UnBQ First Floor
The 1st Floor of University nuhelot’įne thaiyots’į nistameyimâkanak Blue Quills (UnBQ). Important areas include four large classrooms and the chapel. Click on the triangle to load the point cloud. Labels on the point cloud indicate past room functions.
“It has always been clear to me that the Indians must have some sort of recreation, and if our agents would endeavour to substitute reasonable amusements for this senseless drumming and dancing, it would be a great assistance.” – Duncan Campbell Scott, Deputy Superintendent of Indian Affairs, 1921
The first floor of UnBQ is currently used for administrative and operational functions of the university. Many of the smaller rooms on this floor are used as offices for current staff, including the main office for the university. The west side of this floor features two classrooms with an office in between. The east side also has two classrooms but with access to the fitness center on the second floor of the gymnasium. Along the main hallway of this floor are mostly staff offices, bathrooms, and storage rooms. The university library is located at the north end of the center wing. The library has an upper level which was added to the north end of the building to increase shelving space. The addition also connects this wing via an interior stairwell downstairs to the boiler room on the basement.
When Blue Quills operated as a residential school, there were still two pairs of classrooms on either side of the floor. Grades 1,2 and 3,4 shared the classes on the west side of the school, and grades 5,6 and 7,8 were on the east. School work was often challenging for students, who usually arrived at the school not knowing English. Verna Daly remembers that she “was ahead of some of my classmates because [she] knew how to write, this and that, and [she] had learned English at the Charles Camsell Hospital” before arriving at Blue Quills at the age of five. Margaret Cardinal recalls being physically punished by teachers in her for not being able to read English well in her grade three class.
The current library originally functioned as the school chapel. The chapel could be accessed directly via a corridor leading from the front entrance, so community members could attend services without having to walk through the school. As with students, women and men were separated on either side of the chapel; the girls’ to the west and the boys’ to the east. The rooms located directly to the left and right of the entrance were visiting rooms for students and staff who lived on site. Positioning them near the entrance meant that visitors were not required to walk through the rest of the building. Sherri Chisan, President of UnBQ, shared that the visiting room for staff had comfortable padded, seating, and was richly decorated. Across the hallway, the room where students met with family members was largely bare with plain benches.
Notes:
This page is pending approval from UnBQ IRS Advisory group.
Left click and drag your mouse around the screen to view different areas of each room. If you have a touch screen, simply drag your finger across the screen. Your keyboard's arrow keys can also be used. Travel to different areas of the third floor by clicking on the floating arrows.
This image gallery includes modern and archival photos of UnBQ's first (main) floor.
Laser scanning data can be used to create “as built” architectural plans which can support repair and restoration work to Old Sun Community College. This plan was created using Autodesk Revit and forms part of a larger building information model (BIM) of the school. The Revit drawings and laser scanning data for this school are securely archived with access controlled by the Old Sun Advisory Committee.
Some of the threats faced by Indigenous students attending residential schools came from the buildings themselves. The architectural plans contained in this archive, which have been constructed using the laser scanning data, illustrate how poorly these schools were designed from a safety perspective. There were three specific areas that placed the health and safety of students at great risk: Fire Hazards and Protection Measures; Water Quality, and Sanitation and Hygiene. As you explore the archive, you will find more information about the nature of these hazards and their impact on students.
Agnes Gendron- That Fateful Day
We grew up, I remember my childhood, it was always loving and caring fun. The siblings played together in winter, summer, didn’t matter, fall. We all were together, until that fateful day we were brought to residential school.
I was seven years old and I left at eleven years old. First day of school was a culture shock to me. I remember we were all brought into the shower room. Everybody had to take a shower and we got out of that room, and I fainted. I just dropped. I don’t remember very much of that first year at school because I was so homesick, I was sick most of that year, and I seen the horrific things that happened to other children there.
I learned to be standing alone at an early age. I’d seen other children’s, their ears bleeding because somebody was pulling on their ears. I’d seen our young men being ridiculed, and laughed at by the people, the masters and the nuns that were looking after them. I saw that and it hurt me, pretty badly.
I must have been about eight years old, nine years old. I saw my sister, she was only six years old. When she went to residential school, she started wetting her bed and they brought these little children into the refectory for breakfast with their wet sheets on their heads. And I hated those people that were looking after them, I could feel the hair on my back standing. Seeing that my little sister with her sad eyes and tears in her eyes, and we couldn’t go up there and comfort her.
I was so thankful that I didn’t have to go back, I was there until grade four. Now we couldn’t talk to our brothers. My brother was on the other side, on the boys’ side. There was very seldom that we ever talked to him, but there was one thing that was happening at that school, at Blue Quills, was the boys had a band, and my brother was in the band, in the cadets. And to this day, I was so proud of him, and the other boys that we’re in there.
– Agnes Gendron
Notes:
Agnes Gendron Testimony. SP203_part08. Shared at Alberta National Event (ABNE) Sharing Panel. March 28, 2014. National Centre for Truth and Reconciliation holds copyright. https://archives.nctr.ca/SP203_part08