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Behind the Bricks: Closing Poems

Behind the Bricks
Closing Poems
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table of contents
  1. Contents
  2. List of Figures
  3. List of Tables
  4. List of Abbreviations
  5. Preface
  6. Introduction
  7. The Russ Moses Residential School Memoir
  8. Part 1
    1. 1 - “To Shake Off the Rude Habits of Savage Life”:1 The Foundations of the Mohawk Institute to the Early 1900s
    2. 2 - “The Difficulties of Making an Indian into a White Man, Were Not Thoroughly Appreciated”: The Mohawk Institute, 1904 to the Present
  9. Part 2
    1. 3 - The Indian Normal School: The Role of the Mohawk Institute in the Training of Indigenous Teachers in the Late Nineteenth Century
    2. 4 - Teaching Control and Service: The Use of Military Training at the Mohawk Institute
    3. 5 - “New Weapons”: Race, Indigeneity, and Intelligence Testing at the Mohawk Institute, 1920–1949
  10. Part 3
    1. 6 - A “Model” School: An Architectural History of the Mohawk Institute
    2. 7 - The Stewardship, Preservation, and Commemoration of the Mohawk Institute
  11. Part 4
    1. 8 - Ten Years of Student Resistance at the Mohawk Institute, 1903–1913
    2. 9 - ęhǫwadihsadǫ ne:ˀhniˀ gadigyenǫ:gyeˀs ganahaǫgwęˀ ęyagǫnhehgǫhǫ:k / They Buried Them, but They the Seeds Floated Around What Will Sustain Them
  12. Part 5
    1. 10 - A Model to Follow? The Sussex Vale Indian School
    2. 11 - Robert Ashton, the New England Company, and the Mohawk Institute, 1872–1910
    3. 12 - The Lands of the Mohawk Institute: Robert Ashton and the Demise of the New England Company’s “Station,” 1891–1922
  13. Part 6
    1. 13 - Life at the Mohawk Institute During the 1860s
    2. 14 - Collecting the Evidence: Restoration and Archaeology at the Mohawk Institute
    3. 15 - Collective Trauma and the Role of Religion in the Mohawk Institute Experience
    4. 16 - Concluding Voices: Survivor Stories of Life Behind the Bricks
  14. Closing Poems
  15. Appendix 1 - History of Six Nations Education
  16. Appendix 2 - Mohawk Institute Students Who Became Teachers
  17. Suggested Reading
  18. Acknowledgements
  19. Contributors
  20. Index

Closing Poems

There is a place I know far, far away

Where we get mush and milk three times a day

Oh Canada do you think we should be proud

Oh Canada to sing your name out loud

The forgotten ones you scattered in the wind

Have come back to haunt you now my friend

Oh Canada your home upon my home

I grew up in the school of racial genocide

Self-hate and shame always walking by my side

You stole my tongue tried to chain my mind

To turn me into a different kind

Oh Canada your home upon my home

Many scars covered over many here to stay

On our children now and those who are on the way

Many struggle each day trying to find the door

To Grandmother’s voice as we did before

Oh Canada your home upon my home

The so-called men of God who gave us care

Many were perverts and I’m sure you were aware

They preyed on us both girls and boys

Fulfilling their fantasies but left us destroyed

May you hang your head in shame Oh Canada

So many brothers gone now, so many sisters too

Who were chained in the mind from the residential school

When you broke our families you sealed our fate

We hope for our children that it is not too late

Oh Canada your home upon my home

Reconcile with you I cannot do

You have everything now how your wealth grew

What we have broken treaties and church crap

Many men, women, and children who will never come back

Oh Canada your home upon my home

When I came home I knew no one there

Ten years in the Mush Hole but a lifetime of despair

Still I struggle each day trying to find the door

To speak in Grandmother’s tongue as we did before

May your God forgive you, Oh Canada, for I cannot

Jimmie Edgar, Anishnaabe, Scugog Island
Mohawk Institute (Mush Hole), 1950–60

***

Lonely are these frightening spaces

Dark and dreary, evil places

Babes of innocence and gentle ages

Soon are gone as pedophilia rages

Silence cut deep by unmuffled wailing

Guiltless progeny asleep yet waiting

Upon them leapt the dauntless rout

The child fights to no account

Tears and sweat are the boys’ reward

For having fought to no accord

The bigger foe filled with lust

He penetrates the boy’s sacred trust

Tho’ the child no longer weeps

He’s still afraid and longs for sleep

Stillness of the dorm’s dark chamber

T’is again roughed by cries of pain and anger

Time stood still for students yearning

For release from this unclean dreaming

Tears still fall from rustic faces

Yet still move with youthful graces

Bud Whiteye, Delaware-Turtle Clan, Moraviantown
Mohawk Institute (Mush Hole), 1955–61

Annotate

Next Chapter
Appendix 1 History of Six Nations Education
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© 2025 Richard W. Hill, Sr., Alison Norman, Thomas Peace, and Jennifer Pettit
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