Three rows of the timeline
One of the unique features of the timeline is that it presents multiple contexts of a particular event or period in history. These layers are presented in three rows in the timeline – Canada/BC, UBC, and UBC Aboriginal Engagement.
For example, when you explore the 1920s in the timeline, you will see that there were conflicting demands for education in Canada. In 1922 in the “UBC” row of the timeline, you will find an event called “Student Campaign to Complete UBC.” This event marks a moment when students organized a province-wide campaign to demand a higher education institution in British Columbia. This campaign successfully led the government to authorize a $1.5 million loan to resume the construction of the UBC Point Grey campus, which had been discontinued since the outbreak of First World War in 1914.
1920: Students forming “UBC” after the Great Trek at Point Grey Campus
UBC Library Digital Collection
Two years prior to the student campaign, in 1920 in the “Canada/BC” row, you will find an event, “Residential School Attendance Becomes Compulsory.” This shows that while a demand for a higher education institution was authorized in BC, residential school attendance became mandatory for First Nations, and later Inuit and Métis, children between the ages of 7 and 15 across Canada. Failure to send children to residential school often resulted in punishment for parents, such as imprisonment.
The purpose of the residential schools was to eliminate all aspects of Aboriginal cultures. Residential school students did not receive the same education as the general population in the public school system, and the schools were sorely underfunded. Physical, psychological, emotional, and sexual abuse was widespread and common, and many children never returned home and died at their residential school. The last residential school closed in 1996, but the residential school system dates far back to 1620, and its intergenerational impacts are still strongly felt today.
When you fast-forward about 90 years on the “UBC Aboriginal Engagement” row of the timeline, you will find that on September 18th, 2013, the University suspended most classes to allow UBC community members to participate in the West Coast National Event of the Truth and Reconciliation Commission (TRC) and the other events around the city supporting it. This was the first suspension of classes since Second World War.
2013: UBC student engagement during the TRC. Photo by CTLT.
These contradicting and intertwining historical layers of UBC and its relationship with Aboriginal peoples invite us to reflect on how history has shaped us – our sense of identity and self-worth, life opportunities and lack thereof, and relationships with others at UBC and in broader society. The abovementioned suspension of classes in September 2013 has significant weight in UBC’s history with respect to Aboriginal peoples. However, it marks only a beginning, not a celebratory closure, for us as UBC community members to bring our collective engagement with creating a space for further dialogue on campus about the Indian Residential School System and its legacy. Regardless of who we are and where we come from, we all are part of the historical trajectory of this place, and our action today will shape the future.
Please visit these historical events in the timeline for more detailed event descriptions and explore other events that happened during these periods and beyond. In addition, the “Educator User Guide” offers you a comparison of more key historical moments like these at UBC and Canada. You can find it in the “Our Time and Place at UBC” section in the guide. This section includes reflection questions and a group learning activity.
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