Instruct: Given a question, retrieve relevant documents that can help answer the question.
Query: When did the Residential Schools close in Canada?
The Indian residential schools of Canada were a network of "residential" (boarding) schools for Aboriginal peoples of Canada (First Nations, Métis, and Inuit) funded by the Canadian government's Department of Indian Affairs, and administered by Christian churches, most notably the Catholic Church in Canada and the Anglican Church of Canada. The system had origins in pre-Confederation times, but was primarily active following the passage of the "Indian Act" in 1876, until the mid-twentieth century. The last residential school was not closed until 1996.
Catholic Missionaries were sent to convert First Nations children to Christianity. By 1891, the first group of students were sent to receive a so-called "formal" education. The program continued for the next six decades until a point when Native children were allowed into the public school system. Ninety years after the start of the Residential School program, the mission school closed circa 1981. Throughout that period, Indian agents were empowered to remove children from homes to attend St. Joseph's Mission school in 150 Mile House. This led some to attempt to hide their children by sneaking out to hunting grounds or fields. Children fled the schools, and within the first 30 years, three investigations on the physical abuse and malnutrition were conducted; however, the Natives were said to be "wild", deserving the treatment.
As in many Canadian Indian Residential Schools (IRS), some children died while under the care of the school staff and administration. In one particularly tragic incident at the Lejac Residential School, four boys ran away on New Year's Day in 1937 and were found dead, frozen on a lake shortly thereafter. Allen Willie (age 8), Andrew Paul (age 9), Maurice Justin (age 8), and Johnny Michael (age 9) had fled the school "without caps and lightly clad" and had covered six of the seven miles to Nadleh reserve before succumbing to the cold. It was incidents of this sort that prompted some residential school administrators to inflict harsh punishment on those who attempted to run away from their school.
Residential Schools operated in Canada from the 1800s until 1996. These schools were said to be a primary weapon of the government and the missionaries in their attempt to systematically destroy Native culture. Generations of First Nations people were scarred from the effects of their policies.
When the video was made, there was very little discussion about the crucial subject of residential schools either in the education system, or in the mass media. This controversial subject did not seem to be part of the collective consciousness at that time. Hanah was quoted saying she had no awareness of any books or films on the subject when she made the documentary. Her intention was to further the subject into general awareness and in the public forum to begin further examination and exposure. Also in following the acts of Shirley Cheechoo’s play, Hanah hoped to reinforce the healing that comes from exposing these stories.
Algonquin College is named after the Algonquin First Nations Peoples who were the original inhabitors of the area.
In 1964, the Rideau Campus was established. "Satellite" campuses in Pembroke, Hawkesbury, Perth, Carleton Place and Renfrew were established in the late 1960s. The Vanier School of Nursing became a part of the Woodroffe Campus when nursing programs began to be offered at the college. In 1973, the School of Prescott-Russell joined the Algonquin family and the Colonel By Campus was created through the acquisition of St. Patrick's College. With the creation of La Cité Collégiale, 1990 marked the beginning of Algonquin as an English college. The Hawkesbury campus was transferred to La Cité Collégiale, and the Renfrew, Colonel By, and Carleton Place campuses were progressively closed. The latest closure was in August 2002, when the Rideau Campus closed and its programs were moved to the Advanced Technology Centre on the Woodroffe Campus.
The indigenous population, estimated to have been between 750,000 and 1,000,000 in 1788, declined for 150 years following settlement, mainly due to infectious disease. Thousands more died as a result of frontier conflict with settlers. A government policy of "assimilation" beginning with the "Aboriginal Protection Act 1869" resulted in the removal of many Aboriginal children from their families and communities—often referred to as the Stolen Generations—a practice which may also have contributed to the decline in the indigenous population. As a result of the 1967 referendum, the Federal government's power to enact special laws with respect to a particular race was extended to enable the making of laws with respect to Aborigines. Traditional ownership of land ("native title") was not recognised in law until 1992, when the High Court of Australia held in "Mabo v Queensland (No 2)" that the legal doctrine that Australia had been "terra nullius" ("land belonging to no one") did not apply to Australia at the time of British settlement.
In 1923, the federal government passed the Chinese Immigration Act of 1923, which banned all Chinese immigration, and led to immigration restrictions for all East Asians. In 1947, the act was repealed. 
During and after the Vietnam War, a large wave of Vietnamese refugees began arriving in Canada. The Canadian Parliament created the Asia Pacific Foundation of Canada in 1985 to better address issues surrounding Canada-Asia relations, including trade, citizenship and immigration. When Hong Kong reverted to mainland Chinese rule, people emigrated and found new homes in Canada. 
In recent decades, a large number of people have come to Canada from India and other South Asian countries. As of 2016, South Asians make up over 16 percent of the Greater Toronto Area's population, and are projected to make up 24 percent of the region's population by 2031. 
Today, Asian Canadians form a significant minority within the population, and over 5 million Asians call Canada their home. Often referred by the Canadian media as "model minorities", Asian Canadians are among the educated and socioeconomically affluent groups in Canada. Asian Canadian students, in particular those of East Asian or South Asian background, make up the majority of students at several Canadian universities.
In the 1980s and 1990s, mining declined and the role of government increased considerably with larger and larger transfers from the federal government. In 1978, party politics was introduced to the Yukon Legislative Assembly. In October 1979, responsible government was granted by Minister Jake Epp. On another front, First Nations started lobbying and entered in land claims negotiations in the 1970s which culminated in the signing of an "Umbrella Final Agreement" in 1992. Although most First Nations have signed agreements, land claims and self-government negotiations are still going on today. The First Nations are now considered a fourth level of government and the specific nature of inter-governmental relationships is still being worked out. Today, the Canadian government is investing in clean energy research and environmental protection in the territory, with one of the goals being the increased involvement of the First Nations, Inuit and Métis peoples in the northern economy.
The system of reserves and stations was ended by the "Aborigines Welfare Act 1969". The Aboriginal Lands Trust was established by the "Aborigines (Amendment) Act, 1973". The Trust assumed the corporate ownership of all Aboriginal reserves throughout New South Wales on behalf of, and for the benefit of Aboriginal people. Freehold title to the remaining reserves was transferred to the Trust, to maintain, develop or dispose of these reserves in the manner which would best serve the needs of the Aboriginal community. The Trust was also responsible for houses located on the reserves. The Aboriginal Lands Trust was abolished by the "Aboriginal Land Rights Act, 1983". The property was transferred to the Minister for Aboriginal Affairs and from there to Aboriginal Land Councils.
In 1966, Aboriginal land rights in New South Wales became a heated political issue. A Joint Parliamentary Inquiry into the Welfare of Aboriginals turned its attention to the reserve at La Perouse. Assimilation had been intended to gradually incorporate Aboriginal people into wider society, yet here they were living separate from, and in worse conditions than, the majority of white Australians. The Aborigines Protection Board and Randwick Council advocated closure of the reserve. The Inquiry, however, recognised the connections between Aboriginal people and the land and instead proposed a plan known as the "Endeavour Project." This would create a village where Aboriginal and non-Aboriginal people would live together. The project never eventuated, however, because Aboriginal people on the reserve argued that they had the right to keep the reserve for Aboriginal people only.
Official government estimates are that in certain regions between one in ten and one in three indigenous Australian children were forcibly taken from their families and communities between 1910 and 1970.
Schooling for children living in poverty was a concern of many of the Chief Inspectors of the TPSB, including Inspector Hughes. He and others campaigned for the passage of legislation to allow for the creation of industrial schools, similar to those created in England. In the meantime, a class for expelled students was created in a church mission run by theAnglican Grace Church. The space was provided for free by the church and the class was staffed by the TPSB, who provided Esther Frances How who would go on to be widely remembered for her work at the school. Although the Ontario Industrial Schools Act was passed in 1874, industrial schools were not built in Toronto until 1887 when the province provided funding to support the construction of such schools. The first two industrial schools in Toronto were the Victoria Industrial School for Boys and the Alexandra School for Girls. The schools were both part of the Industrial Schools Association of Toronto.
During much of the twentieth century, Australian governments had removed many aboriginal children from their families. This practice did great damage to the Aboriginal people, culturally and emotionally, giving rise to the term stolen generation to describe these families. Since the publication in 1997 of a federal government report, "Bringing Them Home" all state governments have followed the recommendation of the report in issuing formal apologies for their past practices to the Aboriginal people, as have many local governments. The Howard government refused to make such an apology on behalf of the federal government, despite pleas from the Aboriginal people and from many sections of the wider community, saying that it implied intergenerational guilt on modern non-indigenous Australia. However, the new government under Kevin Rudd led a formal bi-partisan apology on 13 February 2008.
The federal government's legislative responsibilities for Indians and Inuit derive from section 91(24) of the Constitution Act, 1867 and responsibility was given to the Secretary of State for the Provinces Responsible for Indian Affairs. In 1876, the Indian Act, which remains the major expression of federal jurisdiction in this area, was passed and a series of treaties were concluded between Canada and the various Indian bands across the country.
From 1909 onwards, the "Aborigines Protection Act" aimed to abolish reserves and fringe-camps by driving Aborigines off them, and into the white community. Regulations were drawn up for life on stations and reserves to make life amongst whites more attractive. The Board began an active policy of expulsion of young men so they would find work off the mission, light-coloured people which the Board defined as non-Aborigines, and children who were sent to be trained at institutions.
Some Poor Law Unions opted to send destitute children to the British colonies, in particular to Canada and Australia, where it was hoped the fruits of their labour would contribute to the defence of the empire and enable the colonies to buy more British exports. Known as Home Children, the Philanthropic Farm school alone sent more than 1000 boys to the colonies between 1850 and 1871, many of them taken from workhouses. In 1869 Maria Rye and Annie Macpherson, "two spinster ladies of strong resolve", began taking groups of orphans and children from workhouses to Canada, most of whom were taken in by farming families in Ontario. The Canadian government paid a small fee to the ladies for each child delivered, but most of the cost was met by charities or the Poor Law Unions.
The Canadian Indian Act, in defining the rights of people of recognized First Nations, refers to them as "Indians". The responsible federal government department was the Department of Indian Affairs and Northern Development, now Indigenous and Northern Affairs Canada, headed by the Minister of Indigenous and Northern Affairs. The Act officially recognizes people commonly known as "Status Indians", although "Registered Indian" is the official term for those on the Indian Register. Lands set aside for the use of First Nations are officially known as Indian reserves. The word "band" persists in band government.
In 1992, the High Court of Australia handed down its decision in the Mabo Case, holding that the legal doctrine of "terra nullius" did not apply when Australia was settled, and therefore Indigenous native title survived reception of English law. That same year, Prime Minister Paul Keating said in his Redfern Park Speech that European settlers were responsible for the difficulties Australian Aboriginal communities continued to face: 'We committed the murders. We took the children from their mothers. We practised discrimination and exclusion. It was our ignorance and our prejudice'. In 1999 Parliament passed a Motion of Reconciliation drafted by Prime Minister John Howard and Aboriginal Senator Aden Ridgeway naming mistreatment of Indigenous Australians as the most "blemished chapter in our national history". In 2008, Prime Minister Kevin Rudd issued a public apology to members of the Stolen Generations on behalf of the Australian Government.
This area of Ontario was first settled by English speakers in 1784, when thousands of American refugees arrived from the American colonies after the American Revolutionary War. They were later called United Empire Loyalists because of their continued allegiance to King George III. The struggle between Britain and the 13 American colonies occurred in the years 1776 to 1783, and seriously divided loyalties among people in some colonies such as New York and Vermont. In many areas traders and merchants, especially in the coastal cities or the northern border regions, had stronger business ties and allegiance to the Crown than did the frontiersmen of the interior. During the 6-year war, which ended with the capitulation of the British in 1782, many colonists who remained loyal to the crown were frequently subject to harsh reprisals and unfair dispossession of their property by their countrymen. Many Loyalists chose to flee north to the British colony of Quebec. Great Britain opened the western region of Canada (first known as Upper Canada and now Ontario), purchasing land from First Nations to allocate to the mostly English-speaking Loyalists in compensation for their losses, and helping them with some supplies as they founded new settlements. The first years were very harsh as they struggled on the frontier. Some exiles returned to the United States.
The Sulpician Mission of the Mountain was founded at Montreal in 1677, and some Algonquins settled there together with Iroquois converts. The mostly Mohawk community became known as Kahnawake. But many Algonquin maintained their attachment to the traditional territory and fur trading. Those who agreed to move to established reserves or joined other historical bands were federally "recognized". Many others who did not re-locate were later called "stragglers" in the Ottawa and Pontiac counties.
The 2010 United States Census found 2,932,248 Americans who identified themselves as being American Indian or Alaskan Native, about 0.9% of the US population. The Canada 2011 Census found 1,836,035 Canadians who identified themselves as being First Nations (or Inuit or Métis), about 4.3% of the Canadian population. No consensus exists on how many people lived in the Americas before the arrival of Europeans, but extensive research continues to be conducted. Contemporary estimates range from 2.1 million to 18 million people living on the North American continent prior to European colonization, but the US Census Bureau stated in 1894 that North America was an almost empty continent in 1492 and that Indian populations "could not have exceeded much over 500,000."
The Mohawk Institute Residential School was a Canadian Indian residential school in Brantford, Ontario, Canada. The School operated under the Government of Canada from July 1, 1885 to June 27, 1970. Prior to 1885 the Anglican Church of Canada was involved in the operation of a school and residential school in the same location. Enrollment at the school ranged from 90 to 200 students per year.
From 1920 to 1973 Alberni Residential School was in operation. The Canadian Federal government now says that this was a big blot on race relations in Canada. The residential school system run by the United Church forcibly separated children from their families and communities. The residential school was closed in the late 1970s and in 2009 was demolished.
Also known as Sioux Lookout Indian Residential School, Pelican Lake Indian Residential School was established in 1926 and officially opened in 1929. The school was one of the approximately three dozen schools operated by the Anglican Church of Canada. It was the state-enforced Indian Residential School for Ojibway and Cree students from both Treaty Three and Treaty Nine territories in northern Ontario and eastern Manitoba. When it initially opened it housed a total of 125 both boys and girls, but this number increased to 150 by the late 1940s. As like most residential schools, the school was designed in a way that the male and female students had limited interaction with each other. Usually students were removed from their families and brought to the school when they were six years old and stayed until they were twelve.
Not all Aboriginal children attended residential schools. During the period in which the schools operated, more than a third of indigenous children attended federal day schools, and about a third received no schooling at all. It is however the residential school system that receives much of the blame for the various problems and challenges facing Canada's indigenous people today. During the years in which the residential schools operated, they were regarded by most Canadians as a sensible and beneficial solution to native education, and in some cases, Aboriginal communities specifically requested that a residential school be built. When the system began to closing down in the 1960s, a significant number of communities asked that their school remain open.