Aboriginals in Canada continue to make issue of the abuses
suffered by them or their parents in the residential school system, and
continue to receive apology and financial compensation for them. The basis for
the complaints involve being forcibly taken from their homes and villages to be
placed in the residential schools, having a worldview forced upon them which
was contradictory to that of their families, being forced to learn and speak in
a different language, being treated harshly physically and emotionally by
teachers, and being subject to sexual exploitation by both school staff and
fellow residents. The claim is that this treatment has resulted in a lifetime
of self-abuse, alcohol and drug dependency, and family break-up.
While recognizing that real and egregious abuses have
occurred in all social structures throughout all cultures, and need to be
exposed and corrected, the above scenario of systematic subjugation and abuse
should be interpreted with some caution. The original intent was to create one
new country with a common language (actually two), a common law and government,
and a common identity. Aboriginals, originally protected as “status Indians” on
reserves, were expected to learn French or English, become literate, receive
religious education, learn a trade or profession, and learn to live under a
democratic rule of law, in order to become Canadian citizens. Of these goals,
one might question the religious education part, but still need to recognize
that our very successful western common law was, and still is, based on
Judeo-Christian worldview and principles, even if individuals do not accept the
spiritual religious aspects.
Immigrants to Canada in the early 1900’s also were forced to
learn French or English, were treated harshly emotionally and physically, and
to learn the same things expected of aboriginals. The whole approach to
instruction and discipline in that culture was much more rigid than today, with
harsher consequences for those who would not comply. While our current culture
of relativism and pseudo-tolerance recoils at this, it was a process that
provided this generation with the comforts and prosperity unimaginable to
previous generations. Children of all backgrounds continue to be required to
leave their families and forcibly learn the prevailing dogma, even if it
conflicts with their home culture. Rather than religious education, it is now
secular humanism which demands total allegiance in all aspects of the
educational system. Rather than unruly children being physically disciplined
(which was the experience of all school children, not just aboriginals), those
students who would have been interested to learn, now have to compromise to
accommodate those who are not, dumbing down the whole system.
Sexual abuse is a unique aspect, although it is frequently brought
in to add to the emotional impact. Incestual sexual abuse is not uncommon in
aboriginal communities, just as in other communities where it is not effectively
controlled. Claims that this practice was in fact learned from residential
schools are unfounded. Having children living in group homes does provide an
extra opportunity for early sexual experimentation and abuse by the older ones
on the younger, providing the same for adults responsible for the care of these
children. But inappropriate sexualisation of children has not stopped, and is
now systematized in public education. Children are subjected to sexual content
through media from their earliest memories, and commercial interests exploit
this for their own gain. The state education system teaches children that all
forms of sexual expression are equally valid provided they are not perceived to
be forced on someone or take advantage of those who are younger or vulnerable.
Taking children from their parents’ homes to live in such a
setting for the purpose of education is questionable, but at times the only
realistic way of providing that function. Many parents today send their
children, not always happily, to residential schools, with all of the risks and
benefits intrinsic to that system. A big difference in the case of Canadian
aboriginals is that the parents were often not in agreement with the process.
The alternative would have been to allow aboriginal communities to continue as
illiterate hunting and gathering societies, dwindling to extinction, while the
surrounding world advanced technologically through the 19th and 20th
centuries. A similar argument would be
applied today, with universal public support, on any family who wanted to raise
their children off the grid, to just enjoy nature and forgo modern education
and technology. Home schooling is still allowed in this country, provided that
the parents demonstrate the children are receiving an education which surpasses
the public system, which is not hard to do. That was not an option in Canadian
aboriginal communities a century ago.
Rather than self-righteously condemn practices of previous
generations according to our current perceptions and norms, we would be better
advised to recognize and correct perversions and abuses that our own culture is
fostering.