Why Are There Almost No Color Photos of Canadian Residential Schools?

Introduction

Why are there almost no color photographs of the residential schools in Canada, despite the widespread availability of color photography during the time they operated? The answer to this question lies in the complex historical context and the grim reality of these institutions.

The History of Residential Schools in Canada

The residential schools in Canada operated from 1880 to 1996, which was a period marked by significant changes in photographic technology. The development of color photography by companies like Kodak in the early 20th century meant that schools could easily have taken advantage of this new technology to document their daily activities and events. However, the absence of color photographs from this era raises important questions about the priorities and attitudes of those in charge of these institutions.

Why No Color Photos?

There are several possible reasons for the scarcity of color photographs of these schools:

1. Lack of Interest from Staff and Administration

According to historical accounts, the staff and administrators of these schools were more focused on the survival and management of the institutions rather than on documenting them through photography. The predominant goal was to maintain control over the indigenous children and ensure their cultural assimilation. There was little interest in creating a record of their activities or the living conditions of the students. In fact, the very idea of taking color photographs might have been seen as an unwanted intrusion or a distraction from the primary objectives of the schools.

2. Ethical and Moral Considerations

The color photographs from this era might have captured the inhumane treatment and abuses that were common in these schools. The administration might have been unwilling to document such dark truths, as it could have highlighted the failures and injustices of the system. The physical and emotional abuse, forced assimilation, and neglect that were rampant in these institutions were best left unrecorded.

3. Cost and Practicality

While color photography became more accessible in urban areas, it was still a relatively expensive and time-consuming process in the remote, rural regions where these schools were often located. The cost of color film, developing, and printing was significant, and there was little justification for spending such resources on documenting the day-to-day life in these schools. The school administrations might have seen little value in these photographs beyond a few vulgar propaganda pieces.

Comparison to Other Educational Institutions

It is worth noting that even ordinary schools during the 1950s and 1960s, like the one the author attended, only had one class picture taken each year, and those were sold to parents. The lack of color photographs in residential schools was even more pronounced. There were no smiling faces, no sports events, no field trips, and certainly no celebrations. The author questions whether anyone would have wanted color photographs to preserve inhumanity to others, as suggested by contemporary accounts of the residential schools.

Conclusion

The scarcity of color photographs from the residential schools in Canada is a stark reminder of the historical events that transpired. It highlights the disinterest of the institutions in documenting their own record and the ethical challenges faced by those in charge. Today, as we strive to understand and acknowledge the mistakes of the past, these photographs would play a crucial role in preserving the history and ensuring that such atrocities are never forgotten.