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.
John Janvier- I Was Taken Away
Good morning. My name is John Janvier. I’m not a Frenchman, but I have a French name. That’s a way back in history, and I’m from Cold Lake, and I speak Dene.
I went to residential school, I was in Blue Quills for 12 years, and just before that time, I had two little sisters. That was, my little sisters, both of them passed away and just… The year after they passed away, my other siblings were, it was at the end of, or early September, 1st few days in September, a big farm truck came to the churchyard, in my community. They were putting on students that were, that were to go to going to Blue Quills, and my [older] brother and my sister were already going there. So they went to, they were put on the, on the farm truck, and I, losing my little sister’s just a while back, I didn’t know what to do so I cried my head off.
And finally, the principal at that time said to my father, “well, we will take him, and you know, I will try, if he’s okay at the school, we will keep him.”
So, they put me on a truck just to be with my siblings. And then it took us, I don’t know at that time about three hours, to get from Cold Lake churchyard to Blue Quills, about three hours.
By the time the truck left us it was almost evening, and you can imagine us standing at the back of a big farm truck, and it was you know, it was wide open, it was cold. The lucky thing there, was there, was some older students already, some were teenagers, and I we’re just a little boy about six year old. Anyway, they kept us, they took us in their arms, and just to keep us warm, the smaller, smaller of us, was quite a few of us.
Anyway, and we were only a handful of Dene at Blue Quills. The remainder of the student body were all Cree, they used to make fun of our language, because it was such a different language. But anyway, it didn’t, that didn’t really matter.
But anyway, my first experience really was loneliness, because I was taken away from a place where I was loved. All of us, all my siblings were loved very much by our parents and to me they were model parents. But anyway, I missed all that.
– John Janvier
Notes:
John Janvier Testimony. SC142_part03. Shared at Alberta National Event (ABNE) Sharing Circle. March 28, 2014. National Centre for Truth and Reconciliation holds copyright. https://archives.nctr.ca/SC142_part03