READ THE TRC REPORT (The History – Pages 67 – 68)

The creation of the large hostels was accompanied
by the opening of what were termed “small hostels” in the smaller and more remote
communities of the eastern Arctic and the western Northwest Territories. Many of the
early advocates of residential schooling in Canada expected that the schools would take
in both Aboriginal children who had status under the Indian Act (in other words, they
were Indians as defined by the Act) as well as Aboriginal children who, for a variety
of reasons, did not have status. The federal government classed these individuals alternately
as “non-status Indians,” “half-breeds,” or “Métis.”
The early church-run boarding schools made no distinction between status and non-status
or Métis children. The federal government position on the matter was constantly shifting.
It viewed the Métis as members of the ‘dangerous classes’ whom the residential schools were
intended to civilize and assimilate. This view led to the adoption of policies that
allowed for the admission of Métis children to the schools at various times

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