During the Canadian Indigenous Genocide the Canadian government removed indigenous children from their families, many times against the will of the parents, and put them into boarding schools. These schools were known as the Indian Residential Schools System. According to University of Manitoba’s National Centre for Truth and Reconciliation, “By the 1930s, there were over 70 federally funded, Church-run residential schools in operation in all parts of the country. By then, approximately one-third of school-aged Indigenous children were attending Residential Schools. Eventually more than 150,000 students would pass through the system. Over approximately 130 years, nearly 140 residential schools were part of the federally funded and administered system. The last federally supported Residential Schools remained in operation until the mid-1990s.” In these schools the children were dehumanized and stripped of their culture. Their hair was shaved, traditional clothing was exchanged, they were forbidden from speaking their native language, and their names were changed to be European or in some cases just a number. They were separated from any siblings and visits from families were highly discouraged. The children had a half day of academics and the rest of the day was “vocational training” or “domestic sciences” which was basically child labor used to make money for the school. Many children were mistreated and abused. They faced punishment such as being, “strapped and humiliated, and in some schools, they were handcuffed, manacled, beaten, locked in dormitories, cellars or makeshift jails, displayed in stocks, or subjected to other extreme forms of physical discipline” (Residential Schools Overview). Sexual abuse was also common in schools, but rarely talked about. Although children were not straight out killed, the death rate in schools was alarmingly high, and diseases spread very quickly. When children died, families were not notified, and the schools did not bother to mark graves. The government put indigenous children in these schools in order to remove them from their culture, and eliminate it from their identities. In the “Residential Schools Overview” the author accounts, “The decision to invest in Residential Schools was based on a belief that the cultural and spiritual transformation the government and churches sought to bring about in Indigenous people could be most effectively accomplished in schools that broke the bonds between parent and child.” By taking them out of their families and putting them in boarding schools, the government hought they could stop the spread of indigenous culture.