Residential Schools

CCF Social Programming and Erosion of Traditional Lifeways in Northern Saskatchewan

Summary

The establishment of a government presence in Northern Saskatchewan instigated an immense cultural shift, one that was initiated by the CCF who sought to expand operations beyond Prince Albert. The intention of the CCF was to create a ‘cultural majority’ in Saskatchewan, attempted through assimilation policies which undermined Indigenous lifeways and cultures in the North.

“The CCF took steps to see that the entire province would share northern resource revenue, yet, contradictorily, it refused to equally share provincial wealth with northerners. This occurred for several reasons. The CCF strongly feared that northern Aboriginals would take advantage of generous social programs and become lazy; in a sense then, the CCF limited benefits to northerners for their own good. Secondly, the CCF simply ignored northern needs, knowingly permitting the continuance of third world-like conditions in the northern half of the province. The CCF consequently applied a weaker non-economic socialism in the North than in the South, which received many more benefits from social and health programs.”[1]

The CCF government had no Northern representatives in caucus to advise on policy implementation; Joseph Lee Phelps, a farmer from Southern Saskatchewan, was tasked with designing ‘social’ programming in Northern Saskatchewan as the Minister of Natural Resources and Industrial Development.[2] Phelps had no lived experience or familiarity with Northern lifeways, and whose strong political convictions informed his trajectory in policy and practice.

“Phelps and his cohorts hastily developed new policies and a structure largely separate from that in the South to introduce the CCF's plans for northerners. Douglas and cabinet generally supported Phelps' fur, fish, timber, and other northern initiatives. They also gave him a lot of free rein. Several reasons explain Phelps' unusual freedom to act in the North. Possibly most importantly, the CCF accepted the view that the northern society was not worth preserving. Wiping it out would leave a clean slate on which to build a better society. Additionally, many southern politicians knew or cared little about the North and let Phelps do as he pleased there as long as his actions did not create problems for them.”[3]

Social programming happened in two distinct streams, first was through the implementation of the Family Allowance. Gwen Beck, a long-time resident of La Ronge and interviewed by Murray Dobbin in 1976, had this to say:

Murray: “What kind of an effect did that have on the sort of nomadic lifestyle of native people? Did that contribute to changing that, where they'd take their whole families onto the trapline and then come back again?”

Gwen: “Well, that... I don't know whether it was right or it was wrong. You see when I was on the School Board I felt that education was very, very important and to meet the children. So I couldn't tell you whether it was correct or not, but Family Allowance came into being somewhere about then and, you know, they were supposed to educate the children.”

Murray: “That was the condition of the Family Allowance?”

Gwen: So this was the condition that I stipulated, that I felt. That anyone that took the family away [to the trapline] and did not educate them, they were not entitled to the Family Allowance. Now probably... now I'm not proud of that stand that I took -- I don't know whether I was right or wrong, but I was very strong on it when I was young.… I don't know exactly whether it was correct or not, but gradually the Family Allowance was the biggest drawing card for keeping families in [communities with a school]. But it did split up... the women had to stay behind or they had to find homes. We talked about building a hostel - which we never ever got to - to take the children so the children could stay. We went through all these phases but, you know, I think it finally ended up that more people stayed home and sent their children in school…Money-wise, money again was a big thing, the Family Allowance meant quite a lot to get, and most of them had good-sized families, you see. So it meant they stayed, and trapping became less and less, really. Even today they cannot support themselves by trapping, no matter how good a trapper they are, so you understand.”[4]

The Family Allowance alluded to was dependent upon children entering the school system. Long-time La Ronge resident, Robert Dalby, confirmed this:

Murray: Would you say that the disruption of the traditional way of life started in the early fifties?

Robert: Yeah, it started manifesting itself at that time and several reasons. It wasn't just economics. It was the growing population for one thing. It was beginning to grow because of health services and things. And I remember very distinctly the old business even with the treaty Indians, the treaty agent would threaten to cut off family allowance if the kids didn't go to school. So parents were compelled to stay in the settlements. At least the mother was compelled to stay in the settlement so that the kids went to school. And I know of several families, people I've known for twenty-five, twenty-eight years, who faced this situation. They could no longer go out to the trapline as a family group. The kids had to stay in school and these people around here, these bush people around here, have always respected the law. They haven't liked it necessarily, but they've respected it. And so if someone threatened to cut off the family allowance and threatened them with dire punishment, most of them went along with it and believed it, you know.”[5]

The second stream was the creation of Fur and Fish Marketing Services, as explained by Dalby:

Robert: “[T]he CCF pulled some awful boners as far as the north was concerned, you know [....] From lack of knowledge. One of the serious ones was the fur marketing service. And done with the best of intentions but when I arrived here, I had been with the game branch of Manitoba for a couple of years. I knew the situation there with registered traplines and so on. And it worked fairly well at that time there. And here I found that the trappers had to sell the beaver and muskrats (which is the principal crop) to the Fur Marketing Service in Regina. And they all resented it, without fail, you know, even though perhaps they got a better price. And I think the intent was to give them a better price but for some reason it just didn't work properly. There wasn't any education done certainly.”[6]

This is corroborated by Albert Broome, a former manager at numerous Government Trading stores in the North (La Ronge and Pinehouse, A.K.A. Snake Lake) who administered part of the Fur Marketing Service credit system:

Albert: “The credit trading policy is a dangerous one and we were always enforcing our collections at every stage of the game. There was very little welfare at the time. So you couldn’t rely on welfare. You had to judge each individual trapper by his merits. His fishing ability and his trapping ability.”

Murray: “How did you judge when a person’s credit would be cut off?”

Albert: “Well, in some cases you had to use your own judgement with the store operation. In some cases you would get direction from head office when your accounts receivable were getting out of order. At the same time you were judging the trapper by his ability to produce and in some cases they would have some tough luck and accounts would soar a little. Or bad price structure. In some cases you are playing with the market in fish and fur and it reverts back to the economy of the particular settlement.” [7]

Pierre Carriere, a long-time resident of Cumberland House, stated that the Fish Marketing service:

 Pierre: "... was a compulsory program first. But that's where it hurts the government. See, they didn't have no transportation services. They didn't have proper management services. The fishermen were the ones to lose money. Not the government."[8]

Murray: “And the government started the program to help fishermen right?”

Pierre: "Yeah, supposed to help fishermen but they didn't have no management and they didn't have no transportation service and everything was against them and therefore, the poor fishermen was the one that was losing his shirt. So it was really, politically unrest then.[9]

He states that after the implementation of the fish and fur marketing programs, people lost faith in the provincial government.

"You can't trust people. Once you are losing your shirt, you can't trust the government. Doesn't matter what kind of government you have."[10]


Footnotes:

  1. [1] Quiring, David. “Battling Parish Priests, Bootleggers, and Fur Sharks: CCF Colonialism in Northern Saskatchewan." PhD Diss. University of Saskatchewan, 2002. 20.
  2. [2] Quiring, “Battling Parish Priests, Bootleggers, and Fur Sharks,” 25.
  3. [3] Quiring, “Battling Parish Priests, Bootleggers, and Fur Sharks,” 26.
  4. [4] Beck, Gwen. Interview by Murray Dobbin. Transcript. July 20, 1976. Virtual Museum of Métis History and Culture. Gabriel Dumont Institute. Pg 12. http://www.Metismuseum.ca/resource.php/01180
  5. [5] Dalby, Robert. Interview by Murray Dobbin. Transcript. June 18, 1976. Virtual Museum of Métis History and Culture. Gabriel Dumont Institute. Pg 2. http://www.Metismuseum.ca/resource.php/01164
  6. [6] Dalby, “Interview with Robert Dalby,” 5.
  7. [7] Broome, Albert. Interview by Murray Dobbin. Transcript. September 4, 1976. Virtual Museum of Métis History and Culture. Gabriel Dumont Institute. Pg 5. http://www.Metismuseum.ca/resource.php/01174
  8. [8] Carriere, Pierre. Interview by Murray Dobbin. Transcript. August 18, 1976. Virtual Museum of Métis History and  Culture. Gabriel Dumont Institute. Pg 4. http://www.Metismuseum.ca/resource.php/01172
  9. [9] Carriere, “Interview with Pierre Carriere,” 6. 
  10. [10] Carriere, “Interview with Pierre Carriere,” 7. 

 

Result

Government imposed economic sanctions had serious implications. First, the creation of the Fish and Fur Marketing Service brought the livelihoods of First Nations and Métis trappers and fishermen under the direct control of the provincial government. Whether this program was established with good intentions, the result was resentment amongst Northern residents who viewed CCF meddling asserting monopolistic control over their livelihoods and economies.

Dolores Poelzer found in her work with Métis women from La Ronge (1986) that provincial regulation became a barrier to hunting and trapping, which had the effect of increasing reliance on Church administered social welfare programs.[1] The Church required that women and their families maintain church membership to receive education, health, employment, and welfare services. They were also expected to meet the moral expectations of church leadership and were shamed for common-law relationships, even in cases of domestic violence and abuse.[2] Previously, women reported they enjoyed the freedom of common-law relationships because it allowed for personal independence and were able to leave abusive partnerships more easily.

“You don’t feel right when you stay with the man without marrying him. It is just that when you go to some places, somebody asks if he is your husband, and you have to lie most of the time. You say ‘yes’ and you are lying. So it hurts you that way...And when you get kids, somebody is going to tell [them] that ‘he is not your dad. That is not your mother’s husband.’ It is not very nice very much.”[3]

Following the 1960s, construction of hydroelectric dams and clear-cutting for various deforestation projects further eroded Northern environments, effected animal migrations, and at times changed floodways. Terry Newell a current resident of Whiteswan Lakes comments that “Clear-cutting close to the lakes causes eroding banks containing mercury in the soil to end up in the lake,” which can cause mercury poisoning in humans, and species who rely on lake habitats.[4]  Residential and Day Schools continued their operations during this period, in some cases for another 40 years.

During the 1950s-1960s, the CCF developed several industries supported by government infrastructure through the DNR.

“DNR [Department of Natural Resources] officers, nurses, teachers, and other CCF employees formed a separate class within the small, primarily Aboriginal villages. Civil servants also became part of the white upper class in the larger communities. White government workers frequently considered themselves superior by virtue of their race. The mandate given them by the CCF to bring forced change to northern Aboriginals gave them additional prestige and authority.

Some Aboriginals established special relationships with DNR officers similar to the earlier ‘Patron-Client relationship’ with the HBC, and officials had a special clientele who supported their programs, as part of a system of reciprocal obligations. Yet many northerners felt ‘contempt and hostility’ to the CCF and its employees, largely because of conservation policies." Administrators also often did not relate well to Aboriginals, since they did not know the Aboriginal languages or grasp local ways.”[5]

There remained a scarcity of work opportunities in the North because employers were particularly hostile towards First Nations and Métis applicants and employees.[6] A continuous barrier was that DNR and local administration were reluctant or refused to train or hire First Nations and Métis residents, choosing instead to relocate civil servants from the South.[7] Positions that were available were frequently underpaid in comparison to civil servants. The wealth and employment disparity which developed during this period had lasting implications. Resources directed towards Northern education and infrastructure were not intended to service Indigenous community members, especially remote communities (like Grandmother’s Bay, Stanley Mission, Sucker River, and many others), demonstrating early service barriers and an unequitable dispersion of funds. This pattern of chronic underfunding has continued and contributes to the unique and systemic background factors which contribute to an over-representation in the justice system.

In Poelzer’s interviews with Métis women in La Ronge, one participant commented on the challenges that she and her community faced following the implementation of regulations:

“For instance, there are so many regulations changing about fishermen and their nets. One year, they buy one size of mesh for their fish nets; and then maybe a year or two after that the regulations change to a certain other size, such that they have to throw the first net away because it is not the right size anymore. There are all kinds of pressures...housing...parents might have problems with the kids at school...The pressure all stem from the society, from the rapid growth. Then drinking starts.”[8] 


Footnotes:

  1. [1] Poelzer, Dolores T. and Irene A. Poelzer. In Our Own Words: Northern Saskatchewan Métis Women Speak Out. Saskatoon, SK: Lindenblatt & Hamonie, 1986. 27-36.
  2. [2] Poelzer, In Our Own Words,” 48-49.
  3. [3] Poelzer, In Our Own Words,” 49.
  4. [4] Dayal, Pratyush. “Stumped.” CBC News Features. July 10, 2022.  https://www.cbc.ca/newsinteractives/features/stumped
  5. [5] Quiring, “Battling Parish Priests, Bootleggers, and Fur Sharks,” 41.
  6. [6] Quiring, “Battling Parish Priests, Bootleggers, and Fur Sharks,” 40.
  7. [7] Quiring, “Battling Parish Priests, Bootleggers, and Fur Sharks,” 40.
  8. [8] Poelzer, In Our Own Words,84-86.

 

Fill

 

Date
1944

Students Held Back at Gordon's Residential School

Summary

Students at Gordon Residential School were not permitted to advance to grade 8. Students were told that they lacked the intellectual capacity to advance - that is, regardless of academic preparation, achievement or ambition, they would be unable to advance to higher levels of education.

Implications
Education was stunted and limited in residential schools, where children were not given the opportunity for academic success. Limiting education would have made it considerably more difficult for Indigenous students of Residential Schools to succeed in the changing colonial sociopolitical and economic climate. In Clara Pratt's interview she reasoned that "Our education was suppressed by the Department of Indian Affairs. They were afraid of the Indians," meaning that education was limited in order to further subjugate and deny the success/autonomy of Indigenous children.
Date
0000-00-00

Rations Withheld from Thunderchild and Sweet Grass Reserves

Summary

Rations were withheld from members of the Thunderchild and Sweet Grass reserves after they refused to send their children to school.

Implications
This event demonstrates the government's method of withholding food distribution to force compliance with the assimilative residential school policies. By withholding rations, the government was failing to uphold their treaty obligations that stated the government had a duty to provide rations and aid when needed - no matter the situation.
Sources

Lux, Medicine that Walks, 87.

Date
1890-03-00

Drowning of Student at File Hills Indian Residential School

Summary

In November 1912, Inspector of Indian Agencies, W. Graham, reported the drowning of Archie Feather, a seven-year-old boy who attended the File Hills School. Graham was adamant that the school staff and the Presbyterian Church were at fault for not providing enough staff for the proper care of the children. Duncan Campbell Scott, then the accountant for the Department of Indian Affairs, agreed with Graham's report and wrote that it was "clear that negligence has resulted in the loss of life." Scott advised withholding funds from the File Hills School until the proper staff was hired. This suggestion was never heeded and even Scott himself, after becoming the leader of the Department, never "used the power of the purse to ensure that the churches maintained adequate levels of care or to punish school management for abusing the children."

Implications
This incident at the File Hills School reflects a larger pattern of abuse and neglect which was endemic to the residential school system as a whole. This event showed a disregard for Indigenous life, and that even after recommendations were made, government and school officials failed to implement them for lack of care. The government's aim with residential schooling was not the education of Indigenous children on the terms of their parents and communities, rather, that schools were meant to assimilate and remove Indigenous children from society as a whole either through assimilation or death. For more information see, 'Physical Abuse in Residential Schools,' and 'Runaways and Student Truancy in the Residential School System.'
Date
1912-11-00

Living Conditions and Abuse of Students at Crowstand Indian Residential School

Summary

In 1907, then Inspector of Indian Agencies W. Graham, reported to the Department of Indian Affairs that Principal McWinney had, when retrieving runaway boys, "tied ropes about their arms and made them run behind the buggy from their houses to the school." The matter was referred to the Presbyterian Church with the suggestion that McWinney be dismissed. The church decided that McWhinney's actions had been justified because there was no room in the buggy. McWhinney's lack of regard for students continued - in 1914 he failed to act when a farm instructor took two girls into a room and had "sexual intercourse with them" (the researcher notes that engaging in sexual intercourse with a minor is legally defined as rape). Despite his record, McWhinney maintained his post as the church held firm in it's support of his leadership. Later that year, the Department's Medical Inspector, O. Grain, reported that the school was "the worst residential school I have had to visit." His report pointed out a number of issues with the school, including dilapidated buildings, unsanitary washrooms, a prevalence of flies, and children who were neglected in appearance. He concluded, "I would like to suggest that the whole boarding school be entirely done away with." This report also fell on deaf ears as the school would remain open until November of 1915, and McWhinney maintained his position as principal until it closed.

Implications
These incidents at Crowstand Indian Residential School reflect a larger pattern of physical and sexual abuse that was endemic to the Residential School System. The government's lack of action to address the rampant problems students faced at the hands of McWinney show a total disregard for the safety and well being of students. Residential Schools since their conception were known (as suggested in Graham's report) to offer virtually no benefits to students and officials noted that schools failed as places of learning; Students who left being no better off or adjusted to the colonial Euro-Canadian society than before. For more information see; 'Physical Abuse in Residential Schools,' 'Runaways and Student Truancy in the Residential School System,' and 'Sexual Abuse in Residential Schools.'
Date
1907-00-00

Indian Act Amendment

Summary

1. The amendment to the Indian act allowed the government to declare any poorly-equipped institution an industrial or boarding school for Aboriginal peoples. It also allowed the government to claim Aboriginal lands for the creation of a residential school. 2. The Superintendent-General was given the power to appoint an executor of the estate of a deceased Aboriginal person. 3. The Superintendent was given supreme authority over sanitation, including the cleaning of public spaces and homes, and supplying necessary medicine.

Implications
These amendments represent a trend in amendments to the Indian Act in which bureaucratic surveillance and control of Indigenous affairs increased over time. No accountability structures or system of checks and balances were simultaneously applied to compensate for the powers afforded these expansions of bureaucratic oversight. This is indicative of the belief that it was Indigenous peoples who posed a threat to societal order, and from whom settler society needed to be protected, obscuring the abuses of state-imbued power and vulnerability to harm from unelected Indian Agents or other colonial officials. There does not appear to have been discussions of rights that applied to First Nations people or potential routes of advocacy in cases of corruption, such as unjust accusations of criminality. For more information, please see related entries on Indian Act amendments.
Sources

PAC, RG10, Vol. 6809, file 470-2-3, vol. 6: Scott to Roche, 30 January 1914 with draft bill and brief, p. 6-9.

Sub Event
Increased Power over Creation of Residential Schools, Superintendent-General Power over Deceased Person's Estate, Public Sanitation
Resources
Date
1914-00-00
Documents
File
File Description
An Act to Amend the Indian Act: 4-5 George V, Chapt. 35, 12th Parliament, 3rd Session

Neglect at the Crowstand Indian Residential School

Summary

Attempting to comply with the Department's policy of monthly medical visits (see Battleford Industrial School - Agent J. Day Request to Department of Indian Affairs) which had become more common since 1891, Dr. T. Patrick made two visits to the Crowstand Residential School in 1893 and 1894. The reports from both visits identified that the drainage and water systems were threatening the health of the students. He also appealed for better heating and ventilation in the boys' dorms and concluded with the alarming observation that the pupils were being neglected, stating that "sores and cuts on some of the Children had not been attended to."

Implications
Reports calling for upgrades to the Residential Schools were becoming increasingly common with the new emphasis on monthly medical visits. Financially, few of these renovations could be undertaken, especially after Parliamentary appropriations had run out in 1896. More funds were later allocated to the residential schools in 1911, but with the start of the First World War in 1914, these funds were in turn re-appropriated to the war effort.
Date
1893-00-00

Lebret Indian Residential School

Summary

Harold Greyeyes, a student who attended the Lebret Indian Residential School from 1936 to 1944 recalls a typical day in school. The days were long, beginning at 6 am and ending at 9 pm everyday. Activities were strictly regulated due to the influence of principle Fr. DeBretange, a retired colonel from the French Foreign Legion and the second-in-command who was a retired RCMP sergeant. The day's events and tasks were divided into half-hour blocks. The students routinely had prayers, meal times, chores, class room time, and recess.

Implications
Harold claims that despite being tough, the men in charge of the school were fair with discipline being harsh but positive. He says that overall, he learned many valuable things from these men. Harold goes on to recall that during their first class of the day, which was religion, the students were told that "the Indians were savages, that [their] parents were smart because they had sent [them] to this school and that [they] owed [their] good fortune to God and country." This demonstrates intentional attempts of the residential school system to internalize shame regarding Indigenous ethnic identity, and was part of the overarching goal of "killing the Indian in the child." Like all residential schools, the students were forbidden from speaking Cree or any other Indigenous languages.
Date
1936-00-00

Physical Violence between Students and Priests at the St.Michael's/Duck Lake Indian Residential School

Summary

Harold Greyeyes is a former student of the Lebret/Qu'Appelle school who then moved to the St. Michaels/Duck Lake School. Harold telling states that the main thing he learned at the Lebret IRS was obedience - a result of which he found it difficult to question authority. He recalls getting into a fight with a school supervisor, Peldren, at the St. Michaels/Duck Lake school. Harold claims that he and his cousin, Alec, found Peldren kicking his brother, Albert, and his cousin, Pat, while they kneeled in penance before him. At this sight, Harold ran towards Peldren and "hit him on the nose." At this point, two more priests arrived approached Harold, but then stopped and left with Peldren when Harold put up his fists as if to fight. According to Harold, nothing was done about the matter for a day or two and then he was called up in front of Father Latour and expelled from the school. An expulsion of which Harold claims, "I felt free. I had graduated." ----------------------------------------- After he left Lebret he went to Duck Lake IRS to help with the music program. One day as he was working in the barn his cousin came running to alert him that someone was hurting Greyeyes' brother. He came upon his younger brother and their cousin kneeling in penance in front of the boys supervisor, Peldren, who was kicking them as they knelt before him. Harold states that he ran up to the supervisor and kicked him as hard as he could with his work boots. The supervisor charged at him, but Greyeyes punched him in the face and broke his nose. At this point two more priests came upon the scene and all three started to back him into a corner. As Greyeyes put up his fists, they backed away. The next day the boy "graduated" or rather was expelled from the school.

Date
1894-00-00