Canada's Dark Secret | Featured Documentaries

Name: Canada's Dark Secret | Featured Documentaries
Uploaded: 2017-06-14T05:34:59.000Z
Duration: 1 h 34 min 31 s

Roberta Hill: A Survivor's Story of the Mohawk Institute

Early Memories and Family Connection

Roberta Hill introduces herself as a survivor from the Mohawk Nation, recalling her time at the Mohawk Institute residential school from 1957 to January 1961. She mentions coming with six family members and reflects on the painful memories associated with this place.

A poignant memory surfaces when she recalls running to see her mother during a visit but freezing in fear at the doorway, illustrating the emotional turmoil experienced by children in residential schools. This moment highlights her deep love for her mother juxtaposed with overwhelming anxiety.

The Environment of Fear and Control

Hill describes the institution as being run by fear, emphasizing its regimented military-style structure where children had to line up for every activity, including meals and church services. This environment stripped away their freedom and individuality.

She notes that following rules was essential for survival within this oppressive system, indicating how children learned to navigate their circumstances under constant supervision. The lack of autonomy significantly impacted their childhood experiences.

Isolation and Lack of Awareness

Roberta reflects on her isolation during her time at the school, stating that she was unaware of other residential schools across Canada until adulthood, suggesting a broader systemic secrecy surrounding these institutions' operations. This lack of knowledge contributed to feelings of entrapment among students like herself.

Her experience is framed within a larger context; she emphasizes that similar abuses occurred across various residential schools in Canada, hinting at a widespread issue rather than isolated incidents. This realization came only after years of reflection post-residential school life.

Kidnapping Experience

Hill recounts an incident from 1955 when she and her siblings were approached by strangers offering rides while walking to visit their grandmother; they initially refused but later found themselves taken away without understanding what was happening—an experience she later recognized as kidnapping related to the residential school system.

Emotional Impact Years Later

In a recent meeting about residential schools two years prior, Roberta unexpectedly broke down crying while discussing these topics, revealing how deeply ingrained trauma can resurface even decades later without warning or clear understanding initially. This led her to seek professional help for depression stemming from those early experiences at the institute.

The Impact of Indian Residential Schools

Personal Reflections on Residential Schools

The speaker recalls the emotional weight of their experiences in residential schools, emphasizing that while they may not remember individual children's names, the cries of those children remain vivid.

Initially, the speaker did not understand the negative implications of removing children from their families for education; however, over time, they have come to recognize the tragic reality behind these institutions.

During a board meeting discussing a book titled "A Healing Journey for Us All," the speaker reflects on how this topic led them to confront painful memories associated with residential schools.

Historical Context and Policy Implications

The speaker describes Canadian residential school history as one of the greatest tragedies in Canada, highlighting its long-lasting damage to Indigenous lives and cultures.

These schools were established by the government to assimilate Indigenous peoples into European ways of life, forcibly separating children from their cultural roots and communities.

Life Inside Residential Schools

Children were stripped of their identities through uniforms and enforced English language use; this was part of a systematic effort to erase Indigenous culture.

The routine at these schools included attending church services and following strict rules that discouraged any expression of Indigenous identity or language.

Abuse and Trauma Experienced

Many children experienced severe neglect and abuse during their time in residential schools; there was no parental care or affection provided.

The speaker argues that if these institutions were truly beneficial, all children—regardless of race—would have been subjected to such schooling. This highlights the racist intent behind these policies aimed at eradicating Indigenous identity.

Harsh Punishments and Psychological Impact

Punishments within these schools were often brutal; students faced severe beatings for minor infractions or even for actions they did not commit.

The fear accompanying punishment created an environment filled with terror rather than education; many students lived in constant anxiety about when they might be punished next.

Collective Trauma Among Students

Despite facing extreme abuse, many students attempted to escape from what they described as a hellish environment filled with demons.

The Impact of Trauma and Loss in Residential Schools

Personal Experiences of Abuse

The speaker reflects on feelings of shame and dirtiness after experiencing abuse, believing that other children shared similar experiences but never spoke about them.

A vivid recollection of a specific incident where the speaker was molested, emphasizing the emotional turmoil and isolation felt during that time.

The speaker suggests that there may be unreported deaths of children at the institution, indicating a history filled with trauma and loss.

Memories from the Mohawk Institute

The speaker recalls being separated from their sister upon arrival at the residential school, highlighting feelings of abandonment.

An older girl took care of the speaker during their time at the school, illustrating moments of connection amidst chaos.

The tragic fate of this older girl is recounted; she suffered severe injuries which led to her death, leaving a lasting impact on the speaker.

Lingering Effects of Trauma

The speaker shares memories involving playtime with the older girl, contrasting joyful moments with traumatic memories associated with her death.

Sounds reminiscent of past traumas trigger intense reactions in the speaker, showcasing how deeply ingrained these experiences are in their psyche.

Reflections on Government Policies

A metaphorical description illustrates a child's struggle against overwhelming circumstances, paralleling personal experiences with systemic oppression faced by Indigenous peoples.

After writing a book titled "Dark Legacy," the desire for revenge diminished as understanding grew regarding broader governmental impacts on Indigenous communities.

Cultural Displacement and Identity Crisis

The speaker expresses shame over Canada's treatment of Indigenous peoples and reflects on how government policies aimed to eliminate Native cultures rather than coexistence.

Many individuals raised in residential schools found themselves disconnected from both Native and white communities due to cultural dislocation caused by forced assimilation practices.

A poignant moment is described when returning home after school; feelings of estrangement highlight ongoing identity struggles faced by many who experienced similar displacements.

Understanding the Impact of Residential Schools

Personal Reflections on Family History

The speaker reflects on a silent upbringing regarding their family's past, particularly about residential schools, leading to confusion and lack of understanding until age 30.

Upon learning about residential schools after their father's death, the speaker begins questioning relatives, realizing the profound emotional struggles faced by them and their siblings.

The Wrongful Nature of Residential Schools

The speaker expresses shock at the forced removal of children from parents to attend residential schools, emphasizing the moral wrongness of such actions.

Acknowledgment is given to Ron for his courage in speaking out against these injustices, highlighting how this act can significantly impact survivors' healing processes.

Consequences for Families and Communities

The trauma inflicted on children returning from residential schools affects not only them but also their families, creating a cycle of pain and dysfunction within communities.

Recognition and Legal Action

Survivors began seeking recognition for their experiences in court during the 1980s; significant progress was made in the mid-1990s when legal avenues were opened against government abuses.

The Truth and Reconciliation Commission (TRC) emerged as a response to survivor demands for acknowledgment and justice regarding their experiences in residential schools.

Emotional Challenges Faced by Survivors

Survivors recount personal challenges like hearing problems that led to feelings of inadequacy while trying to maintain strength for their children amidst emotional turmoil.

As commissioners for the TRC listened to survivor stories, they often shared in the emotional weight of these narratives, reinforcing belief in survivors’ accounts.

Apologies and Regrets

A survivor expresses deep regret over missed opportunities with family due to past traumas linked to residential school experiences.

Reflecting on painful memories becomes increasingly difficult as more truths surface about residential school impacts.

Transitioning from Victimhood to Healing

The TRC aimed to assist survivors in moving beyond victimhood towards establishing healthier relationships with governments and churches.

Broader Implications for Canadian Society

Emphasizing that reconciliation requires time—potentially generations—before it becomes an integral part of Canadian history taught widely across educational systems.

Community Engagement During TRC Activities

A large public event marked the closing ceremonies of the TRC, showcasing community support from both Indigenous peoples and non-Indigenous allies.

Legacy of Truth and Reconciliation Commission

By its conclusion nearly seven years later, the TRC had established credibility among survivors and Canadians alike regarding historical truths surrounding residential schools.

Preservation Efforts Post-Trial

The National Center for Truth and Reconciliation was created not just for preservation but also ensuring that survivor statements are accessible for education purposes.

Truth and Reconciliation in Canada

The Shift in Understanding

Canadians can no longer claim ignorance regarding the issues surrounding Truth and Reconciliation; this lack of knowledge is no longer a valid excuse.

There is a strong desire for action over discussion, indicating a collective awareness that change is necessary for healing among all communities in Canada.

Cultural Expression and Healing

Each community showcases its unique culture through various forms of expression such as outfits, dances, and songs, highlighting the diversity within Canadian society.

Collective Healing Process

The speaker emphasizes that their healing is intertwined with the healing of residential school survivors; until those individuals heal, they feel incomplete.