all

The Canadian Government's aversion to provide an industrial school for agricultural technical training appears counterintuitive to the policies they had been pushing First Nations peoples towards. While development of agriculture in the west was part of the National Policy, the Canadian Government's reluctance to provide assistance and training for the Metis at Batoche upon their request shows that the government was already decided on who was allowed to develop and settle the west, and what culture was to form out of western development (an Anglo-Saxon protestant identity).

Agricultural assistance and schooling was to be implemented on a voluntary basis. Highlighted by Morris’ statement during the treaty negotiations: “when they [the treaty signatories] are ready for it she [the Queen] will send schoolmasters on every reserve and pay them.” However, through an Indian Act amendment these programs became mandatory. The Severalty Policy was put in place to discourage communal farming in order to assimilate Indigenous farmers into the European style of individual, nuclear family, run plots. The Peasant Farming Policy was also implemented that made it mandatory for Indigenous farmers to use subpar and out of date tools. Additionally, schools were to be controlled by Indigenous governments, instead the federal Residential School system was used to undermine Indigenous cultures, languages, and lifestyles. This change was contrary to the treaty negotiations and was meant to further Canada’s goal of assimilation.