Done by Forty December 30,9:
Cultural genocide is the destruction of those structures and practices that allow the group to continue as a group. States that engage in cultural genocide set out to destroy the political and social institutions of the targeted group. Land is seized, and populations are forcibly transferred and their movement is restricted.
Spiritual leaders are persecuted, spiritual practices are forbidden, and objects of spiritual value are confiscated and destroyed. And, most significantly to the issue at hand, families are disrupted to prevent the transmission of cultural values and identity from one generation to the next.
In its dealing with Aboriginal people, Canada did all these things. Canada asserted control over Aboriginal land. In some locations, Canada negotiated Treaties with First Nations; in others, the land was simply occupied or seized.
The negotiation of Treaties, while seemingly honourable and legal, was often marked by fraud and coercion, and Canada was, and remains, slow to implement their provisions and intent. Canada denied the right to participate fully in Canadian political, economic, and social life to those Aboriginal people who refused to abandon their Aboriginal identity.
This was done not to educate them, but primarily to break their link to their culture and identity. Macdonald, told the House of Commons in When the school is on the reserve the child lives with its parents, who are savages; he is surrounded by savages, and though he may learn to read and write his habits, and training and mode of thought are Indian.
He is simply a savage who can read and write. It has been strongly pressed on myself, as the head of the Department, that Indian children should be withdrawn as much as possible from the parental influence, and the only way to do that would be to put them in central training industrial schools where they will acquire the habits and modes of thought of white men.
When Canada was created as a country inCanadian churches were already operating a small number of boarding schools for Aboriginal people.
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As settlement moved westward in the s, Roman Catholic and Protestant missionaries established missions and small boarding schools across the Prairies, in the North, and in British Columbia. Most of these schools received small, per-student grants from the federal government.
Inthe federal government moved to establish three, large, residential schools for First Nation children in western Canada. In the following years, the system grew dramatically.
According to the Indian Affairs annual report forthere were eighty residential schools in operation across the country. For children, life in these schools was lonely and alien. Buildings were poorly located, poorly built, and poorly maintained.
The staff was limited in numbers, often poorly trained, and not adequately supervised. Many schools were poorly heated and poorly ventilated, and the diet was meagre and of poor quality.
Discipline was harsh, and daily life was highly regimented. Aboriginal languages and cultures were denigrated and suppressed.Eton College was founded by King Henry VI as a charity school to provide free education to 70 poor boys who would then go on to King's College, Cambridge, founded by the same King in Henry took Winchester College as his model, visiting on many occasions, borrowing its Statutes and removing its Headmaster and some of the Scholars to start his new school.
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