Stolen Children | Residential School survivors speak out

Summary

The video script recounts the traumatic experiences of Indigenous children in Canadian residential schools, where they faced physical and emotional abuse, cultural erasure, and separation from families. Survivors share stories of violence, language suppression, and the lasting intergenerational impact on their communities, including increased rates of suicide among their descendants. The script highlights the need for recognition, healing, and dialogue to address this dark chapter in history.

Takeaways

• 😢 The script reveals the traumatic experiences of children in residential schools, including physical abuse and emotional trauma.
• 👦 Physical punishment, often referred to as 'bench party,' was a common and feared practice, disproportionately affecting boys.
• 🛁 There was a lack of privacy and inappropriate supervision during personal hygiene practices, causing further distress.
• 👨‍👩‍👧‍👦 The forced separation from families and the prohibition of native languages and cultural practices led to a loss of identity.
• 🏡 The idea of 'civilizing' indigenous children was used to justify the harsh conditions and treatment in these schools.
• 👶 High mortality rates among children in residential schools were acknowledged but not considered a reason to change policy.
• 👥 The isolation from siblings and the inability to communicate with them added to the emotional strain.
• 📚 The education system was designed to wean children from their ancestral habits and assimilate them into 'civilized' society.
• 👨‍👩‍👧 The emotional and psychological impact of residential schools extended to the children of survivors, affecting family dynamics.
• 🏢 The lasting effects of residential schools include intergenerational trauma, cultural disconnect, and mental health issues.
• 🌐 There is a call for recognition, understanding, and support for the survivors and their descendants to heal and move forward.

Q & A

What was the term used to describe the physical punishment of children at the residential school?

The term used to describe the physical punishment was 'bench party'.

Who primarily received the most beatings at the residential school?

Boys received the most beatings at the residential school.

What was the purpose of the residential schools according to a federal cabinet minister in 1883?

The purpose of the residential schools was to educate the children properly by separating them from their families in order to civilize them.

How did the residential school experience affect Alice Little Dear?

Alice Little Dear was frightened by the physical punishment she witnessed, including the death of a little girl beside her, and the forced separation from her family.

What was the duration of Raymond Mason's attendance at the residential school?

Raymond Mason attended the residential school for 12 years.

What was the policy regarding the death of Indian children in residential schools?

The policy was that the death of Indian children at a much higher rate than in their villages did not justify a change in the department's approach to the 'Indian problem'.

What was the impact of residential schools on the children's language and culture?

Residential schools aimed to wean children from their native language and culture, punishing them for speaking their own native tongue and attempting to assimilate them into 'civilized' life.

Why did some children try to run away from the residential schools?

Children tried to run away from the residential schools due to the harsh treatment, physical punishment, and the desire to be with their families.

How did the residential school experience affect the mental health of the survivors and their families?

The residential school experience led to mental stress, fear, and abuse within families, with some survivors passing on the trauma to their children.

What was the long-term goal of the residential school system according to Duncan Campbell Scott?

The long-term goal was to assimilate the Indian people into Canadian society to the point where there would be no 'Indian question' or 'Indian department'.

What is the connection between residential school experiences and the suicide rates among their descendants?

The children of residential school survivors commit suicide at rates significantly higher than the general population, due to the intergenerational trauma caused by the residential school experience.

Outlines

00:00

😢 Traumatic Experiences in Residential Schools

The paragraph recounts the traumatic experiences of individuals who attended residential schools. It describes the physical abuse, including beatings referred to as 'bench party,' and the emotional abuse of being separated from family and forced to assimilate. The narrative includes personal accounts of fear, humiliation, and the lasting impact of these experiences on the individuals' lives. It also touches on the government's role in perpetuating these institutions with a quote from a federal cabinet minister advocating for separation from families as a means of 'civilizing' indigenous children.

05:02

😔 The Pain of Separation and Abuse

This paragraph delves into the emotional turmoil caused by the separation of siblings in residential schools and the physical punishment that was normalized. It highlights the strict rules against speaking to each other and the use of violence as a disciplinary measure. The narrative also includes a historical context with a quote from Edgerton Ryerson emphasizing the need to wean indigenous children from their ancestral ways. Personal stories of rare family visits, the pain of separation, and the internalized anger towards parents for sending them to such institutions are shared.

10:03

😞 The Lingering Effects of Cultural Erasure

The paragraph discusses the long-term effects of residential schools on indigenous culture and identity. It addresses the forced assimilation, the destruction of familial bonds, and the psychological stress caused by these institutions. Personal stories include accounts of boredom and confinement, the shock of discovering family members' pasts, and the intergenerational impact of abuse. The narrative also includes a quote from Sir John A. Macdonald highlighting the government's aim to assimilate indigenous people and eliminate the 'Indian question.'

15:04

😥 The Intergenerational Impact of Residential Schools

This paragraph focuses on the intergenerational trauma caused by residential schools. It discusses the survivors' struggle with their cultural identity, the fear and terror passed down through generations, and the high rates of suicide among the children of survivors. The narrative includes calls for open conversation about the abuse and its origins, as well as a desire to move forward without erasing the memory of the residential school experience. It emphasizes the need for collective healing and support for both survivors and those affected by the legacy of these institutions.

Keywords

💡Residential School

Residential schools were institutions established in Canada to forcibly assimilate Indigenous children into Euro-Canadian culture. They were typically run by religious organizations and funded by the government. The term is central to the video's theme as it represents the traumatic experiences of Indigenous children who were separated from their families and subjected to physical and emotional abuse. For example, Alice Little Dear talks about her eight years in a residential school where she witnessed violence and was taught to forget her native language and customs.

💡Assimilation

Assimilation refers to the process of integrating a minority group into the dominant culture, often by suppressing their language, customs, and traditions. In the context of the video, it describes the forced integration of Indigenous children into Canadian society by means of residential schools, which aimed to eradicate their cultural identity. The script mentions a federal cabinet minister from 1883 stating that to educate Indigenous children properly, they must be separated from their families.

💡Abuse

Abuse is the improper treatment of someone, often involving physical, emotional, or sexual harm. The video frequently mentions abuse, highlighting the physical beatings and emotional trauma inflicted upon children in residential schools. For instance, the interviewees recount stories of being beaten for speaking their native languages or witnessing the death of a fellow student.

💡Cultural Identity

Cultural identity is the sense of belonging to a group that shares the same cultural values, traditions, and history. The video emphasizes the loss of cultural identity among Indigenous children who were forced to abandon their native customs and languages at residential schools. Raymond Mason's testimony about being punished for speaking his native tongue exemplifies the suppression of cultural identity.

💡Separation

Separation in the video refers to the forced removal of Indigenous children from their families and communities. This separation was a key aspect of the residential school system, aimed at severing the children's ties to their culture and heritage. The script includes accounts of children being taken away and not knowing when or if they would see their families again.

💡Beating

Beating is a form of physical punishment that involves striking someone with an object. The term is used throughout the script to describe the harsh disciplinary methods employed in residential schools, often resulting in physical harm and fear among the children. The mention of 'bench party' and the regular beatings of boys illustrate the prevalence of this practice.

💡Language

Language is a system of communication native to a specific cultural or social group. The video discusses the prohibition of Indigenous languages in residential schools as a means to assimilate children. Punishments for speaking their native languages were common, as seen in the accounts of interviewees who had their tongues pinched or were otherwise physically punished.

💡Parenthood

Parenthood refers to the role or state of being a parent. The video touches on the impact of residential schools on parent-child relationships, with parents being unable to protect their children from the abuses they suffered. The script includes a statement from a deputy superintendent of Indian Affairs that the policy did not change despite the high death rate of Indigenous children in schools, showing disregard for parental bonds.

💡Trauma

Trauma is a deeply distressing or disturbing experience that has lasting effects on a person's mental health. The video's narrative is steeped in the trauma experienced by Indigenous children in residential schools, which has intergenerational effects. The interviewees describe the lasting impact of their experiences, such as fear, anxiety, and the inability to connect with their families or culture.

💡Intergenerational

Intergenerational refers to the transmission of experiences, behaviors, or conditions across generations within a family or community. The video highlights how the trauma of residential schools was passed down to the children and grandchildren of survivors, affecting their mental health and relationships. The script mentions that the children of residential school survivors have much higher rates of suicide.

💡Survivor

A survivor is someone who has endured a difficult or traumatic event. In the context of the video, the term is used to describe those who attended residential schools and lived through the abuses. The script features stories from survivors like Madeline Dion Stout, who attended a residential school for 36 consecutive months, and their struggle to cope with and overcome their experiences.

Highlights

Alice Little Dear recalls childhood trauma at residential school where physical punishment was common.

Raymond Mason describes the long-term impact of attending residential school for 12 years.

Madeline Dion Stout shares her experience of being separated from family at a young age.

A historical quote from 1883 emphasizes the separation of children from their families for 'civilizing' purposes.

The emotional pain of being taken away from family is vividly described.

The traumatic experience of witnessing a fellow student's death in residential school.

The policy's indifference to the high mortality rate of indigenous children in residential schools.

The strict prohibition on speaking native languages and the punishment for doing so.

The importance of family visits and the emotional turmoil caused by their rarity.

The lasting effects of residential school on the mental health of survivors and their families.

The intergenerational impact of residential schools, with children of survivors experiencing higher rates of abuse.

The damaging effects of the 'final solution' approach to the 'Indian problem'.

The struggle of residential school survivors to reconnect with their culture and language.

The emotional and psychological impact of residential schools on the children and their families.

The need for open dialogue and support among residential school survivors and their descendants.

The importance of acknowledging and addressing the legacy of residential schools.

Transcripts

um

i got frightened when i was a little

girl

when the when the principal

used to beat up

beat up the other children like boys

the boys got the most beating

they used to call it bench party

and it was usually done after supper

and that's where i got frightened

because i saw

blood i remember when we had to shower

um we uh

you know you want to have to show me how

to shower and clean and wash myself

how to wash my private and my you know

private parts of your body you don't

have to show a kid once or twice at the

most but

not every day you know and have

a supervisor come in there and and

basically

take advantage of you you know i just

remember

arriving there and

donning new clothes and of course

getting a haircut

and sitting in a classroom

and being with other girls and

witnessing my brother get punched by the

supervisor

my name is alice little dear

i'm 78 years old

i spent about eight years in residential

school

my name is raymond mason i'm 62 years

old

and i attended residential school for 12

years

i'm madeline dion stout i'm 62 years old

i'm from the kehuwan first nation in

alberta i attended

blue quills residential school for

36 consecutive months that week three

years

in order to educate the children

properly we must

separate them from their families some

people may say that this is hard

but if we want to civilize them we must

do that

a federal cabinet minister 1883

i remember them taking me away from my

mother and

my stepfather and

i can hear them telling my mom that

that was the best thing for me you know

and

that not to worry i i would be looked

after

our parents didn't want to

worry us unduly and tell us

and warn us that we are going to be

separated for a long long time

with barely a visit i see him come

around

indian agent in a boat put the principal

then collect some

children from the reserve then he would

come back again

come and take some more so the next day

i woke up with hundreds of total

strangers

my size my age and

and not knowing you know what are they

doing with all of us here why are so

there's so many of us here you know and

that's where

a lot of my whole life really started to

change

because uh i got

strapped i got you know beating up for

speaking my own native tongue

i even had my tongue pulled out and

pinched you know

my strongest memory there is uh

when when the little girl died beside me

she would have been she must have been

about six

um i was scared

why the parents were not there i what i

was scared

about and i knew they would have

they wouldn't feel comfortable for not

being there when their daughter's dying

and do you know why they weren't there

they were never notified

indian children in the residential

schools

die at a much higher rate than in their

villages

but this does not justify a change in

the policy of this department

which is geared towards a final solution

of our indian problem

duncan campbell scott deputy

superintendent

of indian affairs

at that time they never told us that our

sisters were

across a hallway and

i didn't know that for the longest time

then i spotted my sister

nora and i was so glad and so hysteric

and

i went running to her and i leeched onto

her

you know and just hugged her and i was

just shaking i cannot terrify them

and i was wondering why she was pushing

me away i didn't realize

that we weren't supposed to know that we

both lived in the same place same

and we weren't allowed to speak to each

other we weren't allowed to

talk to each other and i can remember

the uh

grabbing a hold of me by the hand you

know and i was jumping off the floor

like that and he stripped me

and he started whacking me with a a long

webbed uh strap

he was setting an example at you know if

you do this is what's going to happen to

you

like you and all the other boys are

watching

and the girls are still going through

and home

their education must consist not merely

training of the mind but of a weaning

from the habits

and feelings of their ancestors and the

acquirements of the language

art and customs of civilized life

edgerton ryerson 1847 report

for indian affairs

visits from my parents were very rare

but i do recall one visit

when my mother and father came

and i remember specifically my mother's

red tam that splash of color

i remember her getting out of the wagon

and i was crying already

watching them because i was missing them

already

they hadn't even walked through the door

yet of the residential school but i was

missing them already

and when they were actually leaving i

cried until my nose bled

and and you you learned pretty quick

after getting those kind of

beatings not strapping is it's literally

beatings you know and uh

ever since that day i tried to run away

and i made friends with a guy by the

name of donald atkinson from

rosa river first nation and

we planned you know to take off

and when we got caught we paid for daily

you know

not only the rsa p gave us silicon but

the boys are

the bigger boys that was helping them

chase us down

were you angry at your parents that they

made you go to school

sometimes sometimes i would think about

them i get mad

for all giving me here sending me over

there

where the all the bad treatment is

i know

tell me how you felt when you saw your

children go to that school

well i felt sad

my first two boys went

and then a couple years after the next

two boys went

and so on as they got older

yeah i told them to be strong

i had always told them to be strong to

be able to take it like

like the other children

so you sent 11 kids to residential

how many of them do you think were

strong through that

uh none of them none of them

what about your children how do you

think it affected them

well like i said uh a little bit

crazier than they went then before they

went to school

their mind was a little bit more intact

staying at home with us they knew how to

hunt ducks and they knew how to fish

and they knew how to snare rabbits

and pick blueberries today you don't see

that

and you think that's the school yeah

everything destroyed

in our world

we didn't bother white people

which people voted me

indian culture is a contradiction in

terms

they are uncivilized the aim of

education is to destroy the indian

nicholas flood david report 1879

there are three reasons why i think

residential schools are a blood on the

canadian landscape one is that we became

strangers in our home and native land

two is that nurturing relationships

between parents and children were

severed residential schools were a

frontal attack on parenthood

three is that it added to the mental

stress

our mental stress in a very real way

my name is michael loft i'm from

gunawari i'm 55 years old

okay and my dad attended residential

school for 11

continuous years in spanish ontario

he says and once he told me a story

where they were so bored they were in

the i think the cafeteria and they were

just

they would just walk in a circle you

know because they couldn't just go run

around

you know willy-nilly all over the

residential school just because

school was out they had to be controlled

i guess had to be contained and

so they would walk in circles you know

in the in

the cafeteria round and round and round

and round

to deal with their boredom

my name is lorena fontaine i'm 38 years

old and both my

parents and grandparents went to

residential school

i was at a conference that my mom was

speaking at she was giving the keynote

address

and she started talking about her

residential school experience

during her her speech and

she start and that's how i found out

well i was of course

i was shocked and appalled

and i just felt so terrible for her i

felt frozen

when i was listening to her and it

wasn't until after she

finished speaking that i started

thinking about our family life i started

thinking about

the abuse that was very

prevalent when i was a child and i

started putting

connections together he never knew when

he was going to get hit in residential

school that's the thing

so it was he lives like in fear of

getting hit you break a rule you get

whacked you know

um so it was it was unpredictable

you know you couldn't uh you could try

to learn the rules especially as you

could but i mean you're a kid you know

you'd mess up and lack you know

so there was that imp unpredictability

that he brought

home too and the same thing with us we

we didn't know what was going to happen

you know

next so scary

it was raised by parents who never had a

childhood and they didn't have any

parents as role models

so we were vulnerable children and

a lot of us were abused ourselves as

young children

and i also realized at that point that

one of the people who abused me and my

family had been a residential school

survivor

a family member and i

understood why now why i was

why i was abused

the great aim of our legislation has

been to do away with the

tribal system and to assimilate the

indian people

in all respects sir john a macdonald

may 2nd 1887.

he he got out you know like everybody

gets out

at uh at 16. and um

he he eventually made his way

to uh aguizasne to his home

and he told me that he

he couldn't connect with them he

couldn't connect because he couldn't

speak the language

he didn't understand the culture

so he couldn't take it you know he was

frustrated he was going nowhere

so he turned him he went back to the

residential school for one

one more year because it seemed like

that was home now that was home

and that's where he could you know they

spoke his language and

so so that's where he went i grew up not

knowing my language and in fact i kind

of felt a bit ashamed about

our language and our identity because

it seemed like they were meaning my

parents and my aunts and uncles

were ashamed too in some way because

they didn't want to talk about it and

they didn't want to

share with us about who we were

there was a lot of fear i think the fear

the fear

that they put in him the terror that

they put in him i mean he

he he managed to bring that with him and

it went into our family you know

and i learned terror and fear and all

that as well

as a child i put fear in my sons too

that's all i knew

you know when they were doing something

that was

right i would put fear in them you know

our objective is to continue until there

is not

a single indian in canada that has not

been absorbed into the body politic

and there is no indian question and no

indian department

duncan campbell scott deputy

superintendent of indian affairs

january 1st 1920.

generally the survivors of residential

school do not commit suicide any more

than the general population

okay it's the children of the

residential school survivors who commit

suicide in

incredibly high numbers you know six to

seven times you know the

provincial average okay

it might just take one person to start

talking about it or perhaps

a family to start talking about the fact

that

there is abuse and the reason why

there's that abuse is because of

the residential school experience that

you know we're not abusive people by

trait we're not

uh we weren't born that way

and to be able to i think

i think families need to be able to

realize that they're not alone

that none of us are alone anymore that

we have each other

and that it's okay to start talking

about it we don't have the monopoly on

pain

and hurt but we

have and have carried a disproportionate

share of it over time

and i

i would really

like us to move forward

not to erase our memory of who we are

because residential school is certainly

a part of who we are

i'd like us all to

be a part of a team that really makes a

lasting difference

for not only residential school

survivors but

the other little children who are having

difficulties today

you