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Residential Schools Essays 1 - 30 Anti Essays

Am I a better or more successful person for having been accepted at the University of Toronto, as opposed to my second or third choice? It strikes me as a curious question. In Ontario, there wasn’t a strict hierarchy of colleges. There were several good ones and several better ones and a number of programs—like computer science at the University of Waterloo—that were world-class. But since all colleges were part of the same public system and tuition everywhere was the same (about a thousand dollars a year, in those days), and a B average in high school pretty much guaranteed you a spot in college, there wasn’t a sense that anything great was at stake in the choice of which college we attended. The issue was whether we attended college, and—most important—how seriously we took the experience once we got there. I thought everyone felt this way. You can imagine my confusion, then, when I first met someone who had gone to Harvard.

My first essay was the Narrative in which I wrote about the night of my mothers arrest.

In 2013, research by food historian Ian Mosby revealed that students at some residential schools in the 1940s and 1950s were subjected to nutritional experiments without their consent or the consent of their parents. These studies, approved by various departments and conducted by leading nutrition experts, included restricting some students’ access to essential nutrients and care in order to assess the effect of improvements to for other students. Overall, the experiments do not seem to have resulted in any long-term benefits.

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From their inception until the late 1950s, residential schools operated on a half-day system, in which students spent half the day in the classroom and the other at work. The theory behind this was that students would learn skills that would allow them to earn a living as adults, but the reality was that work had more to do with running the school inexpensively than with providing students with vocational training. Funding was a pressing concern in the residential school system. From the 1890s until the 1950s, the tried constantly to shift the burden of the schools onto the and onto the students, whose labour was a financial contribution. By the 1940s, it was clear to many that the half-day system had failed to provide residential students with adequate education and training. However, it was only with the affluence of the later 1950s that funding was increased and the half-day system eliminated.

Residential schools were government-sponsored religious schools established to assimilate Indigenous children into Euro-Canadian culture. Although the first residential facilities were established in , the term usually refers to the custodial schools established after 1880. Originally conceived by churches and the as an attempt to both educate and convert Indigenous youth and to integrate them into Canadian society, residential schools disrupted lives and communities, causing long-term problems among Indigenous peoples. Since the last residential school closed in 1996, former students have pressed for recognition and restitution, resulting in the in 2007 and a formal public apology by in 2008. In total, an estimated 150,000 , , and children attended residential schools.

FREE Essay on The Residential School System in Canada

An essay or paper on The Residential School System in Canada

Although some students left with happy memories, the general experience of residential school students was more negative than positive. The food was low in quantity and poor in quality; preparation did nothing to enhance its limited appeal. Clothing was universally detested: ill-fitting, shabby and, in the case of winter clothing, not adequate protection for the season. The pedagogical program, both academic and vocational, was deficient. Students had to cope with teachers who were usually ill-prepared and curricula and materials derived from and reflecting an alien culture. Lessons were taught in or , languages which many of the children did not speak. In the workplace, the overseers were often harsh and the supposed training purpose of the work was limited or absent. In contrast, staff lavished time and attention on religious observances, often simultaneously denigrating .

Indigenous communities, often with support, and since 1998 with financial assistance, have been carrying out the difficult work of supporting their members with residual issues surrounding the family breakdowns, violence and aimlessness brought about by residential schools. Beginning in the late 1990s, former students pressed, often through litigation, for acknowledgment of, and compensation for, their suffering. In 2005 the federal government established a $1.9-billion compensation package for the survivors of abuse at residential schools, and in 2007 the federal government and the churches that had operated the schools agreed to provide financial compensation to former students under the .

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Essay on residential schools | Ricky Martin

There have been many controversies surrounding the residential schools. The residential schools were introduced in order to educate and care for the minority in Canada during the 109th century. In its development of the aggressive assimilation, the Canadian government saw the residential schools as a perfect environment where the ideal culture would be introduced to the children in bid to diminish the native culture in the region. Over time, the residential schools became controversial due to increased cases of sexual, physical, and mental abuse that the children in these schools were suffering from. It is important to understand that regardless of the culture that any individual is associated with, everyone deserves to be treated equally. With the increased cases of abuse in the residential schools, the residential schools have become a hub for human rights violation in Canada. This paper describes the residential schools and the violation of human rights of the children taken to these schools.

Aboriginal Residental Schools essays

I put the University of Toronto first on my list, the University of Western Ontario second, and Queen’s University third. I was working off a set of brochures that I’d sent away for. My parents’ contribution consisted of my father’s agreeing to drive me one afternoon to the University of Toronto campus, where we visited the residential college I was most interested in. I walked around. My father poked his head into the admissions office, chatted with the admissions director, and—I imagine—either said a few short words about the talents of his son or (knowing my father) remarked on the loveliness of the delphiniums in the college flower beds. Then we had ice cream. I got in.

Essay on residential schools - The Last Degree

I applied to college one evening, after dinner, in the fall of my senior year in high school. College applicants in Ontario, in those days, were given a single sheet of paper which listed all the universities in the province. It was my job to rank them in order of preference. Then I had to mail the sheet of paper to a central college-admissions office. The whole process probably took ten minutes. My school sent in my grades separately. I vaguely remember filling out a supplementary two-page form listing my interests and activities. There were no S.A.T. scores to worry about, because in Canada we didn’t have to take the S.A.T.s. I don’t know whether anyone wrote me a recommendation. I certainly never asked anyone to. Why would I? It wasn’t as if I were applying to a private club.

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"Virtually everyone supports religious liberty, and virtually everyone opposes discrimination. But how do we handle the hard questions that arise when exercises of religious liberty seem to discriminate unjustly? How do we promote the common good while respecting conscience in a diverse society?

This point-counterpoint book brings together leading voices in the culture wars to debate such questions: John Corvino, a longtime LGBT-rights advocate, opposite Ryan T. Anderson and Sherif Girgis, prominent young social conservatives.

Many such questions have arisen in response to same-sex marriage: How should we treat county clerks who do not wish to authorize such marriages, for example; or bakers, florists, and photographers who do not wish to provide same-sex wedding services? But the conflicts extend well beyond the LGBT rights arena. How should we treat hospitals, schools, and adoption agencies that can't in conscience follow antidiscrimination laws, healthcare mandates, and other regulations? Should corporations ever get exemptions? Should public officials?..."

" In point-counterpoint format, Corvino, Anderson and Girgis explore these questions and more. Although their differences run deep, they tackle them with civility, clarity, and flair. Their debate is an essential contribution to contemporary discussions about why religious liberty matters and what respecting it requires."

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