Curve Lake’s Day School History Unveils Indigenous Resilience

The history of the Curve Lake Indian Day School reflects a profound narrative of Indigenous activism against the backdrop of colonial educational practices. Chief Elsie Knott, the first female chief of a First Nation in Canada, took a stand against the Indian Day School system based on her own negative experiences. In her efforts to provide better educational opportunities for Indigenous children, she purchased a retired hearse to transport students from Curve Lake to the public school in Lakefield, Ontario. This initiative eventually evolved into a community-run bus service that continues to operate today.

These efforts are chronicled in the book Students By Day: Colonialism and Resistance at the Curve Lake Day School, authored by Jackson Pind. This publication, the first in Ontario to focus on an Indian Day School, emerged from Pind’s doctoral research and extensive collaboration with Survivors, families, and community leaders from Curve Lake First Nation. It highlights not only the harms inflicted by the day school system but also the community’s creativity and resistance in safeguarding their children’s well-being.

Uncovering the Impact of Day Schools

While many Canadians are familiar with residential schools, far fewer recognize the significant impact of day schools. More Indigenous children attended day schools than their residential counterparts. These institutions, which were managed by churches and funded by the federal government, were marked by inadequate educational resources and assimilationist policies aimed at erasing Indigenous languages and cultures.

Despite the magnitude of these issues, the federal settlement for day school Survivors was only finalized in 2019, over a decade after the settlement for residential schools. To date, no formal apology has been issued by the churches involved, nor has there been a dedicated commission of inquiry into the day school system. This lack of acknowledgment underscores a crucial gap in public understanding, which motivated Pind to undertake his research.

Researching with the Community

Pind’s connection to Curve Lake First Nation runs deep, and he initiated his project with the support of then-Chief Emily Whetung and the local council in 2020. With their guidance, he explored approximately 10,000 archival files at Library and Archives Canada and complemented these records with oral histories shared by Survivors eager to tell their stories. The COVID-19 pandemic necessitated adjustments to in-person research, but when opportunities arose to return to Curve Lake, five Survivors came forward to share their experiences. Their bravery in recounting difficult memories was instrumental in bringing this book to fruition.

The archives are filled with letters from Curve Lake dating back to the 19th century, in which community leaders advocated for better pay for teachers, requested Indigenous educators, and sought to establish their own school boards. These documents reveal a determined community that worked within a restrictive system to advocate for the educational needs of their children.

Stories of Resistance and Resilience

Pind’s research unveils not only a record of harm but also a narrative of resilience. A letter from an Indian agent in the 1920s notes the community’s commitment to preserving their language, stating, “one of the chief holdbacks of the Chemong (Curve Lake School) is the determination of parents to stick to their own language.” Parents consistently resisted the imposition of English-only education, fostering the use of the Anishinaabeowin language outside the classroom. This community-driven resistance complicates the prevailing narrative of Indigenous schooling as solely a tale of trauma.

While acknowledging the lasting harm caused by these institutions, Pind emphasizes acts of agency, resilience, and a vision for cultural preservation that emerged amid challenges.

The Path Toward Reconciliation

The Truth and Reconciliation Commission has drawn attention to the disparities in educational access and quality for Indigenous communities. Today, Curve Lake’s school has been locally operated since the early 1980s, yet funding formulas still leave First Nation schools significantly underfunded compared to provincial counterparts.

As part of the 2019 class-action settlement with Indian Day School Survivors, a $200 million legacy fund was established to support healing, language revitalization, and commemoration efforts. The federal government has also begun digitizing over six million documents related to day schools, with approximately 800,000 currently accessible. These resources will be invaluable for communities seeking to reclaim their histories.

As Survivors have consistently reminded us, reconciliation extends beyond documentation and apologies; it requires tangible action. Understanding the role of Indian Day Schools, listening to Survivors, and addressing the ongoing inequalities in education are critical steps in Canada’s ongoing journey toward reconciliation.

Jackson Pind receives funding from the Social Humanities Research Council of Canada, underscoring the importance of continued research and advocacy for Indigenous communities.