Total Education at Cross Lake A Report Prepared for the Cross Lake Education Authority
5 August 2020 William Osborne, Michelle Umpherville, and Greg Halcrow; compiled by Anne Lindsay Acknowledgements
I wish to acknowledge Anne what she could do for me, meline of the day and Lindsay and Michelle Umpher- and I said I had come here to residen al schools that form ville for their great contribu- off er my help to the school. part of the path to today’s on and support in this proj- She immediately responded schools. The goal and the ect, the Cross Lake Educa on that I could not have come at objec ve are that each person director for his support and a be er me than today. She will be able to think back and encouragement, the Mikisew asked me to come to work retrace their own school path School and the O er Nelson and help the next day. and experiences; and knowing River school administrators I said I will go and see Greg, what happened, and that it and all of their staff for their and I will tell him I will help should not have happened, welcome and support, and with the school’s behavioural and learning about an the Cross Lake Band members issues and concerns. I did accep ng the past, to be able for their sharing stories and visit the Cross Lake educa on to move forward in a good pictures. I would also like to director, and sure enough he way, thinking: what can we thank the local IRS offi ce and welcomed me in helping and do be er, what can we plan staff for their respect and suppor ng the high school. I and create, how can we make courtesy. A big thank you to said to him that I would like to and build a safe and eff ec ve Elder Anne e Ross for sharing do research about this social school wherein all pupils are school pictures and to Corrine and behavioural school issues respected and accepted in Halcrow for providing sta s- and concerns from there order for eff ec ve learning cs and computer-generated by making the necessary to happen, as respec ully so graphs. Also to Jeremy Ross and appropriate structural, desired by the community for his help. protocol, and process in a and the parents. short term and in the long term. This is how this research Foreword and wellness work and project came about. I was always shown in a But in doing it, we found that dream about schools and we had to reach back to how children, and one day I had it all began, tracing the path strong feeling that I must from the 1800s to now. So go to the school and off er here is “Total Educa on at my help and support to the Cross Lake” – know the past administrators and staff . to understand the present, When I got there and when to plan for the future. To the school’s recep onist told make the reading easier and the principal that I had come more understandable, we to see her, I walked into he have included a chronological principal’s offi ce; she asked
Total Educa on at Cross Lake Executive industrial, or residen al that probably exacerbated schools. For children problems with staff reten on. Summary a ending residen al schools, The sudden increase in the From the early 1880s, either the Roman Catholic number of pupils a er World the type of educa on School on the Cross Lake War 2 only added to the Pimicikamak families and Reserve or more distant challenges students and their their children have had schools at places such as families faced. Norway House and Brandon, access to has shi ed from Changes to the Department western educa on was a family and community- of Indian Aff airs’ educa onal totalizing experience well- focused land-based learning policy in the 1970s and 1980s documented by the Royal toward increasing amounts of made space for increased Commission on Aboriginal me spent in western-style par cipa on by bands in the Peoples (RCAP) and the classrooms where students educa on process. The Cross Truth and Reconcilia on were exposed to curriculum Lake Educa on Authority Commission (TRC). For designed, and in many cases was created in 1987, 105 students a ending days delivered, by non-Indigenous years a er the fi rst school schools on the reserve, educators. While this trend was held in the teacher’s a endance could be, and was experienced diff erently home on the reserve, when o en was, sporadic, and was by diff erent children and the community decided to balanced by long periods on their families, in general, take control of the school the land learning with family access to tradi onal ways of system their children were and community at least un l learning and knowing, based a ending. As a part of this, the end of World War 2. in rela onships and centred the community commi ed within families and the land Despite these diff erences, to expanding the number of declined gradually from the from the beginning, grades off ered at the school, late nineteenth century un l both day schools and the so children could receive a the end of World War 2. residen al school on the higher educa on without It was not un l the 1940s, Cross Lake Reserve were having to leave their families. when a number of changes, funded and supervised However, funding con nued including the introduc on by Canada, while being to be targeted to certain of the Family Allowance operated by two diff erent kinds of infrastructure, Program, that Cross Lake day religious denomina ons: course delivery, and schools saw marked increases the Roman Catholic and curriculum. In the late 1990s, in school a endance, Methodist (later United funding caps that did not however, some families’ Church). Curriculum refl ected accommodate changes in children a ended school full that of the colonial state, total popula on or refl ect me before this period. as did the structure of the real infl a on exacerbated From the 1890s un l the learning environment. While an already exis ng divide 1970s or 1980s, children parents took an interest in between Indigenous and might fi nd themselves in their children’s educa on, non-Indigenous educa on one of two broad streams funding and infrastructure spending. This pa ern of of classroom educa on; tended to be below that of under-resourcing can be day schools or boarding, southern schools, a situa on traced back through the
i Total Educa on at Cross Lake en re history of classroom Today the community consists Certainly related to the above educa on at Cross Lake. In of 8,790 members, with 6,288 issues, other community 2016, the CBC reported that, living on reserve and 2,482 social concerns include: according to one economist, living off reserve, as well as 20 First Na ons students living on crown land. Of these, received 30 per cent less there are 1,741 registered Unemployment, funding when compared to students ranging from Nursery cri cal safe housing shortages non-Indigenous students. to Grade 12. In grades 6 to 12 alone there are 732 registered homelessness, Looking back over the more students. However, according than 100 years of schooling health issues, to band membership at Cross Lake, it is clear that, and deaths and dying. popula on sta s cs, of youth despite many challenges, aged 11 to 17, only 671 out of parents have wanted and a possible 892 are registered supported educa on that All of these concerns have for school, raising the respects rela onships clear impacts on the school important ques on: where between family, community, climate and on the ability are the remaining 221 school and Aski, and that off ers of children and youth to age young people, and how students the opportunity realize their full learning can schooling respond to their to learn in ways that are capacity. By looking back needs as well as to the needs meaningful and useful to at the educa onal history of already registered students students and their families of Pimicikamak and using in ways that will invite all of and communi es. Especially that informa on in the the community’s youth into a before World War 2, families present, it is possible to fi nd a posi ve and useful educa on. chose to combine family posi ve vision of community and community-centred Because community and educa on that can inform a educa on with periods educa onal success are be er future. in the classroom to learn necessarily enmeshed, Lessons from the past, from the skills that could help current community social the history of Day schools, students succeed in their issues must be considered in of the Residen al Schools changing world. This balance any sort of future planning. By System, can off er invaluable of tradi onal values and surveying court records, the insights that can help avoid skills with western subjects community has iden fi ed 5 past traumas and point to con nue to refl ect in a local key social issues: eff ec ve alterna ves and vision of what respec ul a brighter future for the modernity can look like; at next genera ons and the Alcohol abuse, present, the community’s community as a whole. schools have the capacity to crimes against persons, They can off er hope and be an important resource impaired driving, take advantage of current in preparing for a brighter opportuni es to create a shared future. But to do this, domes c violence. be er, a balanced future certain key issues must be and sexual abuse. for our community and our considered. children, by designing a new
ii Total Educa on at Cross Lake school system with our own and programing. Within the respects the importance of local resources by combining schools there needs to be age/grade-appropriate level cer fi ed specifi c areas and school restora ve programs educa on for all students, non-cer fi ed customary and services to deal with that off ers over-age students knowledge and experiences. day-to-day behavioural issues hospitable and a rac ve But to do this there needs and inappropriate school- educa onal space in which to to be a new structure, new related incidents such as learn, and that respects the protocols and policies that fi gh ng or bringing drugs community’s cultural values are sound and respec ul of to the school. As well, the and tradi ons, the student's the needs and hopes of the use of school suspensions future career hopes, including community and the people. should be reviewed, as possible college and university they do not seem to serve a goals, as well as other plans Given the community’s social purpose where there is no they might have. issues, and the complex consequence at home or in factors that surround This vision moves educa on the community. children and youth today, away from the structures it is more pressing and approaches that than ever that we have dominated the create and implement This vision moves education Residen al School (a a collabora ve, away from the structures and crying place) and much consulta ve program approaches that have dominated of the Day Schools and services approach the Residential School (a systems to a place of to educa on. To do this, crying place) and much of the learning about, and school administrators Day Schools systems to a place centred in, wakotowin and staff must be of learning about, and centred and the future. This supported so that in, wakotowin and the future. vision foregrounds a they can be well and new school structure, a strong, so that they new system, hope and can then share this wellness School climate and culture opportunity-based programs and strength in their roles as must be seriously considered and services, a school to be suppor ve and welcoming when mee ng the needs proud of, a school to call your infl uences in their students of the student. Therefore, own, a school wherein every lives. Staff must know all the school's vision, mission, child is accepted and taught of their students and be goals and objec ves must with generosity and learns empowered to work within be to provide a year-round fi rst-hand about wakotowin, a network of school-wide school for all students that a place where the western support services that reaches can off er culturally relevant, and the Pimicikamak ways out and connects with other appropriate educa on that of living, learning, and local and outside-of-the- follows the seasons when knowing are integrated in community organiza ons se ng semesters. This lived and taught ways. It will and their resources; they approach will provide the be the school our people must be able to refer framework that will allow the wanted in the fi rst place long students to appropriate schools to create and develop ago, the school that Bello community support services a balanced school system that Ross wanted for his kids, a
iii Total Educa on at Cross Lake place that is inclusive and informed by a genuine desire to prepare students to be strong par cipants in their own futures, where me in school will be used to foster excellence in valuable skills and ways of knowing, skills for a strong tomorrow such as reading and wri ng, and a solid knowledge of their na on's iden ty and values, rather than focusing on poten ally distrac ng and divisive subjects such as the western way of praying. And in doing so, things come full circle, back to the educa on that the parents and community have always wanted for their children, an educa on that connects them to their past so that they can learn in the present what they will need for a bright future. KEY POINTS
Day schools have operated on the Cross Lake Reserve since 1882.
From the early 1900s un l the 1970s or 80s, day schools were operated by the Roman Catholic, and Methodist (later United) churches under the funding, oversight, and control of Canada.
From the early 1900s un l the late twen eth century, children might also a end resi- den al school, either on reserve or at distant loca ons. The consequences of these schools have been well-documented.
Un l the end of the 1940s, many families with children in day schools were able to combine learning on and from the land, their families, and community with periods of me in the classroom where they hoped that their children could learn some of the skills that would help them in their adult and modern lives.
Following the introduc on of the Family Allowance system shortly a er World War 2, school a endance skyrocketed. This refl ected a number of changes that had begun even in the interwar years but meant that children were receiving less of their educa- on from family, and spending more me in o en crowded, and always underfunded classrooms.
Changes to Indian Aff airs policy in the 1970s and 1980s led the community to take over classroom educa on in 1987.
Chronic underfunding has con nued to dog educa on, by 2016 one economist es- mated that Indigenous students were receiving almost a third less funding when compared with non-Indigenous children.
From the fi rst classes held in the teacher’s home in 1882 un l today, 136 years, or almost seven genera ons have passed.
Through all that me, the community has supported a vision of educa on that com- bines respec ul rela onships and wakotowin with classroom exposure to the skills needed to live a good life.
v Total Educa on at Cross Lake Introduction ated the Indian Residen al the year. Compulsory a en- Schools system. Concerned dance in classes that ran for From me before memory, that children were not be- set periods of the day, week, the Pimicikamak people have ing adequately assimilated and year posed a challenge cared for and raised their chil- into western culture when to the tradi onal way that dren into adulthood as part of they lived with their families families learned and worked a rich network of rela onships an a ended day schools for together, disrup ng rela on- and values. Early contact with part of the year, developed ships and paren ng skills. non-Indigenous people may with the express inten on of Planned and administered have made slight changes separa ng children from their from outside, for many years, to the material and prac cal families and their culture, the and especially a er World aspects of childrearing and profound and las ng impacts War 2, if parents wanted their educa on, but as contact and legacies of this system children to receive the poten- was o en from a distance are today well-documented. al benefi ts of a classroom and brief, during this period At the same me, with the educa on, it was families and children con nued to grow poli cal, environmental, and communi es who were forced and learn surrounded and economic changes following to adapt to accommodate the supported by family and com- World War II, even students needs of the western system. munity. As me went on, and a ending day school were At the same me, western missionaries moved into the increasingly under pressure educa on in the community area, some children began to to spend more me in the was defi ned by a long his- a end western-style schools classroom and away from tory of underfunding that has for variable, but o en short, family. The balance between challenged educators trying to periods of me when their learning through the infl uence provide a solid founda on for families were in the area of a of family and community and students’ adult lives. In total, school. For many children, the learning through a western the history of non-Indigenous most important infl uence in curriculum in a school room educa on in Cross Lake has their development remained shi ed dras cally during this been defi ned by an increasing their families, with whom period, especially a er the sense of separa on, loneli- they were in almost constant changes that the introduc on ness and powerlessness for contact, so that the educa on of Family Allowances brought families during much of the they received in the western about. 20th century, a feeling that classroom was only a small con nues to inform interac- part of a much larger picture. With a school environment ons between community, In this context, families were that separated them from family, students, and school. able to access elements of family and community, that western educa on they felt refl ected outside values, and would benefi t their children, a school schedule that broke while framing their experienc- students’ learning experienc- es in the context of the larger es into metered blocks of me meaning of what it means to in and out of school, students be fully human, to be a part of experienced a signifi cant cul- the larger Pimicikamak world. ture shi when they a ended school full me, and so were For some children, this bal- no longer able to live and ance began to change when travel with their families and 1 the federal government cre- learn on the land for much of Total Educa on at Cross Lake taught them respect through example, through legends and other stories, and through the respec ul response of older members of their world to their needs. Educa on in this context was all around, constant and consistent, a “total educa on.” 2
The 1875 Treaty
Crises (groupe) devant une tente à Cross Lake, juin 1935. Descrip on SHSB-2007: Dans ce e photographie, il y a un groupe de femmes et d'enfants devant quelques tentes. Derrière elles, devant une des tentes, il Credit: Library and Archives of y a deux hommes. À la gauche de la photographie, derrière les tentes, il Canada y a des arbres. À la droite de la photographie, derrière les tentes, il y a un corps d'eau. N3818 St. Boniface Historical Society. Treaty Five, signed in 1875, provided for government- funded local educa on “So this the basis of all other learning providing that “ the Indians in Ininuak life. With language, of the reserve shall desire it.” is a total Wri ng 1 the child could learn the education:” ways of knowing, skills, and “And further, Her Majesty Traditional spiritual knowledge in the agrees to maintain schools context of the guidance and for instruc on in such Cree education. support of their family and reserves hereby made as to Describing tradi onal educa on, community. Par cularly Her Government of the Cree Elder Louis Bird begins in terms of spiritual Dominion of Canada may with language. Cri cal for development, the role of seem advisable, whenever the understanding everything Elders, perhaps a grandparent Indians of the reserve shall that family, community, and or uncle, was especially desire it.”3 Elders have to teach a child, important as children language has always formed grew with a combina on 2 Louis Bird. 0030-Our of physical and spiritual Voices-Tradi onal Educa on, 1 Louis Bird in Bird, Louis, training, and a program Our Voices website, available Jennifer S. H. Brown, Anne Lind- of storytelling that was at h ps://www.ourvoices.ca/ say, Paul W. DePasquale, Roland presented in age appropriate fi lestore/pdf/0/0/3/0/0030.pdf Bohr, Donna G. Sutherland, and and developmentally graded 3 Treaty Five, text Mark F. Ruml. Telling Our Stories: ways. Through this integrated available at h p://col- Omushkego Legends and Histo- and holis c child, family, lec onscanada.gc.ca/ourl/ ries from Hudson Bay ([Peterbor- and community-centred res.php?url_ver=Z39.88- ough, Ont.]: Broadview Press, process, children grew into 2004&url_ m=2020-04- 2005), 40. adults through educa on that 23T14%3A06%3A28Z&url_ ctx_fmt=info%3Aofi %2Ffm 2 Total Educa on at Cross Lake Early Western The next year, the Agent the agency were s ll taking reported that: their children with them Education at when they went fi shing, so “Only the frame of the Cross Lake: Day some children were a ending school house was erected Schools classes some of the me, but last summer, but the logs all the children were s ll living for the walls were lying cut with and learning from their in the woods. The agent “Only the frame families.7 hired George Garrioch, the of the school house was erected councillor, to teach in a By 1901 the band was private building.” Garrioch, building a new school house, last summer… the but s ll did not have a teacher logs for the walls who was one of the men who had signed Treaty Five, may to run it. By 1903, there were lying cut in was a school at Cross Lake 4 have learned some reading the woods.” again, but, Indian Agent John and wri ng at the Anglican Semmens noted: “A endance mission school at Red River, at the day schools is also In the beginning, schooling would con nue to teach on very unsa sfactory, owing, was something that was the reserve un l 1891.6 principally, to the migratory available if families wanted character of the parents to send their children to As their world changed, who live largely by the chase learn things like reading and parents recognized that being and must needs be here and wri ng, but made up a very able to read and write, and do there.”8 small part of children’s total some wri en math could be educa on. helpful skills for their children In his 1904 annual report, The Indian Agent T.J. Fleetham to add to the educa on they Band School: noted that the Catholic s ll received from their family mission had recently opened In his report covering 1882- and community. In 1900- a day school on the reserve. 1883, the Indian Agent 1901, the Indian Agent wrote About twenty children, reported that that the band’s school teacher under the supervision of the missionary, who ensured “The Indians ask for a school had le the last spring, so they a ended regularly, were teacher. They have not put up there was no school being taught on the reserve, and taught in a school room about the school house as they had 20 by 21 feet. An inspec on that people were asking for promised to do, on account of report that year noted that scarcity of provisions.”5 a new teacher. The Agent the building was too small also noted that parents in for the number of students. t%3Akev%3Amtx%3Actx&r ment of Indian Aff airs for the In 1905 the Agent wrote _dat=3974500&rfr_id=info Year ended 31st December 1882. that there were two day %3Asid%2Fcollec onscanada. (O awa: Maclean, Roger & Co., schools on the reserve, one gc.ca%3Apam&lang=eng 1883)., 188, 46. 4 “Indian Aff airs Annual 6 “Indian Aff airs Annual 7 “Indian Aff airs Annual Report,” in Dominion of Canada, Report,” in Dominion of Canada, Report,” in Canada, Sessional Annual Report of the Depart- Annual Report of the Depart- Papers (O awa: S.E. Dawson, ment of Indian Aff airs for the ment of Indian Aff airs for the 1901), 108.. st Year ended 31 December 1883. Year ended 31st December 1883. 8 “Indian Aff airs Annual (O awa: Maclean, Roger & Co.) (O awa: Maclean, Roger & Co.) Report,” in Canada, Sessional 140. 140. Papers, (O awa: S.E. Dawson, 5 “Indian Aff airs Annual 1905), 131. Report,” in Dominion of Canada, 3 Annual Report of the Depart- Total Educa on at Cross Lake had a poor building but a good teacher, he wrote, while the Catholic day school had a good building but a poor teacher.11 In 1913-1914 the Indian Agent described the community as living in tents much of the year, moving into log buildings only for the winter and spring.12 Making their living at hun ng, fi shing, trapping, and freigh ng, the Agent characterized the community as “not progressive as yet,” Cris (groupe), campement de cris pendant la visite pastorale à Cross that is they lived a fairly Lake vers juin 1935. N3817. St. Boniface Historical Society. “Indian Aff airs Annual Catholic, the other Methodist, Through the next few years 11 Report,” in Canada, Sessional and that both were well the Methodist and Catholic Papers, year ended March 31st, a ended. Throughout this day schools con nued to period various agents also operate on the reserve; 1912 (O awa: C.H. Parmelee, remarked that the community in 1908 the Indian Agent 1912), 351. did well fi shing, hun ng and wrote that parents took a 12 “Indian Aff airs Annual trapping. In 1904, the Agent strong interest in school Report,” in Canada, Sessional also stated that there was no ma ers, but also noted the Papers, year ended March 31st, problem with alcohol in the “irregular a endance of 1912 (O awa: C.H. Parmelee, community. 9 pupils.”10 In 1912, the Indian 1912), 351, 102. Agent complained that there 9 See fi le of documents were about 125 children in rela ng to this at Library and the Cross Lake Band, but Archives Canada: NORWAY the two day schools on the HOUSE - CROSS LAKE ROMAN reserve each had an average CATHOLIC DAY SCHOOL a endance of only about - RETURNS AND GENERAL 8 pupils, or 16 students in CORRESPONDENCE. (INDIAN total. The Methodist School COMMISSIONER FOR MANITOBA AND NORTHWEST %3Asid%2Fcollec onscanada. TERRITORIES available at h p:// gc.ca%3Apam&lang=eng See also collec onscanada.gc.ca/ourl/ “Indian Aff airs Annual Report,” in res.php?url_ver=Z39.88- Canada, Sessional Papers, year 2004&url_ m=2020-04- ended June 30th, 1904 (O awa: 23T14%3A35%3A40Z&url_ S.E. Dawson, 1905) ,87, 123. ctx_fmt=info%3Aofi %2Ffm 10 “Indian Aff airs Annual t%3Akev%3Amtx%3Actx&r Report,” in Canada, Sessional _dat=2061960&rfr_id=info Papers, year ended March 31st, 1908 (O awa: S.E. Dawson, 1908) 100. 4 Total Educa on at Cross Lake tradi onal life. In 1914, the “All my children like I said average a endance at the Methodist day school was were sent out to school. And 15, at the Catholic day school it was 4. By 1916, average I was all alone, In my house. a endance was 23 and 5 I used to be lonely.”14 respec vely, and the Catholic School was described as a “semi-boarding” school. In 1917 the average a endance Off -Reserve Educa on: Even before the residen al school at Cross at the Cross Lake Methodist Lake was built, other children from the community were being school was 15, while the sent away to residen al schools far from home. Annuity paylists Catholic boarding school, where many of the students stayed year-round, and which took in students from other communi es, had an average a endance of 70.13 With the addi on of a boarding school, where students could remain year-round rather than a ending school only for the few months their family was near a day school each year, and where children a ending the school had li le ongoing contact with their families, the impact of western educa on on family Brandon Industrial Ins tute, c. 1910. UCCA, 93.049P/1396. h ps:// and community rela onships thechildrenremembered.ca/school-loca ons/brandon/ and structures was increased signifi cantly. For some children, western ways of show children being sent to Brandon before 1900. When George knowing were replacing Frog died at the Brandon school in 1903, he had already been a tradi onal rela onships and pupil there for over 5 years. understanding. The 1900 Annuity Paylists show six children from Cross Lake away at boarding school, four boys and two girls, all of them at Brandon. Of these children, George Frog, Isbester Ross, and Alice Frog had all passed away at the school before 1904.15 13 See Indian Aff airs An- nual Reports for these respec ve 14 Anne Char er interview, Cross Lake Treaty Five Oral History years. Available at Library And Project, Archives of Manitoba. Available at h p://pam.minisisinc.com/ Archvies Canada h ps://www. scripts/mwimain.dll/144/LISTINGS_WEB2_INT/LISTINGS_DET_REP_ bac-lac.gc.ca/eng/discover/ FULL_GR/SISN%20390740?sessionsearch aboriginal-heritage/fi rst-na ons/ 15 See Appendix A for brief life stories of these children and of indian-aff airs-annual-reports/ Betsey Osborne, who died in the 1940s a er a ending the Cross Lake Pages/search.aspx Residen al School. 5 Total Educa on at Cross Lake Residen al school educa on theirs again. It is an important day school at Cross Lake long was disrup ve to families ques on whether the boarding before 1912 when it opened and communi es, tended to school on the reserve is not its fi rst boarding school. a er all likely to accomplish the disconnect students from not 16 only tradi onal skills greater good. In 1912 there were fi ve that would help them boarders and 28 day in their adult lives, pupils, who a ended but from tradi onal off and on. Throughout ways of thinking about the school’s opera ons, things, about respec ul students at the school rela onships, and came from a number of about problem-solving diff erent communi es. strategies that had long Un l 1916, the school served the Pimicikamak operated out of the people. Separa on mission buildings. In from their children was 1916 a purpose-built hard on parents, and residen al school could be hard on their building opened. rela onships with their children. In 1903, the In 1918 there were Indian Agent recognized three deaths from this when he wrote: infl uenza at the school. Some of the children who In 1920, have been favoured with amendments to industrial school training come home and fi nd the Indian Act that advantage gained at required that school is of small account all children in prac cal life as it is in in treaty the wild north-land. They attend some have been educated for agriculture and commerce; sort of school until the age and must live where St. Boniface Historical Society Archives, “Deux there is neither agriculture femmes et deux enfants,” of 15. nor commerce. They are taken Fonds 0484, N5261 from fi shing and hun ng at the forma ve age, and a er years For children living on of careful training for a diff erent 1912 Boarding reserve near a school, this mode of living, return to fi sh and hunt. In some respects they School Opens on could be a day school, but are worse off than if they had Reserve for children who lived too far con nued in normal condi ons. away to come and go every Of course it is admi ed that Roman Catholic Mission: day, this meant boarding school. intellectual training gives mind- Day School: The Roman power, and mental force is of value in any line of life. So far Catholic mission operated a Some families, living on the so good, and yet it is clear to land, avoided sending their my observa on that strong 16 “Indian Aff airs Annual children to school, or sent elements of discontent are Report,” in Canada, Sessional Pa- their children only when they introduced into the lives of those pers year ending June 30th, 1903 were in the area of the day who but for a brief space enjoy (O awa: S.E. Dawson, 1904), 82. school; but over me offi cials advantages which can never be 6 Total Educa on at Cross Lake Canada controlled the school through funding]. In 1969 control of the Cross Lake school was transferred to Manitoba, and the Jack River Annex, which had opened a er the 1930 school fi re became a separate ins tu on. From 1929 to 1930, about 110 students were registered at the school. 1930 Fire Fire: In 1930, the Cross Lake Residen al School was destroyed in a catastrophic fi re that took the lives of twelve children and closed the school un l it could be rebuilt. During this me À l’arrière-plan est une vue de l’École de Cross Lake et quelques some children were taken bâ ments. Au premier plan on voit deux hommes dans un canot sur to a make-shi facility at un lac, un quai est au centre de la photographie. V1307. St Boniface Norway House to con nue Historical Society. their educa on. There they lived in a converted building and a ended a day school at separa on did not necessarily enforced the mandatory Norway House. In 1930, a er end when children returned educa on provision of the Act the fi re, there were about 12 home, many had lost so much more and more. students at Cross Lake, and of their language and culture 12 at the Jack River Annex. This resulted not only in they were like strangers in In 1932 to 1933 there were more children receiving their home communi es. some sort of non-Indigenous about 6 students at Cross Lake educa on, it represented a and 5 at Jack River Annex. much greater separa on of These numbers rose to about children from their families Between 1916 and 30 students between the and communi es as the 1923, there were an two loca ons from 1933 to total number of hours each average of about 86 1940. The ongoing history year these pupils spent away pupils at the Cross of deliberately set schools from home was signifi cantly Lake residential fi res at Cross Lake suggests higher than the hours a school. the disconnec on and strain child a ending a day school between community and for a few weeks each year school that con nues to experienced. The impact of Indian Residential challenge educators today. this separa on went both School: 1912-1969 ways, children missed their [official dates as families terribly, while families agreed to in the missed the children they Indian Residential were separated from. The Schools Settlement Agreement where 7 Total Educa on at Cross Lake Dead h p://www.collec onscanada.gc.ca/microform-digi za on/006003-119.01-e.php?q2=2&q3=239&sqn=9 64& =1794&PHPSESSID=6mj7g4mgt2d755811acro6jte6
Sister Superior Marguerite-Marie (nee Bedard, St. Boniface) Charlo e Mercredi 12 years Hyla Moose 11 years Nancy Fleet 11 years [Martha] Sco 9 years Ila Crait 8 years Ann Crane 8 years Clemence Cook 7 years Chris e Ross 7 years A young girl, uniden fi ed A boy, Emile Dumas, 7 years
h p://www.collec onscanada.gc.ca/microform-digi za on/006003-119.01-e.php?q2=2&q3=239&sqn=9 67& =1794&PHPSESSID=6mj7g4mgt2d755811acro6jte6
Sister Superior Margaret Mary Bedard Emile Dumas Mary Ann Francois Ila Moose Clemence Cook Martha Sco Agnes Thomas Nora Blacksmith Chris e Ross Image: Cross Lake Indian Ila Crate Residen al School burned stone building and white frame Annie Crane building, Cross Lake, Manitoba, Nancy Fle March 3-4, 1930. Library and Archives Canada. Charlo e Mercredi h p://www.collec onscanada.gc.ca/microform-digi za on/006003-119.01-e.php?q2=2&q3=239&sqn=9 90& =1794&PHPSESSID=6mj7g4mgt2d755811acro6jte6
8 Total Educa on at Cross Lake Number Name Band 97 Emile Dumas Nelson House 84 Mary Ann Francois Nelson House 87 Clemence Cook Cross Lake 97 Martha Sco Cross Lake 99 Nancy Fle Thicket Portage or Split Lake 100 Charlo e Mercredi Thicket Portage 106 Hyla [Ila?] Moose Nelson House 108 Agnes Thomas Cross Lake 109 Nora Blacksmith Cross Lake 111 Chris e Ross Cross Lake 112 Hyla [Ila?] Crait Cross Lake 114 Annie Crane Norway House
Image: Pensionnat indien de Cross Lake, édifi ce en pierre incendié avec deux hommes dans la neige, Cross Lake (Manitoba) 3-4 mars 1930]. Library and Archives Canada.
9 Total Educa on at Cross Lake 1940 Boarding During the 1940s, doctors School Rebuilt linked the spread of serious illnesses at the school to overcrowding in the From 1940 to 1943, all dormitories.17 From 1948, boarding students lived the average a endance was at the rebuilt Cross Lake about 120. From 1954 to 1960 Residen al School. In 1943, about 149 students were some children returned to the enrolled at the school each Norway House facility because year, from 1960 to 1967 the of overcrowding at Cross Lake. number of students dropped In 1960, the Jack River Annex to about 110. 1968 to 1969 was separated from the Cross an average of 52 students Lake opera ons, and declared lived at the Cross Lake student a “hostel,” where children residence. Groupe d'élèves dans une salle lived while a ending local de classe. La photo a été rée de day school. During this me, l'enveloppe in tulée Cross Lake. the number of students at Descrip on SHSB-2007: Élèves Cross Lake Residen al School “School dans une salle de classe assis à ranged from about 85 to attendance leurs pupitres. Au fond de la salle, about 95. on trouve une soeur religieuse greatly et trois élèves debout. Il y a des increased fenêtres sur le mur à la droite de during the la photo. Sur le mur du fond, on retrouve des affi ches et des des- year. This was sins. N5324 St. Boniface Histori- largely due to cal Scoiety. the regulations in connection In 1945, Canada introduced with Family Family Allowances. For families Allowances”18 to receive Family Allowance benefi ts, children had to a end Photographie de cinq school regularly. jeunes fi lles autochtones qui boulangent du pain dans une 17 See Betsey Osborne’ In 1947, the Indian Agent in salle de l’ancienne école de story in Appendix A. charge of the Norway House Cross Lake au Manitoba. On 18 “Indian Aff airs Annual Agency reported that: voit des immenses plats à pain Report,” in Canada, Sessional “All schools are fi lled to capacity, qui con ennent huit pains et Papers, “Report of the Depart- les fi lles qui pétrissent la pâte. and addi onal accommoda on N1826. St. Boniface Historical will be supplied as materials Society. become available…. School a endance greatly increased during the year. This was largely due to the regula ons in connec on with Family Allowances….”19 ment of Mines and Resources for the year ending March 31, 1947,” (O awa: Edmund Clou er, 1948), 10 210. Total Educa on at Cross Lake 19 “Indian Aff airs Annual 1950s and 1960s, we a [urging?] our request “The Day School that the school be built where integration of Attendance the chief council and Band have chosen for its site.”20 Indian children into provincial In 1957, the newly Despite the coercive fi nancial constructed Roman Catholic schools, once pressure changes in the Saggitawuk Day School so hopefully late 1940s brought to the building, which had only been regarded, has community, Chief Bello completed about 1950, was Ross con nued to assert his destroyed by fi re. Fortunately, not settled the 21 community’s control over the 38 pupils in the school issue.” local educa onal ma ers, at the me were all safely at the same me reminding evacuated. The teacher and O awa that educa onal her husband relocated to the Beginning in the late 1950s, ma ers were strictly between nearby church building and the federal government O awa and the band. resumed teaching almost began to shi its emphasis “Dallas Man immediately. away from residen al schools to having younger students By 1960 there were, once Aug. 1st, 1955 a end day schools on reserve. again, a Catholic and a Older students in the higher Dear Sir: United Church day school grades s ll had to leave the on the reserve, although reserve, but now they were The following is a submission some Catholic students were increasingly either boarded at sent me by Chief Bello Ross of a ending the United Church a student residence or with a Cross Lake, Man. School as the Catholic school private family and a ended was full. provincial public schools. But Last year a band mee ng was as the Hawthorne Report held and those present were noted in 1967, these moves Mr. White and Superintendent did not meet the needs Mr. Stanton to discuss the of children, families, or school site in my reserve, communi es. a site was chosen and a The integra on of Indian founda on was dug, and children into provincial now Father [Chamberlain?] of the RC Mission removed 21 H.B. Hawthorn, A the school site and we strictly Survey of the Contemporary object to the movement made Indians of Canada: A Report by the Roman Catholic Priest, on Economic, Poli cal, Edu- we made the agreement with 20 Library and Archives ca onal Needs and Policies. the Dept. of Indian Aff airs and Canada, RG10, volume 7193, (Herea er: Hawthorne Re- not the missionary, therefore fi le 511/25-1, NORWAY HOUSE port)(O awa: Indian Aff airs Report,” in Canada, Sessional AGENCY - WESTERN MANITOBA Branch, 1966), 7. Available at Papers, “Report of the Depart- EDUCATIONAL DISTRICT - CORRE- h ps://www.aadnc-aandc.gc.ca/ ment of Mines and Resources SPONDENCE REGARDING INDIAN DAM/DAM-INTER-HQ/STAG- for the year ending March 31, EDUCATION IN GENERAL, part ING/texte-text/ai-arp-ls-pubs- 1947,” (O awa: Edmund Clou er, 1. Available at h p://heritage. sci3_1326997109567_eng.pdf 1948),210. canadiana.ca/view/oocihm.lac_ reel_c9700/45?r=0&s=1 11 Total Educa on at Cross Lake schools, once so hopefully The report went on to note 1968 Residential regarded, has not se led that School converted to the issue. While it off ers an Student Residence iden cal educa on to the One simple and par al Student Residence: In 1968, Indian child, some of his defi ni on of schooling is the Cross Lake Residen al needs are diff erent from a community vehicle for those of most non-Indian socializa on. Through it School became the Cross children and are not met the child is provided with Lake Student Residence, by the exis ng programs. controlled opportuni es where students lived while The case set out in the fi rst for learning elements a ending day school. From volume of the Report that of the roles, including 1968 to 1969 an average of the Indians be treated as occupa onal ones, he will 52 students lived at the Cross Lake student residence. ci zens plus because they fi ll later on. The defi ni on needed and were en tled is too simple to be frui ul for all purposes, because 1969 Student to that status becomes Residence Closes stronger for the child. He the child in school is also needs more than equality living in his present world, Closure: The Cross Lake or similarity of educa on at not merely preparing for his Student Residence closed its this point. We shall set out future, and he is en tled doors as a federal student that in some ways he needs to a schooling that he likes residence 30 June 1969. more and in some ways and fi nds interes ng, but diff erent schooling. Yet this it entails the statement 1971 Fire that schooling should be need not mean schooling The stone residen al school apart. It appears possible integrated with the values and the totality of a culture. building, which had been for his special needs to be repurposed into a junior supplied within provincial Obviously neither the contemporary provincial high school, burned down school systems and most in January 1971, displacing desirable that the benefi ts school nor the schools that operate specially for Indians about 22 students in grades of a ending school with six to nine. A new building other Canadian children are at all closely integrated with the values and the was under way by March of be retained. The goal of that year. making school be er for other aspects of the Indian child’s culture.23 the failing and unhappy 1975 Fire Indian child appears to be These issues, clearly In 1975, a fi re that destroyed approachable in a number iden fi ed more than 50 the new Cross Lake Junior of ways in which parents, years ago con nue to High School le about 400 of home, teachers, classroom manifest in Indigenous the community’s 790 students procedures, other pupils educa on today. and parents, curriculum studying in make-shi and administra ve classrooms, and a endance arrangements might all dropped to about 70% from fi gure.22 23 Hawthorn Report, a pre-fi re rate of 75% to 80%. The community worried that Hawthorn Report, part 2, 7. Available at h ps:// 22 the loss of classroom space part 2, 7. Available at h ps:// www.aadnc-aandc.gc.ca/ DAM/DAM-INTER-HQ/STAG- might end with students www.aadnc-aandc.gc.ca/ sent out of the community DAM/DAM-INTER-HQ/STAG- ING/texte-text/ai-arp-ls-pubs- sci3_1326997109567_eng.pdf for their educa on at a me ING/texte-text/ai-arp-ls-pubs- when they had been adding sci3_1326997109567_eng.pdf grades to the schools each year so students would not 12 Total Educa on at Cross Lake have to leave their homes to get an educa on. Of the 24 teachers in the community, three were from Pimicikamak, fi ve student teachers were from the community as well, while 11 more community members were enrolled in teacher training at Brandon University.
1980s Taking back Education During the late 1970s, many communi es began taking back more and more control of the educa on of their children. By the early 1980s, educa on control was shi ed to bands, and Indigenous- led educa on services over saw programs like private home placement. By 1987, Pimicikamak had established the Cross Lake Educa on Authority to administer educa on in its community. By 1988, the Cross Lake Educa on Authority was adver sing for teachers in local newspapers. Concluding to force children into desks schools, administrators, and away from families and teachers. As a study of Remarks only served to emphasize local educa on, from the the disconnec ons schools highly eff ec ve pre-and- The historical evidence represented as families lost early contact prac ces of shows that parents were touch with their children Pimicikamak people, through interested in and supported and were reminded of their the s ll-successful controlled their children’s a endance in powerlessness to decide integra on of some western western-style schools when how their children would skills learning, and on to the this educa on off ered their be educated. Schools that coercive and increasingly children the chance to learn separated children from separate educa on of the addi onal skills like reading families became associated mid-to-late 20th century and wri ng that would with loneliness rather than shows, feelings of loss, of posi on them for a good adult possibility. loneliness, and of separa on life in their changing world. Where land, community, and from family that began with Increasingly, however, this family-based educa on in mandatory a endance and educa on came at the cost the past refl ected a family’s were magnifi ed by the return of separa on and loneliness beliefs and values, centralized of children from residen al for all family members, and educa on is called upon to schools who were strangers disconnec on from family do this for a diverse range to their families, or worse, and community, as well as of beliefs and value systems. the deaths of their children from important skills and This legacy of disconnec on at the schools, con nue values. At the same me, and increasing centraliza on to inform the interac ons legisla on increased the con nues to challenge families have with the control of government over educators today as they work schools, and to impact the families’ lives and coerced to fi nd approaches in the experience students have in a endance at schools at the classroom that must not only the classroom today. expense of communi es. For prepare children from a rich many, the loss of culture and range of backgrounds for lives rela onships, as well as useful today, but somehow address tradi onal skills was a high the nega ve experiences price to pay for the limited and feelings about educa on educa on their children that have come, through received. The coercive this history, to defi ne many measures government took families’ interac ons with
Truth and Reconcillia on Commission of Canada, Honouring the Truth, Reconciling for the Future: Summary of the Final Report of the Truth and Reconcillia on Commission of Canada. 2015, 42.
15 Total Educa on at Cross Lake Act to send their children should have been expected to school everyday and take to schools that delivered produce feelings of aliena on, ownership of their educa on poorly on that hope, while separa on, disrespect, and their futures. Cross Lake at the same me separa ng loss, and powerlessness in today cannot aff ord to keep students from their language, families and the community. losing eligible and enrolled their culture, their history, This in turn has led to a students day by day. Through and from their families and gulf between home and a richer understanding of the community physically, socially, school that con nues to history of educa on at Cross psychologically, and in many undermine current eff orts Lake and the impact of that cases spiritually. Outside to provide the respec ul, history on feelings about educators have intervened relevant, and empowering educa on, paired with skillful in the lives of students and community, family, and assessment and program families in ways they have child-focused educa on that development, today and never wanted, as well as, at embraces Pimicikamac's into the future educators can mes inser ng themselves history, tradi ons, and be the force that creates a poli cally in the community. values, including those of sea change in schools-based The net eff ect has been to curiosity and innova on, as educa on. And through this place many families in an a framework for adding new change, educators can look impossibly diffi cult posi on skills and knowledge that will forward to a me when they where they have been unable allow students to grow and can be engaged with mee ng to infl uence the system thrive and that their families student needs and not with enough to be able to off er have always wanted for them. wondering why their students their children the useful are not in school. classroom educa on they Today, those people aged would like for them, and from 0 to 21 years old instead have had to endure represent 42% of the Cross a great deal of hardship and Lake Band's membership, heartache with no choice or both on and off reserve. recourse. The community cannot aff ord to see these eligible This process has, to a school pupils con nue to be greater or lesser degree, displaced and dispossessed repeated itself for over six today, as has happened in genera ons now, through the past. Today, the school's government policy, federal biggest challenge may administra on, and chronic be to fi nd innova ve and under funding. In short, responsive ways to speak to the history we have been and mi gate the aliena on studying through archival families feel and that is records over the past year preven ng so many members has revealed pa erns in the of the eligible student way the people of Cross Lake popula on from coming to One of the halls at Cross Lake Indian have experienced in-school school and staying in school, Residen al School, Cross Lake, educa on that could and from wan ng to come to Manitoba, February 1940. Canada. Dept. Indian and Northern Aff airs Total Educa on at Cross Lake / Library and Archives Canada / e011080278 16 Appendix A Stories of Students who Died at Residential School May 9th, 1903, Isbister Ross during the same year that Isbister Ross died at the school. On the Isbister le for school. Stranger Admissions and Discharges Family notes: form for the school for June Born about 1883 to Queskin- Born ca. 1883 [school records 1903, Isbister Ross, who had neskunam [Donald William suggest ca. 1888, but bap- a ained Standard II and was Ross aka Donald Stanger] and smal records are probably training in farming while his wife Mary Jane, Isbis- more accurate], Cross Lake at Brandon was one of fi ve ter Ross was the brother of Band; bap zed 23 August children who were discharged Queskinnipinweskam [Peter 1884, age 1 year. due to death in that report- Ross] who married Jane Ross, ing period. In total, during the Died 9 May 1903, Brandon the daughter of the legendary 1902-1903 school year, six Industrial School. Pimicikamak leader and chief pupils died at the school. In Tapastanum [Donald William Father and mother: # 40 Que- the 1903 Indian Aff airs annual Sinclair Ross]. Peter served skinneskunam [Donald Wil- report, the principal of the as Cross Lake Chief for over 2 liam Ross aka Donald Stanger/ school wrote: decades in the late 19th and Stranger] and Mary Jane. They early 20th centuries. The 1901 Health and Sanita on. - While were married by a Method- census shows Isbister’s name a larger percentage than the ist missionary on the 10th of with his parents, Donald and average number of deaths has January 1877 at the house of Mary Stanger at Cross Lake. occurred during the year, the George Garrioch, Cross Lake, Although the 1902 paylists for general health of the pupils “having lived together, and the family do not show a wife has been good. having one child.” Donald and Mary Jane were bap zed in Donald Stanger’s family, The school physician, Dr. at the me of their church there is no explana on of why, Frazer, has been faithful in marriage, her age in the his a endance. We have also Isbister Ross entered the bap smal register is given as had the services of a trained Brandon Industrial School in 23, sugges ng she was born nurse for eight months of the the fall of 1901; his applica- about 1854. Donald’s was year, and special a en on on for admission in August given as 25, sugges ng he was has been given to the physical 1901 shows that he was 5 feet born around 1852. By 1902, well-being of the pupils. The 6 inches tall, weighed 125 the paylists show no wife in school is in a sa sfactory sani- lbs.. [a healthy BMI of 20.2], Donald Stanger’s family, but tary condi on, the ven la on had good eyesight and hear- the paylist notes that Isibister and drainage system being up ing, and was generally in good Ross is at Brandon. health. His discharge form to date and in perfect order. Sibling: Brother # 66 Queskin- indicates that he entered the Isbister Ross’ mother disap- nipinweskam [Peter Ross] school already having a ained peared from the annuity lists married Jane Ross, daughter “Standard I,” sugges ng he somewhere between the of Tapastanum. Chief ca. had some previous educa on. summer of 1901 and 1902, A year and 9 months later, on 1899-1922. 17 Total Educa on at Cross Lake John Henry, bap zed in Janu- year George died. In depart- Parents: Cross Lake #9 John ary 1877, age 4: born about mental correspondence, there Frog, born ca. 1851, and Sarah 1873. was confusion about whether Frog, born ca. 1851. Possibly also Anna, age 8 two other boys from the fam- Siblings: John, James, Eliza- months in June of 1877. Jane ily, Peter and James were also beth, Peter, Ritchie [Richard], age 4 months in August of a ending the school. William William. 1880. would be discharged in 1905 due to poor health. Alice Frog Alice Frog [student 078, Cross George Frog and Al- Lake Band 102] daughter of Born ca. 1888 ice Frog Mary Frog, and granddaugh- Died 1904, possibly August “when we moved there all my ter of Sarah and Robert Frog, Age 16, 5 years at the school children like I said were sent was an orphan when she was out to school. And I was all sent to the Brandon school. alone in my house. I used to When she passed away, her Parents: Mary Frog Cross Lake be lonely” grandmother Sarah , wife of Band #102; grandparents Interview with Anne Char er Robert Frog (#8) put in a claim Robert and Sarah Frog, Cross of Easterville, 1988 for Alice’s savings account Lake #8 George Frog was born about through the school. When Al- Entered School ca. 1888 1890 to John and Sarah Frog ice died in 1904, the discharge form showed her as age 16, of Cross Lake. When he died Fanny Whiskies [Keeper] in the Brandon Hospital at and having spent 5 years at the age of 13 on 17 February the school. Fanny Whiskies Keeper was 1903, he had been a student Sarah Frog, #8 of Cross Lake born about 1889 to St. John at the Brandon Industrial Band also put in a claim for Whiskies. Her mother was School for 5 years, 5 months, George’s savings, sugges ng probably Sarah Saunders, who and three days. George was the children were related, St. John had married around one of six Brandon students however George’s mother was 1885-1886, the year a er who died during the 1902- also Sarah and she was mar- his previous wife had died. 1903 school year, and he was ried to #9 John Frog, so this Although St. John Whiskies one of three children of John applica on may have been received his annuity payments and Sarah Frog who a ended incorrectly fi lled in. through the Norway House the Brandon school. George annuity paylist, he and the (#84) Ritchie (#85), and Wil- family lived in the area around Family Notes: liam (# 86), all children of Cross Lake and had close John and Sarah a ended the George Frog: connec ons in the commu- Brandon school around the Born ca. 1890 nity. About 1892-1893, Sarah passed away, and the fol- same me. The 1903 annuity Died Feb. 17, 1903, age 13 paylists for Cross Lake indicate lowing year St. John married Age 13, 5 years, 5 months, 22 that William, Richard, and Nancy, daughter of James Tait days at the school, George were at Brandon the from Trout Lake. Within a year “Died at general Hospital”
18 Total Educa on at Cross Lake St. John died, leaving Nancy a widow, at which point Nancy’s name and number were transferred to Cross Lake for payments. Within another year, Nancy died and in the 1896 paylist for Cross Lake, Fanny was assigned her family’s treaty number. In 1897, Fanny’s annuity was paid to her guardian, Walker Keeper [husband of Ma lda] of Norway House. In the summer of 1897, Fanny was admi ed to the Brandon Industrial School. In 1899 Joseph Keeper, son of Walker and Ma lda, was admi ed to the school. In 1902 Fanny was described as “friendless,” that is, she was judged to have had no immediate family to care for her. Fanny remained a student at the school un l her death there on the 26th of September 1904 [115 years ago on the 26th of September, 2019].
Family Notes: Date of birth ca. 1889 [age 15 in 1904] Date of Death 26 September 1904 Parents: Birth and/or step: Sarah daughter of Saunders, Nancy daughter of James Tait. St. John Whiskey was also married to another woman before 1875. This woman died between summer 1885 and sum- mer 1886. Based on the age given for Fanny in school records, it is possible that this was her mother, however, given the so ness of date recording in all of these records, it is also possible, and perhaps more likely, that her mother was Sarah, daughter of a non-treaty man named Saunders. Joseph Ben- jamin Keeper’s date of birth was recorded in his military records is 1886, so he and Fanny might have been siblings or step siblings, but he may well have been the child of Fanny’s guardians, Walker and Ma lda Keeper. Adopted father/guardian: Walker Keeper (Norway House) [and his wife Ma lda] Siblings: Maggie (married John North), St. James Whiskey who died in WW1 at Vimy Ridge. In his fi le, he indi- cates that Maggie North is a half sister. h p://central.bac-lac.gc.ca/.item/?op=pdf&app=CEF&id=B10275-S026 Joseph Benjamin Keeper, WW1 Veteran and long-distance runner, member of the 1912 Olympic Team was a child of Walker and Ma lda Keeper, who became Fanny’s guardians a er the deaths of her father and step-mother Nancy. St. James Whiskies/Whiskey born 3 May 1894, died 15 August 1917, Vimy Ridge. Maggie Whiskies North born ca. 1881. Joseph Keeper born 21 January 1886, died 29 September 1971. Walker Lake, the family’s tradi onal territory, was named for his father Walker Keeper.
Connec ons with Cross Lake: St. James Whiskey iden fi es as being from Cross Lake. He gives John Whiskey of Cross Lake as his uncle; correspondence rela ng to Fanny indicates her family is from the area around Cross Lake, as well. 19 Total Educa on at Cross Lake Betsey Osborne Summary When Betsey Osborne was examined prior to entering the Cross Lake (St. Joseph’s) Residen al School just a er Christmas in 1939, she was 8 years old, 4 feet and ¼ inches tall, and weighed 55 lbs. Accord- ing to the BMI calculator at the Centres for Disease control, but today’s standards, this places her as entering the school in the 65th percen le, that is, at a healthy weight. The examining physician noted that she did have head lice and scabies, but said, in his opinion she did not have tuberculosis, and that her general health was good.
20 Total Educa on at Cross Lake At the me Betsey was admi ed to the school, the large residen al school building had only recently been rebuilt, and the school was anxious to fi ll the spaces that were now available. Betsey was only one of forty children admi ed to the school in early 1940.
Betsey’s admission to the school was offi cially approved by Canada on 19 January 1940.
What happened next is summarized by Paul Hacke in his ar cle: Tuberculosis Mortality among the Students of St. Joseph’s Residen al School in 1942-43: Historical and Geographical Context h ps://researchspace.auckland.ac.nz/bitstream/handle/2292/2558/RALe_03.pdf;sequence=1
Death at Cross Lake
It was in this context of unequal access to TB treatment that events unfolded at St. Joseph’s between the spring of 1942 and the following summer. It began in May of 1942 with the death of a young girl, Margaret B., the fi rst of four children from St. Joseph’s Residen al School 15 (Figure 4) to die of TB over a thirteen-month period. She was six years old in December of 1940 when she was admi ed to St. Joseph’s from God’s Lake, a small, isolated, community to the east of Cross Lake. There is no evidence of earlier illness, but on March 17th she complained of feeling ill. Margaret B. looked suffi ciently so to the school’s nurse, Sister Francoise Therese, that the girl was placed on bed rest in a private ward, and given abundant food and cod liver oil.16 At that me St. Joseph’s Principal, Father
21 Total Educa on at Cross Lake G. E. Trudeau, did not deem called, this me because the Her entrance examina on that she appeared ill enough Principal believed that the notes that the chest x-rays to call the doctor, who in any doctor would arrive “any day.” taken prior to admi ance event, it was argued, would 20 Corrigan never saw her were nega ve, and that there not have been able to come before her death. were no signs of TB at that to the school at that me of point. 22 However, it was year due to poor travelling Unlike the earlier case, reported that her mother was condi ons. The Principal’s neither the quarterly returns thought to have died of the evalua on notwithstanding, nor the memorandum of disease. With the infec on when Dr. Cameron Corrigan inquiry men on the cause present in her home she fi nally arrived from Norway of death of Lilly R. Instead, certainly would have been House on the 24th May, her they simply state that she exposed, and there was condi on was considered too died on February 25th. Even a possibility that she had far advanced for treatment at so, the treatment prescribed acquired a latent infec on. the closest hospital at Norway by the nurse, and a le er House, and so Margaret B. later wri en by Corrigan The fi rst sign of her illness is was le to recover or die in to Dr. Percy E. Moore, are found in the quarterly return the school. She died of an strongly sugges ve that for the period ending June undiff eren ated form of TB the girl died of tuberculous 30, 1942. She appears to have on May 29th at the age of meningi s, a disease that may been absent from class for the nine. 17 cause persistent headache, en re three-month period, neck s ff ness, nausea and and was discharged as sick the The second to die of TB was fa gue.21 It is not clear why following quarter, sugges ng an eight-year-old girl, Lilly R., the principal and Indian a very severe disorder.23 In who was a member of the Agent declined to specify this, Mary D. was likely sent local Cross Lake band. She had the cause of death, however to her home in God’s Lake, entered the school in April it is possible that there may as the entry for the quarter of 1940, at the age of fi ve or have been some feeling of ending December 31, 1942 six. In her case the quarterly liability or responsibility for noted that she “Was sent returns18 indicate that she inadequately trea ng the back to the Doctor, though missed no school prior to her girl and for not informing the she had been discharged on death on February 25, 1943, doctor, especially a er the his advice.” She returned to however the inquest that earlier death of Margaret B. St. Joseph’s and must have followed her passing revealed due to TB. recovered somewhat, as that she fi rst fell ill at 4pm she managed to 121 a end on the 8th of that month.19 The third child to die of TB classes on forty of the seventy As with Margaret B., Lilly R. during this thirteen-month days she was registered. A was seen by the nurse, Sister period was Mary D. Though bout of infl uenza during the Therese, and was immediately s ll young she was a few period January to March, placed in the infi rmary. She years older than the others, 1943 kept her away from class was given one half tablet aged eleven when she was for 38 days. 24 of aspirin every four hours, admi ed in September of and an ice bag for her head. 1941. She, too, had come to The memorandum of inquiry Once again, Corrigan was not St. Joseph’s from God’s Lake. into Mary D.’s death provides
22 Total Educa on at Cross Lake some insight into the fi nal not have been remarkable had been known to trigger period of her life.25 She had during these pre-an bio c outbreaks of reac vated fallen ill on May 17, 1943, days, as tuberculosis was latent TB among those who and, as with the others, she generally treated through were infected. 30 Finally, was seen by the nurse and rest, diet and, for some during the three-months placed in the infi rmary. In her forms of the disease, surgical ending June 30, fi ve boys and case, though, Dr. Corrigan techniques. Martha R. saw eight girls were discharged saw her on the 24th and Dr. Corrigan again on May for no given reason, several was able to indicate a course 24th when he returned to had opera ons, and a large of treatment to the school the school. By that point number were listed as “sick.” personnel. According to her condi on had improved Again, there is no evidence Principal Trudeau, the doctor somewhat, however she whether they recovered or prescribed no medicines but took a turn for the worse not, nor of what their illness simply directed that Mary on June 1st28 Three weeks was. Any number of those D. be kept on bed rest un l later she died at the school of discharged could have been June 2, when she could be tubercular meningi s (with ill with TB, as the policy in transported by canoe to the pulmonary TB contribu ng). the Norway House Agency at hospital at Norway House. the me was to send those From then un l her death The quarterly returns hint suff ering from that disease due to tubercular meningi s at much more in the way of back to their homes, despite on June 11th she was under death and disease than just the possibility of infec ng Corrigan’s care. She was these four, and from them others and the absence of twelve years old. 26 we can get a picture of a appropriate medical care.31 very unhealthy situa on.29 Less than two weeks later, These girls were not the To this point there had on June 24th, Martha R., the only ones to be have ac ve been no sign of confl ict or last of the four girls, died. TB. In the quarter ending controversy in the school Here was another young girl June 30, 1942, one student records concerning these from Cross Lake, who had was sent home with TB. The deaths. This changed with been admi ed to St Joseph’s following quarter another the death of Martha R. In the in February of 1940 at the was discharged with TB, and sec on of the memorandum age of six. Interes ngly, the several others discharged of inquiry into her death quarterly returns a ributed for no given reason. Their fi lled out by Dr. Corrigan, he no sickness to her during the fate is unknown, however showed obvious frustra on year and a half prior to her it seems unlikely that they with the staff of the school death, unusual given that she received medical assistance in their a en on to his had TB.27 She had fi rst been upon their return home. Two instruc ons. When asked ill on April 14th, and reported other boys died of unknown whether they had taken ini ally to the nurse. In her causes over the summer all reasonable care with case, however, the doctor holiday period in 1942. respect to the girl’s death and arrived the following day, and During the quarter ending whether they had followed immediately prescribed bed- March 31, 1943, all of the his instruc ons, he replied in rest, but again specifi ed no children were affl icted with the nega ve.32 When asked medicines. This in itself would infl uenza. Such epidemics to expand on this, the doctor 23 Total Educa on at Cross Lake explained that they had failed The second issue iden fi ed by the surplus students in the to carry out his order to have Corrigan was overcrowding. dormitory, the beds had to Martha R. placed on bed-rest It had long been understood touch side to side and head to for a period of six months to by the medical community, foot, ideal circumstances for a year. Corrigan did note that and by the Department of spreading the infec on. 37 he doubted that it would have Indian Aff airs, that placing too made a diff erence had they many students in a school led Corrigan’s recommenda ons followed his instruc ons, as to increased opportuni es suggest that the problem of he considered the meningeal for spreading pulmonary TB TB in the Cross Lake school form of TB to be “a [chance] should one or more students was substan al, that it was and that it occurs even with be infec ve with the disease. due in part to negligence, the best of care.” 33 Prior This was par cularly so with and that major changes to to the development of an - respect to crowded condi ons the school’s opera ons were TB medica ons, meningeal in the sleeping dormitories. required.38 For one, he asked tuberculosis was almost Since 1892, the amount paid that the students who had invariably fatal. to the residen al schools had been iden fi ed as having been set according to the TB in his incomplete survey Evidently, this was not an number of students enrolled not be allowed to return isolated incident. In a le er during the term, and some the following fall. Although wri en in July of 1943 to principals argued that it did this request may now seem Dr. Percy Moore, the ac ng no harm to accept admission obvious, as it would have Superintendent of Medical of infected children since prevented infec on in the Services for the Department the disease was already school, the situa on was of Mines and Resources, present and widespread in somewhat complex in 1943. Corrigan complained that the schools. Nevertheless, Simply put, there was no Trudeau and his staff had there had long been school- space in the Norway House failed to carry out orders for specifi c guidelines in place for Hospital for long-term care bed rest for other students each residen al school as to of more than a few people at the school.34 More the upper limit of enrolment, with TB, and there were no importantly, the doctor laid based on the size of the funds to send them south out two other broad failings sleeping quarters and the to another TB hospital for of the school with respect to cubic footage of air available. treatment. The doctor’s order the health of the children. Dr. Corrigan noted that St. simply sent the vic ms back First, he had ordered that all Joseph’s was designed for to their home communi es, students from communi es eighty students, but that they where they were liable to other than Cross Lake appear had had one hundred enrolled spread the disease to others. at Norway House during during the previous year.35 In the summer break in order fact, the St. Joseph’s quarterly Moreover, Corrigan implored to be x-rayed for TB. While returns for the period from Moore to immediately direct the Island Lake students had January 1942 to June 1943 Principal Trudeau, through travelled to the hospital, show an average enrolment of Indian Agent P. G. Lazenby, to none from God’s Lake had 99, with a variance between limit the number of students appeared. As such, he was 96 and 104. 36 Corrigan to eighty.39 This was hardly unable to determine who observed that in order to fi t a radical request as he was among them had the disease. 24 Total Educa on at Cross Lake asking the Department only in 1931 or 1932 for just for refusing them admi ance to enforce its own regula ons. such a purpose, at the cost was based on his percep on Similarly, he insisted that of $2,264.35.43 Indeed, of their lack of resistance all students be given x-rays Indian aff airs had required to the disease. He noted: before entering the residen al prospec ve residen al school “the Island Lake people school. The fact that he did so students to submit to a have very li le immunity “in order to protect [himself] physical exam by a qualifi ed to tuberculosis and I do and the Department,” is doctor for several decades, not believe they should be strong evidence that things and in recent years that order brought out and mixed with were going par cularly had been amended to include people who have prac cally wrong, and that ques ons a chest x-ray. The doctor 100% infec on.” 45 Again, of liability might one day be would subsequently fi ll out an on the face of it this is sound raised.40 If Corrigan is to be entrance examina on report, reasoning. This direc ve is believed, and there seems and would recommend either similar to that of another of no reason not to believe rejec on or acceptance Corrigan’s predecessors at him, signifi cant numbers of based on the child’s health. Norway House, Dr. E. L. Stone, children were contrac ng In prac ce this program who wrote in 1925 that the TB while at St. Joseph’s. He was o en ignored. Offi cials isolated Island Lake Band was wrote that: “I have brought in O awa knew that many not “severely infected with over [to the hospital] from students gained entrance to tuberculosis,” and that the Cross Lake enough children residen al schools without best policy would be to leave whom I had x-rayed a year a legi mate exam, and them alone un l such me or two years ago, to know many others were admi ed as it would be necessary to that many of them must have with signed examina ons interact with them (1989:237- developed tuberculosis in the of dubious quality (Milloy 56). Despite Corrigan’s beliefs, school during the fi rst year.” 1999:89). Each me that a however, it is not clear that 41 His words echoed those circular was issued by O awa the disease was all that rare of a predecessor at Norway reminding church authori es at Island Lake at the me. House, Dr. W. N. Turpel, who that such examina ons were In December of 1941, the wrote in 1930 that: “Many of required, replies immediately Reverend Arthur McKim, the them remain for years and came back sta ng that it was United Church missionary some of them get broken impossible to comply with the at Island Lake, commented down in health in the schools. direc ve. O en, O awa took in a le er to his supervisor, A yearly check up on them a conciliatory approach and John Comrie, that “Many would enable one to weed allowed the schools to make cases of T.B. die [at Island out those likely to break some other arrangement. 44 Lake] for lack of a li le rest down.” 42 and nutri ous food.” More Finally, Corrigan called for directly, he observed that Again, this was hardly a a ban on admi ng children “two children were sent back shocking demand. X-ray from Island Lake to either [from the Norway House equipment had been installed St Joseph’s or the United Residen al School] for ac ve at the Norway House Hospital Church’s residen al school in T. B. who are around here Norway House. His ra onale now quite normal.” 46
25 Total Educa on at Cross Lake O awa accepted some, of the schools and the opportunity for the Indians though apparently not all, of provision of health care by of Cross Lake Band who Corrigan’s recommenda ons, Indian Health Services, both require Hospital treatment.” and passed them along to the responsibility of the MacKenzie also noted that the Oblates, along with the federal government. With Cross Lake benefi ted from doctor’s original le er. On regard to overcrowding, “frequent” visits by the M.D. July 13th R. A. Hoey informed Principal Trudeau argued (as sta oned at the hospital.50 Bishop Mar n Lajeunesse many others had before him) This policy remained in place that there would be no more that with eighty students in 1942, although the number than eighty pupils allowed the per capita grant was of visits by Dr. Corrigan was in residence at St Joseph’s inadequate to run the school; far from adequate for any for the upcoming 1943-44 with one hundred they were of the reserves save Norway academic year.47 He also able to break even.49 Should House. 51 relayed the Department’s the federal government direc ve that no child was increase the value of the Lajeunesse’s comment was to be taken from Island Lake grant, Trudeau argued, they in keeping with ongoing during that academic year. would be able to maintain a cri cisms expressed by There had been six such healthy number of students both himself and Protestant students at the school as rather than fi lling the offi cials in the Norway House of March of 1942. In reply, dormitories to overcapacity. Agency. Earlier, in August of Lajeunesse agreed to follow 1941, he had lectured the these regula ons, sta ng A more telling cri cism was Minister of Mines and Natural that “We are more than that the health services Resources, T. A. Crerar, on the anybody else interested in provided by the federal nature of TB in the Norway the physical welfare of the government to the Indians House Agency. No ng that children and no doubt the living north of Lake Winnipeg there were four thousand Department will appreciate were far from adequate. The Indians living within the fi ve that since the last four years lack of medical a en on reserves of the Agency, the we have a registered nurse in was a longstanding issue in bishop observed that they permanence to take care of the area. As early as April received no medical care for the health of the children.” 48 of 1922 the people of Cross the disease.52 When any Lake had pe oned O awa person was diagnosed with At the same me, the Bishop for the construc on of a TB they were simply returned accused Corrigan of lying non-denomina onal hospital to their communi es, “to in his report. It is readily near the site of the school. die a miserable death a er apparent that the Oblates In reply, A. F. MacKenzie having spread the germs held a diff erent view as to the stated that “The Department of his disease among his cause of the underlying health is maintaining a Hospital at own people at home and problems among the Indians Norway House for the benefi t neighbourhood.” of the Norway House Agency. of the Indians in the district, They pointed to problems it is considered that this Rather than dispute the inherent in the administra on ins tu on furnishes ample bishop’s general argument, Crerar replied: “I fully realize
26 Total Educa on at Cross Lake that there are many cases of In the case of Margaret B., tuberculosis among the 4,000 he went further and stated For documents rela ng to Indians of the Norway House “everything possible is being the above, see “Cross Lake Agency who are not receiving done at this school for the Residen al School: Deaths treatment.” 53 S ll, he health, safety and welfare of Pupils” at frame 601 and pointed weakly to the twenty- of the pupils,” a glowing following at two Indians who were under recommenda on given the h ps://www.bac-lac. treatment at the Norway doctor’s concerns.55 In light gc.ca/eng/discover/mass- House Hospital at the me as of the animosity between digi zed-archives/school- something of a success story, Corrigan and the Oblates, and fi les-1879-1953/Pages/item. and held out hope that Indian the accusa ons being tossed aspx?PageID=2240951 Aff airs might free up funds to It was in these expand the condi ons that hospital, Betsey lived, should ate, and slept in they the dormitories become at the Cross available. Lake Residen al School un l, at some point during the March, 1946 school quarter, she was discharged Nevertheless, the number against each other, it seems with the nota on “Sent to of TB beds in place at the odd that Lazenby would Sanatorium.” (see “NORWAY hospital was so small as to be not weigh in on the ma er, HOUSE AGENCY - CROSS almost meaningless, and in par cularly with the issue of LAKE RESIDENTIAL SCHOOL fact capacity had only recently poten al liability in ques on. - ROMAN CATHOLIC - been increased from sixteen However, it is possible that ADMISSIONS & DISCHARGES. to twenty-four beds. 54 the agent was indeed sa sfi ed “ volume 6261 File 577- that everything had been 10 Part 2 frame 2268 at Of those individuals done given the limited health h ps://www.bac-lac. concerned with the deaths of resources available and the gc.ca/eng/discover/mass- the four girls at St Joseph’s, dynamics of travel in the digi zed-archives/school- only one appears not to have region. Improved condi ons fi les-1879-1953/Pages/item. cri cized the circumstances would require something aspx?PageID=2238642 for this behind their occurrence. more substan al than tweaks and image above) In each case save one the to the prac ces of either Indian Agent, P. G. Lazenby, church or hospital, and he signed off on the offi cial may have been re cent to inquiries without comment. remind O awa that the fault 27 lay with them. Total Educa on at Cross Lake Quarterly Returns from the school off er a further glimpse of Betsey’s health while at the school. The September 1945 quarterly return indicates that Betsey was at the school and a ending classes for the maximum total days during that period:
By December of 1945, she was missing class due to illness, but still living at the school:
In the quarter before her discharge in March of 1946, she was only at the school a total of 36 out of 90 days, and able to a end classes on only seven of a possible 60 days. From this it seems likely that Betsey may have le the school by the middle of February. Copies of these returns can be found through Library and Archives Canada’s Schools Files Series, or by searching for Betsey Osborne through the Na onal Centre for Truth and Reconcilia on at nctr.ca LAST NAME: OSBORNE GIVEN NAMES: BETSY DATE OF DEATH: 13/05/1946 AGE: 12 UNITS OF AGE: YEARS SEX: FEMALE PLACE OF DEATH: RM CROSS LAKE REGISTRATION NUMBER: 1946,004144 REGISTRATION DATE: Source: Government of Manitoba, Vital Sta s cs database at h ps://vitalstats.gov.mb.ca/Query.php
Betsey was transferred to the Clearwater Indian hospital. The facility had only recently been convert- ed from and American military facility, and was lacking a great deal of medical equipment as it was being changed over. See: h ps://books.google.ca/books?id=o9gQDAAAQBAJ&pg=PA65&lpg=PA65&dq=clearwater+indian+hos pital&source=bl&ots=nDWmLL_b3e&sig=ACfU3U2_rHq2dqCnOKTf1qr9qVqvOewbfQ&hl=en&sa=X& ved=2ahUKEwiZyoact8zjAhVqj1QKHfl iBcA4ChDoATAGegQICRAB#v=onepage&q=clearwater&f=false
Following her death, Betsey was buried at the Catholic cemetery in The Pas. 28 Total Educa on at Cross Lake Appendix B Walter Monias: “I need no notes, because I speak the truth”
‘I need no notes, because I speak the truth.’
Chief Walter Monias 1932-1995 Walter Monias: ‘I need Consistent with this, Monias’ was Chief, in 1969, Walter Monias had no notes, because I always a strong voice for self- told Members of the Manitoba speak the truth.’1 determina on and meaningful Legislature during a hearing of the community par cipa on in province’s Northern Task Force Walter Alfi e Monias was born decision making and in staffi ng that the then Transporta on at Cross Lake, Manitoba, 29 projects opera ng on or impac ng Minister Joe Borowski had denied September 1932 to Sandy Monias Cross Lake with Cross Lake jobs to Cross Lakers because, Sr. and Adele Monias. He married workers, a posi on that got him he said, Borowski had told him Hazel Ross 12 April 1955, and into a very public ba le early in his “you Cross Lakers only gave me together they had six daughters career. At a mee ng of Northern 50 votes….The men from Nelson and four sons. As a young child, Chiefs in 1970, Monias noted that House… are going to have the jobs Monias a ended the Norway Indian Aff airs and Manitoba Indian from now on because they are the House Residen al School. A er Brotherhood representa ves had ones that voted for me.”5 leaving school, he worked as a only made brief appearances guide, a fi sher, a hunter, and as a The remarks, reported in the bombardier driver for local schools newspaper, sparked ill will from at Cross Lake. For more than three Borowski, who, in 1970, accused decades, Monias contributed Monias of selling out his people to the health and well being of Everybody for $5000, at the same me his community, and to Northern says they refusing to allow the Amisk Manitoba, as a Chief, Band Corpora on to subcontract Councillor, chair of the Northern want clearing work to Cross Lake Flood Commi ee, and through his Band members under a contract work with the Awasis Child Care grassroots the company held with the Agency. 2 province. “All I want to do is sit consulta on down with Joe and reason with Everybody says they want him,” was Monias’ response to grassroots consulta on ques ons from the Winnipeg Free Press when asked about Throughout his career, Walter at the conference. “There is so the accusa ons. Ul mately, the Monias was keenly aware of what much talk about partnership…. Premier Edward Schreyer stepped we today refer to as the social Everybody says they want in, and band members were determinants of health, so it is grassroots consulta on. Why is it hired under the contract. That no surprise that, in 1974, he told that these men are so busy that same month, November 1970, the Winnipeg Free Press that the they can’t take me to be with us Cross Lake took a seat at the underlying cause of alcohol issues on this occasion which is the fi rst table of the New Start program on reserves was “human despair.”3 me in history that the northern which was aimed at upgrading chiefs have held a conference of 1 Glenn Sigurdson, Vikings local skills to prepare workers for their own.”4 And even earlier, as on a prairie ocean: the saga of a steady employment.6 Monias’ lake, a people, a family and a man. give government and police carte (Winnipeg, MB : Great Plains Publi- blanche enforcement powers, rather 1970, 10. ca ons, [2014) Available at h p:// he was an advocate for addressing 5 Brandon Sun, Dec. 20, 1969, prairieocean.ca/wp-content/up- underlying issues, for instance, in 3; Borowski denied these statements, loads/2015/11/Hopes-and-Fears- 1978, Monias raised concerns that but Monias pointed out that the state- Drive-Decisions.pdf the provincial government was selling ments were made in front of other 2 Winnipeg Free Press, Sept. liquor at Hydro’s Jenpeg site, then band members. 22, 1995, 3; Winnipeg Free Press Nov. police would arrest people on the 6 Winnipeg Free Press, Nov. 30, 1983, 2. road between Jenpeg and Cross Lake, 04, 1970, 61; Winnipeg Free Press Nov. 3 Winnipeg Free Press, Nov. which was a dry reserve. Winnipeg 02, 1970, 6; 23, 1974, 8; Monias’ posi on did not Free Press, Feb. 04, 1978, 3. Brandon Sun, Nov 06, 1970, 2; Win- 4 Winnipeg Free Press, Feb. 02, nipeg Free Press, Nov. 09, 1970, 12. 30 Total Educa on at Cross Lake commitment to fi nding ways rock crusher needed to improve All this was happening as Monias that members of the Cross Lake local roads.11 By December of and other Northern Chiefs were community could fi nd meaningful 1973, ac ng as Chief of Cross considering their future as part of employment con nued in 1971, as Lake, Monias, along with Chiefs the Manitoba Indian Brotherhood. he led the band council in applying from God’s Narrows and Oxford Monias had already walked out of for federal and provincial winter House were nego a ng with the a Brotherhood mee ng because works projects funding.7 In 1973, province to allow the group to the group had voted down a core the community was preparing to develop a winter road system funding proposal that would have share in a Provincial Employment between the three communi es.12 benefi ed northern reserves Project (PEP) grant.8 But for all By the spring of 1974, a provincial while increasing local control. of his work, in 1974, Monias program to provide necessary The measure proposed that core told the Free Press that, of 500 repairs to the homes of local funding should go directly to band people on the reserve who were pensioners and work for local councils to be administered by ready and able to work, only 150 workers had somehow become them, allowing the bands not only had employment.9 And it was part of a larger concern about vote more direct and responsive control not only wage labour Monias buying in the North, while local of projects, but to hire community was concerned about. Worried workers struggled to get paid for members. 14 This theme, that about the lack of progress on a the work they had completed. community capacity and wellness bridge over the Minago River, in “5 Gallons of Tar for Roof Seen should be increased through local 1975 Monias told an Interfaith as Possible Vote Buying,” cried control of programs and funding, conference on Northern Flooding: one headline in the Winnipeg would be consistent throughout “without it, our route to some of Free Press , in April of that year. Monias’ life. the best fi shing and trapping areas is blocked off …. If the government Oh, you’re crazy; you’re doesn’t start building that bridge talking about a million dollars soon, we will block the road As early as 1970, Monias had to Jenpeg with a barricade of You never get expressed publicly his frustra on 10 canoes.” what you want; with the bureaucracy that “You never get what you dogged every aspect of life for want; its just what the its just what the people at Cross Lake and resource people want.” Indigenous people across Canada. the resource In an ar cle tled “Indians A ack At the same me, in 1973, Bureaucracy Gap,” Monias told Monias, as Chief, was pushing people want. Free Press reporter Ron Campbell back against Premier Edward “You never get what you want; Schreyer and the provincial its just what the resource people government of the day, claiming At the centre of the claim that want.” Speaking about the need that the Premier had broken an the program amounted to vote for a vehicle bridge rather than elec on promise to provide a buying was an off -hand remark by a proposed suspension foot the local mayor that the Schreyer bridge that parents feared would 7 Winnipeg Free Press, Nov. government was the “fi rst he had be dangerous for their children 24, 1971, 79. known to try to help people.” 13 8 Winnipeg Free Press, Oct. 13, to cross to get to school in the 1973, 7. 11 Winnipeg Free Press, Nov. community, Monias stated that 9 Winnipeg Free Press, Nov. 13, 1973, 74. “When we asked them about 12, 1974, 42. 12 Winnipeg Free Press,Dec. 03, 1973, 104; Winnipeg Free Press, Dec. 08, 1974, 70. 10 Winnipeg Free Press, Sep. 13, 1973, 99. 14 Winnipeg Free Press, April 30, 1975, 8. 13 Winnipeg Free Press, April 08, 1974, 34. 31 Total Educa on at Cross Lake a vehicle bridge, they said ‘Oh, Monias’ concern for the well he quipped, while reminding the you’re crazy; you’re talking about being of his community extended teachers that their role was in the a million dollars.’” Even more to food security as well. At a classroom and not intervening in seriously, Monias noted, the mee ng focused on discussing community aff airs.18 Speaking to community’s water supply, as solu ons to the high cost of food the Assembly of Na ve Teachers a result of development in the in the North, Monias argued for 17 years later, in 1988, Monias area, was now overwhelmed price equaliza on through out would tell the group that “The by fi ne silt in the water, causing Manitoba. “Beer is the same price assembly provided people and the local nurses to believe it all over the province….Why can’t communi es with a chance to was the cause of serious illness we do the same for food,” he learn from one another which has in the community, and leading asked. always been the strength of our to everyone having to boil their tradi onal society.”19 water before use.15 Indian Aff airs’ Don’t forget we only scalp Director for Manitoba responded heads in Canada where men could learn to construct a road that goes to the ar cle by claiming that In November of 1971, Monias’ Monias had only made the somewhere and serves ar culated his awareness of people complaints about the bridge the importance of respect for because of local pressure, but local control combined with his In January of 1971, in the a ermath of the loss of the main school at Cross Lake to fi re, Monias prepared to meet with James Wright, superintendent allowing that, if the Federally concerns about excellence in of educa on for Indian Aff airs’ employed nurses were concerned educa on in a speech to a mee ng Western Division to discuss how about water quality issues, of teachers from across the the loss of the school could be 16 “I suppose it is a problem.” larger educa on division. In this addressed. The band wanted In June of 1971 a suspension speech, Monias warned against a 22 classroom K to 12 school, bridge connec ng the mainland arrogance and against arriving in a while Indian Aff airs wanted a community to the island where community, se ng up shop, and smaller school that would only a large school was located was interfering poli cally. “They say or off er classes to grade ten. At 17 opened to foot traffi c. at least think I happen to be the the me, the Cross Lake Band 15 Winnipeg Free Press, Oct. 02, most educated person in here, so I was moving toward taking over 1970, 15. shall be boss. I will organize some their own job prepara on and 16 Winnipeg Free Press,Oct. 07, associa ons and these people research programming. The move, 1970, 14; Monias was s ll advoca ng will do my bidding,” Monias told Monias told the Free Press was for his community on issues around the group of assembled teachers, important, because, up to this water quality and winter transporta- interjec ng a li le humour in his point, at Cross Lake the funds on in 1972. Brandon Sun, February 10, 1972, “Indians seek assurances on message by no ng that, during allocated for educa on were o en lake plan.” the French Revolu on, teachers 18 Winnipeg Free Press,Nov. 17 Winnipeg Free Press, June were beheaded. “Don’t forget 22,1971, 55. 09, 1971, 83; in 1975, Monias was s ll we only scalp heads in Canada,” 19 Winnipeg Free Press, July 22, trying to fi nd a way to get a bridge put over the Minago River. 1988, 2.
32 Total Educa on at Cross Lake consumed in administra ve costs, Lake/Wabowden area in par cular homes. Worse than the damage leaving few prac cal benefi ts at needed be er air service.22 By the lamps were doing the homes the community level. His vision 1974, Monias was engaged in a the community was building, was that the Band would develop debate with Churchill MP Cecil the fuel oil lamps posed a health trades training in the community Smith, who had suggested that hazard. “It’s not healthy but what that would prepare workers who a more realis c solu on to the can they do? They have to burn could then work on building reserve housing crisis in the north fuel oil and it is slowly killing homes on the reserve. Se ng was to return to building the “old them.” 24 In 1974, Monias would his sights on having the heavy log house,” rather than increasing s ll be advoca ng for funding equipment operator for housing and program moved from educa on that at The Pas to Cross least kept pace Lake, he noted that with infl a on, at Keewa n College where the funding for modern housing units. no ng that while funding levels program was running, students The idea, wrote Monias in a le er, had remained constant, the built a road only to have it levelled was “certainly not acceptable….I value of the funding was now for the next class to build again. feel your proposal somewhat half what it had been.25 In 1976, “Why can’t such training be racist in that you suggest that issues around health and housing given in our community… where Indian housing should not be to touched Monias’ life even more men could learn to construct your “white” standard… and if directly when his daughter and a road that goes somewhere we insist to be treated as ci zens granddaughter perished in a house and serves people,” he asked. of this country we should not be fi re, promp ng community offi cials 20 In 1972, Manitoba formed a having any (housing).” Describing to note that the community had Crown Corpora on, Minago. the proposal as “stereotyping no trained fi re fi ghters, no fi re The corpora on was intended to of Indian people,” Monias also fi gh ng equipment, and no access provide opportuni es for northern noted that the idea suggested that to fi re preven on training.26 workers through its oversight Canada was proposing that “if of services such as contrac ng, Indians do not accept the standard For a hundred years, progress clearing and logging for Manitoba we have set for them, there just has only meant poverty and Hydro’s Nelson River Project. does not seem to be any housing hardship for our people 23 Monias was named to the board available” In early 1972, Monias was present of directors.21 In 1972, Monias was advoca ng at many mee ngs rela ng to the for access to proper telephone impacts of Hydro development I feel your proposal 27 somewhat racist in that you communica on and television. and regula on in the north. suggest that Indian housing Even more, the chief pressed for During this me, too, Monias should not be to your electricity hook ups for all Cross stepped away from his posi on “white” standard Lake homes to Manitoba Hydro’s as Chief of Cross Lake to head the diesel genera ng sta on, no ng In April of 1971, Monias was one 24 Brandon Sun, 12 January that only half of the 300 houses 1972; Winnipeg Free Press, Jan. 12, of the local voices who argued in Cross Lake were connected to 1972, 1, 5. in front the Air Transporta on Manitoba Hydro, forcing the rest 25 Winnipeg Free Press, Nov. Commission hearings that the to use fuel oil lamps to light their 12, 1974, 42. north in general, and the Cross 26 Winnipeg Free Press, May 20 Winnipeg Free Press, Jan. 21, 22 Winnipeg Free Press, Apr 29, 19, 1976, 9. 1971, 43. 1971, 18. 27 See, for instance, Winnipeg 21 The Brandon Sun, Septem- 23 Winnipeg Free Press, Nov. Free Press, February 03, 1972; Febru- ber, 01,1972, 2 23, 1974, 8. ary 09, 1972, February 10,1972.
33 Total Educa on at Cross Lake Manitoba Indian Brotherhood’s Monias told the assembled outside people to decide the Local Government Commi ee. In group that “For a hundred years, lives and futures of Indigenous March 1972, he was present at progress has only meant poverty people. At issue was the ques on mee ngs with then Indian Aff airs and hardship for our people. of whether an independent Minister, Jean Chre en as Chre en We have not shared in the great arbitrator should be allowed to visited a number of reserves in affl uence of North American resolve issues the community had Manitoba. 28 A year and a half society. The people of northern with Hydro. Monias rejected the a er resigning his posi on as Chief Manitoba are not opposed to the idea that such an arbitrator should of Cross Lake to work with the idea of progress but we believe “decide the future of the Indian Brotherhood, in October 1973, that only through coopera ve People.”35 Monias returned to Cross Lake development can true progress and was elected Chief again.29 be assured.”33 In November, You have heard the will of In 1974, he was advoca ng over Monias expressed his frustra ons the people concerns about the impacts of about the Hydro process to the In 1975, as Chief of Cross Lake, the Churchill River Diversion. Winnipeg Free Press. Ci ng a lack and president of the Northern Signifi cantly, at mee ngs in of “real” informa on about Hydro Flood Commi ee, Monias found April of 1974, Chiefs and mayors plans and projects, and no ng himself faced with a challenge to represen ng the communi es that legisla vely, through the the mandate of the commi ee facing the greatest impact from Indian Act, the minister for Indian by Ed Schreyer, then Premier of the diversion came together to Aff airs had the ul mate decision Manitoba, when Schreyer sent act as a single bargaining unit. 30 making power over ma ers that a le er to residents of Norway In May of the same year, Cross impacted people in Northern House, Cross Lake, Nelson House, Lake’s Band Council passed a Manitoba, and that Crown Split Lake, and York Landing, Band Council Resolu on banning Corpora ons could override local challenging the right of the employees involved in the objec ons through an Order-in- Flood Commi ee to represent diversion from their reserve, Council, Monias speculated that them. At a mee ng of residents eff ec vely preven ng exploratory the only avenue that appeared a vote on whether the residents work on Churchill/Nelson to be open to Indigenous people wanted the Flood Commi ee River projects. Monias further was to assert their Aboriginal to represent them affi rmed requested that Indian Aff airs “take Rights. The lack of community the desire of the residents to whatever procedure necessary to control meant that planning con nue to be represented by enforce this resolu on.” 31 In June was impossible. With projects the Commi ee. Turning to the of 1974, Monias, as a member of including a shopping centre, Hydro representa ve present at the Northern Flood Commi ee arena, and a school pending, the mee ng, Monias said “You execu ve, met with Jean Chre en the band could not designate have heard the will of the people. at Cross Lake.32 At the mee ng, loca ons for any projects if those …They don’t want to deal with loca ons could ul mately end up hydro individually. The consensus 28 Winnipeg Free Press, March under water.34 At an Interchurch 03, 1972, 17; Winnipeg Free Press, is that we are all with the fl ood conference on Northern Flooding, March 10, 1972, 10. commi ee and their legal counsel. Monias con nued to point out 29 Winnipeg Free Press, Oct. We hope this mee ng will be a the problems inherent in allowing 05,1973, 28. precedent.”36 30 Winnipeg Free Press, April 22, 1974, 12. 25, 1974, 93. 33 Winnipeg Free Press, June 35 Winnipeg Free Press, Sept. 31 Winnipeg Free Press, May 26, 1974, 96 ff . 09, 1974, 45; Winnipeg Free Press, 23, 1975, 5. 36 Winnipeg Free Press, July 05, May 09, 1974, 96. 34 Winnipeg Free Press, Nov. 1975, 10. 32 Winnipeg Free Press, June 12, 1974, 42.
34 Total Educa on at Cross Lake We on the reserve have got the likely consequences to understand the agreement We on the reserve would be. Signifi cantly, he because we are the ones, noted that the proposed not the lawyers, consultants, have got to compensa on package and government people, who “failed to put money in the have got to live with it for understand the band where people can years to come control it,” did not include agreement because annual payments and royalty As the chair of the Northern we are the ones, provisions for what would Flood Commi ee, throughout be the ongoing presence 1975 Walter Monias was involved not the lawyers, of Hydro on the land, and, in nego a ng compensa on par cularly, noted Monias, packages for the people of consultants, and to average people, the northern Manitoba whose lives legal language used in the and livelihoods were impacted government people, agreement was meaningless. by Hydro development with “It wouldn’t mean a Hydro and a super-commi ee who have got to live damn thing to trappers or of provincial deputy ministers fi shermen or anyone else that advised Hydro. Monias with it for years to in our communi es. We was there not only to be part come refuse to have our chiefs of the nego a ons but also to sign a document they ensure that those most impacted cannot understand. We understood what was being said on the reserve have got to and agreed, ac ng as translator understand the agreement sought, in the words of lawyer for those more comfortable in because we are the ones, not D’Arcy McCaff rey, to “seek true their own language. In February the lawyers, consultants, and dignity” for the communi es he was part of nego a ons government people, who have got that had not only been impacted for compensa on for fi shers to live with it for years to come,” by Hydro’s ac ons, but now had that had gone so badly the he stated.40 The agreement, to fi ght over and over again for fi shers were considering Monias noted, promised badly- promised compensa on.39 The withdrawing from nego a ons. needed jobs, training, and process was complicated and In November of 1975, he was community development funds to demanding for legal counsel, at the mee ngs that resulted the impacted communi es.41 in a compensa on package for for average people, who would trappers.37 In October of 1975, be those who had to live the I need no notes, because I Monias was replaced as Chief consequences of what ever would speak the truth of Cross Lake by Frances Ross.38 be decided, it was completely In July of 1977, a er years of hard Throughout 1976, under Monias’ opaque. Not sa sfi ed with a top- work, and days of round-the-clock chairmanship, the Northern down leadership model, Monias nego a ons, the Northern Flood Flood Commi ee con nued to insisted that everyone impacted Commi ee reached an agreement press for compensa on that had to have the opportunity to fully and completely understand in principle with Hydro. At 4:00 37 Winnipeg Free Press, Nov. what was being off ered, and what 26, 1975, 77; Winnipeg Free Press,Feb. 40 Winnipeg Free Press, July 12, 18, 1976, 87. 1977, 2. 39 Winnipeg Free Press, Aug. 38 Winnipeg Free Press,Oct. 03, 13, 1976, 7. 41 Winnipeg Free Press,Aug. 12, 1975, 13. 1977, 2.
35 Total Educa on at Cross Lake am 31 July 1977, following In October 1977, with a new “backstabbing,” as the MIB lengthy discussion in Cree by provincial government in place, determined that the Northern representa ves of impacted Monias requested an early Flood Commi ee would have to communi es, Walter Monias told mee ng with Sterling Lyon’s repay money given the Commi ee the commi ee’s lawyers that government.46 That same month, by the Federal Government to the communi es would sign, he was elected Chief of the Cross nego ate the Northern Flood but the lawyers needed to sign Lake Band.47 In December 1977, Agreement. The s ll unsigned fi rst. Of course, this signing was Monias told reporters that he agreement provided $5 million to not the end of the process, each was hopeful an agreement could be shared by fi ve reserves, as well community now needed to ra fy be signed soon. Lyon agreed that as addi onal land to make up for the agreement. “The Chiefs will an agreement was close.48 Soon land lost to Hydro works.51 not sign the agreement un l their a er, the fl ood pact was signed by people understand it and have representa ves of the impacted They would understand what expressed themselves in a vote,” communi es and the province. our real needs are 42 noted Monias. Travelling to all It then required ra fi ca on by In 1978, Monias was part of a the communi es, legal counsel communi es, noted Monias, who group of Northern Manitoba Glenn Sigurdson recalls “I can s ll expected that process to begin in Chiefs advoca ng for changes to 49 hear Chief Walter Monias booming the next two months. Monias’ the Indian Act. “In one sec on,” out on more than one occasion. commitment to consensus rather noted Monias,” the chiefs are ‘I need no notes, because I speak than top-down leadership, and given responsibility for health, 43 the truth.’” to the power of collec ve ac on educa on and social development, was clear when he told a reporter Throughout 1977, nego a ons but in another sec on we’re told that “I never thought I’d see this rela ng to the Northern Flood everything is subject to approval day when we fi rst got our people Agreement dragged on. In October of the minister of Indian Aff airs.” together to try and solve this of 1977, Monias and the Flood The Act, Monias stated, had to problem… If we had done this Commi ee met with then Premier change, to make chiefs responsible individually I don’t think we would 52 Edward Schreyer when Schreyer for their communi es. In an have ended with a sa sfactory accepted their invita on to interview, Monias advocated agreement.”50 Meanwhile, amidst visit northern communi es.44 At for meaningful local control of concerns about the degree stake was a controversial clause programs and administra on, of representa on northern that gave an arbitrator fi nal which he felt would provide many communi es could aff ect in the power to decide on ma ers that needed jobs while cos ng less to organiza on of the Manitoba would directly impact northern operate, and delivering more. “We Indian Brotherhood, the northern communi es, a clause that could feel Indian people administering chiefs le the federa on. At issue impact hun ng and fi shing rights. programs for our people would be was what Monias considered With the clause redra ed, the of great assistance …. They would modifi ed agreement could go 1977, 3. understand what our real needs 53 to communi es for ra fi ca on, 46 Winnipeg Free Press, Oct. 25, are.” Monias’ ongoing concerns Monias noted.45 1977, 12. about sovereignty extended to 42 Winnipeg Free Press, Aug. 47 Brandon Sun, Oct. 12, 1977, the impact of policing on Cross 04, 1977, 63. 3. Lake, pushing back against the 43 Sigurdson, Vikings on a 48 Brandon Sun, 12 December prairie ocean, h p://prairieocean.ca/ 1977, 2; winnipeg-free-press-dec- 51 Saskatoon Star-Phoenix, 16 wp-content/uploads/2015/11/Hopes- 12-1977-p-6 November 1977, 66. and-Fears-Drive-Decisions.pdf 49 Winnipeg Free Press, Dec. 52 Brandon Sun, Feb. 04, 1978, 44 Winnipeg Free Press, Oct. 08, 16, 1977,139. 2. 1977, 11. 50 Regina Leader-Post, 17 De- 53 Winnipeg Free Press, Nov-30, 45 Winnipeg Free Press, Oct. 11, cember 1977, 51 1978, 26. 36 Total Educa on at Cross Lake prac ce of the police who were liquor outlets on reserves, Monias commitments included in the stopping vehicles on roads outside responded that “O en our bylaws agreement. As well, O awa was of the reserve and confi sca ng are looked on as second-class no longer dealing with the Flood any liquor they found. The laws…. a majority of our people on Commi ee, instead dealing prac ce was so in mida ng to the reserve have passed our liquor with bands individually. 58 In residents that Chiefs, including control bylaws.”56 1979, the provincial government Monias were calling for a policing announced it would deal directly At the same me, Monias inquiry by 1979. No ng that the with individual bands to develop con nued his work with the prac ce of stopping people and “individual fl ood pacts.”59 In 1981, Northern Flood Commi ee, searching them and their vehicles Monias won a landslide victory including the Commi ee’s work appeared to have li le impact and was elected Chief of Cross researching the impact the Flood on bootlegging on the reserve, Lake.60 Agreement had on Indigenous Monias stated that “People are living scared when they come and then we have to run into back across the winter road or the we never one more screw-up Genpeg road for fear they’ll be In 1981, Monias’ commitment picked up by the RCMP. Some even gave up our to educa on and to meaningful get their liquor confi scated at the work were foregrounded as the 54 airport. rights to self- community seemed to be coming we never gave up our rights determina on closer to a resolu on of issues to self-determina on to any around adequate and appropriate level of authority to any level of educa onal infrastructure that had dogged the reserve In 1985, issues rela ng to authority at least from the 1950s when sovereignty intersected with higher enrollments and loss of ques ons around alcohol infrastructure meant that classes consump on once again, when had to be held in sca ered a court ruling determined buildings and rooms across the 61 that dry reserves were in fact and non-Indigenous hun ng and reserve. When, due to weather, uncons tu onal. As a result, the fi shing rights.57 By May of 1978, Indian Aff airs Minister John Munro RCMP were no longer enforcing Monias was also dealing with failed to a end a long-awaited alcohol regula ons on reserve. the issues that were arising as a funding announcement promising At Cross Lake, Monias, concerned result of the Federal Government the resources to build a dedicated about the social cost of drinking holding back funds that they school building on the reserve, on the reserve, con nued to have had commi ed to support the Monias noted his disappointment, the band constable enforce Band Northern Flood Commi ee, as sta ng “We have been wai ng and regula ons. “I don’t really mind soon as the agreement had been struggling to get this school for if I wind up in jail over the issue…. signed. The money, Monias told more than 15 years and then we One thing is clear, we never gave reporters, was intended to support 58 Winnipeg Free Press, May up our rights to self-determina on researchers going forward, no ng 26, 1978, 12. to any level of authority,” he that since the agreement had 59 Winnipeg Free Press, Feb. 24, 55 noted. In 1987, when a re red been signed, li le had happened 1979, 30. judge advocated for establishing on the government end of the 60 Winnipeg Free Press, Sept. 28, 1981, 5. 54 Winnipeg Free Press, Dec. 56 Winnipeg Free Press, Nov. 61 See biography of Bello Ross, 13, 1979, 4. 02, 1987, 4. Appendix C in this report for more 55 Winnipeg Free Press, June 57 Winnipeg Free Press, March about this. 07, 1985, 4. 09, 1978, 11. 37 Total Educa on at Cross Lake have to run into one more screw- in in northern agreement his government signed up.”62 The promised new school, Manitoba is stupid., or is he saying that it Monias hoped, would speak to the doesn’t have to be lived up to But the biggest impossibility of providing the best because it only involves a bunch thing about the educa on in Cross Lake where of stupid Indians….” The arena joint venture is 761 students were squeezed into was awarded to the community, that we could 22 diff erent buildings spread noted Monias, by the arbitrator make damn over the reserve and adjacent agreed to in the Flood Agreement, sure that every Me s community. “Some of these “because of the tremendous loss skilled worker in places were built in in 1947 and of recrea on in our community Cross Lake and a are real fi re traps,” noted Monias. due to the Jenpeg Hydro dam,” lot more of our The proposed building project, stated Monias.65 people would Monias hoped, could also be an have a job on the opportunity for skilled workers A er all, [Indian Aff airs] construc on.63 from the community to fi nd turned back $1,422,688 meaningful employment. Monias because of the tremendous unused educa on dollars to told reporters that loss of recrea on in our the Treasury Board from the 1982-83 budget We are convinced community due to the under a joint Jenpeg Hydro dam Issues around the construc on of a new school and a related venture we In 1982, the Cross Lake Band, vehicle bridge that had plagued could cut the under Monias’ leadership, the community since 1971 came construc on faced fi nancial challenges when to a head again in 1983, when period to two they realized that their cri cal the community decided to keep years instead of expenditures out weighed their their children out of school un l the four years it resources. While approaching a meaningful solu on could be would take public Indian Aff airs for a loan to cover found. The decision was diffi cult works to do it… immediate needs, the Band also for many, the move was a That would mean undertook a fi nancial review that concrete statement of the depth a lot of saving to revealed that the source of the of the concern and frustra on the government. problem stemmed from delayed the community had endured for We would be payments owed by O awa.64 In decades, frustra on with students sure the school 1983, Monias pushed back against a ending classes in 30 classrooms was built right cri cisms levelled by poli cian sca ered in buildings all over the to prescribed Brian Ransom that a planned reserve, classrooms that were standards and Cross Lake arena was too lavish. poorly maintained, hot in summer, there would be “Ransom may not want to face cold in winter, with breaches in no cost overrun the fact that our arena is a direct structure that allowed snow to like there has result of an agreement that his blow in, and where children had been on quite a government signed in December, to wear their parkas in class in few projects the 1977… Is Ransom saying that the department has the cold months. But the move 63 Winnipeg Free Press, Nov. also represented the community’s been involved 18, 1981, 17. 64 Winnipeg Free Press, March 65 Winnipeg Free Press, Jan. 23, 62 Winnipeg Free Press, Oct. 31, 1988, 13. 1981, 17. 09, 1982, 2.
38 Total Educa on at Cross Lake commitment to fi nding the best Canada commi ed to repairs to the temporary classrooms usable possible educa onal op ons the temporary classrooms on the again.70 for their young people. “Our reserve that could make them people are just completely fed workable for the short term, They’ve got a hell of a poor up with endless red tape, broken however outstanding issues track record, and they’ve got promises, and runaround… In rela ng to the construc on unfi nished work all over the 1967 our…school building burned of a dedicated school facility place to the ground. It was a temporary and resolu on of the issues In October of 1983, as Monias building and we’ve been wai ng surrounding the release of raw nego ated joint ac on support ever since for a replacement, sewage from the teacherage with Manitoba’s Southern Chiefs, Monias noted. sewage plant were ongoing, so Canada announced that a new that classes could not resume for As well, because of the school for Cross Lake would be the fall.67 Parents reluctantly kept malfunc on of the sewage placed on the Treasury Board’s about 800 students out of classes plant that served the teachers’ Agenda. Cross Lakers, perhaps in September 1983, and asked residence, raw sewage was recalling that this school had other reserves to join their boyco pouring into the adjacent channel. been on the table for well over if the issues were not resolved “The department isn’t that hard a decade, were scep cal. And as soon.68 At the end of September, up that it has to delay repairing it turned out, their cau on was during a visit from Manitoba’s the plant… A er all, it turned back well founded; by the middle of Premier Howard Pawley, Monias $1,422,688 unused educa on October, the new school was raised the issue of educa on and dollars to the Treasury Board s ll not on the Treasury Board’s facili es on the reserve again. 71 from the 1982-83 budget” he agenda. By November 1983, Taking the Premier on a tour of told reporters. “Our people have work was fi nally scheduled to some of the classrooms, Pawley been wai ng 17 years for the new start on a new school, and Monias later told reporters that these school and they have given the warned that if the government were the “’poorest’” educa onal band council a mandate to keep could not keep to its metable, he accommoda on he had seen, the the schools closed next fall un l would “talk to Indian Aff airs capital Free Press reported, with rooves construc on begins.” Despite management branch and arrange leaking, cracks around doors big government commitments and a diff erent contrac on” (the enough for snow to blow in, and assurances, concerns over water department had been awarded a hole in fl oor of at least one 72 quality, a bridge to safely transport the contract by Public Works). classroom big enough for child children to school (fl uctua ng to catch their foot and break a In the end, the construc on of the water levels caused by Manitoba leg, the Premier observed. 69 In school again raised issues with Hydro were making ice crossing October, with repairs s ll not Monias and the community about all the more dangerous, and the done, Indian Aff airs told reporters Canada’s process. While Treasury need for a bridge more pressing), that engineering staff had been Board had approved a budget and appropriate educa onal on holidays, but that the band had of $18 million, by modifying infrastructure in 1983 would recently been given a contract the plans, cu ng the cafeteria, have looked familiar to anyone for small repairs that would make and accep ng the lowest bid, who had been on the reserve in 70 Winnipeg Free Press, Oct. 01, 1971.66 In August 1983, the long- 67 Winnipeg Free Press,Aug. 04, 1983, 2; Winnipeg Free Press, Sept. 01, 1983, 2. awaited bridge was announced, 1983, 5. 71 Winnipeg Free Press,Oct. 05, 66 Winnipeg Free Press, June 68 Winnipeg Free Press, Sept. 1983, 4; Winnipeg Free Press, Oct. 07, 09, 1983, 2; Winnipeg Free Press, June 03, 1983, 2. 1983, 5; 14 October, 1983, 14, 1983, 4; Victoria Times Colonist, 69 Winnipeg Free Press, Sept. 72 Winnipeg Free Press, Nov. March 10, 1983, 36. 29, 1983, 4. 22, 1983, 5.
39 Total Educa on at Cross Lake Canada would only have to spend funding for the band’s proposed had been constructed by the about $11 million on the project. sawmill, a move, he felt, that could band’s Midnorth Development “They’ve got a hell of a poor track allow the province to pull out of Corpora on. The construc on record, and they’ve got unfi nished their commitment to invest in the provided work for 21 local work all over the place,” Monias project. A lack of local input into workers. 79 By summer of 1984, stated, no ng the residue from how money would be used was a concerns about outstanding the approved funding amount cri cal issue for Monias and the issues rela ng to Hydro’s previous would be used by Indian Aff airs community.75 In late November commitments combined with for projects in other communi es. 1983, Monias, as Chair of the their plans for further work had “What makes us so damned mad Awasis child care agency was come to a head, promp ng Walter is that Treasury Board gave that advoca ng for Canada to produce Monias to tell reporters that he money for our school and not the over $700,000 it was behind in was seeking legal advice about to public works to catch up on payments to the agency over the how to get Hydro to honour their their mistakes of the past…. They past two months.76 In April 1984, exis ng commitments before tell us if we don’t go along with Awasis announced proceeding with these low bids we won’t get our it was about to the Limestone school.” Canada responded that, open a sub offi ce Genera ng calcula ng in administra ve fees in Winnipeg.77 Project. “They and costs, the project really only In July of 1984, They should should clean up refl ected an addi onal $3 million as Awasis was their mess fi rst… Indian Aff airs could spend on incorporated, clean up their They should other projects, and that much of Monias noted that deal with the this was due to lower costs than the agency was mess fi rst communi es that an cipated because of the sate of receiving requests were aff ected the economy at the moment.73 In from people and under the 1988, Cross Lake took over control families seeking previous projects. of the opera on of their schools. informa on about what had I instructed my lawyers to make “This is a moment we have become of family members taken sure that happens before any been wai ng for since we began from their communi es under further development takes planning to take over educa on on previous children’s aid regimes.78 place.” 80 The Band instructed the reserve in 1978,” Monias their legal counsel to apply for They should clean up their an injunc on that would block 74 said. mess fi rst further development un l Also on Monias’ plate in October On December 27, 1983, Walter outstanding claims were sa sfi ed. 81 of 1983, alarm bells were ringing Monias dropped the puck for the In January 1985, Cross Lake Band as the Band saw the government fi rst game at the community’s members turned down a $12 roll exis ng commitments and new arena. The arena, part of million off er from Hydro to se le responsibili es into and under the community’s compensa on outstanding issues, Monias no ng their commitment under the Flood under the Flood Agreement, that this decision refl ected the Agreement. Of par cular concern community’s concerns that the for Monais was the province’s 75 Winnipeg Free Press, Oct. 08, 1983, 7. 79 Winnipeg Free Press, Dec. decision to use Flood Agreement 76 Winnipeg Free Press, Nov. 27, 1983, 2. 73 Winnipeg Free Press, March 30, 1983, 2. 80 Winnipeg Free Press,-jul-07- 22, 1984, 3. 77 Winnipeg Free Press, April 1984-p-2 74 Brandon Sun June 16, 1988, 10, 1984, 5. 81 Winnipeg Free Press,-jul-18- 24. 78 Winnipeg Free Press, July 26, 1984-p-23; Winnipeg Free Press, Oct. 1984, 5. 19, 1984, 12.
40 Total Educa on at Cross Lake off er came with provisions that 85 In 1985, as Chiefs prepared to and mud, fi shers from Cross Lake might prevent them from seeking boyco the Limestone Genera ng were having to wade through compensa on in the future for Project, Monias expressed the mud, dragging their boats to get as yet unan cipated harms.82 group’s shared frustra on that, by to their fi sheries, and the heavily Also at issue, the band wanted it is own repor ng, Hydro was not silted water was impossible to monies to be placed in the Band’s living up to its commitment under render potable. Faced with having bank accounts, not into a trust the Northern Preference Clause of to truck water in, Cross Lake was account administered by Indian its agreements.86 Meanwhile, in searching for containers. With the Aff airs. As Monias stated: “I don’t 1986, Monias was elected to the situa on deteriora ng, Monias believe Indian Aff airs should get board of the Manitoba Trappers summed up the bureaucra c their hands on this money, which Associa on.87 In 1987, Monias hurdles the band faced by saying was paid to us for damages to was elected Chief once again, that “Hydro pointed their fi nger traplines, commercial fi shing and although his closest opponent at Indian Aff airs and said: it is other things that do not happen announced he would appeal your problem.” 91 At the Manitoba on the reserve land.”83 the result to O awa.88 In 1988, Chiefs’ annual conference, Monias added his voice to the call Northern Aff airs minister Jim Outstanding concerns about for an Aboriginal Jus ce inquiry, Downey was on the hot seat. As unfulfi lled promises were not the “because the police haven’t done Monias outlined the pressure the only thing that worried Monias anything to fi nd out what really water treatment plants at Cross about how Hydro operated as a happened.”89 Lake were under to maintain corporate ci zen. The substan al potable water supplies, he pressed compulsory performance bonds Hydro pointed their fi nger at Downey to consider running a Hydro required of its contractors Indian Aff airs and said: it is pipeline to the community from virtually guaranteed that Hydro your problem two spring-fed lakes near by contracts would go to large as an alterna ve water source. concerns, some from as far away In April of 1988, with a provincial “Winnipeg has two rivers, neither as Alberta, and not to companies elec on pending, Monias, with of which are used for drinking that would be much more likely the backing of his community, water. They pipe their water 160 to generate local employment.84 was s ll pressing Manitoba kilometers. We think Cross Lake Similar concerns about using and O awa to fulfi ll their Flood should have equal treatment,” local skilled workers and local Agreement promises. “Its more Monias reasoned.92 In August of resources were behind a decision than ten years since the signing, 1988, at a mee ng of Chiefs in in June of 1985 to suspend work and not too much has happened,” 90 Winnipeg, Monias walked out in on the new school infrastructure noted Monias. By summer, with protest when it became apparent un l the concrete for the project lake levels falling exposing rocks that the Premier Gary Filmon was could come from the community’s 85 Winnipeg Free Press, June not a ending, instead sending concrete business, which was in 02, 1985, 2. provincial minister responsible the process of ge ng a new gravel 86 Winnipeg Free Press, Sept. for Indian Aff airs, Jim Downey. crusher online that would allow it 10, 1985, 3. As Downey promised that the to supply the required concrete. 87 Winnipeg Free Press, July 17, Filmon government would live up 1986, 5. to the former NDP government’s 82 Calgary Herald 12 January 88 Winnipeg Free Press, Sept. 1985, 42. 04, 1987, 4. 91 Winnipeg Free Press, June 89 Winnipeg Free Press, March 83 Saskatoon Star-Phoenix, 21, 1988, 4. June 10, 1985, 10; Brandon Sun, June 17, 1988, 3. 92 Winnipeg Free Press, July 02, 11, 1985, 3. 90 Brandon Sun, April 12, 1988, 1988, 2. 84 Winnipeg Free Press, Oct. 19, 24; Winnipeg Free Press, April 12, 1984, 12. 1988, 2.
41 Total Educa on at Cross Lake responsibili es, Monias was Canada and the United States, quoted as saying: “I am not mee ng with poli cians and heads listening to that BS anymore.”93 of state, leaders of industry, and with his own people on equal Walter Monias passed away 17 terms. 94 September 1995 while on a visit to Hobbema, Alberta at the age of 62. At the me of his passing, he was serving as a Band Councillor for Cross Lake. During a si ng of the Manitoba Legislature, 24 October 1995 the Honourable Eric Robinson noted that he, the Honourable Maryanne Mihychuk, and the Honourable Steve Ashton had a ended Monias’ funeral to show their respects to the Monias family. “Chief Monias was one of those people who had ul mate respect for all people and elders and his fellow leaders,” Robinson stated. Throughout his life, he was a strong voice for Indigenous self-government and sovereignty, and a reless worker for his community. He was an eloquent speaker, and a shrewd nego ator who travelled extensively through 93 Winnipeg Free Press, August 12, 1988, 8.
94 Winnipeg Free Press, Sept. 22, 1995, 33; Manitoba, Han- sard, 24 October 1995. Available at h ps://www.gov.mb.ca/legislature/ hansard/36th_1st/hansardpdf/54.pdf
42 Total Educa on at Cross Lake Appendix C Bello Ross 1909 - 29 November 1969 Bello Ross occupied the pos on In 1946, seven years before he Indigenous parents wanted for of elected Band Chief in Cross would take on the responsibili es their children. Lake for two terms, from 1953- of Band Chief for the fi rst me, 1955, and again from 1963- Bello Ross wrote a careful le er Ross also raised the problems 1965. But his leadership in the to the Special Joint Commi ee that running two essen ally community reached beyond on the Indian Act in O awa, separate day school systems that role and included his role arguing that proposed changes on the reserve created, one in crea ng a co-opera ve-run to the Indian Act should do away Catholic, the other operated by community centre, advoca ng with the religious dominia on the United Church. This would be for appropriate educa on for of Indigenous educa on. In this an ongoing problem throughout students in Cross Lake, and le er, Ross outlined his concerns the 1950s and 1960s. But he also asser ng his community’s about the system of church-run iden fi ed the poli cal problems sovereignty over land and schools that dominated Indian that the power structure set natural resources. He provided Aff airs’ educa on program. in place by O awa posed on a clear voice for his community Having a ended a Catholic-run reserve. The Catholic Priest in in dealing with Indian Aff airs, Residen al School for nine years charge of the Catholic Schools while being realis c about his as a child, Ross was only too on the reserve was threatening community’s op ons. In all, Bello aware of the short comings of a families with excommunica on Ross displayed astute and skilled system that focused much of its from the church if they did not statesmanship as he worked for reseources on assimila on and choose to place their children’s the best life for his community. religious training, leaving li le educa on in the hands of the me for the academic educa on Catholic educa onal authority on the reserve.
St. Boniface Historical Society, “Mission de Cross Lake.” Fonds 0484, N4794, ca 45 1940. Total Educa on at Cross Lake Bello Ross’ father Thomas children through their long Kisiastāo-kanum (Ross) life together. By the early was born in the 1850s, a 1900s, many of the family had hunter from around John converted to Catholicism, as Sco ’s (Se ng ) Lake who Catholic missionaries moved almost certainly travelled to onto the reserve off ering Norway House in 1875 with the promise of a western Tapastanum as part of the educa on for children in the group who nego ated Treaty community at the same me Five. Records from this me that the Methodist school was indicate that Thomas’ father being under resourced. was Kisiastāo-kanum, who was prac cing a tradi onal Bello Ross was born in 1909 life in 1875, and that he had and a ended residen al a brother named John Sco school (probably St. Joseph’s Kisiastāo-kanum. Around 1880- at Cross Lake) for nine 1881, Thomas Kisiastāo-kanum years. Given his age, this entered into a rela onship was probably somewhere around 1915 to 1924. He h ps://www.yumpu.com/en/document/ with the daughter of Margaret read/26759898/boxoffi ce-march171951 Heckenberg. This was probably married Irene Frances Jack, Suze e, who he formally who died 1987. She was the See later in this essay to read ar cle married on 23 December 1884, daughter of Bap ste and the marriage record indicates Edith Jack, and they had a they had been living together large family. Throughout his already. Although Thomas had life, Bello Ross demonstrated been bap zed in the Methodist his commitment to his family Church in 1875, when Thomas through his hard work, his and Suze e were married by a commitment to suppor ng Methodist missionary in 1884, a healthy and strong, and the missionary noted that they self-determining community, had been living tradi onally, and his clear-eyed advocacy what the missionary called “as for a high quality western Pagans.” Thomas’ last name educa on for his children and was not changed to Ross in the the children of the community paylists un l 1892. Thomas that focused on academic and Suze e had a number of excellence and le religious prac ces to families.
h p://heritage.canadiana.ca/view/oocihm.lac_reel_c7137/319?r=0&s=2
46 Total Educa on at Cross Lake 47 Total Educa on at Cross Lake We wish the government should take all the Schools away from the Churchs here in Cross Lake.
[to] Joint Committee Indian Affairs House of Commons Ottawa Ontario Nov 19 1946
W Bryce M.P.
As we have heard and chance to talk about this meeting that they are go to have in Ottawa and we heard that you are going to talk for us this committee I have some thing to tell you to bring before the meeting We are Indians we are mixture up in this Indian Actt. About the School It say Indian Actt, that Catholic child should go in a Catholic School and protestent in School.
This Indian Actt is not Just at all.
We wish the government should take all the Schools away from the Churchs here in Cross Lake.
Father principle is putting the prot- estant children in a Catholic day School and he does not want us to let our children in a protestant day school – he said he will put us out of church, we Catholic The government that put the day school in the Reserve and was [runned] by a protestant
48 Total Educa on at Cross Lake I had put my children in it
The Father had made [lots]a talking about it fi ghting me I let my children in a protestant day school I was nine years in a Boarding school all I learn prayers the children that went in that school they have no or- dely education I have children I put them in school when the Govement will run the schools himself and if he will take all the Schools away from the Churchs we could all see the chil- dren that did not when in a Catholic school they have English to talk and good education and here in Cross Lake Boarding School they make the children learn to pray and make them learn [Crrek??] Language to write [?] hope that the Government will here the school that he had give the Indian children we don’ plame the Government for it is the once that run the school is the priests and Sisters. Pleas talk for us and try [?] to take all the schools away from the Church. I hope you will come an answer me soon We hope that the Indian Actt in by law should be change this coming year Next year if the Catholic run the day school again I will put my children in a protestant day school. I will not care if he put me out the church as long as my chil- dren will not learn prays. I want them to learn something that will help them future to talk good English.
So long from Your truly Bello Ross h ps://www.bac-lac.gc.ca/eng/ discover/mass-digi zed-archives/ school-fi les-1879-1953/Pages/item. aspx?PageID=2236848 See page 1225 49 Total Educa on at Cross Lake http://heritage.canadiana.ca/view/oocihm.lac_reel_t10041/1110?r=0&s=3
In the early 1950s, a group of about 20 people from Cross Lake got together and pooled some of their trapping money to create a co-opera ve that included a community store and a theatre and community club located in a newly built log building that could seat 200 for movies. Bello Ross not only built the building, he took on the responsibility of president of the community club, as well as running the movie projector, and travelling to Winnipeg to get movies for the theatre.
Winnipeg Tribune 12 February 1951 Page 3
The Company of Twenty
Winnipeg Free Press 17 July 1951 Page 10
This building would also be used as a temporary classroom in the 1950s, as over crowding and school construc on slowed by poli cal debates meant that many students were moved from one makeshi classroom to http://heritage.canadiana.ca/view/oocihm.lac_reel_ another during the period. t10041/1109?r=0&s=3 50 Total Educa on at Cross Lake h p://heritage. canadiana.ca/view/ oocihm.lac_reel_ t10041/1524?r=0&s=3
In the 1950s, during his fi rst tenure as Chief, Bello Ross again came up against the local Catholic school authori es. Ross and Indian Aff airs had selected a site for a Catholic day school on the reserve, but Father Chamberlain has disagreed with the decision, and had asked Indian Aff airs to change the loca on. “I gave you a Clearly understanding the deeper implica ons piece of land… I this change embodied, Bello Ross pushed back, asser ng his leadership in the community and the am taking this community’s control of the land on the reserve as valid land back.” and sta ng “I gave you a piece of land… I am taking this land back.” His choice of treaty me as when the ma er would be se led provides a further insight into Ross’ understanding of the rela onships involved as being na on-to-na on, to be resolved between Chief and the representa ve of the Crown, “no Church before treaty.”
h p://heri- tage.canadi- ana.ca/view/ oocihm. lac_reel_t10 041/1526?r =0&s=3t100 41/1526?r=0 &s=3 51 Total Educa on at Cross Lake Bello Ross con nued to hold his ground on this point:
h p://heritage.canadiana.ca/view/oocihm.lac_reel_c9700/45?r=0&s=1
52 Total Educa on at Cross Lake h p://digitalcollec on.gov.mb.ca/awweb/ pdfopener?smd=1&did=12098&md=1
The 2005-2006 Trapping Guide published by the Province of Manitoba includes a picture of Chief Bello Ross coming to some sort of agreement with the province rela ng to the Registered Trapline System in 1954. The implica on from this picture, and the cutline, seems to be that natural resource management in Manitoba is born out of agreement and accord between Indigenous people and government. Yet, if you look closely at the faces of the people in the picture, there might be another way of understanding Indigenous-Government rela ons and wildlife management in this period.
53 Total Educa on at Cross Lake An ar cle in the Winnipeg Free Press (21 September 1954, page 14) confi rms this, repor ng that Bello Ross and his two councillors denied asser ons in a northern newspaper that claimed that they agreed with govern- ment wildlife laws. In fact, noted Ross, they had refused not agreed to paying license fees, and that they had received a promise that they would be exempt from the fees. They also, he noted, did not feel bound by the Migratory Bird Act. Also noteworthy in the ar cle is Ross’ concern about the standing his community had in the eyes of other northern communi es.
54 Total Educa on at Cross Lake Ross also advocated for increased sturgeon quotas in 1955, the last year of his fi rst term as Chief.
h ps://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=3&cad=rja&uact=8&ved=2ahUKEwjH04z5to7nAhU6JzQ IHQvRAb8QFjACegQICRAB&url=h p%3A%2F%2Fmspace.lib.umanitoba.ca%2Fbitstream%2F1993%2F1047%2F1%2Fmq23399. pdf&usg=AOvVaw12Q0R9XW5sdKQKb-T7Ylj4
On the surface it might seem that Bello Ross was an accomplished business man and a wwstrong advocate for his community in areas such as educa on, land rights, and natural resources management. But this view misses what underwrote his arguments, a clear sense of the sovereignty of his community, and their right to make good decisions for themselves. At the same me, Ross was aware of the power structures that existed, and worked in a statesmanlike manner to deal with these reali es when it came to the community’s rela onship with the Crown. As changes to the Indian Act were under study, he wrote persuasively to O awa asking that educa on be severed from religion. The ongoing issues his community was dealing with local Catholic educators would be resolved between the Band and the Crown as part of their Treaty rela onship and responsibili es. The land on the reserve was under the community’s control. Each me, his solu on was underwri en by the understanding that Cross Lake was a legi mate poli cal en ty engaged in a treaty rela onship with the Crown, a rela onship that required nurturing and nego a on, but that ul mately defi ned the two par es’ rela onship with each other.
55 Total Educa on at Cross Lake h ps://www.yumpu.com/en/docu- ment/read/26759898/boxoffi ce- march171951
56 Total Educa on at Cross Lake 57 Total Educa on at Cross Lake