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Tragedy, resistance, and change: Glimpses into the Lejac Residential School near Fraser Lake, BC

The following is based on numerous original letters, reports and other primary source correspondence that is available online. It attempts to provide some insights and context into a 10-year period (1937-1947) in one of the many residential schools set up by the Canadian government to assimilate and educate Indigenous children.

Frigid escape to freedom

The five boys walked steadily along the tracks, heading east toward freedom. They no longer glanced over their shoulders to see if they had been spotted or were being followed. It was 5:00 PM and darkness had already descended, since it was January 1st and daylight was scarce up in north-central British Columbia.

As evening turned into night, the temperature kept dropping from an already cold -20 °C toward -30 °C. The boys had been hoping to leave earlier, but since it was a holiday at their boarding school, lunch had not been served until very late – 4:30 PM – and they had less than two hours before their absence would be noticed at supper.

Paul Alex, who was ten and the oldest, was having second thoughts about running away and trying to make it home to their village of Nautley about 12 kilometers distant. It was so cold, but if they turned around now they could still make it back to the school in time for supper and escape detection. Besides, although quite a few of his classmates had run away over the years, they were usually caught and brought back by school officials or the BC provincial police, and the punishment was very harsh, maybe even a beating in front of all their classmates.

The railway tracks were easy to walk on since there was little snow, and trains rarely came through. They followed the south edge of the large lake, and very soon the boys came to a spot where they were right near the shore of the frozen expanse. Here they stopped, and far off in the distance, diagonally across the lake, they thought they could make out the electric lights of their village about ten kilometers away.

Allen, age 9, John, age 7, and Justa and Andrew, both 8, wanted to head out onto the ice and travel home in a straight line, while Alex preferred to stay on the tracks – a longer route, but more sheltered, and one that other escapees had used successfully in the past. He knew the ice was thick, but it had about 15 centimeters of snow on it, and no protection from the wind. The other four insisted on crossing the ice.

Oh, why hadn’t Bishop Coudert let them go home when they asked him earlier this morning? It was so unfair! Some of his classmates’ families had visited the school to see their children earlier in the day, since it was a New Year’s Day holiday, and it hurt so much when they drove off in their Model T’s and wagons. The boys’ hearts ached for their families and homes, especially during the Christmas week, and they would do anything to get back there, even though it was against the rules.

The Indian Act, since 1920, said that it was mandatory for all Indigenous children aged seven or older to attend residential schools where there were no day schools. Since there were almost no day schools on the remote BC reserves, this meant that the children had to go to residential schools far away from home.1 Parents who did not send their children to the boarding schools could be arrested, and several from these villages who tried to defy this law were sent to prison.2 Alex knew how frustrated the parents were, too, and how almost all of them did not want their kids to go to the school.

The younger four made up their minds and headed onto the ice. Alex couldn’t stop them, and dared not follow… and he didn’t have the courage to go on alone down the tracks. It was just too dangerous and too cold, so he turned around and headed miserably back to the school. If he hurried, he could make it back before dinner and wouldn’t get caught or punished.

Discovery and a blundered response

Alex darted back into the school undetected, thankful for the warmth and the food but worried about his friends. Sister Noella, in charge of the dining room, noticed the boys were missing and immediately reported it to the Sister Superior, who in turn informed one of the priests. He told someone else in charge, but this man thought that the bishop had given the missing students permission when they asked to be allowed to go home earlier in the day. The principal, Father McGrath, had been gone for most of the day, and there were tensions and poor communication issues among some of the school leaders.

As a result, McGrath wasn’t told until later that night, around nine o’clock, and by then he thought the boys were already safely in Nautley… likely even gone home with relatives in the late afternoon. The postmaster of the school settlement had a motorcar and it was decided to have him drive to the village in the morning to bring the boys back.

The next morning it was still very cold and the train with the mail came late, so the driver didn’t make it to Nautley until just past noon. The chief and some of the parents said that the boys hadn’t arrived, and suggested that maybe they had gone to Stellaquo, a village on the other end of the lake around 30 kilometers away. Some of the boys had relatives and friends there.

The chauffeur drove back to the school and reported to Principal McGrath, who jumped in the car with him and drove to Stellaquo to look. Nothing. The men became very worried and drove back to Nautley. Could the villagers be hiding the boys? But it quickly became obvious that they weren’t. And while there was still a bit of light late that afternoon, search parties were sent out to find them.

Stumbling homeward in the cold

The previous evening, Allen, Andrew, Justa, and John were shuffling steadily across the large lake, angling toward their village near the mouth of the outflowing Nautley River. The cold was biting, and although they wore wool socks, their short rubber boots did little to protect their feet, and the cold seeped through their jeans. Their hands were getting numb and they couldn’t stop shivering, but they pressed resolutely on, keeping their faces pointed toward the slowly-brightening lights and home.

As the kilometers slipped by, and as they got closer, they knew they didn’t have much strength or time left. Only a kilometer to go! But their hearts fell, for as they got closer a large black patch appeared ahead of them, blocking their way. It was open water, freezing cold but ice-free because of the current of the nearby Nautley River. The lake ice was thin and treacherous along the edges, and the water was too deep to walk through.

They stood in shock, shivering uncontrollably and utterly exhausted. They knew that going around to the left and further on to the lake would mean a long detour, while going to the right would mean moving to the nearby shore but away from the village. They’d have to push through the brush to the road then follow it north over the bridge to get home. But they had no energy for this anymore, hardly any strength to call out, and even if they could the villagers were all sleeping and the river was too loud. Around midnight, they slowly turned right and staggered towards the nearby shore.

The boys are found

The next afternoon, after it was clear that the boys were not at either village, search parties were sent out. The boys’ tracks in the snow were discovered and followed by three men from Nautley. Around 5:00 PM, at dusk, they found the four small bodies frozen on the ice.

Two were huddled together, one was lying face down beside them, and the fourth was about 25 meters away. The searchers quickly returned to the village, only a kilometer distant, and the coroner and local police officer were called from nearby Fraser Lake and Vanderhoof. They arrived quickly, were led to the bodies, and carefully examined them. After verifying that the boys had died of exhaustion and freezing, they allowed them to be taken to the village. One can only imagine the shock and grief, as well as the anger and frustration, that must have been felt in the villages, as well as in the school.

Far-reaching effects

Two days later, on Monday, January 4, 1937, a jury was called together and an inquest held in the nearby village of Fraser Lake, to look into the circumstances surrounding the deaths. It lasted from 10 AM to 5 PM and heard from the key witnesses and people involved. The verdict concluded that Allen, Johnny, Justa, and Andrew died on the night of January first from exhaustion and consequent freezing. They also added the following:

  1. that more definite action by the school authorities should have taken place
  2. more cooperation and better communication between the parents and school administrators needed to occur
  3. corporal punishment, if practiced, should be limited
  4. the two disciplinarians hired by the school should be able to speak and understand English (they were French priests).3

Careful investigations and recommendations

By the next day the story appeared in many major Canadian newspapers, and some implied or stated that there were underlying circumstances that led to this tragedy: inadequate clothing, harsh discipline, and poor communication among school staff. The local Indian agent, R.H. Moore, sent off a detailed letter on January 6 to his superiors at the Department of Indian Affairs in Ottawa, explaining what had happened.4

About a month later, Harold W. McGill of the Department asked Major D.M. MacKay, the Indian Commissioner for BC, to investigate more fully. MacKay immediately traveled up to the school at Lejac (a challenging journey by rail and car along wintry gravel roads) and spent several days interviewing school staff, students, Indigenous families, and others who could shed light on this tragedy. His eight-page report provided a thorough account of what happened.

“I am of the opinion, from the evidence and information before me, had energetic action been taken to organize a search party when the absence of the children was first noted, the children would not have perished.”

The poor communication and confusion over authority amongst the leaders of the school was a major cause for this, and it led him “…to the conclusion that the Department should take steps to strengthen its administrative control of our Indian residential schools…”

After many interviews, the BC Commissioner also wrote:

“Father McGrath [the principal] was well-liked by the school children and highly regarded by their parents. There was no evidence to show that punishment of any kind had anything whatever to do with the boys leaving the school without permission. It was simply a natural desire for freedom and to be with their parents during the holidays.”

He stated that he:

“visited a number of Indian homes and discussed the tragedy with nearly all the adult Indians I met, and although I found indications of unrest and resentment, this was mostly confined to the relatives and friends of the dead children. There was no demand among the Indians or the residents of the white communities visited for a judicial inquiry, nor do I think such an inquiry at this time would be in the best interests of the Indians.”

Indigenous resistance leads to positive changes

The Lejac Indian Residential School (picture credit: Library and Archives Canada, used under a CC BY 2.0 license).

However, dissatisfaction with the residential school at Lejac continued and escalated in the next several years. The principal told the inquest on January 4, 1937 that 90 percent of the parents did not want their children to attend. It’s also clear from the 1944 principal’s report, seven years later, that many local Indigenous people were strongly opposed to sending their kids to Lejac – he estimated that two-thirds were not coming to school, and that many didn’t start until age ten and only stayed for two or three years. He recommended that the law requiring all native children to attend should be enforced more rigorously.

No doubt the loss of the four boys, and the fact that so many kids ran away from the school encouraged the parents to resist even more, despite the threat of arrest. They were not opposed to education, but rather to having their children required to attend and live in an institution that was attempting to erase their culture and assimilate them into mainstream Canada. Parents lobbied instead for regular day schools to be built in their own villages, where the children could live at home and experience their own culture, similar to how most students were educated in Canada at the time.5

In September, 1945, the Member of Parliament for the region, William Irvine, met with a delegation of chiefs from the area to listen to their concerns about the Lejac residential school, and he in turn wrote to the Indian Affairs Branch in Ottawa summarizing their arguments and interceding on their behalf. The letter pointed out their issues with Lejac, namely, diseases like tuberculosis spreading easily in the crowded dorms so that healthy children would catch it, and the students spending too much time tending the fields and animals of the school to help cover the costs, which came at the expense of their education.6

In another letter, written in 1946 by the local Indian agent, the following additional reasons are provided for why 100 students did not show up when school opened (and of these, only 30 appeared when the truancy section of the Indian Act was enforced with the help of the RCMP).

“The Indians list a number of grievances, such as the time spent by students in manual labour, and religious instruction, and also, their desire for Day Schools, as reasons for keeping their children at home. The antagonism and opposition displayed by the Indians toward the Lejac residential school is more marked in recent months than at any time since I took over the agency 8 years ago.”7

The parents even hired a lawyer in Prince George to help them.

In January of 1947, the parents’ efforts began to pay off. Robert Howe, the Indian agent, wrote to the Indian Commissioner for BC, outlining the cost to upgrade a recreation hall in the village of Stoney Creek to enable it to become a school for the 66 pupils there (Andrew Paul, one of the children who’d died, was from Stoney Creek about 50 km east of the Lejac school). Howe noted in his letter that when the school opened:

“…it would be very difficult to enforce attendance at Lejac school for those who are now enrolled at Lejac. With the exception of a few orphans and underprivileged children, the parents would emphatically insist on the children attending the day school.”

He concluded his letter by stating:

“In view of the opposition and antagonism displayed by the Stoney Creek Band toward the Lejac Indian Residential School in recent years, and the extreme difficulty experienced in enforcing attendance at Lejac, I would strongly urge that authority be granted to proceed with the necessary improvements to the Recreation Hall, and that a teacher be engaged to open the Day School September 1st next.”8

The closing and legacy of the Lejac Residential School

Lejac remained open until 1976, and over its 54 years of operation, thousands of Indigenous children were forced to attend from all over northern and central BC. Things did change as time went on: more day schools were built, and by the 1960’s students from nearby reserves were bussed in to Lejac each day and no longer had to live there.

Reading excerpts from the Lejac.blogspot.com blog, and looking at the many submitted pictures suggests that there were also many happy memories from Lejac and many staff members who respected and loved the students.9 The memories and photos, though, are mostly from the last two decades of the school’s existence, when many of the earlier issues and problems had been addressed to various degrees. However, there was still a lot of misery and trauma, especially relating to being separated from the families and other community members back home.

Besides the four boys who died in 1937, 36 other students died there, almost entirely from diseases like TB, influenza, and measles – an average of about one per year despite fairly good medical care.10 One wonders how this would compare to a non-native boarding or residential school from the same era. As well, there were allegations of sexual abuse, and in 2003 a former dormitory supervisor, Edward Gerald Fitzgerald, who worked at Lejac in the 1960s and 70s, was questioned regarding numerous sexual crimes he is alleged to have committed at Lejac (and one other BC residential school); but he then moved to Ireland so he was never prosecuted (it appears that he has since died in his 90s).11 Stories of trauma came out in the recent Truth and Reconciliation hearings from former students who attended over the years, and the legacy of harm extends until today.12

In 1976 the school and most of the buildings were demolished and the land was turned over to the Nadleh (Nautley) band. The fenced cemetery is about all that remains, and some Roman Catholics still make an annual pilgrimage there to visit the grave of Rose Prince, a former student and helper at Lejac in the 1940’s and 1950’s, whom many now regard as a saint.13 This cemetery, though, is currently situated behind a huge 700-person Coastal Gaslink pipeline camp that has been set up on the property just north of Highway 16 in partnership with the Nadleh band.14

The location where the boys perished is just off the beach from Beaumont Provincial Park, located just south of the Nautley River and the village. Today, anyone who drives along Highway 16 between Fraser Lake and Fort Fraser can see the stretch of railway track and the section of Fraser Lake where the four children walked and died 86 years ago… a sad chapter of BC’s and Canada’s history.

This is one of several articles we’ve published about Canada’s history with its Indigenous peoples, with the sum of the whole being even greater than the parts. That’s why we’d encourage you to read the rest, available together in the March/April 2003 issue.

End Notes

1 George V Sessional Paper No. 27 A. 1921 Dominion of Canada Annual Report of the Department of Indian Affairs for the Year Ended March 31, 1920. Ottawa Thomas Mulvey Printer. See especially page 14. https://central.bac-lac.gc.ca/.item/?id=1920-IAAR-RAAI&op=pdf&app=indianaffairs

“The recent amendments give the department control and remove from the Indian parent the responsibility for the care and education of his child, and the best interests of the Indians are promoted and fully protected. The clauses apply to every Indian child over the age of seven and under the age of fifteen. If a day school is in effective operation, as is the case on many of the reserves in the eastern provinces, there will be no interruption of such parental sway as exists. Where a day school cannot be properly operated, the child may be assigned to the nearest available industrial or boarding school.”

2 Varcoe, Colleen and Annette Browne. Equip Healthcare. Central Interior Native Health Society. Prince George, BC: Socio-historical, geographical, political, and economic context profile. P.13. https://equiphealthcare.ca/files/2019/12/EQUIP-Report-Prince-George-Sociohistorical-Context-September-18-2014.pdf
3 Multiple original source documents can be found here: Department of Indian Affairs and Northern Development. Stuart Lake Agency – Lejac Residential School Death of Pupils 1934-1950. Pages 28-62. https://indiandayschools.org/files/RG10_881-23_PART_1.pdf Inquisition is on pp. 36-37.
4 Ibid. Jan 6, 1937 letter
5 First Nations Education Steering Committee (FNESC) – 1944 Principal’s report. P.90. http://www.fnesc.ca/wp/wp-content/uploads/2015/07/IRSR10-CaseStudy3.pdf
6 FNESC – Sept. 1945 Irvine letter. pp. 91-92. http://www.fnesc.ca/wp/wp-content/uploads/2015/07/IRSR10-CaseStudy3.pdf
7 FNESC – Sept. 1946 letter from Indian Agent R. Howe. P.94. http://www.fnesc.ca/wp/wp-content/uploads/2015/07/IRSR10-CaseStudy3.pdf
8 FNESC – Jan. 24, 1947 letter from Indian Agent R. Howe. Pp. 95-96. http://www.fnesc.ca/wp/wp-content/uploads/2015/07/IRSR10-CaseStudy3.pdf
9 Lejac blog (many stories and pictures from former students). http://lejac.blogspot.com/search/label/Lejac
10 National Centre for Truth and Reconciliation – Lejac (Stuart Lake) https://nctr.ca/residential-schools/british-columbia/lejac-stuart-lake/ ).
11 Fitzgerald articles: https://www.poynter.org/reporting-editing/2003/police-lay-more-charges-in-b-c-residential-abuse-investigation/
12 See TRC website esp. videos of former students: Indian Residential School History & Dialogue Centre Collection – Lejac (lots here, including testimonies of past students): https://collections.irshdc.ubc.ca/index.php/Detail/entities/49
13 The Roman Catholic Diocese of Prince George. Rose Prince – Reflecting on an Extraordinary Life. https://www.pgdiocese.bc.ca/lejac/
14 Coastal Gas Link. A New Chapter for the Nadleh Whut’en and Carrier People. https://www.coastalgaslink.com/whats-new/news-stories/2020/a-new-chapter-for-the-nadleh-whuten-and-carrier-people/

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Indigenous peoples

The Truth matters: analyzing the facts beneath “mass burials” at residential schools

This article was first published in the March/April 2023 issue. ***** "Searches for unmarked graves at the site of a former northern Ontario residential school have uncovered 171 ‘plausible burials’…” That’s what The Globe and Mail reported earlier this year, but it was back in 2021 that the discovery of alleged burial sites next to residential schools first made headlines. Nearly two years ago news agencies, in Canada and around the world, reported that a mass grave of 215 indigenous children had been detected, with the help of ground-penetrating radar, next to a former residential school near Kamloops, BC. Since then, hundreds more “plausible burials” have been alleged at other school sites across the country. But are these plausible burials actual graves? That’s a question worth asking because Truth is critical for pursuing justice and reconciliation. As the Heidelberg Catechism says about the ninth commandment, “I must not give false testimony against anyone…nor condemn or join in condemning anyone rashly and unheard.” Determining the facts about these alleged graves is necessary before making decisions about how to respond, including whether to take part in the resulting initiatives like the “every child matters” t-shirts, flags, and displays. Now that “Truth and Reconciliation Day” is a stat holiday in Canada, and the curriculum in some provincial education systems requires extensive coverage of Indigenous culture and residential schools, Christians can’t stand on the sideline but should be eager to “love the truth, speak and confess it honestly, and do what I can to defend and promote my neighbour’s honour and reputation” (Q&A 112 HC). Fall-out from the discovery In response to the 2021 media reports, Prime Minister Justin Trudeau mandated that all flags of federal buildings fly half-mast (it took over five months before many public buildings and schools brought the flags back to the top of the pole, so that they could be lowered for Remembrance Day). Governments also committed $320 million to fund more research, and another $40 billion towards settlements with students of residential schools. The Pope issued a formal apology on behalf of the Roman Catholic Church (which oversaw the majority of residential schools) and followed that up with a visit to Canada in 2022. Another response was far more vindictive. Over 70 churches have been vandalized or burned to the ground in Canada since the “discovery” of these “mass graves.” The Office of the United Nations High Commissioner for Human Rights called the situation “a large scale human rights violation” and Amnesty International demanded that those responsible for the “remains” that were “found” be prosecuted. Ironically, even China piled on to the calls for an investigation. Beyond the political response, the public rallied to show their concern with “every child matters” displays, often featuring 215 orange flags to remember the lives lost. The local Roman Catholic school that I walk past regularly has replaced its Canadian flag with an orange “every child matters” flag, and many of the storefronts in my community still featured the “every child matters” message, even over a year after it first became a news story. An "Every Child Matters" rally at the Vancouver Art Gallery on July 1, 2021. (Picture by GoToVan and licensed under a CC BY 2.0 license.) Digging for answers Solomon tells us that “The one who states his case first seems right, until the other comes and examines him” (Prov. 18:17). Unfortunately, the Canadian mainstream media, academia, and politicians, refuse to ask basic questions to confirm the truth of these serious allegations. Why this lack of journalistic inquisitiveness?  It’s because few issues are as politically charged and culturally sensitive in Canada today as Indigenous affairs. When Senator Lynn Beyak attempted to defend some positive things accomplished at residential schools, the attacks were so swift and strong that she chose to retire rather than face imminent ejection from the Senate. But some smaller publications have dared tread where Canada’s mainstream press hasn’t. In an essay in The Dorchester Review titled, “In Kamloops, not one body has been found,” Jacques Rouillard, professor emeritus in the Department of History at the Université de Montréal, asked: “After months of recrimination and denunciation, where are the remains of the children buried at the Kamloops Indian Residential School?” In a detailed article on the topic by the New York Post, the local First Nations band confirmed that indeed, no bodies have yet been exhumed, and there are not plans to start digging or to share the report from the radar. The Post also revealed that these discoveries were made very quickly, and with little accountability. The band hired a young anthropologist named Sarah Beaulieu on May 17, 2021, who scanned the site from May 21-23, and the band announced its findings already on May 27. “Beaulieu said that remote sensors picked up ‘anomalies’ and what are called ‘reflections’ that indicate the remains of children may be buried at the site,” reported the Post. “My findings confirmed what Elders had shared,” Beaulieu said. “It’s an example of science playing an affirming role of what the Knowledge Keepers already recognized.” The “Knowledge Keepers” is a reference to the Indigenous elders, who pass on their history orally. Indeed, science can affirm oral history. Yet for it to be trustworthy, scientific inquiry includes a peer review process and investigations to substantiate a hypothesis. And the investigations made public to date aren’t helping with building trust. An in-depth report called “Graves in the Apple Orchard” has since been published anonymously by someone who knows the site and its history intimately. The report includes detailed maps and drawings of excavation work that was done at the residential school through the last century, and how it correlates with the sites of the “anomalies.” While anonymous sources are understandably suspect, this one cited his sources. The National Post’s Terry Glavin also spoke to the source and confirmed that he had some expertise in this area as “an architectural consultant who specializes in site inspections.” The source wished to remain anonymous because “his company does work with First Nations.” Some of the report’s findings include: “Since the rumours of a graveyard began, more than 30% of the orchard has been excavated. Archaeologists have been active on site since the 1980s, conducting excavations and monitoring construction work. Deep trenches have been cut straight across the orchard and a sewage lagoon was excavated from the entire southwestern quadrant. No graves have ever been discovered…. “In July of 2021, Dr. Beaulieu admitted that 15 ‘probable burials’ were actually ‘archaeological impact assessments, as well as construction.’ Evidently, well documented site work was not accounted for in her initial survey. Several of the remaining 200 ‘probable burials’ overlap with a utilities trench dug in 1998, as can be seen in drone photography captured after the GPR survey. Still other ‘probable burials’ follow the rout of old roads or correlate suggestively with the pattern of previous plantings, furrows and underground sewage disposal beds…. “Given that the apple orchard is deeply textured by centuries of human activity, how can it be said that Dr. Beaulieu’s targets are more ‘probably’ graves than probably other features of human activity? “With more than 30% of the orchard already excavated, is it probable that a staggering 200 burials were missed?” Professor Jacques Rouillard, again, in The Dorchester Review, detailed how quickly the allegations became a new narrative. “From an allegation of ‘cultural genocide’ endorsed by the Truth and Reconciliation Commission (TRC) we have moved to ‘physical genocide,’ a conclusion that the Commission explicitly rejects in its report. And all of this is based only on soil abnormalities that could easily be caused by root movements, as the anthropologist herself cautioned in the July 15 press conference.” At least one Indigenous scholar from BC is asking similar questions. The New York Post also spoke with Eldon Yellowhorn, professor and chair of the Indigenous Studies department at Simon Fraser University. A member of the Blackfoot nation, Yellowhorn grew up on a reserve where many of his family attended residential schools, before becoming an archeologist and anthropologist. He was hired by the Truth and Reconciliation Commission to search for and identify grave sites at residential schools since 2009. “I can understand why some people are skeptical about the Kamloops case,” Yellowhorn told the Post. “This is all very new. There’s a lot of misinformation floating out there. People are speaking from their emotions.” He added that “The only way to be certain is to peel back the earth and ascertain what lies beneath. We have not gotten to the point where we can do that. It’s a huge job.” Unfortunately, there seems to be little interest in substantiating just how “plausible” these graves are.  Justice and reconciliation require truth Nobody disputes that some children died while attending residential schools, and that these schools bear blame for some of these deaths. The accompanying story from the Lejac residential school in 1937 is an example of this. But that story also shows that when four children tragically died after trying to run away back home in the freezing cold, the matter was investigated swiftly and thoroughly, and the school was appropriately chastised. The story was shared across the country. An effort was made to discover the truth and to enact justice. It is possible that some of the “anomalies” detected by the ground-penetrating radar are indeed burial sites. And it is also possible that some unmarked graves hide injustices that were perpetrated against Indigenous children at these schools. The many proven examples of sexual abuse by Roman Catholic leaders (as well as those from other denominations) have legitimately eroded the trust of the public towards this church’s care for children. The 2007-2015 Truth and Reconciliation Commission was a nine-year effort by the Government of Canada to travel across the country, listen to 6,500 witnesses, and facilitate reconciliation with former students and their communities. It also led to the creation of the National Center for Truth and Reconciliation, an archive of the data obtained during the commission. It found 49 children who died between 1915 and 1964 at the Kamloops residential school. Records have been found of 35 of these students, 24 of whom were buried at their homes and four in Kamloops. Although the data is not complete, it is a far cry from allegations of hundreds of missing children. Scripture speaks strongly in defence of the vulnerable, including the widow, orphan, and the immigrant. The young boys and girls at residential schools, separated from their parents, and under intense pressure to abandon their culture, definitely qualify as vulnerable. And Christians of all kinds now publicly recognize that it was wrong, even wicked, for the government to forcibly separate children from their parents. But the fact that evil was committed at these schools does not mean that the only appropriate response to new allegations can ever be an assumption of further guilt and evil at these institutions. In this broken world, it doesn’t take long to find evidence of abuse and other forms of evil in most institutions. It is then reasonable to compare and assess. (For example, according to the Truth and Reconciliation Commission findings, the death rate in residential schools between 1921 and 1950 is twice as high as the general population, though between 1950 and 1965 it was comparable to the Canadian average for youth age five to fourteen.) Truth and reconciliation are laudable objectives that align with Scripture. The truth should be welcomed, and the facts acknowledged. When necessary, this should lead to an acknowledgment that claims made were wrong, and efforts made towards restitution and repentance. When truth is verified, trust is built, and a foundation exists for genuine justice and reconciliation. To go deeper: Find an extensive analysis by Terry Glavin in his May 26, 2022 National Post article “The year of the graves: How the world’s media got it wrong on residential school graves.” This is one of several articles we’ve published about Canada’s history with its Indigenous peoples, with the sum of the whole being even greater than the parts. That's why we'd encourage you to read the rest, available together in the March/April 2003 issue....