettah">Dettah</a>, <a href="/wiki/Northwest_Territories" title="Northwest Territories">Northwest Territories</a>,<a href="#cite_note-170">[166]</a> where they also participated in an opening prayer, a drumming circle, and a feeding the fire ceremony.<a href="#cite_note-171">[167]</a><a href="#cite_note-172">[168]</a> Elisabeth Penashue, an elder of the Sheshatshiu Innu First Nation in Labrador, said it was "really important they hear our stories".<a href="#cite_note-G&M-169">[165]</a> At a reception hosted by the Governor General at <a href="/wiki/Rideau_Hall" title="Rideau Hall">Rideau Hall</a>, in Ottawa, <a href="/wiki/RoseAnne_Archibald" title="RoseAnne Archibald">RoseAnne Archibald</a>, National Chief of the <a href="/wiki/Assembly_of_First_Nations" title="Assembly of First Nations">Assembly of First Nations</a>, appealed directly to the Prince for an apology from the Queen in her capacity as monarch and head of the <a href="/wiki/Church_of_England" title="Church of England">Church of England</a> for the wrongful acts committed in the past by the Crown and the church in relation to Indigenous peoples. (The Archbishop of Canterbury had, though, <a href="#Anglican">already apologized on behalf of the Church of England</a> in April of that year.<a href="#cite_note-AoC-131">[127]</a>) Archibald said that the Prince "acknowledged" failures by Canadian governments in handling the relationship between the Crown and Indigenous people, which she said "really meant something".<a href="#cite_note-173">[169]</a> Royal correspondent Sarah Campbell noted, "on this brief tour, there has been no shying away from acknowledging and highlighting the scandalous way many indigenous peoples have been treated in Canada."<a href="#cite_note-Campbell-2022-132">[128]</a> <figure class="mw-default-size mw-halign-left" typeof="mw:File/Thumb"><a href="/wiki/File:Realms_Lunch_Coronation_Event_(52872267136).jpg" class="mw-file-description"><img src="//upload.wikimedia.org/wikipedia/commons/thumb/c/cb/Realms_Lunch_Coronation_Event_%2852872267136%29.jpg/220px-Realms_Lunch_Coronation_Event_%2852872267136%29.jpg" decoding="async" width="220" height="172" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/commons/thumb/c/cb/Realms_Lunch_Coronation_Event_%2852872267136%29.jpg/330px-Realms_Lunch_Coronation_Event_%2852872267136%29.jpg 1.5x, //upload.wikimedia.org/wikipedia/commons/thumb/c/cb/Realms_Lunch_Coronation_Event_%2852872267136%29.jpg/440px-Realms_Lunch_Coronation_Event_%2852872267136%29.jpg 2x" data-file-width="4483" data-file-height="3497" /></a><figcaption>At a reception at Buckingham Palace, on the day before his coronation, 5 May 2023, King Charles III (left, foreground) meets with Governor General Mary Simon (right), who is the first Indigenous person to be appointed to the viceregal post</figcaption></figure> Queen <a href="/wiki/Death_and_state_funeral_of_Elizabeth_II" title="Death and state funeral of Elizabeth II">Elizabeth II died</a> on September 8, 2022, upon which Charles acceded to the Canadian throne. Two days before <a href="/wiki/Coronation_of_Charles_III_and_Camilla" title="Coronation of Charles III and Camilla">Charles' coronation</a> on 6 May 2023,<a href="#cite_note-Stefanovich-2023-174">[170]</a> Simon organized a meeting between herself, the King, Archibald, President of the Métis National Council Cassidy Caron, and Inuit Tapiriit Kanatami President Natan Obed, all of whom also attended the coronation. Afterward, Caron recounted that she raised the issue of recognition for Métis residential school survivors, who were not included in the Indian Residential School Settlement Agreement and were not given a symbolic apology from the prime minister. Archibald said she remained hopeful the King would apologize for colonization and the Church of England's role in the residential school system.<a href="#cite_note-Stefanovich-2023-174">[170]</a> Simon told <a href="/wiki/CTV_News" title="CTV News">CTV News</a> she was not certain there would be an apology and that she put more value in action, elaborating, "an apology is words, and it makes people feel good and deal with their trauma to some extent. But, if you don't have any action after that, it stays static".<a href="#cite_note-175">[171]</a> <div class="mw-heading mw-heading3"><h3 id="Universities">Universities</h3>[<a href="/w/index.php?title=Canadian_Indian_residential_school_system&action=edit&section=25" title="Edit section: Universities">edit</a>]</div> On October 27, 2011, <a href="/wiki/University_of_Manitoba" title="University of Manitoba">University of Manitoba</a> president <a href="/wiki/David_Barnard" title="David Barnard">David Barnard</a> apologized to the TRC for the institution's role in educating people who operated the residential school system. The <a href="/wiki/Winnipeg_Free_Press" title="Winnipeg Free Press">Winnipeg Free Press</a> believed it to be the first time a Canadian university has apologized for playing a role in residential schools.<a href="#cite_note-176">[172]</a> On April 9, 2018, the <a href="/wiki/University_of_British_Columbia" title="University of British Columbia">University of British Columbia</a> (UBC) opened the Indian Residential School History and Dialogue Centre as a West Coast complement to the <a href="/wiki/National_Centre_for_Truth_and_Reconciliation" title="National Centre for Truth and Reconciliation">National Centre for Truth and Reconciliation</a> in Winnipeg. At the opening, UBC President <a href="/wiki/Santa_Ono" title="Santa Ono">Santa Ono</a> apologized to residential school victims and dignitaries including Grand Chief <a href="/wiki/Edward_John" title="Edward John">Edward John</a> and Canadian Justice Minister <a href="/wiki/Jody_Wilson-Raybould" title="Jody Wilson-Raybould">Jody Wilson-Raybould</a>. Ono apologised for UBC's training of policymakers and administrators who operated the system and stated: <blockquote>On behalf of the university and all its people, I apologize to all of you who are survivors of the residential schools, to your families and communities and to all Indigenous people for the role this university played in perpetuating that system...We apologize for the actions and inaction of our predecessors and renew our commitment to working with all of you for a more just and equitable future.<a href="#cite_note-177">[173]</a></blockquote> <div class="mw-heading mw-heading2"><h2 id="Reconciliation">Reconciliation</h2>[<a href="/w/index.php?title=Canadian_Indian_residential_school_system&action=edit&section=26" title="Edit section: Reconciliation">edit</a>]</div> <figure class="mw-default-size" typeof="mw:File/Thumb"><a href="/wiki/File:StMichaels-ResidentialSchool-AlertBay.jpg" class="mw-file-description"><img alt="Exterior view of dilapitated St. Michael's Residential School in Alert Bay, British Columbia." src="//upload.wikimedia.org/wikipedia/commons/thumb/a/a0/StMichaels-ResidentialSchool-AlertBay.jpg/220px-StMichaels-ResidentialSchool-AlertBay.jpg" decoding="async" width="220" height="146" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/commons/thumb/a/a0/StMichaels-ResidentialSchool-AlertBay.jpg/330px-StMichaels-ResidentialSchool-AlertBay.jpg 1.5x, //upload.wikimedia.org/wikipedia/commons/thumb/a/a0/StMichaels-ResidentialSchool-AlertBay.jpg/440px-StMichaels-ResidentialSchool-AlertBay.jpg 2x" data-file-width="576" data-file-height="383" /></a><figcaption>Former St. Michael's Residential School in <a href="/wiki/Alert_Bay" title="Alert Bay">Alert Bay</a>, British Columbia. Formerly standing on the traditional territory of the <a href="/wiki/%E2%80%98Namgis_First_Nation" class="mw-redirect" title="‘Namgis First Nation">‘Namgis First Nation</a>, it was demolished in February 2015.<a href="#cite_note-178">[174]</a></figcaption></figure> In the summer of 1990, the <a href="/wiki/Kanesatake,_Quebec" class="mw-redirect" title="Kanesatake, Quebec">Mohawks of Kanesatake</a> confronted the government about its failure to honour Indigenous land claims and recognize traditional Mohawk territory in <a href="/wiki/Oka,_Quebec" title="Oka, Quebec">Oka, Quebec</a>. Referred to by media outlets as the <a href="/wiki/Oka_Crisis" title="Oka Crisis">Oka Crisis</a>, the land dispute sparked a critical discussion about the Canadian government's complacency regarding relations with Indigenous communities and responses to their concerns. The action prompted then Prime Minister <a href="/wiki/Brian_Mulroney" title="Brian Mulroney">Brian Mulroney</a> to underscore four government responsibilities: "resolving land claims; improving the economic and social conditions on reserves; defining a new relationship between aboriginal peoples and governments; and addressing the concerns of Canada's aboriginal peoples in contemporary Canadian life."<a href="#cite_note-TRCExec-10">[8]</a>: 240  The actions of the Mohawk community members led to, in part, along with objections from Indigenous leaders regarding the <a href="/wiki/Meech_Lake_Accord" title="Meech Lake Accord">Meech Lake Accord</a>, the creation of the <a href="/wiki/Royal_Commission_on_Aboriginal_Peoples" title="Royal Commission on Aboriginal Peoples">Royal Commission on Aboriginal Peoples</a> to examine the status of Indigenous peoples in Canada. In 1996, the Royal Commission presented a final report which first included a vision for meaningful and action-based reconciliation.<a href="#cite_note-TRCExec-10">[8]</a>: 239–240 <a href="#cite_note-179">[175]</a> <div class="mw-heading mw-heading3"><h3 id="Ecclesiastical_projects">Ecclesiastical projects</h3>[<a href="/w/index.php?title=Canadian_Indian_residential_school_system&action=edit&section=27" title="Edit section: Ecclesiastical projects">edit</a>]</div> In 1975, the Anglican, Roman Catholic and United Churches, along with six other churches, formed Project North, later known as the Aboriginal Rights Coalition (ARC), with the objective of "transformation of the relationship between Canadian society and Aboriginal peoples." The campaign's objectives were: <ul><li>"The recognition of Aboriginal land and treaty rights in Canada;</li> <li>Realizing the historic rights of Aboriginal peoples as they are recognized in the Canadian constitution and upheld in the courts, including the right to self-determination</li> <li>Reversing the erosion of social rights, including rights to adequate housing, education, health care and appropriate legal systems;</li> <li>Seeking reconciliation between Aboriginal peoples, the Christian community and Canadian society;</li> <li>Clarifying the moral and spiritual basis for action towards Aboriginal and social justice in Canada;</li> <li>Opposing development and military projects that threaten Aboriginal communities and the environment; and</li> <li>Promoting Aboriginal justice within Jubilee."<a href="#cite_note-180">[176]</a></li></ul> The churches have also engaged in reconciliation initiatives such as the Returning to Spirit: Residential School Healing and Reconciliation Program, a workshop that aims to unite Indigenous and non-Indigenous people through discussing the legacy of residential schools and fostering an environment for them to communicate and develop mutual understanding.<a href="#cite_note-TRCExec-10">[8]</a> In 2014, the federal government ceased to contribute funds to Indigenous health organizations such as the AHF and the National Aboriginal Health Organization. Since then, more pressure has been placed on churches to sustain their active participation in these healing efforts.<a href="#cite_note-TRCExec-10">[8]</a> In 1992, The Anglican Church of Canada set up the Anglican Healing Fund for Healing and Reconciliation to respond to the ongoing need for healing related to residential schools.<a href="#cite_note-181">[177]</a><a href="#cite_note-Folkins-2017-182">[178]</a> From 1992 to 2007, the fund funded over $8 million towards 705 projects.<a href="#cite_note-Folkins-2017-182">[178]</a> In October 1997, the <a href="/wiki/Canadian_Conference_of_Catholic_Bishops" title="Canadian Conference of Catholic Bishops">Canadian Conference of Catholic Bishops</a> (CCCB) agreed on the establishment of the Council for Reconciliation, Solidarity and Communion for the following year. In 2007, the council became the <a href="/wiki/Canadian_Catholic_Aboriginal_Council" title="Canadian Catholic Aboriginal Council">Catholic Aboriginal Council</a>. On November 30, 1999, the CCCB signed an agreement with the <a href="/wiki/Assembly_of_First_Nations" title="Assembly of First Nations">Assembly of First Nations</a>, represented by Grand Chief <a href="/wiki/Phil_Fontaine" title="Phil Fontaine">Phil Fontaine</a>.<a href="#cite_note-183">[179]</a> In the 2000s the United Church established the Justice and Reconciliation Fund to support healing initiatives and the Presbyterian Church has established a Healing & Reconciliation Program.<a href="#cite_note-184">[180]</a><a href="#cite_note-185">[181]</a> <div class="mw-heading mw-heading3"><h3 id="Financial_compensation">Financial compensation</h3>[<a href="/w/index.php?title=Canadian_Indian_residential_school_system&action=edit&section=28" title="Edit section: Financial compensation">edit</a>]</div> In January 1998, the government made a "statement of reconciliation" – including an apology to those people who were sexually or physically abused while attending residential schools – and established the <a href="/wiki/Aboriginal_Healing_Foundation" title="Aboriginal Healing Foundation">Aboriginal Healing Foundation</a> (AHF). The foundation was provided with $350 million to fund community-based healing projects addressing the legacy of physical and sexual abuse.<a href="#cite_note-186">[182]</a> In <a href="/wiki/2005_Canadian_federal_budget" title="2005 Canadian federal budget">its 2005 budget</a>, the Canadian government committed an additional $40 million to support the work of the AHF.<a href="#cite_note-187">[183]</a> Federal funding for the foundation was cut in 2010 by the Stephen Harper government, leaving 134 national healing-related initiatives without an operating budget.<a href="#cite_note-188">[184]</a> The AHF closed in 2014. Former AHF executive director Mike DeGagne has said that the loss of AHF support has created a gap in dealing with mental health crises such as suicides in the <a href="/wiki/Attawapiskat_First_Nation" title="Attawapiskat First Nation">Attawapiskat First Nation</a>.<a href="#cite_note-189">[185]</a> In June 2001, the government established Indian Residential Schools Resolution Canada as an independent government department to manage the residential school file. In 2003, the Alternative Dispute Resolution (ADR) process was launched as part of a larger National Resolution Framework which included health supports, a commemoration component and a strategy for litigation.<a href="#cite_note-190">[186]</a> As explained by the TRC, the ADR was designed as a "voluntary process for resolution of certain claims of sexual abuse, physical abuse, and forcible confinement, without having to go through the civil litigation process".<a href="#cite_note-TRCHistoryPart2-46">[42]</a>: 564  It was created by the Canadian government without consultation with Indigenous communities or former residential school students. The ADR system also made it the responsibility of the former students to prove that the abuse occurred and was intentional, resulting in former students finding the system difficult to navigate, re-traumatizing, and discriminatory. Many survivor advocacy groups and Indigenous political organizations such as the <a href="/wiki/Assembly_of_First_Nations" title="Assembly of First Nations">Assembly of First Nations</a> (AFN) worked to have the ADR system dissolved.<a href="#cite_note-191">[187]</a> In 2004 the Assembly of First Nations released a report critical of the ADR underscoring, among other issues, the failure of survivors to automatically receive the full amount of compensation without subsequent ligation against the church and failure to compensate for lost family, language and culture.<a href="#cite_note-TRCHistoryPart2-46">[42]</a>: 565  The <a href="/wiki/Canadian_House_of_Commons_Standing_Committee_on_Indigenous_and_Northern_Affairs" title="Canadian House of Commons Standing Committee on Indigenous and Northern Affairs">Canadian House of Commons Standing Committee on Aboriginal Affairs and Northern Development</a> released its own report in April 2005 finding the ADR to be "an excessively costly and inappropriately applied failure, for which the Minister and her officials are unable to raise a convincing defence".<a href="#cite_note-TRCHistoryPart2-46">[42]</a>: 566  Within a month of the report's release a <a href="/wiki/Supreme_Court_of_Canada" title="Supreme Court of Canada">Supreme Court of Canada</a> decision granted school attendees the right to pursue class-action suits, which ultimately led to a government review of the compensation process.<a href="#cite_note-TRCHistoryPart2-46">[42]</a>: 566  On November 23, 2005, the Canadian government announced a $1.9-billion compensation package to benefit tens of thousands of former students. National Chief of the AFN, <a href="/wiki/Phil_Fontaine" title="Phil Fontaine">Phil Fontaine</a>, said the package was meant to cover "decades in time, innumerable events and countless injuries to First Nations individuals and communities".<a href="#cite_note-CBCGetting-192">[188]</a> <a href="/wiki/Justice_Minister" class="mw-redirect" title="Justice Minister">Justice Minister</a> <a href="/wiki/Irwin_Cotler" title="Irwin Cotler">Irwin Cotler</a> applauded the compensation decision noting that the placement of children in the residential school system was "the single most harmful, disgraceful and racist act in our history".<a href="#cite_note-CBCGetting-192">[188]</a> At an Ottawa news conference, <a href="/wiki/Deputy_Prime_Minister_of_Canada" title="Deputy Prime Minister of Canada">Deputy Prime Minister</a> <a href="/wiki/Anne_McLellan" title="Anne McLellan">Anne McLellan</a> said: "We have made good on our shared resolve to deliver what I firmly believe will be a fair and lasting resolution of the Indian school legacy."<a href="#cite_note-CBCGetting-192">[188]</a> The compensation package led to the <a href="/wiki/Indian_Residential_Schools_Settlement_Agreement" title="Indian Residential Schools Settlement Agreement">Indian Residential Schools Settlement Agreement</a> (IRSSA), announced on May 8, 2006, and implemented in September 2007.<a href="#cite_note-193">[189]</a> At the time, there were about 86,000 living victims. The IRSSA included funding for the AHF, for commemoration, for health support, and for a Truth and Reconciliation program, as well as an individual Common Experience Payment (CEP).<a href="#cite_note-SurvivorsSpeak-104">[100]</a> Any person who could be verified as having resided at a federally run Indian residential school in Canada was entitled to a CEP.<a href="#cite_note-194">[190]</a> The amount of compensation was based on the number of years a particular former student resided at the residential schools: $10,000 for the first year attended (from one night residing there to a full school year) plus $3,000 for every year thereafter.<a href="#cite_note-195">[191]</a><a href="#cite_note-196">[192]</a>: 44  The IRSSA also included the Independent Assessment Process (IAP), a case-by-case, out-of-court resolution process designed to provide compensation for sexual, physical and emotional abuse. The IAP process was built on the ADR program and all IAP claims from former students are examined by an adjudicator. The IAP became available to all former students of residential schools on September 19, 2007. Former students who experienced abuse and wished to pursue compensation had to apply by themselves or through a lawyer of their choice to receive consideration.<a href="#cite_note-197">[193]</a> The deadline to apply for the IAP was September 19, 2012. This gave former students of residential schools four years from the implementation date of the IRSSA to apply for the IAP. Claims involving physical and sexual abuse were compensated up to $275,000.<a href="#cite_note-198">[194]</a> By September 30, 2016, the IAP had resolved 36,538 claims and paid $3.1 billion in compensation.<a href="#cite_note-199">[195]</a> The IRSSA also proposed an advance payment for former students alive and who were 65 years old and over as of May 30, 2005. The deadline for reception of the advance payment form by IRSRC was December 31, 2006. Following a legal process, including an examination of the IRSSA by the courts of the provinces and territories of Canada, an "opt-out" period occurred. During this time, the former students of residential schools could reject the agreement if they did not agree with its dispositions. This opt-out period ended on August 20, 2007, with about 350 former students opting out. The IRSSA was the largest <a href="/wiki/Class_action_lawsuit" class="mw-redirect" title="Class action lawsuit">class action</a> settlement in Canadian history. By December 2012, a total of $1.62 billion was paid to 78,750 former students, 98 per cent of the 80,000 who were eligible.<a href="#cite_note-200">[196]</a> In 2014, the IRSSA funds left over from CEPs were offered for educational credits for survivors and their families.<a href="#cite_note-201">[197]</a> <div class="mw-heading mw-heading3"><h3 id="Truth_and_Reconciliation_Commission">Truth and Reconciliation Commission</h3>[<a href="/w/index.php?title=Canadian_Indian_residential_school_system&action=edit&section=29" title="Edit section: Truth and Reconciliation Commission">edit</a>]</div> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1236090951"><div role="note" class="hatnote navigation-not-searchable">Main article: <a href="/wiki/Truth_and_Reconciliation_Commission_of_Canada" title="Truth and Reconciliation Commission of Canada">Truth and Reconciliation Commission of Canada</a></div> <figure class="mw-default-size" typeof="mw:File/Thumb"><a href="/wiki/File:Murray_Sinclair_at_Shingwauk_2015_Gathering.jpg" class="mw-file-description"><img alt="Photo of Justice Murray Sinclair during opening keynote. He is seen, while looking down and smiling, wearing a black top with multi-coloured accents." src="//upload.wikimedia.org/wikipedia/commons/thumb/0/01/Murray_Sinclair_at_Shingwauk_2015_Gathering.jpg/220px-Murray_Sinclair_at_Shingwauk_2015_Gathering.jpg" decoding="async" width="220" height="147" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/commons/thumb/0/01/Murray_Sinclair_at_Shingwauk_2015_Gathering.jpg/330px-Murray_Sinclair_at_Shingwauk_2015_Gathering.jpg 1.5x, //upload.wikimedia.org/wikipedia/commons/thumb/0/01/Murray_Sinclair_at_Shingwauk_2015_Gathering.jpg/440px-Murray_Sinclair_at_Shingwauk_2015_Gathering.jpg 2x" data-file-width="750" data-file-height="500" /></a><figcaption>Justice Murray Sinclair at the 2015 Shingwauk Gathering and Conference at <a href="/wiki/Algoma_University" title="Algoma University">Algoma University</a></figcaption></figure> In 2008, the Truth and Reconciliation Commission (TRC) was established to travel across Canada collecting the testimonies of people affected by the residential school system. About 7,000 Indigenous people told their stories.<a href="#cite_note-202">[198]</a> The TRC concluded in 2015 with the publication of a six volume, 4,000-plus-page report detailing the testimonies of survivors and historical documents from the time. It resulted in the establishment of the <a href="/wiki/National_Centre_for_Truth_and_Reconciliation" title="National Centre for Truth and Reconciliation">National Centre for Truth and Reconciliation</a>.<a href="#cite_note-203">[199]</a><a href="#cite_note-204">[200]</a> The executive summary of the TRC concluded that the assimilation amounted to cultural genocide.<a href="#cite_note-TRCExec-10">[8]</a>: 1  The ambiguity of the phrasing allowed for the interpretation that physical and biological genocide also occurred. The TRC was not authorized to conclude that physical and biological genocide occurred, as such a finding would imply a legal responsibility of the Canadian government that would be difficult to prove. As a result, the debate about whether the Canadian government also committed physical and biological genocide against Indigenous populations remains open.<a href="#cite_note-205">[201]</a><a href="#cite_note-206">[202]</a> Among the 94 <a href="/wiki/Truth_and_Reconciliation_Commission_(Canada)#Calls_to_action" class="mw-redirect" title="Truth and Reconciliation Commission (Canada)">Calls to Action</a> that accompanied the conclusion of the TRC were recommendations to ensure that all Canadians are educated and made aware of the residential school system.<a href="#cite_note-Vowel-2017-50">[46]</a>: 175–176  Justice <a href="/wiki/Murray_Sinclair" title="Murray Sinclair">Murray Sinclair</a> explained that the recommendations were not aimed solely at prompting government action, but instead a collective move toward reconciliation in which all Canadians have a role to play: "Many of our elements, many of our recommendations and many of the Calls to Action are actually aimed at Canadian society."<a href="#cite_note-207">[203]</a> Preservation of documentation of the legacy of residential schools was also highlighted as part of the TRC's Calls to Action. Community groups and other stakeholders have variously argued for documenting or destroying evidence and testimony of residential school abuses.<a href="#cite_note-Woolley-2015-208">[204]</a><a href="#cite_note-Vincent-2015-209">[205]</a><a href="#cite_note-SurvivorsPush-210">[206]</a> On April 4, 2016, the <a href="/wiki/Court_of_Appeal_for_Ontario" title="Court of Appeal for Ontario">Court of Appeal for Ontario</a> ruled that documents pertaining to IAP settlements will be destroyed in 15 years if individual claimants do not request to have their documents archived. This decision was fought by the TRC as well as the federal government, but argued for by religious representatives.<a href="#cite_note-211">[207]</a> In March 2017, <a href="/wiki/Lynn_Beyak" title="Lynn Beyak">Lynn Beyak</a>, a <a href="/wiki/Conservative_Party_of_Canada" title="Conservative Party of Canada">Conservative</a> member of the <a href="/wiki/Senate_of_Canada" title="Senate of Canada">Senate</a> <a href="/wiki/Standing_committee_(Canada)" title="Standing committee (Canada)">Standing Committee</a> of Aboriginal Peoples, voiced disapproval of the final TRC report, saying that it had omitted the positives of the schools.<a href="#cite_note-212">[208]</a><a href="#cite_note-213">[209]</a> Although Beyak's right to free speech was defended by some Conservative senators, her comments were widely criticized by members of the opposition, among them <a href="/wiki/Minister_of_Indigenous_and_Northern_Affairs" class="mw-redirect" title="Minister of Indigenous and Northern Affairs">Minister of Indigenous and Northern Affairs</a>, <a href="/wiki/Carolyn_Bennett" title="Carolyn Bennett">Carolyn Bennett</a>, and leader of the <a href="/wiki/New_Democratic_Party" title="New Democratic Party">New Democratic Party</a>, <a href="/wiki/Tom_Mulcair" title="Tom Mulcair">Tom Mulcair</a>.<a href="#cite_note-Campion-Smith-2017-214">[210]</a> The Anglican Church also raised concerns stating in a release co-signed by bishops <a href="/wiki/Fred_Hiltz" title="Fred Hiltz">Fred Hiltz</a> and <a href="/wiki/Mark_MacDonald_(bishop)" title="Mark MacDonald (bishop)">Mark MacDonald</a>: "There was nothing good about children going missing and no report being filed. There was nothing good about burying children in unmarked graves far from their ancestral homes."<a href="#cite_note-215">[211]</a><a href="#cite_note-216">[212]</a> In response, the Conservative Party leadership removed Beyak from the Senate committee underscoring that her comments did not align with the views of the party.<a href="#cite_note-Campion-Smith-2017-214">[210]</a> <div class="mw-heading mw-heading3"><h3 id="Educational_initiatives">Educational initiatives</h3>[<a href="/w/index.php?title=Canadian_Indian_residential_school_system&action=edit&section=30" title="Edit section: Educational initiatives">edit</a>]</div> <figure class="mw-default-size" typeof="mw:File/Thumb"><a href="/wiki/File:Reconciliation_Pole_Raising.jpg" class="mw-file-description"><img alt="Action shot of people, wearing orange and yellow construction clothing, working to raise the Reconciliation Pole at UBC" src="//upload.wikimedia.org/wikipedia/commons/thumb/0/03/Reconciliation_Pole_Raising.jpg/220px-Reconciliation_Pole_Raising.jpg" decoding="async" width="220" height="147" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/commons/thumb/0/03/Reconciliation_Pole_Raising.jpg/330px-Reconciliation_Pole_Raising.jpg 1.5x, //upload.wikimedia.org/wikipedia/commons/thumb/0/03/Reconciliation_Pole_Raising.jpg/440px-Reconciliation_Pole_Raising.jpg 2x" data-file-width="3872" data-file-height="2592" /></a><figcaption>Raising of the Reconciliation Pole on UBC Vancouver campus</figcaption></figure> Education or awareness of the residential school system or its abuses is low among Canadians. A 2020 survey suggested that nearly half of Canadians never learned about the residential schools when they were students, with 34% of those who were taught by teachers being provided a positive assessment.<a href="#cite_note-217">[213]</a> Another poll conducted in 2021 showed that only 10% of Canadians were very familiar with the history of the residential school system and that 68% say they were unaware of the severity of abuses or completely shocked by it, and that so many children could die.<a href="#cite_note-Cercado-2022-218">[214]</a> A majority of Canadians believe that educational provincial curricula does not include enough about residential schools, that the education level should increase, and that the framing of the residential school system has been downplayed in the education system.<a href="#cite_note-Cercado-2022-218">[214]</a> For many communities the buildings that formerly housed residential schools are a traumatic reminder of the system's legacy; demolition, heritage status and the possibility of incorporating sites into the healing process have been discussed.<a href="#cite_note-Woolley-2015-208">[204]</a><a href="#cite_note-Vincent-2015-209">[205]</a><a href="#cite_note-SurvivorsPush-210">[206]</a> In July 2016, it was announced that the building of the former <a href="/wiki/Mohawk_Institute_Residential_School" title="Mohawk Institute Residential School">Mohawk Institute Residential School</a> would be converted into an educational centre with exhibits on the legacy of residential schools. Ontario's Minister of Indigenous Relations and Reconciliation, <a href="/wiki/David_Zimmer" title="David Zimmer">David Zimmer</a>, noted: "Its presence will always be a reminder of colonization and the racism of the residential school system; one of the darkest chapters of Canadian history."<a href="#cite_note-219">[215]</a> Reconciliation efforts have also been undertaken by several Canadian universities. In 2015 <a href="/wiki/Lakehead_University" title="Lakehead University">Lakehead University</a> and the <a href="/wiki/University_of_Winnipeg" title="University of Winnipeg">University of Winnipeg</a> introduced a mandatory course requirement for all undergraduate students focused on Indigenous culture and history.<a href="#cite_note-220">[216]</a> The same year the <a href="/wiki/University_of_Saskatchewan" title="University of Saskatchewan">University of Saskatchewan</a> hosted a two-day national forum at which Canadian university administrators, scholars and members of Indigenous communities discussed how Canadian universities can and should respond to the TRC's Calls to Action.<a href="#cite_note-221">[217]</a><a href="#cite_note-222">[218]</a> On April 1, 2017, a 17-metre (56 ft) pole, titled "Reconciliation Pole", was raised on the grounds of the <a href="/wiki/University_of_British_Columbia" title="University of British Columbia">University of British Columbia</a> (UBC) Vancouver campus. Carved by <a href="/wiki/Haida_people" title="Haida people">Haida</a> master carver and hereditary chief, 7idansuu (<a href="/wiki/Help:IPA/English" title="Help:IPA/English">/ʔiː.dæn.suː/</a><a href="#cite_note-223">[219]</a>) (Edenshaw), <a href="/wiki/Jim_Hart_(artist)" title="Jim Hart (artist)">James Hart</a>, the pole tells the story of the residential school system prior to, during and after its operation. It features thousands of copper nails, used to represent the children who died in Canadian residential schools, and depictions of residential school survivors carved by artists from multiple Indigenous communities, including Canadian <a href="/wiki/Inuit" title="Inuit">Inuk</a> director <a href="/wiki/Zacharias_Kunuk" title="Zacharias Kunuk">Zacharias Kunuk</a>, <a href="/wiki/Maliseet" class="mw-redirect" title="Maliseet">Maliseet</a> artist Shane Perley-Dutcher, and Muqueam <a href="/wiki/Coast_Salish_peoples" class="mw-redirect" title="Coast Salish peoples">Coast Salish</a> artist <a href="/wiki/Susan_Point" title="Susan Point">Susan Point</a>.<a href="#cite_note-224">[220]</a><a href="#cite_note-225">[221]</a> In October 2016, Canadian singer-songwriter <a href="/wiki/Gord_Downie" title="Gord Downie">Gord Downie</a> released <a href="/wiki/Secret_Path" title="Secret Path">Secret Path</a>, a concept album about <a href="/wiki/Chanie_Wenjack" title="Chanie Wenjack">Chanie Wenjack</a>'s escape and death. It was accompanied by a graphic novel and animated film, aired on <a href="/wiki/CBC_Television" title="CBC Television">CBC Television</a>. Proceeds went to the <a href="/wiki/University_of_Manitoba" title="University of Manitoba">University of Manitoba</a>'s <a href="/wiki/National_Centre_for_Truth_and_Reconciliation" title="National Centre for Truth and Reconciliation">Centre for Truth and Reconciliation</a>. Following his death in October 2017, Downie's brother Mike said he was aware of 40,000 teachers who had used the material in their classrooms, and hoped to continue this.<a href="#cite_note-226">[222]</a> In December 2017, Downie was posthumously named <a href="/wiki/Canadian_Newsmaker_of_the_Year" title="Canadian Newsmaker of the Year">Canadian Newsmaker of the Year</a> by the <a href="/wiki/Canadian_Press" class="mw-redirect" title="Canadian Press">Canadian Press</a>, in part because of his work with reconciliation efforts for survivors of residential schools.<a href="#cite_note-227">[223]</a> <div class="mw-heading mw-heading3"><h3 id="National_Day_for_Truth_and_Reconciliation">National Day for Truth and Reconciliation</h3>[<a href="/w/index.php?title=Canadian_Indian_residential_school_system&action=edit&section=31" title="Edit section: National Day for Truth and Reconciliation">edit</a>]</div> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1236090951"><div role="note" class="hatnote navigation-not-searchable">Main article: <a href="/wiki/Orange_Shirt_Day" class="mw-redirect" title="Orange Shirt Day">Orange Shirt Day</a></div> The Truth and Reconciliation Commission's 80th call to action was for the government to designate a National Day for Truth and Reconciliation that would become a statutory holiday to honour the survivors, their families, and communities. In August 2018, the government announced it was considering three possible dates as the new national holiday. After consultation, Orange Shirt Day was selected as the holiday.<a href="#cite_note-228">[224]</a><a href="#cite_note-229">[225]</a> Orange Shirt Day pre-existed the government's efforts to make it a holiday. The day started in 2013, when at a residential school reunion, survivor <a href="/wiki/Phyllis_Webstad" title="Phyllis Webstad">Phyllis Jack Webstad</a> told her story. She recounted how her grandmother bought her a new orange shirt to go to school in, and when she arrived at the residential school, the shirt was stripped away from her and never returned.<a href="#cite_note-230">[226]</a> The other survivors founded the <a href="/wiki/Saint_Joseph%27s_Mission_(Williams_Lake,_BC)#SJM_Project" class="mw-redirect" title="Saint Joseph's Mission (Williams Lake, BC)">SJM Project</a>, and on September 30, 2013—the time of the year when Indigenous children were taken away to residential schools—they encouraged students in schools in the area to wear an orange shirt in memory of the victims of the residential school system.<a href="#cite_note-231">[227]</a> The observance of the holiday spread quickly across Canada, and in 2017 the Canadian government encouraged all Canadians to participate in the observance of Orange Shirt Day.<a href="#cite_note-232">[228]</a><a href="#cite_note-233">[229]</a> On March 21, 2019, <a href="/wiki/Georgina_Jolibois" title="Georgina Jolibois">Georgina Jolibois</a> submitted a <a href="/wiki/Private_member%27s_bill" title="Private member's bill">private member's bill</a> to call for Orange Shirt Day to become a statutory holiday; the bill passed the House of Commons, but the next election was called before the bill could pass the Senate and become law.<a href="#cite_note-234">[230]</a><a href="#cite_note-235">[231]</a> After the election, <a href="/wiki/Steven_Guilbeault" title="Steven Guilbeault">Steven Guilbeault</a> reintroduced the bill to make Orange Shirt Day a national statutory holiday.<a href="#cite_note-236">[232]</a> Following the discovery of 215 unmarked anomalies on the grounds of the former Kamloops Indian Residential School on May 24, 2021, Parliament agreed to pass the bill unanimously, and the bill received royal assent on June 3, 2021.<a href="#cite_note-237">[233]</a> During the 2022 National Day for Truth and Reconciliation, the Peace Tower on Parliament Hill, as well as buildings across Canada, were illuminated to honour those affected by the Canadian residential school system. They were lit up in orange throughout the evening of September 30, 2022, from 7:00pm until sunrise.<a href="#cite_note-238">[234]</a> <div class="mw-heading mw-heading2"><h2 id="See_also">See also</h2>[<a href="/w/index.php?title=Canadian_Indian_residential_school_system&action=edit&section=32" title="Edit section: See also">edit</a>]</div> <style data-mw-deduplicate="TemplateStyles:r1259569809">.mw-parser-output .portalbox{padding:0;margin:0.5em 0;display:table;box-sizing:border-box;max-width:175px;list-style:none}.mw-parser-output .portalborder{border:1px solid var(--border-color-base,#a2a9b1);padding:0.1em;background:var(--background-color-neutral-subtle,#f8f9fa)}.mw-parser-output .portalbox-entry{display:table-row;font-size:85%;line-height:110%;height:1.9em;font-style:italic;font-weight:bold}.mw-parser-output .portalbox-image{display:table-cell;padding:0.2em;vertical-align:middle;text-align:center}.mw-parser-output .portalbox-link{display:table-cell;padding:0.2em 0.2em 0.2em 0.3em;vertical-align:middle}@media(min-width:720px){.mw-parser-output .portalleft{clear:left;float:left;margin:0.5em 1em 0.5em 0}.mw-parser-output .portalright{clear:right;float:right;margin:0.5em 0 0.5em 1em}}</style><ul role="navigation" aria-label="Portals" class="noprint portalbox portalborder portalright"> <li class="portalbox-entry"><img alt="" src="//upload.wikimedia.org/wikipedia/commons/thumb/2/29/MAYA-g-log-cal-D10-Ok.svg/30px-MAYA-g-log-cal-D10-Ok.svg.png" decoding="async" width="30" height="28" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/commons/thumb/2/29/MAYA-g-log-cal-D10-Ok.svg/45px-MAYA-g-log-cal-D10-Ok.svg.png 1.5x, //upload.wikimedia.org/wikipedia/commons/thumb/2/29/MAYA-g-log-cal-D10-Ok.svg/60px-MAYA-g-log-cal-D10-Ok.svg.png 2x" data-file-width="319" data-file-height="299" /><a href="/wiki/Portal:Indigenous_peoples_of_the_Americas" title="Portal:Indigenous peoples of the Americas">Indigenous peoples of the Americas portal</a></li><li class="portalbox-entry"><img alt="flag" src="//upload.wikimedia.org/wikipedia/commons/thumb/f/fc/Maple_Leaf_%28from_roundel%29.svg/25px-Maple_Leaf_%28from_roundel%29.svg.png" decoding="async" width="25" height="28" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/commons/thumb/f/fc/Maple_Leaf_%28from_roundel%29.svg/37px-Maple_Leaf_%28from_roundel%29.svg.png 1.5x, //upload.wikimedia.org/wikipedia/commons/thumb/f/fc/Maple_Leaf_%28from_roundel%29.svg/50px-Maple_Leaf_%28from_roundel%29.svg.png 2x" data-file-width="305" data-file-height="343" /><a href="/wiki/Portal:Canada" title="Portal:Canada">Canada portal</a></li><li class="portalbox-entry"><img alt="icon" src="//upload.wikimedia.org/wikipedia/commons/thumb/4/4a/School.svg/28px-School.svg.png" decoding="async" width="28" height="28" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/commons/thumb/4/4a/School.svg/42px-School.svg.png 1.5x, //upload.wikimedia.org/wikipedia/commons/thumb/4/4a/School.svg/56px-School.svg.png 2x" data-file-width="500" data-file-height="500" /><a href="/wiki/Portal:Schools" title="Portal:Schools">Schools portal</a></li></ul> <style data-mw-deduplicate="TemplateStyles:r1184024115">.mw-parser-output .div-col{margin-top:0.3em;column-width:30em}.mw-parser-output .div-col-small{font-size:90%}.mw-parser-output .div-col-rules{column-rule:1px solid #aaa}.mw-parser-output .div-col dl,.mw-parser-output .div-col ol,.mw-parser-output .div-col ul{margin-top:0}.mw-parser-output .div-col li,.mw-parser-output .div-col dd{page-break-inside:avoid;break-inside:avoid-column}</style><div class="div-col" style="column-width: 30em;"> <ul><li><a href="/wiki/List_of_Indian_residential_schools_in_Canada" title="List of Indian residential schools in Canada">List of Indian residential schools in Canada</a></li> <li><a href="/wiki/History_of_American_Indian_schools" class="mw-redirect" title="History of American Indian schools">Native American boarding schools</a> (United States)</li> <li><a href="/wiki/Cultural_assimilation_of_Native_Americans" title="Cultural assimilation of Native Americans">Cultural assimilation of Native Americans</a></li> <li><a href="/wiki/Media_portrayals_of_the_Canadian_Indian_residential_school_system" title="Media portrayals of the Canadian Indian residential school system">Media portrayals of the Canadian Indian residential school system</a></li> <li><a href="/wiki/Native_schools" title="Native schools">Native schools</a> (New Zealand)</li> <li><a href="/wiki/Stolen_Generations" title="Stolen Generations">Stolen Generations</a>, children of <a href="/wiki/Aboriginal_Australians" title="Aboriginal Australians">Australian Aboriginal</a> descent who were removed from their families by the Government of <a href="/wiki/Australian_Government" title="Australian Government">Australia</a> and state government agencies</li> <li><a href="/wiki/Christianity_and_colonialism" title="Christianity and colonialism">Christianity and colonialism</a></li></ul> </div> <div class="mw-heading mw-heading2"><h2 id="Notes_on_terminology">Notes on terminology</h2>[<a href="/w/index.php?title=Canadian_Indian_residential_school_system&action=edit&section=33" title="Edit section: Notes on terminology">edit</a>]</div> <style data-mw-deduplicate="TemplateStyles:r1239543626">.mw-parser-output .reflist{margin-bottom:0.5em;list-style-type:decimal}@media screen{.mw-parser-output .reflist{font-size:90%}}.mw-parser-output .reflist .references{font-size:100%;margin-bottom:0;list-style-type:inherit}.mw-parser-output .reflist-columns-2{column-width:30em}.mw-parser-output .reflist-columns-3{column-width:25em}.mw-parser-output .reflist-columns{margin-top:0.3em}.mw-parser-output .reflist-columns ol{margin-top:0}.mw-parser-output .reflist-columns li{page-break-inside:avoid;break-inside:avoid-column}.mw-parser-output .reflist-upper-alpha{list-style-type:upper-alpha}.mw-parser-output .reflist-upper-roman{list-style-type:upper-roman}.mw-parser-output .reflist-lower-alpha{list-style-type:lower-alpha}.mw-parser-output .reflist-lower-greek{list-style-type:lower-greek}.mw-parser-output .reflist-lower-roman{list-style-type:lower-roman}</style><div class="reflist reflist-lower-alpha"> <div class="mw-references-wrap"><ol class="references"> <li id="cite_note-2"><a href="#cite_ref-2">^</a> Indian is used here because of the historical nature of the article and the precision of the name, as with <a href="/wiki/Indian_hospital" title="Indian hospital">Indian hospital</a>.<a href="#cite_note-Indian-1">[1]</a> It was, and continues to be, used by government officials, Indigenous peoples and historians while referencing the school system. The use of the name also provides relevant context about the era in which the system was established, specifically one in which <a href="/wiki/Indigenous_peoples_in_Canada" title="Indigenous peoples in Canada">Indigenous peoples in Canada</a> were homogeneously referred to as Indians rather than by language that distinguishes <a href="/wiki/First_Nations_in_Canada" title="First Nations in Canada">First Nations</a>, <a href="/wiki/Inuit" title="Inuit">Inuit</a> and <a href="/wiki/M%C3%A9tis#Métis_people_in_Canada" title="Métis">Métis</a> peoples.<a href="#cite_note-Indian-1">[1]</a> Use of Indian is limited throughout the article to proper nouns and references to government legislation. </li> <li id="cite_note-5"><a href="#cite_ref-5">^</a> Indigenous has been capitalized in keeping with the style guide of the Government of Canada.<a href="#cite_note-3">[2]</a> The capitalization also aligns with the style used within the final report of the <a href="/wiki/Truth_and_Reconciliation_Commission_(Canada)" class="mw-redirect" title="Truth and Reconciliation Commission (Canada)">Truth and Reconciliation Commission of Canada</a> and the <a href="/wiki/United_Nations_Declaration_on_the_Rights_of_Indigenous_Peoples" class="mw-redirect" title="United Nations Declaration on the Rights of Indigenous Peoples">United Nations Declaration on the Rights of Indigenous Peoples</a>. In the Canadian context, Indigenous is capitalized when discussing peoples, beliefs or communities in the same way European or Canadian is used to refer to non-Indigenous topics or people.<a href="#cite_note-4">[3]</a> </li> <li id="cite_note-20"><a href="#cite_ref-20">^</a> Survivor is the term used in the final report of the TRC and the Statement of apology to former students of Indian Residential Schools issued by Stephen Harper in 2008.<a href="#cite_note-19">[17]</a> </li> <li id="cite_note-kill-34"><a href="#cite_ref-kill_34-0">^</a> The phrase "kill the Indian in the child" originates from a letter written by American Lieutenant <a href="/wiki/Richard_Henry_Pratt" title="Richard Henry Pratt">Richard Henry Pratt</a>, while recounting the views of an unidentified American general who believed "that the only good Indian is a dead one," of which Pratt wrote: "In a sense, I agree with the sentiment, but only in this: that all the Indian there is in the race should be dead. Kill the Indian in him, and save the man."<a href="#cite_note-TRCHistoryPart1-32">[29]</a>: 137  Mark Abley writes that in a Canadian context "kill the Indian in the child" has been erroneously attributed to former deputy superintendent of the Department of Indian Affairs, <a href="/wiki/Duncan_Campbell_Scott" title="Duncan Campbell Scott">Duncan Campbell Scott</a>.<a href="#cite_note-33">[30]</a> </li> </ol></div></div> <div class="mw-heading mw-heading2"><h2 id="References">References</h2>[<a href="/w/index.php?title=Canadian_Indian_residential_school_system&action=edit&section=34" title="Edit section: References">edit</a>]</div> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1239543626"><div class="reflist reflist-columns references-column-width" style="column-width: 30em;"> <ol class="references"> <li id="cite_note-Indian-1">^ <a href="#cite_ref-Indian_1-0">a</a> <a href="#cite_ref-Indian_1-1">b</a> <style data-mw-deduplicate="TemplateStyles:r1238218222">.mw-parser-output cite.citation{font-style:inherit;word-wrap:break-word}.mw-parser-output .citation q{quotes:"\"""\"""'""'"}.mw-parser-output .citation:target{background-color:rgba(0,127,255,0.133)}.mw-parser-output .id-lock-free.id-lock-free a{background:url("//upload.wikimedia.org/wikipedia/commons/6/65/Lock-green.svg")right 0.1em center/9px no-repeat}.mw-parser-output .id-lock-limited.id-lock-limited a,.mw-parser-output .id-lock-registration.id-lock-registration a{background:url("//upload.wikimedia.org/wikipedia/commons/d/d6/Lock-gray-alt-2.svg")right 0.1em center/9px no-repeat}.mw-parser-output .id-lock-subscription.id-lock-subscription a{background:url("//upload.wikimedia.org/wikipedia/commons/a/aa/Lock-red-alt-2.svg")right 0.1em center/9px no-repeat}.mw-parser-output .cs1-ws-icon a{background:url("//upload.wikimedia.org/wikipedia/commons/4/4c/Wikisource-logo.svg")right 0.1em center/12px no-repeat}body:not(.skin-timeless):not(.skin-minerva) .mw-parser-output .id-lock-free a,body:not(.skin-timeless):not(.skin-minerva) .mw-parser-output .id-lock-limited a,body:not(.skin-timeless):not(.skin-minerva) .mw-parser-output .id-lock-registration a,body:not(.skin-timeless):not(.skin-minerva) .mw-parser-output .id-lock-subscription a,body:not(.skin-timeless):not(.skin-minerva) .mw-parser-output .cs1-ws-icon a{background-size:contain;padding:0 1em 0 0}.mw-parser-output .cs1-code{color:inherit;background:inherit;border:none;padding:inherit}.mw-parser-output .cs1-hidden-error{display:none;color:var(--color-error,#d33)}.mw-parser-output .cs1-visible-error{color:var(--color-error,#d33)}.mw-parser-output .cs1-maint{display:none;color:#085;margin-left:0.3em}.mw-parser-output .cs1-kern-left{padding-left:0.2em}.mw-parser-output .cs1-kern-right{padding-right:0.2em}.mw-parser-output .citation .mw-selflink{font-weight:inherit}@media screen{.mw-parser-output .cs1-format{font-size:95%}html.skin-theme-clientpref-night .mw-parser-output .cs1-maint{color:#18911f}}@media screen and (prefers-color-scheme:dark){html.skin-theme-clientpref-os .mw-parser-output .cs1-maint{color:#18911f}}</style><cite class="citation web cs1"><a rel="nofollow" class="external text" href="https://www.bac-lac.gc.ca/eng/discover/aboriginal-heritage/Documents/Terminology%20Guide%20%20Aboriginal%20Heritage.pdf">"Terminology Guide: Research on Aboriginal Heritage"</a> (PDF). Library and Archives Canada. 2012. <a rel="nofollow" class="external text" href="https://web.archive.org/web/20221108145509/https://www.bac-lac.gc.ca/eng/discover/aboriginal-heritage/Documents/Terminology%20Guide%20%20Aboriginal%20Heritage.pdf">Archived</a> (PDF) from the original on November 8, 2022. 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Public Works and Government Services Canada. 2017. Archived from <a rel="nofollow" class="external text" href="https://www.btb.termiumplus.gc.ca/tcdnstyl-srch?lang=eng&srchtxt=indigenous&cur=2&nmbr=2&lettr=14&info0=14.12#zz14">the original</a> on August 8, 2017. Retrieved April 30, 2017.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=unknown&rft.jtitle=Translation+Bureau&rft.atitle=14.12+Elimination+of+Racial+and+Ethnic+Stereotyping%2C+Identification+of+Groups&rft.date=2017&rft_id=https%3A%2F%2Fwww.btb.termiumplus.gc.ca%2Ftcdnstyl-srch%3Flang%3Deng%26srchtxt%3Dindigenous%26cur%3D2%26nmbr%3D2%26lettr%3D14%26info0%3D14.12%23zz14&rfr_id=info%3Asid%2Fen.wikipedia.org%3ACanadian+Indian+residential+school+system" class="Z3988"> </li> <li id="cite_note-4"><a href="#cite_ref-4">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFMcKay2015" class="citation web cs1">McKay, Celeste (April 2015). <a rel="nofollow" class="external text" href="https://web.archive.org/web/20161025224808/http://umanitoba.ca/student/indigenous/terminology.html">"Briefing Note on Terminology"</a>. University of Manitoba. 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UBC First Nations and Indigenous Studies. Archived from <a rel="nofollow" class="external text" href="http://indigenousfoundations.arts.ubc.ca/the_residential_school_system/">the original</a> on July 19, 2021. 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Archived from <a rel="nofollow" class="external text" href="https://www.bbc.com/news/magazine-33001425">the original</a> on July 25, 2016. Retrieved June 28, 2016.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.jtitle=BBC+News&rft.atitle=Survivors+of+Canada%27s+%27cultural+genocide%27+still+healing&rft.date=2016-06-24&rft.aulast=Luxen&rft.aufirst=Micah&rft_id=https%3A%2F%2Fwww.bbc.com%2Fnews%2Fmagazine-33001425&rfr_id=info%3Asid%2Fen.wikipedia.org%3ACanadian+Indian+residential+school+system" class="Z3988"> </li> <li id="cite_note-Milloy-1999-8">^ <a href="#cite_ref-Milloy-1999_8-0">a</a> <a href="#cite_ref-Milloy-1999_8-1">b</a> <a href="#cite_ref-Milloy-1999_8-2">c</a> <a href="#cite_ref-Milloy-1999_8-3">d</a> <a href="#cite_ref-Milloy-1999_8-4">e</a> <a href="#cite_ref-Milloy-1999_8-5">f</a> <a href="#cite_ref-Milloy-1999_8-6">g</a> <a href="#cite_ref-Milloy-1999_8-7">h</a> <a href="#cite_ref-Milloy-1999_8-8">i</a> <a href="#cite_ref-Milloy-1999_8-9">j</a> <a href="#cite_ref-Milloy-1999_8-10">k</a> <a href="#cite_ref-Milloy-1999_8-11">l</a> <a href="#cite_ref-Milloy-1999_8-12">m</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFMilloy1999" class="citation book cs1">Milloy, John S. 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Retrieved May 30, 2021.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.jtitle=CBC+News&rft.atitle=National+Day+for+Truth+and+Reconciliation+may+be+Canada%27s+next+new+statutory+holiday&rft.date=2019-03-27&rft.aulast=Hwang&rft.aufirst=Priscilla+Ki+Sun&rft_id=https%3A%2F%2Fwww.cbc.ca%2Fnews%2Fcanada%2Fnorth%2Fnational-day-truth-reconciliation-stat-holiday-1.5072841&rfr_id=info%3Asid%2Fen.wikipedia.org%3ACanadian+Indian+residential+school+system" class="Z3988"> </li> <li id="cite_note-230"><a href="#cite_ref-230">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite class="citation web cs1"><a rel="nofollow" class="external text" href="https://web.archive.org/web/20210930004344/https://www.orangeshirtday.org/phyllis-story.html">"Phyllis (Jack) Webstad's story in her own words..."</a> OrangeShirtDay.org. Archived from <a rel="nofollow" class="external text" href="https://www.orangeshirtday.org/phyllis-story.html">the original</a> on September 30, 2021. Retrieved May 30, 2021.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=unknown&rft.jtitle=OrangeShirtDay.org&rft.atitle=Phyllis+%28Jack%29+Webstad%27s+story+in+her+own+words...&rft_id=https%3A%2F%2Fwww.orangeshirtday.org%2Fphyllis-story.html&rfr_id=info%3Asid%2Fen.wikipedia.org%3ACanadian+Indian+residential+school+system" class="Z3988"> </li> <li id="cite_note-231"><a href="#cite_ref-231">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite class="citation web cs1"><a rel="nofollow" class="external text" href="https://web.archive.org/web/20210929232016/https://www.orangeshirtday.org/about-us.html">"The Story of Orange Shirt Day"</a>. OrangeShirtDay.org. 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Archived from <a rel="nofollow" class="external text" href="https://www.cbc.ca/news/canada/british-columbia/orange-shirt-day-1.3785597">the original</a> on July 7, 2021. Retrieved May 30, 2021.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.jtitle=CBC+News&rft.atitle=Orange+Shirt+Day%3A+How+Phyllis+Webstad%27s+1st+day+at+residential+school+inspired+a+movement&rft.date=2016-09-30&rft.aulast=Laanela&rft.aufirst=Mike&rft_id=https%3A%2F%2Fwww.cbc.ca%2Fnews%2Fcanada%2Fbritish-columbia%2Forange-shirt-day-1.3785597&rfr_id=info%3Asid%2Fen.wikipedia.org%3ACanadian+Indian+residential+school+system" class="Z3988"> </li> <li id="cite_note-233"><a href="#cite_ref-233">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite class="citation news cs1"><a rel="nofollow" class="external text" href="https://web.archive.org/web/20210602220950/https://www.newswire.ca/news-releases/government-of-canada-encourages-participation-in-orange-shirt-day-to-honour-residential-schools-survivors-648704543.html">"Government of Canada Encourages Participation in Orange Shirt Day to Honour Residential Schools Survivors"</a>. newswire.ca. September 29, 2017. Archived from <a rel="nofollow" class="external text" href="https://www.newswire.ca/news-releases/government-of-canada-encourages-participation-in-orange-shirt-day-to-honour-residential-schools-survivors-648704543.html">the original</a> on June 2, 2021. Retrieved May 30, 2021.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.jtitle=newswire.ca&rft.atitle=Government+of+Canada+Encourages+Participation+in+Orange+Shirt+Day+to+Honour+Residential+Schools+Survivors&rft.date=2017-09-29&rft_id=https%3A%2F%2Fwww.newswire.ca%2Fnews-releases%2Fgovernment-of-canada-encourages-participation-in-orange-shirt-day-to-honour-residential-schools-survivors-648704543.html&rfr_id=info%3Asid%2Fen.wikipedia.org%3ACanadian+Indian+residential+school+system" class="Z3988"> </li> <li id="cite_note-234"><a href="#cite_ref-234">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFHwang2019" class="citation news cs1">Hwang, Priscilla (March 27, 2019). <a rel="nofollow" class="external text" href="https://web.archive.org/web/20210929072259/https://www.cbc.ca/news/canada/north/national-day-truth-reconciliation-stat-holiday-1.5072841">"National Day for Truth and Reconciliation may be Canada's next new statutory holiday"</a>. CBC News. Archived from <a rel="nofollow" class="external text" href="https://www.cbc.ca/news/canada/north/national-day-truth-reconciliation-stat-holiday-1.5072841">the original</a> on September 29, 2021. Retrieved September 27, 2019.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.jtitle=CBC+News&rft.atitle=National+Day+for+Truth+and+Reconciliation+may+be+Canada%27s+next+new+statutory+holiday&rft.date=2019-03-27&rft.aulast=Hwang&rft.aufirst=Priscilla&rft_id=https%3A%2F%2Fwww.cbc.ca%2Fnews%2Fcanada%2Fnorth%2Fnational-day-truth-reconciliation-stat-holiday-1.5072841&rfr_id=info%3Asid%2Fen.wikipedia.org%3ACanadian+Indian+residential+school+system" class="Z3988"> </li> <li id="cite_note-235"><a href="#cite_ref-235">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFSomosAiello2019" class="citation news cs1">Somos, Christy; Aiello, Rachel (June 21, 2019). <a rel="nofollow" class="external text" href="https://web.archive.org/web/20210815064813/https://www.ctvnews.ca/politics/indigenous-stat-holiday-bill-destined-to-die-in-senate-1.4476943">"Indigenous stat holiday bill destined to die in Senate"</a>. CTV News. Archived from <a rel="nofollow" class="external text" href="https://www.ctvnews.ca/politics/indigenous-stat-holiday-bill-destined-to-die-in-senate-1.4476943">the original</a> on August 15, 2021. Retrieved September 27, 2019.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.jtitle=CTV+News&rft.atitle=Indigenous+stat+holiday+bill+destined+to+die+in+Senate&rft.date=2019-06-21&rft.aulast=Somos&rft.aufirst=Christy&rft.au=Aiello%2C+Rachel&rft_id=https%3A%2F%2Fwww.ctvnews.ca%2Fpolitics%2Findigenous-stat-holiday-bill-destined-to-die-in-senate-1.4476943&rfr_id=info%3Asid%2Fen.wikipedia.org%3ACanadian+Indian+residential+school+system" class="Z3988"> </li> <li id="cite_note-236"><a href="#cite_ref-236">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFBallingall2020" class="citation news cs1">Ballingall, Alex (September 29, 2020). <a rel="nofollow" class="external text" href="https://web.archive.org/web/20210813161502/https://www.thestar.com/politics/federal/2020/09/29/government-proposes-sept-30-as-a-national-holiday-to-remember-residential-schools.html">"Liberal government tables bill to make Sept. 30 a national holiday to remember residential schools"</a>. The Toronto Star. Archived from <a rel="nofollow" class="external text" href="https://www.thestar.com/politics/federal/2020/09/29/government-proposes-sept-30-as-a-national-holiday-to-remember-residential-schools.html">the original</a> on August 13, 2021. Retrieved October 7, 2020.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.jtitle=The+Toronto+Star&rft.atitle=Liberal+government+tables+bill+to+make+Sept.+30+a+national+holiday+to+remember+residential+schools&rft.date=2020-09-29&rft.aulast=Ballingall&rft.aufirst=Alex&rft_id=https%3A%2F%2Fwww.thestar.com%2Fpolitics%2Ffederal%2F2020%2F09%2F29%2Fgovernment-proposes-sept-30-as-a-national-holiday-to-remember-residential-schools.html&rfr_id=info%3Asid%2Fen.wikipedia.org%3ACanadian+Indian+residential+school+system" class="Z3988"> </li> <li id="cite_note-237"><a href="#cite_ref-237">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFBryden2021" class="citation news cs1">Bryden, Joan (June 3, 2021). <a rel="nofollow" class="external text" href="https://web.archive.org/web/20210816214408/https://www.winnipegfreepress.com/canada/senate-unanimously-passes-bill-creating-national-day-for-truth-and-reconciliation-574557492.html">"Royal assent given to bill creating national day for truth and reconciliation"</a>. Winnipeg Free Press. Archived from <a rel="nofollow" class="external text" href="https://www.winnipegfreepress.com/canada/senate-unanimously-passes-bill-creating-national-day-for-truth-and-reconciliation-574557492.html">the original</a> on August 16, 2021. Retrieved June 3, 2021.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.jtitle=Winnipeg+Free+Press&rft.atitle=Royal+assent+given+to+bill+creating+national+day+for+truth+and+reconciliation&rft.date=2021-06-03&rft.aulast=Bryden&rft.aufirst=Joan&rft_id=https%3A%2F%2Fwww.winnipegfreepress.com%2Fcanada%2Fsenate-unanimously-passes-bill-creating-national-day-for-truth-and-reconciliation-574557492.html&rfr_id=info%3Asid%2Fen.wikipedia.org%3ACanadian+Indian+residential+school+system" class="Z3988"> </li> <li id="cite_note-238"><a href="#cite_ref-238">^</a> <link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite class="citation web cs1"><a rel="nofollow" class="external text" href="https://web.archive.org/web/20220711034745/https://www.canada.ca/en/canadian-heritage/campaigns/national-day-truth-reconciliation.html">"National Day for Truth and Reconciliation"</a>. Canadian Heritage. September 21, 2021. Archived from <a rel="nofollow" class="external text" href="https://www.canada.ca/en/canadian-heritage/campaigns/national-day-truth-reconciliation.html">the original</a> on July 11, 2022.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=unknown&rft.btitle=National+Day+for+Truth+and+Reconciliation&rft.pub=Canadian+Heritage&rft.date=2021-09-21&rft_id=https%3A%2F%2Fwww.canada.ca%2Fen%2Fcanadian-heritage%2Fcampaigns%2Fnational-day-truth-reconciliation.html&rfr_id=info%3Asid%2Fen.wikipedia.org%3ACanadian+Indian+residential+school+system" class="Z3988"> </li> </ol></div> <div class="mw-heading mw-heading2"><h2 id="Further_reading">Further reading</h2>[<a href="/w/index.php?title=Canadian_Indian_residential_school_system&action=edit&section=35" title="Edit section: Further reading">edit</a>]</div> <style data-mw-deduplicate="TemplateStyles:r1239549316">.mw-parser-output .refbegin{margin-bottom:0.5em}.mw-parser-output .refbegin-hanging-indents>ul{margin-left:0}.mw-parser-output .refbegin-hanging-indents>ul>li{margin-left:0;padding-left:3.2em;text-indent:-3.2em}.mw-parser-output .refbegin-hanging-indents ul,.mw-parser-output .refbegin-hanging-indents ul li{list-style:none}@media(max-width:720px){.mw-parser-output .refbegin-hanging-indents>ul>li{padding-left:1.6em;text-indent:-1.6em}}.mw-parser-output .refbegin-columns{margin-top:0.3em}.mw-parser-output .refbegin-columns ul{margin-top:0}.mw-parser-output .refbegin-columns li{page-break-inside:avoid;break-inside:avoid-column}@media screen{.mw-parser-output .refbegin{font-size:90%}}</style><div class="refbegin" style=""> <ul><li><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFTruth_and_Reconciliation_Commission_of_Canada2015" class="citation book cs1">Truth and Reconciliation Commission of Canada (2015). <a rel="nofollow" class="external text" href="https://books.google.com/books?id=-rA9CgAAQBAJ&pg=PP1">Final Report of the Truth and Reconciliation Commission of Canada, Volume One: Summary: Honouring the Truth, Reconciling for the Future By The Truth and Reconciliation Commission of Canada</a>. James Lorimer & Company. <a href="/wiki/ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <a href="/wiki/Special:BookSources/978-1-4594-1067-1" title="Special:BookSources/978-1-4594-1067-1"><bdi>978-1-4594-1067-1</bdi></a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=book&rft.btitle=Final+Report+of+the+Truth+and+Reconciliation+Commission+of+Canada%2C+Volume+One%3A+Summary%3A+Honouring+the+Truth%2C+Reconciling+for+the+Future+By+The+Truth+and+Reconciliation+Commission+of+Canada&rft.pub=James+Lorimer+%26+Company&rft.date=2015&rft.isbn=978-1-4594-1067-1&rft.au=Truth+and+Reconciliation+Commission+of+Canada&rft_id=https%3A%2F%2Fbooks.google.com%2Fbooks%3Fid%3D-rA9CgAAQBAJ%26pg%3DPP1&rfr_id=info%3Asid%2Fen.wikipedia.org%3ACanadian+Indian+residential+school+system" class="Z3988"></li> <li><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFCommission_de_vérité_et_réconciliation_du_Canada2016" class="citation book cs1">Commission de vérité et réconciliation du Canada (2016). <a rel="nofollow" class="external text" href="https://books.google.com/books?id=HAmQCwAAQBAJ&pg=PP1">Canada's Residential Schools: The Legacy: The Final Report of the Truth and Reconciliation Commission of Canada, Volume 5</a>. McGill-Queen's Press. <a href="/wiki/ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <a href="/wiki/Special:BookSources/978-0-7735-9828-7" title="Special:BookSources/978-0-7735-9828-7"><bdi>978-0-7735-9828-7</bdi></a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=book&rft.btitle=Canada%27s+Residential+Schools%3A+The+Legacy%3A+The+Final+Report+of+the+Truth+and+Reconciliation+Commission+of+Canada%2C+Volume+5&rft.pub=McGill-Queen%27s+Press&rft.date=2016&rft.isbn=978-0-7735-9828-7&rft.au=Commission+de+v%C3%A9rit%C3%A9+et+r%C3%A9conciliation+du+Canada&rft_id=https%3A%2F%2Fbooks.google.com%2Fbooks%3Fid%3DHAmQCwAAQBAJ%26pg%3DPP1&rfr_id=info%3Asid%2Fen.wikipedia.org%3ACanadian+Indian+residential+school+system" class="Z3988"></li> <li><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFTruth_and_Reconciliation_Commission_of_Canada2016" class="citation book cs1">Truth and Reconciliation Commission of Canada (2016). <a rel="nofollow" class="external text" href="https://books.google.com/books?id=qAaQCwAAQBAJ&pg=PP1">Canada's Residential Schools: The Métis Experience: The Final Report of the Truth and Reconciliation Commission of Canada, Volume 3</a>. McGill-Queen's University Press. <a href="/wiki/ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <a href="/wiki/Special:BookSources/978-0-7735-9823-2" title="Special:BookSources/978-0-7735-9823-2"><bdi>978-0-7735-9823-2</bdi></a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=book&rft.btitle=Canada%27s+Residential+Schools%3A+The+M%C3%A9tis+Experience%3A+The+Final+Report+of+the+Truth+and+Reconciliation+Commission+of+Canada%2C+Volume+3&rft.pub=McGill-Queen%27s+University+Press&rft.date=2016&rft.isbn=978-0-7735-9823-2&rft.au=Truth+and+Reconciliation+Commission+of+Canada&rft_id=https%3A%2F%2Fbooks.google.com%2Fbooks%3Fid%3DqAaQCwAAQBAJ%26pg%3DPP1&rfr_id=info%3Asid%2Fen.wikipedia.org%3ACanadian+Indian+residential+school+system" class="Z3988"></li> <li><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFHaig-Brown2002" class="citation book cs1">Haig-Brown, Celia (2002). <a rel="nofollow" class="external text" href="https://books.google.com/books?id=jq02DwAAQBAJ&pg=PP1">Resistance and Renewal: Surviving the Indian Residential School</a>. arsenal pulp press. <a href="/wiki/ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <a href="/wiki/Special:BookSources/978-1-55152-335-4" title="Special:BookSources/978-1-55152-335-4"><bdi>978-1-55152-335-4</bdi></a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=book&rft.btitle=Resistance+and+Renewal%3A+Surviving+the+Indian+Residential+School&rft.pub=arsenal+pulp+press&rft.date=2002&rft.isbn=978-1-55152-335-4&rft.aulast=Haig-Brown&rft.aufirst=Celia&rft_id=https%3A%2F%2Fbooks.google.com%2Fbooks%3Fid%3Djq02DwAAQBAJ%26pg%3DPP1&rfr_id=info%3Asid%2Fen.wikipedia.org%3ACanadian+Indian+residential+school+system" class="Z3988"></li> <li><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFMilloy2017" class="citation book cs1">Milloy, John S. (2017). <a rel="nofollow" class="external text" href="https://books.google.com/books?id=WUJ4DgAAQBAJ&pg=PP1">A National Crime: The Canadian Government and the Residential School System</a> (2nd ed.). University of Manitoba Press. <a href="/wiki/ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <a href="/wiki/Special:BookSources/978-0-88755-519-0" title="Special:BookSources/978-0-88755-519-0"><bdi>978-0-88755-519-0</bdi></a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=book&rft.btitle=A+National+Crime%3A+The+Canadian+Government+and+the+Residential+School+System&rft.edition=2nd&rft.pub=University+of+Manitoba+Press&rft.date=2017&rft.isbn=978-0-88755-519-0&rft.aulast=Milloy&rft.aufirst=John+S.&rft_id=https%3A%2F%2Fbooks.google.com%2Fbooks%3Fid%3DWUJ4DgAAQBAJ%26pg%3DPP1&rfr_id=info%3Asid%2Fen.wikipedia.org%3ACanadian+Indian+residential+school+system" class="Z3988"></li> <li><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFMiller2017" class="citation book cs1">Miller, J.R. (2017). <a rel="nofollow" class="external text" href="https://books.google.com/books?id=Kw84DwAAQBAJ&pg=PP1">Residential Schools and Reconciliation: Canada Confronts its History</a>. University of Toronto Press. <a href="/wiki/ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <a href="/wiki/Special:BookSources/978-1-4875-0218-8" title="Special:BookSources/978-1-4875-0218-8"><bdi>978-1-4875-0218-8</bdi></a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=book&rft.btitle=Residential+Schools+and+Reconciliation%3A+Canada+Confronts+its+History&rft.pub=University+of+Toronto+Press&rft.date=2017&rft.isbn=978-1-4875-0218-8&rft.aulast=Miller&rft.aufirst=J.R.&rft_id=https%3A%2F%2Fbooks.google.com%2Fbooks%3Fid%3DKw84DwAAQBAJ%26pg%3DPP1&rfr_id=info%3Asid%2Fen.wikipedia.org%3ACanadian+Indian+residential+school+system" class="Z3988"></li> <li><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFLoyieSpearBrissenden2014" class="citation book cs1">Loyie, Larry; Spear, Wayne K.; Brissenden, Constance (2014). <a rel="nofollow" class="external text" href="https://books.google.com/books?id=CJkUogEACAAJ">Residential Schools: With the Words and Images of Survivors</a>. Indigenous Education Press. <a href="/wiki/ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <a href="/wiki/Special:BookSources/978-0-9939371-0-1" title="Special:BookSources/978-0-9939371-0-1"><bdi>978-0-9939371-0-1</bdi></a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=book&rft.btitle=Residential+Schools%3A+With+the+Words+and+Images+of+Survivors&rft.pub=Indigenous+Education+Press&rft.date=2014&rft.isbn=978-0-9939371-0-1&rft.aulast=Loyie&rft.aufirst=Larry&rft.au=Spear%2C+Wayne+K.&rft.au=Brissenden%2C+Constance&rft_id=https%3A%2F%2Fbooks.google.com%2Fbooks%3Fid%3DCJkUogEACAAJ&rfr_id=info%3Asid%2Fen.wikipedia.org%3ACanadian+Indian+residential+school+system" class="Z3988"></li> <li><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFMacDonald2019" class="citation book cs1">MacDonald, David B. (2019). <a rel="nofollow" class="external text" href="https://books.google.com/books?id=8LCYDwAAQBAJ&pg=PP1">Sleeping Giant Awakens: Genocide, Indian Residential Schools, and the Challenge of Conciliation</a>. University of Toronto Press. <a href="/wiki/ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <a href="/wiki/Special:BookSources/978-1-4875-2269-8" title="Special:BookSources/978-1-4875-2269-8"><bdi>978-1-4875-2269-8</bdi></a>.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=book&rft.btitle=Sleeping+Giant+Awakens%3A+Genocide%2C+Indian+Residential+Schools%2C+and+the+Challenge+of+Conciliation&rft.pub=University+of+Toronto+Press&rft.date=2019&rft.isbn=978-1-4875-2269-8&rft.aulast=MacDonald&rft.aufirst=David+B.&rft_id=https%3A%2F%2Fbooks.google.com%2Fbooks%3Fid%3D8LCYDwAAQBAJ%26pg%3DPP1&rfr_id=info%3Asid%2Fen.wikipedia.org%3ACanadian+Indian+residential+school+system" class="Z3988"></li> <li><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1238218222"><cite id="CITEREFPouliot-Thisdale2016" class="citation book cs1">Pouliot-Thisdale, Eric (2016). <a rel="nofollow" class="external text" href="http://epe.lac-bac.gc.ca/100/200/300/eric_pouliot-thisdale/pupils_indian_residential_schools/Pupils_at_Indian_Residential_Schools_1911_1921_Wikwemikong_Spanish_Carleton_PDF_2016.pdf">Pupils at Indian residential schools: 1911 Wikwemikong, 1921 Spanish and Carleton Ontario census</a> (PDF) (Updated ed.). Library and Archives Canada. <a href="/wiki/ISBN_(identifier)" class="mw-redirect" title="ISBN (identifier)">ISBN</a> <a href="/wiki/Special:BookSources/978-1-988411-10-1" title="Special:BookSources/978-1-988411-10-1"><bdi>978-1-988411-10-1</bdi></a>. Retrieved April 22, 2019.</cite><span title="ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=book&rft.btitle=Pupils+at+Indian+residential+schools%3A+1911+Wikwemikong%2C+1921+Spanish+and+Carleton+Ontario+census&rft.edition=Updated&rft.pub=Library+and+Archives+Canada&rft.date=2016&rft.isbn=978-1-988411-10-1&rft.aulast=Pouliot-Thisdale&rft.aufirst=Eric&rft_id=http%3A%2F%2Fepe.lac-bac.gc.ca%2F100%2F200%2F300%2Feric_pouliot-thisdale%2Fpupils_indian_residential_schools%2FPupils_at_Indian_Residential_Schools_1911_1921_Wikwemikong_Spanish_Carleton_PDF_2016.pdf&rfr_id=info%3Asid%2Fen.wikipedia.org%3ACanadian+Indian+residential+school+system" class="Z3988"></li></ul> </div> <div class="mw-heading mw-heading2"><h2 id="External_links">External links</h2>[<a href="/w/index.php?title=Canadian_Indian_residential_school_system&action=edit&section=36" title="Edit section: External links">edit</a>]</div> <ul><li><a rel="nofollow" class="external text" href="https://www.irsss.ca/faqs/how-do-i-reach-the-24-hour-crisis-line">How do I reach the 24 Hour Crisis Line?</a> <a rel="nofollow" class="external text" href="https://web.archive.org/web/20210531032708/https://www.irsss.ca/faqs/how-do-i-reach-the-24-hour-crisis-line">Archived</a> May 31, 2021, at the <a href="/wiki/Wayback_Machine" title="Wayback Machine">Wayback Machine</a> Indian Residential School Survivors Society.</li> <li><a rel="nofollow" class="external text" href="https://nctr.ca/">National Centre for Truth and Reconciliation</a></li> <li><a rel="nofollow" class="external text" href="http://www.cbc.ca/archives/categories/society/education/a-lost-heritage-canadas-residential-schools/topic---a-lost-heritage-canadas-residential-schools.html">A Lost Heritage: Canada's Residential Schools</a>. CBC Digital Archives.</li> <li>[<a rel="nofollow" class="external free" href="https://web.archive.org/web/20160819230411/http://www.bac-lac.gc.ca/eng/discover/aboriginal-heritage/Pages/residential-schools-bibliography-2009.aspx">https://web.archive.org/web/20160819230411/http://www.bac-lac.gc.ca/eng/discover/aboriginal-heritage/Pages/residential-schools-bibliography-2009.aspx</a> The Legacy of the Residential School System in Canada: A Selective Bibliography (August 2009). Library and Archives Canada.</li></ul> <div class="navbox-styles"><style data-mw-deduplicate="TemplateStyles:r1129693374">.mw-parser-output .hlist dl,.mw-parser-output .hlist ol,.mw-parser-output .hlist ul{margin:0;padding:0}.mw-parser-output .hlist dd,.mw-parser-output .hlist dt,.mw-parser-output .hlist li{margin:0;display:inline}.mw-parser-output .hlist.inline,.mw-parser-output .hlist.inline dl,.mw-parser-output .hlist.inline ol,.mw-parser-output .hlist.inline ul,.mw-parser-output .hlist dl dl,.mw-parser-output .hlist dl ol,.mw-parser-output .hlist dl ul,.mw-parser-output .hlist ol dl,.mw-parser-output .hlist ol ol,.mw-parser-output .hlist ol ul,.mw-parser-output .hlist ul dl,.mw-parser-output .hlist ul ol,.mw-parser-output .hlist ul ul{display:inline}.mw-parser-output .hlist .mw-empty-li{display:none}.mw-parser-output .hlist dt::after{content:": "}.mw-parser-output .hlist dd::after,.mw-parser-output .hlist li::after{content:" · ";font-weight:bold}.mw-parser-output .hlist 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template">e</abbr></a></li></ul></div><div id="Violence_and_discrimination_against_Indigenous_peoples_in_Canada" style="font-size:114%;margin:0 4em">Violence and discrimination against <a href="/wiki/Indigenous_peoples_in_Canada" title="Indigenous peoples in Canada">Indigenous peoples in Canada</a></div></th></tr><tr><th scope="row" class="navbox-group" style="width:1%">Background</th><td class="navbox-list-with-group navbox-list navbox-odd" style="width:100%;padding:0"><div style="padding:0 0.25em"></div><table class="nowraplinks navbox-subgroup" style="border-spacing:0"><tbody><tr><th scope="row" class="navbox-group" style="width:1%"><a href="/wiki/Settler_colonialism_in_Canada" title="Settler colonialism in Canada">Settler colonialism</a></th><td class="navbox-list-with-group navbox-list navbox-odd" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/Gradual_Civilization_Act" title="Gradual Civilization Act">Gradual Civilization Act</a></li> <li><a href="/wiki/Numbered_Treaties" title="Numbered Treaties">Numbered Treaties</a></li> <li><a href="/wiki/Indian_Act" title="Indian Act">Indian Act</a></li> <li><a href="/wiki/Royal_Canadian_Mounted_Police#Role_in_colonization" title="Royal Canadian Mounted Police">Role of the RCMP</a></li></ul> </div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%"><a href="/wiki/Canadian_genocide_of_Indigenous_peoples" title="Canadian genocide of Indigenous peoples">Genocide</a></th><td class="navbox-list-with-group navbox-list navbox-even" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a class="mw-selflink selflink">Residential school system</a> <ul><li><a href="/wiki/Canadian_Indian_residential_school_gravesites" title="Canadian Indian residential school gravesites">gravesites</a></li> <li><a href="/wiki/List_of_Indian_residential_schools_in_Canada" title="List of Indian residential schools in Canada">list</a>  /  <a href="/wiki/Chanie_Wenjack" title="Chanie Wenjack">Chanie Wenjack</a></li></ul></li> <li><a href="/wiki/Compulsory_sterilization_in_Canada" title="Compulsory sterilization in Canada">Forced sterilization</a></li> <li><a href="/wiki/First_Nations_nutrition_experiments" title="First Nations nutrition experiments">First Nations nutrition experiments</a></li> <li><a href="/wiki/Sixties_Scoop" title="Sixties Scoop">Sixties Scoop</a> <ul><li><a href="/wiki/Kimelman_Report" title="Kimelman Report">Kimelman Report</a></li></ul></li> <li><a href="/wiki/High_Arctic_relocation" title="High Arctic relocation">High Arctic relocation</a></li> <li><a href="/wiki/Canadian_Eskimo_Dog#RCMP_dog_killings" title="Canadian Eskimo Dog">RCMP dog killings</a></li></ul> </div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%"><a href="/wiki/Racism_in_Canada#Indigenous_Peoples" title="Racism in Canada">Racism</a></th><td class="navbox-list-with-group navbox-list navbox-odd" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/Stereotypes_of_Indigenous_peoples_of_Canada_and_the_United_States" title="Stereotypes of Indigenous peoples of Canada and the United States">Stereotypes</a></li> <li><a href="/wiki/Pass_system_(Canadian_history)" title="Pass system (Canadian history)">Pass system</a></li> <li><a href="/wiki/Potlatch_ban" title="Potlatch ban">Potlatch ban</a></li> <li><a href="/wiki/Indian_agent_(Canada)" title="Indian agent (Canada)">Indian agents</a></li> <li><a href="/wiki/Indian_hospital" title="Indian hospital">Indian hospitals</a></li></ul> </div></td></tr></tbody></table><div></div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%">Specific issues</th><td class="navbox-list-with-group navbox-list navbox-odd" style="width:100%;padding:0"><div style="padding:0 0.25em"></div><table class="nowraplinks navbox-subgroup" style="border-spacing:0"><tbody><tr><th scope="row" class="navbox-group" style="width:1%">Structural violence and discrimination</th><td class="navbox-list-with-group navbox-list navbox-even" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/Birth_alert" title="Birth alert">Birth alerts</a></li> <li><a href="/wiki/Child_poverty_in_Canada#Indigenous_child_poverty_in_Canada" title="Child poverty in Canada">Child poverty</a></li> <li><a href="/wiki/Climate_change_in_Canada#Indigenous_peoples" title="Climate change in Canada">Climate change</a></li> <li><a href="/wiki/Criminal_sentencing_of_Indigenous_peoples_in_Canada" title="Criminal sentencing of Indigenous peoples in Canada">Criminal sentencing</a> <ul><li><a href="/wiki/Indigenous_peoples_and_the_Canadian_criminal_justice_system" title="Indigenous peoples and the Canadian criminal justice system">Mass incarceration</a></li></ul></li> <li><a href="/wiki/Indigenous_food_security_in_Canada" title="Indigenous food security in Canada">Food insecurity</a></li> <li><a href="/wiki/Foster_care_in_Canada#Aboriginal_children_in_foster_care" title="Foster care in Canada">Foster care</a></li> <li><a href="/wiki/Health_equity#Ethnic_and_racial_disparities" title="Health equity">Healthcare inequality</a> <ul><li><a href="/wiki/Death_of_Brian_Sinclair" title="Death of Brian Sinclair">Brian Sinclair</a></li> <li><a href="/wiki/Death_of_Joyce_Echaquan" title="Death of Joyce Echaquan">Joyce Echaquan</a></li></ul></li> <li><a href="/wiki/Long-term_drinking_water_advisories" title="Long-term drinking water advisories">Long-term DWAs</a></li></ul> </div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%"><a href="/wiki/Missing_and_Murdered_Indigenous_Women" title="Missing and Murdered Indigenous Women">Missing and Murdered Indigenous Women</a></th><td class="navbox-list-with-group navbox-list navbox-odd" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/Highway_of_Tears" title="Highway of Tears">Highway of Tears</a> <ul><li><a href="/wiki/Highway_of_Tears#Victims" title="Highway of Tears">list of victims</a></li></ul></li> <li><a href="/wiki/2022_Winnipeg_serial_killings" title="2022 Winnipeg serial killings">Winnipeg serial killings</a></li> <li><a href="/wiki/Disappearance_of_Immaculate_Basil" title="Disappearance of Immaculate Basil">Immaculate Basil</a></li> <li><a href="/wiki/Death_of_Tina_Fontaine" title="Death of Tina Fontaine">Tina Fontaine</a></li> <li><a href="/wiki/Disappearance_of_Pamela_Holopainen" title="Disappearance of Pamela Holopainen">Pamela Holopainen</a></li> <li><a href="/wiki/Barbara_Kentner" title="Barbara Kentner">Barbara Kentner</a></li> <li><a href="/wiki/Disappearance_of_Tammy_Lamondin-Gagnon" title="Disappearance of Tammy Lamondin-Gagnon">Tammy Lamondin-Gagnon</a></li> <li><a href="/wiki/Murder_of_Serena_McKay" title="Murder of Serena McKay">Serena McKay</a></li> <li><a href="/wiki/Murder_of_Helen_Betty_Osborne" title="Murder of Helen Betty Osborne">Helen Betty Osborne</a></li> <li><a href="/wiki/Disappearance_of_Jean_Virginia_Sampare" title="Disappearance of Jean Virginia Sampare">Jean Virginia Sampare</a></li> <li><a href="/wiki/Murder_of_Loretta_Saunders" title="Murder of Loretta Saunders">Loretta Saunders</a></li> <li><a href="/wiki/Death_of_Amber_Tuccaro" title="Death of Amber Tuccaro">Amber Tuccaro</a></li> <li><a href="/wiki/Disappearance_of_Lisa_Marie_Young" title="Disappearance of Lisa Marie Young">Lisa Marie Young</a></li> <li><a href="/wiki/Category:Missing_and_Murdered_Indigenous_Women_and_Girls_activists" title="Category:Missing and Murdered Indigenous Women and Girls activists">Activists</a></li></ul> </div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%"><a href="/wiki/Police_brutality_against_Indigenous_Canadians" title="Police brutality against Indigenous Canadians">Police brutality and misconduct</a></th><td class="navbox-list-with-group navbox-list navbox-even" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/Coastal_GasLink_pipeline#Protests" title="Coastal GasLink pipeline">Violence against Wetʼsuwetʼen protesters</a> <ul><li><a href="/wiki/2020_Canadian_pipeline_and_railway_protests" title="2020 Canadian pipeline and railway protests">2020</a></li></ul></li> <li><a href="/wiki/Gustafsen_Lake_standoff" title="Gustafsen Lake standoff">Gustafsen Lake standoff</a></li> <li><a href="/wiki/Ipperwash_Crisis" title="Ipperwash Crisis">Ipperwash Crisis</a> <ul><li><a href="/wiki/Ipperwash_Inquiry" title="Ipperwash Inquiry">Inquiry</a></li></ul></li> <li><a href="/wiki/Death_of_Regis_Korchinski-Paquet" title="Death of Regis Korchinski-Paquet">Death of Regis Korchinski-Paquet</a></li> <li><a href="/wiki/Killing_of_Chantel_Moore" title="Killing of Chantel Moore">Killing of Chantel Moore</a></li> <li><a href="/wiki/Saskatoon_freezing_deaths" title="Saskatoon freezing deaths">Saskatoon freezing deaths</a> <ul><li><a href="/wiki/Neil_Stonechild" title="Neil Stonechild">Neil Stonechild</a></li></ul></li> <li><a href="/wiki/David_William_Ramsay" title="David William Ramsay">Judge David William Ramsay</a></li></ul> </div></td></tr></tbody></table><div></div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%">Responses</th><td class="navbox-list-with-group navbox-list navbox-odd" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/AmINext" title="AmINext">AmINext</a></li> <li><a href="/wiki/Canadian_history_wars" title="Canadian history wars">History wars</a></li> <li><a href="/wiki/Justice_for_our_Stolen_Children_Camp" title="Justice for our Stolen Children Camp">Justice for our Stolen Children Camp</a></li> <li><a href="/wiki/Moose_Hide_campaign" title="Moose Hide campaign">Moose Hide campaign</a></li> <li><a href="/wiki/REDress_Project" title="REDress Project">REDress Project</a> <ul><li><a href="/wiki/Red_Dress_Day" title="Red Dress Day">Red Dress Day</a></li></ul></li> <li><a href="/wiki/Red_handprint" title="Red handprint">Red handprint</a></li> <li><a href="/wiki/Sisters_in_Spirit" title="Sisters in Spirit">Sisters in Spirit</a></li> <li><a href="/wiki/Walking_With_Our_Sisters" title="Walking With Our Sisters">Walking With Our Sisters</a></li> <li><a href="/wiki/Women%27s_Memorial_March" title="Women's Memorial March">Women's Memorial March</a></li></ul> </div><table class="nowraplinks navbox-subgroup" style="border-spacing:0"><tbody><tr><th scope="row" class="navbox-group" style="width:1%">Commissions and inquiries</th><td class="navbox-list-with-group navbox-list navbox-even" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/Indian_Residential_Schools_Settlement_Agreement" title="Indian Residential Schools Settlement Agreement">IRSSA</a></li> <li><a href="/wiki/Truth_and_Reconciliation_Commission_of_Canada" title="Truth and Reconciliation Commission of Canada">Truth and Reconciliation Commission</a> <ul><li><a href="/wiki/National_Day_for_Truth_and_Reconciliation" title="National Day for Truth and Reconciliation">Holiday</a></li></ul></li> <li><a href="/wiki/National_Inquiry_into_Missing_and_Murdered_Indigenous_Women_and_Girls" title="National Inquiry into Missing and Murdered Indigenous Women and Girls">National Inquiry into Missing and Murdered Indigenous Women and Girls</a></li></ul> </div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%">Legal</th><td class="navbox-list-with-group navbox-list navbox-odd" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/An_Act_to_amend_the_Criminal_Code_(minimum_sentence_for_offences_involving_trafficking_of_persons_under_the_age_of_eighteen_years)" title="An Act to amend the Criminal Code (minimum sentence for offences involving trafficking of persons under the age of eighteen years)">An Act to amend the Criminal Code for trafficking of minors</a></li> <li><a href="/wiki/E-Pana" title="E-Pana">Project E-Pana</a></li> <li><a href="/wiki/United_Nations_Declaration_on_the_Rights_of_Indigenous_Peoples_Act_(Canada)" title="United Nations Declaration on the Rights of Indigenous Peoples Act (Canada)">United Nations Declaration on the Rights of Indigenous Peoples Act</a></li></ul> </div></td></tr></tbody></table><div> </div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%">Related topics</th><td class="navbox-list-with-group navbox-list navbox-odd" style="width:100%;padding:0"><div style="padding:0 0.25em"></div><table class="nowraplinks navbox-subgroup" style="border-spacing:0"><tbody><tr><th scope="row" class="navbox-group" style="width:1%"><a href="/wiki/Indigenous_land_claims_in_Canada" title="Indigenous land claims in Canada">Indigenous land claims</a></th><td class="navbox-list-with-group navbox-list navbox-even" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/Indigenous_specific_land_claims_in_Canada" title="Indigenous specific land claims in Canada">Specific claims</a></li> <li><a href="/wiki/British_Columbia_Treaty_Process" title="British Columbia Treaty Process">British Columbia Treaty Process</a></li> <li><a href="/wiki/Yukon_Land_Claims" title="Yukon Land Claims">Yukon Land Claims</a></li> <li><a href="/wiki/Land_Back" title="Land Back">Land Back</a></li></ul> </div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%"><a href="/wiki/Land_defender" title="Land defender">Land protection</a> and <a href="/wiki/Water_protectors" title="Water protectors">Water protection</a></th><td class="navbox-list-with-group navbox-list navbox-odd" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/Burnt_Church_Crisis" title="Burnt Church Crisis">Burnt Church Crisis</a></li> <li><a href="/wiki/Grand_River_land_dispute" title="Grand River land dispute">Caledonia land dispute</a></li> <li><a href="/wiki/Clayoquot_protests" title="Clayoquot protests">Clayoquot protests</a></li> <li><a href="/wiki/Keystone_Pipeline#Indigenous_Lands_and_Peoples" title="Keystone Pipeline">Keystone Pipeline</a></li> <li><a href="/wiki/Oka_Crisis" title="Oka Crisis">Oka Crisis</a></li> <li><a href="/wiki/Fairy_Creek_old-growth_logging_protests" title="Fairy Creek old-growth logging protests">Old-growth logging protests</a></li> <li><a href="/wiki/Trans_Mountain_pipeline#Protests" title="Trans Mountain pipeline">Trans Mountain pipeline</a></li> <li><a href="/wiki/Unist%CA%BCot%CA%BCen_Camp" title="Unistʼotʼen Camp">Unistʼotʼen Camp</a></li></ul> </div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%">Media</th><td class="navbox-list-with-group navbox-list navbox-even" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/Media_portrayals_of_the_Canadian_Indian_residential_school_system" title="Media portrayals of the Canadian Indian residential school system">Portrayals of the residential school system</a> <ul><li><a href="/wiki/Category:Works_about_residential_schools_in_Canada" title="Category:Works about residential schools in Canada">list</a></li></ul></li> <li><a href="/wiki/Finding_Dawn" title="Finding Dawn">Finding Dawn</a></li> <li><a href="/wiki/Foster_Child_(1987_film)" title="Foster Child (1987 film)">Foster Child</a></li> <li><a href="/wiki/Highway_of_Tears_(film)" title="Highway of Tears (film)">Highway of Tears</a></li> <li><a href="/wiki/Missing_and_Murdered_(podcast)" title="Missing and Murdered (podcast)">Missing and Murdered</a></li> <li><a href="/wiki/The_Pass_System" title="The Pass System">The Pass System</a></li> <li><a href="/wiki/Pig_Girl" title="Pig Girl">Pig Girl</a></li> <li><a href="/wiki/Quiet_Killing" title="Quiet Killing">Quiet Killing</a></li> <li><a href="/wiki/Richard_Cardinal:_Cry_from_a_Diary_of_a_M%C3%A9tis_Child" title="Richard Cardinal: Cry from a Diary of a Métis Child">Richard Cardinal: Cry from a Diary of a Métis Child</a></li> <li><a href="/wiki/Rustic_Oracle" title="Rustic Oracle">Rustic Oracle</a></li> <li><a href="/wiki/Secret_Path" title="Secret Path">Secret Path</a></li> <li><a href="/wiki/This_River_(film)" title="This River (film)">This River</a></li> <li><a href="/wiki/Taken_(2016_TV_series)" title="Taken (2016 TV series)">Taken</a></li> <li><a href="/wiki/The_Unnatural_and_Accidental_Women" title="The Unnatural and Accidental Women">The Unnatural and Accidental Women</a></li></ul> </div></td></tr></tbody></table><div></div></td></tr><tr><td class="navbox-abovebelow" colspan="2"><div> <ul><li><a href="/wiki/Indigenous_rights" title="Indigenous rights">Indigenous rights</a></li> <li><a href="/wiki/Index_of_articles_related_to_Indigenous_Canadians" title="Index of articles related to Indigenous Canadians">Index of articles related to Indigenous Canadians</a></li></ul> </div></td></tr></tbody></table></div> <div class="navbox-styles"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1129693374"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1236075235"></div><div role="navigation" class="navbox" aria-labelledby="International_Indigenous_and_minority_rights" style="padding:3px"><table class="nowraplinks hlist mw-collapsible autocollapse navbox-inner" style="border-spacing:0;background:transparent;color:inherit"><tbody><tr><th scope="col" class="navbox-title" colspan="2"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1129693374"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1239400231"><div class="navbar plainlinks hlist navbar-mini"><ul><li class="nv-view"><a href="/wiki/Template:Indigenous_rights_footer" title="Template:Indigenous rights footer"><abbr title="View this template">v</abbr></a></li><li class="nv-talk"><a href="/wiki/Template_talk:Indigenous_rights_footer" title="Template talk:Indigenous rights footer"><abbr title="Discuss this template">t</abbr></a></li><li class="nv-edit"><a href="/wiki/Special:EditPage/Template:Indigenous_rights_footer" title="Special:EditPage/Template:Indigenous rights footer"><abbr title="Edit this template">e</abbr></a></li></ul></div><div id="International_Indigenous_and_minority_rights" style="font-size:114%;margin:0 4em">International <a href="/wiki/Indigenous_rights" title="Indigenous rights">Indigenous</a> and <a href="/wiki/Minority_rights" title="Minority rights">minority rights</a></div></th></tr><tr><th scope="row" class="navbox-group" style="width:1%">Rights</th><td class="navbox-list-with-group navbox-list navbox-odd" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/Ancestral_domain" title="Ancestral domain">Ancestral domain</a></li> <li><a href="/wiki/Free,_prior_and_informed_consent" title="Free, prior and informed consent">Free, prior and informed consent</a></li> <li><a href="/wiki/Indigenous_intellectual_property" title="Indigenous intellectual property">Intellectual property</a></li> <li><a href="/wiki/Indigenous_land_rights" title="Indigenous land rights">Land rights</a></li> <li><a href="/wiki/Indigenous_language" title="Indigenous language">Language</a></li> <li><a href="/wiki/Self-determination" title="Self-determination">Self-determination</a> <ul><li><a href="/wiki/Indigenous_Australian_self-determination" title="Indigenous Australian self-determination">in Australia</a></li> <li><a href="/wiki/Indigenous_self-government_in_Canada" title="Indigenous self-government in Canada">in Canada</a></li> <li><a href="/wiki/Native_American_self-determination" title="Native American self-determination">in the United States</a></li></ul></li> <li><a href="/wiki/Traditional_knowledge" title="Traditional knowledge">Traditional knowledge</a> <ul><li><a href="/wiki/Traditional_ecological_knowledge" title="Traditional ecological knowledge">ecological</a></li> <li><a href="/wiki/Traditional_medicine" title="Traditional medicine">medical</a></li></ul></li> <li><a href="/wiki/Treaty_rights" title="Treaty rights">Treaty rights</a> <ul><li><a href="/wiki/Indigenous_treaties_in_Australia" title="Indigenous treaties in Australia">in Australia</a></li> <li><a href="/wiki/Principles_of_the_Treaty_of_Waitangi" title="Principles of the Treaty of Waitangi">in New Zealand</a></li></ul></li></ul> </div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%">Non-governmental and political organizations</th><td class="navbox-list-with-group navbox-list navbox-even" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/Amazon_Watch" title="Amazon Watch">Amazon Watch</a></li> <li><a href="/wiki/Assembly_of_First_Nations" title="Assembly of First Nations">Assembly of First Nations</a></li> <li><a href="/wiki/Confederation_of_Indigenous_Nationalities_of_Ecuador" title="Confederation of Indigenous Nationalities of Ecuador">Confederation of Indigenous Nationalities of Ecuador</a></li> <li><a href="/wiki/Congress_of_Aboriginal_Peoples" title="Congress of Aboriginal Peoples">Congress of Aboriginal Peoples</a></li> <li><a href="/wiki/Coordinator_of_Indigenous_Organizations_of_the_Amazon_River_Basin" title="Coordinator of Indigenous Organizations of the Amazon River Basin">Coordinator of Indigenous Organizations of the Amazon River Basin</a></li> <li><a href="/wiki/Cultural_Survival" title="Cultural Survival">Cultural Survival</a></li> <li><a href="/wiki/Indigenous_Environmental_Network" title="Indigenous Environmental Network">Indigenous Environmental Network</a></li> <li><a href="/wiki/Indigenous_Peoples_Council_on_Biocolonialism" title="Indigenous Peoples Council on Biocolonialism">Indigenous Peoples Council on Biocolonialism</a></li> <li><a href="/wiki/International_Work_Group_for_Indigenous_Affairs" title="International Work Group for Indigenous Affairs">International Work Group for Indigenous Affairs</a></li> <li><a href="/wiki/National_Indigenous_Organization_of_Colombia" title="National Indigenous Organization of Colombia">National Indigenous Organization of Colombia</a></li> <li><a href="/wiki/Native_American_Rights_Fund" title="Native American Rights Fund">Native American Rights Fund</a></li> <li><a href="/wiki/Survival_International" title="Survival International">Survival International</a></li> <li><a href="/wiki/Unrepresented_Nations_and_Peoples_Organization" title="Unrepresented Nations and Peoples Organization">Unrepresented Nations and Peoples Organization</a></li> <li><a href="/wiki/Zapatista_Army_of_National_Liberation" title="Zapatista Army of National Liberation">Zapatista Army of National Liberation</a></li> <li>(<a href="/wiki/List_of_indigenous_rights_organizations" class="mw-redirect" title="List of indigenous rights organizations">more ...</a>)</li></ul> </div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%">Issues</th><td class="navbox-list-with-group navbox-list navbox-odd" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/Civilizing_mission" title="Civilizing mission">Civilizing mission</a></li> <li><a href="/wiki/Colonialism" title="Colonialism">Colonialism</a> <ul><li><a href="/wiki/Internal_colonialism" title="Internal colonialism">Internal colonialism</a></li> <li><a href="/wiki/Settler_colonialism" title="Settler colonialism">Settler colonialism</a></li></ul></li> <li><a href="/wiki/Biopiracy" title="Biopiracy">Biopiracy</a> <ul><li><a href="/wiki/Bioprospecting" title="Bioprospecting">Bioprospecting</a></li></ul></li> <li><a href="/wiki/Cultural_appropriation" title="Cultural appropriation">Cultural appropriation</a> <ul><li><a href="/wiki/Native_American_mascot_controversy" title="Native American mascot controversy">Sports mascots</a></li> <li><a href="/wiki/Redface" title="Redface">Redface</a></li></ul></li> <li><a href="/wiki/Dakota_Access_Pipeline_protests" title="Dakota Access Pipeline protests">Dakota Access Pipeline protests</a></li> <li><a href="/wiki/Discovery_doctrine" title="Discovery doctrine">Discovery doctrine</a></li> <li><a href="/wiki/Fortress_conservation" title="Fortress conservation">Fortress conservation</a></li> <li><a href="/wiki/Green_grabbing" title="Green grabbing">Green grabbing</a></li> <li><a href="/wiki/Homeland" title="Homeland">Homeland</a></li> <li><a href="/wiki/Lands_inhabited_by_indigenous_peoples" class="mw-redirect" title="Lands inhabited by indigenous peoples">Lands inhabited by indigenous peoples</a> <ul><li><a href="/wiki/Bantustan" title="Bantustan">Bantustan</a></li> <li><a href="/wiki/Autonomous_okrugs_of_Russia" title="Autonomous okrugs of Russia">Autonomous okrugs</a></li> <li><a href="/wiki/Indian_reservation" title="Indian reservation">American Indian reservation</a></li> <li><a href="/wiki/Indian_colony" title="Indian colony">Indian colony</a></li> <li><a href="/wiki/Indian_reserve" title="Indian reserve">Indian reserve</a></li> <li><a href="/wiki/Rancher%C3%ADa" title="Ranchería">Ranchería</a></li> <li><a href="/wiki/Rancherie" title="Rancherie">Rancherie</a></li> <li><a href="/wiki/Republics_of_Russia" title="Republics of Russia">Russian republics</a></li> <li><a href="/wiki/Urban_Indian_reserve" title="Urban Indian reserve">Urban Indian reserve</a></li></ul></li> <li><a href="/wiki/Manifest_destiny" title="Manifest destiny">Manifest destiny</a></li> <li><a href="/wiki/Plastic_shaman" title="Plastic shaman">Plastic shaman</a></li> <li><a href="/wiki/Legend_of_the_Rainbow_Warriors" title="Legend of the Rainbow Warriors">Rainbow Warriors</a></li> <li><a href="/wiki/Two-spirit" title="Two-spirit">Two-spirit</a></li></ul> </div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%">Legal representation</th><td class="navbox-list-with-group navbox-list navbox-odd" style="width:100%;padding:0"><div style="padding:0 0.25em"></div><table class="nowraplinks navbox-subgroup" style="border-spacing:0"><tbody><tr><th scope="row" class="navbox-group" style="width:1%">Governmental bodies</th><td class="navbox-list-with-group navbox-list navbox-even" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li>Aotearoa-New Zealand <ul><li><a href="/wiki/Te_Puni_K%C5%8Dkiri" title="Te Puni Kōkiri">Te Puni Kōkiri</a></li></ul></li> <li>Brazil <ul><li><a href="/wiki/Funda%C3%A7%C3%A3o_Nacional_do_%C3%8Dndio" class="mw-redirect" title="Fundação Nacional do Índio">Fundação Nacional do Índio</a></li></ul></li> <li>Canada <ul><li><a href="/wiki/Indigenous_and_Northern_Affairs_Canada" class="mw-redirect" title="Indigenous and Northern Affairs Canada">Indigenous and Northern Affairs Canada</a></li></ul></li> <li>Mexico <ul><li><a href="/wiki/National_Institute_of_Indigenous_Peoples" title="National Institute of Indigenous Peoples">National Institute of Indigenous Peoples</a></li></ul></li> <li>Philippines <ul><li><a href="/wiki/National_Commission_on_Indigenous_Peoples_(Philippines)" class="mw-redirect" title="National Commission on Indigenous Peoples (Philippines)">National Commission on Indigenous Peoples</a></li></ul></li> <li>Russia <ul><li><a href="/wiki/Ministry_for_the_Development_of_the_Russian_Far_East_and_Arctic" title="Ministry for the Development of the Russian Far East and Arctic">Ministry for the Development of the Russian Far East and Arctic</a></li> <li><a href="/wiki/Government_of_Bashkortostan" title="Government of Bashkortostan">Government of Bashkortostan</a></li> <li><a href="/wiki/Government_of_the_Sakha_Republic" title="Government of the Sakha Republic">Government of the Sakha Republic</a></li> <li><a href="/wiki/Government_of_Tatarstan" title="Government of Tatarstan">Government of Tatarstan</a></li></ul></li> <li>Taiwan <ul><li><a href="/wiki/Council_of_Indigenous_Peoples" title="Council of Indigenous Peoples">Council of Indigenous Peoples</a></li></ul></li> <li>US <ul><li><a href="/wiki/Bureau_of_Indian_Affairs" title="Bureau of Indian Affairs">Bureau of Indian Affairs</a></li></ul></li></ul> </div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%">Intergovernmental bodies</th><td class="navbox-list-with-group navbox-list navbox-odd" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li>African Union <ul><li><a href="/wiki/African_Commission_on_Human_and_Peoples%27_Rights" title="African Commission on Human and Peoples' Rights">African Commission on Human and Peoples' Rights</a></li></ul></li> <li><a href="/wiki/Arctic_Council" title="Arctic Council">Arctic Council</a></li> <li>WIPO <ul><li><a href="/wiki/Intergovernmental_Committee_on_Intellectual_Property_and_Genetic_Resources,_Traditional_Knowledge_and_Folklore" title="Intergovernmental Committee on Intellectual Property and Genetic Resources, Traditional Knowledge and Folklore">Intergovernmental Committee on Intellectual Property, Genetic Resources, Traditional Knowledge, and Folklore</a></li></ul></li> <li><a href="/wiki/High_Seas_Treaty" title="High Seas Treaty">BBNJ ABS Committee</a></li></ul> </div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%">Indigenous-led international bodies</th><td class="navbox-list-with-group navbox-list navbox-even" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/United_Nations_Permanent_Forum_on_Indigenous_Issues" title="United Nations Permanent Forum on Indigenous Issues">UN Permanent Forum on Indigenous Issues</a></li> <li><a href="/wiki/Indigenous_Caucus" title="Indigenous Caucus">Indigenous Caucus</a></li></ul> </div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%">Treaties and Declarations of Rights</th><td class="navbox-list-with-group navbox-list navbox-odd" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li>1989: <a href="/wiki/Indigenous_and_Tribal_Peoples_Convention,_1989" title="Indigenous and Tribal Peoples Convention, 1989">Indigenous and Tribal Peoples Convention (ILO C169)</a></li> <li>1992: <a href="/wiki/Convention_on_Biological_Diversity" title="Convention on Biological Diversity">Convention on Biological Diversity</a></li> <li>2007: <a href="/wiki/Declaration_on_the_Rights_of_Indigenous_Peoples" title="Declaration on the Rights of Indigenous Peoples">UN Declaration on the Rights of Indigenous Peoples (UNDRIP)</a></li> <li>2010: <a href="/wiki/Nagoya_Protocol" title="Nagoya Protocol">Nagoya Protocol</a> on <a href="/wiki/Access_and_Benefit_Sharing_Agreement" title="Access and Benefit Sharing Agreement">Fair Access and Benefit-Sharing</a></li> <li>2018: <a href="/wiki/United_Nations_Declaration_on_the_Rights_of_Peasants" title="United Nations Declaration on the Rights of Peasants">UN Declaration on the Rights of Peasants (UNDROP)</a></li> <li>2023: <a href="/wiki/High_Seas_Treaty" title="High Seas Treaty">High Seas Treaty (BBNJ Agreement)</a></li> <li>2024: <a href="/wiki/WIPO_Treaty_on_Intellectual_Property,_Genetic_Resources_and_Associated_Traditional_Knowledge" title="WIPO Treaty on Intellectual Property, Genetic Resources and Associated Traditional Knowledge">Treaty on Intellectual Property, Genetic Resources and Associated Traditional Knowledge (GRATK)</a></li></ul> </div></td></tr></tbody></table><div></div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%">Historical cases</th><td class="navbox-list-with-group navbox-list navbox-even" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/Chechen%E2%80%93Russian_conflict" title="Chechen–Russian conflict">Chechen–Russian conflict</a></li> <li><a href="/wiki/Sri_Lankan_Civil_War" class="mw-redirect" title="Sri Lankan Civil War">Sri Lankan Civil War</a></li> <li><a href="/wiki/2009_Peruvian_political_crisis" title="2009 Peruvian political crisis">2009 Peruvian political crisis</a></li> <li><a href="/wiki/Alta_controversy" title="Alta controversy">Alta controversy</a></li> <li><a href="/wiki/Chiapas_conflict" title="Chiapas conflict">Chiapas conflict</a></li> <li><a href="/wiki/Expulsion_of_the_Chagossians" title="Expulsion of the Chagossians">Expulsion of the Chagossians</a></li> <li><a href="/wiki/High_Arctic_relocation" title="High Arctic relocation">High Arctic relocation</a></li> <li><a href="/wiki/Human_rights_in_Tibet" title="Human rights in Tibet">Human rights in Tibet</a></li> <li><a href="/wiki/Indian_removal" title="Indian removal">Indian removal</a></li> <li><a href="/wiki/Little_Danes_experiment" title="Little Danes experiment">Little Danes experiment</a></li> <li><a href="/wiki/Mapuche_conflict" title="Mapuche conflict">Mapuche conflict</a></li> <li><a href="/wiki/Oka_Crisis" title="Oka Crisis">Oka Crisis</a></li> <li>Residential schools <ul><li><a class="mw-selflink selflink">Canada</a></li> <li><a href="/wiki/Native_schools" title="Native schools">New Zealand</a></li> <li><a href="/wiki/Department_of_Bantu_Education" title="Department of Bantu Education">South Africa</a></li> <li><a href="/wiki/American_Indian_boarding_schools" title="American Indian boarding schools">United States</a></li></ul></li> <li><a href="/wiki/Amazon_rubber_boom" class="mw-redirect" title="Amazon rubber boom">Rubber boom</a></li> <li><a href="/wiki/De_Beers#Forceful_relocation_of_indigenous_Bushman_people_in_Botswana" title="De Beers">San controversy</a></li> <li><a href="/wiki/Stolen_Generations" title="Stolen Generations">Stolen Generations</a></li> <li><a href="/wiki/Persecution_of_Uyghurs_in_China" title="Persecution of Uyghurs in China">Persecution of Uyghurs in China</a></li></ul> </div></td></tr><tr><td class="navbox-abovebelow" colspan="2"><div> <ul><li><img alt="" src="//upload.wikimedia.org/wikipedia/en/thumb/9/96/Symbol_category_class.svg/16px-Symbol_category_class.svg.png" decoding="async" width="16" height="16" class="mw-file-element" srcset="//upload.wikimedia.org/wikipedia/en/thumb/9/96/Symbol_category_class.svg/23px-Symbol_category_class.svg.png 1.5x, //upload.wikimedia.org/wikipedia/en/thumb/9/96/Symbol_category_class.svg/31px-Symbol_category_class.svg.png 2x" data-file-width="180" data-file-height="185" /> <a href="/wiki/Category:Indigenous_rights" title="Category:Indigenous rights">Indigenous rights</a> • <a href="/wiki/Category:Minority_rights" title="Category:Minority rights">Minority rights</a></li></ul> </div></td></tr></tbody></table></div> <div class="navbox-styles"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1129693374"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1236075235"></div><div role="navigation" class="navbox" aria-labelledby="Anishinaabe_culture" style="padding:3px"><table class="nowraplinks mw-collapsible autocollapse navbox-inner" style="border-spacing:0;background:transparent;color:inherit"><tbody><tr><th scope="col" class="navbox-title" colspan="2"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1129693374"><link rel="mw-deduplicated-inline-style" href="mw-data:TemplateStyles:r1239400231"><div class="navbar plainlinks hlist navbar-mini"><ul><li class="nv-view"><a href="/wiki/Template:Anishinaabe_Culture" title="Template:Anishinaabe Culture"><abbr title="View this template">v</abbr></a></li><li class="nv-talk"><a href="/wiki/Template_talk:Anishinaabe_Culture" title="Template talk:Anishinaabe Culture"><abbr title="Discuss this template">t</abbr></a></li><li class="nv-edit"><a href="/wiki/Special:EditPage/Template:Anishinaabe_Culture" title="Special:EditPage/Template:Anishinaabe Culture"><abbr title="Edit this template">e</abbr></a></li></ul></div><div id="Anishinaabe_culture" style="font-size:114%;margin:0 4em"><a href="/wiki/Anishinaabe" title="Anishinaabe">Anishinaabe</a> <a href="/wiki/Culture" title="Culture">culture</a></div></th></tr><tr><th scope="row" class="navbox-group" style="width:1%"><a href="/wiki/Family" title="Family">Family</a></th><td class="navbox-list-with-group navbox-list navbox-odd hlist" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/Anishinaabe_clan_system" title="Anishinaabe clan system">Clan system</a></li></ul> </div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%"><a href="/wiki/Religion" title="Religion">Religion</a>, <a href="/wiki/Myth" title="Myth">myth and stories</a></th><td class="navbox-list-with-group navbox-list navbox-even hlist" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/Aayaase" title="Aayaase">Aayaase</a></li> <li><a href="/wiki/Baykok" title="Baykok">Baykok</a></li> <li><a href="/wiki/Deer_Woman" title="Deer Woman">Deer Woman</a></li> <li><a href="/wiki/Dreamcatcher" title="Dreamcatcher">Dreamcatcher</a></li> <li><a href="/wiki/Drumkeeper" title="Drumkeeper">Drumkeeper</a></li> <li><a href="/wiki/Elbow_witch" title="Elbow 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href="/wiki/Quillwork" title="Quillwork">Quillwork</a></li> <li><a href="/wiki/Ribbon_work" title="Ribbon work">Ribbon work</a></li> <li><a href="/wiki/Wampum" title="Wampum">Wampum</a></li></ul> </div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%"><a href="/wiki/Education" title="Education">Education</a></th><td class="navbox-list-with-group navbox-list navbox-odd hlist" style="width:100%;padding:0"><div style="padding:0 0.25em"></div><table class="nowraplinks navbox-subgroup" style="border-spacing:0"><tbody><tr><th scope="row" class="navbox-group" style="width:1%">Residential</th><td class="navbox-list-with-group navbox-list navbox-odd" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/American_Indian_boarding_schools" title="American Indian boarding schools">U.S. residential schools</a></li> <li><a class="mw-selflink selflink">Canadian residential schools</a></li></ul> </div></td></tr><tr><th scope="row" class="navbox-group" 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Lumsden Bahweting Anishnabe School">Joseph K. Lumsden Bahweting Anishnabe School</a></li></ul> </div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%"><a href="/wiki/Tertiary_education" title="Tertiary education">Tertiary</a></th><td class="navbox-list-with-group navbox-list navbox-odd" style="width:100%;padding:0"><div style="padding:0 0.25em"> <ul><li><a href="/wiki/Anishinabek_Educational_Institute" title="Anishinabek Educational Institute">Anishinabek Educational Institute</a></li> <li><a href="/wiki/Bay_Mills_Community_College" title="Bay Mills Community College">Bay Mills Community College</a></li> <li><a href="/wiki/Keweenaw_Bay_Ojibwa_Community_College" title="Keweenaw Bay Ojibwa Community College">Keweenaw Bay Ojibwa Community College</a></li> <li><a href="/wiki/Saginaw_Chippewa_Tribal_College" title="Saginaw Chippewa Tribal College">Saginaw Chippewa Tribal College</a></li></ul> </div></td></tr></tbody></table><div></div></td></tr><tr><th scope="row" class="navbox-group" style="width:1%"><a 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