Attendance at Indian Residential Schools in British Columbia, 1890-1920
Bibliographic record
Abstract
In the late nineteenth century, middle class Canadian reformers tried to use education to change the values and rhythms of working class, immigrant, and Indian children. They used boarding schools, however, only in the case of Indians. Educators expected boarding schools to give them complete control over the environment of their pupils, thus making it possible to rear a generation of culturally and occupationally assimilated Indians. They did not expect their efforts to be blunted or reshaped by existing Indian rhythms. Because Indians were outnumbered, and because their culture was under attack from many directions, historians too have generally assumed that native rhythms had a negligible impact on residential education. Most accounts of the schools portray them as either assisting or victimizing a decimated and essentially helpless minority. This thesis uses Government reports, school records, correspondence, and oral accounts to investigate the way educators and Indians made attendance decisions. It shows that Indians played a vital role in deciding whether children went to residential school; which children went; at what ages they enrolled; how long they stayed; and how much contact they retained with their families and culture while in attendance. It clarifies some of the emotional, economic, and cultural needs which conditioned Indians' attendance decisions. By examining how existing native patterns of life modified a very determined campaign to control and alter Indian society, the thesis hopefully sheds light as well on the gradual, adaptive, and fluid process of "directed" cultural change. Residential schools were not simply an "imposed" social experience, but a mutual and changing relationship shaped by Indians as well as whites.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.005 |
| Science and technology studies | 0.011 | 0.002 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.006 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".