Primary Document Analysis
In an attempt to glorify the residential school system in Canada the Daily Colonist wrote an article on July 23rd 1933 titled “Indian Children Provided for in Education Plan”. This article focuses on the advantages of residential schools and the positive outcomes these schools had on Indigenous life. There is much to be said regarding this time period and the history of residential schools by analyzing this as a primary source. The language used in this article, as well as the degrading comments, signifies the racism that was abundantly held for Indigenous peoples during this time period. The heavy discussion of teachers favouring to work at residential schools, the images used in the article, and the statements made of how the schools were successful, tells us that this article was written to justify the governments decision to create the system of residential schools. The intended audience would have been the European majority in order to assure them that their tax dollars were not going to waste. This article not only gives us information on the time period, but also educates us on the history of residential schools. In the results section of the article, there is absolutely no discussion of the educational profits Indigenous children gained by attending these schools.
All that is mentioned is how boys could now build their own homes with lumber and that families were provided with technology such as sewing machines after the children left school[1].
This article has no author, but it is clear that it was not written by someone of Indigenous background as it is filled with racist language and degrading comments. The article begins with an ignorant quote stating hopefully that “… there aren’t more than a few hundred [Indians] left in this country”[2]. The simple use of the word “Indian” to the implying tone of wanting a country without Indigenous peoples allows us to begin to deduce that the 1930s was a time where Indigenous people were not accepted. As the article continues, the “traditional criticism… [that] the Indian child is not as many suppose, less bright than the white child”[3] is mentioned. This statement is evidently degrading towards Indigenous peoples and denotes the racism that Indigenous peoples experienced during this time period.
Lastly, George H. Raley, a principal at the time, stated that the education received in residential schools is not lost as the children do not “…return to [their] primitive methods”[4]. This obvious criticism on Indigenous culture is both demeaning and dehumanizing. The comments and language mentioned above is clearly not specific to a particular author but rather demonstrates the racism Indigenous peoples experience during the early 20th century.
The language used in this article gives us insight into time period in which it was written, but the purpose of this article, in terms of why it was written, also allows for great comprehension of this topic. Throughout the article the author attempts to justify the governments decision to implement these institutions by promoting the schools, describing them as attractive, and declaring results that arose from these institutions. At the beginning of the article, the author mentions that teachers preferred to work in residential schools and that “it [was] not unusual for a teacher to stay ten years or more at an Indian school…”[5]. By articulating that teachers, who were mainly European middle-class woman, supported and even preferred these schools proved as a very effective method to persuade the intended audience of this article to support the governments decision to implement these institutions.
Another fashion in which the author attempts to justify these schools is by attaching two photos labeled “Kamloops Indian Residential School” and “Coqualeetza School Building at Sardis”. The image of the Kamloops residential school is a big building that is very ostentatious. The other image of the Coqualeetza school includes a quote underneath describing it as “…another of several handsome buildings in which indian children are receiving education”[6]. This display of extravagant buildings and attractive description is another obvious attempt to gratify and promote the standards at which Indigenous children were being educated. By doing so, the author is demonstrating that the government has done well in funding this schooling program.
Finally, the author attempts to demonstrate the prosperity behind these residential schools by including a results section.
Captain Barry, an inspector at the time, stated that “the results are very apparent in the homes of ex-pupils of our schools…”[7]. The declaration of results demonstrates that the governments decision to fund these residential schools were not a waste of time and money. It is not surprising to see an article written in this manner. As noted above, Indigenous populations were not well liked in British Columbia during this time period. With saying this, there is a clear obligation to convince their intended audience who were those of Anglo-European background. This majority undoubtedly possessed these racist views, and the decision to include Indigenous children in the governments education plan clearly needed to be advocated for.
This article gives us insight into the time period in which it was written, but it was also gives us insight into the history of residential schools. There are many aspects of the residential school system, mainly negative aspects, that are not discussed in this article. The results section works as a primary example. This section claims that the standard of living improved for those who attended residential schools as “…houses are built by boys after they leave the Indian schools…[and] they do not have to go back to the inadequate dwellings lived in by older Indians”[8]. It continues to state that “the government further assists by providing sewing machines, [and] tools…”[9] but there is absolutely no mention of the literary or numerical knowledge the children received and how that knowledge benefitted their lives. Nor does it discuss the potential negative effects it had on the children.
From this piece of information we can see that actual education and how it benefitted Indigenous children who attended these schools was not a priority within these institutions. Nor was it a governmental priority as they simply handed it off to be administered by the “…Catholic,…Anglican,…[and] the United Church…”[10].
This particular article has clearly proven to be very useful for research on residential schools as the use of racist language, the attempt to justify the residential school system, and the lack of discussion on numerical and literary education tells us much about the time period and the history of residential schools. By analyzing what is mentioned, and what is not, there is much knowledge to deducted on this time period and topic. From the analysis of this article we can clearly see that the Indigenous population of Canada were consistently belittled, controlled, and discriminated against. The topic of residential schools has only recently begun to be thoroughly examined, and has a long way to come in terms of historical research. In relevance to the analyzation of this particular article we can see that in general, as a historian, a history student, or simply someone with an interest in history, can find substantial information and use in the analyzation of primary documents such as a newspapers and the articles within them.
Bibliography
Daily Colonist, 23 July 1933.
“Indian Children Provided for in Education Plan.” Daily Colonist, 23 July 1950, 24.
[1] “Indian Children Provided for in Education Plan,” Daily Colonist, 23 July 1933, 24.
[2] “Indian Children Provided for in Education Plan,” Daily Colonist, 23 July 1933, 24.
[3] “Indian Children Provided for in Education Plan,” Daily Colonist, 23 July 1933, 24.
[4] “Indian Children Provided for in Education Plan,” Daily Colonist, 23 July 1933, 24.
[5] “Indian Children Provided for in Education Plan,” Daily Colonist, 23 July 1933, 24.
[6] “Indian Children Provided for in Education Plan,” Daily Colonist, 23 July 1933, 24.
[7] “Indian Children Provided for in Education Plan,” Daily Colonist, 23 July 1933, 24.
[8] “Indian Children Provided for in Education Plan,” Daily Colonist, 23 July 1933, 24.
[9] “Indian Children Provided for in Education Plan,” Daily Colonist, 23 July 1933, 24.
[10] “Indian Children Provided for in Education Plan,” Daily Colonist, 23 July 1933, 24.