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Frontier Centre for Public Policy

The Great Canadian Hoax exposed

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From the Frontier Centre for Public Policy

By Colin Alexander

Grave Error: How The Media Misled Us (and the Truth about Residential Schools) edited by C.P. Champion and Tom Flanagan, Truth North and Dorchester Review, 343pp, $21.99) is a companion volume to Frontier’s From Truth Comes Reconciliation, which was published in 2021 (second edition is forthcoming). The two reviews published here are by Colin Alexander and Peter Best. The book demonstrates that there is no forensic evidence of Indian Residential School children that have been murdered and buried in residential school yards. There are a number of reasons for not believing the claim that children were murdered in these schools. Canadians are anxious to know the truth about the schools, and this book along with Frontier’s book go a long way to dispel the myths that have developed about the murder of residential school children. The book has been a top seller on Amazon since it was published in early January 2024.

This scholarly book of essays demolishes the narrative that any children went missing from Indian residential schools (IRS), let alone thousands, or that there are mass graves. Grave Error, in fact, debunks what essayist Jonathan Kay calls “a media-fuelled social panic over unmarked graves.” Mainstream media around the world—not just in Canada—ran with this press release issued on May 27, 2021:

This past weekend, with the help of a ground penetrating radar [GPR] specialist, the stark truth of the preliminary findings became known – the confirmation of the remains of 215 children who were students at the Kamloops Indian Residential School [KRS]. …

To our knowledge, these missing children are undocumented deaths,” stated Kukpi7 Rosanne Casimir. “Some were as young as three years old. …

Mainstream news media and politicians took the press release to heart, with Prime Minister Justin Trudeau lowering flags on federal buildings to half-mast for six long months. So debauched have the Enlightenment’s principles of inquiry become, along with those of responsible journalism, that it took outsiders to question the truth of this release.

Yes, Ground Penetrating Radar (GPR) found disturbed ground in the orchard near the school. That is because the land had buried drainage tiles from a septic system that had been installed in 1924. In any case, except for orphans and those whose upbringing was beyond their parents’ capacity, the IRS required a minimum age of six for admission.

No children were murdered and buried surreptitiously at night. Schools were paid on a headcount of children, so there was not a single name unaccounted for. There is a death certificate for every death, with burials either in the nearby cemetery or returned to their reserves. TB and other communicable diseases rampant everywhere caused most IRS deaths a century ago. Since the introduction of antibiotics, the death toll has been much lower. Many graves in recognized cemeteries are unmarked because the customarily used wooden crosses deteriorated over time. Despite that, in December 2021, Canadian Press called unmarked graves the story of the year!

Len Marchand’s autobiography, Breaking the Trail, provides an antidote for the horror stories at KRS. A former attendee during the time of the alleged murders and burials, he became Canada’s first Indigenous cabinet minister. The worst he says of his time there was that meals included mushy potatoes.

Essayist Ian Gentles says the juggernaut of misinformation began with the CBC program The Journal on October 30, 1990. Interviewed by Barbara Frum, Grand Chief of the Assembly of First Nations, Phil Fontaine, said he had been physically and sexually abused at his school. This led to a tsunami of former IRS attendees asserting similar allegations. Unfortunately, Ms. Frum did not ask who perpetrated the abuse, whether staff or fellow students. Or why he did not make a complaint to the police. I emailed Mr. Fontaine asking those questions but without receiving an answer.

Some essayists accept the proposition that there were real atrocities. I am not sure they were widespread. There were only a few successful prosecutions reported by the Truth and Reconciliation Commission. There are probably some abuses at boarding schools. Was it really an atrocity to cut an IRS attendee’s hair on arrival or to exchange a uniform for an orange shirt? Essayist and former staff member at Stringer Hall in Inuvik, Rodney Clifton, has described children on their return after the summer break with their families. They were often in poor physical condition, and some were still wearing the clothing, unwashed in the meantime, that they left the school with.

Essayist Tom Flanagan scores a bull’s-eye when quoting John Ioannidis, medical researcher at Stanford University: “The greater the financial and other interests and prejudices in a scientific field, the less likely the research findings are to be true.” With money almost unlimited for Indigenous issues, a multi-billion-dollar industry has grown out of pleading for money and telling Indigenous youth to feel sorry for themselves. By extension, the industry has prospered from laying guilt on schoolchildren and taxpayers. As shown in Lonely Death of an Ojibwa Boy by Robert MacBain, that includes what I construe to be a fraud, the Gord Downie and Chanie Wenjack charity.

I also disagree with essayists saying the Indigenous were dealt a bad hand, let alone that they need new treaties. What about the previously downtrodden Asian Canadians who have surpassed their white counterparts in incomes? Yes, Canada welcomed Indians into the armed forces for the Boer Wars and the two World Wars, only to treat them like dirt when the wars ended. But today there has been a role-reversal. Now Indigenous leaders can say whatever they want, and no one calls them out on saying outrageous things.

To me, the failure of Canada’s Indigenous policy derives from the excesses of the welfare state which, since the demise of the fur trade, destroyed self-reliance and work ethic—Indigenous cultures were destroyed, if you will. Now Canadians kowtow to demands for renewed tribalism and self-determination resembling South Africa’s apartheid. That would give leaders prestige and money for doing little. For followers, it connotes marginalization and second-class citizenship. No one is considering the needs of next generations living in violence-wracked settlements having no economic reason to exist, and in urban slums. It eludes notice that those who are educated and skilled and engaged in or preparing for rewarding employment seldom become addicts or commit suicide, and they seldom go to jail.

The billions paid out for the IRS and mass graves hoaxes are not delivering acceptable housing or any other help that works. I know an unemployed and all but unemployable Inuk who got a cheque for $95,000 in April 2023. By July he had blown it all and was again scrounging for cigarettes. Many billions add to GDP and salve a nation’s conscience. But enriching prostitutes and drug dealers does not address real needs.

That said, there are templates, notably in Asia, for raising Third World peoples into the First World in a single generation. I recommend Grave Error as a starting point for radically different thinking about what needs to be done to help Indigenous Canadians succeed in our country.

Colin Alexander was publisher of the Yellowknife News of the North for many years, and the advisor on education for Ontario’s Royal Commission on the Northern Environment. His latest book is Justice on Trial: Jordan Peterson’s case and others show we need to fix a broken legal system.

Frontier Centre for Public Policy

Hungarian Revolution of 1956: A Valiant Effort to Overthrow Communist Rule

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Civilians wave Hungary’s national flag from a captured Soviet tank in Budapest’s main square during the anti-communist uprising of October 1956. AP Photo

From the Frontier Centre for Public Policy

By Gerry Bowler

For a time, Moscow seemed willing to accept change in Hungary, but when Nagy announced that his country would leave the Warsaw Pact and become neutral in the Cold War, that was a bridge too far for Khrushchev.

After World War II ended in the summer of 1945, the Soviet Red Army found itself to be in possession of Eastern Europe. In the next few years, the USSR extinguished the young democracies in Poland, Czechoslovakia, Romania, Latvia, Lithuania, and Estonia, while imposing Stalinist governments on autocracies such as Bulgaria and Hungary. With Marxist regimes taking over in eastern Germany, and Albania and Yugoslavia as well, Winston Churchill spoke truly when he said that “from Stettin the Baltic to Trieste in the Adriatic, an iron curtain has descended across the continent.”

In many of these countries, there was considerable resentment over the Russian occupation. In the Baltic republics, Romania, Croatia, Belarus, Poland, and Ukraine, doomed anti-Soviet guerilla movements with names like the “Forest Brothers,” the “Cursed Soldiers,” or “Crusaders,” fought underground wars that\ lasted for years. In June 1953 in East Berlin, workers rose up in protests against their communist masters, sparking a short-lived rebellion that spread to hundreds of towns before being crushed by Russian tanks. The most serious of these insurrections was the Hungarian Revolution of 1956. By 1956, there were stirrings of discontent in the Hungarian People’s Republic. Under the state control of industry, forced agricultural collectivization, and the shipping of produce to the Soviet Union, the economy was in bad shape. The supply of consumer goods was low and standards of living were dropping. Secret police surveillance of the population was harsh, while many Hungarians resented the suppression of religion and the mandatory instruction of the Russian language in schools. As news leaked out about Soviet Premier Nikita Khrushchev’s denunciation of Stalin in the so-called “Secret Speech,” hopes grew that reform of the communist system was possible.

Marxist intellectuals began to form study circles to discuss a new path for Hungarian socialism, but their cautious proposals were suddenly overtaken by demands for change by young people. On Oct. 22, 1956, students at the Technical University of Budapest drew up a list of demands for change  known as the “Sixteen Points.” They included free elections, a withdrawal of Soviet troops, free speech, and an improvement in economic conditions.

On the afternoon of the next day, these points were read out to a crowd of 20,000 who had gathered at the statue of a leader of the Hungarian rebellion of 1848. By 6 p.m., when the students marched on the Parliament Building, the crowd had grown to around 200,000 people. This alarmed the government, and later that evening Communist Party leader Erno Gero took to the radio to condemn the Sixteen Points. In reaction, mobs tore down an enormous statue of Stalin.

People surround the decapitated head of a huge statue of Josef Stalin in Budapest during the Hungarian Revolution in 1956. Daniel Sego (second L), who cut off the head, is spitting on the statue. Hulton Archive/Getty Images

On the night of Oct. 23, crowds gathered outside the state broadcaster, Radio Budapest, to demand that the Sixteen Points be sent out over the air. The secret police fired on the protesters, killing a number of them. This enraged the demonstrators who set fire to police cars and seized arms from military depots. Army units ordered to support the secret police rebelled and joined the protest. The government floundered; on the one hand, they called Soviet tanks into Budapest; on the other hand, they appointed Imre Nagy, seen as a popular reformer, as prime minister.

As barricades were being erected by protesters and shots were being exchanged with secret police units, Nagy was negotiating with the Soviets who agreed that they would withdraw their tanks from the capital. Over the next few days, the rebellion spread; factories were seized, Communist Party newspapers and headquarters were attacked, and known communists and secret police agents were murdered. The new prime minister released political prisoners and promised the establishment of democracy, with freedom of speech and religion.

For a time, Moscow seemed willing to accept change in Hungary, but when Nagy announced that his country would leave the Warsaw Pact and become neutral in the Cold War, that was a bridge too far for Khrushchev. Fearing the collapse of the entire Soviet bloc, he made plans for an invasion of Hungary. By Nov. 3, the Red Army had surrounded Budapest, and the next day heavy fighting erupted as armoured columns entered the city. Some units of the Hungarian army fought back, joined by thousands of civilians, but the end was predictable. After a week of battles, with over 20,000 dead and wounded, resistance crumbled. A new Soviet-approved government under János Kádár purged the army and Communist Party, arrested thousands, and executed rebel leaders including Nagy.

Hundreds of thousands of refugees fled, many of them settling in Canada and the United States. World condemnation of the USSR was strong; critics of the Soviets included many communists in the West who resigned their party membership. Not until the collapse of the Soviet hold on Eastern Europe in 1989 did Hungarians get another taste of freedom.

Published in the Epoch Times.

Gerry Bowler, historian, is a Senior Fellow at the Frontier Centre for Public Policy.

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Education

Lowering Teacher Education Standards Will Harm Students

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From the Frontier Centre for Public Policy

By Michael Zwaagstra

Judging by Manitoba’s growing deficit, math doesn’t appear to be the government’s strong suit. Now the government seems to want all Manitobans to have equally poor math skills.

Last month, the province quietly removed all subject requirements for entry into a Bachelor of Education program. No longer will prospective teachers need to complete a prescribed number of courses in “teachable” subjects; in fact, they won’t even have to take a single math or English course.

This means that a candidate who took a three-year bachelor’s degree in gender studies and then completed a two-year teacher education degree is considered just as qualified to become a teacher as a candidate who completed an honours degree in mathematics, physics, or chemistry. No wonder people are worried.

For example, University of Winnipeg math professor Anna Stokke has long raised the alarm about the declining math skills of Manitoba students. In fact, Stokke played a key role in convincing the previous NDP government to increase the required number of math courses for prospective teachers from one to two in 2015.

Now the current government is moving in the opposite direction by cutting the required math courses from two to zero. I’m no mathematician but that looks like a decrease to me.

Sadly, some education professors are completely on board with this change. Martha Koch, an education professor at the University of Manitoba, publicly claimed that requiring students to complete more undergraduate courses in math “sometimes results in worse teachers in early and middle years mathematics.”

This comment is a prime example of the anti-knowledge bias pervading North American education faculties. The last thing faculties of education want is for teachers to be the primary source of knowledge in the classroom.

That is why we cannot trust education faculties. Having taken many undergraduate and graduate education courses myself, I can safely say that most of them are worse than useless. In fact, you get stupider because of taking them.

Don’t just take my word for it. Ask any teacher how they felt about their Bachelor of Education program. Chances are they will praise their teaching practicum where they worked in real classrooms with real students, but they will dismiss most of their required education courses as useless theories.

I shudder to think about prospective teachers taking undergraduate degrees in narrow and esoteric fields such as gender studies and then completing a Bachelor of Education program with courses that promote all the wrong ideas about how students learn. While those teachers will be ready for social justice activism, they won’t have a foggy clue about how to teach real subjects such as math, science, or history.

The reality is that teachers must know the subjects they teach well. Since there is a high probability that early and middle school teachers will teach math at some point, they should complete at least one or two math courses before they are admitted into a faculty of education.

As for high school teachers, it makes sense to expect them to complete a major and a minor in subjects that are taught in schools. This shouldn’t be too much to ask.

Lowering teacher education standards might get more bodies into school classrooms, but it won’t help raise student achievement.

Michael Zwaagstra is a public high school teacher and a senior fellow at the Frontier Centre for Public Policy. 

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