Tag Archives: residential schools

What Can an Apology Do?

Specifically, of what value is the Pope’s “heartfelt” apology to Canada’s First Nations about the treatment they received in residential schools across much of the twentieth century?

At one level, it is not a question for me to answer. I write from the privileged position of a scholar who never had to experience that which generations of Indigenous Canadians have had to live through, and continue to live with. The legacies of Canada’s system of residential schools, supported and enforced by the Catholic Church and other major Protestant denominations is clearly visible. The resources for learning this history are increasing in number and becoming more accessible to non-Indigenous audiences every day. Connie Walker’s fantastic journalism is just one of many examples.

I do not think there is any doubt about the significance of what the Pope did yesterday. Hobbled by sciatica and other ailments that have limited his mobility, the Pope visited the site of a residential school at Maskwacis, Alberta, yesterday, and issued a formal apology to the members of the commuity. (A full video of the gathering is available here.)

Pope Francis spoke of his visit as the first stop on what he called a “penitential pilgrimage.” He traveled, he said, to the community “to tell you in person of my sorrow, to implore God’s forgiveness, healing and reconciliation.” He acknowledged their long-standing ties to the land, their stewardship of the land. He acknowledged the trauma the community had experienced, and that his words might cause individual members of the community great pain. He quoted Elie Wiesel: “The opposite of love is not hatred, it’s indifference.” He hoped that the world would watch and learn from his apology, and that this was the first step in an effort to make the world a better place for all who have suffered.

“I am here because the fist step of my penitential pilgrimage among you is that of again asking forgiveness, of telling you once more that I am deeply sorry. Sorry for the ways in which, regrettably, many Christians supported the colonizing mentality of the powers that oppressed the Indigenous peoples. I am sorry. I ask forgiveness, in particular, for the ways in which many members of the Church and of religions communities co-operated, not least through their indifference, in projects of cultural destruction and forced assimilation promoted by the governments of that time, which culminated in the system of residential schools”

“Although Christian charity was not absent, and there were many outstanding instances of devotion and care for children, the overall effects of the policies linked to the residential schools were catastrophic.” He knew, he said, that these policies were a mistake, one incompatible with the Gospel. It was a “great evil.”

The Pope wished to reaffirm this point, “with shame and unambiguously. I humbly beg forgiveness for the evil committed by so many Christians against the Indigenous peoples.” But begging pardon, he said, was only a first step. The Catholic Church must “conduct a serious investigation into the facts of what took place in the past and to assist the survivors of the residential schools to experience healing from the traumas they suffered.”

It was a good statement. It was far superior to the legalistic apologies the United States has enacted from time to time. It is difficult to imagine what more the Pope might have said. Some members of the audience were visibly moved by the Pope’s apology. They had waited a long time, but at long last, the Pope had made the journey to their homelands to apologize in person. Francis said that he could not visit all the communities that had invited him. Still, some clearly appreciated his visit.

Others expressed some skepticism. An apology without action was meaningless, and they wanted to see what action followed before they passed further judgment. Some wished that the Pope would have renounced the discovery doctrine, by which the Catholic powers claimed in the late fifteenth century their lands in the Americas. Deeds, they argued, were more important than the colonizers’ words.

That is entirely fair. Indigenous peoples have listened to those who speak for government agencies and missionary organizations talk a good game, but they have reason to be suspicious. Look on Twitter, and you could detect the clenched reception to news that the missionary Will Graham, one of Billy’s grandsons, was going to preach on reservation’s across South Dakota. So much damage has been done by those who carried the Bible into Indian Country.

There is in the United States a substantial number of people who do not like to hear about the negative parts of US history. I am willing to bet that the same is true in Canada, as well. I have heard this sentiment a lot over the years, and it takes different forms: discussion of the negative parts of history is unpatriotic, or demoralizing, or depressing; telling these stories might come at the expense of telling more positive and uplifting stories that could bring young people to respect and revere American institutions; or, occasionally, telling the stories of those individuals and groups who have fallen by the wayside or who suffered as a result of American progress somehow diminishes the dominant narrative and those white people who populate and benefit from it.  These reactionary forces are powerful.  Those who bring these stories up can expect to be criticized severely, to have their integrity and their objectivity as scholars questioned, or to be dismissed with that empty-headed epithet that their work is “politically correct.”  I saw this first hand when I taught in Montana at the beginning of my career in the 1990s.  Speaking out on these issues, it turned out, nearly cost me my job.

The Pope’s apology is a limited response. His words can be seen as those of the Church he leads, but also as an expression of sorrow from a single man who has learned from this blighted hellscape of a story and wishes in some small way to try to set things right, to assuage the grief, to comfort those injured. The Pope’s apology, I hope, will open up dialogue and discussion. That discussion is needed badly in Canada, and even more so in the United States.

Both nations continue to deal with the unaddressed problem of missing and murdered indigenous women, and the deep structural problems that gave rise to the Idle No More movement, has undertaken efforts to talk about its painful past.  I have mentioned on this blog the National Centre for Truth and Reconciliation housed in Manitoba: it is a marvelous project that might equip Canadians to tell the story of Canada’s residential schools, the young people taken by law and by the authorities from their families to be educated, and the consequences and legacies of these wrong-headed and evil policies.

In the United States, in places, there are efforts to begin an accounting for the nation’s past misdeeds. Confederate memorials are coming down.  Some buildings, on some college campuses, named after racist and cruel figures from the American past, are being renamed, though not without controversy.  Some universities with ties to the slave trade, like Brown and Georgetown, have undertaken programs to atone for their sins. President Biden’s Secretary of the Interior Deb Haaland is looking into the legacy of boarding schools in the United States.

But when it comes to native peoples, we are way behind Canada and Australia.  Small gestures, no doubt, are taking place: some members of some religious congregations have pushed their churches to renounce the so-called “doctrine of discovery,” a symbolic gesture that in the end would cost these churches little.  More real, perhaps, was the decision by the Society of Jesus several years ago to return land given to it by the United States on the Rosebud Reservation to the community. But a larger accounting has not occurred.

And without such an accounting, young people can only with great difficulty arrive at an understanding of the moral complexities of their nation’s past.  We need more than an apology, couched in legalese, that nobody knows about. I have mentioned the congressional apology on this blog. You can read it here, and see how truly deficient a document it is.  It is as if a Senate staffer went through an American history textbook, found the points where bad things happened to native peoples, and cobbled them together into a tepid and half-baked statement of regret.  We are sorry, but want it understood that nothing in this apology opens us up to suit.

The resources to write and teach this history are out there, and contrary to what you might have been taught, native voices are not hard to find in the historical record.  In the Agency records housed at the National Archives, for instance, hundreds and hundreds of reels of microfilm, each containing hundreds of pages of documents, allow committed researchers to reconstruct the government’s systematic programs to incarcerate native peoples on reservations, Christianize and civilize them, and take their land, all in the name of “Progress.”  Scattered around the country in state, local, and organizational archives are the historical documents that reveal the herculean efforts of native peoples to survive these policies. In these records are the stories of native peoples who lived their lives under this oppressive regime.  Their stories are worth talking about.  Obviously if I did not believe this very strongly I never would have written Native America.  We need to know these stories, for without comprehending the damage done we can hardly understand that for which we apologize. And without apologies, we cannot even begin to show repentance for the crimes of the past. The Pope has apologized in Canada. I hope it is followed by action, both in Canada and the United States.

Mrs. Jacobs’ Girls, Part IV: The Story of Julia Peña

Julia Peña was part of the ensemble cast of The Captain of Plymouth.  Like Ethel Daniels, she played one of the “squaws” in the 1909 Carlisle Graduation pageant.

Female students as "Indian Squaws" in "The Captain of Plymouth" [pose 3], 1909
The “Squaws” in The Captain of Plymouth. One of these women is Esther Daniels, and another is Julia Peña. I do not know which ones.


            Julia, a “Mission Indian” from Southern California, had a lot of experience with boarding schools. At the age of 8, she began attending the St. Boniface Indian School in Banning. She was there from 1900 until 1907.  She spent one year at the day school in Pala, California, before traveling across North America to begin attending Carlisle in 1909.  It was a family affair. Julia’s older brother Nicholas had attended Carlisle from 1895 until 1905.  Years later, in 1913, he was known as the “best Indian farmer in Pala.”

St. Boniface Indian School & Cemetery: A Bygone Era – The Desert Way with  Jaylyn and John

            Julia’s story is similar to that of the other young women who attended Carlisle, and who passed through Mrs. Jacobs’ house.  She was active in student organization at Carlisle, playing a leading role in the Girls Holy Names Society.  She performed in school plays, and attended sporting events from her outing placements when she had the time.  The year before she arrived at Mrs. Jacobs’ house, Julia wrote to one of her teachers, Miss Georgenson, to announce “that she has a very pleasant home near the Susquehanna,” and that “everything is so pleasant that a person just can’t help enjoying life.”

            Some of her patrons were satisfied with Julia, and others were disappointed.  She stayed with the Engles family in Moorestown, New Jersey, from September 1909 until the end of August in 1910.  To Mrs. Engles, Julia was “not satisfactory.”  At times she did good work, but “at other times, careless, rude and impertinent, not honest.”  Julia had apparently stolen some things from the Engles. Because she apologized, the patron would keep her through August but no longer.  Another patron, one year later, though that Julia “is willing and tries.”  She was a good worker, but her vision was so poor that she needed glasses badly.  Once fitted, she wore her glasses all the time and performed much better work.  We don’t know what Mrs. Jacobs thought of her.

            Julia, like most of Mrs. Jacobs’ girls, missed Carlisle once she left.  On her way home she sent postcards from the places she passed through to her former classmates and teachers. When she moved from Pala to San Diego, she continued to send postcards to her friends in Pennsylvania.  She sent to Carlisle a dollar so that she could join the Carlisle Alumni Association.  In April of 1915, now married and back in Pala, she wrote that “I am getting along very well at my new home. I used to live in San Diego, but I like it better here, as I am living on a farm. I am always glad to hear about the progress Carlisle is making, and I hope it will continue. I will close with best wishes for success to the Alumni Association, not forgetting all my classmates.”

Another student who left Carlisle, stayed in touch, and continued to support the school’s programs. Carlisle, as it did for Ethel Daniels and Esther Reed, made a huge difference in Julia Peña’s life.

Mrs. Jacobs’ Girls, Part III: The Story of Ethel Daniels

Ethel Daniels was Esther Reed‘s roommate at Mrs. Jacobs’ house between April and August of 1908. Ethel, a Ute from White Rock, had arrived at Carlisle in 1904 when she was twelve years old. She graduated in 1909 and immediately returned home. Mrs. Jacobs’ house was her last outing placement.

Ethel started sending postcards to friends at Carlisle on her way home. She missed the school as soon as she left it. As soon as she got home she reported that she “is enjoying western life” and that her brother Albert “is now a proud father of a cute little boy.”

Why share these details of her personal life? Ethel wrote to the school’s superintendent, Moses Friedman, and he would place excerpts of her letters in the Carlisle Arrow, the school’s weekly student newspaper. The Arrow was filled with small pieces of news like this from her and from many other students. At one level these updates served as propaganda–Carlisle graduates were succeeding when they returned home–but it seems to me that this is an explanation that is incomplete and ultimately unsatisfying. Students who returned home wrote back to Carlisle in numbers that at first surprised me, letting people back in Pennsylvania know what they had been up to. Ethel quite clearly loved her time at Carlisle. She said it time and again. So did so many other former students. She was proud, she wrote Friedman, to think that she had been the first president at Carlisle of the “Mercers Literary Society.” In that capacity she practiced her oratory. She was a student in the school’s art department, and was skilled enough as an artist that an Albany businessman purchased a rug that she made. She participated in a musical pageant, “The Captain of Plymouth,” in which she played one of a number of unnamed “Squaws.” Carlisle was an important part of her life.

By August of 1910, Ethel was engaged, living on a ranch with her mother, with “forty acres of land, one team, two riding ponies,” and “eleven head of cattle.” She asked that the staff at Carlisle continue to send her copies of The Arrow. She updated students at Carlisle on her family life. She married Donald Cobbs, and soon gave birth to sons named Loyde and Manferd. In 1914, she was living at Fort Duschesne in Utah, and let Superintendent Friedman know that she and the family were well, and that she was “always anxious for the dear Arrow to read the news of dear Old Carlisle.”

Fort Duchesne | THRIVE125
A photograph from Fort Duschesne late in the 19th century.

She reported in a letter to Friedman that she, Daniel, and the boys were preparing to move to a new allotment. “We have taken another allotment up away from the River bottom,” she wrote. They had bought a new team, after the old team died. “We felt lost with out a team but we just kept courage up, and now we have another team I am glad to say.” Her kids were cute, and she lived near her brother and his family, too. Ranching was hard work but she seemed happy. She reminded Friedman once again to send the Arrow. “It has so many news of how dear old Carlisle is improving.”

Files like Ethel Daniels’ are not uncommon. They do not square easily with the horror stories unearthed at Canadian residential schools, and they do not square easily with the accounts given today of American boarding schools. There is ample evidence of cruelty, neglect, illness and sadness at Carlisle, and we shall get to those stories in the coming segments. But there were also many Indigenous peoples for whom Carlisle provided exciting opportunities, a community of friends, a chance to learn a trade, to perform, to play sports, to make art. Carlisle changed lives, to be sure. Sometimes it devastated, and sometimes it transformed, but it always left a powerful impression on the lives of those who attended.

Remembering the Boarding and Residential Schools–Gord Downie’s “The Secret Path”

One of my very good former students told me about “The Secret Path,” a multimedia project produced by Gord Downie, the lead singer of the Canadian rock band The Tragically Hip in the fall of 2016.  An animated film, a musical album, a graphic novel, The Secret Path tells the story of Chanie Wenjack.  Twelve years old when he fled from the Cecilia Jeffrey Indian Residential School, Chanie wanted to return to his family at Ogoki Post, four hundred miles away.  He did not know how long a journey he had, and he never made it home. He died from exposure, exhaustion, and hunger along the tracks that he thought would lead him to his family in October of 1966.  Just a kid.

The Secret Path is a simple but searing portrait of the experience of children in Canada’s residential schools.  From the late nineteenth century into the 1980s (Cecilia Jeffrey closed in 1974), Downie wrote,

“All of those Governments, and all of those Churches, for all of those years, misused themselves. They hurt many children. They broke up many families. They erased entire communities. It will take seven generations to fix this. Seven. Seven is not arbitrary. This is far from over. Things up north have never been harder. Canada is not Canada. We are not the country we think we are. “

Children at Cecilia Jeffrey were subjected to medical “experimentation and treatment of ear disease” in the 1950s,  government documents later revealed.  Children suffered, emotionally and physically.   Their families did, too, and a lot of people knew about it.  If you are interested in this history, or the parallel history of boarding schools in the United States, you should watch the film, listen to Downie’s music, and learn from the panel discussion treating the painful legacy of these institutions, filled with children taken by law from their parents aboard “Trains of Tears” which transported them hundreds of miles from their homes.  Between 20,000 and 50,000 children were sent to residential schools in Canada.  As in other parts of the history of native peoples, the numbers can stagger, become too abstract. What Downie does so well is force us to look at the entire broken and horrible process from the perspective of one child.

There is a large literature on the history of American Indian boarding schools. The bibliography will guide you to some of the books I like. The best treatment of the famous Carlisle Indian School in Pennsylvania remains the unpublished dissertation written by Genevieve Bell, “Telling Stories out of School: Remembering the Carlisle Indian Industrial School, 1879-1918,” (Ph.D diss., Stanford University, 1998).  You will likely have to get it through your college library’s interlibrary loan.

Bell showed that we have not told the story of the American boarding schools as effectively as we might, that the important insights from this vast scholarship have not trickled down to high school and college American history textbooks.  For one thing, we have allowed Richard Henry Pratt, the founder of Carlisle, to shape too much of the narrative.  Pratt liked to boast that he would “kill the Indian and save the man.” He liked to produce before-and-after pictures, showing “savage” children from the western wilds and the same children, cleaned up and with their hair cut, in the military uniforms worn by Carlisle students.  Pratt wanted his supporters to believe that he was “civilizing”

Sylvester Long’s Report Card, before he became Buffalo Child Long Lance

wild Indians.

The reality was more complex, a point Bell makes convincingly. The most numerous children at Carlisle came from native communities in the east–Oneidas, for instance, or eastern Cherokee.  These children  spoke English and already were familiar with agricultural work on a white American model.  Many of them already were Christian.  They studied Latin and Trigonometry. Many of them wrote English beautifully.

But the institutions still were cruel.  Institutions in general where “the other” was corrected, improved, educated, reformed, rehabilitated, or detained, were routinely brutal.  Children died at these schools, far from home, some without knowing how much their parents and siblings missed them, without knowing how much they were loved.

I took this picture on a very rainy day nearly a decade ago in the graveyard that still stands on the site of the former Carlisle Indian School.  I was inspired to visit the site one day while I was in the area after reading Calvin Luther Martin’s The Way of the Human Being, which I mentioned in my previous post.  In that book’s closing pages, Martin and his wife visited the graveyard at Carlisle.  Having left his teaching job at Rutgers, and having spent some time teaching the real people in Alaska, Martin looked at the columns and rows of tombstones as if they were the seats in a classroom.  He presented to them, in a sense, his last lecture.

“I took my position at the front of the class and looked around, professor for the last time. Before me, attentive students in silent formation. The last class at the Carlisle Indian Industrial School.  They died before becoming blacksmiths and carpenters, shoemakers and tinsmiths, tailors, printers, harnessmakers, plumbers, bricklayers, or laundresses, cooks, and seamstresses. But they were already real people, I thought, as I fought back my anger–people who understood the way of the human being in this place. I was a man, a historian, standing before a cemetery created by blundering good will.

I paused and reconsidered. I had to leave them with something more satisfying than my bitterness. . . I apologized to these kids. I apologized not as an angry historian but simply as a sorrowful human being. What else can one possibly be, standing in a graveyard? I called some by name as I did so. I told them we were traveling west, and I invited any lingering spirits to come along. All I heard were the cars, though sometimes, more powerfully, the wind.”

The United States, several years ago, apologized for its historic treatment of native peoples.  You probably missed it. The apology received little attention.  Largely the work of then-Senator Sam Brownback, a Kansas Republican, the resolution included the formal “Whereas” statements that appear so often in Senate documents: Indians had been treated badly, they had been dispossessed, and, “Whereas the United States government condemned the traditions, beliefs, and customs of Native Peoples, and endeavored to assimilate them by such policies as the redistribution of land under the General Allotment Act of 1887, and the forcible removal of Native children from their families to faraway boarding schools where their Native practices and languages were degraded and forbidden,” the United States apologized “to all Native Peoples for the many instances of violence, maltreatment and neglect inflicted on Native Peoples by citizens of the United States.”  Nonetheless, “nothing in this joint resolution,” the Senators agreed, “authorizes or supports any claim against the United States.”

It was an empty, cynical, and shallow gesture.  We do not talk about the boarding schools, and other painful parts of our history, frankly enough.  We do not learn from this history.  The government boarding schools are gone, but there are still a few run by church and other organizations, like St. Labre in Montana.  Their approach is different than those used in an earlier period but, still, it is important to remember how recent this history is. The Thomas Indian School on the Cattaraugus reservation in western New York remained open into the 1950s.  It is not unusual to speak of and, in New York State, to meet boarding school “survivors.”

Canada is doing more than the United States to talk about its troubled past.  Still, problems remain. Just a couple of days ago, APTN ran a story with the headline “Ontario Government Has No Idea How Many First Nations Kids it Puts in Group Homes.”  Three teenage girls had died in these schools in less than six months, one in a fire, two by suicide.  If American officials and Canadian officials would have had their way in the not-so-distant past, nobody would be discussing the fate of Indian children, for the schools would have succeeded in assimilating native children into the Canadian or American mainstream.  According to Ry Moran, the director of the Canadian National Centre for Truth and Reconciliation at the University of Manitoba, these schools “tried to end indigenous peoples.  They tried to end cultures.”  Speaking at a panel discussion available on The Secret Path website, Moran noted that “the railways were used in this country to establish Canada, but they also were used to transport kids,” many thousands of them, who were forcibly taken from their families.  It’s a story, Moran argues, that still too few Canadians know.  (The National Centre for Truth and Reconciliation is creating an archive, an amazing but troubling archive of arrogance, cultural imperialism, and ethnocentrism: You can check it out right here).

Americans, too, do not know these stories well enough.  Colonialism.  It is a force.  It produces comforting myths that blind Americans to the truth.  “It could not have been as bad as we might have heard.” I have heard that from audiences where I have spoken.  We do not like to confront the legacy of our past cruelties.  More powerful work like that produced by Downie may force more of us to do so.