The Memory Book offers an opportunity for you to reflect on the history of Indian residential schools and the impact that these schools have had on so many lives. By sharing your thoughts and memories, you can help ensure that your individual experience will not be forgotten and that the legacy of residential schools will have a permanent place as part of Canada’s shared history.
Indian residential schools date back to the 1870’s. Over 130 residential schools were located across the country, and the last school closed in 1996. The original purpose of these government funded, church-run schools was to assimilate Aboriginal peoples in Canada.
During this era, more than 150,000 First Nations, Métis, and Inuit children were placed in these schools often against their parents’ wishes. Many were forbidden to speak their language and practice their own culture.While there is an estimated 80,000 former students living today, the ongoing impact of residential schools has been felt throughout generations and has contributed to social problems that continue to exist.
The Indian Residential Schools Settlement Agreement is Canada’s largest class action lawsuit that was negotiated by legal counsel for former students, legal counsel for the churches, the Government of Canada, and Aboriginal organizations and is intended to begin repairing the harm caused by residential schools.
The Indian Residential Schools Truth and Reconciliation Commission (TRC) is said to be the cornerstone of the Settlement Agreement.
On June 11, 2008, the Prime Minister, on behalf of the Government of Canada, delivered a formal apology in the House of Commons to former students, their families, and communities for Canada’s role in the operation of the residential schools.
The Truth and Reconciliation Commission was established, in part, to give a voice to those touched by the Indian residential school legacy, to educate and promote awareness among Canadians and to acknowledge the events of the past. The TRC is a stepping-stone to a stronger and healthier future. By building an understanding of our shared history, the TRC will contribute to a future Canada that is built upon truth, healing, and reconciliation.
During its five year mandate, the TRC will listen to the thoughts and memories of former students, their families, and communities. The TRC also hopes to hear from former staff, church and government officials, experts and the Canadian public who have been affected by the Indian residential school policy.
By gathering together all of these stories, the TRC hopes to create a full and accurate public historical record regarding the operation of the schools, the experiences of the children who attended them, and the impact they had on future generations.
People have been telling stories in various ways for thousands of years. Some people tell a story to teach and inform the younger generation; others will share a story to help heal the wounds of the past and move forward.
Each person has their own unique experience related to the legacy of Indian residential schools. By telling your story, you are sharing your truth about how residential school has impacted you, your family, and community. Your story will not be forgotten.
There are a number of ways you can share your experience with the TRC. You may choose to write your experience in the language of your choice. Also, there will be opportunities in the future to share your story through art, poetry, music, theatre, in a public forum at a community event or in an one-on-one interview.
Contributions are voluntary. You do not have to share your story with anyone. It is entirely your choice whether you want to share your thoughts and memories with the TRC. If you do not wish to tell your story today, there will be opportunities for you to do so in other ways in the future.
All experiences will be respected as a unique contribution to this largely unknown and misunderstood chapter of Canada’s history.
Should you choose to share your story with the TRC, please refer to the “How to Share Your Memory Book” section on page four (4).
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