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  On the other hand, contradictory to the ban of speaking native language, the priests were ordered to translate and explain bible to children in native languages. The additional traumatic experiences for the children were to suffer from hunger and cold. The students were deprived from their dignity as they were forced to cut their hair and had to face corporal punishments. The mental, emotional and spiritual growths of the children were ignored in these schools. Johnston failed to explain the humiliation, depression, embarrassment and degradation caused to children in his book. The purpose of his book was to display cheer and humour in his school days and he succeeded in doing it.

  Conclusion

  Basil H. Johnston’ book Indian School Days provided the testimony of the writer’s experiences at residential schools. The book is divided into two parts. The first part includes eleven chapters of the author’s experience at Spanish Indian Residential School and display humorous events. While, the second part of the book includes the last four chapters which talks about the changes and betterment in the condition and education of schools. The aboriginal people were deprived from their rights and identity by the culture of Indian Residential Schools. The residential schooling experience has been very traumatic for some, but for Johnston it had been a comfortable experience with few disturbing incidents. Though, overall the residential schools deprived children of their identity and mistakes were severely punished. This resulted in causing phobia and even inferiority complex in children. “The politics of oppression inevitably to what Paolo Freire termed “The culture of silence” of minority groups”.

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