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Settler Historians Need More Education, Less Ideology: Rebutting Sean Carleton on Senator Lynn Beyak and Indian Residential Schools

By Michelle Stirling ©2023

Image licensed from Adobe Stock.

Have I been “Beyak-ed?”

Someone has tried to cancel the publication of this paper which rebuts claims made by Sean Carleton of the University of Manitoba, about a paper that he did about Senator Lynn Beyak’s efforts to have people recognize the enormous good that Indian Residential Schools provided for thousands of children. Yes. Some children also suffered harms. Not everyone.

Carleton is a self-described ‘settler historian’ and part of the ever ballooning Indigenous and ‘pretendian’ grievance sector of Canadian society. There seems to be a parallel universe where mainstream Canadian life goes on as normal, while in settler historian-Indigenous grievance circles, there is an ever increasing ‘tab’ that mainstream society must pay for reconciliation. Most taxpayers are completely oblivious to these multi-billion dollar costs for questionable ends. At this point in time, based on the most recent budget, that tab is quite high. Of the approximately $35 billion deficit in the past fiscal year, about $26 billion (74.3%) was for the satisfaction of Indigenous claims. It should be recalled that Canada’s Indigenous population is about 1.8 million. Though people point to the reports of the Truth and Reconciliation Commission (TRC) as evidence of mortal and moral wrongs, it should be remembered that only about 6,000 people (or 4% of the total residential school student base) provided their recollections to the TRC (not subject to evidence or cross-examination); more than 150,000 students went to Indian Residential Schools. Many were orphans, saved from the worst of fates by Indian Residential Schools run by Catholic Sisters and Brothers, or by other Christian denominations. Many who claimed they were forcibly taken to Indian Residential Schools were actually enrolled by their parents (if one looks at the records); and others were rescued from destitute, dysfunctional or dangerous homes.

As Robert Carney wrote, rejecting the Royal Commission on Aboriginal Peoples report of 1996, “The work of the traditional boarding schools is similarly ignored in the chapter’s introductory section. The fact is that in addition to providing basic schooling and training related to local resource use, they served
Native communities in other ways. It would have been fair to acknowledge that many traditional boarding
schools, in some cases well into the twentieth century, took in sick, dying, abandoned, orphaned, physically and mentally handicapped children, from newborns to late adolescents, as well as adults who asked for refuge and other forms of assistance.”

Robert Carney, father of the much more famous Mark Carney (who curiously does not speak out in defence of his father’s life long research) , showed that government and media analysis of Indian Residential Schools were/are flawed from the get-go. Canada’s Indian Residential Schools saved thousands of orphans. Saved children!!

So, here is the abstract of my paper rebutting ‘settler historians’ and their world view. The full document follows. Enjoy!

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Settler Historians Need More Education, Less Ideology Rebutting Sean Carleton on Senator Beyak and Indian Residential Schools

Canada, once honored worldwide as a nation of peacemakers, is presently accused of genocide by China; condemned as a colonialist purveyor of genocide by a bevy of self-described ‘settler historians’ within Canada. The focus of the alleged ‘genocide’ is the establishment of Indian Residential Schools and the outcomes thereof for some 150,000 Indigenous students over the course of ~100 years. The evidence of this alleged heinous crime is said to be in recollections published in the reports of the Truth and Reconciliation Commission in 2015, which, contrary to Carleton’s abstract, only claimed the schools constituted ‘cultural genocide’ – nothing more. Carleton (2021) assesses the instance of Canadian Senator Lynn Beyak attempting to provide diverse perspectives (typically positive) on Indian Residential Schools as a case of ‘residential school denialism.’ This work will provide historical evidence rebutting Carleton (2021) which presented theories of ‘denialism’ but little actual historical evidence to support his case.

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Canadian Government is Funding its Own Indian Residential School Genocide Claim

By Michelle Stirling ©2023

Most governments, at least those of the West, abhor genocide – a heinous crime described by the UN Geneva Convention as:

 The definition contained in Article II of the Convention describes genocide as a crime committed with the intent to destroy a national, ethnic, racial or religious group, in whole or in part. It does not include political groups or so called “cultural genocide”.

https://www.un.org/en/genocideprevention/genocide.shtml

The consequences for participating in a genocide can be imprisonment or execution.

So, it is strange that the government of Canada – the entire House of Commons – accepted NDP MP Leah Gazan’s motion of Oct. 27, 2022 to ‘describe’ Indian Residential Schools as genocide, without debate or evidence presented.

Stranger still that the federal government is pumping millions of dollars into the University of Manitoba for the National Centre for Truth and Reconciliation (NCTR), when all that organization appears to be doing is falsifying and rewriting Canadian history and it has not even managed to make public the provincial death records that were handed over to its predecessor – the Truth and Reconciliation Commission – in 2014. 

A decade later, the NCTR, an organization operated by the University of Manitoba, with a mandate to make all such public records available to the public, still has not done that.

Why?

Is it because the facts of history would destroy the genocide narrative?

The historical documents show that most children enrolled in Indian Residential Schools were enrolled by their parents. Rather than thousands of deaths as alleged, there are 423 who died at Indian Residential Schools.  That’s out of 150,000 attendees over the course of 113 years.  Some genocide.

So, the historical documents show that what Marie Wilson, Commissioner of the Truth and Reconciliation Commission said in 2015 is not true:

Parents had their children ripped out of their arms, taken to a distant and unknown place never to be seen again, buried in an unmarked grave, long ago forgotten and overgrown.[6]

The records show that parents voluntarily enrolled their children to these schools.  Parents were allowed to visit (though sometimes distance precluded that). Children returned home for festive and summer holidays – unless the children were orphans or if their home was dysfunctional and dangerous.  In that case, those children might have been apprehended – ‘ripped out of their arms’ – to protect the child from serious alcoholism, physical or sexual abuse, or simple neglect in the home.

Even dysfunctional parents love their children, but can society allow small children to remain in a home alone when the parents might be gone either trapping or drinking for days on end?

Independent researcher Nina Green has painstakingly analyzed the death records by Indian Residential School and band in British Columbia. She has identified the cause of death and where the child’s body was buried (with few exceptions) and created an excel chart that anyone can review. (See the two files below)

The death records from the provinces that Nina has compiled for British Columbia show that the children were accounted for and most of those who sadly passed away, were sent home for burial on reserve.  In extenuating circumstances, they were buried in the mission or community graveyard near the school with full burial rites according to their family’s denomination, and with a marker, that has disintegrated over time.  The cause of death is also noted.

How can an individual researcher like Nina Green accomplish this work alone when a multi-million-dollar tax-funded operation, soon to occupy a multi-million-dollar edifice on the University of Manitoba campus, fails to even get the death records posted and available to the public as per their mandate?

Why is the federal government and a major tax-funded Canadian university driving the genocide narrative on Indian Residential Schools – in flagrant opposition to the evidence – creating strife, division, mistrust, fear and complicated grief for so many Canadians, especially Indigenous people.

Why would the federal government push such a narrative when China has accused Canada of genocide at the UN, along with a handful of other terror states?

Why wouldn’t the Canadian government and all politicians at all levels of government want to defend this country and our citizens from false charges?

Now it is clear why key players in this drama are urging the government to make Indian Residential School ‘denial’ – and the presentation of facts like these – a criminal offense.

Is it to cover up the falsification of history and the fact the Canadian taxpayer is being defrauded?

What is the end game? We don’t know.

According to Nina Green’s research, the Memorial Register of the NCTR includes names of people who died unrelated to Indian Residential Schools, thus creating a false impression that thousands of children died there or are missing. Screenshot above from this CTV News story of Sept. 30, 2019.

-30 –

Michelle Stirling is a member of the Canadian Association of Journalists. She researched, wrote, and co-produced historical shows about Southern Alberta under the supervision of Dr. Hugh Dempsey, then curator of the Glenbow Museum. She also researched and co-wrote a documentary on genocide; the factual content so dark the producer decided not to release it.

Note: I know that many people are suffering from many losses. Please see “Ambiguous Losses: Epidemics, Orphans and Unmarked Graves” for more historical context and insights.

Here’s a bizarre anomaly – 22 Canadian lawyers petitioning to have Canada brought before the International Criminal Court.

Stones. A Blackfoot Legend for Healing and Reconciliation.

https://youtu.be/7FswF3_v440

Transcript:

Hello, my name is Michelle Stirling.

I am very concerned right now about the situation in Canada, regarding the claims of genocide and the search for unmarked graves and missing children. 

I’m very sad that the international media has picked up the story and is calling it a hoax. Because I think a lot of people are really hurting.

I think that a lot of people are missing loved ones. I think a lot of those losses are what’s called ‘ambiguous losses,’ where people left your life, or some traumatic event happened, and your life changed dramatically. 

And I think a lot of the focus of these ambiguous losses have been put under the umbrella of the Indian Residential Schools as the only reason for all the grief and loss. 

So I wanted to tell you a bit of a story, when I was in Calgary in the 1990’s, I was walking down the street and this fellow stopped and asked me something.  And I answered him in Blackfoot. And we both started laughing, probably because my Blackfoot wasn’t very good. But he was surprised.  Anyway, we got a couple of sandwiches, we went and sat in the park, and we talked for a while.

His name was Fred Yellow Old Woman. I got to know him, like, pretty well. We weren’t best of friends, but we ran into each other quite a bit. He told me a very interesting and moving Blackfoot story, which I thought probably should be turned into a play. So he actually took me to the Blackfoot elders and asked their permission if I could turn it into a play and I did that. But unfortunately, that play is in an attic somewhere overseas.

And I’m here.

But let me tell you what it was about.

And I think that it’s okay that I just tell you, because I did have permission to write it.

It’s about the fact that all of us are stones.

We are all like stones. We’re all the same and we’re all different, all at the same time. Some of us are big stones, we are strong. We don’t need anybody. And some of us are small stones and we’re blue and we’re sad. And I think the stones of the people who are missing their loved ones are like this stone… which reminds me of my brother. And I actually keep it by his photo. On the outside it looks black and not very interesting.  On the inside it’s red and like a wound, because he died a few years ago, and I still miss him.

And some people are probably …blue. 

They are like blue stones. They also are hollowed out inside, maybe from depression, loss, fear. 

And other people are stones with healing going on inside.

Where that loss is gradually moving on and growing into some new strength. The wound is still there, but there’s new life. And some people have maybe taken their grief and moved it into something pure, and some sense of purpose, maybe living for the person whose life was lost.

Because, you know, when we lose someone we love, I don’t think any person who has gone to the other side wants you to spend your life in sorrow….over them going on. 

That was their path, not yours. 

Your path is here. 

So, I think many people take that loss and turn it into something constructive for themselves. 

So I see that there’s a lot of anger right now in all of the communities in Canada about this whole issue.

There are some people who feel that it is a hoax, that there are no missing children or unmarked graves. People are demanding, ‘let’s see the body’ which is not the thing. 

Even if you found a body of someone, in a grave, that just means that someone died.

You know, back in the day, when a lot of these graveyards were set up and the ground was sanctified by the church that was running that mission outpost..a lot of people died then from illness. 

You know, if you got a little cut on your finger and it got infected, without antibiotics back then, you could die just from that. Or a broken leg if it wasn’t set properly, you could die from that.

And of course, TB – tuberculosis – was very prevalent back then.

So, thousands of people died of TB.  In fact, in one book I read, the author said that in 1908, in Canada, every hour of the day, one Canadian died of tuberculosis.   And at night, two people died every hour from tuberculosis.

And there was no cure.  Up until about the 1950s when they developed streptomycin, I think it is, and some vaccines, there was no cure.

And it was a very sneaky kind of disease, you could have it for a long time and you wouldn’t know, necessarily, that you had it. Maybe you got more tired, maybe a few body functions didn’t work as well, maybe sometimes when you coughed, blood would come up, and then all of a sudden there could be a catastrophic hemorrhage from your lung. 

And that would be it. 

So, and at other times, it was actually known as ‘consumption’ because it would literally eat a person away from the inside out.  Just made them into a skinny wreck.

So I think, you know, if people haven’t studied Canadian history a lot, then they might have a lot of false impressions about what went on. 

You know, I see online people say “Well, why would a school have a graveyard?”

The main reason is that a school was usually set up beside a Christian Mission first, and the mission outpost always had a graveyard because, like I said, so many people did die in those days. And the whole purpose was to sanctify the body and bury it in sanctified ground and release the spirit back to G-d, the Creator, the Great Beyond, whatever you want to call it. And then after that, the residential school was built nearby. So that’s why there was a graveyard.

And there are some residential schools that were kind of built in the middle of nowhere  – they also had a graveyard, because also people died. And you know it wasn’t only people, children going to residential schools who died from time to time.

As Robert Carney wrote in several of his writings before there were social services and Universal Health Care, these outposts, these residential schools and missions, this was the only place that anyone could go for help. So if you were a traveler going across Canada, a prospector, a trader of some kind, and you needed help, let’s say you got hurt or your wife was going to have a baby, or you were hungry, maybe you were not successful on the hunt…the place that you went was to the mission or the residential school.  And they gave whatever help they could, but sometimes people died.

So there will be people in these graves who aren’t necessarily identified. Because, back in the day, a lot of people didn’t even carry ID. What did you need it for? Out in the middle of the prairie.

So these are some of the things, the facts of history, that we have to look at, that we have to be willing to consider.

We can’t just be demanding bodies, and we can’t be saying that even if there is a body there was something nefarious or evil done, because so many people died back then…just of disease. 

And you know, there probably will be some mass graves found, if people continue looking, and that would be related to things like Spanish Flu. Because when the Spanish Flu epidemic hit, it would wipe out whole groups of people. Whole families. You know, 10-20 people at a time. Because it struck very rapidly. Someone could have a fever in the morning and be dead by evening.

And if that was happening in a community, there was no one to bury bodies one by one.

So, there are instances, and they are documented that the best thing they could do was to dig a grave and put a lot of people there. Usually they tried to document who died.

But again, I’ve read passages in Saskatchewan you know the harvesters would come from Ontario, down east, to come and work the harvest out on the prairies, you’d have 9 or 10 guys in a boxcar coming west for harvest time, and they’d open the boxcar and they’d all be dead. From Spanish Flu.

And that was a strange flu. You know, it hit for a couple of years, I think it was 1918 to 1920 and it came in two waves, and then it went away. That was it. 

But in that time, it also took a lot of parents. It hit young adults hardest. And it left a lot of orphans. And a lot of those orphans ended up going to residential school – that became their home.

So, I hope that gives you some insights.

And… uh.. I probably talked long enough. But, I hope that we can calm the situation down, and talk with each other.

Thank you for listening to my story. 

My name is Michelle Stirling.

Ambiguous Losses: Epidemics, Orphans and Unmarked Graves

by Michelle Stirling © 2023

In the early 1980’s, I spent several years working on a series of historical documentaries for CTV Calgary.  My research supervisor was Dr. Hugh Dempsey, then curator of the Glenbow Museum.  The project meant our tiny production crew had to drive all over Southern Alberta to interview hundreds of people – pioneers, historians, and descendants of those who signed Treaty 7.  Many hours were spent in the Glenbow Museum combing through archival images and documents; in my spare time I was reading history books.  I learned things I had never been taught at school, about things that happened in my own ‘backyard’ and I grew to love Canadian history and Canada.

I grew up in Ponoka, Alberta, just south of Maskwacis (then called “Hobbema”).  This is the townsite for the four First Nations bands: Samson Cree Nation, Louis Bull Tribe, Ermineskin Cree Nation, and Montana First Nation.  Years later I worked in Ponoka as a sub-contractor to Alberta Human Resources as a career and employment officer.  About 30% of my clients were aboriginal. At the time, the total population on reserve was about 13,000 people.  Unemployment on the reserve was about 90%. Most of the Indigenous young people I met were bright and eager to find a way into the larger society, and all they wanted was a hand up, not a handout.  I saw great promise and had great hopes for them.  Many found rewarding work; some found opportunities in the skilled trades through the innovative NAIT-in-Motion/First Nations Training-to-Employment program that brought the classroom to reserves across Alberta.

I find the present public obsession with Indigenous graves and genocide destructive to the future of Indigenous youth and the future of Canada.  I do believe that people are missing loved ones, and I believe it is related to the phenomenon of ‘ambiguous losses’ as outlined in the forward.  Based on the research I have done, I don’t think there will be many unmarked graves or unidentified missing persons found because historically, the children at residential schools, hospitals or sanatoriums were well documented, simply because the funding for the child came from the government, and documents had to be in order.  I do believe that there are some cases where names were confused due to being anglicized, or where a child may have been sent from a school to a hospital, then on to a sanitorium for Tuberculosis treatment, and then perhaps on to a different school – and thus the child was ‘lost’ to friends and community – but not to the system.  Certainly, for all the children in that school, when a classmate disappeared, sent away for treatment, it must have been jarring. And for the patient – terrifying!  Some TB treatments took many months or years, so indeed, that person became ‘missing’ in the lives of students, even if they still existed elsewhere.  TB had a tremendous stigma to it then (as it does now in the northern Inuit communities) so that people did not talk about it socially.  It was a frightening, forgotten plague that loomed, like the Grim Reaper, over every family in all of society, up until about the 1950s when vaccines and antibiotics were developed.

I hope this collection of essays might offer some insights on this complex and, for many, painful historical topic of Indian Residential Schools.  Some vignettes are repeated in the essays as they were written at different times.

We are on a dangerous path. Truth commissions are temporary, official, and non-judicial bodies set up by states to examine past violations or crimes, generally to foster lasting peace and/or reconciliation (Freeman, 2006; Hayner, 2011; United Nations Secretary General, 2004).[1] Instead, we’ve had church burnings, threats of violence and now demands to censor those like me who teach history. There are calls to silence people like me who present a broader view of Indian Residential Schools – broader than missing children and claims of genocide. I present the missing historical context. I am a ‘factualist’ – for I am now an elder of my society, carrying on the traditional teachings that I learned from Potai’na – Dr. Hugh Dempsey, and all the other elders from the 1980’s documentary work, who entrusted me with their stories, to carry them forward to the future, so that people would better understand the past.

I choose life.  I press on.  All these things of my life’s experience have driven me to write this down for you, knowing how contentious some issues are, because I must tell the truth and be honest.  That is my sacred responsibility to those who taught me so much. – Michelle Stirling, July 27, 2023


[1] Genocide Against Indigenous Peoples: The Experiences of the Truth Commissions of Canada and Guatemala

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