Review of <i>A National Crime: The Canadian Governmentand the Residential School System, 1879-1986</i> By John S. Milloy
Notice bibliographique
Résumé
The recent proliferation of commentary on residential schools leaves one question unanswered: Did no one know what was happening? The assumption is that if someone had known, it would have been prevented. Milloy's book answers this question, clearly and unequivocally. Federal bureaucrats knew what was happening. They knew that children were being mistreated; they knew that no real education was taking place, and they understood the impact this system was having on its survivors. The daily horrors the children experienced can justly be laid at the door of the churches, but the ultimate responsibility lies with the federal government which turned education over to churches without adequate funding, provisions for accountability, or supervision. Milloy's research has the authority of the Royal Commission on Aboriginal Peoples (1996) behind it. The Commission secured access to documentation up to 1993 after "protracted and difficult negotiations" and agreed to a detailed research protocol. Milloy, however, has been able to clarify much that has been obscured in the past and is scathing in his denunciation of the system. The first part of the book examines the system's genesis. Even as a concept, Milloy feels, the system was abusive and violent in its intent to "'kill the Indian' in the child for the sake of Christian civilization." Part 2, "Reality: The System at Work, 1879 to 1946," explores the physical creation and maintenance of the schools and their chronic underfunding. Milloy details the system's horrendous features: the neglect, the abuse, and the failure to reach educational goals. In 1931 eighty schools were in existence, forty-four in the prairie provinces. Problems were magnified in the Western schools: Crowstand was pronounced the "worst residential school I have had to visit" by the medical examiner; Round Lake continued to operate even after it was condemned by the Saskatchewan Fire Commission. Old Sun's was described as a "a sink hole of tubercular infections and scabies, the result of the neglect of staff of the children's hygiene." "Integration and Guardianship, 1946-1986" deals with post-1944 when the move to closing schools began and Indian children were integrated into provincial schools. Integration, however, was a long, protracted process, the Catholic church, especially, resisting every move. Shortcomings and abuses continued for another forty years after the decision to assimilate the children had been made.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,004 | 0,011 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,012 | 0,028 |
| Études des sciences et des technologies | 0,011 | 0,007 |
| Communication savante | 0,006 | 0,003 |
| Science ouverte | 0,003 | 0,002 |
| Intégrité de la recherche | 0,003 | 0,003 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,006 | 0,001 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».