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Between 1867 and 2000, the Canadian government sent over 150,000 Aboriginal children to residential schools across the country. Government officials and missionaries agreed that in order to “civilize and Christianize” Aboriginal children, it was necessary to separate them from their parents and their home communities. For children, life in these schools was lonely and alien. Discipline was harsh, and daily life was highly regimented. Aboriginal languages and cultures were denigrated and suppressed.

Forums such as commissions, courtroom trials, and tribunals that have been established through the second half of the twentieth century to address Aboriginal land claims have consequently created a particular way of presenting Aboriginal, colonial, and national histories. The history that emerges from these land-claims processes is often criticized for being “presentist” – inaccurately interpreting historical actions and actors through the lens of present-day values, practices, and concerns.

Between 1867 and 2000, the Canadian government sent over 150,000 Aboriginal children to residential schools across the country. Government officials and missionaries agreed that in order to “civilize and Christianize” Aboriginal children, it was necessary to separate them from their parents and their home communities. For children, life in these schools was lonely and alien. Discipline was harsh, and daily life was highly regimented. Aboriginal languages and cultures were denigrated and suppressed.

Between 1867 and 2000, the Canadian government sent over 150,000 Aboriginal children to residential schools across the country. Government officials and missionaries agreed that in order to “civilize and Christianize” Aboriginal children, it was necessary to separate them from their parents and their home communities. For children, life in these schools was lonely and alien. Discipline was harsh, and daily life was highly regimented. Aboriginal languages and cultures were denigrated and suppressed.

Between 1867 and 2000, the Canadian government sent over 150,000 Aboriginal children to residential schools across the country. Government officials and missionaries agreed that in order to “civilize and Christianize” Aboriginal children, it was necessary to separate them from their parents and their home communities. For children, life in these schools was lonely and alien. Discipline was harsh, and daily life was highly regimented. Aboriginal languages and cultures were denigrated and suppressed.

Between 1867 and 2000, the Canadian government sent over 150,000 Aboriginal children to residential schools across the country. Government officials and missionaries agreed that in order to “civilize and Christianize” Aboriginal children, it was necessary to separate them from their parents and their home communities. For children, life in these schools was lonely and alien. Discipline was harsh, and daily life was highly regimented. Aboriginal languages and cultures were denigrated and suppressed.

Between 1867 and 2000, the Canadian government sent over 150,000 Aboriginal children to residential schools across the country. Government officials and missionaries agreed that in order to “civilize and Christianize” Aboriginal children, it was necessary to separate them from their parents and their home communities. For children, life in these schools was lonely and alien. Discipline was harsh, and daily life was highly regimented. Aboriginal languages and cultures were denigrated and suppressed.

Rupert Brooke (b. 1887) died on April 23, 1915, two days before the start of the Battle of Gallipoli, and three weeks after his poem "The Soldier" was read from the pulpit of St Paul's Cathedral on Easter Sunday. Thus began the myth of a man whose poetry crystallizes the sentiments that drove so many to enlist and assured those who remained in England that their beloved sons had been absolved of their sins and made perfect by going to war. In Fatal Glamour, Paul Delany details the person behind the myth to show that Brooke was a conflicted, but magnetic figure.

Based on personal experience, survivor testimony, and documentary research, Invasion 14 portrays the German occupation of northern France during World War I. Regarded by critics as Maxence Van der Meersch’s finest work, the novel is set in Lille, Roubaix, and nearby villages along the Belgian border, with the front lines just miles away and the shelling routinely audible. An antiwar novel that goes beyond the trenches, this book is not about combat but its consequences, providing remarkable insights on how French civilians chose to accept or oppose the occupation of their country.

The Arctic is ruled by ice. For Inuit, it is a highway, a hunting ground, and the platform on which life is lived. While the international community argues about sovereignty, security, and resource development at the top of the world, the Inuit remind us that they are the original inhabitants of this magnificent place - and that it is undergoing a dangerous transformation. The Arctic ice is melting at an alarming rate and Inuit have become the direct witnesses and messengers of climate change.