1 00:00:12,080 --> 00:00:15,520 Speaker 1: I have no delicious friends. And welcome to Who Did 2 00:00:15,640 --> 00:00:19,079 Speaker 1: What Now? The history podcast that is not your history 3 00:00:19,120 --> 00:00:23,800 Speaker 1: class with me your host Katie Charlewood, History Harlotte and 4 00:00:24,040 --> 00:00:28,720 Speaker 1: reader of books. You know, I really need to work 5 00:00:28,800 --> 00:00:31,319 Speaker 1: on my VoiceCare because, like I mean, I've got my 6 00:00:31,400 --> 00:00:34,560 Speaker 1: throat coat tea, you know, I have my little strep 7 00:00:34,600 --> 00:00:40,479 Speaker 1: souls and stuff. But my goodness, I really strained my 8 00:00:40,560 --> 00:00:43,280 Speaker 1: voice a lot. Like this time I was in Dublin 9 00:00:43,920 --> 00:00:48,800 Speaker 1: from my friend show The Fabulous, the Amazing, the Astounding 10 00:00:49,240 --> 00:00:53,560 Speaker 1: Doctor Zmiel Luise James. So I was there to see 11 00:00:53,600 --> 00:00:57,760 Speaker 1: her Kinky History the egg Planter, and my goodness, I 12 00:00:58,000 --> 00:01:01,000 Speaker 1: was thrilled to see her and so In and Chris 13 00:01:01,040 --> 00:01:04,040 Speaker 1: again and I got to meet Eggie the Eggplant and 14 00:01:04,080 --> 00:01:07,759 Speaker 1: it was it was a very fun time. Now Esmey 15 00:01:07,959 --> 00:01:12,399 Speaker 1: is so talented. Like we went to dinner and my 16 00:01:12,480 --> 00:01:16,960 Speaker 1: friend Shawna joined us, and it was such a good 17 00:01:17,040 --> 00:01:21,160 Speaker 1: show and so many mutuals were there, Like I even 18 00:01:21,200 --> 00:01:25,399 Speaker 1: got my own Panto moment where somebody went that's Katie 19 00:01:25,480 --> 00:01:28,520 Speaker 1: Charlwood and the first and percent and went, oh no 20 00:01:28,600 --> 00:01:32,880 Speaker 1: it isn't. I was just like, oh, yes, it is TDA. 21 00:01:33,920 --> 00:01:36,559 Speaker 1: Although someone at one point thought I was like doctor 22 00:01:36,640 --> 00:01:39,880 Speaker 1: Kate Lester, and I was like, listen, I'll take the compliment. 23 00:01:40,520 --> 00:01:42,560 Speaker 1: And then I said it to someone else and they 24 00:01:42,560 --> 00:01:44,480 Speaker 1: were like, well, I've never seen the two of you 25 00:01:44,600 --> 00:01:47,000 Speaker 1: in the same room at the same time. It's like, 26 00:01:47,080 --> 00:01:50,600 Speaker 1: ohs I just two historians with curly hair and regional accents. 27 00:01:50,920 --> 00:01:57,280 Speaker 1: Like yeah, but I know what you're thinking. You're thinking, Katie, 28 00:01:57,640 --> 00:02:01,320 Speaker 1: quite your jibbel jabbel in fact me, in fact you, 29 00:02:01,440 --> 00:02:04,920 Speaker 1: I will. But first we've got to get our source on. 30 00:02:07,480 --> 00:02:13,239 Speaker 1: Our sources are my people. The Zoo by Luther standing Bear, 31 00:02:15,040 --> 00:02:20,919 Speaker 1: American Indian Stories by z It Calla, Saw Indian school 32 00:02:21,000 --> 00:02:26,919 Speaker 1: Days by Basil Johnston, Resistance and Renewal by Celia Haig Brown, 33 00:02:29,240 --> 00:02:34,120 Speaker 1: Building the Bravelton by Daniel Moretti, Legholts and buck Woodward, 34 00:02:35,160 --> 00:02:40,720 Speaker 1: Unspeakable by doctor Gwyn Atchid and Eileen Horn. Education and 35 00:02:40,800 --> 00:02:49,960 Speaker 1: Extinction by David Wallace Adams and I also and Boarding 36 00:02:50,080 --> 00:02:56,919 Speaker 1: School Healing dot Org. I was hitting comfortably good, then 37 00:02:57,000 --> 00:03:04,200 Speaker 1: let's begin. By the time the children reached the school grounds, 38 00:03:04,440 --> 00:03:08,000 Speaker 1: it was nightfall. They were led towards an open door 39 00:03:08,040 --> 00:03:16,239 Speaker 1: where bright lights flooded. The children trembled Exhausted, they lined up, 40 00:03:16,919 --> 00:03:21,280 Speaker 1: their photos taken. Then they were stripped of their clothes 41 00:03:21,919 --> 00:03:27,680 Speaker 1: and any belonging that reminded them of home. At seven 42 00:03:27,760 --> 00:03:33,240 Speaker 1: years old, she kicked and screamed, scratching and clawing at 43 00:03:33,320 --> 00:03:37,440 Speaker 1: the hands that dragged her across the hard wooden boards. 44 00:03:39,120 --> 00:03:43,280 Speaker 1: She fought as they carried her down the stairs. She 45 00:03:43,400 --> 00:03:46,840 Speaker 1: threw her body, convulsing, attempting to escape, but she was 46 00:03:46,880 --> 00:03:51,920 Speaker 1: still tied to the wooden chair, not so tight she 47 00:03:51,920 --> 00:03:56,760 Speaker 1: could barely feel her hands. The cold blades of the 48 00:03:56,800 --> 00:04:02,080 Speaker 1: scissors against her neck, the sharp soud as they gnawed 49 00:04:02,680 --> 00:04:07,760 Speaker 1: through her braids, hacking away is She fought against those blades. 50 00:04:09,640 --> 00:04:12,960 Speaker 1: Within moments, the braid that had taken years to grow 51 00:04:13,200 --> 00:04:17,799 Speaker 1: lay at her feet, a silent reminder that every child 52 00:04:17,800 --> 00:04:21,760 Speaker 1: brought through those doors was expected to leave something behind. 53 00:04:23,520 --> 00:04:26,960 Speaker 1: It's July twenty twenty six, a time of recording and 54 00:04:27,000 --> 00:04:31,600 Speaker 1: time of release. Now. July twenty six is the two 55 00:04:31,720 --> 00:04:36,800 Speaker 1: hundred and fiftieth anniversary of the Continental Congress approving the 56 00:04:36,880 --> 00:04:43,159 Speaker 1: Final Worlding on the Declaration of Independence. So it's also 57 00:04:43,920 --> 00:04:49,839 Speaker 1: Bipop Mental Health Awareness Month. And yes, I am aware 58 00:04:49,920 --> 00:04:53,040 Speaker 1: of the irony of this being shared by the human 59 00:04:53,080 --> 00:05:02,480 Speaker 1: equivalent of a mayonnaise wonderbred sandwich. Which is why when 60 00:05:02,600 --> 00:05:08,120 Speaker 1: I talk about history, especially history relating to other nations 61 00:05:08,160 --> 00:05:15,080 Speaker 1: and cultures and ethnic groups, it's usually because white people 62 00:05:15,800 --> 00:05:22,560 Speaker 1: did some stuff, really, really any good. And it's like, 63 00:05:22,600 --> 00:05:26,240 Speaker 1: when I was doing the Black History Month, someone said 64 00:05:26,279 --> 00:05:30,200 Speaker 1: that it's not black history, it's white history regarding black people, 65 00:05:30,240 --> 00:05:36,760 Speaker 1: and they're not wrong. And this month I'm going to 66 00:05:36,760 --> 00:05:41,200 Speaker 1: be spending it talking about how the ussay the country, 67 00:05:41,320 --> 00:05:44,920 Speaker 1: the society, the culture, how it exists, how it came 68 00:05:44,960 --> 00:05:46,800 Speaker 1: to be. And I know I'm not going to be 69 00:05:46,800 --> 00:05:50,080 Speaker 1: able to cover everything, but it would be a disservice 70 00:05:50,200 --> 00:05:52,920 Speaker 1: to talk about the history of the country and not 71 00:05:53,000 --> 00:05:56,359 Speaker 1: cover the people used to get it there and the 72 00:05:56,440 --> 00:06:01,960 Speaker 1: effect that I had on them. So I'm going to 73 00:06:01,960 --> 00:06:08,520 Speaker 1: be discussing systemic abuse, racial violence, colonialism, racism. It is 74 00:06:08,600 --> 00:06:11,640 Speaker 1: not going to be pleasant, it's not going to be gentle. 75 00:06:11,920 --> 00:06:15,560 Speaker 1: And if you think that this might be too much, 76 00:06:15,600 --> 00:06:17,880 Speaker 1: if you think this is going to be very difficult 77 00:06:17,920 --> 00:06:19,440 Speaker 1: for your listen now it's going to be too heavy, 78 00:06:19,480 --> 00:06:24,680 Speaker 1: I understand, and it might be time to exit stage 79 00:06:24,760 --> 00:06:28,919 Speaker 1: left and we will catch you next time, because today 80 00:06:30,080 --> 00:06:37,960 Speaker 1: I'm talking about inherited wounds, indigenous boarding schools, and historical trauma. 81 00:06:41,120 --> 00:06:44,080 Speaker 1: Throughout this episode, I'll probably be using many out of 82 00:06:44,200 --> 00:06:51,200 Speaker 1: date terms in quotes and such for historical accuracy when necessary. Again, 83 00:06:51,279 --> 00:06:57,599 Speaker 1: it's not pleasant, but we have to understand how people 84 00:06:57,600 --> 00:07:00,880 Speaker 1: were treated at the time, and I'm going to try 85 00:07:00,880 --> 00:07:05,400 Speaker 1: and be as considerate as I can. But I'm not 86 00:07:05,440 --> 00:07:08,039 Speaker 1: going to hide what history did, because there's enough people 87 00:07:08,040 --> 00:07:12,760 Speaker 1: trying to do that already. And you might be wondering 88 00:07:13,520 --> 00:07:16,960 Speaker 1: what is historical trauma? And I'm glad you asked, because 89 00:07:17,000 --> 00:07:21,880 Speaker 1: I will tell you. Historical trauma is a multi generational 90 00:07:21,880 --> 00:07:26,160 Speaker 1: trauma experienced by a specific cultural, racial, or ethnic group. 91 00:07:27,320 --> 00:07:30,440 Speaker 1: It is the build up of emotional and psychological wounding 92 00:07:30,640 --> 00:07:37,520 Speaker 1: of that group across generations, starting from massive population level 93 00:07:37,520 --> 00:07:44,800 Speaker 1: traumatic events like colonization, slavery, or genocide, and descendants may 94 00:07:44,840 --> 00:07:49,320 Speaker 1: exhibit trauma related symptoms without having lived through the original event. 95 00:07:52,400 --> 00:07:56,520 Speaker 1: It can manifest as survivor guilt, unresolved grief, and a 96 00:07:56,640 --> 00:08:03,080 Speaker 1: deep rooted distrust in authorities and institutions. And there are 97 00:08:03,200 --> 00:08:08,480 Speaker 1: other disparities like higher rates of depression and cardiovascular disease. 98 00:08:10,320 --> 00:08:13,000 Speaker 1: And we see this through so many cultures and groups, 99 00:08:13,400 --> 00:08:19,440 Speaker 1: Holocaust survivals, survivors of Hiroshima and Nagasaki and Gottamore, the Nakba, 100 00:08:19,840 --> 00:08:23,640 Speaker 1: the Black community in the USA, the Trail of Tears, 101 00:08:23,720 --> 00:08:29,800 Speaker 1: and of course the indigenous boarding schools. Sometimes you'll see 102 00:08:29,800 --> 00:08:35,320 Speaker 1: them called the Indian boarding schools or residential schools. The 103 00:08:35,480 --> 00:08:42,520 Speaker 1: terms will move around depending on the era. The question 104 00:08:42,800 --> 00:08:48,599 Speaker 1: is how did government run boarding schools aimed at assimilation, 105 00:08:49,600 --> 00:08:55,920 Speaker 1: reshape indigenous identity, family systems, and mental health across generations. 106 00:08:57,240 --> 00:09:02,080 Speaker 1: History doesn't exist in a vacuum, so let's slip into 107 00:09:02,080 --> 00:09:07,680 Speaker 1: some context. In the fifteenth century, several small European countries 108 00:09:07,720 --> 00:09:11,680 Speaker 1: decided they wanted more I mean, I say countries. A 109 00:09:11,720 --> 00:09:15,680 Speaker 1: lot of it was monarchies and empires. I'm actually going 110 00:09:15,720 --> 00:09:19,240 Speaker 1: to go back a little bit further. Actually, so the 111 00:09:19,280 --> 00:09:24,400 Speaker 1: medieval way, which predates this, people didn't swear fealty to land. 112 00:09:25,040 --> 00:09:27,560 Speaker 1: It was to a king, which is why a king 113 00:09:27,600 --> 00:09:31,000 Speaker 1: of one country, say England, would have ownership of parts 114 00:09:31,040 --> 00:09:36,199 Speaker 1: of France like Cali, because you weren't connected to the land, 115 00:09:36,320 --> 00:09:40,240 Speaker 1: you were connected to the ruler. And our idea of 116 00:09:40,280 --> 00:09:46,200 Speaker 1: geography is fairly new historically speaking, because geography is political, 117 00:09:46,559 --> 00:09:52,520 Speaker 1: like that's how the bodes exist. Areas would be like 118 00:09:52,800 --> 00:09:55,480 Speaker 1: under the control of different rulers, and it was the 119 00:09:55,559 --> 00:10:02,599 Speaker 1: rulers who people had their allegiance to, not necessarily the country. 120 00:10:04,520 --> 00:10:08,600 Speaker 1: And in the early modern period these countries they knew 121 00:10:08,640 --> 00:10:12,800 Speaker 1: if our lands existed, and in a combination of fomo 122 00:10:12,920 --> 00:10:19,040 Speaker 1: and rivalry, they set out to discover lands, establish trade routes, 123 00:10:19,320 --> 00:10:22,559 Speaker 1: and fill up the privy pus because like a lot 124 00:10:22,559 --> 00:10:27,200 Speaker 1: of these countries were consistently fighting each other and as 125 00:10:27,280 --> 00:10:31,720 Speaker 1: such they needed money to fund all the wars, and 126 00:10:31,800 --> 00:10:34,680 Speaker 1: so they're very much into this idea of ownership convened 127 00:10:34,679 --> 00:10:37,480 Speaker 1: with the concept that religion mattered modern race. But we 128 00:10:37,520 --> 00:10:43,000 Speaker 1: will get to that another day. The Portuguese started colonizing 129 00:10:43,040 --> 00:10:47,640 Speaker 1: the American continent, as did the Spanish, the French, the Dutch, 130 00:10:47,720 --> 00:10:52,800 Speaker 1: and of course the British. Between them, they had alliances 131 00:10:52,840 --> 00:10:56,280 Speaker 1: and wars and trade deals, and it did provide us 132 00:10:56,280 --> 00:10:59,280 Speaker 1: with pirates, which is the fun part of all of 133 00:10:59,280 --> 00:11:05,600 Speaker 1: this history. However, the rest of it not really great. Otherwise. 134 00:11:07,840 --> 00:11:12,560 Speaker 1: The Spanish were colonizing so well that England was impressed, 135 00:11:14,000 --> 00:11:17,880 Speaker 1: and so they tried to colonize North America based on 136 00:11:18,040 --> 00:11:23,320 Speaker 1: what they called the Spanish model. The English established a 137 00:11:23,360 --> 00:11:27,560 Speaker 1: colony of Roanoke that mysteriously disappeared after being abandoned for 138 00:11:27,600 --> 00:11:33,640 Speaker 1: several years and no one actually looking for the colonists, 139 00:11:33,679 --> 00:11:38,719 Speaker 1: even though they had left a forwarding address. We know 140 00:11:38,760 --> 00:11:44,720 Speaker 1: where they went. They joined tribes, the one that it 141 00:11:44,840 --> 00:11:49,320 Speaker 1: was just over there, a tribe that mysteriously, you know, 142 00:11:49,480 --> 00:11:53,000 Speaker 1: years later, had all of these blonde haired, blue eyed 143 00:11:53,160 --> 00:11:57,080 Speaker 1: children who were using European tools. And they're like, I 144 00:11:57,200 --> 00:12:01,960 Speaker 1: wonder how this happened. G whiz, rub those little gray 145 00:12:01,960 --> 00:12:07,920 Speaker 1: cells together and figure it out. So they tried other colonies. 146 00:12:07,960 --> 00:12:11,920 Speaker 1: There was the cubid colony Newfoundland, which failed, and there 147 00:12:11,960 --> 00:12:16,600 Speaker 1: was also the Problem Colony in Maine, and then finally 148 00:12:17,200 --> 00:12:22,520 Speaker 1: the first permanent colony, Jamestown. Now, people who don't know 149 00:12:22,559 --> 00:12:25,040 Speaker 1: their history, they will try and tell you that this 150 00:12:25,200 --> 00:12:27,960 Speaker 1: was a flourishing colony from the get go and it 151 00:12:28,000 --> 00:12:32,840 Speaker 1: didn't have any issues whatsoever. But it struggled so much 152 00:12:32,880 --> 00:12:37,120 Speaker 1: so that the colonists resorted to cannibalizing a teenage girl. 153 00:12:38,080 --> 00:12:42,640 Speaker 1: And it wasn't as if they just you know, cooked 154 00:12:42,640 --> 00:12:47,000 Speaker 1: her and cot up. They found tooth marks, human tooth 155 00:12:47,040 --> 00:12:52,360 Speaker 1: marks on her skull, like they gnawed at her. They 156 00:12:52,400 --> 00:12:57,959 Speaker 1: probably sucked the marrow from her bones. The colonists were 157 00:12:58,000 --> 00:13:03,680 Speaker 1: also aided massively by the Powatan Confederacy. They provided food, 158 00:13:03,920 --> 00:13:06,400 Speaker 1: They showed them how to survive on the land, They 159 00:13:06,440 --> 00:13:10,800 Speaker 1: helped them with shelter, They traded with them, like, they 160 00:13:10,880 --> 00:13:15,320 Speaker 1: had a lot of help just to get through like 161 00:13:15,480 --> 00:13:18,960 Speaker 1: the first winter and things like. There was so much 162 00:13:19,040 --> 00:13:23,240 Speaker 1: help by the indigenous people because that's just what they did, 163 00:13:24,240 --> 00:13:29,880 Speaker 1: you know, And the settlers, yeah, took it off for granted, 164 00:13:32,440 --> 00:13:36,480 Speaker 1: because the settlers believed that they could claim land and 165 00:13:37,240 --> 00:13:42,920 Speaker 1: basically pushed out native people, thus causing tensions. This led 166 00:13:43,080 --> 00:13:50,120 Speaker 1: to disputes, arguments, and wars. When information returned home about 167 00:13:50,120 --> 00:13:53,880 Speaker 1: how the colony was doing so well, more money was 168 00:13:53,920 --> 00:13:58,680 Speaker 1: thrust into colonies by their various governments and rulers and businessmen. 169 00:14:00,200 --> 00:14:07,079 Speaker 1: More colonists became entitled. As a result, you had territorial 170 00:14:07,120 --> 00:14:10,760 Speaker 1: expansion with regions like New France, New Spain, New Netherlands, 171 00:14:11,040 --> 00:14:15,920 Speaker 1: New Sweden. There were Russian colonies and English colonies, and yeah, 172 00:14:16,200 --> 00:14:21,840 Speaker 1: a lot of the time they were also fighting each other. Eventually, 173 00:14:22,440 --> 00:14:26,320 Speaker 1: the thirteen British colonies unified and became the United States. 174 00:14:26,800 --> 00:14:31,600 Speaker 1: Followed by the Revolutionary War or the War of Independence, 175 00:14:31,640 --> 00:14:36,640 Speaker 1: dependent on how you call it. There were a lot 176 00:14:36,680 --> 00:14:41,200 Speaker 1: of factors in this, you know, that led to this 177 00:14:41,280 --> 00:14:46,720 Speaker 1: War of Independence, this Revolutionary War, including the banning of 178 00:14:46,800 --> 00:14:50,320 Speaker 1: the Transatlantic slave trade, the fact that Britain wanted a 179 00:14:50,320 --> 00:14:54,160 Speaker 1: boundary line along the Appalachian Mountains to leave the Indigenous 180 00:14:54,160 --> 00:14:57,360 Speaker 1: people on one side and the British colonies on the other. 181 00:14:58,320 --> 00:15:03,080 Speaker 1: And you know, the colonies wanted to expand they wanted 182 00:15:03,080 --> 00:15:05,880 Speaker 1: to continue doing that. And you know, also that whole 183 00:15:05,880 --> 00:15:09,280 Speaker 1: thing about taxes. But they all played a part. But 184 00:15:09,520 --> 00:15:14,520 Speaker 1: like you find that certain people have a habit of 185 00:15:14,720 --> 00:15:18,880 Speaker 1: just screaming taxation with a representation, and it's like that's 186 00:15:19,480 --> 00:15:23,360 Speaker 1: not the whole story. That's like one third of this. 187 00:15:24,120 --> 00:15:27,560 Speaker 1: But yeah, they weren't super into taxes either. Where the 188 00:15:27,720 --> 00:15:30,640 Speaker 1: United States formed and the Treaty of Paris signed in 189 00:15:30,720 --> 00:15:35,400 Speaker 1: seventeen eighty three, the Indigenous people were treated like persona 190 00:15:35,480 --> 00:15:41,680 Speaker 1: non grata and faced marginalization and displacement, ignored by the 191 00:15:41,720 --> 00:15:47,080 Speaker 1: new US government. Ignored by the US government. Their ancestral 192 00:15:47,120 --> 00:15:51,880 Speaker 1: homelands were claimed as spoils of war, with white settlement 193 00:15:52,200 --> 00:15:58,640 Speaker 1: pushing westward. So when I say ancestral, I mean ancestral, 194 00:15:58,800 --> 00:16:05,760 Speaker 1: like there's like Blackfoot remains going back at least eighteen 195 00:16:05,840 --> 00:16:09,720 Speaker 1: thousand years, so yeah, they've been there for a while. 196 00:16:11,880 --> 00:16:15,960 Speaker 1: The aftermath of the war brought treaties and landlass. Because 197 00:16:16,000 --> 00:16:19,800 Speaker 1: many tribes had aligned with the British, the US treated 198 00:16:19,840 --> 00:16:25,360 Speaker 1: them like conquered enemies. Has caused the rapid expansion of 199 00:16:25,400 --> 00:16:29,000 Speaker 1: American territory and forced tribes to surrender huge tracks of 200 00:16:29,080 --> 00:16:33,280 Speaker 1: land through bullshit treaties that were not only coercive, but 201 00:16:33,360 --> 00:16:39,760 Speaker 1: were often backed on. Like they backtracked on these treaties, 202 00:16:39,800 --> 00:16:43,440 Speaker 1: they were worth the paper they were written in. The 203 00:16:43,480 --> 00:16:48,960 Speaker 1: displacement led to inter tribal wars and resistance, and then, 204 00:16:49,040 --> 00:16:55,640 Speaker 1: of course, the policies. Official US policies of assimilation and 205 00:16:55,840 --> 00:16:59,880 Speaker 1: forced removal were established, with treaties designed to try and 206 00:17:00,280 --> 00:17:07,760 Speaker 1: form indigenous economies into century European style agriculture. Say, the 207 00:17:07,800 --> 00:17:11,520 Speaker 1: federal government had no intention of letting Indigenous people continue 208 00:17:11,520 --> 00:17:15,840 Speaker 1: to live their lives according to their own cultures, spirituality 209 00:17:16,240 --> 00:17:21,800 Speaker 1: or economies. They had to be snuffed out and americanized. 210 00:17:24,400 --> 00:17:31,399 Speaker 1: This was about forcing assimilation. Kill the Indian, save the man. 211 00:17:38,600 --> 00:17:41,800 Speaker 1: The federal government wanted to strip Indigenous children of their 212 00:17:41,840 --> 00:17:45,359 Speaker 1: culture and heritage, but they needed to ensure that they 213 00:17:45,400 --> 00:17:49,879 Speaker 1: had little or nothing to return to. A series of 214 00:17:49,960 --> 00:17:54,000 Speaker 1: acts were passed. The Indian Removal Act of eighteen thirty 215 00:17:54,720 --> 00:18:02,160 Speaker 1: authorized by President Andrew Jackson to negotiate with southern tribes 216 00:18:02,320 --> 00:18:07,720 Speaker 1: for their removal to federal territory west of the Mississippi River, 217 00:18:08,760 --> 00:18:14,360 Speaker 1: which triggered the Trail of Tears. It was effectively a 218 00:18:14,400 --> 00:18:21,160 Speaker 1: death march. The Fourteenth Amendment of eighteen sixty eight stated 219 00:18:21,200 --> 00:18:28,480 Speaker 1: that anyone born on American soil was an American citizen. However, 220 00:18:30,200 --> 00:18:35,879 Speaker 1: this was deemed not to apply to the Indigenous people 221 00:18:36,520 --> 00:18:42,600 Speaker 1: of America. The DAWs Act of eighteen eighty seven dismantled 222 00:18:42,640 --> 00:18:48,080 Speaker 1: communal tribal land ownership, bringing it down into small allotments, 223 00:18:48,119 --> 00:18:51,679 Speaker 1: allowing the government to confiscate and sell over ninety million 224 00:18:51,760 --> 00:18:59,119 Speaker 1: acres of surplus tribal land to non native settlers. The 225 00:18:59,200 --> 00:19:03,560 Speaker 1: Curtiss Act of eighteen ninety eight abolished tribal courts and governments, 226 00:19:03,600 --> 00:19:09,320 Speaker 1: forcing tribes to comply with federal laws. It was divide 227 00:19:09,880 --> 00:19:15,479 Speaker 1: and conquer. Between all this, the European settlers had spread 228 00:19:15,480 --> 00:19:20,560 Speaker 1: disease amongst Indigenous people It is estimated that fifty five 229 00:19:21,040 --> 00:19:25,919 Speaker 1: to one hundred million Indigenous people lost their lives as 230 00:19:25,960 --> 00:19:35,399 Speaker 1: a result of contracting colonizer diseases. The federal government wanted 231 00:19:35,400 --> 00:19:41,400 Speaker 1: assimilation and so the utilized missionaries, which are typically at 232 00:19:41,400 --> 00:19:47,240 Speaker 1: the forefront of colonization. It is often used as like 233 00:19:47,280 --> 00:19:55,680 Speaker 1: a socially acceptable way of colonizing people. The Indian Civilization 234 00:19:55,920 --> 00:20:00,320 Speaker 1: Fund Act was a ten thousand dollars annual fund to 235 00:20:00,400 --> 00:20:06,080 Speaker 1: subsidize missionaries operational costs on or near reservations, to teach 236 00:20:06,280 --> 00:20:13,400 Speaker 1: the three hours reading, writing, rithmetic, and to assimilate Native 237 00:20:13,440 --> 00:20:20,320 Speaker 1: Americans into Euro American society. So these were spread all 238 00:20:20,359 --> 00:20:25,720 Speaker 1: across the country into all of the reservations, and then 239 00:20:26,720 --> 00:20:31,960 Speaker 1: other establishments were built or established. This used to be 240 00:20:32,000 --> 00:20:36,479 Speaker 1: in army barracks, but the Carlisle Federal Indian Boarding School 241 00:20:36,600 --> 00:20:41,679 Speaker 1: was established in eighteen seventy nine. It was off reservation 242 00:20:42,160 --> 00:20:50,400 Speaker 1: to ensure separation from culture and society. Such schools will 243 00:20:50,440 --> 00:20:53,679 Speaker 1: be set up across the country. The Indian Boarding school 244 00:20:53,720 --> 00:21:01,040 Speaker 1: system systematically removed Indigenous youth from reservations to schools across 245 00:21:01,520 --> 00:21:08,760 Speaker 1: the country, schools where traditional clothing were forbidden, as was 246 00:21:08,800 --> 00:21:14,720 Speaker 1: the mother tongue, only English was spoken to ensure assimilation. 247 00:21:17,640 --> 00:21:22,360 Speaker 1: This system lasted more than a century and had devastating 248 00:21:22,359 --> 00:21:28,320 Speaker 1: effects on generations of Indigenous people. To clarify that number, 249 00:21:29,840 --> 00:21:34,080 Speaker 1: over five hundred and twenty six government funded and church 250 00:21:34,160 --> 00:21:40,000 Speaker 1: run Indian boarding schools operated across thirty eight states between 251 00:21:40,040 --> 00:21:46,000 Speaker 1: eighteen nineteen and in nineteen sixty. On the sixth of 252 00:21:46,040 --> 00:21:50,040 Speaker 1: October eighteen seventy nine, the first Indigenous children were brought 253 00:21:50,040 --> 00:21:53,399 Speaker 1: to the Carlisle School, many of whom were taken from 254 00:21:53,480 --> 00:22:01,600 Speaker 1: families in the Arapaho, Cheyenne, Comanche, Kaiwa, and Lakota reservations. 255 00:22:03,320 --> 00:22:06,520 Speaker 1: Around seven eight hundred children from more than one hundred 256 00:22:06,560 --> 00:22:09,720 Speaker 1: and forty distinct cultures would attend the school over its 257 00:22:09,760 --> 00:22:15,480 Speaker 1: nearly forty year run. Children hauled there by boats and trains, 258 00:22:15,520 --> 00:22:21,120 Speaker 1: sometimes traveling for days with the military escorts. The goal 259 00:22:21,240 --> 00:22:23,480 Speaker 1: was to get them to unlearned it in his culture 260 00:22:23,960 --> 00:22:30,199 Speaker 1: and absorb Euro American culture. Children were often grouped with 261 00:22:30,240 --> 00:22:34,440 Speaker 1: others who had different religious beliefs and languages, forcing them 262 00:22:34,720 --> 00:22:41,320 Speaker 1: to rely on English to communicate. Children removed from their families, 263 00:22:41,720 --> 00:22:46,200 Speaker 1: their language taken, their traditional clothing replaced with wool military 264 00:22:46,200 --> 00:22:50,520 Speaker 1: style uniforms for the boys and high collared Victorian dresses 265 00:22:50,560 --> 00:22:57,119 Speaker 1: for the girls. They bathed in kerosene. Their family belongings 266 00:22:57,119 --> 00:23:03,240 Speaker 1: were removed. They couldn't keep jewelry, medicine bags, or ceremonial rattles. 267 00:23:05,640 --> 00:23:11,000 Speaker 1: The boys had their hair cut short and the girls 268 00:23:11,840 --> 00:23:15,040 Speaker 1: their hair. Their hair was chopped up to a bob. 269 00:23:15,640 --> 00:23:19,520 Speaker 1: And it is someone who's not exactly privy to Indigenous 270 00:23:19,520 --> 00:23:22,840 Speaker 1: cultures and practices. I mean, they're not a monolith sough 271 00:23:22,880 --> 00:23:28,399 Speaker 1: there's many, but hair cutting is often used as a 272 00:23:28,400 --> 00:23:32,919 Speaker 1: form of abuse and control, Like we see this across 273 00:23:34,359 --> 00:23:41,240 Speaker 1: you know, abusive relationships and and for the dehumanizing of victims, 274 00:23:41,600 --> 00:23:44,200 Speaker 1: like it was something that you see over and over again. 275 00:23:45,880 --> 00:23:52,680 Speaker 1: But it's even harsher when you understand how important hair 276 00:23:52,840 --> 00:23:59,880 Speaker 1: is too Indigenous people. I was listening to an interview 277 00:23:59,880 --> 00:24:06,239 Speaker 1: of survivor and he explained that they only cut their 278 00:24:06,280 --> 00:24:10,480 Speaker 1: hair when they suffered a great loss, like a parent 279 00:24:10,640 --> 00:24:15,520 Speaker 1: or grandparent dying, and so cutting off their hair was 280 00:24:15,680 --> 00:24:21,640 Speaker 1: used to bully the children into think that effectively, your 281 00:24:21,680 --> 00:24:26,160 Speaker 1: parents are dead. You know, you were dead to your parents. 282 00:24:26,560 --> 00:24:29,880 Speaker 1: They didn't love or want them anymore. They were cut 283 00:24:29,920 --> 00:24:36,119 Speaker 1: off from that. The children also lost their names to 284 00:24:36,280 --> 00:24:40,840 Speaker 1: wipe out their tribal identities, because instead of simply translating 285 00:24:40,920 --> 00:24:46,760 Speaker 1: a name into English like Zinkozo Win yellowbird, and womble 286 00:24:46,880 --> 00:24:52,680 Speaker 1: Kleska spotted ego, they changed to things like Peter, Henry 287 00:24:52,760 --> 00:24:58,919 Speaker 1: and Susan. They wanted to wipe out every part of 288 00:24:58,960 --> 00:25:06,960 Speaker 1: their indigenous culture. As a vocational school, on top of 289 00:25:07,000 --> 00:25:13,280 Speaker 1: the three as, the children were taught European trades like bricklaying, carpentry, cobbling, 290 00:25:13,400 --> 00:25:17,840 Speaker 1: and smithing, or at least the boys, well the girls 291 00:25:17,840 --> 00:25:22,160 Speaker 1: were trained in domestic work like sewing, laundry, and cooking. 292 00:25:24,359 --> 00:25:29,320 Speaker 1: They marched in military precision, and they were forced to 293 00:25:29,359 --> 00:25:34,720 Speaker 1: play American sports like They even created an American football 294 00:25:34,760 --> 00:25:38,640 Speaker 1: team to use as propaganda to show like, oh look 295 00:25:38,680 --> 00:25:44,879 Speaker 1: at how good they will a similating but punishments at 296 00:25:44,920 --> 00:25:48,400 Speaker 1: Carlisle were often corporal punishment. I mean that was very 297 00:25:48,400 --> 00:25:50,840 Speaker 1: common for the day. Corporal punishment was the way of it, 298 00:25:50,960 --> 00:25:58,600 Speaker 1: but you could receive a lashing hard labor dietary restrictions. 299 00:26:00,600 --> 00:26:03,240 Speaker 1: Boys could be laid over a barrel and beaten with 300 00:26:03,280 --> 00:26:07,879 Speaker 1: a whip. Children could be put in a box of 301 00:26:07,960 --> 00:26:12,600 Speaker 1: shame or a box of sin, and they were forced 302 00:26:12,760 --> 00:26:22,399 Speaker 1: into solitary confinement. Girls as young as eight or nine 303 00:26:22,640 --> 00:26:27,199 Speaker 1: would huddle into bed together in the hope that they 304 00:26:27,240 --> 00:26:32,360 Speaker 1: would not get raped. In their beds. They would often 305 00:26:33,600 --> 00:26:36,119 Speaker 1: hold their bladder to prevent themselves from going to the 306 00:26:36,119 --> 00:26:39,920 Speaker 1: toilet because they were terrified that if they roamed any 307 00:26:39,960 --> 00:26:43,159 Speaker 1: of the halls at night that they were going to 308 00:26:43,200 --> 00:26:50,400 Speaker 1: get raped and molested and assaulted. Around two hundred children 309 00:26:51,080 --> 00:26:55,879 Speaker 1: died and were buried on the cemetery on campus. You 310 00:26:55,920 --> 00:26:58,760 Speaker 1: know what. Actually, there was one school I was reading 311 00:26:58,800 --> 00:27:02,960 Speaker 1: about where a young boy he would leave at night 312 00:27:03,040 --> 00:27:06,240 Speaker 1: and go into the forest on the grounds, like every 313 00:27:06,320 --> 00:27:08,240 Speaker 1: night he would climb out and he would just go 314 00:27:08,320 --> 00:27:13,560 Speaker 1: amongst the stars. When he was caught, they boarded up 315 00:27:13,560 --> 00:27:21,639 Speaker 1: his window, denying him even moonlight. With the Carlisle School, 316 00:27:21,680 --> 00:27:25,520 Speaker 1: they really wanted to hammer home the assimilation and so 317 00:27:25,760 --> 00:27:30,480 Speaker 1: created the outing system so that the indigenous children would 318 00:27:30,480 --> 00:27:33,840 Speaker 1: stay with white families out with school terms so like 319 00:27:34,240 --> 00:27:39,480 Speaker 1: the summer, thus keeping them away from their homelands and 320 00:27:39,600 --> 00:27:43,920 Speaker 1: their culture. But it was also a way to use 321 00:27:43,960 --> 00:27:49,480 Speaker 1: the children as free labor. The Carlile School was the 322 00:27:49,520 --> 00:27:54,280 Speaker 1: only off reservation school built in the East all the 323 00:27:54,320 --> 00:28:00,199 Speaker 1: rest of them were in the West. Now this was 324 00:28:00,200 --> 00:28:04,960 Speaker 1: in Pennsylvania, and a lot, if not all, of the 325 00:28:05,080 --> 00:28:13,480 Speaker 1: other schools based themselves on the Carlyle model. Richard Henry 326 00:28:13,480 --> 00:28:19,919 Speaker 1: Pratt Connell Richard Henry Pratt set up the Carlile School 327 00:28:20,440 --> 00:28:27,159 Speaker 1: on the same principle as a prison, and he is 328 00:28:27,240 --> 00:28:34,680 Speaker 1: coded as saying the only good Indian is a dead one. 329 00:28:35,359 --> 00:28:38,360 Speaker 1: Both in and out of the schools, the children were 330 00:28:38,360 --> 00:28:44,440 Speaker 1: subjected to physical, emotional and sexual abuse. Food and medical 331 00:28:44,480 --> 00:28:48,680 Speaker 1: attention was often used as a form of punishment, so 332 00:28:48,840 --> 00:28:54,680 Speaker 1: kids got sick a lot. It's also like the way 333 00:28:54,680 --> 00:28:57,840 Speaker 1: they're designed, because they're in dorms, you know, it's a 334 00:28:58,040 --> 00:29:03,880 Speaker 1: perfect breeding ground for you know, illness and disease to spread. 335 00:29:05,640 --> 00:29:10,240 Speaker 1: And so between the abuse and the lack of general care, 336 00:29:11,760 --> 00:29:19,360 Speaker 1: disease was rife these schools. Children died of pneumonia, tuberculosis, trachoma, 337 00:29:20,200 --> 00:29:26,040 Speaker 1: flew the measles. Parents were rarely informed if their children 338 00:29:26,200 --> 00:29:30,760 Speaker 1: died at the school, and often their bodies were dumped 339 00:29:30,800 --> 00:29:37,400 Speaker 1: in unmarked graves. Some would be lucky to have a 340 00:29:37,440 --> 00:29:42,480 Speaker 1: marked grave, some would be lucky to have a coffin. 341 00:29:44,160 --> 00:29:49,920 Speaker 1: There's an assumption that different forms of knowledge are bad 342 00:29:50,760 --> 00:29:59,560 Speaker 1: or lesser, like the skill of oral storytelling, understanding spiritual practices, 343 00:30:00,440 --> 00:30:05,080 Speaker 1: fluency and indigenous languages, and then of course land based 344 00:30:05,240 --> 00:30:10,800 Speaker 1: knowledge systems. I'm trying to figure out if I can 345 00:30:10,800 --> 00:30:16,080 Speaker 1: put this in a modern perspective. It's like demanding people 346 00:30:16,200 --> 00:30:20,520 Speaker 1: know all of the capital cities of the world, but 347 00:30:20,920 --> 00:30:23,200 Speaker 1: dismiss them for being able to know the right amount 348 00:30:23,200 --> 00:30:27,600 Speaker 1: of ingredients to using a cake recipe by eye, or 349 00:30:28,800 --> 00:30:30,800 Speaker 1: like you know, some people can look at a plant 350 00:30:31,160 --> 00:30:34,800 Speaker 1: and just know what it is, Like they can look 351 00:30:34,800 --> 00:30:40,520 Speaker 1: at the sky and understand that the weather's going to change, 352 00:30:40,800 --> 00:30:47,680 Speaker 1: like people who know songs and stories and inherited skills, 353 00:30:50,040 --> 00:30:56,080 Speaker 1: and it's all just stripped away. One of the things 354 00:30:56,120 --> 00:30:59,440 Speaker 1: they would do is they would take photos of the children, 355 00:31:00,120 --> 00:31:03,800 Speaker 1: like as they arrived with the long hair and in 356 00:31:03,840 --> 00:31:10,880 Speaker 1: their moccasins and other gear, and then they would have 357 00:31:10,920 --> 00:31:17,800 Speaker 1: a photo of them after they will headshield, little uniform on, 358 00:31:18,560 --> 00:31:22,760 Speaker 1: and they would use these photos to just like promote 359 00:31:23,280 --> 00:31:27,840 Speaker 1: just how good assimilation was going. Look, we can do it. Oh, 360 00:31:27,960 --> 00:31:39,400 Speaker 1: and it's all it's like they're completely ignoring the trauma 361 00:31:39,800 --> 00:31:44,200 Speaker 1: that they are putting these children through. There's this idea 362 00:31:44,360 --> 00:31:50,080 Speaker 1: that you're helping when all you're doing is cutting down. 363 00:31:52,960 --> 00:31:59,000 Speaker 1: And this trauma isn't individual, it's collective, it's community. It's 364 00:31:59,040 --> 00:32:04,440 Speaker 1: all being attacked. And children at these schools, they were 365 00:32:04,520 --> 00:32:09,479 Speaker 1: torn down to be rebuilt in the American way, and 366 00:32:09,680 --> 00:32:15,680 Speaker 1: parents didn't have a choice. By eighteen ninety three, the 367 00:32:15,720 --> 00:32:21,760 Speaker 1: threat of removing food like starving communities that was on 368 00:32:21,840 --> 00:32:25,280 Speaker 1: the agenda, Like that was a tool they used, like 369 00:32:25,680 --> 00:32:30,280 Speaker 1: the Secretary of the Interior could withhold rations and funding 370 00:32:30,320 --> 00:32:34,000 Speaker 1: to Indigenous people if they did not allow their children 371 00:32:34,080 --> 00:32:38,760 Speaker 1: to be taken from them. If you do not allow 372 00:32:38,840 --> 00:32:42,040 Speaker 1: us to take your children from you and raise them 373 00:32:42,240 --> 00:32:46,240 Speaker 1: in a different culture, with a different language, and to 374 00:32:46,320 --> 00:32:50,680 Speaker 1: give them a different way of life, we're going to 375 00:32:50,720 --> 00:32:55,760 Speaker 1: starve you. We're going to make sure you die out 376 00:32:56,360 --> 00:33:04,240 Speaker 1: one way or the other. These communities were wholly reliant 377 00:33:04,240 --> 00:33:08,239 Speaker 1: on rations because all the other options were taken. They 378 00:33:08,240 --> 00:33:12,600 Speaker 1: were all taken from them. The manner of agriculture they did, 379 00:33:13,320 --> 00:33:17,320 Speaker 1: the way that they hunted the indigenous hunting practices because 380 00:33:17,360 --> 00:33:22,800 Speaker 1: a lot of it was migratory based, and because the 381 00:33:22,960 --> 00:33:28,840 Speaker 1: US government hunted down the food source to ensure that 382 00:33:28,960 --> 00:33:34,680 Speaker 1: Indigenous people would starve, to ensure that the indigenous people 383 00:33:34,720 --> 00:33:40,520 Speaker 1: were reliant on the federal government. They did this deliberately. 384 00:33:42,320 --> 00:33:46,920 Speaker 1: They did this so that they could control and abuse children. 385 00:33:49,680 --> 00:33:53,840 Speaker 1: Some people resisted. They taught their children hide and seek 386 00:33:53,960 --> 00:34:00,000 Speaker 1: games for when the colonizers came round to steal them. 387 00:34:00,720 --> 00:34:03,760 Speaker 1: Many would hide their kids and men. I think it 388 00:34:03,800 --> 00:34:07,920 Speaker 1: was the Hoping Nation. They were sent to Alcatraz for 389 00:34:08,120 --> 00:34:12,480 Speaker 1: trying to stop their children being taken by the colonizers. 390 00:34:14,840 --> 00:34:19,320 Speaker 1: Sometimes the army would come right if people were resisting. 391 00:34:22,760 --> 00:34:26,239 Speaker 1: At the schools, children who resisted were bullied and abused. 392 00:34:28,200 --> 00:34:34,680 Speaker 1: Some children would run away, and like, these are children 393 00:34:34,920 --> 00:34:40,080 Speaker 1: who are miles upon miles away from home, Like there 394 00:34:40,120 --> 00:34:44,839 Speaker 1: were Native people of Alaska and Hawaii that were in 395 00:34:44,840 --> 00:34:48,839 Speaker 1: these schools. So they took them for him as far 396 00:34:48,960 --> 00:34:54,920 Speaker 1: as they could. They're all over And when you remember 397 00:34:55,200 --> 00:35:00,919 Speaker 1: you have all of these schools in the West and 398 00:35:01,160 --> 00:35:08,719 Speaker 1: America as a land mass, it's fucking massive. It's huge, 399 00:35:09,600 --> 00:35:18,840 Speaker 1: and these children are running desperate. There's one story I 400 00:35:18,880 --> 00:35:24,279 Speaker 1: remember about a group of boys escaping because because the 401 00:35:24,320 --> 00:35:30,279 Speaker 1: way the schools were designed, you know, it sort of 402 00:35:30,320 --> 00:35:37,320 Speaker 1: creates circular abuse within it, and so there's circular cyclical abuse, 403 00:35:37,480 --> 00:35:42,040 Speaker 1: and so the children would leave they'd escape, and they did, 404 00:35:42,840 --> 00:35:48,759 Speaker 1: and they're quite young. They end up in hot Springs, 405 00:35:49,280 --> 00:35:52,799 Speaker 1: like they managed to get like they hitch, like they 406 00:35:52,800 --> 00:35:55,120 Speaker 1: get out. People just like sure, we'll take you this far. 407 00:35:55,800 --> 00:35:59,279 Speaker 1: And they come across this one cop who lets them 408 00:35:59,320 --> 00:36:03,120 Speaker 1: sleep in the jail overnight to protect them because it's cold, 409 00:36:03,800 --> 00:36:11,879 Speaker 1: because winter is coming. There's snow, and like they stay 410 00:36:11,920 --> 00:36:15,640 Speaker 1: there and then they continue on in the snow, they 411 00:36:15,719 --> 00:36:19,279 Speaker 1: make it back to their mother's home. So it's like 412 00:36:20,760 --> 00:36:24,360 Speaker 1: they were one of the few that weren't so far away. 413 00:36:25,080 --> 00:36:27,560 Speaker 1: So they get there, They get back to their home, 414 00:36:28,640 --> 00:36:32,319 Speaker 1: back to their mother's house, and they're there for a 415 00:36:32,320 --> 00:36:40,239 Speaker 1: few days. Then their auntie shows up, who brings them 416 00:36:40,760 --> 00:36:46,640 Speaker 1: back to the school. Now, whether this was we have 417 00:36:46,760 --> 00:36:50,400 Speaker 1: to take them back because otherwise we're going to be punished, 418 00:36:51,320 --> 00:36:55,799 Speaker 1: or whether this was this is for the betterment of them, 419 00:36:56,000 --> 00:37:00,680 Speaker 1: they have to go. Either way, it's a good option. 420 00:37:02,080 --> 00:37:05,440 Speaker 1: But they were brought back to the school. In the 421 00:37:05,480 --> 00:37:10,040 Speaker 1: schools themselves, a bounty was offered when kids ran away, 422 00:37:11,680 --> 00:37:20,359 Speaker 1: so basically students like got treats or or privileges if 423 00:37:20,360 --> 00:37:24,040 Speaker 1: they ratted out or caught someone who'd run away like 424 00:37:25,320 --> 00:37:33,759 Speaker 1: this creates a divine amongst the children. And sometimes when 425 00:37:33,760 --> 00:37:38,120 Speaker 1: a child was returned, their face would be smelled with 426 00:37:38,280 --> 00:37:45,080 Speaker 1: paint and they would have a basically a Native coseplay, 427 00:37:45,719 --> 00:37:53,279 Speaker 1: a mock up, pretend joke version of Native American like 428 00:37:53,640 --> 00:37:58,400 Speaker 1: tribal outfit. It would be thrown upon them. They'd have 429 00:37:58,440 --> 00:38:01,719 Speaker 1: a sign saying that they tried to run away, and 430 00:38:01,760 --> 00:38:13,839 Speaker 1: then they would be ridiculed, mocked, and just bullied. Assimilated 431 00:38:13,920 --> 00:38:17,560 Speaker 1: children were conditioned in the Euro American way, and so 432 00:38:17,640 --> 00:38:21,040 Speaker 1: when they did return to the reservations, they didn't fit 433 00:38:21,080 --> 00:38:28,319 Speaker 1: in anymore. They were alienated with cultural barriers, practices, they 434 00:38:28,320 --> 00:38:35,120 Speaker 1: no longer recognized, language lost, and they struggled. They didn't 435 00:38:35,200 --> 00:38:39,360 Speaker 1: respect the elders the way they should. The connection to 436 00:38:39,400 --> 00:38:46,120 Speaker 1: their families were severed or broken. Some were so used 437 00:38:46,160 --> 00:38:49,880 Speaker 1: to the Anglo way of life because for some children 438 00:38:50,760 --> 00:38:53,720 Speaker 1: they were away from five years old and they didn't 439 00:38:53,760 --> 00:39:00,359 Speaker 1: return until they were nearly twenty. Their childhood the live 440 00:39:00,680 --> 00:39:04,879 Speaker 1: was taken and changed, the rug pulled out from under 441 00:39:04,880 --> 00:39:11,759 Speaker 1: their feet, and yeah, some were so used to the 442 00:39:11,800 --> 00:39:16,040 Speaker 1: Anglo way of things that they wanted to do things 443 00:39:16,800 --> 00:39:19,160 Speaker 1: that way. They were to implement changes and have things 444 00:39:19,160 --> 00:39:22,360 Speaker 1: done their way. But This obviously was met with pushback 445 00:39:22,360 --> 00:39:30,360 Speaker 1: from the community. Then some were so conditioned that when 446 00:39:30,400 --> 00:39:34,920 Speaker 1: they were turned home, they were disgusted by their own families, 447 00:39:36,280 --> 00:39:40,279 Speaker 1: how their hair was long and their face wasn't scrubbed 448 00:39:40,400 --> 00:39:47,520 Speaker 1: clean to high hell. Bemused by cultural practices, what should 449 00:39:47,560 --> 00:39:57,080 Speaker 1: have been home was now very much the other. But 450 00:39:57,280 --> 00:40:01,640 Speaker 1: some Indigenous children used the angle education to their advantage 451 00:40:02,280 --> 00:40:08,520 Speaker 1: and became activists aimed at helping their people. Many tribes 452 00:40:08,560 --> 00:40:12,600 Speaker 1: worked to keep languages and practices alive even though the 453 00:40:12,600 --> 00:40:17,880 Speaker 1: government was trying to eradicate them. Families maintained cultural identity 454 00:40:17,960 --> 00:40:22,800 Speaker 1: outside institutions, and oral history, because it could not be arrested, 455 00:40:23,200 --> 00:40:34,880 Speaker 1: played a major role in indigenous cultures surviving. In nineteen 456 00:40:34,920 --> 00:40:40,120 Speaker 1: twenty eight, the US government reported findings that children were abused, overworked, 457 00:40:40,480 --> 00:40:44,560 Speaker 1: and underfed. By the nineteen thirties, when Americans learned how 458 00:40:44,640 --> 00:40:50,640 Speaker 1: children were being treated, most off reservation schools closed down, 459 00:40:51,400 --> 00:40:54,560 Speaker 1: but the bodern school system didn't end when children returned home. 460 00:40:56,120 --> 00:40:59,840 Speaker 1: For many, this marked the start of acquieter form of disruption, 461 00:41:01,640 --> 00:41:07,480 Speaker 1: one that would echo through generations. Trauma wasn't just confined 462 00:41:07,480 --> 00:41:12,759 Speaker 1: to one person's lifetime. It passed through families and communities. 463 00:41:16,160 --> 00:41:21,960 Speaker 1: See primary and secondary socialization set you up. They create 464 00:41:22,400 --> 00:41:26,000 Speaker 1: the environment and have a massive effect on who you 465 00:41:26,040 --> 00:41:32,360 Speaker 1: are going to be, how you view the world, your faith, 466 00:41:34,120 --> 00:41:42,799 Speaker 1: your belief systems, your culture, all of this, it's all 467 00:41:42,840 --> 00:41:49,239 Speaker 1: shaped by it. Your primary socialization is your family. Secondary 468 00:41:49,320 --> 00:41:53,240 Speaker 1: is outwith that, it's your community, and it's your skill. 469 00:41:54,320 --> 00:41:59,239 Speaker 1: For most of us, anyway, and these children, they were 470 00:41:59,280 --> 00:42:02,920 Speaker 1: taken from their community, they were taken from their families, 471 00:42:04,200 --> 00:42:07,880 Speaker 1: and so much was taken from them. Your language is 472 00:42:07,920 --> 00:42:11,799 Speaker 1: taken from you. You don't express in the same way. 473 00:42:11,880 --> 00:42:17,879 Speaker 1: Language isn't just the words you speak. It's like when 474 00:42:17,920 --> 00:42:25,520 Speaker 1: we say how there's a Japanese word for when your 475 00:42:25,560 --> 00:42:29,839 Speaker 1: mouth is lonely, you know you eat because your mouth 476 00:42:29,880 --> 00:42:35,400 Speaker 1: is lonely, or chaldenfraud, which is the German word for 477 00:42:35,440 --> 00:42:40,480 Speaker 1: the feeling you get when you realize like other people 478 00:42:40,680 --> 00:42:46,200 Speaker 1: have their own emotions, feelings and stuff like that. There 479 00:42:46,239 --> 00:42:50,480 Speaker 1: are expressions that exist, there are ways that we communicate, 480 00:42:50,560 --> 00:42:57,120 Speaker 1: and they all exist through different languages. There are tones 481 00:42:57,600 --> 00:43:01,879 Speaker 1: and intonations and all of these that come together. It's 482 00:43:01,960 --> 00:43:08,239 Speaker 1: not just about the words. It's one of those things 483 00:43:08,280 --> 00:43:09,920 Speaker 1: where it's not just it's not what you said, it's 484 00:43:09,960 --> 00:43:13,640 Speaker 1: how you said it, but it's very much so, and 485 00:43:13,719 --> 00:43:18,440 Speaker 1: so you're not communicating with your people the same way. 486 00:43:18,520 --> 00:43:25,520 Speaker 1: The parenting patterns are disrupted, as is cultural continuity. The 487 00:43:25,560 --> 00:43:28,120 Speaker 1: way that you learn things, the way that you do things. 488 00:43:28,160 --> 00:43:31,240 Speaker 1: You learn by example when you're raised in your family, 489 00:43:31,480 --> 00:43:36,920 Speaker 1: and if you're shown how to cook, for example, you 490 00:43:37,040 --> 00:43:42,560 Speaker 1: see the way that you know your mother makes. You 491 00:43:42,600 --> 00:43:44,399 Speaker 1: know what, I'm going to use my own mum as 492 00:43:44,400 --> 00:43:49,520 Speaker 1: an example. My mum makes these homemade sausage rolls, Like 493 00:43:49,600 --> 00:43:53,319 Speaker 1: she mixes all the seasoning for the sausage meat. You know, 494 00:43:53,680 --> 00:43:57,759 Speaker 1: she like adds stuff to the pastry. And so that's 495 00:43:57,760 --> 00:44:02,320 Speaker 1: how I make sausage rolls. It's like there are desserts 496 00:44:02,360 --> 00:44:05,560 Speaker 1: I make the way my granmate them. There are ways 497 00:44:05,600 --> 00:44:11,120 Speaker 1: that I clean or organize my kitchen. My mum can 498 00:44:11,160 --> 00:44:13,319 Speaker 1: come into any house I've ever lived in, and we'll 499 00:44:13,320 --> 00:44:17,160 Speaker 1: know exactly where the tea towls are kept, because I 500 00:44:17,480 --> 00:44:19,960 Speaker 1: keep the tea towels the same place she always kept them. 501 00:44:20,239 --> 00:44:22,680 Speaker 1: She knows how I organize my cutlery drawer because that's 502 00:44:22,680 --> 00:44:26,239 Speaker 1: how her cutlery drawer was always organized. You know, there 503 00:44:26,280 --> 00:44:29,640 Speaker 1: are ways that we learn to do things. There are 504 00:44:29,680 --> 00:44:31,520 Speaker 1: ways that we learn to live our lives and the 505 00:44:31,680 --> 00:44:39,719 Speaker 1: environment within, and this is taken. The songs and lullabies 506 00:44:39,760 --> 00:44:45,120 Speaker 1: we sing our children, they'll not passed on because they're taken. 507 00:44:49,600 --> 00:44:53,720 Speaker 1: A barrier has been placed between parent and child, community 508 00:44:54,440 --> 00:45:00,000 Speaker 1: and school. Remember these schools, children are punished for speaking 509 00:45:00,080 --> 00:45:03,920 Speaker 1: in the language. They were removed from traditional models of 510 00:45:03,960 --> 00:45:11,960 Speaker 1: parenting and kinship, and most of all, they were taught 511 00:45:12,080 --> 00:45:17,359 Speaker 1: to suppress emotion and affection because that's not just the 512 00:45:17,360 --> 00:45:20,920 Speaker 1: Euro American way, that was the Christian way for a 513 00:45:20,960 --> 00:45:24,200 Speaker 1: long time. The only emotions you're allowed to feel are 514 00:45:24,200 --> 00:45:28,359 Speaker 1: shame and guilt, and the law of these schools were 515 00:45:28,400 --> 00:45:33,280 Speaker 1: run by mission rates. As an adult, some survival struggled 516 00:45:33,320 --> 00:45:36,920 Speaker 1: to express affection in ways that they hadn't been shown, 517 00:45:38,560 --> 00:45:43,080 Speaker 1: and they were discouraged from traditional child weearing practices, so 518 00:45:43,160 --> 00:45:46,960 Speaker 1: that wasn't getting passed on either, and this created a 519 00:45:47,000 --> 00:45:51,000 Speaker 1: ripple effect, a chasm with children of survivals growing up 520 00:45:51,080 --> 00:45:59,520 Speaker 1: in emotionally fragmented environments because of forced disruption. The loss 521 00:45:59,520 --> 00:46:02,520 Speaker 1: of language shall have some families without any fluent speakers 522 00:46:02,560 --> 00:46:06,880 Speaker 1: at all, and a sense of missing knowledge and cultural 523 00:46:06,920 --> 00:46:12,720 Speaker 1: distance and melgers across generations, so many survivors, they didn't 524 00:46:12,800 --> 00:46:20,400 Speaker 1: speak about their experiences for decades. Silence was a survival strategy. 525 00:46:21,520 --> 00:46:25,080 Speaker 1: It's not avoidance, it was just how to make it through. 526 00:46:26,880 --> 00:46:32,960 Speaker 1: But unspoken trauma shapes family environments. The internalizing leads to 527 00:46:33,040 --> 00:46:38,200 Speaker 1: emotional distance and we have difficulty prossessing things like grief 528 00:46:39,560 --> 00:46:44,319 Speaker 1: and the patterns of resilience coexist with the unresolved pain. 529 00:46:46,080 --> 00:46:49,239 Speaker 1: Silence itself becomes part of what is inherited, not just 530 00:46:49,320 --> 00:46:52,480 Speaker 1: the trauma alone, but the coping mechanisms that go with it. 531 00:46:54,280 --> 00:46:58,239 Speaker 1: And many of these children come home with PTSD, so 532 00:46:58,400 --> 00:47:02,680 Speaker 1: many of them not only from the environment but also 533 00:47:02,760 --> 00:47:06,759 Speaker 1: the abuse. And remember, they will have been told consistently 534 00:47:06,880 --> 00:47:11,319 Speaker 1: that everything about their indigenous heritage in culture and spiritual practices, 535 00:47:11,680 --> 00:47:16,440 Speaker 1: everything about that is wrong. That is what they will 536 00:47:16,440 --> 00:47:21,040 Speaker 1: have been forced to listen to every day. So of course, 537 00:47:21,120 --> 00:47:24,880 Speaker 1: then after everything they've gone through, there was this huge 538 00:47:24,920 --> 00:47:29,440 Speaker 1: distrust between these communities and the non native authorities because 539 00:47:30,000 --> 00:47:33,480 Speaker 1: of everything they did. Everything they did to these children 540 00:47:34,200 --> 00:47:39,160 Speaker 1: and the community survivors and their families. This trauma leads 541 00:47:39,200 --> 00:47:44,000 Speaker 1: to what has led to higher rates of depression substance abuse, 542 00:47:44,040 --> 00:47:49,200 Speaker 1: which is a coping mechanism, stress leading to cardiovascular disease, 543 00:47:49,280 --> 00:47:55,240 Speaker 1: and then the rate of suicide. All is a result 544 00:47:55,760 --> 00:47:59,279 Speaker 1: of these schools. Thousands of children were taken from their 545 00:47:59,280 --> 00:48:04,880 Speaker 1: homes and placed into these schools. They suffered, and generations 546 00:48:04,920 --> 00:48:10,800 Speaker 1: after them suffered. You know, I'm gonna I'm gonna scroll 547 00:48:10,840 --> 00:48:14,280 Speaker 1: back a little bit. Actually, the thing about missing knowledge 548 00:48:15,080 --> 00:48:18,799 Speaker 1: and how people feel like part of their heritage, their 549 00:48:18,800 --> 00:48:23,600 Speaker 1: culture is missing. So many European Americans, they talk about 550 00:48:23,640 --> 00:48:27,920 Speaker 1: their Scottish heritage or their Irish heritage, very rarely British 551 00:48:27,960 --> 00:48:31,080 Speaker 1: for whatever reason, even though that's you know, just from 552 00:48:31,080 --> 00:48:36,400 Speaker 1: one of the British colonies. Chances are, but there's this 553 00:48:37,680 --> 00:48:42,760 Speaker 1: longing for this connection to your heritage, and you want 554 00:48:42,800 --> 00:48:48,040 Speaker 1: to know that you're connected to this this version of 555 00:48:48,320 --> 00:48:51,720 Speaker 1: Irish culture, Scottish culture, all this stuff that existed, however 556 00:48:51,760 --> 00:48:55,840 Speaker 1: many years ago. But I mean, our culture has evolved. However, 557 00:48:56,560 --> 00:49:01,880 Speaker 1: this culture, these cultures, there's there's hundreds of them. Indigenous 558 00:49:01,880 --> 00:49:05,719 Speaker 1: people are not a monolith. But for a lot of 559 00:49:05,760 --> 00:49:11,759 Speaker 1: these cultures, some tribes were completely wiped out. Some had 560 00:49:11,800 --> 00:49:16,000 Speaker 1: no way to pass on their practices. Their language was lost, 561 00:49:16,239 --> 00:49:20,600 Speaker 1: their spiritual practices were lost, they didn't get a chance 562 00:49:20,680 --> 00:49:24,040 Speaker 1: to evolve in the same way, to grow and flourish 563 00:49:24,080 --> 00:49:28,359 Speaker 1: because your federal government cut them off at the root. 564 00:49:30,480 --> 00:49:42,520 Speaker 1: Now you should be fighting and demanding more investigation, more research, 565 00:49:42,760 --> 00:49:49,560 Speaker 1: funding for research for Indigenous people and their lives across 566 00:49:49,600 --> 00:49:53,880 Speaker 1: your country because you don't get to grasp at a 567 00:49:53,960 --> 00:50:02,280 Speaker 1: long lost herientage while denying the people who you stole else. Listen, 568 00:50:02,320 --> 00:50:03,600 Speaker 1: I'm gonna go off in the run. I'm not gonna 569 00:50:03,600 --> 00:50:05,760 Speaker 1: go off and I ran, I'm gonna stop. I'm gonna stop. 570 00:50:07,160 --> 00:50:10,120 Speaker 1: But like, there is still a lack of funding and 571 00:50:10,160 --> 00:50:17,520 Speaker 1: reservations today, but many Indigenous people, many communities are fighting 572 00:50:17,600 --> 00:50:22,840 Speaker 1: and working to proclaim their cultural roles, rebuilding language and 573 00:50:23,120 --> 00:50:28,640 Speaker 1: younger generations especially, you know, they're reconnecting with traditions and identity. 574 00:50:29,160 --> 00:50:31,480 Speaker 1: They basically said, fuck this where Game of Soldiers were 575 00:50:31,520 --> 00:50:36,000 Speaker 1: taking it back. If you are a European American, you 576 00:50:36,080 --> 00:50:40,840 Speaker 1: should be helping with this funding. You should be fighting 577 00:50:40,920 --> 00:50:44,200 Speaker 1: for it. But like, I don't want to hear any 578 00:50:44,239 --> 00:50:46,480 Speaker 1: nonsense about oh well, my family came over during the 579 00:50:46,480 --> 00:50:50,520 Speaker 1: family Yeah, and the Choctaw Nation sent money back to 580 00:50:50,680 --> 00:50:55,080 Speaker 1: Ireland to help people, even though they themselves were struggling 581 00:50:55,120 --> 00:50:59,319 Speaker 1: and suffering. The boarding school era did not only take 582 00:50:59,400 --> 00:51:02,759 Speaker 1: children from families, had reshaped how families would relate to 583 00:51:02,800 --> 00:51:11,400 Speaker 1: each other for generations. And yet within that disruption, memory, 584 00:51:11,880 --> 00:51:16,360 Speaker 1: language reclamation, and the determination to restore that what was 585 00:51:16,400 --> 00:51:21,440 Speaker 1: taken persists. Although many Indigenous boarding schools closed by the 586 00:51:21,600 --> 00:51:25,399 Speaker 1: late twentieth century, which is like you'd think it would 587 00:51:25,400 --> 00:51:28,040 Speaker 1: have chilled over the last, you know, a few years, 588 00:51:28,760 --> 00:51:32,360 Speaker 1: but in nineteen hundred there were twenty thousand children there. 589 00:51:33,560 --> 00:51:38,160 Speaker 1: Twenty five years later that was over sixty thousand. In 590 00:51:38,200 --> 00:51:44,279 Speaker 1: the nineteen seventies, survivals increasingly shared these experiences, publicly challenging 591 00:51:44,280 --> 00:51:49,520 Speaker 1: the propaganda that these schools were benevolent institutions. Their testimony 592 00:51:49,520 --> 00:51:54,319 Speaker 1: revealed widespread physical punishment, emotional abuse, neglect, forced labor, and 593 00:51:54,400 --> 00:52:00,000 Speaker 1: systematic suppression of Indigenous culture and languages. In recent day, 594 00:52:00,400 --> 00:52:05,440 Speaker 1: tribal nations, historians, and governments have undertaken efforts to document 595 00:52:05,800 --> 00:52:11,200 Speaker 1: the full scope of the system, as they should. Archival 596 00:52:11,280 --> 00:52:17,960 Speaker 1: records have identified hundreds of federal schools, while investigators have 597 00:52:18,040 --> 00:52:22,719 Speaker 1: uncovered evidence of unmarked burial sites at some former school locations. 598 00:52:24,960 --> 00:52:28,279 Speaker 1: Many tribal nations have also worked to preserve survivor testimonies 599 00:52:28,320 --> 00:52:32,919 Speaker 1: through oral history projects, ensuring first hand accounts become part 600 00:52:33,160 --> 00:52:38,319 Speaker 1: of the historical record. The residential schools are often overlooked 601 00:52:38,360 --> 00:52:43,560 Speaker 1: in history because they're viewed through very eurocentric lens, like 602 00:52:44,160 --> 00:52:46,360 Speaker 1: it's viewed as, oh, but we're actually helping them, not 603 00:52:46,640 --> 00:52:53,360 Speaker 1: you destroyed the nations. You destroyed them, You didn't help them. 604 00:52:54,239 --> 00:52:57,160 Speaker 1: You tried to put a square peg in a round 605 00:52:57,200 --> 00:53:00,440 Speaker 1: hole in your surprised that in order to do that 606 00:53:00,480 --> 00:53:03,279 Speaker 1: you had to chop at it and whittle it down 607 00:53:03,360 --> 00:53:09,000 Speaker 1: to make it fit the forced idea. But it being 608 00:53:09,040 --> 00:53:13,120 Speaker 1: the European way or the Christian way that necessarily makes 609 00:53:13,120 --> 00:53:20,160 Speaker 1: it better. As absolute ballocks, thousands of children suffered, generations 610 00:53:20,320 --> 00:53:24,040 Speaker 1: suffered in some pale and steel males will still pat 611 00:53:24,080 --> 00:53:29,520 Speaker 1: themselves in the back with it. But look, they're civilized now, right, 612 00:53:30,360 --> 00:53:33,960 Speaker 1: which is such a horrible way to be, and people 613 00:53:34,400 --> 00:53:39,080 Speaker 1: are still suffering. It wasn't until what was it nineteen 614 00:53:39,120 --> 00:53:45,360 Speaker 1: twenty four that Indigenous people were actually considered American citizens, 615 00:53:45,360 --> 00:53:50,839 Speaker 1: that they were legally American citizens, And it wasn't until 616 00:53:50,880 --> 00:53:55,440 Speaker 1: nineteen seventy eight where the Indian Child Wealth for Act 617 00:53:56,000 --> 00:54:00,200 Speaker 1: was passed by Congress and President Jimmy Carter, but it 618 00:54:00,239 --> 00:54:06,120 Speaker 1: finally gave Native American parents the legal right to refuse 619 00:54:06,200 --> 00:54:11,160 Speaker 1: their child's placement in a school, which after years and 620 00:54:11,360 --> 00:54:17,760 Speaker 1: years of investigations and evidence of all of the years 621 00:54:17,800 --> 00:54:24,040 Speaker 1: of abuse that was happening in these schools. Yeah. Now, 622 00:54:24,520 --> 00:54:27,960 Speaker 1: unsurprisingly this led to a lot of these schools closing 623 00:54:28,120 --> 00:54:32,280 Speaker 1: in the eighties and nineties. There are very few off 624 00:54:32,360 --> 00:54:36,040 Speaker 1: reservations boarding schools that still exist. There are still a 625 00:54:36,080 --> 00:54:40,400 Speaker 1: couple and a lot of these former schools. The ones 626 00:54:40,400 --> 00:54:43,160 Speaker 1: that still exist, the Carlisle School, I think, is back 627 00:54:43,239 --> 00:54:47,759 Speaker 1: being a barracks again. But a lot of these institutions 628 00:54:47,800 --> 00:54:55,239 Speaker 1: have been taken over by Indigenous communities. Now. I know 629 00:54:55,360 --> 00:55:00,480 Speaker 1: the President Joe Biden did give an official apology from 630 00:55:00,560 --> 00:55:06,359 Speaker 1: the government to Indigenous people to what happened in those 631 00:55:06,400 --> 00:55:13,560 Speaker 1: boarding skills, but it's something and I'm not one to 632 00:55:13,600 --> 00:55:17,840 Speaker 1: say whether an apology is enough. An apology to me 633 00:55:17,920 --> 00:55:23,080 Speaker 1: is always the starting point. It is the acknowledgment of 634 00:55:23,120 --> 00:55:26,239 Speaker 1: the crime. It is the acknowledgment of the abuse. It's 635 00:55:26,280 --> 00:55:31,280 Speaker 1: the acknowledgment of the trauma that was forced upon the people, 636 00:55:33,800 --> 00:55:36,359 Speaker 1: and the investigations they need to continue because there are 637 00:55:36,400 --> 00:55:43,440 Speaker 1: still hundreds of missing children. There were hundreds unaccounted for 638 00:55:45,880 --> 00:55:51,520 Speaker 1: those who went to the schools and never returned, with 639 00:55:51,960 --> 00:55:58,319 Speaker 1: no information at all regarding their whereabouts, and that needs 640 00:55:58,320 --> 00:56:08,640 Speaker 1: to be found out. Hundreds of children disappeared in federal 641 00:56:09,880 --> 00:56:17,000 Speaker 1: establishments and so many families lost their children, well, their 642 00:56:17,040 --> 00:56:21,120 Speaker 1: children were stolen and they never found out what happened 643 00:56:21,120 --> 00:56:25,279 Speaker 1: to them. Communities were fractured, and even the people who 644 00:56:25,320 --> 00:56:31,320 Speaker 1: did return, they came back fractured. Communities were still suffering 645 00:56:33,080 --> 00:56:37,000 Speaker 1: as a direct result of what happened in these schools. 646 00:56:41,000 --> 00:56:46,520 Speaker 1: America was built on the bones of its victims. And 647 00:56:46,840 --> 00:56:54,759 Speaker 1: so ends my tale on the indigenous boarding schools. Thank 648 00:56:54,800 --> 00:57:02,000 Speaker 1: you all for listening to inherited winds, because that's what 649 00:57:03,400 --> 00:57:09,000 Speaker 1: it is to scar that goes so deep, that cuts 650 00:57:09,080 --> 00:57:15,400 Speaker 1: their generations, it bleeds into the next person. And I 651 00:57:15,440 --> 00:57:18,680 Speaker 1: know someone will say, you know, scars don't bleed, but 652 00:57:18,720 --> 00:57:26,440 Speaker 1: that's not the point. It shouldn't. But the act itself, 653 00:57:28,600 --> 00:57:35,240 Speaker 1: it was designed to cut people off and what it 654 00:57:35,240 --> 00:57:45,040 Speaker 1: did is cut through right. It is by block b 655 00:57:45,160 --> 00:57:52,440 Speaker 1: IPOC Mental Health Awareness Month, that is, Black, Indigenous and 656 00:57:52,480 --> 00:57:56,960 Speaker 1: People of color Mental Health Awareness Month. There are lots 657 00:57:56,960 --> 00:58:02,120 Speaker 1: of great resources and I know into healthcare is different 658 00:58:02,400 --> 00:58:06,080 Speaker 1: in various countries, and I have an international audience, but 659 00:58:08,280 --> 00:58:13,760 Speaker 1: for my American listeners, there is a really good toolkit 660 00:58:14,200 --> 00:58:19,040 Speaker 1: on Mentalhealthamerica dot org. It's in English and it is 661 00:58:19,120 --> 00:58:22,080 Speaker 1: in Spanish. I'm going to put the link in the 662 00:58:22,080 --> 00:58:24,720 Speaker 1: show notes down below. If it's of any use to you, 663 00:58:25,520 --> 00:58:30,080 Speaker 1: please utilize it. If anyone who is commenting on on 664 00:58:30,160 --> 00:58:33,880 Speaker 1: the episode, if you have anything to share, if there 665 00:58:33,920 --> 00:58:37,320 Speaker 1: are resources that you feel will be beneficial to people 666 00:58:37,360 --> 00:58:41,440 Speaker 1: listening to this episode, please do share. Mu's all do 667 00:58:41,520 --> 00:58:46,920 Speaker 1: a little bit to help each other. And yeah, I'm 668 00:58:46,920 --> 00:58:48,240 Speaker 1: not going to say a like in review because I 669 00:58:48,280 --> 00:58:52,360 Speaker 1: just feel distasteful. What I'm gonna do is now move 670 00:58:52,400 --> 00:58:59,040 Speaker 1: on to recommendation time for watching. I know I've done 671 00:58:59,040 --> 00:59:01,480 Speaker 1: it before and I know I'll probably do it again. 672 00:59:02,560 --> 00:59:07,440 Speaker 1: But North of North, North of North, when's my second 673 00:59:07,440 --> 00:59:11,800 Speaker 1: season coming? It is? It is one of my favorite 674 00:59:11,840 --> 00:59:16,120 Speaker 1: shows that I've seen in a long time. Like it's 675 00:59:16,200 --> 00:59:22,320 Speaker 1: so and also it was robbed at like the was 676 00:59:22,360 --> 00:59:24,520 Speaker 1: it the Emmys? What was the one? There was an 677 00:59:24,520 --> 00:59:29,320 Speaker 1: award show and it lost costume design. How it's amazing, 678 00:59:29,360 --> 00:59:32,600 Speaker 1: It's amazing, Like how do you not not? I'm gonna 679 00:59:32,600 --> 00:59:34,920 Speaker 1: get angry about it. But North of North, where's my 680 00:59:34,960 --> 00:59:41,080 Speaker 1: second season? Okay, come on, Netflix, do something now. I'm 681 00:59:41,120 --> 00:59:43,320 Speaker 1: going to go on the opposite end. I've gone from 682 00:59:43,320 --> 00:59:51,080 Speaker 1: something kind of joyful to something depressing. So the USA 683 00:59:51,200 --> 00:59:54,400 Speaker 1: was the not only place that had the residential schools. 684 00:59:54,800 --> 00:59:58,000 Speaker 1: Canada had them too, and it was also vile, and 685 00:59:58,040 --> 01:00:01,960 Speaker 1: I will be talking about them at another time when 686 01:00:01,960 --> 01:00:05,080 Speaker 1: I do my Canadian history, but I'm not there yet. 687 01:00:05,280 --> 01:00:12,080 Speaker 1: So USA this month. Worry about the rest later. There 688 01:00:12,160 --> 01:00:16,320 Speaker 1: is a podcast called Keeper Island. It's Keeper. It's k 689 01:00:16,560 --> 01:00:20,240 Speaker 1: U p e R, but I think it's pronounced Keeper 690 01:00:20,280 --> 01:00:22,920 Speaker 1: because that's how the hosts pronounced it, so I'm sticking 691 01:00:23,000 --> 01:00:25,720 Speaker 1: to that. It is a it is a podcast. It 692 01:00:25,840 --> 01:00:31,440 Speaker 1: is on the Keeper Island Residential School and it is horrific. 693 01:00:31,560 --> 01:00:33,640 Speaker 1: It is a very good lesson. It's just a very 694 01:00:33,640 --> 01:00:41,360 Speaker 1: hard lesson. And for reading The Bone Thief by Vanessa 695 01:00:41,520 --> 01:00:45,720 Speaker 1: Lily because I like my murder mysteries, okay, and I 696 01:00:45,800 --> 01:00:49,960 Speaker 1: make no apologies for it, but that is everything I 697 01:00:50,000 --> 01:00:54,480 Speaker 1: have shared today. Oh actually, actually, if you if you 698 01:00:54,640 --> 01:00:58,200 Speaker 1: follow people online, follow show me your mask. They're on TikTok, 699 01:00:58,320 --> 01:01:03,640 Speaker 1: I think Instagram and thread. They have what I can 700 01:01:03,640 --> 01:01:09,880 Speaker 1: only describe as wonderful opinions regarding the Orcus and some 701 01:01:09,960 --> 01:01:14,760 Speaker 1: of the could artwork too, So follow them. And with that, yes, 702 01:01:16,080 --> 01:01:20,560 Speaker 1: I'm gonna bide you. I do. Oh actually, somebody said, 703 01:01:20,760 --> 01:01:23,920 Speaker 1: do you means like goodbye forever, and I'm like, listen, 704 01:01:24,880 --> 01:01:29,320 Speaker 1: I know it's fine. Okay, it's fine. Don't worry about it, 705 01:01:30,240 --> 01:01:36,840 Speaker 1: because I'm also gonna say au revoir arios avuiti, then 706 01:01:37,160 --> 01:01:39,240 Speaker 1: my friends, bye bye,