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Speaker 1: Hmm. Do you know what is a podcast? This is

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Speaker 1: a podcast, a podcast called Behind the Bastards about bad people,

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Speaker 1: the worst people in all of history and the worst

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Speaker 1: things in all of history, and generally bad stuff. I'm

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Speaker 1: Robert Evans in case you didn't know, Boy, I don't know.

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Speaker 1: Middling introduction. It's no me just shouting the word hitler

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Speaker 1: a totally but it's not great. I'm sorry. Look, it's

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Speaker 1: hard to introduce a podcast every week and we it's not.

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Speaker 1: They're not all gonna be winners. Everyone's not gonna be

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Speaker 1: a gonna be a triumph of the human spirit. So

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Speaker 1: just deal with it. Just deal with it. I'm sorry. Hi, Hi,

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Speaker 1: Sophie UM, and hello to our guest today, Anna Hosnia. Anna.

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Speaker 1: How are you doing? Hello? How should people introduce podcasts?

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Speaker 1: How has that done? I mean, I don't do any better.

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Speaker 1: I'm just like, hi, this is the name of the show, okay,

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Speaker 1: and then I get into it. Yeah. I never know

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Speaker 1: how and I still don't. Um, because, as as I

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Speaker 1: think I've repeated to people, one of the key aspects

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Speaker 1: of my job is never learning how to do it properly. An,

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Speaker 1: how do you feel about Canada? Um? Canada and I

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Speaker 1: have an interesting relationship. I spent the majority of the

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Speaker 1: end of last year in the beginning of this year

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Speaker 1: making sure I could get into Canada, which was stressful.

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Speaker 1: Remember this criminal behavior on my record that Canada probably

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Speaker 1: wouldn't appreciate. But I got in no big they didn't

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Speaker 1: even care, So I don't know. It's like a nice

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Speaker 1: terrain with nice people. It's a nice terrain nice people

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Speaker 1: Canada gets. You know, it's nice being next to the

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Speaker 1: United States because the US is always fucking up in

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Speaker 1: like such extreme and invisible ways that as long as like,

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Speaker 1: as long as you're you're just kind quiet, uh, you

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Speaker 1: can get away with murder, which Canada has for for

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Speaker 1: as long as there's been a Canada. Oh yeah, you know,

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Speaker 1: I like it's it's a it's a messy country, right

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Speaker 1: like it it's it's a messier country than you'd expect

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Speaker 1: considering the reputation Canada has for like, oh the nice Canadians,

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Speaker 1: everything works, like the government's so functional. Um, like, we

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Speaker 1: should all be more like Canada. And I guess if

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Speaker 1: you're the United States, we should be more like Canada

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Speaker 1: because they are a better country than US. But they're

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Speaker 1: still they're still messy as hell. And today we're gonna

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Speaker 1: finally come out swinging against Canada. Anna, We're gonna, we're gonna,

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Speaker 1: we're gonna knock them down, knock them down. A couple

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Speaker 1: of pegs with you. I had no idea. I let

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Speaker 1: you have no idea what you're referencing? Like, yeah, like

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Speaker 1: they're mess Oh yeah, they are. They are very Have

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Speaker 1: you ever heard of residential schools? No? Yeah, that's what

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Speaker 1: we're talking about today. And this is um upper particularly

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Speaker 1: ugly chapter of Canadian history. Um that is now fairly

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Speaker 1: well known in Canada, but I don't think most people

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Speaker 1: outside of the Great White North have ever heard of them. Um,

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Speaker 1: So it's yeah, it's it's a pretty terrible thing, and

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Speaker 1: we're going to talk about it, and um, you know,

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Speaker 1: eventually whip our listeners up into a frenzy and burned

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Speaker 1: down the entire nation of Canada. Probably not that second

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Speaker 1: Party because they're still better than the United States, but like,

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Speaker 1: you know, pretty messy. Still, do you bring get the

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Speaker 1: vibe that like every government is bad? Yes, yes, constantly

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Speaker 1: every day. It was just me, but like man everywhere

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Speaker 1: is bad. Yeah, they're all it's all bad. It's all bad.

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Speaker 1: Some of them are like competent bad and some of

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Speaker 1: them are incompetent bad, Like the US is consistently incompetent

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Speaker 1: bad and Canada is consistently competent bad um. And that

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Speaker 1: is what I would say is the chief difference between

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Speaker 1: the badness of them. Anyway, let's start at the beginning.

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Speaker 1: So the beginning of Canada, that is our our our

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Speaker 1: neighbors to the north, got their start as a semi

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Speaker 1: independent political entity in eighteen seventy six, when the British

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Speaker 1: North America Act united the three remaining British American colonies

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Speaker 1: into the first four provinces of the Dominion of Canada,

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Speaker 1: which is a pretty cool name. After you know that act.

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Speaker 1: In eighteen seventy six, Canada got its own government and

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Speaker 1: a federal structure for like the first time. This is

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Speaker 1: the first time. Eighteen seventy six is when Canada, Canada

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Speaker 1: starts being like a big thing as opposed to like

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Speaker 1: just a bunch of different British colonies. You know, you

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Speaker 1: get your there's this colony that started out as just

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Speaker 1: a bunch of fur trappers, and you know, there's the

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Speaker 1: place where the people actually live and YadA, YadA, YadA. Um,

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Speaker 1: they all get united in eighteen seventy six, and they're

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Speaker 1: a they're a polity finally. So uh. This went over

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Speaker 1: pretty well with all the white people who inhabited the

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Speaker 1: area that we call Canada, because white people everywhere have

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Speaker 1: always loved Canada, but it was less celebrated among the

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Speaker 1: indigenous people of the region, um, who were super psyched

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Speaker 1: about Britain, being like, now you're all Canada, um, because

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Speaker 1: they had been other things previously and perhaps preferred that

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Speaker 1: to be in Canada. So the governments of the colonies

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Speaker 1: of Canada had started setting up reservations for indigenous people

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Speaker 1: back in the eighteen thirties, um, and these were kind

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Speaker 1: of patterned off of the ones in the United States.

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Speaker 1: Canada had kind of a history of looking over to

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Speaker 1: how the US dealt with indigenous people and being like,

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Speaker 1: what if we did that? But quieter, um, so less

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Speaker 1: of the of the genocidal wars. You know, you do

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Speaker 1: get you do get some of that. The Canadian Mounties

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Speaker 1: are certainly a part of of the history of white

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Speaker 1: people with funny hats and guns murdering Native Americans, but

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Speaker 1: it is it is generally a bit quieter in Canada. Um,

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Speaker 1: but they you know, they operate on some of the

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Speaker 1: same premises. And in the eighteen thirties they start setting

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Speaker 1: up reservations, and as in the United States, the goal

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Speaker 1: of these reservations was to give natives unproductive land so

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Speaker 1: that they would stay out of white people's way while

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Speaker 1: we looted the rest of the land mass. So you

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Speaker 1: would start out as the indigenous people, you know, this

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Speaker 1: all being your land that your ancestors have been on

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Speaker 1: since forever. And then Canada says we're gonna guarantee you

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Speaker 1: that you have land forever. But it's this specific chunk

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Speaker 1: of what used to be a much larger piece of land,

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Speaker 1: and it's the worst chunk of it. And if you, uh,

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Speaker 1: if you leave, you you get in trouble. So the

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Speaker 1: Dominion of Canada poured it over several old laws that

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Speaker 1: governed how they got to treat members of Native tribes.

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Speaker 1: And these had the kind of startlingly racist names you'd expect,

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Speaker 1: including the Gradual Civilization Act of eighteen fifty seven, UM,

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Speaker 1: which was meant to gradually civilize indigenous people. Um. Yeah,

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Speaker 1: that's a nice way to put it, Like, we're not

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Speaker 1: going to be too fast for you were Canada. You know,

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Speaker 1: when we when we commit an ethnic cleansing, it's nice

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Speaker 1: and slow, real, real, real, even tempered uh genocide. So

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Speaker 1: the Gradual Civilization Act gave Natives who had educated themselves

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Speaker 1: in white schools the option of being enfranchised as British citizens.

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Speaker 1: Doing so meant that they got all of the rights

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Speaker 1: of a British you know, a citizen of the crown,

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Speaker 1: but they had to give up all legal claim to

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Speaker 1: the land of their tribe. They couldn't live on the reservations,

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Speaker 1: and they weren't seen as as natives anymore as Indians

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Speaker 1: and the legal parlance of the time. So you got

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Speaker 1: to vote in all of that stuff if you agreed

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Speaker 1: to stop being an indigenous person, like yeah, yeah, that

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Speaker 1: was that was the rule. What then, Yeah, The goal

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Speaker 1: was basically to get all of the natives in the

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Speaker 1: members of native tribes in Canada to like give up

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Speaker 1: their rights to their native land and their native hunting

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Speaker 1: and stuff that they've been guaranteed by previous treaties, Like

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Speaker 1: treaties guaranteed you the right of you're the member of

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Speaker 1: you know, certain tribes, you get to hunt in certain

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Speaker 1: areas and you know, if you remember, you get to

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Speaker 1: you get to hold certain land. And some of that

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Speaker 1: land had nice mining on it. Some of that land

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Speaker 1: was good for growing, uh, And settlers wanted it, and

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Speaker 1: they figured the best way to make sure that they

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Speaker 1: could have it was convinced all of these natives to

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Speaker 1: give up their claim to the land and exchange for

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Speaker 1: the unclear benefits of being a British citizen. So that's

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Speaker 1: basically the idea is you all become British citizens and

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Speaker 1: we just kind of exterminate your cultures peacefully. So well,

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Speaker 1: I mean, is this all because they want control? Like

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Speaker 1: they yeah, what who cares if you have a native?

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Speaker 1: Like why do you have to like forego everything about

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Speaker 1: your life to become a British citizen. Well, because people

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Speaker 1: found it very unsettling that despite all of the what

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Speaker 1: seemed to be them the self evident benefits of civilization, UM,

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Speaker 1: Native Americans pretty consistently in both North you know, the

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Speaker 1: United States and in Canada and all the chunks of

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Speaker 1: North America that were being taken up by white people, UM,

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Speaker 1: were consistently unwilling to give up their cultures. And they're

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Speaker 1: they're like the historical way that their families had lived

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Speaker 1: in favor of living in cities like white people because

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Speaker 1: it sucked um and among other things, that was kind

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Speaker 1: of a direct threat to people's white people's attitudes about

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Speaker 1: the nature of of the world. Um. But also like

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Speaker 1: they wanted their ship right. They kept finding like gold

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Speaker 1: mines and silver mines and coal on Native land, and

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Speaker 1: they wanted it, and the best way to get it

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Speaker 1: was to reduce the number of people who legally counted

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Speaker 1: as natives so that eventually there would be none of

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Speaker 1: them left. And it was like, again, they weren't out

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Speaker 1: their massacre, although that happened to sometimes, they weren't necessarily

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Speaker 1: out there massacreing people. The goal was to just gradually

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Speaker 1: reduce the number of people who legally counted as native

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Speaker 1: to zero so that all of that land would be

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Speaker 1: open for settlement. This is the polite Canadian way of

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Speaker 1: committing a genocide. Um. Yeah. And so anyone who took

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Speaker 1: the state up on the offer of enfranchisement would receive

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Speaker 1: a grant of land that was not part of the

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Speaker 1: reservation and a one time cash payment, but they would

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Speaker 1: lose all of the rights that they had as members

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Speaker 1: of their tribe. UM. But people didn't like this offer.

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Speaker 1: Only one guy actually took it, and so the government

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Speaker 1: of Canada had to keep pushing. They they passed a

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Speaker 1: Gradual Enfranchisement Act in eighteen sixty nine UM, which had

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Speaker 1: the same basic goal and mandated that enfranchise natives had

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Speaker 1: to adopt English names. UM. The Act also attempted to

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Speaker 1: lay out how tribes on reservations were supposed to organize

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Speaker 1: their societies and care for their land. It determined like

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Speaker 1: how many people had to could could be underneath the

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Speaker 1: chief and all this stuff. It was just like trying

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Speaker 1: taking these societies that we're seeing as kind of like

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Speaker 1: inherently disordered and uncivilized and trying to turn them into

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Speaker 1: something that British legal codes could understand. God hate that.

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Speaker 1: I hate everything about this. Yeah, it's all pretty gross. Um.

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Speaker 1: And both of these laws, you know, the ones we've

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Speaker 1: discussed so far, we're eventually superseded by the Indian Act

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Speaker 1: of eighteen seventy six, which is still in a modified

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Speaker 1: form law in Canada today. UM. And as a result

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Speaker 1: of all this legislation, it was kind of established to

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Speaker 1: the late eighteen hundreds that indigenous peoples existed under federal jurisdiction.

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Speaker 1: So the federal government of Canada uh um was sort

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Speaker 1: of responsible for dealing with indigenous people. Um. Yeah, it's

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Speaker 1: it's it's all kind of a messy history. And I

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Speaker 1: don't want to get too much into the weeds of

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Speaker 1: like Canadian uh law here, but I did find an

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Speaker 1: interesting booklet called Facing History, which is um published by

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Speaker 1: an international organization of educators that focus on teaching like

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Speaker 1: the ugly parts of history to two people. Um. And

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Speaker 1: I'm gonna quote from that, sort of summarizing how Canadian

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Speaker 1: law about evolved to treat natives. Um. And they use

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Speaker 1: the word Indian a lot. Uh. That's just kind of

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Speaker 1: what the legal term was at the time in Canada

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Speaker 1: because racism. Um. So we will be using that here

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Speaker 1: when we're referring to the actual laws. Quote. The Indian

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Speaker 1: Act of eighteen seventy six created the legal category of

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Speaker 1: status Indian, a category that had long lasting implications for

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Speaker 1: the First Nations of Canada once it entered into law.

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Speaker 1: The Act imposed a single common legal definition, lumping together

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Speaker 1: different nations and languages into the broad category of First Nations.

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Speaker 1: What does it mean to be a stab at us Indian?

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Speaker 1: The original document of eighteen seventy six to find someone

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Speaker 1: as being legally Indian if that person fit these descriptions. First,

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Speaker 1: any male person of Indian blood reputed to belong to

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Speaker 1: a particular band. Secondly any child of such person. Thirdly,

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Speaker 1: any woman who is or was lawfully married to such person. Now,

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Speaker 1: a key element was the law's definition of who was

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Speaker 1: Indian and what Indian. This was. The term Indian was

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Speaker 1: used several centuries before the laws simply formalized its use.

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Speaker 1: It is worth noting, however, that none of the many clans, bands,

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Speaker 1: alliances and nations ever called themselves Indian. And it's really

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Speaker 1: messy talking about like a lot of people think that

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Speaker 1: you just used the term First Nations for like the

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Speaker 1: Indigenous peoples of Canada, but that's actually only that was

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Speaker 1: a specific legal term for a specific subset of tribes,

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Speaker 1: and there were a bunch of other tribes that aren't

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Speaker 1: First Nations but are Indigenous peoples in Canada. It's very

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Speaker 1: I'm not an expert on it by any means, but

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Speaker 1: it's like there's a really weird legal history that's basically

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Speaker 1: it's focused around the fact that the Canadian government really

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Speaker 1: didn't want to recogn as certain tribes as actually being natives,

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Speaker 1: because those tribes regularly rosen rebellion against the Canadian government,

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Speaker 1: like thematists um, and so they they they defined them

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Speaker 1: out of existence. So they made a definition of Indian

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Speaker 1: that didn't include the tribes. They had problems with that.

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Speaker 1: Those people wouldn't have rights either. Again, it's like the polite, liberal,

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Speaker 1: white person way of committing a genocide. Just you erased

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Speaker 1: them on paper, so you don't have like, yeah, it's

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Speaker 1: it's it's pretty pretty interesting, pretty Canadian. So this process, yeah,

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Speaker 1: so this is how they attempt to do it at first,

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Speaker 1: like just kind of slowly write these people out of

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Speaker 1: existence and give them an option to like become citizens

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Speaker 1: so that they because clearly nobody who could become a

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Speaker 1: British citizen would want to still be a member of,

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Speaker 1: you know, whatever tribe. But this really didn't work out

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Speaker 1: very well, and Indigenous people continued to want to be

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Speaker 1: indigenous people, and this was a problem for the new

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Speaker 1: government of Canada. Uh Prime Minister John A. McDonald found

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Speaker 1: this very frustrating and ticular he was a big believer

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Speaker 1: in civilizing the Native and he felt that the government

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Speaker 1: had to do whatever it could to sever the connections

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Speaker 1: of individuals to their tribes so that they could be Canadians.

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Speaker 1: The best way to do this, he felt, was boarding schools. Quote.

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Speaker 1: When the school is on the reserve, the child lives

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Speaker 1: with his parents, who are savages. He is surrounded by savages,

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Speaker 1: and though he may learn to write, read and write,

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Speaker 1: his habits and training and motive thought are Indian. He

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Speaker 1: is simply a savage who can read and write. Prime

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Speaker 1: Minister McDonald decided to commission a study into how Canada

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Speaker 1: might most rapidly civilize her indigenous people. He commissioned a

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Speaker 1: journalist named Nicholas Davon to travel to the United States,

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Speaker 1: since the Good Old USA was clearly the best at

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Speaker 1: getting rid of North America's native peoples. Davon traveled to Washington,

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Speaker 1: d c. And he met with veterans of US Grant's administration,

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Speaker 1: which had enshrined a policy of What's Grant called aggressive civilization,

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Speaker 1: which is a polite way of talking about forcing people

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Speaker 1: to live like white folks, forcing Indigenous people to live

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Speaker 1: like white folks, taking them off their land, taking their

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Speaker 1: children from them, throwing their children into these what they

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Speaker 1: called industrial boarding schools. Civilization aggressive civilization. Yeah, that was

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Speaker 1: Grant's term for don't. I don't know, don't a lot

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Speaker 1: of these terms like savage and civilization. Uh, and like

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Speaker 1: what you just said, is there such I mean to

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Speaker 1: refer to anyone as a savage because they come like

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Speaker 1: from a Native background. To just be like you're a

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Speaker 1: savage because you are a Native American. It's like, fuck

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Speaker 1: you culture. You don't know their culture. You don't know shit.

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Speaker 1: Because the words savage, I think would be a great

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Speaker 1: term to use, like bodacious, Like some kid does like

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Speaker 1: a sweet skateboard trick and you're like, bro, that was savage,

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Speaker 1: Like that's that would be That's that's so much better.

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Speaker 1: But it's been poisoned because of racism. Just just another

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Speaker 1: crime of of of colonialism is that we can't the

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Speaker 1: word savage to talk about sweet skateboarding tricks. I hate

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Speaker 1: it so devastating. Yeah, it's heartbreaking and also heartbreaking is

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Speaker 1: um the story of Ulyssie Simpson Grant's kind of relationship

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Speaker 1: to the genocide of Native People's. Grant is one of

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Speaker 1: those guys who you really want to like because you

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Speaker 1: know the Confederacy and stuff, um, and you know the

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Speaker 1: destruction of the KKK like he did. He has some

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Speaker 1: he has some good moments as a president, as both

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Speaker 1: as a president and as a general um. And he'd

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Speaker 1: spent most of his career with like a pretty vocally

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Speaker 1: uh positive attitude towards Native Americans and against US imperialism. Um.

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Speaker 1: As a veteran, he had condemned the US Mexican War

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Speaker 1: as quote one of the most unjust ever waged by

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Speaker 1: a stronger against a weaker nation. In eighteen sixty nine,

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Speaker 1: after taking office, he'd promised peace in the American West

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Speaker 1: and admitted our dealings with the Indians properly lay us

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Speaker 1: open to charges of cruelty and swindling. Um. So Grant

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Speaker 1: was guy like when he came to when he came

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Speaker 1: into the presidency, you might have felt like, oh, he

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Speaker 1: might actually be pretty good president in terms of like

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Speaker 1: US Native relations, Like he clearly understands, like, yeah, we've

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Speaker 1: been sucking these people over for a while. But shortly

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Speaker 1: after he came into power, gold was discovered in the

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Speaker 1: Black Hills, which was land guaranteed to the Lakota by

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Speaker 1: a very clear treaty. So there's gold in them hills.

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Speaker 1: And then Hills is owned by the Lakota um and

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Speaker 1: so the only thing to do was to orchestrate a

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Speaker 1: war for resources, uh, and lie about the fact that

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Speaker 1: the Lakota had started it, even though Grant actually like

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Speaker 1: sent in troops and yeah, it was like the Iraq

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Speaker 1: War of the day. Actually, if you read, um, there's

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Speaker 1: a good Scientific American article will quote, but if you

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Speaker 1: read about like what Grant did to the Lakota and

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Speaker 1: the Black Hills, it sounds a lot like the the

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Speaker 1: Iraq War. So the whole thing snowballed. And I was

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Speaker 1: gonna say, like us going for oil, right yeah, yeah,

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Speaker 1: just like you've got the like the basically using a

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Speaker 1: mix of lies in provac cation in order to justify

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Speaker 1: a war for resource extraction. Now I have a question,

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Speaker 1: was there any oil in Canada also on like India

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Speaker 1: Native American land that we also tried to do. I

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Speaker 1: haven't heard anything about. But people didn't give a shit

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Speaker 1: about oil at this point, right, like yeah, baby, we

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Speaker 1: were all about golden coal back in them days. Yeah.

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Speaker 1: Um yeah. So this is like the whole thing, you know,

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Speaker 1: the ship in the Black Hills turns into a cluster fuck.

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Speaker 1: It includes the massacre of George Custer, and the Seventh Cavalry. Um.

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Speaker 1: But despite the fact that it was a huge disaster,

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Speaker 1: the policy of aggressive civilization that Grant had initially announced

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Speaker 1: in eighteen sixty nine was seen by a great idea

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Speaker 1: by Nicholas Gavin and eventually by the Canadian government. Um So,

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Speaker 1: they they basically decided, like, look over at the United

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Speaker 1: States waging a genocidal war in the Black Hills, and

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Speaker 1: they're like, it's too loud. But like the fundamental idea

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Speaker 1: of forcing these people off of their land and into

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Speaker 1: cities and into schools where we teach their kids, that's

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Speaker 1: a good idea. Um So, in eighteen seventy nine, Nicholas

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Speaker 1: Davin traveled back to Canada after his time in d

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Speaker 1: C and he wrote a report called Report on the

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Speaker 1: on Industrial Schools for Indians and half Breeds. Now, Yeah,

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Speaker 1: interestingly enough, half breed isn't a general term. Uh, that's

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Speaker 1: a specific term. That was the official Yeah, that's the

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Speaker 1: official Canadian government term for the Metiste people. Um was

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Speaker 1: half half breed um. And the short version of the

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Speaker 1: stories that the Matists had rebelled against the government a

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Speaker 1: number of times and the white people in charge didn't

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Speaker 1: want to recognize them as real Indians because that would

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Speaker 1: entitle them to land and hunting rights and all that stuff.

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Speaker 1: Um So, while the Matists weren't considered to be an

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Speaker 1: Indigenous people under the Indian Act, they were considered to

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Speaker 1: be an Indigenous people when it came to um the

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Speaker 1: Canadian government's policy of abducting Indigenous children and forcing them

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Speaker 1: into these uh what what we're called industrial boarding schools.

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Speaker 1: Um So, like they both were and weren't Native people

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Speaker 1: under the government side. But yeah, that the Canadian government

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Speaker 1: just called the Mattie's half breeds. What the funk? This?

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Speaker 1: Almo feels like a j K Rolling book, just like

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Speaker 1: so filled with weird terms that you're like, this is

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Speaker 1: the kind of like racism in a way. It's very racy,

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Speaker 1: super straight up racism in our I mean, I'm just

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Speaker 1: referring to like j K Rolling books, but like this

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Speaker 1: is just fucked half breeds. Fuck how to hear? That's

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Speaker 1: I can never wrap my mind around like caring about

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Speaker 1: a person's culture this much. It's like who cares? Who

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Speaker 1: cares so much? To be like you are labeled this

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Speaker 1: because this happens to be your background, Like leave it

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Speaker 1: the fun you know what, I'm just I I hate it,

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Speaker 1: you know, I just hate it. It's it's not great,

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Speaker 1: and it's a there's a complicated history there that we're

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Speaker 1: not gonna get into in tremendous detail. But what's important

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Speaker 1: is that, like the the overall policy, while you have

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Speaker 1: the Canadian government considers like UM only recognizes some Indigenous

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Speaker 1: groups as as actual tribes. Any person who is like

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Speaker 1: an Aboriginal person UM in the area that becomes known

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Speaker 1: as Canada is kind of covered by the rules that

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Speaker 1: the Canadian government puts in place about residential schools. And

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Speaker 1: basically what they start to mandate is that Indigenous children

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Speaker 1: cannot stay in their homes. They have to be taken

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Speaker 1: away and educated at schools that are located away from

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Speaker 1: the reservation because like native schools are they teach you

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Speaker 1: to be a savage? Like yeah, yeah, yeah, Davin Wright

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Speaker 1: wrote wrote in his report quote the day school does

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Speaker 1: not work because the influence of the wigwam was stronger

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Speaker 1: than the influence of the school. UM. So basically, like

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Speaker 1: people like natives, even if you teach them to read

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Speaker 1: and write, you know, in English and whatnot, they're going

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Speaker 1: to like at their own culture there's something and this

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Speaker 1: is this is like a long standing like thing with

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Speaker 1: white people in North America in particular. Is this like

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Speaker 1: kind of admission that when people have the choice between

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Speaker 1: quote unquote civilized life and living the way that like

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Speaker 1: native tribes had for generations, they almost always preferred to

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Speaker 1: live the way that the tribes had lived. Um, Like

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Speaker 1: nobody nobody wanted to live in cities or whatever. Um.

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Speaker 1: But yeah, so that really bummed out the Canadian government.

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Speaker 1: Uh yeah, um, and we gotta do something about that.

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Speaker 1: So can I just say there's something very interesting about

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Speaker 1: how white people are so and especially like white governments

410
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Speaker 1: are so good at creating identity crisis within like people

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Speaker 1: of color, like to a point of like almost like

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Speaker 1: you don't feel healthy mentally at all because you don't

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Speaker 1: know where you stand. And it's because white people are

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Speaker 1: constantly trying to be like technically like if you want

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Speaker 1: to be this, you have to do that, and it's

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Speaker 1: like you fucking suck like a lot of Like I

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Speaker 1: feel like I struggle with that same thing because growing

418
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Speaker 1: up I was constantly told I had to be a

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Speaker 1: certain way to fit in with like other like white kids.

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Speaker 1: I was growing up with and it fucked me up

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Speaker 1: for a very long time where I felt like I

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Speaker 1: had to go away from my own culture of like

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Speaker 1: being Iranian. And then it took me a long time

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Speaker 1: of like therapy to come back around and be like,

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Speaker 1: why I appreciate where I come from. And I felt

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Speaker 1: like I was mine fucked to a point where I

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Speaker 1: was my name is Anna, but I was called Anna

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Speaker 1: so many times so long by people that I started

429
00:23:31,480 --> 00:23:34,760
Speaker 1: introducing myself as Anna because I was like, well, that's

430
00:23:34,760 --> 00:23:37,720
Speaker 1: what they keep calling like. I was literally mind fucked

431
00:23:38,280 --> 00:23:42,760
Speaker 1: and yeah, oh god, it's this. It's this. The people

432
00:23:42,800 --> 00:23:46,640
Speaker 1: in charge of these these polities of the United States government,

433
00:23:46,640 --> 00:23:51,120
Speaker 1: of the state governments of Canada, UM are kind of

434
00:23:51,200 --> 00:23:54,399
Speaker 1: inherently horrified that there might be other ways to do things.

435
00:23:54,520 --> 00:23:56,320
Speaker 1: And maybe I don't know. I was sure there's a

436
00:23:56,400 --> 00:23:58,480
Speaker 1: number of reasons, including the fact that people who are

437
00:23:58,520 --> 00:24:02,359
Speaker 1: in power feel like their power arrests on everybody believing

438
00:24:02,440 --> 00:24:04,800
Speaker 1: in the system they believe in. But there's a bunch

439
00:24:04,880 --> 00:24:07,760
Speaker 1: going on here. A lot of it's just about resource extraction, right,

440
00:24:07,960 --> 00:24:11,520
Speaker 1: is that if you if you break up the tribes um,

441
00:24:11,720 --> 00:24:14,320
Speaker 1: then they can't hold on to their land. And that's

442
00:24:14,760 --> 00:24:16,680
Speaker 1: I think really at the core of what Canada is

443
00:24:16,720 --> 00:24:19,679
Speaker 1: doing here. So the understanding they have is that like

444
00:24:19,760 --> 00:24:22,480
Speaker 1: if you take away the kids of indigenous people, you

445
00:24:22,600 --> 00:24:25,720
Speaker 1: send them a great distance away to these these schools,

446
00:24:26,280 --> 00:24:28,240
Speaker 1: they will grow up not feeling like a part of

447
00:24:28,240 --> 00:24:31,040
Speaker 1: their tribe. And the thing that they the initial term

448
00:24:31,040 --> 00:24:34,200
Speaker 1: they used for these places was industrial boarding schools, which

449
00:24:34,240 --> 00:24:36,760
Speaker 1: is a horrible name. Um. And they these were what

450
00:24:36,840 --> 00:24:39,960
Speaker 1: they sounded like, massive boarding schools filled with children who

451
00:24:39,960 --> 00:24:43,280
Speaker 1: had been forcibly taken away from parents by the government. Um.

452
00:24:43,480 --> 00:24:45,399
Speaker 1: And these they were kind of based not on like

453
00:24:45,440 --> 00:24:48,760
Speaker 1: the nice English boarding schools of the past, um, but

454
00:24:48,920 --> 00:24:51,880
Speaker 1: on the kind of places that like in England, if

455
00:24:51,920 --> 00:24:54,320
Speaker 1: you're your family was in debt or two poor, your

456
00:24:54,400 --> 00:24:57,680
Speaker 1: kids would be taken from you would put in these workhouses. Um.

457
00:24:57,800 --> 00:24:59,760
Speaker 1: It was. It was based on the workhouses. It was

458
00:24:59,760 --> 00:25:02,720
Speaker 1: ba done these places for the storage of poor children

459
00:25:02,760 --> 00:25:06,880
Speaker 1: whose parents were seen as unfit to take care of them. Um.

460
00:25:06,880 --> 00:25:09,000
Speaker 1: And the hope of the Canadian government was that these

461
00:25:09,080 --> 00:25:11,000
Speaker 1: kids would be educated in such a way that it

462
00:25:11,040 --> 00:25:15,280
Speaker 1: would kill the Indian inside them. Uh. Nicholas Davin wrote, quote,

463
00:25:15,280 --> 00:25:17,159
Speaker 1: if anything is to be done with the Indian, we

464
00:25:17,240 --> 00:25:19,720
Speaker 1: must catch him very young. The children must be kept

465
00:25:19,760 --> 00:25:24,400
Speaker 1: constantly within the circle of civilized conditions. So the Canadian

466
00:25:24,440 --> 00:25:27,080
Speaker 1: government big fans of this idea, and they started building

467
00:25:27,119 --> 00:25:29,800
Speaker 1: a series of industrial boarding schools and these were managed

468
00:25:29,840 --> 00:25:36,440
Speaker 1: by the Anglican and Catholic churches. Um so yeah, yeah, yeah,

469
00:25:38,800 --> 00:25:41,800
Speaker 1: what is there? Something? Is there something you know about

470
00:25:42,000 --> 00:25:44,200
Speaker 1: I don't know, say, the Catholic Church and the raising

471
00:25:44,200 --> 00:25:46,639
Speaker 1: of children that that might be relevant? Here is there

472
00:25:46,640 --> 00:25:53,320
Speaker 1: a history there? Oh? Boy? Everybody loves everybody loves the church?

473
00:25:53,760 --> 00:25:57,880
Speaker 1: Is yeah? I love that sitcom. Everyone loves the Church

474
00:25:57,960 --> 00:26:11,200
Speaker 1: and everybody loves yeah yeah products and we're back. Oh

475
00:26:11,280 --> 00:26:15,440
Speaker 1: my goodness. Those products really washed the taste of a

476
00:26:15,640 --> 00:26:18,600
Speaker 1: slow cultural genocide out of my mouth. How about you

477
00:26:18,840 --> 00:26:24,919
Speaker 1: anna always love products? So yeah, the Canadian government starts

478
00:26:24,960 --> 00:26:28,040
Speaker 1: putting up these industrial schools, these industrial boarding schools, and

479
00:26:28,040 --> 00:26:29,920
Speaker 1: puts the churches in charge of them. And this saves

480
00:26:29,960 --> 00:26:33,000
Speaker 1: the government money and it also helped various Christian denominations

481
00:26:33,000 --> 00:26:35,679
Speaker 1: with their plan to gradually convert all the indigenous peoples

482
00:26:35,720 --> 00:26:38,040
Speaker 1: of Canada. Uh. The idea was that it would be

483
00:26:38,040 --> 00:26:40,240
Speaker 1: easier to get kids to adopt a new religion after

484
00:26:40,320 --> 00:26:42,879
Speaker 1: they were forcibly taken away from their family and everything

485
00:26:42,880 --> 00:26:46,199
Speaker 1: they had ever known. Um, which is a tactic I

486
00:26:46,240 --> 00:26:48,320
Speaker 1: plan to steal when I get my COLT up and running,

487
00:26:48,920 --> 00:26:50,760
Speaker 1: like it does seem to be like credit to the

488
00:26:50,800 --> 00:26:53,720
Speaker 1: Canadian government. The earlier you abduct the kids, the easier

489
00:26:53,760 --> 00:26:55,880
Speaker 1: it is to get them on board with your COLT.

490
00:26:56,000 --> 00:26:59,000
Speaker 1: And then you know, the f d A let you

491
00:26:59,040 --> 00:27:01,879
Speaker 1: on fire. Anyway. The first wave of these boarding schools

492
00:27:01,920 --> 00:27:05,639
Speaker 1: numbered about sixty nine institutions with only students, but the

493
00:27:05,640 --> 00:27:08,760
Speaker 1: program quickly grew and by nineteen thirty one there were

494
00:27:08,800 --> 00:27:13,000
Speaker 1: eighties some residential schools operating in Canada. And that's the

495
00:27:13,080 --> 00:27:16,600
Speaker 1: name that like industrial boarding school is kind of too harsh.

496
00:27:16,720 --> 00:27:20,280
Speaker 1: They transition to calling them residential schools because the kids

497
00:27:20,320 --> 00:27:22,520
Speaker 1: live there. Uh. And I'm gonna quote now from a

498
00:27:22,600 --> 00:27:26,640
Speaker 1: rite up in Indigenous Foundations, which is a a website

499
00:27:26,640 --> 00:27:28,520
Speaker 1: that's kind of a project of the University of British

500
00:27:28,560 --> 00:27:30,800
Speaker 1: Columbia to tell the stories of the kids who wound

501
00:27:30,840 --> 00:27:35,200
Speaker 1: up in these institutions. Quote. Authorities would frequently take children

502
00:27:35,280 --> 00:27:37,320
Speaker 1: to schools far from their home communities, part of a

503
00:27:37,359 --> 00:27:40,520
Speaker 1: strategy to alienate them from their families and familiar surroundings.

504
00:27:40,720 --> 00:27:43,119
Speaker 1: In nineteen twenty, under the Indian Act, which is like

505
00:27:43,240 --> 00:27:45,840
Speaker 1: the most recent update of the Indian Act, it became

506
00:27:45,880 --> 00:27:49,359
Speaker 1: mandatory for every Indian child to attend a residential school

507
00:27:49,400 --> 00:27:52,600
Speaker 1: and illegal for them to attend any other educational institution.

508
00:27:53,080 --> 00:27:55,760
Speaker 1: The purpose of the residential schools was to eliminate all

509
00:27:55,800 --> 00:27:59,000
Speaker 1: aspects of Aboriginal culture. Students had their hair cut short,

510
00:27:59,040 --> 00:28:00,959
Speaker 1: they were dressed in unif forms, and their days were

511
00:28:00,960 --> 00:28:04,480
Speaker 1: strictly regimented by timetables. Boys and girls were kept separate,

512
00:28:04,520 --> 00:28:08,639
Speaker 1: and even siblings rarely interacted, further weakening family ties. Chief

513
00:28:08,680 --> 00:28:12,280
Speaker 1: Bobby Joseph of the Indian Residential School Survivors Society recalls

514
00:28:12,320 --> 00:28:14,280
Speaker 1: that he had no idea how to interact with girls

515
00:28:14,359 --> 00:28:16,359
Speaker 1: and never even got to know his own sister beyond

516
00:28:16,359 --> 00:28:19,160
Speaker 1: a mere wave in the dining room. In addition, students

517
00:28:19,160 --> 00:28:21,800
Speaker 1: were strictly forbidden to speak their languages, even though many

518
00:28:21,880 --> 00:28:25,200
Speaker 1: children knew no other or to practice Aboriginal customs or traditions.

519
00:28:25,600 --> 00:28:29,879
Speaker 1: Hihilations of these rules were severely punished. Oh boy, yeah,

520
00:28:29,960 --> 00:28:33,960
Speaker 1: so it's basically you're you're you're trying not to kill them,

521
00:28:34,400 --> 00:28:38,080
Speaker 1: but you are trying to kill their culture. Right, which

522
00:28:38,280 --> 00:28:42,320
Speaker 1: kind of internally kills them. Yeah. Yeah, definitely destroys people

523
00:28:42,400 --> 00:28:46,640
Speaker 1: on the inside as human beings. Um yeah, it's it's

524
00:28:46,880 --> 00:28:50,720
Speaker 1: fun stuff Canada. So punishment for speaking one's native tongue

525
00:28:50,960 --> 00:28:53,800
Speaker 1: is among the most common traumatizing experiences you'll hear from

526
00:28:53,840 --> 00:28:57,400
Speaker 1: the survivors of residential schools. Um. Because spoilers, this ship

527
00:28:57,440 --> 00:28:59,400
Speaker 1: continued up into the present day. There's a ton of

528
00:28:59,440 --> 00:29:01,880
Speaker 1: people who will talk, like a ton of different stories

529
00:29:01,920 --> 00:29:04,800
Speaker 1: out there are people's experiences here because the very last

530
00:29:04,840 --> 00:29:09,160
Speaker 1: residential school didn't close its doors until nineteen nine six. Um,

531
00:29:09,400 --> 00:29:13,440
Speaker 1: so this started in eighteen eighty three and continued into

532
00:29:13,480 --> 00:29:16,600
Speaker 1: the late nineties. Like Bill Clinton was in office when

533
00:29:16,600 --> 00:29:20,080
Speaker 1: they finally closed down the last residential school. So there's

534
00:29:20,120 --> 00:29:22,360
Speaker 1: like there's like fucking people in their twenties who went

535
00:29:22,400 --> 00:29:26,600
Speaker 1: to these places. So uh yeah. One of the survivors

536
00:29:26,640 --> 00:29:29,520
Speaker 1: of the residential schools is an author named Gilbert oscar

537
00:29:29,560 --> 00:29:33,640
Speaker 1: Boos who attended the Guarnier Residential School. Now, his native

538
00:29:33,640 --> 00:29:37,120
Speaker 1: tongue was Ojibway, and the Guarnier School punished all uses

539
00:29:37,240 --> 00:29:40,120
Speaker 1: of Ojibway with physical violence. And I'm gonna quote now

540
00:29:40,120 --> 00:29:43,320
Speaker 1: from a writ up based on Gilbert's experiences titled The Welcome,

541
00:29:43,840 --> 00:29:46,440
Speaker 1: It begins with an encounter between little Wolf based on

542
00:29:46,440 --> 00:29:51,120
Speaker 1: Oscar Boos and Catholic priest the Black Robe quote. Little

543
00:29:51,120 --> 00:29:53,280
Speaker 1: Wolf saw it, but couldn't believe it was actually happening.

544
00:29:53,360 --> 00:29:55,760
Speaker 1: The black robes huge hairy hand flew up, appeared to

545
00:29:55,800 --> 00:29:58,280
Speaker 1: hang in mid air as it drifted through a lazy semicircle,

546
00:29:58,320 --> 00:30:01,040
Speaker 1: and exploded violently in the boys face. The blow blow

547
00:30:01,120 --> 00:30:03,520
Speaker 1: slammed him into the hard stone ends of an iron gate.

548
00:30:03,880 --> 00:30:06,240
Speaker 1: Dazed and shaken, he lay in the dust, dimly aware

549
00:30:06,240 --> 00:30:09,280
Speaker 1: of split ripped lips and warm salty blood making angry

550
00:30:09,280 --> 00:30:12,840
Speaker 1: red patterns on a brand new buckskin shirt. Indian language

551
00:30:12,880 --> 00:30:15,840
Speaker 1: is verboten. You will not speak it again. Far off

552
00:30:15,880 --> 00:30:18,680
Speaker 1: in the swirling mists of pain and confusion, Adore slams

553
00:30:18,680 --> 00:30:21,080
Speaker 1: a lock turns. Empty walls bear mute witness to the

554
00:30:21,080 --> 00:30:24,040
Speaker 1: sounds of muffled, muffled sobs torn from a small, frightened

555
00:30:24,040 --> 00:30:28,000
Speaker 1: boy huddled in a darkened corner, and like locking kids

556
00:30:28,040 --> 00:30:31,120
Speaker 1: in cellars and whatnot, sometimes for days on end was

557
00:30:31,160 --> 00:30:34,320
Speaker 1: a common punishment for them speaking their language, but physical

558
00:30:34,360 --> 00:30:39,400
Speaker 1: punishment in particular um was a really consistent um Uh

559
00:30:39,520 --> 00:30:43,200
Speaker 1: response to kids using their native language. George Gwaren, a

560
00:30:43,240 --> 00:30:46,800
Speaker 1: former chief of the Musquem Nation, later recalled quote Sister

561
00:30:46,880 --> 00:30:49,080
Speaker 1: Mary Baptiste had a supply of sticks as long and

562
00:30:49,120 --> 00:30:51,480
Speaker 1: thick as pool cues. When she heard me speak my language,

563
00:30:51,480 --> 00:30:53,280
Speaker 1: she lift up her hands and bring the stick down

564
00:30:53,280 --> 00:30:55,840
Speaker 1: on me. I've still got bumps and scars on my hands.

565
00:30:55,880 --> 00:30:57,880
Speaker 1: I still have to wear special gloves because the cold

566
00:30:57,920 --> 00:31:00,640
Speaker 1: weather really hurts my hands. I tried very hard not

567
00:31:00,720 --> 00:31:02,400
Speaker 1: to cry when I was being beaten, and I can

568
00:31:02,440 --> 00:31:05,040
Speaker 1: still just turn off my feelings. And I'm lucky. Many

569
00:31:05,080 --> 00:31:07,080
Speaker 1: of them in my age they either didn't make it,

570
00:31:07,120 --> 00:31:10,200
Speaker 1: committed suicide or died violent deaths, or alcohol got them.

571
00:31:10,200 --> 00:31:12,600
Speaker 1: And it wasn't just my generation. My grandmother who's in

572
00:31:12,600 --> 00:31:14,760
Speaker 1: her late nineties to this day, it's too painful her

573
00:31:14,800 --> 00:31:16,560
Speaker 1: to her to talk about what happened to her at

574
00:31:16,560 --> 00:31:20,320
Speaker 1: the school. And both of these cases, these stories actually

575
00:31:20,400 --> 00:31:21,920
Speaker 1: kind of weigh in on the more minor end of

576
00:31:21,960 --> 00:31:25,520
Speaker 1: punishments meeted out to Indigenous kids for speaking their native languages.

577
00:31:25,960 --> 00:31:28,640
Speaker 1: It was not uncommon for students guilty of language speaking

578
00:31:28,680 --> 00:31:31,120
Speaker 1: to be beaten and shackled to their beds. Um and

579
00:31:31,160 --> 00:31:33,920
Speaker 1: another common punishment was to have needles shoved into their

580
00:31:33,920 --> 00:31:37,120
Speaker 1: tongues to remind them not to use forbidden words. That's

581
00:31:37,120 --> 00:31:39,800
Speaker 1: some That truly feels like a story from like the

582
00:31:39,920 --> 00:31:47,320
Speaker 1: Dark Ages, not like yea yeah yeah yeah, like was

583
00:31:47,400 --> 00:31:51,160
Speaker 1: going on when a lot of us were in school. Um,

584
00:31:51,200 --> 00:31:53,560
Speaker 1: I'm going to quote again from that booklet published by

585
00:31:53,600 --> 00:31:57,440
Speaker 1: Facing History. Quote. Many in the school's administrations believe that

586
00:31:57,480 --> 00:32:00,480
Speaker 1: the student's independent spirit had to be broken in order

587
00:32:00,520 --> 00:32:02,440
Speaker 1: for them to accept a new way of life. Students

588
00:32:02,440 --> 00:32:06,320
Speaker 1: who did not adhere to school schedules and regulations received strappings, whippings,

589
00:32:06,560 --> 00:32:09,320
Speaker 1: and were often humiliated in front of peers. Students who

590
00:32:09,360 --> 00:32:11,160
Speaker 1: tried to escape from the schools had their hair cut

591
00:32:11,320 --> 00:32:14,479
Speaker 1: very short. Indeed, such offenses would earn students long hours

592
00:32:14,560 --> 00:32:18,800
Speaker 1: even days in a dark, secluded closet, often without real food. Uh.

593
00:32:18,880 --> 00:32:20,520
Speaker 1: The cutting of the hair on the first day at

594
00:32:20,520 --> 00:32:23,600
Speaker 1: school or for punishment had a profound meaning. Long hair

595
00:32:23,680 --> 00:32:26,320
Speaker 1: has a deep and spiritual meaning, and indigenous cultures, too

596
00:32:26,320 --> 00:32:28,520
Speaker 1: many it serves as an extension of a person's mind,

597
00:32:28,600 --> 00:32:31,040
Speaker 1: reflective of its strength and beauty. The hair length and

598
00:32:31,080 --> 00:32:35,000
Speaker 1: style also distinguished between different indigenous nations and Symbolically, the

599
00:32:35,040 --> 00:32:37,000
Speaker 1: cutting of a person's hair by an enemy is an

600
00:32:37,040 --> 00:32:39,920
Speaker 1: act of humiliation and forced submission. The staff at the

601
00:32:39,960 --> 00:32:42,360
Speaker 1: Mohawk Institute even built a prison cell for those who

602
00:32:42,440 --> 00:32:45,640
Speaker 1: tried to escape. Indeed, disobedience and escape were two of

603
00:32:45,680 --> 00:32:48,480
Speaker 1: the most common forms of resistance to the harsh foreign discipline,

604
00:32:49,040 --> 00:32:51,560
Speaker 1: and sometimes kids would die trying to escape from these places.

605
00:32:51,560 --> 00:32:53,360
Speaker 1: Are escaping and winding up because they were out in

606
00:32:53,360 --> 00:32:55,600
Speaker 1: the middle of nowhere, winding up in the middle of

607
00:32:55,600 --> 00:32:58,120
Speaker 1: like a desperate Canadian winter, trying to get back home

608
00:32:58,280 --> 00:33:03,400
Speaker 1: wasn't uncommon at all. Yeah, there's sorry, there is no

609
00:33:03,960 --> 00:33:07,880
Speaker 1: like absolutely zero regulation of these schools, and if there is,

610
00:33:07,920 --> 00:33:11,040
Speaker 1: they just don't care. Yeah, they just don't care. Treat it.

611
00:33:11,240 --> 00:33:15,120
Speaker 1: They that's really it. They don't care. The actual education

612
00:33:15,200 --> 00:33:18,440
Speaker 1: at these places is piss poor at best. Residential school

613
00:33:18,480 --> 00:33:20,800
Speaker 1: students did not receive anything close to the same education

614
00:33:20,840 --> 00:33:23,880
Speaker 1: as white Canadians and public schools like The goal here

615
00:33:24,320 --> 00:33:26,720
Speaker 1: was not to give these kids a good education. The

616
00:33:26,760 --> 00:33:29,880
Speaker 1: goal was to break their connection to their culture um

617
00:33:29,960 --> 00:33:32,239
Speaker 1: and in fact, they didn't learn the normal classes that

618
00:33:32,280 --> 00:33:35,920
Speaker 1: other Canadian students were supposed to learn. Indigenous children were

619
00:33:35,920 --> 00:33:39,920
Speaker 1: taught only practical skills. Girls learned how to become domestic maids.

620
00:33:40,160 --> 00:33:42,920
Speaker 1: They learned to do laundry and cook and clean. Boys

621
00:33:42,920 --> 00:33:45,480
Speaker 1: were taught how to do carpentry or farm or other

622
00:33:45,560 --> 00:33:49,320
Speaker 1: manual labor tasks. UM. So again, they're training them to

623
00:33:49,440 --> 00:33:54,760
Speaker 1: be low level, working class people because that's all they

624
00:33:54,800 --> 00:33:56,680
Speaker 1: think they're good for. They don't want them to be

625
00:33:56,720 --> 00:33:59,800
Speaker 1: in natives. They don't want them to live like indigenous

626
00:33:59,840 --> 00:34:04,040
Speaker 1: people had lived for centuries. But they also don't don't

627
00:34:04,080 --> 00:34:07,040
Speaker 1: see them as really really being Canadian. They just want

628
00:34:07,040 --> 00:34:09,520
Speaker 1: to take their land and make them into farm workers

629
00:34:09,600 --> 00:34:14,879
Speaker 1: or whatever. Um and yeah. Residential schools were, of course

630
00:34:14,960 --> 00:34:17,960
Speaker 1: chronically underfunded and often only kept the lights on with

631
00:34:18,000 --> 00:34:21,360
Speaker 1: the help of child labor. Uh. Most of them operated

632
00:34:21,400 --> 00:34:24,239
Speaker 1: under what was known as the half day work day system,

633
00:34:24,239 --> 00:34:26,759
Speaker 1: where they would have half days of classes and the

634
00:34:26,800 --> 00:34:31,000
Speaker 1: students would work unpaid the other half of the time. Um,

635
00:34:31,120 --> 00:34:34,080
Speaker 1: not just cleaning and maintaining the school, but also you know,

636
00:34:34,120 --> 00:34:36,600
Speaker 1: growing food or what not, doing things you know that

637
00:34:36,600 --> 00:34:39,279
Speaker 1: that essentially helped pay the bills and keep the lights on.

638
00:34:40,080 --> 00:34:43,640
Speaker 1: Um and yeah, it was again unpaid labor. And we

639
00:34:43,719 --> 00:34:46,319
Speaker 1: all know what another term for unpaid labor is many

640
00:34:46,360 --> 00:34:49,320
Speaker 1: students spent so little time in class that by age

641
00:34:49,360 --> 00:34:53,040
Speaker 1: eighteen they'd only reached the fifth grade. Um they were,

642
00:34:53,080 --> 00:34:57,000
Speaker 1: as a rule, discouraged from pursuing higher education. So that's good,

643
00:34:57,120 --> 00:34:59,880
Speaker 1: that's good stuff Canada. UM. I didn't know any of

644
00:34:59,880 --> 00:35:03,920
Speaker 1: the US about Canada, and I am deeply disturbed by

645
00:35:04,000 --> 00:35:06,959
Speaker 1: all of it. I don't understand. I'm going to drop

646
00:35:07,080 --> 00:35:11,719
Speaker 1: kick a maple leaf right after this, Yeah, drop kick

647
00:35:11,760 --> 00:35:13,799
Speaker 1: a maple leaf. Yeah, I'm gonna beat the ship at

648
00:35:13,880 --> 00:35:16,400
Speaker 1: us and leaves out of this. I imagine you're trying to,

649
00:35:16,520 --> 00:35:19,000
Speaker 1: but it keeps like, you know, it floats down and

650
00:35:19,000 --> 00:35:21,440
Speaker 1: you're just trying to kick it, but it keeps moving.

651
00:35:21,520 --> 00:35:25,640
Speaker 1: You know. It's troublesome. That's why Canada's never faced justice

652
00:35:25,680 --> 00:35:28,080
Speaker 1: is how difficult it is to drop kick a maple leaf.

653
00:35:28,719 --> 00:35:32,160
Speaker 1: Very hard. One day our scientists will figure it out,

654
00:35:32,200 --> 00:35:35,279
Speaker 1: but until then, you know, we just have to let

655
00:35:35,320 --> 00:35:37,880
Speaker 1: the anger live in our hearts. So to make matters

656
00:35:38,239 --> 00:35:41,640
Speaker 1: more heartbreaking, a significant number of Indigenous parents willingly took

657
00:35:41,680 --> 00:35:44,880
Speaker 1: their children to residential schools. Um it was required, but

658
00:35:45,040 --> 00:35:47,319
Speaker 1: some of the parents saw it as like an opportunity,

659
00:35:47,440 --> 00:35:49,359
Speaker 1: like something. It was not uncommon for parents to try

660
00:35:49,400 --> 00:35:52,239
Speaker 1: to hide their children, but some saw this as an

661
00:35:52,239 --> 00:35:56,200
Speaker 1: opportunity for their kids to actually like have a better

662
00:35:56,280 --> 00:35:59,280
Speaker 1: chance of success in white society. And it was also

663
00:35:59,320 --> 00:36:02,200
Speaker 1: a matter of like the different churches, the Anglican and

664
00:36:02,200 --> 00:36:05,520
Speaker 1: the Catholic churches would compete for students because they kind

665
00:36:05,520 --> 00:36:08,279
Speaker 1: of wanted to beat the other church and saving the

666
00:36:08,320 --> 00:36:11,600
Speaker 1: most souls. UM. So it was not uncommon for like

667
00:36:11,760 --> 00:36:14,400
Speaker 1: churches to come on to different reservations to kind of

668
00:36:14,440 --> 00:36:17,480
Speaker 1: induce parents to pick their specific school to send their

669
00:36:17,520 --> 00:36:21,120
Speaker 1: kids to. UM. One student who later attended a residential

670
00:36:21,120 --> 00:36:24,840
Speaker 1: school and Saskatchewan recalled quote, we had these two competing religions,

671
00:36:24,840 --> 00:36:27,440
Speaker 1: the Anglican and Catholic churches, both competing for our souls.

672
00:36:27,440 --> 00:36:29,160
Speaker 1: It seemed, you know, I remember growing up on the

673
00:36:29,160 --> 00:36:31,040
Speaker 1: reserve here when they were looking for students that were

674
00:36:31,040 --> 00:36:33,279
Speaker 1: competing against each other. We were the prizes, you know,

675
00:36:33,400 --> 00:36:35,960
Speaker 1: that they would gain if they won. I remember they

676
00:36:36,000 --> 00:36:38,320
Speaker 1: the Catholic priests coming out with you know, used hockey

677
00:36:38,360 --> 00:36:40,360
Speaker 1: equipment and telling us, you know, come on, come to

678
00:36:40,400 --> 00:36:42,640
Speaker 1: our school, come play hockey for us, Come and play

679
00:36:42,640 --> 00:36:44,799
Speaker 1: in our band. We've got all kinds of bands here.

680
00:36:44,800 --> 00:36:47,040
Speaker 1: We've got trombones and trumpets and drums and all that

681
00:36:47,120 --> 00:36:49,440
Speaker 1: kind of stuff. They use all this stuff to encourage

682
00:36:49,480 --> 00:36:51,400
Speaker 1: us or entice us to come to the Catholic school.

683
00:36:51,480 --> 00:36:53,399
Speaker 1: And then on the other hand, the Anglicans, they would

684
00:36:53,440 --> 00:36:55,920
Speaker 1: come out with what they called bail clothes. They bring

685
00:36:55,920 --> 00:36:57,600
Speaker 1: out a bunch of clothes in a bail, like a

686
00:36:57,600 --> 00:36:59,640
Speaker 1: big bail. It was all used clothing, and they'd give

687
00:36:59,680 --> 00:37:01,360
Speaker 1: it to themen on the reserve here, and the women

688
00:37:01,400 --> 00:37:03,799
Speaker 1: made blankets and stuff out of these old clothes. But

689
00:37:03,880 --> 00:37:06,680
Speaker 1: that's the way they competed for us as people. So

690
00:37:06,719 --> 00:37:10,560
Speaker 1: that's cool, fun stuff. Yeah, good on the churches. So

691
00:37:10,920 --> 00:37:13,839
Speaker 1: most residential schools kept students away for ten months out

692
00:37:13,880 --> 00:37:16,880
Speaker 1: of the year somewhere year round. All correspondents from children

693
00:37:16,920 --> 00:37:18,839
Speaker 1: back home had to be written in English, with most

694
00:37:18,880 --> 00:37:22,200
Speaker 1: which most children's parents could not read. Uh. Families were

695
00:37:22,239 --> 00:37:25,560
Speaker 1: deliberately split up inside, with brothers and sisters kept as

696
00:37:25,600 --> 00:37:28,759
Speaker 1: far apart as possible. And as you might imagine, the

697
00:37:28,800 --> 00:37:31,879
Speaker 1: teachers who would willingly work in such an environment did

698
00:37:31,920 --> 00:37:35,760
Speaker 1: not tend to be the cream of the crop. Um. Yeah,

699
00:37:35,840 --> 00:37:39,239
Speaker 1: and I'm gonna site again from that Indigenous Foundation's website

700
00:37:39,480 --> 00:37:43,000
Speaker 1: by the University of British Columbia quote. Another significant problem

701
00:37:43,000 --> 00:37:45,319
Speaker 1: at residential schools was the quality of the teachers these

702
00:37:45,320 --> 00:37:48,359
Speaker 1: institutions attracted and we're willing to hire. The Anglican run St.

703
00:37:48,440 --> 00:37:51,480
Speaker 1: John's Indian Residential School was the rule rather than the exception,

704
00:37:51,520 --> 00:37:53,920
Speaker 1: when it reported in nineteen forty seven that the teachers

705
00:37:53,920 --> 00:37:57,840
Speaker 1: at both junior and senior levels had some teaching experience

706
00:37:57,920 --> 00:38:02,000
Speaker 1: but no qualifications for their jobs. In nineteen fifty two,

707
00:38:02,040 --> 00:38:04,840
Speaker 1: federal government survey found that ten people employed as teachers

708
00:38:04,840 --> 00:38:08,920
Speaker 1: claimed no formal education beyond grade eight. Unqualified teachers were

709
00:38:09,000 --> 00:38:10,840
Speaker 1: hired because no one else was willing to brave the

710
00:38:10,840 --> 00:38:13,680
Speaker 1: Canadian wilderness to work for pitifully low rages at cash

711
00:38:13,719 --> 00:38:17,280
Speaker 1: strapped schools. Residential school teachers did not, in general approach

712
00:38:17,320 --> 00:38:20,960
Speaker 1: normal standards. In ninety eight, a departmental study conducted of

713
00:38:20,960 --> 00:38:23,880
Speaker 1: the qualification of the teachers and the residential schools disclosed

714
00:38:23,880 --> 00:38:27,600
Speaker 1: that over of the teaching staff had no professional training. Indeed,

715
00:38:27,680 --> 00:38:31,440
Speaker 1: some had not even graduated from high school. Where do

716
00:38:31,960 --> 00:38:34,640
Speaker 1: they they just pull any like you just show up

717
00:38:34,680 --> 00:38:37,839
Speaker 1: to the interview, You're like, honestly like I don't like

718
00:38:38,040 --> 00:38:41,080
Speaker 1: Native Americans, and they're like, you have a job. Are

719
00:38:41,080 --> 00:38:44,120
Speaker 1: you willing to hit kids who use their native language? Yes?

720
00:38:44,280 --> 00:38:49,040
Speaker 1: All right, you're a history teacher. Yeah, yeah, it's pretty great.

721
00:38:50,000 --> 00:38:52,680
Speaker 1: So if the quality of the education was bad, then

722
00:38:52,719 --> 00:38:56,520
Speaker 1: at least residential schools were also pestilential death chaps that

723
00:38:56,760 --> 00:38:59,719
Speaker 1: murdered thousands of children. I wrote that in a more

724
00:38:59,760 --> 00:39:03,200
Speaker 1: positive way than it than it is. So there were

725
00:39:03,239 --> 00:39:06,560
Speaker 1: there are numbers of kids dying, huge numbers of kids dying.

726
00:39:06,600 --> 00:39:10,440
Speaker 1: Will never know how many, but thousands for sure. Um. Yeah.

727
00:39:10,680 --> 00:39:13,719
Speaker 1: In nineteen oh seven, a government medical inspector named P. H.

728
00:39:13,800 --> 00:39:17,560
Speaker 1: Bryce reported that twenty four percent of the time in Canada,

729
00:39:17,600 --> 00:39:21,239
Speaker 1: when a previously healthy Aboriginal child died, they died in

730
00:39:21,280 --> 00:39:25,480
Speaker 1: a residential school. Um. And this number undercuts the amount

731
00:39:25,480 --> 00:39:27,200
Speaker 1: of deaths because one of the few things that would

732
00:39:27,239 --> 00:39:29,480
Speaker 1: actually get you sent home from a residential school was

733
00:39:29,560 --> 00:39:32,799
Speaker 1: being deathly ill. Uh. Students who were sent away from

734
00:39:32,800 --> 00:39:35,880
Speaker 1: the school back home, UM died with their parents and

735
00:39:35,880 --> 00:39:38,680
Speaker 1: stayed out of government statistics and the data suggests that

736
00:39:38,719 --> 00:39:42,920
Speaker 1: between forty seven percent and seventy of all Indigenous students

737
00:39:43,000 --> 00:39:48,719
Speaker 1: discharged from residential schools died immediately after coming home. Um. Yeah,

738
00:39:48,719 --> 00:39:51,239
Speaker 1: and these kids just getting tuberculosis, spreading it back to

739
00:39:51,280 --> 00:39:54,040
Speaker 1: the tribe. Will never know how many died. Um. Now,

740
00:39:54,200 --> 00:39:57,000
Speaker 1: a lot of kids did die at the schools. The

741
00:39:57,040 --> 00:39:59,480
Speaker 1: minimum you'll hear bandied about is somewhere in the neighborhood

742
00:39:59,520 --> 00:40:01,920
Speaker 1: of thirty two hundred, you know, over this period up

743
00:40:02,000 --> 00:40:05,640
Speaker 1: until the late nineteen nineties, but there are credible estimates

744
00:40:05,680 --> 00:40:08,440
Speaker 1: that placed the death toll at well over six thousand children.

745
00:40:09,360 --> 00:40:11,920
Speaker 1: The reason there's such a discrepancy is that virtually all

746
00:40:12,000 --> 00:40:14,640
Speaker 1: residential schools made use of an age old tool for

747
00:40:14,680 --> 00:40:18,480
Speaker 1: committing genocide without pissing off the neighbors, mass grades. When

748
00:40:18,480 --> 00:40:21,480
Speaker 1: small pox or tuberculosis would sweep through a school, surviving

749
00:40:21,520 --> 00:40:23,799
Speaker 1: students were often enlisted to hide the corpses of their

750
00:40:23,840 --> 00:40:27,120
Speaker 1: classmates from prying eyes. So Vester Green, who was forced

751
00:40:27,120 --> 00:40:29,120
Speaker 1: to bury the corpse of an Inuit boy in nineteen

752
00:40:29,120 --> 00:40:32,319
Speaker 1: fifty three, later recalled we were told never to tell

753
00:40:32,360 --> 00:40:35,239
Speaker 1: anyone by Jim Ludford, the principal, who got me and

754
00:40:35,280 --> 00:40:37,440
Speaker 1: three other boys to bury him. But a lot more

755
00:40:37,520 --> 00:40:39,479
Speaker 1: kids got buried all the time. And that big grave

756
00:40:39,680 --> 00:40:44,160
Speaker 1: next to the school, yeah, so they there. Did your

757
00:40:44,160 --> 00:40:47,200
Speaker 1: school not have a mass grave on a fortunately? Um

758
00:40:47,239 --> 00:40:52,800
Speaker 1: people weren't dying at my school because I guess white

759
00:40:52,840 --> 00:40:55,839
Speaker 1: people ran it and they cared about the other white kids.

760
00:40:55,840 --> 00:40:57,920
Speaker 1: I guess no one died at my school because there

761
00:40:57,920 --> 00:41:01,880
Speaker 1: were white people at it. Yeah, I mean, you know,

762
00:41:02,160 --> 00:41:06,480
Speaker 1: I do believe that every school could eventually have mass graves,

763
00:41:06,520 --> 00:41:08,960
Speaker 1: And I think COVID nineteen is going to get us there. Actually,

764
00:41:09,320 --> 00:41:13,239
Speaker 1: I think finally we will achieve, we will defeat racism

765
00:41:13,400 --> 00:41:16,759
Speaker 1: by bringing mass graves to all kinds of schools. Um.

766
00:41:16,840 --> 00:41:20,920
Speaker 1: And that's really that's an improvement to cheer for, right, Yeah,

767
00:41:20,960 --> 00:41:26,120
Speaker 1: I mean, let's cheer for it. Damn. So at the

768
00:41:26,239 --> 00:41:29,720
Speaker 1: United Church School in Edmonton, dead Indigenous children were buried

769
00:41:29,760 --> 00:41:33,239
Speaker 1: under a hedge. At Blue Quills Catholic School near saddle Lake,

770
00:41:33,320 --> 00:41:36,760
Speaker 1: skeletons and schools were regularly spotted near the basement furnace.

771
00:41:37,040 --> 00:41:40,360
Speaker 1: At the Mohawk Institute, ran by the Anglican Church in Brantford,

772
00:41:40,560 --> 00:41:42,799
Speaker 1: children were buried under the orchard at the side of

773
00:41:42,800 --> 00:41:45,359
Speaker 1: the school building. We'll never have any idea how many

774
00:41:45,400 --> 00:41:48,160
Speaker 1: kids were disposed this way. They're still digging up mass

775
00:41:48,160 --> 00:41:51,960
Speaker 1: graves around residential schools today. Um, like you'll, you'll they're

776
00:41:52,040 --> 00:41:55,399
Speaker 1: regular stories about them finding more and like, yeah, it's

777
00:41:55,440 --> 00:41:58,560
Speaker 1: it's horrible the Canadian government. One of the reasons why

778
00:41:58,600 --> 00:42:00,480
Speaker 1: it's so hard for us to know how many kids

779
00:42:00,520 --> 00:42:03,360
Speaker 1: actually died in residential schools is that the Canadian government

780
00:42:03,400 --> 00:42:06,600
Speaker 1: stopped recording the deaths of Aboriginal students in nineteen twenty

781
00:42:06,680 --> 00:42:08,759
Speaker 1: because so many kids were dying and it made them

782
00:42:08,800 --> 00:42:12,280
Speaker 1: look bad. The deadliest years were probably the interwar period,

783
00:42:12,320 --> 00:42:15,839
Speaker 1: the nineteen twenties and nineteen thirties, but Indigenous students kept

784
00:42:15,920 --> 00:42:18,520
Speaker 1: right on dying at residential schools up to the modern era.

785
00:42:19,000 --> 00:42:21,960
Speaker 1: Sue Caribou was taken from her parents at age seven

786
00:42:21,960 --> 00:42:24,840
Speaker 1: and forced into a residential school in the nineteen seventies.

787
00:42:25,040 --> 00:42:27,160
Speaker 1: She believes that dozens of other kids died while she

788
00:42:27,239 --> 00:42:29,960
Speaker 1: was in turn there quote, remains were found all over

789
00:42:30,000 --> 00:42:32,600
Speaker 1: the fields, but student numbers do not reflect the reality.

790
00:42:32,680 --> 00:42:35,799
Speaker 1: Many of my friends committed suicide after their release. Which

791
00:42:35,840 --> 00:42:37,839
Speaker 1: is something that all of these kids, these people will

792
00:42:37,880 --> 00:42:41,120
Speaker 1: will point out, is that, like the death toll, One

793
00:42:41,160 --> 00:42:42,960
Speaker 1: of the reasons will never know the death toll is

794
00:42:43,000 --> 00:42:46,880
Speaker 1: that a lot of the people who died, uh, you know,

795
00:42:46,960 --> 00:42:49,200
Speaker 1: killed themselves years later. And so she's just like, oh, no,

796
00:42:49,560 --> 00:42:52,000
Speaker 1: It's just part of the weirdly high suicide rate that

797
00:42:52,120 --> 00:42:58,080
Speaker 1: Natives have in in in Canada. Um anyway, Sue's experiences

798
00:42:58,080 --> 00:43:00,520
Speaker 1: give you an idea of how brutal residential goals remained

799
00:43:00,560 --> 00:43:02,200
Speaker 1: right up into the modern era. From a rite up

800
00:43:02,200 --> 00:43:06,200
Speaker 1: in the Guardian quote, Sue Caribou contracts pneumonia once a year,

801
00:43:06,280 --> 00:43:10,000
Speaker 1: like clockwork. The recurring illness stems from her childhood years

802
00:43:10,000 --> 00:43:13,000
Speaker 1: at one of Canada's horrific residential schools. I was thrown

803
00:43:13,000 --> 00:43:16,040
Speaker 1: into a cold shower every night, sometimes after being raped,

804
00:43:16,120 --> 00:43:18,600
Speaker 1: the frail fifty year old Indigenous mother of six said,

805
00:43:18,640 --> 00:43:21,719
Speaker 1: mother of actly Cariboo was snatched from her parents house

806
00:43:21,760 --> 00:43:24,399
Speaker 1: in nineteen seventy two by the state funded, church run

807
00:43:24,480 --> 00:43:28,480
Speaker 1: Indian residential school system that brutally attempted to assimilate Native

808
00:43:28,560 --> 00:43:31,319
Speaker 1: children for over a century. She was only seven years old.

809
00:43:31,640 --> 00:43:34,320
Speaker 1: We had to stand like soldiers while singing the national anthem,

810
00:43:34,360 --> 00:43:37,480
Speaker 1: otherwise we would be beaten up, she recalled. Cariboo said.

811
00:43:37,480 --> 00:43:40,840
Speaker 1: Catholic missionaries physically and sexually abused her until nineteen seventy

812
00:43:40,960 --> 00:43:42,960
Speaker 1: nine at the Guy Hill Institution in the east of

813
00:43:43,000 --> 00:43:45,360
Speaker 1: the province of Manitoba. She said she was called a

814
00:43:45,440 --> 00:43:47,880
Speaker 1: dog and was forced to eat rotten vegetables and forbidden

815
00:43:47,920 --> 00:43:50,760
Speaker 1: to speak her native language of Cree. I vowed myself

816
00:43:50,800 --> 00:43:52,600
Speaker 1: that if I ever get out alive, out of that

817
00:43:52,680 --> 00:43:55,200
Speaker 1: horrible place, I would speak up and fight for our rights.

818
00:43:55,320 --> 00:43:58,239
Speaker 1: She said. Uh. And it's worth noting that the Royal

819
00:43:58,239 --> 00:44:01,200
Speaker 1: Canadian Mounted Police, you know, the is everybody with the

820
00:44:01,239 --> 00:44:05,279
Speaker 1: hats and they read, yeah, they were the ones who

821
00:44:05,320 --> 00:44:07,879
Speaker 1: would drag these kids out of their houses. Oh my

822
00:44:07,960 --> 00:44:14,719
Speaker 1: fu Yeah, proud urcmp history there. So Sue's experiences being

823
00:44:14,760 --> 00:44:17,640
Speaker 1: molested at her residential school were not at all extreme.

824
00:44:17,800 --> 00:44:20,400
Speaker 1: To date, more than two thousand people have sued the

825
00:44:20,440 --> 00:44:23,320
Speaker 1: Canadian government as a result of sexual abuse they endured

826
00:44:23,320 --> 00:44:26,759
Speaker 1: while they were interned at residential schools. This experience was

827
00:44:26,840 --> 00:44:31,680
Speaker 1: remarkably consistent across the different religious denominations. Catholic priest right

828
00:44:31,800 --> 00:44:34,760
Speaker 1: tons of kids, because that's what Catholic priests do. Anglican

829
00:44:34,800 --> 00:44:37,680
Speaker 1: pastors also raped raped tons of kids because the residential

830
00:44:37,719 --> 00:44:40,960
Speaker 1: schools were an almost deliberately perfect environment for child molesters.

831
00:44:41,560 --> 00:44:43,759
Speaker 1: One of the most successful molesters was a man with

832
00:44:43,960 --> 00:44:45,480
Speaker 1: and I'm gonna need you to strap in for this

833
00:44:45,560 --> 00:44:48,560
Speaker 1: name Anna because it's it's he's a child molester. So

834
00:44:48,600 --> 00:44:51,719
Speaker 1: we can't we can't laugh about it too much. But

835
00:44:51,800 --> 00:44:56,120
Speaker 1: his name is William Peniston Starr. What the fuck Peniston? Yeah,

836
00:44:56,239 --> 00:45:01,040
Speaker 1: I know, I know, I know Peniston Star Peniston Star. No, no, no,

837
00:45:01,120 --> 00:45:05,120
Speaker 1: two different words. I had to like triple check to

838
00:45:05,160 --> 00:45:10,560
Speaker 1: make sure Peniston wasn't like, how how is that a name? Peniston?

839
00:45:11,239 --> 00:45:15,480
Speaker 1: William Peniston Star. Yeah. Anyway. In nineteen fifty six, this

840
00:45:15,520 --> 00:45:18,279
Speaker 1: guy starts working as a physical training teacher at the

841
00:45:18,320 --> 00:45:21,680
Speaker 1: Glycan School in Alberta, uh, and then he gets promoted

842
00:45:22,040 --> 00:45:24,640
Speaker 1: and transferred to be the principle of an Anglican school

843
00:45:24,640 --> 00:45:28,240
Speaker 1: in Quebec. In nineteen sixty eight, he's appointed the director

844
00:45:28,280 --> 00:45:33,000
Speaker 1: of the Gordon Residence and his evaluations as an employee.

845
00:45:33,080 --> 00:45:35,919
Speaker 1: As an employee were like consistently positive, which is why

846
00:45:35,920 --> 00:45:38,399
Speaker 1: he rose so rapidly through the ranks. You know, there

847
00:45:38,400 --> 00:45:41,280
Speaker 1: weren't a lot of good employees at the residential school,

848
00:45:41,320 --> 00:45:43,880
Speaker 1: so he was kind of seen as a superstar. But

849
00:45:43,920 --> 00:45:46,400
Speaker 1: there were some early signs that there might that everything

850
00:45:46,480 --> 00:45:50,040
Speaker 1: was not all above board with Mr Peniston star Um.

851
00:45:50,160 --> 00:45:52,319
Speaker 1: In the late nineteen fifties, he had to suddenly leave

852
00:45:52,360 --> 00:45:55,760
Speaker 1: his job at Glycan after an unidentified conflict came between

853
00:45:55,840 --> 00:46:00,200
Speaker 1: him and a group of senior boys. Indian official Indians

854
00:46:00,239 --> 00:46:05,440
Speaker 1: Official WP identified conflict. Yeah, they never go into detail.

855
00:46:05,640 --> 00:46:08,520
Speaker 1: The Indian Affairs Department published a report on the matter

856
00:46:08,600 --> 00:46:11,000
Speaker 1: and said that there were issues with the within the

857
00:46:11,080 --> 00:46:16,439
Speaker 1: Gymnastics Gymnasium tumbling team that Star trained, but didn't say

858
00:46:16,440 --> 00:46:22,520
Speaker 1: what those issues were. He conflict. I'm just like that.

859
00:46:22,520 --> 00:46:26,160
Speaker 1: That phrasing is truly trash. Well, do you know what

860
00:46:26,160 --> 00:46:29,440
Speaker 1: it sounds like to me? Like maybe they he tried

861
00:46:29,480 --> 00:46:32,439
Speaker 1: to pull some ship and they confronted him. Yeah, that's

862
00:46:32,440 --> 00:46:35,080
Speaker 1: exactly what it sounds like happened. Is he was trying

863
00:46:35,440 --> 00:46:37,600
Speaker 1: he wound up molesting or attempting to molest some of

864
00:46:37,600 --> 00:46:40,279
Speaker 1: the kids on his wrestling team, and they complained and

865
00:46:40,320 --> 00:46:47,879
Speaker 1: the Anglican churchs transferred him and promoted him. God, yeah, yeah,

866
00:46:47,920 --> 00:46:54,120
Speaker 1: it's cool. But you know what doesn't abused children on

867
00:46:54,160 --> 00:46:56,719
Speaker 1: a wrestling team. Are you doing a horrible transition to

868
00:46:56,760 --> 00:46:59,080
Speaker 1: an adverct? I don't know. I don't know what else

869
00:46:59,120 --> 00:47:01,120
Speaker 1: to do in times like this, Sophie. I have no

870
00:47:01,160 --> 00:47:05,960
Speaker 1: other comforts but botching an ad transition. That's my whole

871
00:47:06,040 --> 00:47:09,640
Speaker 1: that's my whole world. You can don't find our faces comforting.

872
00:47:10,719 --> 00:47:15,480
Speaker 1: I I have lost all ability to take comfort in

873
00:47:15,520 --> 00:47:17,960
Speaker 1: the human form. The only thing that comforts me now

874
00:47:18,360 --> 00:47:28,680
Speaker 1: is transitioning to ads awkwardly products. Okay, so we're back

875
00:47:28,719 --> 00:47:33,440
Speaker 1: and we're talking about William Peniston star Um. I can't

876
00:47:33,800 --> 00:47:36,520
Speaker 1: get over that. That makes me think of like I

877
00:47:36,560 --> 00:47:39,239
Speaker 1: remember in history class growing up, they'd always be like,

878
00:47:39,320 --> 00:47:42,279
Speaker 1: so many American names are just made up because you

879
00:47:42,320 --> 00:47:47,440
Speaker 1: know that. But to me to think that someone years

880
00:47:47,480 --> 00:47:51,279
Speaker 1: on years, you know, hundreds of years ago, was like, okay, now,

881
00:47:51,320 --> 00:47:56,239
Speaker 1: what can we name this family? Maybe Peniston and it's

882
00:47:56,920 --> 00:48:00,279
Speaker 1: what you just named it after an anatomy. Maybe their

883
00:48:00,320 --> 00:48:02,279
Speaker 1: family was a bunch of dicks sore, because you know

884
00:48:02,280 --> 00:48:05,040
Speaker 1: how they always say like, well, your family owns land,

885
00:48:05,160 --> 00:48:07,719
Speaker 1: so you guys are the lanterns or whatever the fun

886
00:48:07,960 --> 00:48:09,880
Speaker 1: but this maybe it's like the whole family was a

887
00:48:09,920 --> 00:48:12,399
Speaker 1: bunch of fucking dicks. So they were like, and these

888
00:48:12,400 --> 00:48:15,800
Speaker 1: guys will be the Penistons. I like, I like that version,

889
00:48:17,200 --> 00:48:23,400
Speaker 1: Yeah so do I. So yeah, So this guy Um

890
00:48:23,520 --> 00:48:26,680
Speaker 1: gets in trouble for molesting his wrestling students, and they

891
00:48:26,680 --> 00:48:30,399
Speaker 1: promote him Um. He continues to teach wrestling. He leads

892
00:48:30,440 --> 00:48:35,000
Speaker 1: a lot of trips overseas for like hold On Fallout

893
00:48:35,120 --> 00:48:38,520
Speaker 1: Junior just took an indefinite leave of absence from Liberty University.

894
00:48:38,880 --> 00:48:42,680
Speaker 1: Oh that's that's unfortunate, poor Jerry. You know what, I

895
00:48:42,719 --> 00:48:47,160
Speaker 1: bet Jerry Fallwell has never done molested wrestling students at

896
00:48:47,200 --> 00:48:50,759
Speaker 1: his school. I'm kidding, he's he's almost certainly done that.

897
00:48:51,200 --> 00:48:53,800
Speaker 1: I was gonna say, I don't know, I'll be shocked

898
00:48:53,800 --> 00:48:59,840
Speaker 1: if Jerry was Liberty University president after posting a product

899
00:49:00,040 --> 00:49:05,879
Speaker 1: of provocative photo on social media. He was. What's best

900
00:49:05,920 --> 00:49:09,120
Speaker 1: about that is how he initially tried to argue that

901
00:49:09,160 --> 00:49:11,719
Speaker 1: he wasn't drunk in the photo when he was so

902
00:49:11,840 --> 00:49:16,640
Speaker 1: visibly drunk that he couldn't even cover his stomach. It's amazing.

903
00:49:17,400 --> 00:49:21,799
Speaker 1: I do think the like Righteous Gemstones the TV show, truly.

904
00:49:22,080 --> 00:49:25,120
Speaker 1: I think it's such a like outing of what it

905
00:49:25,200 --> 00:49:28,560
Speaker 1: is to be that type of like television pastor of

906
00:49:28,640 --> 00:49:32,440
Speaker 1: Like it's like you, what do you even try? Like

907
00:49:32,480 --> 00:49:36,120
Speaker 1: don't even pretend anymore? Like everyone knows you guys are

908
00:49:36,120 --> 00:49:40,759
Speaker 1: not these like righteous like god fearing people, like come on,

909
00:49:41,640 --> 00:49:44,640
Speaker 1: give me, it's good break. You know who is a righteous,

910
00:49:44,640 --> 00:49:54,120
Speaker 1: god fearing person, Anglican educator Peniston Star. Um, yeah, rapist.

911
00:49:54,600 --> 00:49:58,560
Speaker 1: So this guy's this guy's career continues like a rocket

912
00:49:58,600 --> 00:50:02,000
Speaker 1: for years and years in years, um and while he's

913
00:50:02,120 --> 00:50:05,560
Speaker 1: teaching kids and you know, leading overseas trips for you know,

914
00:50:05,640 --> 00:50:09,200
Speaker 1: the school dance troupe and stuff, he is just molesting

915
00:50:09,400 --> 00:50:11,560
Speaker 1: the ship out of a bunch of children. And I'm

916
00:50:11,560 --> 00:50:14,839
Speaker 1: gonna quote now from the Canadian Truth and Reconciliation Commission's

917
00:50:14,840 --> 00:50:18,440
Speaker 1: report on Residential Schools. Quote. Throughout his time at the school,

918
00:50:18,520 --> 00:50:21,280
Speaker 1: Starr had been using his position to sexually exploit students.

919
00:50:21,320 --> 00:50:24,480
Speaker 1: He instituted a system of bribery and intimidation to establish

920
00:50:24,520 --> 00:50:27,480
Speaker 1: a regime under which he could sexually assault students. Those

921
00:50:27,480 --> 00:50:30,520
Speaker 1: who refused to participate were punished through the denial of privileges.

922
00:50:30,840 --> 00:50:33,560
Speaker 1: He was arrested on March fifth, nineteen nine, on twelve

923
00:50:33,640 --> 00:50:36,600
Speaker 1: charges relating to sexual and child abuse, all arising from

924
00:50:36,600 --> 00:50:39,040
Speaker 1: the years that he worked at the Gordon Residence. According

925
00:50:39,080 --> 00:50:41,600
Speaker 1: to an internal government document, at the time, the department

926
00:50:41,600 --> 00:50:44,160
Speaker 1: had not received any complaints related to sexual or other

927
00:50:44,200 --> 00:50:46,840
Speaker 1: abuse during the time that Star was employed at the residence.

928
00:50:47,120 --> 00:50:50,600
Speaker 1: On February second, nineteen ninety three, Star Wars pleaded guilty

929
00:50:50,600 --> 00:50:53,080
Speaker 1: to ten counts of sexually assaulting ten boys between the

930
00:50:53,080 --> 00:50:55,719
Speaker 1: ages of seven and fourteen while he was the administrator

931
00:50:55,719 --> 00:50:57,960
Speaker 1: of the Gordon Residence. He was sentenced to four and

932
00:50:58,000 --> 00:51:00,160
Speaker 1: a half years in jail, and it's since come out

933
00:51:00,160 --> 00:51:02,680
Speaker 1: that it's it's likely that he's he has victims in

934
00:51:02,719 --> 00:51:08,160
Speaker 1: the hundreds. Um, yeah, four years, you said four four

935
00:51:08,160 --> 00:51:13,280
Speaker 1: and a half years. Yeah, yeah, it's pretty good. Uh.

936
00:51:13,520 --> 00:51:17,520
Speaker 1: Sexual assault by students against other students was also unfortunately

937
00:51:17,600 --> 00:51:19,840
Speaker 1: very common, and this was the natural result of several

938
00:51:19,920 --> 00:51:23,280
Speaker 1: terrible things. For one thing, huge numbers of residential school

939
00:51:23,320 --> 00:51:26,680
Speaker 1: teachers sexually assaulted their students. Again, thousands and thousands of

940
00:51:26,760 --> 00:51:30,160
Speaker 1: kids were victimized by their teachers, and this normalized a

941
00:51:30,160 --> 00:51:32,440
Speaker 1: lot of aggressively sexual behavior to the kids, and some

942
00:51:32,520 --> 00:51:34,680
Speaker 1: of them went on to copy it. For another thing,

943
00:51:34,719 --> 00:51:36,560
Speaker 1: all these kids had been pulled out of their families

944
00:51:36,560 --> 00:51:38,960
Speaker 1: and communities, so they've been like ripped out of the

945
00:51:39,000 --> 00:51:42,280
Speaker 1: moral universe they had inhabited as children, uh, and stuck

946
00:51:42,320 --> 00:51:44,600
Speaker 1: in a completely new one. Their parents were replaced by

947
00:51:44,719 --> 00:51:48,160
Speaker 1: nuns and priests and teachers who I'm sure sometimes cared

948
00:51:48,160 --> 00:51:50,879
Speaker 1: about them, but just as often beat them or molested them,

949
00:51:50,960 --> 00:51:53,160
Speaker 1: or helped them had them help dispose the corpses of

950
00:51:53,200 --> 00:51:57,439
Speaker 1: their peers. So just a bad place to be a kid. Uh.

951
00:51:57,480 --> 00:52:00,640
Speaker 1: Students were often victims, but they were not necessarily passive ones.

952
00:52:00,880 --> 00:52:03,879
Speaker 1: The book Survivors Speak notes to the extent that they could,

953
00:52:03,920 --> 00:52:06,480
Speaker 1: many students try to protect themselves and others from abuse.

954
00:52:06,760 --> 00:52:09,759
Speaker 1: At the Gordon School in Saskatchewan, the older children tried

955
00:52:09,840 --> 00:52:11,799
Speaker 1: to protect the younger ones from abuse at the hands

956
00:52:11,800 --> 00:52:15,439
Speaker 1: of the dormitory staff. Hazel Mary Anderson recalled, sometimes you'd

957
00:52:15,440 --> 00:52:17,480
Speaker 1: get sometimes you'd get too tired to stay up at

958
00:52:17,560 --> 00:52:20,120
Speaker 1: night to watch over them, so nobody bothers them because

959
00:52:20,120 --> 00:52:23,400
Speaker 1: those workers would, especially night workers, would bother the younger kids.

960
00:52:23,680 --> 00:52:26,160
Speaker 1: The younger kids dorms were next to the older girls dorms.

961
00:52:26,400 --> 00:52:28,640
Speaker 1: It's like the older girls would stay up and not

962
00:52:28,719 --> 00:52:31,000
Speaker 1: sleep at night to protect the little kids from being

963
00:52:31,200 --> 00:52:35,680
Speaker 1: molested by night workers. Yeah. By the nineteen fifties, it

964
00:52:35,719 --> 00:52:38,120
Speaker 1: had become clear to even the most idiotic of soulless

965
00:52:38,120 --> 00:52:41,040
Speaker 1: bureaucrats that the residential schools were not working as intended.

966
00:52:41,320 --> 00:52:44,120
Speaker 1: Indigenous children were meant to assimilate to lives as lowly

967
00:52:44,160 --> 00:52:47,120
Speaker 1: paid laborers. Aboriginal cultures were meant to be wiped out,

968
00:52:47,400 --> 00:52:49,719
Speaker 1: but it became clear that things were not working as intended,

969
00:52:49,800 --> 00:52:52,719
Speaker 1: and so the government pulled back. In nineteen fifty one,

970
00:52:52,760 --> 00:52:55,239
Speaker 1: the Indian Act was amended and the half day work

971
00:52:55,320 --> 00:52:58,879
Speaker 1: school system was ended. Next, the government decided children could

972
00:52:58,960 --> 00:53:02,719
Speaker 1: live with their parents whenever possible. In nineteen sixty nine,

973
00:53:02,800 --> 00:53:05,240
Speaker 1: the Department of Indian Affairs took control of the system

974
00:53:05,280 --> 00:53:08,040
Speaker 1: and pushed the churches out. All of this sounds good

975
00:53:08,040 --> 00:53:11,360
Speaker 1: on paper, but abuses continued. Schools were still underfunded, and

976
00:53:11,400 --> 00:53:14,520
Speaker 1: teachers were still underqualified, many of them had not even

977
00:53:14,560 --> 00:53:17,720
Speaker 1: graduated high school, and fits and starts. The Canadian government

978
00:53:17,760 --> 00:53:21,120
Speaker 1: tried to close the residential school system, but this often

979
00:53:21,239 --> 00:53:23,480
Speaker 1: just meant changing the words they used for doing the

980
00:53:23,560 --> 00:53:27,160
Speaker 1: same thing. In the nineteen sixties, thousands of Aboriginal children

981
00:53:27,200 --> 00:53:30,800
Speaker 1: were apprehended by social services and taken away from their families.

982
00:53:31,080 --> 00:53:33,480
Speaker 1: The sixties scoop, as it came to be known, kept

983
00:53:33,520 --> 00:53:36,280
Speaker 1: the last few residential schools full up through the nineteen

984
00:53:36,520 --> 00:53:39,280
Speaker 1: eighties and into the mid nineteen nineties, when the vast

985
00:53:39,320 --> 00:53:43,000
Speaker 1: majority were finally shuttered. The last residential school closed in

986
00:53:43,120 --> 00:53:46,720
Speaker 1: nineteen nineties six, by which point indigenous groups around Canada

987
00:53:46,719 --> 00:53:49,440
Speaker 1: were already organizing to sue their government over what they

988
00:53:49,440 --> 00:53:52,000
Speaker 1: considered to have been an act of genocide. By mid

989
00:53:52,080 --> 00:53:55,200
Speaker 1: April two thousand, Canada was being sued by an estimated

990
00:53:55,320 --> 00:53:58,520
Speaker 1: seven thousand survivors of the roughly hundred and fifty thousand

991
00:53:58,600 --> 00:54:01,080
Speaker 1: children who had been interned in residential schools since eighteen

992
00:54:01,120 --> 00:54:04,239
Speaker 1: eighty three. The Anglican Church was named as a codefendant,

993
00:54:04,280 --> 00:54:06,880
Speaker 1: and three hundred and fifty nine cases of abuse involving

994
00:54:06,920 --> 00:54:09,760
Speaker 1: sixteen hundred plaintiffs. It was enough that there were fears

995
00:54:09,800 --> 00:54:12,440
Speaker 1: that the national sign out of Canada might go bankrupt.

996
00:54:12,480 --> 00:54:15,319
Speaker 1: Over All the lawsuits, which eventually totaled more than two

997
00:54:15,320 --> 00:54:18,920
Speaker 1: billion dollars, lawsuits continued to stack up, and calls for

998
00:54:18,960 --> 00:54:22,239
Speaker 1: a government investigation and apology were repeatedly denied by the

999
00:54:22,239 --> 00:54:26,040
Speaker 1: Conservative administration of Stephen Harper. Finally, in two thousand and eight,

1000
00:54:26,320 --> 00:54:29,880
Speaker 1: Canada launched its Truth and Reconciliation Commission, which spent seven

1001
00:54:29,960 --> 00:54:33,240
Speaker 1: long years compiling an exhaustive report on the residential schools.

1002
00:54:33,560 --> 00:54:36,120
Speaker 1: The head of the commission, Justice Murray Sinclair, is the

1003
00:54:36,160 --> 00:54:39,920
Speaker 1: second Aboriginal judge in Canadian history. His conclusion was stark

1004
00:54:39,960 --> 00:54:43,880
Speaker 1: and he did not mince words, declaring Canada clearly participated

1005
00:54:43,920 --> 00:54:48,400
Speaker 1: in a period of cultural genocide. So the Canadian government

1006
00:54:48,400 --> 00:54:51,040
Speaker 1: has at least been like, yeah, we um, we did

1007
00:54:51,120 --> 00:54:56,200
Speaker 1: us a genocide. Yeah that's good. Yeah, yeah, that's the

1008
00:54:56,280 --> 00:54:59,680
Speaker 1: least you can do. Uh. Stephen Harper himself apologized on

1009
00:54:59,680 --> 00:55:02,960
Speaker 1: behalf of the government UM in two thousand eight, although

1010
00:55:03,000 --> 00:55:05,279
Speaker 1: he and his government refused to agree that Canada had

1011
00:55:05,320 --> 00:55:09,319
Speaker 1: committed genocide. Uh. The Anglican and Catholic churches apologized to

1012
00:55:09,680 --> 00:55:12,600
Speaker 1: although the Pope's representatives noted that his apology was a

1013
00:55:12,600 --> 00:55:17,080
Speaker 1: personal one and not an official apology by the Catholic Church. Um,

1014
00:55:17,200 --> 00:55:20,080
Speaker 1: you wouldn't want to do that. More than one point

1015
00:55:20,120 --> 00:55:22,400
Speaker 1: six billion dollars has been awarded and handed out to

1016
00:55:22,440 --> 00:55:26,920
Speaker 1: the survivors of residential schools so forth. Yeah. UM. This

1017
00:55:26,960 --> 00:55:30,160
Speaker 1: is also very fresh, and there's new stories dropping regularly about,

1018
00:55:30,320 --> 00:55:33,200
Speaker 1: for example, the scope of the Royal Canadian Mounted Police's

1019
00:55:33,239 --> 00:55:35,799
Speaker 1: involvement in this new mass graves that have been found

1020
00:55:35,840 --> 00:55:39,000
Speaker 1: in different locations. In two thousand thirteen, the news broke

1021
00:55:39,040 --> 00:55:41,759
Speaker 1: that in the forties and fifties, nutritional experiments had been

1022
00:55:41,800 --> 00:55:45,120
Speaker 1: carried out on malnourished Aboriginal children at these schools with

1023
00:55:45,160 --> 00:55:49,920
Speaker 1: the federal government's knowledge. Yeah, it's really fucked up. Um. Basically,

1024
00:55:49,920 --> 00:55:52,040
Speaker 1: they found out that all these kids were malnourished, and

1025
00:55:52,080 --> 00:55:55,560
Speaker 1: instead of giving them all vitamin supplements, they only gave

1026
00:55:56,360 --> 00:55:59,480
Speaker 1: some of them vitamin supplements so they could watch how

1027
00:55:59,680 --> 00:56:04,000
Speaker 1: different only the two groups reacted. UM, just used them

1028
00:56:04,000 --> 00:56:06,360
Speaker 1: as tests something. They're like, on top of um, putting

1029
00:56:06,360 --> 00:56:10,160
Speaker 1: you through the most truly traumatizing experience of your probably

1030
00:56:10,160 --> 00:56:15,840
Speaker 1: your whole life, that could potentially ruin you as a being. Um,

1031
00:56:15,920 --> 00:56:19,080
Speaker 1: let's see, let's just try and use you as science

1032
00:56:19,080 --> 00:56:21,879
Speaker 1: experiments as well. Well. They wanted to know the effectiveness

1033
00:56:21,880 --> 00:56:24,879
Speaker 1: of vitamins supplements for white people, and they had all

1034
00:56:24,920 --> 00:56:27,160
Speaker 1: these kids that were not white that they could test

1035
00:56:27,160 --> 00:56:30,759
Speaker 1: it on. So about kids were used as test subjects. Uh.

1036
00:56:30,800 --> 00:56:33,640
Speaker 1: Subjects were kept on starvation level diets, they were given

1037
00:56:33,719 --> 00:56:37,320
Speaker 1: or denied vitamins, minerals in certain foods, and dental services

1038
00:56:37,320 --> 00:56:40,480
Speaker 1: were withheld from some students because researchers thought better teeth

1039
00:56:40,480 --> 00:56:44,280
Speaker 1: and gums with skew results. So that's all fun. Fuck,

1040
00:56:44,880 --> 00:56:49,440
Speaker 1: that's the fun story of the Canadian residential school system

1041
00:56:49,800 --> 00:56:55,840
Speaker 1: that is wow, fuck you Canada, I know, what the

1042
00:56:55,920 --> 00:56:59,640
Speaker 1: what the funk Canada? I mean, I'm glad they gave

1043
00:56:59,680 --> 00:57:03,680
Speaker 1: some me back, but that doesn't that does not change

1044
00:57:03,719 --> 00:57:06,560
Speaker 1: a fucking thing. I would not say they've made it

1045
00:57:06,680 --> 00:57:11,680
Speaker 1: right now, No they haven't. You know what I don't

1046
00:57:12,600 --> 00:57:15,560
Speaker 1: go ahead is that I don't like that. Oh you

1047
00:57:15,600 --> 00:57:19,600
Speaker 1: know they're gonna be like is that and then go on?

1048
00:57:19,680 --> 00:57:21,920
Speaker 1: But is that now? I also don't like that. And

1049
00:57:21,960 --> 00:57:26,480
Speaker 1: I think there's this I don't understand it, but I

1050
00:57:26,520 --> 00:57:30,120
Speaker 1: feel like it's just like the human being was like

1051
00:57:30,240 --> 00:57:33,080
Speaker 1: and if this happens in all, like most countries, just

1052
00:57:33,160 --> 00:57:37,439
Speaker 1: like if you find someone less than kill them off,

1053
00:57:37,880 --> 00:57:41,560
Speaker 1: and it's like it's so devastating to be like why

1054
00:57:41,680 --> 00:57:44,000
Speaker 1: has it take? Like even now it's still happening, but

1055
00:57:44,080 --> 00:57:46,480
Speaker 1: like at least some people are coming around to be like, oh, yeah,

1056
00:57:46,480 --> 00:57:50,440
Speaker 1: maybe we shouldn't just kill people. And it's like barely

1057
00:57:50,480 --> 00:57:54,600
Speaker 1: are we coming around and we are barely kind of

1058
00:57:54,640 --> 00:57:57,160
Speaker 1: turning a corner of like, yeah, maybe we shouldn't just

1059
00:57:57,280 --> 00:57:59,800
Speaker 1: kill people because we think they're less than And there

1060
00:57:59,840 --> 00:58:03,240
Speaker 1: is I don't understand, like what world was I raised

1061
00:58:03,600 --> 00:58:06,080
Speaker 1: like I have very strict Iranian parents like, how was

1062
00:58:06,120 --> 00:58:07,760
Speaker 1: I able to get to the point where I'm like,

1063
00:58:08,000 --> 00:58:10,280
Speaker 1: you know what, that's really evil, funked up and not

1064
00:58:10,360 --> 00:58:12,680
Speaker 1: a thing we should do. But then yet so many

1065
00:58:12,720 --> 00:58:16,120
Speaker 1: people are so far behind. It doesn't make any sense

1066
00:58:16,160 --> 00:58:22,160
Speaker 1: to me. It doesn't I don't Yep, it's bad. Yeah,

1067
00:58:23,120 --> 00:58:26,160
Speaker 1: shake the country of Canada. Yeah, let's just let's just

1068
00:58:26,240 --> 00:58:28,160
Speaker 1: kick the ship at us some maple leads and not

1069
00:58:28,280 --> 00:58:30,800
Speaker 1: look too closely at our own history because everything candidate

1070
00:58:31,040 --> 00:58:32,880
Speaker 1: was kind of based on the actions of the US

1071
00:58:32,960 --> 00:58:37,080
Speaker 1: government earlier. And there's if you by the way you

1072
00:58:37,120 --> 00:58:40,720
Speaker 1: go to Australia, very similar things were done. Um. Yeah,

1073
00:58:40,760 --> 00:58:44,280
Speaker 1: the schools and stuff, like Canada's program was really particularly

1074
00:58:44,320 --> 00:58:48,880
Speaker 1: extensive and lasted shockingly long period of time, Like they

1075
00:58:48,960 --> 00:58:50,520
Speaker 1: kept it going a hell of a lot longer than

1076
00:58:50,560 --> 00:58:55,200
Speaker 1: the US government kept their kind of residential schools agoing um,

1077
00:58:55,280 --> 00:58:59,240
Speaker 1: But yeah, pretty much the same story. It does feel

1078
00:58:59,240 --> 00:59:01,400
Speaker 1: like the more remote you are, the easier it is

1079
00:59:01,440 --> 00:59:05,760
Speaker 1: to kind of like get away with here genocides. People

1080
00:59:05,760 --> 00:59:08,840
Speaker 1: don't know how much Canada gets away with right, Like

1081
00:59:09,080 --> 00:59:11,440
Speaker 1: when when we were in when I was in Guatemala,

1082
00:59:11,440 --> 00:59:14,120
Speaker 1: I talk about that time a lot. Uh, my Canadian

1083
00:59:14,160 --> 00:59:16,440
Speaker 1: friends like I was hanging out with a bunch of Canadians,

1084
00:59:17,000 --> 00:59:20,160
Speaker 1: um and as an American, despite all the ship that

1085
00:59:20,240 --> 00:59:23,840
Speaker 1: I Americans had done to Guatemala, we actually got like

1086
00:59:24,040 --> 00:59:28,080
Speaker 1: less negative responses than the Canadians did because a number

1087
00:59:28,120 --> 00:59:30,960
Speaker 1: of Canadian mining companies had been guilty of like horrific

1088
00:59:31,000 --> 00:59:34,600
Speaker 1: behavior and like we're at that point doing horrible, horrible

1089
00:59:34,600 --> 00:59:37,960
Speaker 1: things in Guatemala. Um. Which is a thing about Canada.

1090
00:59:38,360 --> 00:59:42,280
Speaker 1: You could actually, if you wanna really look into Canadian history,

1091
00:59:42,360 --> 00:59:45,840
Speaker 1: a lot of very specifically fucked up things around mining

1092
00:59:45,920 --> 00:59:49,120
Speaker 1: that happens constantly, both within the country itself and with

1093
00:59:49,200 --> 00:59:53,960
Speaker 1: companies that are headquartered in Canada but are mining concerns. UM.

1094
00:59:54,040 --> 00:59:55,880
Speaker 1: And we talk a lot about all the wonderful social

1095
00:59:55,920 --> 00:59:58,280
Speaker 1: programs Canada has a lot of that is funded by

1096
00:59:58,400 --> 01:00:02,240
Speaker 1: resource extraction on a globe scale that generally ignores the

1097
01:00:02,320 --> 01:00:04,160
Speaker 1: rights of a lot of people in the areas where

1098
01:00:04,160 --> 01:00:08,120
Speaker 1: the extraction is occurring. It's good stuff. So it's almost

1099
01:00:08,200 --> 01:00:11,640
Speaker 1: as if we shouldn't exist, it would maybe just countries.

1100
01:00:12,000 --> 01:00:15,280
Speaker 1: Maybe just countries, because like I always do feel shitty,

1101
01:00:15,320 --> 01:00:17,720
Speaker 1: like there's so many things to criticize Canada for. But

1102
01:00:17,800 --> 01:00:21,600
Speaker 1: also I'm like, but I'm an American, like like like

1103
01:00:21,960 --> 01:00:25,760
Speaker 1: it does. Like the reality is that they're all bad there.

1104
01:00:25,800 --> 01:00:29,160
Speaker 1: They all do terrible things to people. Um, if you

1105
01:00:29,200 --> 01:00:31,480
Speaker 1: want to look at any country that's considered to be

1106
01:00:31,520 --> 01:00:33,480
Speaker 1: one of the good countries and you scratch it a

1107
01:00:33,560 --> 01:00:37,200
Speaker 1: little bit, you'll find that they're operating horrific rare earth

1108
01:00:37,400 --> 01:00:40,640
Speaker 1: earth mineral minds that rely on the mass, you know,

1109
01:00:40,840 --> 01:00:44,360
Speaker 1: enslavement of children or something. It's just one of the

1110
01:00:44,400 --> 01:00:46,720
Speaker 1: fun realities of the cool world we live in. Yeah,

1111
01:00:46,800 --> 01:00:50,560
Speaker 1: can someone if there is any country I don't know,

1112
01:00:50,680 --> 01:00:55,000
Speaker 1: like like Norway, Like I don't even know what's good.

1113
01:00:55,640 --> 01:00:58,800
Speaker 1: Maybe I mean your best bets Uruguay, but like still

1114
01:00:59,240 --> 01:01:02,680
Speaker 1: probably a bunch of fucked up ship you can find. Um.

1115
01:01:02,720 --> 01:01:04,680
Speaker 1: All right, Well, can someone tweet at us if there's

1116
01:01:04,760 --> 01:01:09,440
Speaker 1: any single good governmental run country please? Yeah? Maybe I see.

1117
01:01:10,080 --> 01:01:13,400
Speaker 1: I think they're doing better. And I'm concerned a little

1118
01:01:13,440 --> 01:01:15,920
Speaker 1: about ice and like what goes up what goes on

1119
01:01:16,000 --> 01:01:17,440
Speaker 1: up there? You know. Yeah, they might not be a

1120
01:01:17,480 --> 01:01:20,000
Speaker 1: real country. It might just be a Canadian mining front,

1121
01:01:20,200 --> 01:01:23,120
Speaker 1: Like that would be a Canada thing to do, fake

1122
01:01:23,200 --> 01:01:28,880
Speaker 1: in Iceland on us, fake and tricky ass Canadians. Okay, God,

1123
01:01:28,920 --> 01:01:31,400
Speaker 1: damn it. Yeah, I am dying to know what's a

1124
01:01:31,440 --> 01:01:36,280
Speaker 1: good place yep um if it exists, because a part

1125
01:01:36,280 --> 01:01:38,560
Speaker 1: of me feels like it just doesn't exist. Yeah, let

1126
01:01:38,600 --> 01:01:41,360
Speaker 1: us know if a single good place exists in the world.

1127
01:01:41,880 --> 01:01:44,840
Speaker 1: Otherwise I will continue with my plans to hold up

1128
01:01:44,880 --> 01:01:47,200
Speaker 1: with a bunch of children in a compound until the

1129
01:01:47,240 --> 01:01:50,800
Speaker 1: f d A burns us alive. Oh that'll happen. Yeah,

1130
01:01:50,800 --> 01:01:53,360
Speaker 1: it's gonna be a good time. Oh man, looking forward

1131
01:01:53,400 --> 01:01:56,640
Speaker 1: to it. Really just watched that Waco TV show and

1132
01:01:56,680 --> 01:01:59,880
Speaker 1: I was don't bring up Waco. I rewatch it every

1133
01:02:00,000 --> 01:02:05,880
Speaker 1: single night on a yeah, eleven or twelve hours a

1134
01:02:06,000 --> 01:02:08,720
Speaker 1: night of just pure Waco. I just can't get enough

1135
01:02:08,760 --> 01:02:11,680
Speaker 1: of that David Koresh you know. And it's such a

1136
01:02:11,720 --> 01:02:15,480
Speaker 1: funny thing in like popular culture because these like home

1137
01:02:15,600 --> 01:02:18,960
Speaker 1: flippers from like h G TV like built their like

1138
01:02:19,120 --> 01:02:24,000
Speaker 1: silo weird, Like I don't even know home Goods company

1139
01:02:24,040 --> 01:02:28,240
Speaker 1: out in Waco, and I'm like, stop trying to rebrand Waco,

1140
01:02:28,400 --> 01:02:32,160
Speaker 1: Like we shouldn't just know, we shouldn't forget what happened here,

1141
01:02:32,200 --> 01:02:36,760
Speaker 1: Like this was such a fucking bullshit operation done by

1142
01:02:36,800 --> 01:02:40,560
Speaker 1: our own government. Yeah, it was, don't forget. It was

1143
01:02:40,600 --> 01:02:43,280
Speaker 1: horrible that they burnt that compound to the ground, and

1144
01:02:43,280 --> 01:02:45,040
Speaker 1: the only way to make it right is to burn

1145
01:02:45,080 --> 01:02:47,240
Speaker 1: the rest of Waco to the ground and finally free

1146
01:02:47,280 --> 01:02:50,320
Speaker 1: the world from Waco. Yeah, just get rid of Waco.

1147
01:02:50,400 --> 01:02:53,520
Speaker 1: But just we don't need a Waco I have. I've

1148
01:02:53,520 --> 01:02:57,640
Speaker 1: spent many months there and it's a bad place. I

1149
01:02:57,680 --> 01:03:03,360
Speaker 1: would apologize to Waco, but Waco knows that I'm right fascinating.

1150
01:03:03,560 --> 01:03:06,240
Speaker 1: I would like to go see it, but no, you don't.

1151
01:03:07,080 --> 01:03:09,840
Speaker 1: You don't need to see Waco, Okay, finn, I won't go.

1152
01:03:10,320 --> 01:03:17,120
Speaker 1: I'll go to the silos. Image of a big truck stop.

1153
01:03:18,280 --> 01:03:20,280
Speaker 1: That's what it is. That's the whole city of Waco,

1154
01:03:20,920 --> 01:03:24,760
Speaker 1: big truck parking lot. It does feel like like when

1155
01:03:24,760 --> 01:03:28,040
Speaker 1: I look at the photos of this, these these people

1156
01:03:28,840 --> 01:03:32,880
Speaker 1: um chipping go go Anna Joanna Gaines who created this,

1157
01:03:32,960 --> 01:03:37,600
Speaker 1: like Magnolia Market. At the silos, there's something so dark

1158
01:03:37,640 --> 01:03:39,840
Speaker 1: about it, like it's just in the middle of nowhere,

1159
01:03:40,000 --> 01:03:42,400
Speaker 1: and there's like these giant silos that are all like

1160
01:03:42,560 --> 01:03:47,880
Speaker 1: aged and ship and I can't help but think, like, boy,

1161
01:03:48,640 --> 01:03:52,400
Speaker 1: I can't believe somehow this is turned into Waco. But

1162
01:03:52,440 --> 01:03:56,160
Speaker 1: I can't every everything turns out goes back to Waco.

1163
01:03:56,600 --> 01:04:00,360
Speaker 1: That's the magic of Waco. Always if you're not Waco

1164
01:04:00,760 --> 01:04:04,400
Speaker 1: a b w baby. Yeah, if you're not wacoing, you're

1165
01:04:04,440 --> 01:04:08,120
Speaker 1: asleep and that's a problem. Yeah, be a Waco, not

1166
01:04:08,200 --> 01:04:14,360
Speaker 1: a Sleepoh well, new shirt, be Awaco not asleep. Yeah,

1167
01:04:14,440 --> 01:04:16,880
Speaker 1: we can have like a really nice, a really nice

1168
01:04:16,880 --> 01:04:23,560
Speaker 1: depiction of of David Koresh's just just ripped cum gutters.

1169
01:04:23,600 --> 01:04:28,360
Speaker 1: I mean just just cum gutters, cum gutters. Yeah, that's

1170
01:04:28,400 --> 01:04:30,840
Speaker 1: what you call abs. That's the medical term. Yes, I've

1171
01:04:30,880 --> 01:04:34,320
Speaker 1: heard someone recently call them a penis ravine. Yeah, that's

1172
01:04:34,320 --> 01:04:37,640
Speaker 1: another medical term for abdominals. Yeah, both of those are

1173
01:04:37,680 --> 01:04:43,600
Speaker 1: proper in doctor speak. Ask your doctor about penis ravines

1174
01:04:43,720 --> 01:04:47,680
Speaker 1: and cume gutters today and David Koresh. Always be asking

1175
01:04:47,720 --> 01:04:51,040
Speaker 1: your doctor about David kor or you could invest your

1176
01:04:51,040 --> 01:04:54,200
Speaker 1: time into something else, like listening to some of the podcasts,

1177
01:04:54,200 --> 01:04:57,080
Speaker 1: and it does on this very network. And it's like

1178
01:04:57,120 --> 01:04:58,800
Speaker 1: to plug your plug double so that I don't have

1179
01:04:58,840 --> 01:05:02,080
Speaker 1: to hear about Waco anymore. Yes, that's true. I begged

1180
01:05:02,080 --> 01:05:04,840
Speaker 1: Sophia to book me so I could plug these goddamn shows.

1181
01:05:04,840 --> 01:05:09,040
Speaker 1: So I have to do it. I I yeah, you know,

1182
01:05:09,120 --> 01:05:13,440
Speaker 1: speaking of um penis ravines UM. I actually heard this

1183
01:05:13,680 --> 01:05:21,360
Speaker 1: on the Penis Ravenus Penis peniston ravenus. Um. I do

1184
01:05:21,440 --> 01:05:23,880
Speaker 1: a show right now. Well, I do ethnically ambiguos, as

1185
01:05:23,880 --> 01:05:25,760
Speaker 1: you guys know, with my co host Green Units, who

1186
01:05:25,800 --> 01:05:29,600
Speaker 1: has been on the show many times. Um, it's called

1187
01:05:29,960 --> 01:05:32,120
Speaker 1: ethnically ambiguous, which saw about being a person of color

1188
01:05:32,120 --> 01:05:34,880
Speaker 1: in America. Uh, and we that's you know, we're really

1189
01:05:35,640 --> 01:05:37,080
Speaker 1: that's what we do. We talked about being a person

1190
01:05:37,120 --> 01:05:39,920
Speaker 1: of color, child of immigrants, or even an immigrant in

1191
01:05:39,960 --> 01:05:45,760
Speaker 1: this country. And actually I would recommend our episode with

1192
01:05:46,000 --> 01:05:49,760
Speaker 1: um Joey Cliffs, who is a Native American man, who

1193
01:05:49,880 --> 01:05:53,280
Speaker 1: is uh he. I honestly didn't know a lot about

1194
01:05:53,560 --> 01:05:56,200
Speaker 1: um Native American culture because even though I live in

1195
01:05:56,200 --> 01:05:59,480
Speaker 1: this country, you're taught nothing in history classes or your

1196
01:05:59,520 --> 01:06:02,120
Speaker 1: schools because they just try and disregard the fact that

1197
01:06:02,200 --> 01:06:05,640
Speaker 1: we live on Native land. All we learn is the

1198
01:06:05,680 --> 01:06:10,000
Speaker 1: thing about the corn that you bury with the fish, right, yeah, exactly,

1199
01:06:12,040 --> 01:06:14,000
Speaker 1: and then they ignore the fact that we also like

1200
01:06:14,760 --> 01:06:16,640
Speaker 1: killed a bunch of Native people to be on this

1201
01:06:16,760 --> 01:06:19,720
Speaker 1: land in you know, the United States. You're like Mayflower,

1202
01:06:19,800 --> 01:06:23,320
Speaker 1: You're like yeah, murder Boat. Uh. But also yeah, we

1203
01:06:23,360 --> 01:06:25,320
Speaker 1: do that show. I recommend the Joy Clift episode because

1204
01:06:25,360 --> 01:06:27,760
Speaker 1: he is a native American man. He actually I learned

1205
01:06:27,800 --> 01:06:29,600
Speaker 1: a lot from him, So check that out if you

1206
01:06:29,640 --> 01:06:34,040
Speaker 1: guys want to. But also my other show, which is

1207
01:06:34,280 --> 01:06:38,600
Speaker 1: less about anything. Uh, it's called Deckheads and I host

1208
01:06:38,680 --> 01:06:41,440
Speaker 1: it with Nick Turner. Uh, and it's all about the

1209
01:06:41,480 --> 01:06:46,320
Speaker 1: TV show below deck on Bravo. UM, and a lot

1210
01:06:46,360 --> 01:06:48,960
Speaker 1: of people like, why do you watch these shows? Honestly

1211
01:06:49,040 --> 01:06:50,880
Speaker 1: because it's the only thing that lets me turn my

1212
01:06:50,960 --> 01:06:54,720
Speaker 1: mind off. And I nothing makes me more calm than

1213
01:06:54,960 --> 01:06:58,919
Speaker 1: pure nonsense. Uh. And that's why I love reality TV.

1214
01:06:59,520 --> 01:07:02,080
Speaker 1: It makes you feel alive in a way I haven't

1215
01:07:02,120 --> 01:07:06,000
Speaker 1: felt in years. Um. And you know, me and Nick Turner,

1216
01:07:06,040 --> 01:07:09,480
Speaker 1: comedian Nick Turner hosts the show, and I personally enjoy

1217
01:07:09,520 --> 01:07:12,800
Speaker 1: it because it's about super yachts that really really rich,

1218
01:07:13,280 --> 01:07:18,160
Speaker 1: horrible people, uh, rent for tens and thousands of dollars,

1219
01:07:18,200 --> 01:07:21,440
Speaker 1: just so much money for like three days. It's absolute

1220
01:07:21,520 --> 01:07:23,880
Speaker 1: nonsense and why would you ever spend your money like that?

1221
01:07:24,160 --> 01:07:27,320
Speaker 1: And super yacht didn't cost that much money. But uh,

1222
01:07:27,400 --> 01:07:31,760
Speaker 1: we just basically, uh, we're going over every single episode

1223
01:07:31,960 --> 01:07:35,240
Speaker 1: of the show to ever exist, and we just fucking

1224
01:07:35,520 --> 01:07:39,160
Speaker 1: rip these people a new asshole about their behavior. And

1225
01:07:39,240 --> 01:07:42,200
Speaker 1: it's fascinating to see how white America works. It's fascinating

1226
01:07:42,200 --> 01:07:45,960
Speaker 1: to see how rich people just sexually harass whoever they

1227
01:07:45,960 --> 01:07:47,840
Speaker 1: want and get away with it, and how they just

1228
01:07:48,000 --> 01:07:51,040
Speaker 1: treat everyone like fucking dirt. So if you want to

1229
01:07:51,040 --> 01:07:55,479
Speaker 1: hear us really break down these these truly lovely times, uh,

1230
01:07:55,520 --> 01:07:57,880
Speaker 1: because we we have been recording them all in quarantine.

1231
01:07:57,920 --> 01:08:01,240
Speaker 1: So it's a great juxtaposition of what we understand as reality.

1232
01:08:01,320 --> 01:08:03,600
Speaker 1: While like the Black Lives Matter movement is going on

1233
01:08:03,680 --> 01:08:06,720
Speaker 1: like as we speak and continuing will hopefully continue to

1234
01:08:06,720 --> 01:08:12,120
Speaker 1: go on until we have full justice. Um. But then

1235
01:08:12,160 --> 01:08:14,080
Speaker 1: you just said and then you cut to us being like,

1236
01:08:14,240 --> 01:08:17,880
Speaker 1: what the fuck are these people doing? And it's fascinating.

1237
01:08:17,920 --> 01:08:20,639
Speaker 1: I truly enjoy it because these people have no shame,

1238
01:08:20,680 --> 01:08:23,120
Speaker 1: and I think more people need to see how the

1239
01:08:23,280 --> 01:08:27,519
Speaker 1: one percent live so you can understand like being rich

1240
01:08:27,720 --> 01:08:31,839
Speaker 1: and owning all the fucking money in this country, Um,

1241
01:08:31,880 --> 01:08:34,439
Speaker 1: it's bad and why would you ever want to be

1242
01:08:34,479 --> 01:08:37,840
Speaker 1: a person like this? So if you guys like a

1243
01:08:37,960 --> 01:08:45,080
Speaker 1: really interestingly dark social justice angle of us watching reality TV,

1244
01:08:45,680 --> 01:08:48,600
Speaker 1: check it out. Because Jesus fucking Christ, these people have

1245
01:08:48,760 --> 01:08:52,400
Speaker 1: no shame. I don't get it. I just don't get it.

1246
01:08:52,520 --> 01:08:57,240
Speaker 1: And it's fascinating to observe. So yeah, check out Deckheads

1247
01:08:57,280 --> 01:09:02,559
Speaker 1: also on iHeart Radio. Okay, yeah, alrighty, And that is

1248
01:09:04,080 --> 01:09:05,160
Speaker 1: I was just gonna say. And you can follow me

1249
01:09:05,200 --> 01:09:06,880
Speaker 1: at Anna, host me on Twitter if you would like

1250
01:09:06,960 --> 01:09:13,200
Speaker 1: to see me, you know, tweet, find Anna on Twitter,

1251
01:09:13,520 --> 01:09:17,479
Speaker 1: check out her shows and you can find us here

1252
01:09:17,800 --> 01:09:22,519
Speaker 1: every Tuesday and Thursday talking about real sad ship that

1253
01:09:22,560 --> 01:09:26,080
Speaker 1: bumps you out. That's the episode you need to know

1254
01:09:26,200 --> 01:09:26,360
Speaker 1: it