Search for ""

"There was a lot of targets but both sides were doing cruel things. There’s nothing sweet or easy about war and there’s nobody fighting clean wars anymore."

See below for Mr. Friedman's entire testimony.

Please be advised that Memory Project primary sources may deal with personal testimony that reflect the speaker’s recollections and interpretations of events. Individual testimony does not necessarily reflect the views of the Memory Project and Historica Canada.

"In August 1942 Montgomery’s forward forces had brought Rommel’s army to a halt. RAF bombers, British submarines, had sunk 47 supply ships totaling 169,000 tons. All except two had been a direct result of decrypts from BP."

See below for Mrs. Cooper's entire testimony.

Please be advised that Memory Project primary sources may deal with personal testimony that reflect the speaker’s recollections and interpretations of events. Individual testimony does not necessarily reflect the views of the Memory Project and Historica Canada.

"There’s got to be a better way than war. War seems to be no solution. And we’ve seen wars, many wars. What has it solved?"

See below for Mr. Curran's entire testimony.

Please be advised that Memory Project primary sources may deal with personal testimony that reflect the speaker’s recollections and interpretations of events. Individual testimony does not necessarily reflect the views of the Memory Project and Historica Canada.

"During the previous campaigns we had lost at least 50% of our experienced flying personnel; some had been shot down, while others had finished their tours."

See below for Mr. MacKenzie's entire testimony.

Please be advised that Memory Project primary sources may deal with personal testimony that reflect the speaker’s recollections and interpretations of events. Individual testimony does not necessarily reflect the views of the Memory Project and Historica Canada.

"One night, I was awakened by a thunderous noise. I was laying in water. Had we been torpedoed? The ship was leaning far to the starboard, and a wall of water shot by our cabin door"

See below for Mr. Little's entire testimony.

Please be advised that Memory Project primary sources may deal with personal testimony that reflect the speaker’s recollections and interpretations of events. Individual testimony does not necessarily reflect the views of the Memory Project and Historica Canada.

"The women had never had jobs like this before and we wanted to prove ourselves. I think that’s part of it. And the men accepted us."

See below for Mrs. Geary's entire testimony.

Please be advised that Memory Project primary sources may deal with personal testimony that reflect the speaker’s recollections and interpretations of events. Individual testimony does not necessarily reflect the views of the Memory Project and Historica Canada.

"You never hear a shell with your number on it. Those with the whine and the bang are marked for someone else."

See below for Mr. Willoughby's entire testimony.

Please be advised that Memory Project primary sources may deal with personal testimony that reflect the speaker’s recollections and interpretations of events. Individual testimony does not necessarily reflect the views of the Memory Project and Historica Canada.

"The story, however, is not about how the Canadians were defeated. It’s about how they fought and how they behaved against impossible odds."

See below for Mr. MacDonell's entire testimony.

Please be advised that Memory Project primary sources may deal with personal testimony that reflect the speaker’s recollections and interpretations of events. Individual testimony does not necessarily reflect the views of the Memory Project and Historica Canada.

"Well, by the time we left, we drank too much wine. And we bought some eggs and we bought some more wine to take, and we decided to buy a goose."

See below for Mr. Gunther's entire testimony.

Please be advised that Memory Project primary sources may deal with personal testimony that reflect the speaker’s recollections and interpretations of events. Individual testimony does not necessarily reflect the views of the Memory Project and Historica Canada.

"I fired my 1st shot the second night just after midnight. I got the fellow I shot at just in front of our wire. I won't forget the feeling as I pressed the trigger that night + I hadn't got over it when I wrote."

See below for Mr. Scherer's entire testimony.

Please be advised that Memory Project primary sources may deal with personal testimony that reflect the speaker’s recollections and interpretations of events. Individual testimony does not necessarily reflect the views of the Memory Project and Historica Canada.

Howard Sinclair Anderson was under age when he enlisted in the army after the chief of George Gordon Reserve, a veteran of the First World War, went around looking for volunteers. Anderson became a Lance Corporal in the Royal Canadian Army Service Corps during the Second World War. Discover his story of serving in France after D-Day and the discrimination he faced after returning.

Please be advised that Memory Project primary sources may deal with personal testimony that reflect the speaker’s recollections and interpretations of events. Individual testimony does not necessarily reflect the views of the Memory Project and Historica Canada.

Although the first residential schools in Canada were established with the intention of assimilating First Nations children into Euro-Canadian culture, Métis and Inuit children were also institutionalized in such facilities. Métis children experienced similar day-to-day conditions to those of other students in residential schools, but they were often considered “outsiders” by their peers and administrators. This perception affected their experiences within these institutions in particular ways.

The Orff approach, also known as Orff-Schulwerk or Music for Children, is an approach to music education conceived by the German composer Carl Orff (1895-1982). It was developed in the 1920s and 1930s while Orff was music director of the Günther-Schule, a school of dance and music in Munich. The guiding principles were contained in his publication Orff-Schulwerk (Mainz 1930-5), to which revisions came later.

The transcription in English is not available at this moment. Please refer to the transcript in French.

Please be advised that Memory Project primary sources may deal with personal testimony that reflect the speaker’s recollections and interpretations of events. Individual testimony does not necessarily reflect the views of the Memory Project and Historica Canada.

The Sir George Williams affair (also known as the Sir George Williams riot) took place in winter 1969, when more than 200 students decided to peacefully occupy the ninth floor of the Henry F. Hall Building at Sir George Williams University in Montreal. These students were protesting the university administration’s decision regarding a complaint of racism that had been filed several months earlier by six Black students from the Caribbean. On 11 February 1969, to dislodge the students occupying the building, the police intervened forcefully, and the situation deteriorated, resulting in over $2 million worth of damage and the arrest of 97 people. The Sir George Williams affair is regarded as the largest student riot in Canadian history. For many observers and historians, it represents a key moment in the rebirth of black militancy in Montreal.