1. Background information to Mary Jane Sterling’s poem
“Thoughts on silence”
Background information to Mary Jane Sterling’s poem

2. What are “residential schools”?
Residential schools were government-sponsored religious schools established to assimilate Aboriginal children into Euro-Canadian culture. 
an attempt to both educate and convert Aboriginal youth and to integrate them into Canadian society
disrupted lives and communities, causing long-term problems among Aboriginal peoples
Are they still operating today?  No. The last one closed in 1996
former students have pressed for recognition and restitution, resulting in the Indian Residential Schools Settlement Agreement in 2007 and a formal public apology by Stephen Harper (our former PM) in 2008

3. School life
operated on a half-day system, in which students spent half the day in the classroom and the other at work
The theory was that students would learn skills that would allow them to earn a living as adults
the reality was that work had more to do with running the school inexpensively than with providing students with vocational training
School days began early with a bell that summoned students to dress and attend chapel
Breakfast was spartan, consumed hurriedly, and followed by three hours of classes or a period of work
Evening recreation was limited, and bedtime was early
Weekends varied the routine by eliminating classes, but Sunday usually meant more time spent on religious observances
Until the 1950s, holidays for many of the students included periods of work and play at the school. Only after did the schools send children home for holidays.

4. Negative aspects
the general experience was more negative than positive.
The food was low in quantity and poor in quality
Clothing was universally detested: ill-fitting, shabby and, in the case of winter clothing, not adequate protection for the season.
The learning/teaching program was deficient.
Students had to cope with teachers who were usually ill-prepared and materials were taken from and reflecting an “alien” culture.
Lessons were taught in English or French, languages which many of the children did not speak.
Lots of emphasis on religious studies and observances, but a clear brush-off of Aboriginal spirituality

5. Students were isolated
continued
Students were isolated
removed from their homes and parents, separated from some of their siblings (the schools were segregated according to gender)
forbidden to speak their first language, even in letters home to their parents.
Impatience and correction too often gave way to excessive punishment, including physical abuse. Some of the staff were sexual predators, and many students were sexually abused.
at least 4,000 Aboriginal children died in the overcrowded residential schools. Underfed and malnourished, the students were particularly vulnerable to diseases such as tuberculosis
students at some residential schools in the 1940s and 1950s were subjected to nutritional experiments without their consent or the consent of their parents

6. Closing time
The government decided to phase out the schools, but this met with resistance from the Catholic Church, which felt that segregated education was the best approach for Aboriginal children
In 2005 the federal government established a $1.9-billion compensation package for the survivors of abuse at Aboriginal residential schools, and in the federal government and the churches that had operated the schools agreed to provide financial compensation to former students under the Residential Schools Settlement Agreement.

7. “Thoughts on silence” Mary Jane Sterling
What am I doing here Among these strange people Sitting in these funny desks Staring at this paper? Oh, yes. I am in school. These people are my classmates. Though they chatter all the time They are silent now. Now I can think. I see a bird flying high in the air. Maybe it is flying south. My heart leaps with the bird Taking a message to my mother.
My mind is heavy, thinking something sad has
Happened at home.
But the birds are singing
Everything is all right.
The breeze has whispered something in my ear.
I hope it whispers the same joyous words to my people.
I get lonely for my family and I especially miss my mother
But I shall see them all soon.
When we meet we won’t even tough hands
But our hearts will leap with joy
And in our minds we will be glad.

8. Student Assignment
In no less than 50 words, write about a time that you (or someone you know), either willingly or unwillingly, oppressed someone.
Find 3 examples of personification in this poem. Write the line, cite the line number in proper format, and explain the personification.
This poem is about residential schools. In the past Native children were taken from their families and forced to go to boarding schools; the results were disastrous. How would you feel about being separated from your family against your will? Why? (approx. 50 words)