Today the use of killing as the solution to social problems is pandemic! It starts before life begins – with the birth control pill then moves to Plan B, the morning after pill, and then to have abortion. It doesn’t solve the problem, it just removes it from view and replaces it by killing and creating a new problem, over 100,000 deaths a year in Canada (the actual numbers are not fully reported).

We are now greatly increasing the use of killing as a solution to social problems by the addition of euthanasia (MAiD). Like abortion it started as a trickle. Then it became a flow as the controls relaxed and the social problems that create the desire for MAiD escalate as they are not dealt with. Sadly our government is saving money in the process.

In both abortion and euthanasia human greed for social freedom has benefited at great cost to humanity. By the end of 2020 the number of euthanasia deaths increased by 17 per cent and it is estimated this will continue to increase as the rules expand. The deaths from the pandemic are small in comparison.

Give us all the freedom in the world and we gladly squander it and look for more!

Greg Gobbi
Prince George


Despite what Peter Manning says (Letters, June 27), the residential school system was not designed to destroy native culture. It was designed to provide a decent, government-mandated education to Canadians in remote areas. Remember that non-natives attended these schools as well.

Canada, then a very British colony, inherited an education system based on a British model. That means the operational language was English and the culture within the system was heavily influenced by a British mentality.

All non-British students were expected to adapt to this system – natives as well as non-English immigrants – of which their were many (Chinese, Japanese, Polish, Dutch, Italian, etc.). At no point did we expect any public school to cater to, or preserve with great zeal, any of these cultures. That was not the design of the school system. That was the responsibility of the home and the local community.

And let us not forget that there were First Nations children who actually benefitted from the residential school experience, and much preferred their school to the poverty and abuse of their home life.

Jack Chambers
Parksville

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