Accomplishment
Transcript: Jane Willis, at the Anglican school at Fort George on James Bay, credits her decision to complete her education to one of her teachers, who worked hard to develop students self-confidence. "Learning was a pleasure with Mr. Woods as our cheerleader and coach. He urged us to ask questions, take an active part in class instead of sitting back and taking his word for everything." Children who had faced difficult home situations sometimes had more positive assessments of residential schools. In 1944 12 year old Rita Joe, who was an orphan, was living with relatives who alternatively abused and neglected her. Rita Joe called a Indian Agent and asked if she could be admitted to the Shubenacadie school in Nova Scotia. Rita Never regretted going to the residential school. Alex, who was a student at the St -Marc-de-Figuery school in Amos, Quebec said "At the residential school, if it wasnt for hockey, I would have gone crazy. Sport became my support. Until i was thirty years old, I played and when i was on the ice i let it all out. Vivian Ignace who was one of the dancers, had mixed feelings about her experience. Nothing that dancers were not allowed to participate in sports for fear of injury. She said "I learned to smile even when i wasnt happy. I learned to get along and talk with people and that was good. I leaned alot through that Irish nun. The systems overall educational success was limited, but throughout its history, numerous determined individuals pursued their education beyond residential school. Daniel Kennedy, who described his introduction into residential schooling as being "lassoed, roped and taken to the government school at Lebret" went on to study at Saint Boniface College. By 1899 he was an interpreter for Indian affairs. In 1906 he helped local first nations overcome the opposition of local Indian Affairs officials and successfully petition the federal government to be allowed to hold feasts and sports days. Accomplishment: “My experience at the residential school was good.” By: Giuliano and Shane Some of the students were very grateful for the religious instruction they received. Edna Gregoire, who attended the Kamloops school, for example, said "My experience at the residential school was good. Thats one thing ill tell you, it was really good to be able to go to school and to learn how to read and write. And the other thing, best of all i was happy to learn about god. Margaret Stonechild recalled the File Hills, Saskatchewan, principal as a very good religious instructor. Students that were involved in sports, music, drama and dance found that these activities helped them maintain a sense of their own value, and were sources of strength in Later life. Andrew Amos recalled that at the Kamloops school, "Treatment was good as long as you excelled in sports." He went on to become a provincial boxing champion, Traveling to fights and games allowed students to leave the school and see other parts of the province. Amos recalled "It was through competitive sports, and the girls with their dancing and travel, that we were able to cope and survive the daily routine at the residential school. Although the residential school system was a destructive system, the schools were not absolutely destructive. Between 2009 and 2011, many students have come forward and expressed their gratitude to former teachers at the Truth and Reconciliation Commission events. Few students went to residential schools willingly. At the residential schools they had activities such as sports, arts, reading, dancing, and writing. The Roman Catholic Grandin College in Fort Smith, Northwest Territories, had one of the best reputations of any school Established in 1969 as a preparatory school for Aboriginal priests and nuns, Grandin Colleges first director decided to turn it into a leadership training center. The use of Aboriginal languages was common throughout school. The individual students ability to succeed within the residential school system, and the positive difference that individual teachers and school staff made in some students lives, are important parts of the history and legacy of the schools and deserve recognition. Florence Bird was born to Metis parents in Fort Chipewyan in 1899. After the death of her father in 1909, she was rasied in the Holy Angels convent at Fort Chipewyan. Florence thought she would not have survived without the convent. Although the nuns were strict, she thought that with so many children to supervise, they had few options. Martha Mercredi was another orphaned Metis child who was raised in the Holy Angels. She said "I was never lonely because i took to the nuns as my own relatives"
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