“She Is Hostile to Our Ways”: First Nations Girls Sentenced to the Ontario Training School for Girls, 1933–1960
When industrial schools were initially proposed in late nineteenth-century Canada, they were perceived to be a common solution for the neglected and delinquent working-class boy of the urban slums and for the Aboriginal boy in need of similar education, discipline, and moral and vocational training....
| Published in: | Law and History Review |
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| Format: | Article in Journal/Newspaper |
| Language: | English |
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Cambridge University Press (CUP)
2002
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| Online Access: | http://dx.doi.org/10.2307/744155 https://www.cambridge.org/core/services/aop-cambridge-core/content/view/S0738248000008142 |
| Summary: | When industrial schools were initially proposed in late nineteenth-century Canada, they were perceived to be a common solution for the neglected and delinquent working-class boy of the urban slums and for the Aboriginal boy in need of similar education, discipline, and moral and vocational training. This undertaking briefly encapsulated the twinned aims of Canada's nation-building project: to civilize and acculturate both the poor and the colonized to middle-class, Western, white and Anglo norms. As John Comaroff and Jean Comaroff remark of nineteenth-century British imperialism, the taming of the “uncivilised and immoral” indigenous African and British slum dweller were overlapping projects, with the “primitive and the pauper” seen as “one in spirit. …the sacred task of the colonizing mission was to reconstruct the home lives of both” by inculcating in their daily lives the bourgeois values of “modern domesticity.” |
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