Recognition, Reconciliation and Responsibility

‘Of the 150,000 students who were forced to attend these schools, there were at least 3,000 reported deaths. The majority of these deaths were caused by disease, as the residential schools' dormitories were not surprisingly deemed disease “breeding grounds”. Tuberculosis was a major problem during the time period that the residential schools took place in. Many children succumbed to this disease during their attendance at the schools, and failed to be nurtured back to health. Another problem that occurred in residential schools was the abuse that took place. Former students have reported being beaten for punishment, and these beatings were dealt by none other than the Sisters and Brothers that helped run the school. They were punished if they showed any form of disobedient behaviour, or if they had not carried out a chore in a satisfactory fashion. Students of the residential were not taught by certified teachers, but rather had nuns and priests as their authoritative figures. Girls were taught how to sew, cook, and clean while boys were given more “masculine” duties. Very few students came out of the schools unscathed, and their scars – both physical and mental – would stay with them for life. The schools not only had a negative impact on the students who attended them, but also their families. Although siblings might have went to the same school, there were some separated from each other when put in the different dormitories for girls and boys. They were also separated from their families back at home for long periods of time, and were sometimes not permitted to visit them, even on holidays. Some schools, such as the Shubenacadie Residential School, strictly prohibited the use of the students' native tongue. If the students used their first language to communicate, they were swiftly punished.’