The Survivors Speak

Introduction
Before the Survivor-initiated court case that led to the creation of the Truth and
Reconciliation Commission of Canada, the Canadian residential school story has
largely been told, to the extent that it has been told at all, through the documents
and reports of the people who organized and ran the system. These documents describe
the goals and methods of the federal government that founded and funded the schools,
and of the religious organizations that operated them. Their written records contain the
rationales for continued residential school operation, as well as internal, and occasionally
public, criticisms of the schools. These have provided the basis for valuable histories.
Over the past thirty years, a growing number of former students have published their
memoirs. In addition, Aboriginal organizations and individual academics have conducted
research, and, in some cases, compiled and published transcripts of interviews and writings
by former students, often with a focus on a specific school.
The Truth and Reconciliation Commission of Canada was mandated “to receive statements
and documents from former students, their families, community and all other
interested participants” and to recognize “the unique experiences” of all former students.
Over 6,750 people have given recorded statements to the Truth and Reconciliation
Commission of Canada. Most of these were given in private settings. Others were given
at the national, regional, and community events; sharing circles; and hearings organized
by the Commission. These private and public statements form a key part of the
Commission’s legacy.
The Commission recognizes that the essential voice of the former students must be
given a central place in any history of the schools. Since statement gathering has been
an ongoing process throughout the Commission’s mandate, it has not been possible to
undertake a complete assessment and analysis of all the statements. This volume is based
on a survey of the statements gathered from all parts of the country between 2009 and
2014. Almost all the statements come from individuals who attended schools after 1940.
The volume begins with the students’ lives prior to attending residential school, and then
describes their arrival at the schools, and their experiences studying, working, and living
in the schools.
Commentary and interpretation have been kept to a minimum to allow the students to
speak for themselves.