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

By Rodney A. Clifton

UBCIC Chiefs attempt to suppress open debate on residential schools.

Is anyone surprised that the Union of BC Indian Chiefs on Aug. 12 wrote to many provincial municipalities (Powell River, Kamloops, and Quesnel, for example) demanding they reject “Residential School Denialism”?

Their demand is in response to a book edited by C.P. Champion and Tom Flanagan, Grave Error: How the Media Misled Us (and the Truth about Residential Schools). The authors of the 18 chapters include several well-known Canadian anthropologists, historians, political scientists, sociologists, and lawyers, many of whom have published extensively on Indigenous/non-Indigenous issues.

Even so, the organization of Chiefs call this book an “ardent dissemination of racist misinformation.”

Their letter to municipal leaders concludes with the following:

“The UBIC Chiefs Council stand with survivors and intergenerational survivors of Residential Schools and their families, as well as the children who never made it home and those who are harmed by the actions of those involved with the production and distribution of the book … and the deeply troubling trend of Residential School racist denialism and any unwillingness to accept facts and the work of experts.”

“We look forward to your response.”

As an author of a chapter in Grave Error, as co-author of two other chapters, and as a co-editor with Mark DeWolf of From Truth Comes Reconciliation: An Assessment of the Truth and Reconciliation Commission Report, I am pleased to respond to the Chiefs.

My recommendation to municipal leaders, and other concerned Canadians, is that before you respond to the Chiefs, you should read Grave Error and make up your up your own minds.

On Amazon, Grave Error has over 800 reviews, with an average rating of 4.6 out of 5. In fact, this book is ranked first on three Amazon lists, and it has been a best seller for many months.

One of the top Amazon reviews begins, “A well-researched, non-partisan and balanced approach to the hysterical outpourings of recent years.” Another review says, “There is not one whiff of racism or hatred in this book.”

As a contributing author to Grave Error, I will add a little of my history.

I lived for four months during the Summer of 1966 in the teachers’ wing of Old Sun, the Anglican Residential School on the Siksika (Blackfoot) First Nation in Southern Alberta. At the time, students were still in residence, and I was a 21-year-old university student intern working at the Band Office, where about half the employees were Siksika members. Also, most of the employed in Old Sun, where I lived, were Siksika.

In the fall of 1966, I became the Senior Boys’ Supervisor in Stringer Hall, the Anglican residence in Inuvik, NWT, where I looked after 85 mostly Indigenous boys in three dorms. About half of the employees in this residence were Indigenous.

I returned to the University of Alberta for the 1967-68 academic year, and in the summer of 1968, I was employed as the Beach Supervisor and Swimming Instructor in Uranium City, Northern Saskatchewan, where I taught swimming to many Indigenous children in a local lake.

Finally, in September 1968, Elaine Ayoungman, a young Siksika woman I met in 1966, and I were married in the Anglican Church in Strathmore, Alberta. Elaine had been a student in Old Sun for 10 years, and this September, we will celebrate our 56th wedding anniversary. We are still married, and, no doubt, surprisingly to the BC Chiefs, we are still in love.

By now, readers will realize that I strongly reject the UBCI Chiefs’ claim that I, or any of the other authors with chapters in Grave Error, are “racist deniers” of the reality of Indian Residential Schools.

In short, my message to the BC municipal leaders is to resist echoing the opinion of the UBCIC, me, or the opinions of over 80 percent of the reviews on Amazon who awarded the book a 4 or 5. My message is simple: Read Grave Error and make up your own mind. Likewise, my message to Canadians who want to know more about Indian Residential Schools is to listen to the survivors and Chiefs but also read the Truth and Reconciliation Report and then read both Grave Error and From Truth Comes Reconciliation.

Rodney A. Clifton is a Professor Emeritus at the University of Manitoba and a senior fellow at the  Frontier Centre for Public Policy. His most recent book, with Mark DeWolf, is From Truth Comes Reconciliation: An Assessment of the Truth and Reconciliation Commission Report (Sutherland House Press, 2024). The book can be preordered from the publisher.