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Final Report on Métis Education and Boarding School Literature and Sources Review

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Final Report on Métis Education and Boarding School Literature and Sources Review FINAL REPORT ON MÉTIS EDUCATION AND BOARDING SCHOOL LITERATURE AND SOURCES REVIEW By, Lee Marmon February 2010 Introduction and Overview The study and understanding of the Métis school experience has been impeded by three fundamental factors: (1) the unwillingness of the federal and provincial governments thus far to formally recognize that the provinces and religious denominations have a duty to accept responsibility for the Métis educational experience equivalent to federal recognition and compensation; (2) the research focus on federal residential schools largely dominated by the experience of First Nations students as a consequence of this perspective; (3) the scarcity of Métis- specific educational research at any level. While AFN and ITK have won notable educational victories at the national level, the Métis provincial and religious school concerns remain unaddressed. This unresolved controversy endures as a major social justice issue for Métis people, as recently pointed out by President Chartier at a Senate hearing in June 2009. Although various studies and research on aboriginal education date from the 1870s (if not before), it was only with the 1996 RCAP reports that national attention was focused on the plight of aboriginal students in government- sponsored schools. The formal Settlement Agreement was concluded in 2006 and the Truth and Reconciliation Commission was established in June 2008. It has been estimated that INAC has spent more than $100 million on its own research to determine residential school eligibility; the National Administration Committee gives rulings (no Métis representatives). Some 99,000 people have applied for the Common Experience Payment; only 24,000 have qualified under the Federal Accountability Act; because of significant gaps, much of this research has been conducted in provincial archives to supplement holes in the federal data. It is unfortunate that INAC/NAC has been unwilling to share any information on how it compiles its settlement data and what sources it uses. Various groups have attempted, without success, to obtain inventories of federal/provincial records used. Such inventories would be of immeasurable assistance in expediting further Métis school research. The Final Report of this Literature Review project documents the available known literature and archival sources with the following goals in mind: (1) To emphasize the provincial/denominational Métis boarding school experience, while also covering the Métis educational experience in general and any other relevant data regarding federal residential schools. While many Métis attended federal residential schools throughout the 19th and 20th centuries (especially before 1910, federal funds occasionally subsidized schools primarily attended by Métis), the term “residential school” has been associated with the federal mandate to officially admit only First Nations people after 1910. To avoid confusion, “boarding school” will be the preferred term to be used in the Report, even if some “boarding” schools were officially classified as industrial, residential, or other types of schools. (2) To provide a comprehensive account (with brief annotations) of published books and articles, as well as theses and dissertations, that is either Métis specific or reflect on the Métis educational experience (between Confederation and the founding of MNC in 1983) in a significant way. This will include the general Métis educational experience, provincial and religious boarding schools, as well as federal residential schools. Sources will also include Métis specific memoirs, and literature. Although some bibliographies already exist, they typically reflect the First Nations experience, are out of date and neglect the provincial context. (3) To provide a review of archival and non-textual sources (federal, provincial and ecclesiastical) that illuminate Métis education, especially the provincial boarding school experience. To my knowledge, no such educational archival review has ever been attempted in depth for any aboriginal group. Although information on relevant provincial archives (both secular and ecclesiastical) was only obtained from Ottawa without travel time and expenses, this is a practical goal because inventory overviews can (in principle) be obtained through correspondence. An archival search is particularly useful because it helps to fill the significant gaps in the secondary literature and reveals what can be accomplished in future work. An overview of relevant archival holdings points the way to both future historical research and justifies future INAC/OFI funding to explore these holdings. Non- textual sources include photographs and compilations of oral histories. (4) To provide recommendations on how MNC can proceed with the Boarding School research/funding/compensation/recognition. This literature review is simply the first step for broader research on Métis education and boarding schools. Since OFI/INAC has endorsed this literature review, it provides the framework for future negotiations with both the federal and provincial governments. Thus, this Literature Review is structured according to the following categories: I. General Métis Education/Provincial Studies II. Secondary Literature Review of Métis Experience with Provincial and Religious Boarding Schools III. Secondary Literature Review of Métis in the Federal Residential School System IV. Primary/Archival Provincial Sources V. Church Archives VI. Primary/Archival Federal Sources VII. Métis GMO/Community Studies VIII. Case Studies IX. Recommendations for Future Action and Research X. Contacts for Future Research and Information Appendix I. Approved Federal Residential Schools Impacting Métis Appendix II. The IRS Federal Settlement Agreement Listing Non-Approved Schools I. Literature Review of General Métis Education/Provincial Studies I have consulted or viewed citations for more than 500 books, journal articles, theses and dissertations dealing with one or more aspects of Métis/aboriginal education. This material has been obtained through various printed and online bibliographies, as well as databases available at Library and Archives Canada and detailed Internet subject searches. Much of this material is not Métis specific, for example, Lawrence Barkwell, Leah Dorion and Darren R. Prefontaine compiled an “Annotated Bibliography and References” in Métis Legacy: A Métis Historiography and Annotated Bibliography, Louis Riel Institute, Winnipeg, 2001, pp. 273-505, which provides very few citations relating to educational issues. Such a thorough search, however, has been necessary to familiarize myself with the available literature to weed out that which is not germane, get a better understanding of how Métis studies have been relatively neglected in overall educational research and to make use of more general studies to partially fill in some gaps dealing with Métis education. There are various works on Native education in the homeland provinces, notably Jean Barman et. al., eds. Indian Education in Canada, 2 vols., 1986-1987; and J.W. Chalmers, Education Behind the Buckskin Curtain: A History of Native Education in Canada, 1974 (which includes material on Métis schools in the prairie provinces). For some examples of studies of Métis education before Confederation, see Jonathan Anuik, “Forming Civilization at Red River: 19th-century Missionary Education of Métis and First Nations Children” in Prairie Forum 31.1(2006) pp. 1- 16; Martha McCarthy, To Evangelize the Nations: Roman Catholic Missions in Manitoba 1818-1870 (Winnipeg, 1990); Keith R. Widder, Battle for the Soul: Métis Children Encounter Evangelical Protestants at Mackinaw Mission, 1823- 1837 (East Lansing, 1999). Journal literature written on any Métis topics before 1976 is scarce, much less articles dealing with Métis education. This assertion is confirmed by a detailed perusal of the Canadian Periodical Index from 1938. To my knowledge, there is no published or unpublished account providing a national synopsis of Métis education and there are few provincial wide studies of Métis education. See D. Bruce Sealey, Education of the Manitoba Métis: An Historical sketch, Winnipeg, 1977; and Howard Adams, The Outsiders: An Educational Survey of Métis and Non-Treaty Indians of Saskatchewan, Saskatoon, 1972. Certainly the most comprehensive and broadly analytical exception to this lacunae has been provided by Jonathan Anuik, “Métis Families and Schools: The Decline and Reclamation of Métis Identities in Saskatchewan, 1885-1980, doctoral dissertation in history, University of Saskatchewan (Saskatoon), March 2009. This is a tour-de-force dealing with the interactions of Métis, the mission schools (both Catholic and Protestant) and public schools in Saskatchewan. Beyond extensive archival research covering an extensive time span, Anuik conducted a number of oral history interviews. Anuik acknowledges the assistance of various Métis groups and individuals, including the Gabriel Dumont Institute and Eastern Region III of the Métis Nation of Saskatchewan. Sources for the critical period of the early twentieth-century are covered by Father Guy Lavallee, Métis History 1910-1940: A Guide to Selected Sources Relating to the Métis of Manitoba, Saskatchewan and Alberta (Ottawa, 1993). The Métis National Council sponsored this guide. There are various works dealing with school districts in northern territories with large Métis populations that discuss the Métis educational experience. See, for example, John W. Chalmers, “Northland:
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