------- Forwarded Message Follows -------
From: "James Michael Craven" <[EMAIL PROTECTED]>
Organization: Clark College, Vancouver WA, USA
To: [EMAIL PROTECTED]
Date: Thu, 9 Jul 1998 17:56:04 PST8PDT
Subject: [MC] Canadian Residential Schools
Reply-to: "James Michael Craven" <[EMAIL PROTECTED]>
>From June 12-14, 1998 an Inter-Tribal Tribunal was held in Vancouver
B.C.; it was observed by IHRAAM (International Human Rights
Association of American Minorities) an NGO of the U.N. The Tribunal
dealt with allegations of: sexual and physical abuse, murder,
cover-up of murder, threats against witnesses, obstruction of
justice, forced assimilation, forced de-Indianization,
coerced/deceptive adoption, coerced/deceptive sterilization, medical
experimentation, invasive medical procedures conducted without pain
relief, and many other practices against Indigenous Peoples that individually and
collectively
might add up to ongoing genocide as defined by the UN Convention on
Genocide.
I was one of 15 Tribal Judges of that Tribunal and my comments that
follow represent only my own preliminary opinions and not official
findings--yet to be published--and my own opinions are not in any way
necessarily the opinions of other Tribunal members nor of IHRAAM.
I found substantial and credible evidence (triangulated with other independent
evidence and correlations between witnesses who did not know each
other or utilize the same media sources) of systematic, planned,
coordinated and ongoing practices that amounted to mind control as
also commonly found in cults and in military/intelligence circles.
Specifically we had some very credible evidence that in the Canadian
Residential Schools for Indigenous Children : 1) Parents were under
the belief and made to belief that placing their children in
Residential Schools was a matter of Canadian Law (Forced
Assimilation); 2) Curricula were heavy on rote memorization
and mantra-like repetitions of core concepts to be
internalized by the students; 3) Sexual and physical abuse were
routinely used as instruments for behavior "modification",
disorientation, punishment for failure to assimilate or for practicing
sacred Native rituals and articulating sacred Native principles and
concepts; 4) Diets were heavy in starches and carbohydrates--protein
deficient--and represented significant physiological departures from
traditional Native diets; 5) Residential schools were isolated, often
on islands, to promote detachment of Native children from traditional
families, clans, Bands and support systems and to prevent escape; 6) Bullies and
favored
insiders--who had demonstrated sufficient supplication and
assimilation--were used as informants and instruments of punishment
and coercion; 7) Traditional and sacred Native concepts, practices,
rituals, regalia and stories were routinely ridiculed as savage etc
with students rewarded or punished on the basis of extent of
acceptance or non-acceptance of trashing of sacred Native ways and
acceptance and/or non-acceptance/internalization of non-Native ways and
concepts; 8) Sleep deprivation, calling in students at times like 2
am for sexual or physical abuse or punishment for failure to
assimilate was routinely practiced producing fear, disorientation
etc; 9) One person testified to having been in a mental institution
in 1959 and having been offered or coerced to use LSD as a
"theraputic treatment" at a time and in an area in which MKMULTRA
operations (CIA LSD experiments with LSD as an instrument of mind
control and interrogation applied on mental patients in Canada as
well as U.S. Forces in the U.S. and others)--this needs to be
explored further; 10) Careful manipulation of the key religious
concepts to be indoctrinated and not to be discussed (e.g. "Golden
Rule") as well as careful manipulation of key Native concepts to be
trashed through indoctrination; 11) Careful, calculated and graduated
punishments and rewards for failure to assimilate or extent of assimilation
respectively; 12) Traditional Native concepts caricatured, trashed or
coopted into new paradigms to be adopted; 13) Assimilation only token
or marginal--assimilation into subservient roles on the margins of the
non-Indian world world into which Indian Children were being taken;
14) Children isolated from parents and then indoctrinated that
parents and former friends and ways of life could not be trusted and
had abandoned them; 15)Strengths and weaknesses of children carefully
calculated and utilized for manipulation and indoctrination; 16)
extensive physical activity, sleep deprivation and diet manipulation
used to produce and ultilize disorientation and break down
resistance; etc, etc,
For an excellent discussion of the Residential School System in
Canada see: "The Circle Game: Shadows and Substance in the Indian
REsidential School Experience in Canada" by Roland Chrisjohn, Sherri
Young and Michael Maraun, Theytus Books Ltd, Penticton, B.C., 1997.
Jim Craven
Member, Blackfoot Confederacy
James Craven
Dept. of Economics,Clark College
1800 E. McLoughlin Blvd. Vancouver, WA. 98663
[EMAIL PROTECTED]; Tel: (360) 992-2283 Fax: 992-2863
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"Hitler's concept of concentration camps as well as the practicality
of genocide owed much, so he claimed, to his studies of English and
United States history. He admired the camps for Boer prisoners in
South Africa and for the Indians in the Wild West; and often praised
to his inner circle the efficiency of America's extermination--by
starvation and uneven combat--of the 'Red Savages' who could not be
tamed by captivity." ("Adolf Hitler" by John Toland, p. 702)
"Set the blood-quantum at one-quarter, hold to it as a rigid
definition of Indians, let intermarriage proceed...and eventually
Indians will be defined out of existence. When that happens,the
federal government will finally be freed from its persistent
Indian problem." (Patricia Nelson Limerick, "The Legacy of
Conquest: The Unbroken Past of the American West" p338)
*My Employer has no association with My Private and Protected Opinion*
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James Craven
Dept. of Economics,Clark College
1800 E. McLoughlin Blvd. Vancouver, WA. 98663
[EMAIL PROTECTED]; Tel: (360) 992-2283 Fax: 992-2863
------------------------------------------------------------------------------------------------------
"Hitler's concept of concentration camps as well as the practicality
of genocide owed much, so he claimed, to his studies of English and
United States history. He admired the camps for Boer prisoners in
South Africa and for the Indians in the Wild West; and often praised
to his inner circle the efficiency of America's extermination--by
starvation and uneven combat--of the 'Red Savages' who could not be
tamed by captivity." ("Adolf Hitler" by John Toland, p. 702)
"Set the blood-quantum at one-quarter, hold to it as a rigid
definition of Indians, let intermarriage proceed...and eventually
Indians will be defined out of existence. When that happens,the
federal government will finally be freed from its persistent
Indian problem." (Patricia Nelson Limerick, "The Legacy of
Conquest: The Unbroken Past of the American West" p338)
*My Employer has no association with My Private and Protected Opinion*
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