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 LifeSiteNews

By Clare Marie Merkowsky

A school in the York Catholic District School Board kept ten-year-old Julie’s ‘transition’ a secret from her parents and called the Children’s Aid Society when her parents questioned what was happening with their daughter. The girl has since detransitioned.

A Toronto-area Catholic school has been exposed for hiding a young girl’s “gender transition” from her parents, and calling the Children’s Aid Society on the family when the parents expressed concern over the decision. 

In a September 3 article, the National Post revealed that an unnamed school in the York Catholic District School Board (YCDSB), located in the suburbs of Toronto, kept a ten-year-old girl’s “transition” a secret from her parents and called the Children’s Aid Society (CAS) when her parents questioned what was happening. The National Post article uses the alias “Julie” for the girl for privacy reasons, it also uses aliases for the names of the parents.

“Transgender activists were actively posting videos about ‘safe’ breast binding and how euphoric testosterone makes you feel and how it makes all your problems suddenly disappear. The more I was brainwashed by these videos, the more I started to resonate with them,” Julie, who is now thirteen and no longer thinks she is “transgender,” told the outlet.  

The article retells Julie’s experience, relaying that her gender dysphoria began in 2021 when she installed social media app TikTok and spent hours on it during COVID lockdowns. While online, Julie fell down rabbit holes and “discovered the LGBTQ+ community.” 

In 2021, at the start of her grade five year, after watching a video asking viewers whether they were “anxious and uncomfortable” in their own bodies, Julie became convinced she was “non-binary.”

In 2022, she came out to her class and began using “they/them” pronouns and a male name with the help of a teacher from the YCDSB. This development was kept from her parents who only discovered it in June 2022 when Julie began cutting her hair short and revealed that she did not feel “like a girl anymore.” 

“It was a horrible time for me as a parent because so much was happening behind my back. I didn’t know for a long while about many things that were happening. I suspected that something was really wrong,” Julie’s mother, Christina, recalled to the National Post.  

Many Ontario school boards have policies requiring teachers and staff withhold students’ private information from their parents, including the York Region District School Board, Thames Valley District School Board, and the Hamilton-Wentworth District School Board.    

By the beginning of grade six, in September 2022, Julie believed she was a boy, using a male name and looking into testosterone injections and a double mastectomy. 

Julie also began wearing a chest binder, which led to a fight with her parents who worried about its long-term effects, especially as it had already caused bruising. Shortly after, Julie ran away from home and was later hospitalized with the intent to self-harm. 

However, instead of addressing Julie’s underlying phycological issues, doctors assured her that chest binding was safe and even asked if she would like to learn about puberty blockers.  

“At that age, I can’t make a conscious decision about medical interventions with an extremely high risk of life-threatening side effects that could make me unable to ever conceive a child,” Julie declared. “All accepted that I’m a boy and never tried to dig up any underlying problems that might be causing these suicidal ideations.”  

After Julie ran away, the school called CAS, claiming that Christina’s opposition to Julie’s transition is a potential “culprit of conflict.” Over the next few months, the school called CAS several times, leading the agency to visit the family in their home at least five times. 

The school principal told CAS that “she knows that the family loves their child and want the best for the child but they are doing a lot of damage emotionally at this time.” 

Finally, in the early months of grade seven, now aged twelve, Julie’s father brought home Irreversible Damage by Abigail Shrier, which discussed the reasons behind gender dysphoria. While her father had bought the book for himself, Julie read it out of curiosity.  

“After reading about detransitioners and how they came to identify as transgender, I understood I was heading in the wrong direction and needed to turn around before I hurt my loved ones or myself,” she revealed.  

This began Julie’s detransition journey, which she discovered was not as celebrated as her initial decision to identify as a boy.  

“When we announced that she wants to go back to female pronouns, everyone kept asking: ‘Are you sure? Are you sure you want to transition?’” Christina said. 

Similarly, Julie revealed, “I did not really lose any friends, but my closest friends seem to be, pushing away from me. Like, they’re not talking to me as much, and they’re part of the LGBTQ” community.” 

Now, as she enters grade eight, Julie revealed that she “finally felt truly at peace with my identity.” 

Unfortunately, Julie’s story is not unique.

As LifeSiteNews previously reported, many Ontario parents revealed that public schools did not ask for parental consent before “gender transitioning” their children, resulting in child-parent relationships being destroyed.     

Despite the claims of LGBT activists, a significant body of evidence shows that “affirming” gender confusion carries serious harms, especially when done with impressionable children who lack the mental development, emotional maturity, and life experience to consider the long-term ramifications of the decisions being pushed on them, or full knowledge about the long-term effects of life-altering, physically transformative, and often irreversible surgical and chemical procedures.

Studies find that more than 80 percent of children suffering gender dysphoria outgrow it on their own by late adolescence  and that “transition” procedures, including “reassignment” surgery, fail to resolve gender-confused individuals’ heightened tendency to engage in self-harm and suicide – and even exacerbate it, including by reinforcing their confusion and neglecting the actual root causes of their mental strife.