Education
New Report Offers a Nuanced Perspective on Canada’s Indian Residential Schools
From the Frontier Centre for Public Policy
Positive stories about Indian Residential Schools must also be heard
The Frontier Centre for Public Policy is pleased to announce the release of a thought-provoking new report titled Positive Stories of Indian Residential Schools Must Also be Heard by Hymie Rubenstein and James C. McCrae. This report challenges the dominant narrative surrounding Canada’s Indian Residential Schools, advocating for a more balanced and comprehensive understanding of their historical legacy.
In Positive Stories of Indian Residential Schools Must Also be Heard, Rubenstein and McCrae critically examine the current portrayal of the residential school system, which is often overwhelmingly negative. The authors argue that this narrative fails to acknowledge the positive experiences of many former students and the genuine intentions of those who worked within the system. While not dismissing the testimonies of abuse, the report emphasizes that these accounts do not represent the full spectrum of experiences at the schools.
The report highlights several stories of individuals who credit their time in residential schools with shaping their successful futures. For instance, Len Marchand, Canada’s first status Indian member of parliament and a federal cabinet minister, attended the Kamloops (BC) Indian Residential School and spoke highly of the education he received there. In his memoir, Breaking Trail, he noted that his time at the school inspired his desire to help his people through education.
Similarly, Tomson Highway, a celebrated Canadian playwright and composer, described his years at Guy Hill Indian Residential School in Manitoba as “nine of the best years of my life.” His parents chose to send him to the school, believing it would provide better opportunities for their children. The skills Highway acquired, including classical piano, were instrumental in his later achievements.
Reverend Canon Stan Cuthand, an Indigenous Anglican priest who served as a chaplain at several residential schools, also offers a positive perspective. He recalled that the schools were not “terrible places” and praised the efforts of staff who worked to protect and nurture the children, even integrating Indigenous culture into the curriculum.
As students return to classrooms this fall, the topic of residential schools has taken a central role in many curricula across the country. However, there is concern that some teachers focus solely on the “horrors” of these institutions or even frame Canada as a genocidal state, leaving little room for a balanced discussion. This report urges educators to offer a more nuanced view that includes both the positive and negative aspects of the residential school system. Stories like those of Tomson Highway and Len Marchand demonstrate that not every experience was one of trauma, and some students went on to achieve remarkable success as a result of their education.
The report also touches on the experiences of Lea Meadows, whose mother, Elsie McLaren Meadows, had a positive experience at the Brandon (Manitoba) Indian Residential School. Inspired by her time there, Elsie became a teacher and later worked in similar schools. Meadows argues that it is unjust to label all who worked at these schools as abusers, recognizing that many were dedicated to the well-being and education of the children.
Moreover, the report cites instances where Indigenous communities themselves supported the continuation of residential schools. For example, in 1970, Alberta’s Saddle Lake First Nation residents successfully protested the closure of Blue Quills School, taking control of the institution themselves. Similarly, in 1971, eight Saskatchewan bands advocated for the Marieval Indian Residential School to remain open, emphasizing its importance for children from challenging home environments.
Positive Stories of Indian Residential Schools Must Also be Heard is a timely and significant contribution to the ongoing debate about the legacy of the residential school system. It encourages Canadians to consider all perspectives in the pursuit of truth and reconciliation, acknowledging both the positive and negative aspects of this complex history.
Download the backgrounder here. (10 pages)
About the Authors:
- Hymie Rubenstein is the editor of REAL Indigenous Report. A retired professor of anthropology, he served as a board member and taught for many years at St. Paul’s College, University of Manitoba, the only Roman Catholic higher education institution in Manitoba.
- James C. McCrae is a former attorney general of Manitoba and Canadian citizenship judge.
From the Frontier Centre for Public Policy
One Manitoba school division is proving phonics works
If students don’t learn how to read in school, not much else that happens there is going to matter.
This might be a harsh way of putting it, but it’s the truth. Being unable to read makes it nearly impossible to function in society. Reading is foundational to everything, even mathematics.
That’s why Canadians across the country should be paying attention to what’s happening in Manitoba’s Evergreen School Division. Located in the Interlake region, including communities like Gimli, Arborg and Winnipeg Beach, Evergreen has completely overhauled its approach to reading instruction—and the early results are promising.
Instead of continuing with costly and ineffective methods like Reading Recovery and balanced literacy, Evergreen has adopted a structured literacy approach, putting phonics back at the centre of reading instruction.
Direct and explicit phonics instruction teaches students how to sound out the letters in words. Rather than guessing words from pictures or context, children are taught to decode the language itself. It’s simple, evidence-based, and long overdue.
In just one year, Evergreen schools saw measurable gains. A research firm evaluating the program found that five per cent more kindergarten to Grade 6 students were reading at grade level than the previous year. For a single year of change, that’s a significant improvement.
This should not be surprising. The science behind phonics instruction has been clear for decades. In the 1960s, Dr. Jeanne Chall, director of the Harvard Reading Laboratory, conducted extensive research into reading methods and concluded that systematic phonics instruction produces the strongest results.
Today, this evidence-based method is often referred to as the “science of reading” because the evidence overwhelmingly supports its effectiveness. While debates continue in many areas of education, this one is largely settled. Students need to be explicitly taught how to read using phonics—and the earlier, the better.
Yet Evergreen stands nearly alone. Manitoba’s Department of Education does not mandate phonics in its public schools. In fact, it largely avoids taking a stance on the issue at all. This silence is a disservice to students—and it’s a missed opportunity for genuine reform.
At the recent Manitoba School Boards Association convention, Evergreen trustees succeeded in passing an emergency motion calling on the association to lobby education faculties to ensure that new teachers are trained in systematic phonics instruction. It’s a critical first step—and one that should be replicated in every province.
It’s a travesty that the most effective reading method isn’t even taught in many teacher education programs. If new teachers aren’t trained in phonics, they’ll struggle to teach their students how to read—and the cycle of failure will continue.
Imagine what could happen if every province implemented structured literacy from the start of Grade 1. Students would become strong readers earlier, be better equipped for all other subjects, and experience greater success throughout school. Early literacy is a foundation for lifelong learning.
Evergreen School Division deserves credit for following the evidence and prioritizing real results over educational trends. But it shouldn’t be alone in this.
If provinces across Canada want to raise literacy rates and give every child a fair shot at academic success, they need to follow Evergreen’s lead—and they need to do it now.
All students deserve to learn how to read.
Michael Zwaagstra is a public high school teacher and a senior fellow at the Frontier Centre for Public Policy.
Alberta’s government is helping students discover their skills and interests today, to help them find careers for tomorrow.
If passed, Budget 2025 will provide more than $100 million over three years for school boards to grow career education programs, including funding for more collegiate and dual-credit programs across Alberta.
“We are working to set students up for success by strengthening job-focused education. This money is helping schools partner with businesses, universities and colleges to create programs that will help students hit the ground running after they graduate.”
Career education helps students gain credits towards graduation while earning hands-on experience in fields like the trades, computer programming, health care, agriculture, culinary arts and more. These career education programs support a strong economy by helping students learn the skills they need to get in-demand jobs.
Collegiate schools
Collegiate schools work with businesses, universities and colleges to offer classes that give students pathways to education and careers in the job of their choice. There are 12 collegiate schools in Alberta, offering many different types of programming for grades 7-12, including aviation, graphic design, trades and more.
If passed, Budget 2025 provides more than $21 million to school boards to help fund special classrooms like carpentry workshops, film and media rooms, science laboratories, heavy equipment simulators and aircraft hangars. Another $6 million is being invested to support the start-up costs for new collegiate schools.
Dual-credit programs
Budget 2025, if passed, also provides $4.6 million in 2025/26 to start new or improve existing dual-credit programs. In partnership with universities and colleges, dual-credit programs give students a head start on rewarding careers by allowing them to earn high-school and post-secondary credits at the same time. Of the $4.6 million, $550,000 is being provided by Alberta Seniors, Community and Social Services for new and improved dual-credit health care aide programs.
“Health care aides play a critical role in ensuring Albertans receive the continuing care services they need to maintain their health, independence and quality of life. Our investments into career pathways for health care aides will provide opportunities for young Albertans to develop the skills they need to build a rewarding career in Alberta’s continuing care workforce.”
Another $1.4 million is being invested to support students participating in off-campus career education programs through CAREERS. This non-profit connects students to jobs in high-demand fields, such as the trades, technology, health, forestry and agriculture.
“Investments in collegiate and dual-credit programming are significant for Calgary Catholic as they further strengthen our collegiate and dual-credit programming. This programming will open opportunities for our students and help them to realize their full potential.”
“Before Fusion Collegiate, I felt lost and wasn’t really sure what to do after high school. Thanks to its career-focused learning and the opportunities through Fusion and The Educational Partnership Foundation, I’m now working as a first-year apprentice plumber with Mr. Rooter. The hands-on trades training, high school credits, safety certifications, and real-world skills I picked up completely changed my life. I’m excited about where my career is headed and really thankful for the support that helped me get here.”
Budget 2025 is meeting the challenge faced by Alberta communities with continued investments in education and health, lower taxes for families and a focus on the economy.
Quick facts
- If passed, Budget 2025 invests $102.4 million over three years to provide sustainable, predictable career education funding, and to increase access to career education for Alberta students.
- This includes $8.4 million over 2026-27 and 2027-28 to raise awareness among students and families of career education programs and pathways available to Alberta students.
- Career education in Alberta includes career and technology courses, Career and Life Management (CALM), dual-credit courses, collegiate schools, apprenticeships and off-campus education programming.
- Since 2013, more than 95,000 high school students participated in at least one dual–credit course.
- In spring 2025, Alberta Education will engage with education partners on best practices to bring more career education opportunities to students.
- Since 2022, education partners and almost 5,000 Albertans have provided their feedback on career education and workforce needs.
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