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Speaker 1: From UFOs to psychic powers and government conspiracies. History is

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Speaker 1: riddled with unexplained events. You can turn back now or

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Speaker 1: learn the stuff they don't want you to know. A

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Speaker 1: production of I Heart Radio, Welcome back to the show.

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Speaker 1: My name is Matt, my name is Nol. They called

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Speaker 1: me Ben. We're joined as always with our super producer

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Speaker 1: Paul Mission controlled decade. Most importantly, you are you, You

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Speaker 1: are here, and that makes this stuff they don't want

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Speaker 1: you to know. We've been opening at times with a

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Speaker 1: Twitter roll call or a shout out on social media.

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Speaker 1: Today we wanted to do a very special version of that,

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Speaker 1: and it's one that's timely and it's one that is important.

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Speaker 1: So Blows of Mercy, uh aproached me on Instagram and

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Speaker 1: I believe also called on the phone. Numbers that correct, Matt. Yes,

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Speaker 1: this person left a message with this very similar message

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Speaker 1: that she left to you on Instagram. And I guess

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Speaker 1: we'll just let's call this person blows a mercy for now.

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Speaker 1: Yeah yeah, yeah yeah, and uh we uh blows of mercy.

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Speaker 1: I say, you guys screenshots so we can all be

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Speaker 1: looped in before we were on air. Uh raise a

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Speaker 1: point that I think a lot of us in the

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Speaker 1: audience have heard about recently, and it's it's a disturbing one.

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Speaker 1: It's worth a p s A. Uh, we'll just we'll

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Speaker 1: read this if that's all right. I think you guys

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Speaker 1: have a copy of it too. Uh. Blows of Mercy

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Speaker 1: says the xenophobia happening during this outbreak is really affecting

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Speaker 1: my quality of life. I haven't been back to China

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Speaker 1: since two thousand six. Not that anyone random would know,

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Speaker 1: but it hurts to still be yelled at. Could you

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Speaker 1: guys maybe just remind Pete all that Asians are not

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Speaker 1: the virus. We aren't to blame. The Chinese government screwed up,

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Speaker 1: not us. Hearing the attacks happening on Asians lately literally

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Speaker 1: scares me for being me. People's lives are being up

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Speaker 1: and died, and I understand the outrage. It just sucks

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Speaker 1: that it's been blamed on an entire continent. Thanks again. Uh,

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Speaker 1: And you know, have you have you guys been seeing

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Speaker 1: some of the reports in the news about that here

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Speaker 1: in the States. Yeah, just like the kind of alarming

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Speaker 1: uptick in uh racially motivated attacks and verbal abuse at

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Speaker 1: the very least, and definitely seeing some people that are

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Speaker 1: actually getting accosted physically. Yeah, and this person actually, uh

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Speaker 1: I called this person back and we had a brief

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Speaker 1: conversation about this. But one of the things that they

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Speaker 1: expressed was just the fear of going anywhere, stepping out

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Speaker 1: of the house and looking the way you look just

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Speaker 1: because of the way you look, and being subject to

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Speaker 1: this kind of discrimination. Um. And then adding and compounding

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Speaker 1: to that wearing a mask the way you know, we

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Speaker 1: were told to wear a mask in the way that

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Speaker 1: it's been recommended for us to do, so it just

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Speaker 1: kind of adds to that. Um. Yeah, It's definitely something

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Speaker 1: we should be thinking about and just make sure we're

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Speaker 1: not a part of the problem. Yeah. And a lot

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Speaker 1: of our fellow listeners and fellow conspiracy realists here, uh

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Speaker 1: aren't aren't going to have that kind of laps in

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Speaker 1: critical thinking, you know what I mean. It reminded me

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Speaker 1: a little bit about a few years ago. You guys

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Speaker 1: remember the boycott's Chick fil A, which is a tremendously

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Speaker 1: popular chicken joint down here in in Southeast United States

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Speaker 1: because of their anti LGBT legislation and the enormous amounts

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Speaker 1: of money that they would donate every year. People started

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Speaker 1: boycotting Chick fil A as is their right, and they

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Speaker 1: started protesting it as is the right. But there was

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Speaker 1: this video that went viral of this guy pulling up

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Speaker 1: to a Chick fil A drive through in a car

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Speaker 1: and just screaming at this cashier who couldn't have been

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Speaker 1: more than like sixteen, and he was saying, like, you

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Speaker 1: did this, and you're you hate people. You're over and

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Speaker 1: she's like so confused, she's almost about to cry. She's

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Speaker 1: literally a teenager who's probably, I don't know, trying to

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Speaker 1: save up for a video game console or a car.

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Speaker 1: Uh So, so I think that it's it's easy. It's

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Speaker 1: a it's a design flaw in the human brain that

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Speaker 1: makes it so easy for us to project our big

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Speaker 1: fears onto helpless people and onto innocent people, people who

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Speaker 1: are in no way responsible. And it doesn't it's not

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Speaker 1: even like a left or right thing. But if you are,

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Speaker 1: if you're seeing that kind of stuff in your neck

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Speaker 1: of the woods, uh let it. Let us know because

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Speaker 1: we can guarantee you If there is some sort of

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Speaker 1: mastermind behind COVID nineteen, it's not the person that walked

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Speaker 1: into Target in front of you, like you have our

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Speaker 1: word on that, well said Ben, So thank you for

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Speaker 1: writing to us and just making that point and calling

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Speaker 1: and leaving that message and for speaking with us. So, um,

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Speaker 1: just let's keep that in mind as we keep going

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Speaker 1: throughout this episode and as we keep living our lives

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Speaker 1: right because we are aren't we we are living our lives.

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Speaker 1: Here we are again, uh, you know, hopefully one of

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Speaker 1: your favorite conspiracy shows, mid Pandemic. Uh, we hope you're well.

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Speaker 1: And Matt Noel, I hope, I hope you guys are

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Speaker 1: doing well. Um, we're today we're looking at another crisis.

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Speaker 1: It's a deeply disturbing and sadly somewhat obscure practice that

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Speaker 1: continues to affect the United States and multiple other countries

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Speaker 1: in the modern day. Think about it this way. What

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Speaker 1: would you do if one day your government snatched your

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Speaker 1: children away from you, kidnapped your children for the express

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Speaker 1: purpose of teaching them to forget where they came from

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Speaker 1: and what their identity was. Just keep that in mind.

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Speaker 1: If you have kids that you're close to in your life, now,

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Speaker 1: keep that in mind as we explore today's episode. Here

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Speaker 1: are the facts. So I think we all pretty much

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Speaker 1: can accept the notion that European expansion really changed the

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Speaker 1: world and made the world feel like sort of a

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Speaker 1: smaller place. I guess. While Canada, UH, the United States,

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Speaker 1: and Australia are today considered part of the Anglo sphere,

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Speaker 1: ancient cultures existed in the American and Australian contents for

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Speaker 1: millennia before the arrival of any of these interlopers UH,

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Speaker 1: and the arrival of a lot of these outsiders completely

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Speaker 1: changed the fabric of the cultures of the pre existing

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Speaker 1: native empires, which had been building for thousands of years

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Speaker 1: in many cases. Yeah, and and this might sound like

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Speaker 1: something from a dusty history book in some neglected corner

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Speaker 1: of your local library, But history is alive, right, History

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Speaker 1: is alive, and it's reactive. And William Faulkner was right

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Speaker 1: when he said the past is not past. The consequences

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Speaker 1: of this expansion carry on to the modern day and

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Speaker 1: in numerous ways. And when we talk about the effects

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Speaker 1: of the expansion here in the US, we can easily

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Speaker 1: see the past through the current and frankly, the disturbing statistics. Like,

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Speaker 1: all we have to do to set the stage here

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Speaker 1: is look at the statistics about Native American income, health

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Speaker 1: and education here in the US, and it's it's dire.

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Speaker 1: It's improving now, but it's it's dire. Native Americans are

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Speaker 1: one of the most economically impoverished populations within the United States.

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Speaker 1: And well, let's just look at the most recent year

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Speaker 1: available when we're talking about income here, as of twenty fifteen,

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Speaker 1: the median household income for a household that is identifying

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Speaker 1: as Native amer Rican it was thirty seven thousand, two

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Speaker 1: hundred and twenty seven. So that's median yearly household income.

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Speaker 1: And you compare that with the nation as a whole,

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Speaker 1: which has a median household income of fifty three thousand,

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Speaker 1: six hundred and fifty seven. UM. There's another thing here

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Speaker 1: that where you know, it's changing as the day goes,

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Speaker 1: especially as we're dealing with this new crisis. But Native

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Speaker 1: Americans at least have the highest unemployment rate and it's

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Speaker 1: nine point nine in that's the highest of any racial

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Speaker 1: or ethnic group or identifying ethnic group within the United States.

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Speaker 1: And it's it's important to remember we're talking about income

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Speaker 1: because income is a powerful income, like education is a

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Speaker 1: powerful predictor of health and life expectancy. And this income

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Speaker 1: disparity has some pretty profound consequences for the health and

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Speaker 1: well being of people in the Native American population. Uh,

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Speaker 1: this population also has a higher proportion of people who

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Speaker 1: are living in poverty. Twenty eight point three per cent

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Speaker 1: of people identify as Native Americans live in poverty, and that,

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Speaker 1: you know, compare that to fifteen point five percent of

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Speaker 1: the total population. So it's outsize, you know, it's it's

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Speaker 1: larger proportionally. And just while we're on that subject of

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Speaker 1: income and unemployment within Native American populations, I'd love to

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Speaker 1: talk just briefly about this documentary that that I watched

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Speaker 1: in preparation for this, called Little Dream Catchers. You can

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Speaker 1: find it on YouTube right now if you if you

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Speaker 1: search for it. It deals with a single population. It's

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Speaker 1: it's in Minnesota. It's called the White Earth Nation, and

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Speaker 1: it's it's a reserve. It's a reservation there. And one

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Speaker 1: of the main voices that you listen to in this

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Speaker 1: is Irma j. Wisener or vision or I don't don't

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Speaker 1: know how to pronounce it correctly. She's a former White

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Speaker 1: Earth Nation sharewoman, and she's got a pretty powerful quote

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Speaker 1: here talking about this subject. During the Great depression. When

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Speaker 1: unemployment was there was an outrage in this country, and

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Speaker 1: yet we have a great depression every day, year in

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Speaker 1: and year out. Education is our ticket out of poverty.

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Speaker 1: Here of a child's development takes place before five years old,

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Speaker 1: So it seems to be a no brainer to me

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Speaker 1: to focus in that area. Uh. And, like you said,

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Speaker 1: and that was from irma j visitor, former White Earth

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Speaker 1: Nation chairwoman, And I think it's a powerful quote. Specifically

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Speaker 1: at the end they're talking about how education is the

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Speaker 1: way out and that is going to play in heavily

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Speaker 1: to this episode. Yeah, that's a stupid and uh. And

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Speaker 1: and this this documentary is is worth your time? Do

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Speaker 1: you check it out? Actually, there are a lot of

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Speaker 1: like great examinations of this in academia and you know,

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Speaker 1: easily available on YouTuber online. But it doesn't seem it

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Speaker 1: still doesn't seem to get the attention that it needs

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Speaker 1: to get. So remember that we're talking about education and

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Speaker 1: how it affects health. So if we get to health,

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Speaker 1: we see some other disturbing numbers. Unlike a lot of

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Speaker 1: other what they would call racial or ethnic minority groups

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Speaker 1: in the US, Native American populations have legal rights to

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Speaker 1: federal healthcare services. And this is because of something called

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Speaker 1: the Snyder Act in one and the Indian Healthcare Improvement

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Speaker 1: Act of nineteen seventy six. Together, those sort of like

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Speaker 1: vultron up and form the legislative authority for the federal

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Speaker 1: agency that we call the Indian Health Service today. So

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Speaker 1: one would think if we just knew that that there

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Speaker 1: would be maybe better health in general in this population

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Speaker 1: because of the guaranteed right to federal healthcare, which, as

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Speaker 1: many people know, especially recently, most Americans don't have. So

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Speaker 1: the problem is this is not a race. The stark

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Speaker 1: disparities in health. Native American populations, including Natives of Alaska

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Speaker 1: today have a life expectancy that's about five point five

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Speaker 1: years less than all of the other populations of the

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Speaker 1: U S. However you want to slice them, that's seventy

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Speaker 1: three years to seventy eight point five years respectively. Another

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Speaker 1: thing to note here, um is that American Indians and

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Speaker 1: Alaska Natives, so indigenous people's, continue to die at higher

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Speaker 1: rates than any other Americans in a lot of categories.

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Speaker 1: And within this you're gonna find chronic liver disease, cirrhosis, diabetes, UM,

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Speaker 1: unintentional injuries, assaults, homicides, intentional self harm and suicide, and

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Speaker 1: chronic lower respiratory diseases. And that's not even to bring

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Speaker 1: in the drug issues within these populations because of other

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Speaker 1: socioeconomic issues that lead to a lot of these conditions. Yeah,

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Speaker 1: I mean, it's the same kind of things we see

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Speaker 1: in a lot of impoverished parts of the country where uh,

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Speaker 1: like you know, things like um opioids take hold or

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Speaker 1: things like methamphetamines, you know. I mean, it's definitely more

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Speaker 1: prevalent in areas that are economically depressed, because along with

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Speaker 1: being economically depressed often comes being psychologically depressed, and people

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Speaker 1: are looking for an escape, and these things can take

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Speaker 1: hold and further ravage those communities. And we have another

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Speaker 1: set of findings from the National Intimate Partner and Sexual

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Speaker 1: Violence Survey that showed UM, relative to white women, Native

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Speaker 1: American women are one point two times more likely to

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Speaker 1: have experienced violence in their lifetime, and that relative to

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Speaker 1: white men, Native American men are one point three times

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Speaker 1: more likely to have experienced violence in their lifetimes. Um.

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Speaker 1: Really kind of staggering, despaired you there, and when you

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Speaker 1: know we're pulling stats that are relatively recent, by which

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Speaker 1: they're like, you know, uh, maybe three, two, ten years

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Speaker 1: But we should note that the U S Census, if

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Speaker 1: it is able to be completed during the pandemic, may

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Speaker 1: have updated statistics to reveal. And there are there are

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Speaker 1: tons of incredibly intelligent researchers and analysts who are working

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Speaker 1: on this data continually, so we always love to hear

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Speaker 1: the updates. All of this plays in so income health.

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Speaker 1: All of this plays in uh in concert with education.

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Speaker 1: The US educational system, that should not be a spoiler

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Speaker 1: for anyone, has historically been a source of tremendous discrimination

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Speaker 1: and in a lot of cases trauma for the Native

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Speaker 1: population North American Hawaii, and even today, multiple reports will

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Speaker 1: say that educational progress for Native Americans still lags behind

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Speaker 1: that of other demographics. There was a report that came

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Speaker 1: out from the in two thousand twelve from the National

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Speaker 1: Center for Education Statistics that said that Native American populations

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Speaker 1: have the highest high school dropout rate in the country,

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Speaker 1: and that was at fourteen point six percent. But while

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Speaker 1: these statistics are disturbing, and you should be disturbed by

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Speaker 1: hearing them, you have to keep in mind, they only

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Speaker 1: paint a small part of the portrait here because you

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Speaker 1: see the effects of education on these populations have a

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Speaker 1: secret history. They have a secret, damning history, and it's

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Speaker 1: one that a lot of factions, people in past administrations,

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Speaker 1: a lot of people in government today don't really want

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Speaker 1: you to pay too much attention to what are we

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Speaker 1: talking about. We'll tell you after a word from our sponsor.

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Speaker 1: Here's where it gets create. So in the late nineteenth century,

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Speaker 1: the United States government forcibly removed Native American children from

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Speaker 1: their homes UH, shipping them off to different boarding schools

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Speaker 1: in the hopes of assimilating them to UH the United

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Speaker 1: States as culture UM. This was only one front in

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Speaker 1: this culture war, which had begun long long before that. UM.

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Speaker 1: The precedents were UH the idea of the forced assimilation

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Speaker 1: that functioned in concert with force removal from Native land. UM.

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Speaker 1: It's the same way that the Minnesota Historical Society puts

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Speaker 1: it uh quote. As white population grew in the United

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Speaker 1: States and people settled further west towards the Mississippi in

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Speaker 1: the late eight hundreds, there was an increasing pressure on

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Speaker 1: the recently removed groups to give up some of their

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Speaker 1: new land. Yeah this this is uh like the way

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Speaker 1: they put this here, because what they're saying is they

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Speaker 1: the government's had already forced these native populations to move away,

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Speaker 1: right if they're located on the eatern seaboard, like think

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Speaker 1: of the Trail of Tears. Uh. And then the in

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Speaker 1: the late eighteen hundreds, they said, well, we've got more

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Speaker 1: uh European descended people who want to branch out in

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Speaker 1: this area. So let's get these people to move again.

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Speaker 1: Now we want the land that we gave them earlier.

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Speaker 1: In eighteen thirty, the US forced Native Americans to move

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Speaker 1: west of the Mississippi to make room for that expansion

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Speaker 1: you mentioned in what they called the Indian Removal Act.

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Speaker 1: And then just a few decades later, Uncle Sam had

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Speaker 1: a moment. You know, I like to when I think

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Speaker 1: of supervillains like this, I like to think of them

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Speaker 1: as dark lightbulb moments. Uh. They had a dark lightbulb

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Speaker 1: moment and they said, you know what, if we were

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Speaker 1: running out of places to put these people, were running

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Speaker 1: out of places to to kick them too, Uh, we

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Speaker 1: have to figure out something else. And then another dark

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Speaker 1: lightbulb pops on and someone says, since there's no more

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Speaker 1: land to push them toward. Why don't we make them

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Speaker 1: like us? Why don't we pull you know, the same

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Speaker 1: kind of move the board pools in Star Trek. Why

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Speaker 1: don't we forcibly assimilate them? This is really rough, This

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Speaker 1: is really rough. I want to read another quote from

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Speaker 1: from that documentary I mentioned earlier, The Little Dream Catchers. Um.

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Speaker 1: This is another quote from Irma jave Wisner, and she says, quote, Historically,

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Speaker 1: the purpose of education for us as tribal people has

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Speaker 1: been assimilation. If we go back to the boarding school

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Speaker 1: era of the nineteenth and twentieth centuries, the purpose then,

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Speaker 1: along with churches, was to eradicate tribal culture, language, and traditions,

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Speaker 1: and to assimilate and civilize us, to christianize us. So

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Speaker 1: our children were taken away over a hundred thousand in

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Speaker 1: the boarding schools, the children were punished for speaking the language.

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Speaker 1: The loss of language, the loss of culture, the loss

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Speaker 1: of tradition, the loss of family, the loss of community.

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Speaker 1: That brokenness is generational, and there's historical trauma attributed to it. Yeah,

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Speaker 1: and the the idea of um trauma passed down through

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Speaker 1: generations has always been really fascinating to me, Uh, there's

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Speaker 1: there's there's some kind of study that indicates that it

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Speaker 1: can actually be passed down almost through genes, you know,

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Speaker 1: through epigenetics, and and that's fascinating to me on a

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Speaker 1: whole another level. But of course it's going to happen

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Speaker 1: is experientially, especially in this kind of situation. Then you

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Speaker 1: said it, you said it earlier. Just the concept of

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Speaker 1: someone coming in and ripping your children from you and

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Speaker 1: taking them somewhere else and putting them in school. Um,

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Speaker 1: the dark lightbulb moment like that they had there to

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Speaker 1: assimilate them, but the way they chose to go about

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Speaker 1: it here is just so heinous. So how how did

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Speaker 1: this situation begin? How did we get from what we

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Speaker 1: what we started to establish with pushing people out to

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Speaker 1: UM to what they're exploring in that quote, it's it

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Speaker 1: really kicks into gearin in UM in the eighteen hundreds,

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Speaker 1: in the late eighteen hundreds and eighteen eighty five, there's

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Speaker 1: a guy named Hiram Price means, the then Commissioner of

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Speaker 1: Indian Affairs, and he explains the logic here by saying simply, quote,

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Speaker 1: it is cheaper to give them education than to fight

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Speaker 1: them in eighteen ninety, the US government ended official open

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Speaker 1: warfare against Native American tribes. And this was, you know,

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Speaker 1: a very long war. It started in the seventeenth century

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Speaker 1: and it was it was exacerbated and reached a bloody

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Speaker 1: height through about the nineteenth century. And this had a terrible,

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Speaker 1: terrible effect on the Native populations. We're talking about a

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Speaker 1: huge group of of unique, distinct cultures that numbered in

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Speaker 1: the millions and millions of people, and now the population

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Speaker 1: and plummeted to around two hundred and fifty thousand. A

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Speaker 1: lot of these communities were also confined to reservations, and

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Speaker 1: those reservations were a little sliver of their traditional land.

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Speaker 1: So what do you do when you want to get

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Speaker 1: into the you know, quote hearts and minds of a people,

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Speaker 1: when you want to change the fabric of who they are,

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Speaker 1: You start with their children. You always start with their children.

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Speaker 1: And that's you know, that's why, at the risk of

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Speaker 1: sounding crass, wu tang is for the kids. Our species

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Speaker 1: does this to each other because it has such a

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Speaker 1: powerful effect even when it's not even when the effects

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Speaker 1: are not what the the instigators intended. So the goal

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Speaker 1: became assimilation, to transform Native American populations into quote, good

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Speaker 1: Christian citizens. One school founder put it this way, it's

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Speaker 1: relatively offensive. Quote, it's the one that lives on an infamy.

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Speaker 1: They said, kill the Indian in him and we will

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Speaker 1: save the man Yanks. Spooky stuff, terrifying. So how did

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Speaker 1: they go about attempting to kill the Indian metaphorically? Here?

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Speaker 1: They started places like the Carlisle Indian School. It's it's

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Speaker 1: the full name is the Carlisle Indian Industrial School. It

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Speaker 1: was founded in eighteen seventy nine. It was a military

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Speaker 1: barracks at one point that had been renovated. It was

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Speaker 1: in Pennsylvania, and it was founded by Richard Henry Pratt,

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Speaker 1: who is at the time when he's founding it a

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Speaker 1: captain in the army. This is the this play to

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Speaker 1: Carlisle School. It was the first federally funded off reservation

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Speaker 1: Indian boarding school, and it's definitely it's the thing that

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Speaker 1: it became the model basically m m. Yeah. We should

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Speaker 1: note too that, uh Pratt, who later went on to

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Speaker 1: become a general in the Army, he considered himself somewhat

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Speaker 1: progressive and a lot of the people, the European American

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Speaker 1: population that supported these schools also considered themselves progressive. They

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Speaker 1: they said they thought they were saving people, they thought

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Speaker 1: they were working toward a greater good, and we know

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Speaker 1: how that usually turns out. Carlyle said that he said

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Speaker 1: something that sounds respectable at first. He says, look, Native

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Speaker 1: Americans are equal to European Americans. And he says, uh,

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Speaker 1: you know, we're gonna The point of Carlisle School is

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Speaker 1: to immerse these chill dren and again, these are children

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Speaker 1: at different ages. Immerse these children into mainstream European American culture,

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Speaker 1: and then they'll be able to advance themselves. They'll thrive

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Speaker 1: in the dominant European American society and then bonus points,

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Speaker 1: they'll return to their own uh, their own lands, their

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Speaker 1: own communities, and they'll become agents of assimilation themselves, which

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Speaker 1: is a particularly borg like if you really think about

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Speaker 1: it from through the lens of it being a kind

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Speaker 1: of pernicious thing that's being done, as opposed to this

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Speaker 1: whole magnanimous lens of looking at it um if if

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Speaker 1: if anyone out there wants an extra deep dive into

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Speaker 1: some of this stuff. From our our sister podcast, Stuff

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Speaker 1: You Miss in History Class has a great episode about

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Speaker 1: the history of Indian schools just as as a concept,

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Speaker 1: and UM recommend that as a little bit you know,

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Speaker 1: more of a if you want to take this information

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Speaker 1: a little further. So, Carlisle's school became the model for

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Speaker 1: twenty six Bureau of Indian Affairs boarding schools in fifteen

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Speaker 1: states and territories, plus hundreds of private boarding school sponsored

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Speaker 1: by religious denominations. Over time, uh, the school would become

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Speaker 1: home to over ten thousand Native American children from one

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Speaker 1: hundred and forty different tribes. And it was by no

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Speaker 1: means the only one of its kind. Missionaries have been

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Speaker 1: doing something similar for centuries to your point, been earlier

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Speaker 1: across the world under that guise of of saving people,

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Speaker 1: saving the you know, converting the heathens or whatever, um,

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Speaker 1: the unwashed masses or whatever. And this whole idea of

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Speaker 1: we're doing you as solid you should appreciate this the

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Speaker 1: battle for hearts and minds really yeah, and speed deep dives.

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Speaker 1: There's there's a book on this, would like to recommend

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Speaker 1: h came out back in oh six. It's called Children

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Speaker 1: Left Behind the Dark Legacy of Indian mission Boarding Schools

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Speaker 1: by Tim Gago so g I A g O so

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Speaker 1: Do check that out. But do do be warned that

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Speaker 1: these are not These are not pleasant afternoon podcast or books.

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Speaker 1: You know. Uh, you will probably not be in a

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Speaker 1: good mood after you read them, and you shouldn't be.

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Speaker 1: And I appreciate your point. No about the scale of this,

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Speaker 1: of this practice, right, Uh, this battle for you know,

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Speaker 1: a culture has sometimes been described as the soul of

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Speaker 1: a people, so in a in a way, in a

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Speaker 1: metaphorical way, this is a battle for the souls of

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Speaker 1: these communities. We want to pause for word from our sponsor,

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Speaker 1: and then we're going to return and give you a

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Speaker 1: sense of the scale here in a sense of the

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Speaker 1: day to day experience of these children. And we're back.

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Speaker 1: So by n uh, this this is still continuing. It

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Speaker 1: was a spoiler. Heads up, we'll tell you what the ends.

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Speaker 1: By this went on for much longer than a lot

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Speaker 1: of people would think. Three hundred seven boarding schools and

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Speaker 1: day schools across the country. They educated more than twenty

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Speaker 1: six thousand native students of all types of ages, from

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Speaker 1: all types of communities and tribes. The difference quickly between

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Speaker 1: a day school and boarding school is that a day

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Speaker 1: school is what a lot of people grew up with right,

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Speaker 1: You go to school maybe thirty eight thirty or whatever.

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Speaker 1: You get out sometime in the afternoon, you go home, rents,

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Speaker 1: and repeat Monday through Friday. A boarding school is a

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Speaker 1: little more intense because you live on the campus. You

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Speaker 1: can't really go anywhere, uh and your parents have uh

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Speaker 1: a much higher bar to access if they want to

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Speaker 1: see you, to check on you, to make sure things

430
00:27:46,359 --> 00:27:48,879
Speaker 1: are going all right. So we can see the extent

431
00:27:48,960 --> 00:27:50,960
Speaker 1: of the practice here. But we have to ask ourselves

432
00:27:51,680 --> 00:27:56,680
Speaker 1: what did these schools, these institutions and their supporters actually do.

433
00:27:56,840 --> 00:27:58,760
Speaker 1: How did they get the kids? How about that? Let's

434
00:27:58,800 --> 00:28:02,359
Speaker 1: start with that. How okay, Well, the first thing is

435
00:28:02,400 --> 00:28:06,520
Speaker 1: that the school itself wasn't given some kind of carte

436
00:28:06,520 --> 00:28:09,240
Speaker 1: blanche or something to act outside of the law to

437
00:28:09,359 --> 00:28:13,200
Speaker 1: just go around kidnapping kids. They weren't supposed to be

438
00:28:13,359 --> 00:28:17,080
Speaker 1: kidnapping children. Um. And you know, there were certainly some

439
00:28:17,119 --> 00:28:20,919
Speaker 1: parents out there, you know, who knows how many numbers,

440
00:28:20,920 --> 00:28:22,880
Speaker 1: there's no way to tell, but there were some parents

441
00:28:22,920 --> 00:28:27,480
Speaker 1: within the Native American populations that did see it as

442
00:28:27,520 --> 00:28:30,680
Speaker 1: an opportunity for their kids to both learn English learn

443
00:28:30,760 --> 00:28:33,399
Speaker 1: other skills that were going to be provided, you know,

444
00:28:33,840 --> 00:28:36,160
Speaker 1: at that kind of school, and they saw it as

445
00:28:36,200 --> 00:28:39,960
Speaker 1: a real opportunity. But there were a lot more people

446
00:28:40,000 --> 00:28:42,960
Speaker 1: that saw this of these institutions rather than the people

447
00:28:42,960 --> 00:28:45,000
Speaker 1: who were running them. They saw it as not schools

448
00:28:45,000 --> 00:28:48,280
Speaker 1: at all. They saw it as a machine, a part

449
00:28:48,320 --> 00:28:54,000
Speaker 1: of you know, um, someone who came a group that

450
00:28:54,080 --> 00:28:57,440
Speaker 1: came along and took both took their kids and wanted

451
00:28:57,480 --> 00:29:01,600
Speaker 1: to change their kids so they wouldn't be like them anymore. Um.

452
00:29:01,640 --> 00:29:04,640
Speaker 1: And we get we get this stuff from sapiens dot org.

453
00:29:04,880 --> 00:29:07,440
Speaker 1: That's s A p i e n s dot org. Yeah,

454
00:29:07,480 --> 00:29:10,560
Speaker 1: it's a really great article called Native American Children's Historic

455
00:29:11,000 --> 00:29:15,600
Speaker 1: Forced Assimilation by Lindsay M. Montgomery and Chip Callwell h

456
00:29:15,760 --> 00:29:19,320
Speaker 1: from this year, actually from the fifth of March. And

457
00:29:19,760 --> 00:29:22,920
Speaker 1: it's not to say that parents just allowed their children

458
00:29:22,960 --> 00:29:26,360
Speaker 1: to be taken all the time. You know, there there

459
00:29:26,400 --> 00:29:29,920
Speaker 1: was absolutely resistance. Um. As you could imagine if you

460
00:29:29,920 --> 00:29:32,560
Speaker 1: you know, have a child, um or have you know,

461
00:29:32,640 --> 00:29:35,880
Speaker 1: had been charged with the care of a youngster. Uh,

462
00:29:35,920 --> 00:29:38,720
Speaker 1: to have that child ripped away from you and taken

463
00:29:38,760 --> 00:29:42,959
Speaker 1: forcibly would not sit well with most parents or guardians.

464
00:29:43,520 --> 00:29:48,720
Speaker 1: But uh, folks who you know resisted were punished quite

465
00:29:48,760 --> 00:29:52,640
Speaker 1: severely in the most cruel ways imaginable. Um, folks that

466
00:29:52,680 --> 00:29:57,880
Speaker 1: were implementing these these policies would hold back food rations

467
00:29:58,200 --> 00:30:02,040
Speaker 1: and families were already operating on razor thin margins of sustenance,

468
00:30:02,280 --> 00:30:04,880
Speaker 1: you know, So to have that held over your head,

469
00:30:05,160 --> 00:30:07,480
Speaker 1: I mean, that's a pretty that that's the equivalent of

470
00:30:07,480 --> 00:30:10,240
Speaker 1: of having a gun pointed at you. Uh, And that

471
00:30:10,320 --> 00:30:14,000
Speaker 1: actually happened too. Oftentimes, fathers who fought back were sent

472
00:30:14,040 --> 00:30:17,760
Speaker 1: to prison, and in some very extreme cases but not

473
00:30:17,920 --> 00:30:21,520
Speaker 1: unheard of, Uh, there would be law enforcement officials who

474
00:30:21,520 --> 00:30:26,479
Speaker 1: would literally kidnap these children while holding a gun on

475
00:30:26,480 --> 00:30:28,920
Speaker 1: on the parents. So you don't have to be a

476
00:30:29,000 --> 00:30:32,600
Speaker 1: lawyer to know the first things first, what does that mean?

477
00:30:32,720 --> 00:30:35,600
Speaker 1: It means they were kidnapping children full stop. Means in

478
00:30:35,680 --> 00:30:39,280
Speaker 1: some cases they were forcibly kidnapping children. And now, how

479
00:30:39,280 --> 00:30:41,160
Speaker 1: do how do we define their mission what they do

480
00:30:41,240 --> 00:30:43,480
Speaker 1: with these kids? Well, it's similar to us some of

481
00:30:43,480 --> 00:30:46,200
Speaker 1: those quotes we have mentioned earlier. You could define it

482
00:30:46,240 --> 00:30:50,080
Speaker 1: in two words, one to civilize and two to christianize.

483
00:30:50,080 --> 00:30:52,880
Speaker 1: What I find interesting about that is there's not really

484
00:30:52,920 --> 00:30:54,880
Speaker 1: at this time of difference, you know what I mean,

485
00:30:55,000 --> 00:30:57,960
Speaker 1: Even the secular schools like the ones that were states

486
00:30:57,960 --> 00:31:02,840
Speaker 1: supported and built in renovated military barracks. Even those uh

487
00:31:03,160 --> 00:31:08,880
Speaker 1: were still teaching children uh some some version of Christianity, right,

488
00:31:09,280 --> 00:31:12,800
Speaker 1: and you know, they can be defined as much by

489
00:31:12,840 --> 00:31:15,560
Speaker 1: what they did not allow children to do as what

490
00:31:15,600 --> 00:31:18,120
Speaker 1: they did allow them to do. One of the first

491
00:31:18,160 --> 00:31:19,680
Speaker 1: things you would do when you got there is you

492
00:31:19,840 --> 00:31:22,960
Speaker 1: got a new name, and you could not use your name.

493
00:31:23,160 --> 00:31:24,640
Speaker 1: You had to, you know, if they call it. If

494
00:31:24,640 --> 00:31:27,240
Speaker 1: they were like, all right, your new name is uh

495
00:31:27,520 --> 00:31:30,800
Speaker 1: Norman or Janine or something like that, then you would

496
00:31:30,880 --> 00:31:33,760
Speaker 1: be punished if you were like, no, my name is

497
00:31:34,000 --> 00:31:37,880
Speaker 1: you know, something different and uh. Then the kids also

498
00:31:37,920 --> 00:31:41,080
Speaker 1: had to get their hair cut, which is weirdly specific

499
00:31:41,600 --> 00:31:46,720
Speaker 1: uh to what was considered a European American style haircut. Um.

500
00:31:46,880 --> 00:31:50,239
Speaker 1: They were of course forbidden from speaking their native language. Uh.

501
00:31:50,320 --> 00:31:52,840
Speaker 1: There are a lot of similarities with this and the

502
00:31:53,200 --> 00:31:59,120
Speaker 1: weager re education camps that are that are currently still

503
00:31:59,160 --> 00:32:02,680
Speaker 1: an operation in western China. Think about what that means.

504
00:32:03,000 --> 00:32:09,920
Speaker 1: Those three, those three things that bendes outline there. Your identity,

505
00:32:10,120 --> 00:32:13,040
Speaker 1: you're the thing that you the person that you saw

506
00:32:13,120 --> 00:32:17,240
Speaker 1: yourself as. The way your hairstyle reminds you of maybe

507
00:32:17,280 --> 00:32:22,360
Speaker 1: your father's or your mother's or your grandparents. UM, the

508
00:32:22,480 --> 00:32:25,160
Speaker 1: language that is being spoken to you in your home,

509
00:32:25,240 --> 00:32:29,760
Speaker 1: that you've grown up with, that you speak much better

510
00:32:29,840 --> 00:32:34,200
Speaker 1: than any other language, especially English. You are you're punished

511
00:32:34,440 --> 00:32:39,600
Speaker 1: for speaking that. This is this is some intense psychological

512
00:32:39,640 --> 00:32:44,680
Speaker 1: conditioning that's going on at these schools, if I'm not mistaken. UM.

513
00:32:44,720 --> 00:32:48,240
Speaker 1: There's a really fantastic series on HBO is called Burying

514
00:32:48,240 --> 00:32:50,600
Speaker 1: My Heart at Wounded Knee that was based on a

515
00:32:50,640 --> 00:32:53,000
Speaker 1: book of the same name, and it was about, um,

516
00:32:53,040 --> 00:32:55,880
Speaker 1: just the conflict between you know, it was with sitting

517
00:32:55,920 --> 00:32:59,040
Speaker 1: bowl and all of that, and I'm almost positive there

518
00:32:59,080 --> 00:33:03,760
Speaker 1: that was sort of the last vestiges of truly tribal

519
00:33:04,040 --> 00:33:07,000
Speaker 1: you know, Indian culture, UM in the West, kind of

520
00:33:07,040 --> 00:33:09,720
Speaker 1: living out their lives as normal before all of this,

521
00:33:09,960 --> 00:33:11,959
Speaker 1: you know, like reservations and stuff kicked. I mean, they

522
00:33:12,000 --> 00:33:15,080
Speaker 1: were still reserving. I'm sorry, I'm not remembering fully well

523
00:33:15,240 --> 00:33:18,280
Speaker 1: what the story was, but there was a character in

524
00:33:18,320 --> 00:33:22,920
Speaker 1: that film who was an assimilated Native American boy and

525
00:33:23,320 --> 00:33:27,960
Speaker 1: that it became a story point of his disconnect from

526
00:33:28,280 --> 00:33:31,600
Speaker 1: the you know, his people who were living you know,

527
00:33:31,640 --> 00:33:34,600
Speaker 1: as they had always lived for so many generations and

528
00:33:34,640 --> 00:33:37,920
Speaker 1: it became a very complicated thing for that character to

529
00:33:38,000 --> 00:33:40,520
Speaker 1: kind of struggle with, uh, because on the one hand,

530
00:33:40,600 --> 00:33:43,920
Speaker 1: he looks at his caretakers as being kind and positive

531
00:33:43,960 --> 00:33:46,600
Speaker 1: and helpful and teaching him and giving him food to

532
00:33:46,600 --> 00:33:48,400
Speaker 1: eat and all that, But then he sees that he's

533
00:33:48,400 --> 00:33:52,320
Speaker 1: a little different and is having a hard time reconciling

534
00:33:52,400 --> 00:33:55,040
Speaker 1: all of that. I wanted to, if possible, bring in

535
00:33:55,080 --> 00:33:58,240
Speaker 1: another quote here before we get into some of the

536
00:33:58,360 --> 00:34:06,360
Speaker 1: even uh, the more physical dangers that the children had

537
00:34:06,400 --> 00:34:09,719
Speaker 1: to face in these places. If that's okay. Um, It's

538
00:34:09,760 --> 00:34:13,960
Speaker 1: just another quick quote from that documentary. And this quote

539
00:34:13,960 --> 00:34:18,600
Speaker 1: comes from barb uh favor F A b r E.

540
00:34:19,000 --> 00:34:22,960
Speaker 1: She's the director of the White Earth Child Care Center

541
00:34:23,040 --> 00:34:26,879
Speaker 1: there and on the reservation, and her quote is, many

542
00:34:26,960 --> 00:34:29,880
Speaker 1: children were ripped from their families, loaded onto trucks and

543
00:34:29,920 --> 00:34:33,880
Speaker 1: not seeing their parents for years. We're talking generations where

544
00:34:33,920 --> 00:34:37,640
Speaker 1: parents couldn't be parents, and so now you're seeing parents

545
00:34:37,680 --> 00:34:40,319
Speaker 1: who maybe don't know how to parent because they did

546
00:34:40,360 --> 00:34:46,960
Speaker 1: not receive parenting. And I think that really is a

547
00:34:46,960 --> 00:34:49,840
Speaker 1: a heavy concept to think about here, But just being

548
00:34:50,760 --> 00:34:53,520
Speaker 1: taken away from your family like that, having your identity

549
00:34:53,560 --> 00:34:57,640
Speaker 1: completely removed. Um. And then going back home at some

550
00:34:57,719 --> 00:35:01,600
Speaker 1: point and not really recognizing yourself or your immediate family

551
00:35:01,920 --> 00:35:05,840
Speaker 1: because of the way you've been changed. Mm hmmm. And

552
00:35:05,920 --> 00:35:07,640
Speaker 1: that was one of you know, that's the thing like

553
00:35:07,680 --> 00:35:10,919
Speaker 1: the old programming joke, it's not a bug, it's it's

554
00:35:10,920 --> 00:35:14,839
Speaker 1: a feature, right, this was this was purposeful and at

555
00:35:14,840 --> 00:35:20,640
Speaker 1: this point, um, we we don't want to be too

556
00:35:20,680 --> 00:35:26,040
Speaker 1: incredibly graphic, but um, you know, as you might expect,

557
00:35:26,560 --> 00:35:31,319
Speaker 1: there was a wealth of abuse that occurred here as

558
00:35:31,360 --> 00:35:36,400
Speaker 1: well as death through neglect. There are multiple documented cases

559
00:35:36,560 --> 00:35:41,800
Speaker 1: of physical abuse, of forced manual labor, of sexual abuse

560
00:35:42,280 --> 00:35:46,239
Speaker 1: with children as young as nine years old. Um. And

561
00:35:46,320 --> 00:35:49,400
Speaker 1: then of course emotional abuse. How could it not be

562
00:35:49,440 --> 00:35:53,400
Speaker 1: an emotionally abusive situation for a kid to be forced

563
00:35:53,400 --> 00:35:57,280
Speaker 1: to do these things? And many of those documented cases

564
00:35:57,760 --> 00:36:01,000
Speaker 1: come from the church run institution, But that, by no

565
00:36:01,160 --> 00:36:06,000
Speaker 1: means is meant to imply that the quote unquote secular

566
00:36:06,040 --> 00:36:11,000
Speaker 1: institutions were any better. One. One interesting thing the Bears

567
00:36:11,040 --> 00:36:13,839
Speaker 1: thinking about is the due to the living conditions, these

568
00:36:13,920 --> 00:36:18,000
Speaker 1: children were also exposed to diseases that could sometimes be fatal,

569
00:36:18,280 --> 00:36:22,440
Speaker 1: like measles. There's this article in the Atlantic that came

570
00:36:22,440 --> 00:36:26,319
Speaker 1: out last year, Death by Civilization by Mary Annette Pember

571
00:36:26,800 --> 00:36:32,120
Speaker 1: and Marionette Pember is the daughter of a woman who

572
00:36:32,280 --> 00:36:34,520
Speaker 1: was forced to live at one of these boarding schools,

573
00:36:35,120 --> 00:36:42,200
Speaker 1: and in this in her conversations with her mother, she learns,

574
00:36:42,239 --> 00:36:44,719
Speaker 1: like her mother says, education was something that was done

575
00:36:44,760 --> 00:36:48,600
Speaker 1: to us, not with us or for us. And one

576
00:36:48,640 --> 00:36:51,759
Speaker 1: of the things that really hit home for me is

577
00:36:51,800 --> 00:36:56,160
Speaker 1: that she described a culture of pervasive physical and sexual

578
00:36:56,200 --> 00:36:59,840
Speaker 1: abuse at the school. Uh, Food and access to medical

579
00:37:00,040 --> 00:37:03,319
Speaker 1: are were sometimes denied as punishment. They were scarce to

580
00:37:03,360 --> 00:37:08,000
Speaker 1: begin with, and because of that, whether through violence or neglect,

581
00:37:08,080 --> 00:37:11,920
Speaker 1: many children died and sometimes their parents, especially at the

582
00:37:11,960 --> 00:37:16,000
Speaker 1: boarding schools, only learned that their child had died after

583
00:37:16,120 --> 00:37:19,040
Speaker 1: the kid had been buried in a school cemetery, some

584
00:37:19,160 --> 00:37:21,920
Speaker 1: of which some of those graves are on unmarked I

585
00:37:21,960 --> 00:37:26,839
Speaker 1: believe today, and done generally in the Christian tradition, so

586
00:37:27,400 --> 00:37:32,239
Speaker 1: probably not in any way the traditions that have been

587
00:37:32,960 --> 00:37:35,759
Speaker 1: used by the Native American families. Yeah, and that can

588
00:37:35,800 --> 00:37:38,719
Speaker 1: be a real deal breaker, you know, culturally speaking, I

589
00:37:38,719 --> 00:37:41,920
Speaker 1: mean that, you know, it's they would really truly believe

590
00:37:42,480 --> 00:37:45,880
Speaker 1: that that individual's soul did not end up where it

591
00:37:45,920 --> 00:37:48,640
Speaker 1: needed to go in in the afterlife that that goes

592
00:37:48,680 --> 00:37:51,680
Speaker 1: along with their belief system. So in a way, it's

593
00:37:51,719 --> 00:37:54,680
Speaker 1: a form of like psychological terrorism, you know, I mean,

594
00:37:54,800 --> 00:37:56,560
Speaker 1: I mean, I know it wasn't looked at that way,

595
00:37:57,000 --> 00:38:01,800
Speaker 1: but it is truly a absolute bastization of people's most

596
00:38:02,040 --> 00:38:05,799
Speaker 1: sacredly held beliefs. And and uh, it's just I can't

597
00:38:05,800 --> 00:38:08,600
Speaker 1: wrap my head around it. It's just a total myopic

598
00:38:08,680 --> 00:38:11,960
Speaker 1: worldview that just bugs me in general. And when people

599
00:38:12,040 --> 00:38:14,600
Speaker 1: are so hung up on my way is the only

600
00:38:14,640 --> 00:38:17,000
Speaker 1: way no one else can have their own ideas their

601
00:38:17,000 --> 00:38:20,120
Speaker 1: own beliefs, that just really is one of my biggest

602
00:38:20,120 --> 00:38:23,439
Speaker 1: pet peeves. And of all of this kind of stuff. Yeah,

603
00:38:23,719 --> 00:38:29,440
Speaker 1: well said this, this practice again is continuing in the

604
00:38:29,520 --> 00:38:32,799
Speaker 1: nineteen hundreds so into the twentieth century. As a matter

605
00:38:32,840 --> 00:38:37,000
Speaker 1: of fact, it was continuing less than a century ago. Uh.

606
00:38:37,120 --> 00:38:41,799
Speaker 1: In this thing comes out called the Merriam Report. This

607
00:38:41,880 --> 00:38:46,760
Speaker 1: is the first semi comprehensive study of conditions for Native

608
00:38:46,800 --> 00:38:50,239
Speaker 1: people since and earlier I think six volume report that

609
00:38:50,360 --> 00:38:52,799
Speaker 1: came back that came out in the eighteen fifties. So

610
00:38:52,840 --> 00:38:56,799
Speaker 1: it's been decades and decades, and they are issuing a

611
00:38:56,880 --> 00:39:01,399
Speaker 1: criticism and a condemnation of situations at these schools. One

612
00:39:01,400 --> 00:39:06,560
Speaker 1: of the big things, as they said, infectious disease is widespread,

613
00:39:06,640 --> 00:39:10,160
Speaker 1: not just because of overcrowding, but because these kids are malnourished.

614
00:39:10,480 --> 00:39:14,600
Speaker 1: There aren't good sanitary practices in place that you know,

615
00:39:14,680 --> 00:39:17,960
Speaker 1: the staff isn't keeping up what we would consider safety

616
00:39:17,960 --> 00:39:21,360
Speaker 1: standards for a school nowadays, and the kids were weakened

617
00:39:21,440 --> 00:39:26,080
Speaker 1: by overwork. Like at Carlisle Indian Industrial School. These kids

618
00:39:26,120 --> 00:39:28,760
Speaker 1: were working, you know what I mean, They weren't just learning,

619
00:39:28,840 --> 00:39:32,359
Speaker 1: being forced to learn scripture and stuff. Death rates at

620
00:39:32,400 --> 00:39:36,960
Speaker 1: this time in these schools, according to this report, were

621
00:39:37,040 --> 00:39:40,279
Speaker 1: six and a half times higher than for any other

622
00:39:40,280 --> 00:39:45,239
Speaker 1: group in the United States. And this this is where

623
00:39:45,280 --> 00:39:48,920
Speaker 1: we get into maybe some conspiratorial territory, because you have

624
00:39:48,960 --> 00:39:52,440
Speaker 1: to wonder how much of this was purposeful, how much

625
00:39:52,480 --> 00:39:55,760
Speaker 1: of this was any of this like designed to slowly

626
00:39:56,280 --> 00:40:00,440
Speaker 1: kill actual people instead of just their culture. Be cause

627
00:40:00,560 --> 00:40:05,520
Speaker 1: so many contemporaneous accounts show people say it's saying that

628
00:40:05,560 --> 00:40:09,960
Speaker 1: they're coming from a progressive place. I think it's maybe

629
00:40:10,000 --> 00:40:14,000
Speaker 1: just they didn't have the follow through. I just it

630
00:40:14,080 --> 00:40:17,120
Speaker 1: seems like such an evil plan, doesn't it. It doesn't

631
00:40:17,120 --> 00:40:20,719
Speaker 1: seem like a progressive plan. Maybe that's because we're in

632
00:40:21,960 --> 00:40:25,200
Speaker 1: but they did see some benefits. You know, from Uncle

633
00:40:25,239 --> 00:40:28,640
Speaker 1: Sam's perspective that one of the biggest benefits was the money.

634
00:40:28,960 --> 00:40:33,640
Speaker 1: It was just cost effective. It's it's actually, um, it's weird.

635
00:40:33,680 --> 00:40:37,480
Speaker 1: It reminds me a little bit of the Their argument

636
00:40:37,520 --> 00:40:41,160
Speaker 1: is that erasing this culture this way through assimilation is

637
00:40:41,280 --> 00:40:44,000
Speaker 1: less expensive for the bottom line than it would be

638
00:40:44,080 --> 00:40:48,799
Speaker 1: to wage continual war against these communities, which is a

639
00:40:48,840 --> 00:40:53,000
Speaker 1: brutal way to look at it. Yeah, I would definitely

640
00:40:53,040 --> 00:40:55,399
Speaker 1: say money had a lot to do with it, just

641
00:40:56,239 --> 00:40:58,280
Speaker 1: and you really only have to think about the fact

642
00:40:58,400 --> 00:41:03,160
Speaker 1: that the Model's school was based in the barracks and

643
00:41:03,960 --> 00:41:09,320
Speaker 1: started and led by, you know, a member of the military.

644
00:41:09,400 --> 00:41:11,600
Speaker 1: And when you think about those two things, you either

645
00:41:11,640 --> 00:41:16,400
Speaker 1: are going to fight these groups with ammunition and in

646
00:41:16,880 --> 00:41:21,520
Speaker 1: men who some of them will die, or the on

647
00:41:21,560 --> 00:41:24,920
Speaker 1: the other side, build a school that then stays there

648
00:41:24,960 --> 00:41:28,759
Speaker 1: forever and can continually bring the children through at least

649
00:41:28,760 --> 00:41:30,840
Speaker 1: forever in the minds of the people who are starting

650
00:41:30,840 --> 00:41:33,120
Speaker 1: the program. Well, well, let's call it what it is too.

651
00:41:33,120 --> 00:41:38,360
Speaker 1: I mean, it is a militaristic forced camp essentially. I

652
00:41:38,400 --> 00:41:40,440
Speaker 1: mean it is it is. It's not a labor camp,

653
00:41:40,719 --> 00:41:43,959
Speaker 1: but it is a camp of forced something, and they're

654
00:41:43,960 --> 00:41:47,560
Speaker 1: not forcing them to labor on behalf of the military,

655
00:41:47,600 --> 00:41:50,160
Speaker 1: but they're forcing them to become a thing that then

656
00:41:50,239 --> 00:41:53,319
Speaker 1: can be used later by the military. And it's even

657
00:41:53,360 --> 00:41:58,080
Speaker 1: more pernicious because it's happening without these children's consent um

658
00:41:58,080 --> 00:42:01,280
Speaker 1: of of absolutely without the consent of their their their parents,

659
00:42:01,640 --> 00:42:04,080
Speaker 1: and then they're turning them into a pawn and and

660
00:42:04,160 --> 00:42:09,120
Speaker 1: there you know, they're great game. Yeah, yeah, it's it's

661
00:42:09,120 --> 00:42:14,359
Speaker 1: absolutely true. This, this idea, this incredibly cold, almost reptilian

662
00:42:14,880 --> 00:42:18,440
Speaker 1: concept of the bottom line reminds me of of another

663
00:42:18,560 --> 00:42:22,200
Speaker 1: argument that we can make about the current prison system

664
00:42:22,200 --> 00:42:25,160
Speaker 1: of the United States. Did you know you did? I

665
00:42:25,440 --> 00:42:27,799
Speaker 1: don't know if people check. I know, I know that

666
00:42:27,840 --> 00:42:30,960
Speaker 1: we talked about this maybe years ago. But it is

667
00:42:31,080 --> 00:42:34,319
Speaker 1: so much cheaper to send a kid to college than

668
00:42:34,360 --> 00:42:38,440
Speaker 1: it is to sent into prison. Uh yeah, And the

669
00:42:38,480 --> 00:42:42,880
Speaker 1: benefits to society are substantial and measurable. Well, it depends

670
00:42:43,080 --> 00:42:47,040
Speaker 1: on how you want your society to look, because that

671
00:42:47,160 --> 00:42:50,760
Speaker 1: kid that goes to college becomes a weapon of change,

672
00:42:50,880 --> 00:42:55,879
Speaker 1: a weapon of you know, being able to bring other

673
00:42:55,960 --> 00:43:01,399
Speaker 1: people into a better understanding of the situations that all

674
00:43:01,440 --> 00:43:03,759
Speaker 1: of us find ourselves in right, I think I think

675
00:43:03,760 --> 00:43:05,960
Speaker 1: you're drawing a line of comparison there with with prison

676
00:43:06,000 --> 00:43:10,719
Speaker 1: populations and perhaps, let's say non white people who are

677
00:43:10,760 --> 00:43:15,680
Speaker 1: in prison, anyone who finds themselves to be brown or black.

678
00:43:16,400 --> 00:43:18,759
Speaker 1: We've talked about this, as you said, been and it

679
00:43:18,800 --> 00:43:22,560
Speaker 1: feels very similar to this. I'm feeling a lot of

680
00:43:22,680 --> 00:43:27,400
Speaker 1: connections here to the modern day Nixon and Reagan stuff

681
00:43:27,960 --> 00:43:30,279
Speaker 1: that we've talked about. And by the way, I don't

682
00:43:30,280 --> 00:43:31,880
Speaker 1: know who it was the set at, but somebody a

683
00:43:31,920 --> 00:43:35,440
Speaker 1: friend of mine said during this COVID situation that we're

684
00:43:35,440 --> 00:43:37,399
Speaker 1: dealing with right now, they need to just let all

685
00:43:37,440 --> 00:43:41,240
Speaker 1: the low level offenders just out of prison because they're essentially,

686
00:43:41,320 --> 00:43:46,759
Speaker 1: you know, being condemned to potentially death from being in

687
00:43:46,800 --> 00:43:50,839
Speaker 1: these prison populations and getting these diseases. This disease. Yeah,

688
00:43:50,880 --> 00:43:54,480
Speaker 1: I think I know for sure some countries have released

689
00:43:54,520 --> 00:43:57,960
Speaker 1: exactly what you're describing your friends, describing low level prisoners.

690
00:43:58,239 --> 00:44:02,840
Speaker 1: I think some I want to say that's some US

691
00:44:02,960 --> 00:44:05,759
Speaker 1: areas have done it, but I don't have confirmation. And

692
00:44:06,560 --> 00:44:08,600
Speaker 1: you know, I see exactly what you're saying, because for

693
00:44:08,640 --> 00:44:11,080
Speaker 1: a lot of people, I don't know, it's weird like

694
00:44:11,239 --> 00:44:16,359
Speaker 1: Harvey Weinstein managed to get special treatment in prison, right

695
00:44:16,400 --> 00:44:18,880
Speaker 1: because of the COVID nineteen concerns. Did you guys hear

696
00:44:18,920 --> 00:44:21,359
Speaker 1: about that? I mean, like he wasn't already gonna get

697
00:44:21,400 --> 00:44:24,640
Speaker 1: some special treatment. But it doesn't surprise me. Yeah, yeah,

698
00:44:24,719 --> 00:44:27,560
Speaker 1: because he's so old and frail and like, oh, poor Harvey,

699
00:44:27,640 --> 00:44:31,560
Speaker 1: you know, oh my gosh. Yeah. How do judges feel,

700
00:44:31,800 --> 00:44:34,160
Speaker 1: you know, when they see people like that walking in

701
00:44:34,320 --> 00:44:37,400
Speaker 1: suddenly on a walker? I don't want to sound cold, No,

702
00:44:37,760 --> 00:44:40,400
Speaker 1: it reminds me of the ambulance chasers who put a

703
00:44:40,480 --> 00:44:42,839
Speaker 1: neck brace on their clients, you know, to get some

704
00:44:43,520 --> 00:44:45,879
Speaker 1: good will points from the jury or whatever. It's such

705
00:44:45,920 --> 00:44:48,719
Speaker 1: an old con that you'd think judges would just roll

706
00:44:48,800 --> 00:44:52,680
Speaker 1: their eyes at it immediately, you know. God, yeah, but

707
00:44:52,680 --> 00:44:55,200
Speaker 1: but yes, you're you're absolutely right, your friends absolutely right.

708
00:44:55,239 --> 00:44:59,280
Speaker 1: The um the situation with the pandemic and prisons, it's

709
00:44:59,280 --> 00:45:02,520
Speaker 1: it's it's a powder kick it's waiting to explode if

710
00:45:02,560 --> 00:45:06,040
Speaker 1: it hasn't exploded already. H And there are riots happening

711
00:45:06,040 --> 00:45:09,920
Speaker 1: over it here in the US in prisons. So we

712
00:45:10,040 --> 00:45:13,719
Speaker 1: talked about this, the benefits to the US government for

713
00:45:13,760 --> 00:45:16,480
Speaker 1: this practice. What they saw is the benefits they thought,

714
00:45:16,600 --> 00:45:19,279
Speaker 1: you know, just like we were talking about earlier. The

715
00:45:19,320 --> 00:45:21,560
Speaker 1: idea was for the children to study there and then

716
00:45:21,640 --> 00:45:25,200
Speaker 1: go back to their community and change. But this, this

717
00:45:25,320 --> 00:45:29,759
Speaker 1: theory didn't account for the intense PTSD these kids would

718
00:45:29,880 --> 00:45:34,960
Speaker 1: encounter would experience. It didn't account for how disconnected and

719
00:45:35,040 --> 00:45:39,360
Speaker 1: alienated they would feel from their communities. It also clearly

720
00:45:39,400 --> 00:45:43,400
Speaker 1: it irreparably weakened the family structure, you know what I mean? Like,

721
00:45:43,440 --> 00:45:48,759
Speaker 1: imagine your imagine you're like an elder kid in your family. Uh,

722
00:45:48,760 --> 00:45:51,840
Speaker 1: and you get kidnapped. Uh, And you're there for a

723
00:45:51,840 --> 00:45:54,680
Speaker 1: few years, you survive, you come back and there are

724
00:45:54,680 --> 00:45:57,799
Speaker 1: two more kids, right, and those kids, let's say they're

725
00:45:57,840 --> 00:46:00,359
Speaker 1: both like four, they have no idea who you are.

726
00:46:00,400 --> 00:46:03,320
Speaker 1: You're maybe a name that they've heard. But you've grown

727
00:46:03,440 --> 00:46:06,480
Speaker 1: up now for years being forced to answer to Andrew

728
00:46:06,760 --> 00:46:10,440
Speaker 1: or something. Right, this this is damaging. Yeah, and not

729
00:46:10,520 --> 00:46:13,799
Speaker 1: to mention the can you imagine how powerless and just

730
00:46:14,360 --> 00:46:17,279
Speaker 1: emasculated you must feel, as like, you know, the head

731
00:46:17,280 --> 00:46:21,040
Speaker 1: of the household. Um. I say emasculated because obviously the

732
00:46:21,040 --> 00:46:22,879
Speaker 1: head of the household you know, in these days would

733
00:46:22,880 --> 00:46:27,480
Speaker 1: have been considered the mail. Uh. But you know, the

734
00:46:27,480 --> 00:46:29,960
Speaker 1: the ability to not be able to protect your children.

735
00:46:30,280 --> 00:46:34,520
Speaker 1: You know that that has serious psychological implications over time,

736
00:46:34,840 --> 00:46:36,359
Speaker 1: and it leads to the kind of things we're talking

737
00:46:36,400 --> 00:46:38,560
Speaker 1: about with the drug abuse problems and the and the

738
00:46:38,600 --> 00:46:43,840
Speaker 1: suicidal ideations and just the generational mental health issues that

739
00:46:43,880 --> 00:46:46,120
Speaker 1: go along with these communities. I mean, it really is

740
00:46:46,120 --> 00:46:49,480
Speaker 1: a precedent that started further back than even this obviously,

741
00:46:49,560 --> 00:46:51,680
Speaker 1: but this is sure is a biggie, you know, I

742
00:46:51,920 --> 00:46:56,040
Speaker 1: can't imagine. And now we want to answer the question

743
00:46:56,480 --> 00:47:00,520
Speaker 1: that we we alluded to earlier in the episode. When

744
00:47:00,560 --> 00:47:03,799
Speaker 1: did this grim practice end? We haven't really talked about it,

745
00:47:04,760 --> 00:47:09,040
Speaker 1: and that's because it wasn't until the late nineteen seventies

746
00:47:09,320 --> 00:47:14,160
Speaker 1: that Congress finally outlawed the forced removal of Native children

747
00:47:14,520 --> 00:47:19,040
Speaker 1: from their families nineteen seventy. Some of our fellow listeners

748
00:47:19,120 --> 00:47:24,520
Speaker 1: are alive when that happened, the late nineteen seventies. It's insane.

749
00:47:25,080 --> 00:47:27,280
Speaker 1: That's just a few years before some of us were born.

750
00:47:27,719 --> 00:47:31,879
Speaker 1: History is not over and and and now even now,

751
00:47:31,960 --> 00:47:35,880
Speaker 1: like it's understandable that historians are still working to gauge

752
00:47:36,480 --> 00:47:39,879
Speaker 1: the full extent of the damage wrought by these programs,

753
00:47:40,120 --> 00:47:45,720
Speaker 1: and they're still discovering bodies of children. Yeah, in August

754
00:47:45,719 --> 00:47:50,719
Speaker 1: seven seen the United States Army, the same group that

755
00:47:50,800 --> 00:47:55,640
Speaker 1: you know helped begin these schools. They exhume the or

756
00:47:55,680 --> 00:47:59,560
Speaker 1: began exhuming the graves of the bodies of three children

757
00:47:59,560 --> 00:48:04,040
Speaker 1: who were NATed from the northern Arapaho tribe. These three

758
00:48:04,120 --> 00:48:07,839
Speaker 1: children died at that Carlisle, Indian Industrial School in the

759
00:48:07,880 --> 00:48:12,880
Speaker 1: eighteen eighties. The children's names were Little Chief Horse and

760
00:48:13,000 --> 00:48:17,160
Speaker 1: Little Plume. And those names were not the names that

761
00:48:17,200 --> 00:48:19,600
Speaker 1: they were called while they were at the school. Those

762
00:48:19,640 --> 00:48:23,719
Speaker 1: were their actual names. Can you imagine being denied your name?

763
00:48:24,200 --> 00:48:26,240
Speaker 1: I mean, we take it for granted, but it's such

764
00:48:26,280 --> 00:48:28,880
Speaker 1: a you take, you know, we live with it. And

765
00:48:28,880 --> 00:48:31,640
Speaker 1: then if one day someone said you're not null anymore,

766
00:48:32,480 --> 00:48:35,200
Speaker 1: you're something else that I say you are. It's it's

767
00:48:35,239 --> 00:48:40,120
Speaker 1: it's a powerful, uh psychological tool to remove somebody's name.

768
00:48:40,360 --> 00:48:42,439
Speaker 1: And and really like it's the same as giving someone

769
00:48:42,480 --> 00:48:44,720
Speaker 1: a number, you know, in a prison system or whatever.

770
00:48:44,840 --> 00:48:50,319
Speaker 1: You are making them your um slave essentially, or at

771
00:48:50,400 --> 00:48:53,080
Speaker 1: least at the very least, you are making them another

772
00:48:53,280 --> 00:48:55,799
Speaker 1: and you are like you know, above them, and they

773
00:48:55,880 --> 00:48:58,480
Speaker 1: are now your property, and you tell them what to

774
00:48:58,520 --> 00:49:01,080
Speaker 1: do and they jump when you say John. Uh. It's

775
00:49:01,120 --> 00:49:03,840
Speaker 1: it's really to do this with children as there's the

776
00:49:03,840 --> 00:49:07,359
Speaker 1: thing that really it's it's just unconscionable. Let me see, yeah,

777
00:49:07,520 --> 00:49:10,799
Speaker 1: let's see. Definitely with jewelry. I think it's disgusting to

778
00:49:11,080 --> 00:49:13,480
Speaker 1: do it with people. Like if you give someone a

779
00:49:13,600 --> 00:49:16,640
Speaker 1: nickname they don't like or they say, don't call me that,

780
00:49:16,840 --> 00:49:20,359
Speaker 1: you know, Like sometimes I'm very careful when I meet

781
00:49:20,360 --> 00:49:23,120
Speaker 1: people too, you know, if they have a name that

782
00:49:23,160 --> 00:49:25,920
Speaker 1: has a couple of common derivations, even it's just a

783
00:49:25,960 --> 00:49:28,239
Speaker 1: small thing, and want to I want to ask them

784
00:49:28,440 --> 00:49:31,960
Speaker 1: what what do you want to be called? Because sometimes

785
00:49:32,239 --> 00:49:35,160
Speaker 1: people are so beaten down that they feel like they

786
00:49:35,160 --> 00:49:37,800
Speaker 1: don't have a right to to have the name they want,

787
00:49:37,960 --> 00:49:40,840
Speaker 1: which everybody does, you know what I mean? And yes,

788
00:49:41,400 --> 00:49:44,120
Speaker 1: does it always work out for me? No. I met

789
00:49:44,239 --> 00:49:47,040
Speaker 1: some guy in his fifties one time who wanted to

790
00:49:47,080 --> 00:49:49,880
Speaker 1: be called like snake bite. But that was his choice

791
00:49:50,160 --> 00:49:53,520
Speaker 1: and I'm not in charge of his life. So so

792
00:49:53,640 --> 00:49:56,440
Speaker 1: snake Bite, if you're listening, I hope you're having a

793
00:49:56,480 --> 00:49:59,800
Speaker 1: great day. Um, we see you, snake bite. Yeah, the

794
00:50:00,080 --> 00:50:02,759
Speaker 1: we go we see you, uh, and we know that

795
00:50:02,840 --> 00:50:08,080
Speaker 1: this was this is a very I mean depressing doesn't

796
00:50:08,120 --> 00:50:10,719
Speaker 1: cover it episode, especially because there are a lot of

797
00:50:10,760 --> 00:50:14,239
Speaker 1: things here that will never get solved. Will understand more

798
00:50:14,440 --> 00:50:18,040
Speaker 1: about the extent of the consequences and the fallout from

799
00:50:18,040 --> 00:50:20,760
Speaker 1: this practice, but we'll probably never know the full extent,

800
00:50:20,880 --> 00:50:24,239
Speaker 1: the full human extent of it um And we want

801
00:50:24,280 --> 00:50:28,799
Speaker 1: to know what what you think about this situation is

802
00:50:28,840 --> 00:50:33,200
Speaker 1: there is there even more to the story. What discoveries

803
00:50:33,239 --> 00:50:35,719
Speaker 1: are going to happen? If you are listening and you're

804
00:50:35,760 --> 00:50:40,200
Speaker 1: not in the United States, Oh, have you experienced things

805
00:50:40,239 --> 00:50:41,799
Speaker 1: like this? Or do you know if things like this

806
00:50:42,000 --> 00:50:46,359
Speaker 1: in your country or your regions past. If you are

807
00:50:46,520 --> 00:50:48,279
Speaker 1: listening and you are in the US and you have

808
00:50:48,320 --> 00:50:53,840
Speaker 1: personal experience with this, what what steps do you feel

809
00:50:54,080 --> 00:50:57,480
Speaker 1: that the government has taken to address this and do

810
00:50:57,560 --> 00:51:00,720
Speaker 1: you feel those steps are adequate? If not, what should

811
00:51:00,719 --> 00:51:03,279
Speaker 1: be done? We want to hear from you. One thing

812
00:51:03,280 --> 00:51:06,239
Speaker 1: I would like to point out here is that documentary

813
00:51:06,239 --> 00:51:07,920
Speaker 1: that I keep bringing up, because really it's one of

814
00:51:07,960 --> 00:51:11,000
Speaker 1: the main things that really touched me when I was

815
00:51:11,680 --> 00:51:16,000
Speaker 1: prepping for this episode there at the White Earth Nation

816
00:51:16,120 --> 00:51:20,279
Speaker 1: in Minnesota, at the reservation there. One of the strategies

817
00:51:20,280 --> 00:51:24,600
Speaker 1: they're taking is to use education to bring the children

818
00:51:24,640 --> 00:51:28,040
Speaker 1: of very young ages at least introduced them and bring

819
00:51:28,080 --> 00:51:30,960
Speaker 1: them back into the culture of their ancestors just a

820
00:51:31,000 --> 00:51:35,160
Speaker 1: little bit or as much as they can. So UH

821
00:51:35,440 --> 00:51:39,400
Speaker 1: doing a lot of the old traditions, speaking the language

822
00:51:39,440 --> 00:51:44,200
Speaker 1: and learning the language when in school, and you know,

823
00:51:44,560 --> 00:51:48,000
Speaker 1: for for them, it seems to be having a very

824
00:51:48,000 --> 00:51:52,239
Speaker 1: positive effect on this new generation who will eventually be

825
00:51:52,320 --> 00:51:56,520
Speaker 1: the leaders um whose parents maybe have had to deal

826
00:51:57,120 --> 00:52:02,360
Speaker 1: with the immediate um the immediate fallout to these schools

827
00:52:02,400 --> 00:52:07,000
Speaker 1: into the elimination of culture and tradition. So I would

828
00:52:07,040 --> 00:52:10,560
Speaker 1: just say I think there that is one way forward,

829
00:52:10,600 --> 00:52:14,239
Speaker 1: at least for UH, some of the Native American populations

830
00:52:14,280 --> 00:52:17,600
Speaker 1: within the US. Well said man, and thanks for UH

831
00:52:17,800 --> 00:52:22,000
Speaker 1: ending us on a positive note today, as we said,

832
00:52:22,080 --> 00:52:24,239
Speaker 1: or as positive as one could be in this situation,

833
00:52:24,760 --> 00:52:26,880
Speaker 1: as you said, Uh. We want to hear from you.

834
00:52:26,960 --> 00:52:31,680
Speaker 1: We hope this episode finds you well. Regardless of where

835
00:52:31,680 --> 00:52:34,840
Speaker 1: you live and regardless of which room you find yourself

836
00:52:34,880 --> 00:52:38,120
Speaker 1: stuck intoday, let's know your thoughts and speak with our

837
00:52:38,200 --> 00:52:41,160
Speaker 1: fellow listeners. You, specifically, you are the best part of

838
00:52:41,160 --> 00:52:43,200
Speaker 1: this show. You can find us on Facebook, you can

839
00:52:43,239 --> 00:52:45,520
Speaker 1: find us on Instagram. You can find us on Twitter,

840
00:52:45,880 --> 00:52:49,320
Speaker 1: not just as people but as individuals. Yeah, if you

841
00:52:49,320 --> 00:52:51,960
Speaker 1: want to find me, I am exclusively on Instagram at

842
00:52:52,000 --> 00:52:55,640
Speaker 1: how now Noel Brown. Um. As the cabin fever is

843
00:52:55,680 --> 00:52:59,000
Speaker 1: setting in, I'm finding more random things to post. Made

844
00:52:59,040 --> 00:53:01,040
Speaker 1: some tight eyed t shirt with my daughter the other

845
00:53:01,080 --> 00:53:03,279
Speaker 1: day and that was a delight um. And then we

846
00:53:03,360 --> 00:53:08,040
Speaker 1: also made some homemade chapstick. Because the madness has truly

847
00:53:08,080 --> 00:53:12,240
Speaker 1: taken hold. My friends. You can find me, Matt Frederick

848
00:53:12,520 --> 00:53:15,759
Speaker 1: Underscore iHeart something to that effect. Good luck to you

849
00:53:15,840 --> 00:53:19,680
Speaker 1: if you can find it. You've won. Where they win, Matt,

850
00:53:19,719 --> 00:53:23,520
Speaker 1: what do they win? You just win because you looked

851
00:53:23,560 --> 00:53:25,560
Speaker 1: for something that you didn't need to and you won't

852
00:53:25,600 --> 00:53:28,280
Speaker 1: find anything new there, but you still took the journey.

853
00:53:28,719 --> 00:53:33,080
Speaker 1: You win a sense of accomplishment. That's right. Uh. You

854
00:53:33,120 --> 00:53:37,520
Speaker 1: can also find me on Instagram. I'm at ben Bowling. Uh.

855
00:53:37,560 --> 00:53:40,279
Speaker 1: You can find me on Twitter at ben Bowling hs

856
00:53:40,520 --> 00:53:44,640
Speaker 1: w um. You know you can turn off the lights

857
00:53:44,880 --> 00:53:46,799
Speaker 1: in a room with a mirror and just say some

858
00:53:46,840 --> 00:53:49,319
Speaker 1: stuff a few times. We'll see what happens. Schedules are

859
00:53:49,320 --> 00:53:52,600
Speaker 1: busy if you don't like to mess with social media. Boy,

860
00:53:52,640 --> 00:53:54,200
Speaker 1: do we have good news for you. We have a

861
00:53:54,239 --> 00:53:58,239
Speaker 1: phone number, Yes it is one eight three three st

862
00:53:58,480 --> 00:54:01,680
Speaker 1: d w y t e K. Give us a call,

863
00:54:02,120 --> 00:54:04,880
Speaker 1: leave a message and we will be listening to it.

864
00:54:04,920 --> 00:54:07,239
Speaker 1: We've all got the log in. We're all in there now.

865
00:54:07,320 --> 00:54:10,400
Speaker 1: It's not just me anymore. And we've been downloading a

866
00:54:10,400 --> 00:54:14,560
Speaker 1: ton of messages writing out who who you are, what

867
00:54:14,640 --> 00:54:17,560
Speaker 1: you've said. Uh, we're pretty excited. We're gonna be diving

868
00:54:17,600 --> 00:54:19,719
Speaker 1: into it pretty soon. And if you don't want to

869
00:54:19,760 --> 00:54:22,040
Speaker 1: do any of that stuff, and you just wanna, you know,

870
00:54:22,160 --> 00:54:24,719
Speaker 1: communicate with us the old fashioned way. No, don't send

871
00:54:24,760 --> 00:54:26,120
Speaker 1: us a letter. You could if you wanted to. We

872
00:54:26,120 --> 00:54:28,200
Speaker 1: don't really give out a mailing address. You could find

873
00:54:28,239 --> 00:54:29,960
Speaker 1: that though, if you really did some digging, that'd be

874
00:54:30,000 --> 00:54:32,640
Speaker 1: another fun scavenger hunt for you to do. But you

875
00:54:32,719 --> 00:54:36,080
Speaker 1: can send us a good old fashioned email. We are

876
00:54:36,520 --> 00:54:58,279
Speaker 1: conspiracy at iHeart radio dot com. Stuff they don't want

877
00:54:58,320 --> 00:55:00,960
Speaker 1: you to know is a production of I heart Radio.

878
00:55:01,000 --> 00:55:03,279
Speaker 1: For more podcasts from my heart Radio, visit the i

879
00:55:03,320 --> 00:55:06,239
Speaker 1: heart Radio app, Apple Podcasts, or wherever you listen to

880
00:55:06,280 --> 00:55:07,080
Speaker 1: your favorite shows.