To someone of my generation (late boomer/early GenX), the history of the Residential School system was taught, at least superficially, in middle school. Along with the early settlement of what is now Canada by the French and later the English (with a very brief nod to the Vikings, of course), we got a cursory introduction to the relationships among the European settlers and explorers and the various First Nations groups they encountered. It wasn’t in great depth — what is taught in great depth in middle school? — but we got a rough outline. In my case, details about the Residential School system came more from a “young adult” novel about a young First Nations student running away from his school and trying to find his way back to his home and family. My best friend in school had First Nations ancestry, so I felt a strong desire to understand the book and the system and culture portrayed in it.
Kamloops Indian Residential School, 1930.
Photo from Archives Deschâtelets-NDC, Richelieu via Wikimedia Commons.
If, in the early 1970s, the Ontario school system taught at least a bit about the history of the First Nations peoples, how is it possible that they stopped doing so and my son’s generation were utterly blindsided by the sensationalist treatment of the students at a particular Residential School in British Columbia? And as a result, were far more credulous and willing to believe the worst that the “anticolonialist” propagandists could come up with.
“Igor Stravinsky” is a teacher in the Ontario school system who writes under a pseudonym for fairly obvious reasons, as he’s not a believer in the modern narrative about the history of First Nations children in the Residential School system:
This will be my last instalment of this series. I have attempted to shed light on the poor quality of information students are receiving in Ontario schools with regard to Indigenous history and current issues. It is important to note that this is being done intentionally. It is to the advantage of the leaders of the Indigenous Grievance Industry to characterise Canada and the pre-Canadian colonies of this land as genocidal oppressors, and our politicians have exploited this situation for crass political gain. This was perhaps epitomised by Prime Minister Justin Trudeau’s photo op of himself holding a teddy bear in the proximity of a soil disturbance in a field at the site of a former residential school in Cowessess First Nation, Saskatchewan on Tuesday, July 6, 2021:
Prime Minister Justin Trudeau holding a teddy bear in Cowessess First Nation, Saskatchewan.
July 6, 2021.
Are there actually human remains there? If so, of whom? Is this evidence of any kind of foul play? These are questions he was not about to bother to ask. Why would he, when such a golden opportunity to score political points presented itself?
We now know all this murdered Indigenous children stuff was a big hoax but don’t hold your breath waiting for Trudeau to issue an apology for staining the international reputation of Canada and triggering a knee-jerk vote by our Parliament declaring Canada a genocidal state and adopting the The United Nations Declaration on the Rights of Indigenous People (more on that below). Undoing all this damage will be a herculean task.
Just as students are fed simplistic, misleading, and false information about the past with regard to Indigenous people (the focus being the Indian Residential Schools) they are being presented with the point of view that human rights violations against the Indigenous people are ongoing, and are the reason for the poor quality of life in which such a disproportionate number of Indigenous people find themselves.
The claim of generational trauma
On Apr. 27, 2010, speaking as chair of the Truth and Reconciliation Commission and for the people of Canada, Sinclair told the Ninth Session of the United Nations Permanent Forum on Indigenous Issues: “For roughly seven generations nearly every Indigenous child in Canada was sent to a residential school. They were taken from their families, tribes and communities, and forced to live in those institutions of assimilation.”
This lie is promoted in the schools. It is the foundation of the generational trauma claim but in fact, during the IRS era, perhaps 30% of Status Indians (you can cut that figure in half if you include all people who identify as Indigenous) ever attended, and for an average of 4.5 years.
Even if it were true that most Indigenous people who attended the IRS suffered trauma, there is no evidence or logical reason to believe that trauma could be transferred down the generations. If generational trauma is a thing, why have the descendants of the victims of the holocaust been doing so well?
If there is generational trauma, the culprit is alcohol. Alcohol abuse has been a major problem in Indigenous communities since first contact but rarely comes up these days, certainly not in schools. Fetal Alcohol Syndrome (FAS), which occurs when a mother consumes alcohol during pregnancy, is also a major problem and the children born with it suffer from mental and emotional challenges throughout their lives. It impacts their social life, education and work. Girls who suffer from the condition all too often end up drinking during pregnancy themselves and the cycle continues.
