âEach has a house of her ownâ: Purpose, Domesticity and Agency of First Nations Women in Canadaâs Industrial School System, 1883-1923.
Bibliographic record
Abstract
Industrial schools for Aboriginal peoples of the Canadian Northwest were 8irst 1 seriously debated in Canada's House of Commons in 1883.After learning the proposed sum of the cost for building the schools, leader of the Liberal opposition Mr. Edward Blake asked his colleagues what the general purpose and goals were for the system and whether females would be required to attend.When Sir Hector Langevin, M.P., responded that the schools were intended for male children with their principal instruction being the cultivation of soil, Blake responded with a justi8ication for the education of First Nations women: "[i]f the hon.gentleman is going to leave the young Indian girl who is to mature into a squaw to have the uncivilized habits of the tribe, the Indian, when he marries will likely be pulled into Indian savagery with her."This argument apparently carried weight. 2From the 1830s to the 1990s, as part of an attempt to assimilate and "civilize" First Nations peoples into the dominant Euro--Canadian society, young Aboriginal women across Canada were sent to schools away from their families, homes and nations to learn how to become "proper" wives, mothers and homemakers.In an attempt to better understand the reasons behind and the impact of enrolling female students in the schools, this study analyzes one era and regional focus of the industrial school system-the Canadian Prairies from 1883 when the 8irst industrial schools were established in the west, until 1923, when industrial schools were merged with boarding schools into a newly--designed "residential school" system.Speci8ically, the focus 3 will be the 8irst three industrial schools created, which laid the foundation for the system in the west (including British Columbia): the High River Industrial School in what is now 4 Alberta; and the Qu' Appelle Industrial School and the Battleford Industrial School in Saskatchewan.Two leading questions have shaped this study.First, this paper interrogates the various churches' and government's goals for female students in the industrial schools of western Canada.This study argues that the Canadian federal government's and various churches' goals for the female students were twofold.Initially the purpose of education for the female student was to create "proper" wives for the male students who would stand in place of the "non--educated" and "unassimilated" First Nations females who would In this paper the terms "Aboriginal" or "Native" will be utilized when referring to the Indigenous 1 peoples of Canada.There are some instances when terms such as "squaw" or "Indian" appear, but this will be as a result of contemporary labels of Indigenous peoples in the late 19 th and early 20 th centuries.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
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 teacher head, 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".