Residential Schools

In 1946, Inspector Ostrander of the Department of Indian Affairs submitted a report on St. Albans Indian Residential School. This report claimed that the building interiors and the student housing were unsuitable and that "because of narrow corridors or dry, inflammable material and not easy access to fire escapes or the stairway" it would be a safety hazard should a fire occur. The report also notes that the school is overcrowded, and that there is insufficient space for recreation purposes. According to Ostrander, the lack of playing grounds and poor supervision are to be blamed for truancy among the boys. In conclusion, Ostrander points out that the children were well fed, well clothed, and receiving some education, but advises that the school should not stay open much longer if the necessary renovations are not undertaken.

A lack of professional training in Residential school teachers was noted as early as the 1890s and had not significantly improved by the early 1960s. Many of the missionary organizations who oversaw appointments of teaching candidates considered 'missionary spirit' or religious enthusiasm more important than academic preparation. In the 1940s the Department of Indian Affairs was aware that religion took precedence over academic studies for most teachers in the residential school system. By the 1950s many of the most dedicated teachers emphasized their religious teachings over academic studies. Students from both the Cowessess and Thunderchild Residential Schools who attended in the 1950s report that religious instruction was the primary focus of these schools as opposed to education in reading, writing, and arithmetic. Former student Cedric Duncan observed, "Seemed like they just wanted us to learn about praying and all that stuff quite a bit." A common experience for students who attempted to go on to other institutions was an under preparation for future education and academic ventures as a result of their failed education in Residential schools. A Saulteax man discovered after attending St. Philip's in the 1950s when "both at Marieval residential school and at St Joseph's college he found himself poorly trained for the academic program, and in the latter case he was so embarrassed by his educational deficiencies that he dropped out at fifteen."

Beginning in the early 1950s there was a shift in the character of residential schools from educational institutions to "a sort of foster home which endeavour[ed] to cater to the social and emotional needs of the child." This shift was brought about by the development of admission regulations. Each child was to be assigned to one of six categories based on the social and economic background of the child. A census taken in 1953 by the Department of Indian Affairs revealed that out of the 10,112 children in residential schools, 4,313 fell into a category defining them as neglected or as being in homes that were unfit because of parental indifference or over-crowding. In 1966 out of the 9,778 children in school 75 per cent fell into this category and in 1975 the children estimated to be from "broken or immoral homes" had risen to 83 per cent in the Gordon Residential School, 64 per cent in the Muscowequan Residential School, and 80 per cent in the Cowessess Residential Schools. Despite these findings, the official view of the Department was that this "was not a product of economic circumstances but of parental moral shortcomings."

In the fall of 1983 the Beauval Indian Residential School was officially closed when administration of the school was handed over to the ten Meadow Lake Bands. The building was re-purposed as the Beauval Indian Education Centre. The school later became the Meadow Lake Tribal Council's Beauval Indian Education Center until 1995, when the building was demolished.

During the winter of 1936-1937, the Beauval Residential School suffered from an epidemic of influenza and measles. According to Bishop Lajeunesse, the epidemic "started in Beauval and struck almost all the population." He goes on to say that the school and the rectory were converted into hospitals. The bishop claims that 60 people died of the outbreak in the locality before the epidemic moved north and struck Ile-a-la-Crosse, Buffalo River, and Portage La Loche.

The Beauval Residential School was opened in 1906 by a group of Oblate Fathers and Brothers who settled the area as a Catholic mission. They built many buildings in the area, including a residential school. Construction of the school began in 1905 and was completed in 1906. With the completion of the first buildings, the Fathers and Brothers were joined by Grey Nuns, the latter of which worked as teachers and housekeepers. During the early years, the school had approximately seventy students each year from the surrounding area, including La Loche, Dillon, Turner Lake, Canoe Lake, and Patuanak.

The original residence building of the school was destroyed by fire on the night of September 19th, 1927. The fire resulted in the death of 19 male students and one Nun.------------------ The male students who died included Marcel Lemaigre (age 7), Jimmy Iron (age 8), Alex Opikokew (age 8), Simon Sayers (Sayesc) (age 8), Raphael Corrigal (age 9), Jules Coulionner (age 9), Samuel Gardiner (age 9), Roderique Iron (age 10), Joseph Sayers (Sayesc) (age 10), Thomas Alcrow (age 11), Freddy Bishop (age 11), Antoine Durocher (age 11), Patrice Grosventre (age 11), Frank Kimbley (age 11), Alfred Laliberte (age 11), Moise Lariviere (age 11), Zephrin Morin (age 11), Albert Sylvestre (age 11), Ernest Bishop (age 12).-------------------- The Department of Indian Affairs assisted with the construction of a new residence. During construction, 20 female students remained to continue their studies. The destroyed building was replaced by a new brick residence in 1932. This new residence served as the home for up to 140 students at a time for the next 30 years.

The Deputy Superintendent General of Indian Affairs closed the Battleford Industrial School with the intention of replacing it with new and improved day schools. It was closed on May 31, 1914. The school experienced a decline in enrolment each year subsequent to 1907, resulting in a reduction of staff. The reduction in student enrolment and number of staff made the policy of residential/industrial school self-sufficiency difficult to maintain. For example, to meet the costs of running the school, parts of the school's land was being parceled and transferred as early as 1905. This transferred land was used for roadway construction and railroads. The final portion of land was sold to the Battleford Academy of Seventh Day Adventists in 1911, and was released after the school was officially closed in 1914.

In an 1891 visit to the Battleford school Haytor Reed noted the high number of sick children and the inadequate medical care or facilities. This was followed by a report from Indian Agent, J. Day (1910), regarding the death of a student. He noted that this was the third student to die of tuberculosis that month.

Many students experienced sexual abuse at the hands of school faculty, local clergy members, lay persons from the local community, and other students. Some victims of sexual assault in Residential Schools have remained silent about their experiences for multiple reasons, including shame, fear of disbelief, and symptoms of psychological trauma that are harmful to retell to the survivors. However, given the number of survivors who have reported sexual assault, and the extensive research already collected on the conditions of Residential schools, it is inarguable that sexual violence was widespread throughout the institutions, having immediate and long-term effect on Indigenous peoples and their communities. This is affirmed by Mel H. Buffalo, an adviser to the Samson band in Alberta, who says that "every Indian person I have spoken to who attended these schools has a story of mental, physical or sexual abuse.". Several incidents of sexual abuse and neglect occurred under Principle McWhinney at the Crowstand IRS. Following incidents of abuse in 1914, D. C. Scott, Deputy Superintendent of Indian Affairs, instructed that female students be sent home. It was deemed the institution was no longer safe to continue mixed education of boys and girls.