* Poor quality and quantity: Food was often insufficient in quantity to meet the nutritional needs of growing children. Portions were small, and children frequently went hungry.
* Unpalatable and monotonous: The food was often described as bland, tasteless, and unappealing. Menus consisted of repetitive meals with little variety, often featuring staples like:
* Boiled or stewed meats: Often tough, overcooked, and lacking flavor.
* Starchy carbohydrates: Potatoes, bread, porridge (often made with inferior grains) formed the bulk of the diet.
* Limited vegetables: Vegetables were often scarce, poorly prepared, and lacking in nutritional value.
* Sweet treats as rewards/punishment: Sugar was sometimes used as a reward or given in place of nutritious food, contributing to dental problems.
* Spoiled or contaminated food: Reports of spoiled, rotten, or contaminated food were frequent. Hygiene standards were often poor, leading to foodborne illnesses.
* Cultural insensitivity: Traditional Indigenous foods were largely absent from the menus. This had a significant impact on children's health and cultural identity. The forced adoption of a foreign diet contributed to nutritional deficiencies.
* Under-staffed kitchens: In many schools, the kitchens were understaffed and lacked adequate equipment and resources, impacting food preparation and overall food quality.
In short, the diet in residential schools was far from nutritious and contributed to widespread malnutrition and health issues among the children. It was a deliberate tool of cultural assimilation, designed to suppress Indigenous traditions and identities, and resulted in long-term physical and mental health consequences for survivors. The exact details varied between schools and over time, but the overall picture was one of consistent inadequacy and harm.