It's been almost two years since Canadian PM Justin Trudeau announced that the country was going to follow more than 80 recommendations from First Nation and Indigenous advocates after hundreds of graves were found at the former Kamloops Indian Residential School in BC, with thousands of Indigenous students over decades having been killed from abuse by the Canadian government running these schools, one of the darkest chapters in the country's history.
Sadly, as out Sunday Long Read this week finds, those efforts at reparations and restitution still have a long way to go as more graves, more stories, more horrors are being found in community after community.
JENNY ROSE SPYGLASS was three years old when the men came for her. It was September 1944 in present-day west-central Saskatchewan, where the prairie grass grows wild and the contours of the sky seem infinite. Spyglass’s family home—in Mosquito Grizzly Bear’s Head Lean Man First Nation—lay nestled in the Eagle Hills, surrounded by wheat fields, chokecherry, and willow, land roamed by elk, lynx, and coyotes. She lived in one of several Indigenous communities in the vicinity of the Thunderchild Indian Residential School, run by the Roman Catholic Church, some sixty kilometres away.
As Spyglass recalls, her family lived in poverty—her father had recently been deployed by the Canadian military, leaving her mother to care for six children. That fall day, Spyglass remembers, a black vehicle drove up the gravel road and approached her house. A few men emerged: federally appointed Indian agents—who enforced Ottawa’s policies across First Nations reserves and Indigenous communities in Canada—and two priests. The men pointed at Spyglass as her mother pled. “I hung on to my mom,” she says. The men snatched her from her mother’s grip and tossed her, along with her two elder brothers, Martin and Reggie, into the back of the vehicle. During the drive, Spyglass fell asleep and later awoke to children sobbing and gathered near another vehicle. All of them had been torn from their homes in neighbouring reserves—Moosomin, Poundmaker, Sweetgrass, and Red Pheasant, among others—after their parents were threatened with jail or fines if they resisted their child’s attendance at the Thunderchild school. The children were transported to the school, located in what is now Delmas, a remote hamlet off the Yellowhead Highway.
When Spyglass arrived at the sprawling facility, it housed up to 130 children—the girls were sequestered in the south side and the boys in the north—and they slept in dormitories on the upper level of the main building. “I had long, beautiful braids. My mum used to braid my hair. They chopped my hair and put them in a garbage,” Spyglass recalls. “They took my clothes off my mum made for me and dumped them in a garbage.” Like the other girls, Spyglass was made to wear an apron-like uniform. Children were called savages and punished for speaking their native tongues. Spyglass, who spoke Cree and some Assiniboine, did not understand English. She spent her days hungry and alone, cutting out doll pictures from shopping catalogues. She recalls older girls stealing food from the kitchen, where they worked, to feed her and the younger ones—they ate dry bannock, beans, and porridge, but the food was never enough. At the school, girls were made to do domestic chores, and the boys were forced to farm.
The school had been built on fertile land that was later surrendered to settlers. The 1876 Indian Act, a federal law that was explicitly designed to carry out Canada’s assimilation agenda, had created the reserve system—wherein a plot of land is set aside by the government for a First Nation whose members are wards of the state—and paved the way for the residential school system. Later amendments to the law made it mandatory for “every Indian child between the ages of seven and fifteen years who is physically able” to attend. In the 1940s, Canadian officials discussed elements of the Indian Act with their South African counterparts. That country’s apartheid system, some scholars allege, was later imbued with these elements. Though amended, the Indian Act is still in effect today.
Several parents across Canada physically removed their children from residential schools or refused to send them at all (often forgoing their monthly rations and risking jail), hid their children in basements and forests, and petitioned the federal government and created political organizations. In the 1890s, despite it being illegal for Indigenous peoples to hire a lawyer (and it would remain so until 1951), two sets of parents in Ontario engaged a solicitor to have their children discharged.
The Thunderchild Indian Residential School (originally called St. Henri of Thunderchild and later known as the Delmas school) was run by the Missionary Oblates of Mary Immaculate, under the administration of the Roman Catholic Diocese of Prince Albert. By the time Spyglass and her brothers arrived, it had been operating for some four decades. The aim of the entire residential school system, according to deputy superintendent of Indian affairs Duncan Campbell Scott, the civil servant who oversaw the expansion and brutality of the system, was to “get rid of the Indian problem.” As noted in the Final Report of the Truth and Reconciliation Commission of Canada (TRC)—a six-year nationwide effort established, in part, to document the legacy of residential schools—the system was built to cause “Aboriginal peoples to cease to exist as distinct legal, social, cultural, religious and racial entities in Canada.” Between the 1880s and late 1990s, at least 139 federally funded residential schools were run by Christian churches—a system that was at the centre of a national policy of cultural genocide. (One of the last schools to close in Canada, in 1997, was in east-central Saskatchewan.) More than 150,000 First Nations, Métis, and Inuit children attended as residential or day students. John A. Macdonald, Canada’s first prime minister, famously said before the House of Commons in 1883: “When the school is on the reserve the child lives with his 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.”
At the Thunderchild school, the children attended mass at least every Sunday as part of their assimilation. They were also forced to seek repentance for their sins. “In confessional, the priest would ask if I had sex with anybody,” Spyglass recalls. “I didn’t know what that is. I was too small . . . And then he would take my hand and say, ‘Can you touch me in my legs?’” He would then give her a chocolate bar. One priest, she says, “always wanted to kiss the little girls, and we would take turns pushing, ‘Now you go, you go, you go, tell your sins,’” she recounts. “How can we have sins?” In 2007, the Indian Residential Schools Settlement Agreement came into effect and included a process for claims of sexual or physical abuse that occurred at residential schools across Canada—it received nearly 40,000 claims.
One day, when she was about four years old, Spyglass learned that her brother Reggie, a year older, had become ill. She and Reggie were close—best friends. Reggie was isolated in a small room, and nobody was permitted to see him. “They just let him suffer,” Spyglass says. “He never made it home.” She didn’t know the cause of his death at the time, but her family later surmised it was tuberculosis, a disease that was then at least five times more likely to infect and kill First Nations people living on reserve and over sixty times more likely to kill children in residential schools.
The school itself was poorly maintained. In 1940, an inspector declared it a fire hazard and advised its closure. It remained open for another eight years. The school was overcrowded, and students suffered from a host of illnesses: scarlet fever, typhoid, jaundice, and pneumonia. Students were alleged to have died by suicide or under suspicious circumstances, including being beaten to death. At least one student went missing and was never seen again, likely freezing to death in the harsh and remote environment after running away. Seven percent of the hundreds of students who attended the school died. According to Jack Funk, a former Department of Indian Affairs superintendent of education in Saskatchewan, death rates were up to five times higher than those for non-native students attending provincial schools. “That’s what hurts the most, is my brother had to die,” Spyglass says.
It's going to take a long time to discover everything that needs to be discovered, and a long time for Canada to make good on these horrific acts, and yet as an American I have to admire the fact that Canada wants to do the right thing. Here, I've given up on the US government decades ago. If anything here, we're hurtling back towards the worst parts of that history for Indigenous, Black, Latino and Asian folks.
Posts
