This paper is about the schools for aborginal children in Canada in the 20th century. We describe the residential schools, created by the government in cooperation with Roman and Protestant churches. Particulary, we make a case study of Kamloops Indian Residential School in British Columbia (1893-1977). Residential schools existed since 1892, and in British Columbia, there were 19 until 1984. This paper is an outline for a sub-project to an existing comparative project at Umeå University, Sweden, which is also about schooling for for the Sami children (northern Sweden) and aborginal children in Australia in a historical perspective. That project is labelled "The controversial knowledge" (Patrik Lantto) and the purpose is to provide a comparative policy-analysis of schooling for aborginal children in Sweden, Canada and Australia. Our study is based on testimonies, secondary sources, official documents, archives and files. Preliminary results suggest that there were substantial differences between the national policies of the three countries towards the aborginal population. Also schooling and pedagogy took different shapes. In Canada, violence, abuse and oppression formed the educational practice under the guidance of the religious bodies. Children were collected by force from their parents and suffered in the residential schools. Parents who refused to let the children leave home were strongly punished. In many of the residential schools, physical and sexual abuse was the norm. Diseases were frequent. Cultural abuse, e g by not allowing the First Nation's children to wear traditional clothes and hairstyles, contributed to the oppression, as well as the prohibition of using the native language. The pedagogy should support the official policy towards the aborginal population, whether this had the goal of segregation or assimilation. According to aborginal people, the purpose was two-fold: to prevent a strong culture and policy to grow among them, and to exclude them from the newcomer's privileges. Our case, the Kamloops Indian residential School in British Columbia is a prominent example of the intruder's policy for subordination of the population. It was managed by the Roman Catholic church. Kamloops was a part of an official reconciliation commission and as such a lot of testimonies and other data have been collected. Our scope is to use this material for analyzing a violent pedagogy, within the frames of a general of colonial power. Overall, the research indicates that schooling can play a major role in suppression and even genocide. Still today, former students must get medical help to recover from the damages caused by colonial school policy.