This paper discusses the history and trauma of Native education in Canada and stresses the importance of integrating the best of the Native culture with the best of the Western culture in future Native education. The paper is organized in three parts. The first section acknowledges the trauma inflicted on the indigenous peoples by means of early and contemporary Native education from the 1600s to the 1900s. Educational practices during this time purposefully denied and ignored the value of Native culture in an unsuccessful attempt to assimilate American Indians into the Euro-Canadian society. Native education remained essentially unchanged until the Federal Government of Canada accepted a proposal in 1973 by the National Indian Brotherhood. This new education policy radically changed Native education by affirming the Native culture and encouraging Euro-Canadians to share in the value of Native culture. The second section of the paper proposes a theory of context. This theory was used to analyze external and internal conditions affecting education during the 1950s through 1970s. It was found that macro conditions of society--political, social, and economic--do affect micro elements such as student achievement. Based upon this theory the last section of this paper speculates upon the next 100 years of Native education in Canada. If Native education is going to be successful, Native culture and knowledge need to be revived and integrated into modern society. This would allow for harmony and respect to exist between all people. Native people cannot do without the strengths of the Western world, which includes science and technology; whereas the Western world desperately needs the strength in the area of human relations, that the Native worldview and value system, characterized by respect between all living things, can supply. (Contains 16 references.) (LP)