they left as soon as they could. On return to their home communities, they often felt isolated from their families and their culture. They had lost their language and had not been provided with the skills to follow traditional economic pursuits, or with the skills needed to succeed in the Euro-Canadian economy. Worst of all, they did not have any experience of family life or parenting.
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By the 1940s, federal officials concluded that the system was both expensive and ineffective. As a result, the federal government began to substantially increase the number of on-reserve day schools and, in the 1950s, to enter into agreements with provincial governments and local school boards to have Aboriginal students educated in public schools. This policy of slowly winding down the residential school system was coupled with an expansion of the system in the Canadian North from 1955 onwards. Once again, children were separated from families for lengthy periods, taught by people who had no understanding of their language or culture, and housed in crowded and makeshift facilities.
