3.2.2. Residential Schools

Destroying or permanently crippling a human group is considered genocide by law [32]. Specific acts of forcibly transferring children of one group to another group also qualifies in international law [33]. In Canada, residential schools were created in the late 19th Century, continuing until 1996 with the colonial purpose of 'preparing Indians for a life without Indian-ness' [29], p. 102. John A. MacDonald, then Prime Minister of Canada, made a speech in the House of Commons in 1883 outlining why Indigenous children had to leave their homes and enter a residential school, as the child would otherwise be surrounded by 'savages' and would simply be a savage who could read and write, and it was necessary to withdraw children from parental influence in central training industrial schools to acquire "the habits and modes of thought of white men" [34], p. 1108. These colonizing and hurtful statements leave no doubt as to the genocidal goals of residential school laws and policy.

While the discovery of 182 unmarked graves at a former residential school in British Columbia and 751 unmarked graves in Cowesses First Nation in Saskatchewan [35] brought global attention to the atrocities committed in residential schools in Canada, Indigenous peoples have always known these circumstances. The Principal Sinclair of the Regina Indian Industrial School (Regina, Saskatchewan) believed that parents were reluctant to send their children to the school due to death and illness, and in fact between 1891 and 1910, 20% of RIIS student that were enrolled died [36]. Reverend W.S. Moore noted that when he served at Muscowpetung near Fort Qu'Appelle, 17 of 20 children that he sent to the RIIS died at the school or left in a dying condition, and also cited reports of children being abused [36], p. 79.

## *3.3. Reconciliation*

Now, in the 21st century, it is impossible to restore Canada to a previous era. In order to achieve restoration, all people affected must participate in a healing process with an open mind and an open heart. Perhaps it is not so much restoring as it is creating balance and justice in Indigenous–Canadian relations? I spend a lot of time reflecting on what I can do to advance the truth, reconciliation, and healing. A good starting point is to do our utmost to listen and to really hear the experiences and legal thoughts of Indigenous peoples. Attending Indigenous events when invited, including cultural days, pow wows, ceremonies, and residential school memorials, are examples. Reading the TRC report is one starting point in the journey. Reviewing these truths and really hearing them involves invoking an ethical practice. Ethical practice requires, in large part, listening and setting aside judgement, pre-conceived biases and potential ethnocentrism. In order to do this, people continuously revisit the report's Calls to Action, formally incorporating this practice in their activities including board meetings, setting the educational curriculum and syllabi, and setting conference or workshop agendas.
