First Nations people have experienced many trials and tribulations as a community, but none is as profoundly negative than the affects residential schools had on Child-rearing patterns. Separation of the children from their families, a loss of language and the use of punitive disciplines in residential schools have contributed to difficulties that First Nations experience today.
After the war of 1812 “the role of the Indian, so far as the European was concerned, changed from that of commercial partner or fighting ally to an obstacle to the expansion of husbandry,” (Miller, J.R, 1987). As the importance of First Nations people diminished, the Gradual Civilization Act was passed in 1857 with the intent of removing the Aboriginals from the land by assimilation into the European lifestyle and values. Education was key to the assimilation process and because the adult/elder populations were unlikely to adopt new ways of life it was thought and well conceived that children as well as young adults would be the target generations to focus on. J.R Miller (1987) stated, “It was hoped and expected that schooling could be used to socialize the young to a European, Christian and capitalist set of values and aspirations.” He clearly illustrated the attitudes of superiority and dominance held by European institutions (churches and government) towards First Nations people who were viewed as inferior and primitive. Although many of the First Nations people attempted to adjust and adapt to the new order radically sweeping their lands, most were met with bigotry and the pestilence of racism. What the First Nations hoped for was “enough of the Europeans’ education to enable them to cope with the new order that was coming to their lands,” (Reed, H, 1889), but instead experienced oppression in all its many forms. Signed treaties promising schooling on reserves were broken as Indian Affairs bureaucrats and missionaries agreed that the knowledge attained throughout the day was...