further affected by their families' inabilities to speak English or French. Upon leaving residential school some survivors felt ashamed of being Indigenous as they were made to view their traditional identities as ugly and dirty. Survivors also have to deal with the effects of cultural linguicide, which is defined as loss of language which eventually leads to loss of culture. The stigma the residential school system created against elders passing Indigenous culture on to younger generations has been linked to the over-representation of Indigenous languages on the list of endangered languages in Canada. The TRC noted that most of the 90 Indigenous languages that still exist are at risk of disappearing, with great-grandparents as the only speakers of many such languages. It concluded that a failure of governments and Indigenous communities to prioritize the teaching and preservation of traditional languages ensured that despite the closure of residential schools, the eradication of Indigenous culture desired by government officials and administrators would inevitably be fulfilled "through a process of systematic neglect". In addition to the forceful eradication of elements of Indigenous culture, the schools trained students in the patriarchal dichotomies then common in British and Canadian society and useful to state institutions, such as the domesticization of female students through imbuing 'stay-at-home' values and the militarization of male students through soldierlike regimentation. However, Indigenous children in boarding schools were not deterred, and continued to speak and practice their language in an attempt to keep it alive. Assistant Professor in Professional Communication, Jane Griffith, said, "Predictably, nineteenth-century government texts do not reveal the strategies Indigenous peoples had for maintaining their languages in the same way Indian boarding school survivor memoir, literature, and testimony do from the twentieth and twenty-first centuries. This absence may exemplify how school newspapers carefully created an English-only fantasy for readers, but may also attest to the success of students' secrecy: perhaps official school documents did not report that students still knew Indigenous languages because schools were unaware of this. Government reports, if read contrapuntally, were more forthcoming in how students continued to speak their language, though they framed such resistance as failure." Native resistance Boarding schools in Canada worked towards assimilation of Native students. Historians Brian Klopotek and Brenda Child explain,"Education for Indians was not mandatory in Canada until 1920, long after compulsory attendance laws were passed in the United States, although families frequently resisted sending their children to