Mr. Speaker, I am going to share my time with the member for Winnipeg North.
I would like to thank the member for Manicouagan for putting this motion on the order paper. It gives me an opportunity to talk about the aboriginal people in my riding. I also want to take this opportunity to pay tribute to Eva Ottawa, Christian Awashish and David Boivin, chiefs and grand chief of the Attikamek community, for their dynamism and their involvement in their respective communities. Manawan, to which my colleague referred, is third-biggest reserve of the Attikamek community in this region.
Today, I want to draw the attention of my colleagues to the Attikamek nation, which has lived in Mauricie for centuries and, in many regards, is ignored by the governments in place. This population, which is primarily concentrated in the areas surrounding the Gouin reservoir, a few hundred kilometres west of La Tuque, Quebec, is facing growth problems not only linked to population growth, but also to geographical isolation, the non-recognition of its ancestral land, and the numerous economic difficulties affecting the entire community.
The Attikamek were not included in the James Bay and Northern Quebec Agreement and are still waiting for concrete solutions from the government concerning the recognition of their ancestral land. The Attikamek do not receive any royalties from Hydro-Québec for the use of their land. This is also true of the Mauricie forest, which has been shamefully exploited by a number of Canadian and Anglo-American companies since Canada was conquered by the British.
Canada got rich at the expense of the Attikamek nation and to date has not been able or willing to recognize the ancestral rights of this nation, which enabled us to develop the industrialized Canada that we know today. Our lack of vision in the area of forestry development is being felt today in the closure of pulp and paper and softwood lumber mills, and the aboriginal people are the principal victims of our historical mistakes. We have neglected the first nations, we have overexploited the forest and we persist on this path of ignorance.
Today, I call on the government, which has turned a blind eye to the needs of the first nations, to ensure that any potential solutions to our growth problems include, as a matter of course, the Attikamek and the other first nations peoples of Canada. A percentage of the federal budget should be allocated to the educational, economic and social development of these nations. Every action we take and the grants allocated by the federal government to Canadian communities should mandatorily include a percentage earmarked for the Indian nations. We should make a joint effort to improve the standard of living of the Attikamek. We must strive to increase the number of graduates in these communities. We must increase the standards of social services for remote populations. The health of this nation is a measure of our commitment to future generations and an acknowledgment of their historical contribution to our collective wealth.
How is it that in the 21st century we have to call out to the government when it comes to the health and education needs of the Attikamek? Must we accept the social problems and the growing crime problem in these communities as inevitable facts? A great Canadian, Sir Wilfrid Laurier, predicted that the 20th century would belong to Canada. There is no doubt that in one century we have become one of the most democratic and prosperous nations on the planet. But there is still a shadow on our image: our silence in the face of the injustices experienced by the Attikamek and other first nations is an embarrassment. The silence of this government is an embarrassment. But looking beyond our historical mistakes, we have the economic capacity to change the course of events.
There are glaring education problems among the Attikamek. They have to find solutions that will enable them to look to the future with serenity. The first injustice in the aboriginal education system stems from underfunding for infrastructure. We would never accept the dilapidated state of the school equipment the Attikamek have if these were communities in the south. In the community of Wemotaci, for example, the building of a school that is needed because of population growth is in jeopardy because there are insufficient funds. The project is constantly being postponed and changed, given the reduction in funding available for building schools in aboriginal communities.
We have to consider updating all of the education infrastructure in Attikamek communities so that the schools are able to play their role in modern society and in societies where technological knowledge has become essential. The same is true of the human resources needed to serve both the regular school population and those with special needs. In January, the chiefs of the Attikamek communities reminded the government, in a media release, of its obligations to the aboriginal nations in relation to education. The difficulties these communities are experiencing in relation to education are mostly connected with the economic underdevelopment that has existed for decades.
As well, the chronic underfunding of resources for students in aboriginal communities shows that the aboriginal school system is a system designed for second-class citizens. Education funding in Canada off reserves cannot be compared with funding on reserves. Everywhere in Canada, students in the cities and towns of this country receive more in education grants than any aboriginal person. The federal government absolutely has to accept the principle of equal education funding for all citizens of Canada.
Growth in education budgets in Canada exceeds 6% in all communities except among aboriginal people. The latest report produced by the Assembly of First Nations and the government on education in aboriginal communities describes an education system that encourages academic failure rather than success. The government complains about money invested in the first nations but never realizes that the first investment has to be in education. Updating schools and school structures in aboriginal communities calls for a phenomenal amount of catching up, which has to take into account the underfunding that has taken place for nearly a century.