Instruct: Given a question, retrieve passages that answer the question.
Query: When did the Residential Schools close in Canada?
The system had its origins in laws enacted before Confederation, but was primarily active from the passage of the Indian Act in 1876. An amendment to the Indian Act in 1884 made attendance at day schools, industrial schools, or residential schools compulsory for First Nations children. Due to the remote nature of many communities, school locations meant that for some families residential schools were the only way to comply. The schools were intentionally located at substantial distances from Indigenous communities to minimize contact between families and their children. Indian Commissioner Hayter Reed argued for schools at greater distances to reduce family visits, which he thought counteracted efforts to civilize Indigenous children. Parental visits were further restricted by the use of a pass system designed to confine Indigenous peoples to reserves. The last federally operated residential school closed in 1996. Schools operated in every province and territory with the exception of New Brunswick and Prince Edward Island.[7]
Cuthand argues three reasons for the loss of the Cree language. First, residential schools cultivated the prejudice that their language was inferior. While students were still speaking their native language at home, their learning stopped at school. When they left residential schools as adults, they went home and their vocabulary and knowledge of language did not include concepts or forms that an adult speaker who had not been taken to a residential school would have.
Punnichy is located along Highway 15 in the heart of the Touchwood Hills between the villages of Quinton and Lestock. It is surrounded by four First Nation reserves: Muskowekwan, Kawacatoose, Daystar and Gordon. As of the 2011 census, the population of Punnichy was 245. Punnichy was the location of one of the last operating Residential Schools in Canada, Gordon Indian Residential School, which closed in 1996.
Duck Lake was home to one of the last operating Residential Schools in Canada, St. Michael's Indian Residential School (Duck Lake Indian Residential School), which closed in 1996.
Shingwauk Indian Residential School was part of the Canadian residential school system and one of the 130 boarding schools for First Nations, Métis, and Inuit children that operated in Canada between 1874 and 1996. Operated by the Anglican Church of Canada and the Government of Canada, the Shingwauk School operated from 1873 to 1970 in Sault Ste. Marie, Ontario, Canada. Today, Shingwauk Hall, built in 1935, forms the central building of Algoma University.
From 1920 to 1973 Alberni Residential School was in operation. The Canadian Federal government now says that this was a big blot on race relations in Canada. The residential school system run by the United Church forcibly separated children from their families and communities. The residential school was closed in the late 1970s and in 2009 was demolished.
The Indian residential schools of Canada were a network of "residential" (boarding) schools for Aboriginal peoples of Canada (First Nations, Métis, and Inuit) funded by the Canadian government's Department of Indian Affairs, and administered by Christian churches, most notably the Catholic Church in Canada and the Anglican Church of Canada. The system had origins in pre-Confederation times, but was primarily active following the passage of the "Indian Act" in 1876, until the mid-twentieth century. The last residential school was not closed until 1996.
When the government-run school was closed in 1985, it was the last functioning residential school in British Columbia.
Canada's residential school system was implemented by the federal government and administered by various churches. Its purpose was to educate Aboriginal children in Euro-Canadian and Christian values so they could become part of mainstream society. The school system was in effect from the 1880s until 1996, when the last school closed. Children were forcibly removed from their families and homes for extended period of times. The schools' policies forbade the children from speaking their own languages or acknowledging their culture in any way. Survivors of the residential schools have come forward and spoken out about physical, spiritual, sexual and psychological abuse they experienced at the hand of the residential school staff. The lasting cultural impact on First Nations families and communities has been widespread and extensive.
The St. John's Indian Residential School, also known as the Chapleau Indian Residential School, was a Canadian Indian Residential School operated by the Anglican Church of Canada from 1907 to 1948 in Chapleau, Ontario.
Orange Shirt Day began in 2013 as a result of residential school survivor Phyllis Jack Webstad discussing her experience when she arrived at a residential school. Webstad shared her story at a legacy of the St. Joseph Mission (SJM) residential school commemoration event held in Williams Lake, British Columbia, Canada, in the spring of 2013. On her first day at residential school Phyllis had her new orange shirt taken away from her. Phyllis' experience is used today to teach students about residential schools and their assimilation practices.
Although many of these early schools were open for only a short time, efforts persisted. The Mohawk Institute Residential School, the oldest, continuously operated residential school in Canada, opened in 1834 on Six Nations of the Grand River near Brantford, Ontario. Administered by the Anglican Church, the facility opened as the Mechanics' Institute, a day school for boys, in 1828 and became a boarding school four years later when it accepted its first boarders and began admitting female students. It remained in operation until June 30, 1970.[16]
The church continued to deal with the consequences of the Native residential school issue. In 2005, the church welcomed the Agreement in Principle announced by the Government of Canada and the Assembly of First Nations, which outlined a comprehensive resolution package for former students of Indian Residential Schools; and the following year, the church agreed to sign the Indian Residential Schools Settlement Agreement.
Also known as Sioux Lookout Indian Residential School, Pelican Lake Indian Residential School was established in 1926 and officially opened in 1929. The school was one of the approximately three dozen schools operated by the Anglican Church of Canada. It was the state-enforced Indian Residential School for Ojibway and Cree students from both Treaty Three and Treaty Nine territories in northern Ontario and eastern Manitoba. When it initially opened it housed a total of 125 both boys and girls, but this number increased to 150 by the late 1940s. As like most residential schools, the school was designed in a way that the male and female students had limited interaction with each other. Usually students were removed from their families and brought to the school when they were six years old and stayed until they were twelve.
The commission was founded as an arms-length organization with a mandate of documenting the history and impacts of the residential school system. As explained in the 2013 Spring Report of the Auditor General of Canada, a key part of the TRC mandate included "creating as complete a historical record as possible of the residential school system and legacy." It was also tasked with preserving collected records documenting the residential school system and those created over the course of the commission's work for future management at a national research centre. While undertaking this task the TRC spent six years travelling to different parts of Canada to hear the testimony of more than 6,500 witnesses including residential school survivors and others impacted by the school system. 
The George Gordon First Nation was the location of Gordon Indian Residential School, the longest-running residential school in Canada. The Anglican Church of Canada established a day school on Gordon’s Reserve in 1876. It was expanded in 1888 to provide housing to students attending the school. In 1929 the school was destroyed by fire and eventually rebuilt. Problems with water supply and maintenance led to its being closed for much of the time between 1947 and 1953. The school was closed in 1996. Children attending Gordon Indian Residential School were reported to have suffered various forms of abuse, inflicting severe damage to the Gordon community. The schools have been proven to have facilitated the abuse of children under their care. The federal government knew of these abuses, and has since apologized and paid compensation to the victims. The extent of the damage done to these communities is still yet known. The residential school system is widely regarded as cultural genocide, due to the action of destroying Indigenous culture, language, and religion, as well as the intent to do so. On the reserve, the Gordon Recovery and Wellness Centre provides services and support to the victims of the abuse that occurred during the Residential School System.
Residential schools in Ontario were part of the larger Canadian Indian residential school system which spanned Canada. Notably, Egerton Ryerson, who is often celebrated for creating the free public education system in Ontario, was also a key architect of the residential school system. Many residential schools in Ontario were located in the North where Indigenous communities had either been forcibly relocated or pushed by encroaching colonists. However, the schools existed across the province. Increased attention has been brought to this suppressed history by the Truth and Reconciliation Commission of Canada which resulted from the settlement of a class action lawsuit between the Government of Canada, residential school survivors, churches involved in running the schools, the Assembly of First Nations, and other Indigenous groups. Since the closure of the schools, different approaches have been taken to dealing with the buildings. In Brantford, the building which once housed the Mohawk Institute Residential School is now part of the Woodland Cultural Centre. Residential schools were federally administered, meaning that the provincial government was not required to meet treaty obligations to Ontario First Nations for education. This saved the provincial government considerable funds and was key to funding education in the province. Reserve schools continue to be funded by the federal government today and recent inquiries have revealed that Indigenous students of Ontario in reserve schools receive 30% less funding than students at provincially funded schools.
In 2001, the federal Office of Indian Residential Schools Resolution Canada was created to manage and resolve the large number of abuse claims filed by former students against the federal government. In 2004, an Assembly of First Nations Report on Canada’s Dispute Resolution Plan to Compensate for Abuses in Indian Residential Schools led to discussions to develop a holistic, fair and lasting resolution of the legacy of Indian Residential Schools.
The following is a list of Canadian Indian residential schools The first residential school was set up in 1828 with the last residential school closing in 1996.
The Mohawk Institute Residential School was a Canadian Indian residential school in Brantford, Ontario, Canada. The School operated under the Government of Canada from July 1, 1885 to June 27, 1970. Prior to 1885 the Anglican Church of Canada was involved in the operation of a school and residential school in the same location. Enrollment at the school ranged from 90 to 200 students per year.
Indian residential schools were a network of "residential" (boarding) schools for Native Canadians (First Nations or "Indians"; Métis and Inuit). Funded by the Canadian government's Indian Affairs and Northern Development, and administered by Christian churches, predominantly the Roman Catholic Church in Canada (60%), but also the Anglican Church of Canada (30%), and the United Church of Canada (including its pre-1925 constituent church predecessors)(10%). The policy was to remove children from the influence of their families and culture and assimilate them into the dominant Canadian culture. Over the course of the system's existence, approximately 30% of native children, roughly some 150,000, were placed in residential schools nationally.
Not all Aboriginal children attended residential schools. During the period in which the schools operated, more than a third of indigenous children attended federal day schools, and about a third received no schooling at all. It is however the residential school system that receives much of the blame for the various problems and challenges facing Canada's indigenous people today. During the years in which the residential schools operated, they were regarded by most Canadians as a sensible and beneficial solution to native education, and in some cases, Aboriginal communities specifically requested that a residential school be built. When the system began to closing down in the 1960s, a significant number of communities asked that their school remain open.
Most residential schools closed in the 1970s. Criminal and civil suits against the government and the churches began in the late 1980s and shortly thereafter the last residential school closed. By 2002 the number of lawsuits had passed 10,000. In the 1990s, beginning with the United Church, the churches that ran the residential schools began to issue formal apologies. And in 1998 the Canadian government issued the Statement of Reconciliation, and committed $350 million in support of a community-based healing strategy to address the healing needs of individuals, families and communities arising from the legacy of physical and sexual abuse at residential schools. The money was used to launch the Aboriginal Healing Foundation.
In the 19th and 20th century, the Canadian federal government's Indian Affairs Department officially encouraged the growth of the Indian residential school system as an agent in a wider policy of assimilating Native Canadians into European-Canadian society. This policy was enforced with the support of various Christian churches, who ran many of the schools. Over the course of the system's existence, approximately 30% of native children, roughly some 150,000, were placed in residential schools nationally, with the last school closing in 1996. There has long been controversy about the conditions experienced by students in the residential schools. While day schools for First Nations, Metis, and Inuit children always far outnumbered residential schools, a new consensus emerged in the early 21st century that the latter schools did significant harm to Aboriginal children who attended them by removing them from their families, depriving them of their ancestral languages, undergoing forced sterilization for some students, and by exposing many of them to physical leading to sexual abuse by staff members, and other students, and dis-enfranchising them forcibly.
Residential Schools operated in Canada from the 1800s until 1996. These schools were said to be a primary weapon of the government and the missionaries in their attempt to systematically destroy Native culture. Generations of First Nations people were scarred from the effects of their policies.
When the video was made, there was very little discussion about the crucial subject of residential schools either in the education system, or in the mass media. This controversial subject did not seem to be part of the collective consciousness at that time. Hanah was quoted saying she had no awareness of any books or films on the subject when she made the documentary. Her intention was to further the subject into general awareness and in the public forum to begin further examination and exposure. Also in following the acts of Shirley Cheechoo’s play, Hanah hoped to reinforce the healing that comes from exposing these stories.
The Aboriginal Healing Foundation was created on March 30, 1998. It was established following consultations with residential school survivors, the Assembly of First Nations, the Inuit Tapirisat of Canada, the Congress of Aboriginal Peoples, the Métis National Council, and the Native Women's Association of Canada. The mission of the Aboriginal Healing Foundation was to foster sustainable healing strategies in Indigenous communities in Canada that begin to address the impacts of the residential school system. The Foundation was initially provided with $350 million of funding from the Canadian government to care out this work with residential school survivors and Indigenous communities across Canada. The Foundation was designed as an organization to be responsible for the management of the Canada government's healing strategy related to residential schools. This strategy was part of the "Gathering Strength, Canada's Aboriginal Action Plan" established by the federal government on January 7, 1998. The original mandate of the Foundation was set to end on March 31, 2009.