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Speaker 1: Welcome to Stuff you Missed in History Class from how

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Speaker 1: Stuff Works dot Com. Hello, and welcome to the podcast.

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Speaker 1: I'm trade Bob Wilson and I'm Holly Frying. So I've

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Speaker 1: been to a lot of museums. A lot of these museums,

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Speaker 1: to be totally fair, have been in the United States.

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Speaker 1: And one thing that I found, Holly, I don't know

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Speaker 1: if this is your experience as well, but unless I'm

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Speaker 1: in an exhibit but is specifically about slavery or race,

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Speaker 1: there's a lot of weird sleight of hand that goes

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Speaker 1: on with slavery. Absolutely, I think some museums don't want

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Speaker 1: to turn off potential museum goers by engaging in a

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Speaker 1: really difficult topics. Sometimes. Yeah, so yes, I've been to

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Speaker 1: exhibits about the American Civil War that really focus on

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Speaker 1: the battles and make almost no mention of the slaves

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Speaker 1: that the war was pretty much bought over. Uh, there

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Speaker 1: are descriptions of the horrors of slavery that are kind

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Speaker 1: of weird late compartmentalized as this thing that happened in

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Speaker 1: the past. We were much less enlightened, and it doesn't

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Speaker 1: really explore how having built a nation on that practice

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Speaker 1: continues to affect people of every race today. It's it's

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Speaker 1: kind of odd. And I'm not just talking about the

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Speaker 1: museums in the United States. Most of the other museums

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Speaker 1: that I have been to are in the Caribbean, and

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Speaker 1: they also just deflect the focus away from the roles

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Speaker 1: that these islands played in slavery and vice versa, and

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Speaker 1: instead onto things like beautiful shorelines and birds and like shipwrecks.

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Speaker 1: So this is not the case at the St. Kitts

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Speaker 1: National Museum and Basstaire Saint Kitts. The National Museum is

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Speaker 1: in the old Treasury building, which was originally built in

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Speaker 1: and it's an easy walk from the cruise port, which

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Speaker 1: is how I got there. With so many other museums,

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Speaker 1: there's this weird Jedi mind trick about just focusing your

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Speaker 1: tension somewhere else besides slavery. That is not how they

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Speaker 1: do it at the St. Kitts National Museum there. It

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Speaker 1: is more like have a seat. The culture of St.

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Speaker 1: Kitts comes from two places, the native peoples who used

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Speaker 1: to live here and are enslaved African ancestors. It's literally

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Speaker 1: the only time I've been to a museum that was

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Speaker 1: just like the National Museum, not like a museum that

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Speaker 1: was devoted specifically, UH, justice slavery or justice civil rights

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Speaker 1: or just a race. H and had that up front

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Speaker 1: of an approach about it. So naturally, even though I

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Speaker 1: was there on vacation, I came away with things to

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Speaker 1: talk about on the show today. So we are just

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Speaker 1: going to jump right into that. Uh. St. Kitts, which

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Speaker 1: is sometimes called St. Christopher, is part of the Leeward Islands,

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Speaker 1: which is the northwest arm of the Lesser Antilles in

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Speaker 1: the Caribbean Sea. Exactly which other islands are part of

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Speaker 1: the Leeward Islands depends a little bit on who is

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Speaker 1: drawing the map, what time period we're talking about, and

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Speaker 1: whether they're looking at things from a glawgical or a

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Speaker 1: cultural and historical perspective. Regardless, St. KITT's nearest neighbor is Nevis,

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Speaker 1: and St. Kitts and Nevis together are one country as

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Speaker 1: the Federation of St. Kitts and Nevis, and this is

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Speaker 1: the smallest country in the Western Hemisphere UH and Nevis

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Speaker 1: has actually tried to separate into its own country a

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Speaker 1: couple of times, and it's the smaller island of the

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Speaker 1: two of them. If you're still having a hard time

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Speaker 1: visualizing exactly where we're talking about. St. Kitts and Nevis

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Speaker 1: is east of Puerto Rico and north of Venezuela. St.

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Speaker 1: Kitts has been inhabited almost continually for about five thousand

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Speaker 1: years that we know of when Christopher Columbus sighted the

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Speaker 1: island on his second voyage in fourteen three. It's inhabitants

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Speaker 1: where the carib and the Arawak people's. Unfortunately, we don't

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Speaker 1: really know much about either of these cultures as they

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Speaker 1: existed on St. Kitts. They were all killed through violence

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Speaker 1: or disease or moved to other nearby islands as Europeans

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Speaker 1: colonized St. Kitts in the sixteen hundreds. This is actually

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Speaker 1: true of many other populations of the carib and the

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Speaker 1: Arawak peoples. They did not fare at all well as

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Speaker 1: Europeans moved in. St. Kitts is a volcanic island, and

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Speaker 1: that meant that the soil was very good for growing

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Speaker 1: sugar once the rainforest was cleared away to make way

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Speaker 1: for the sugar plantations. So by the end of the

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Speaker 1: seventeenth century, the sugar industry dominated the island and the

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Speaker 1: overwhelming majority of the people living there were enslaved Africans.

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Speaker 1: Although both France and Britain colonized Saint Kitts, it eventually

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Speaker 1: became British territory. And today's story is about what happened

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Speaker 1: after the British Empire abolished slavery, which is what we're

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Speaker 1: going to talk about. After a brief break forward from

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Speaker 1: a sponsor. Slavery was abolished in England in seventeen seventy two,

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Speaker 1: and the British Parliament passed the Abolition of the Slave

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Speaker 1: Trade Act in eighteen oh seven. But while that act

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Speaker 1: abolished the buying and selling of human beings, it didn't

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Speaker 1: actually do anything about the people who are already enslaved

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Speaker 1: elsewhere in the Empire. In August of eighteen thirty three,

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Speaker 1: after decades of activity by Britain's abolitionist movement as well

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Speaker 1: as by slaves themselves, Parliament passed the Slavery Abolition Act,

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Speaker 1: which was which was going to free all slaves in

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Speaker 1: the British Empire. There were some exceptions though that included,

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Speaker 1: for example, the territories and possession of the East India Company.

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Speaker 1: In most places, this law was going to free all

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Speaker 1: enslaved people over the age of six on August first,

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Speaker 1: eighteen thirty four. Here's how the act starts. Quote, Whereas

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Speaker 1: diverse persons are holding in slavery within diverse of His

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Speaker 1: Majesty's colonies, and it is just an expedient that all

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Speaker 1: such persons should be manumented and set free, and that

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Speaker 1: a reasonable compensation should be made to the persons hitherto

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Speaker 1: entitled to the services of such slaves, for the loss

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Speaker 1: which they will incur by being deprived of their right

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Speaker 1: to such services. And whereas it is also expedient the

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Speaker 1: provision should be made for promoting the industry and securing

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Speaker 1: the good conduct of the persons so to be manumented

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Speaker 1: for a limited period after such their manumission. And whereas

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Speaker 1: it is necessary that the laws now in force in

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Speaker 1: the said several colonies should forthwith be adapted to the

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Speaker 1: new state and relations of society therein, which will follow

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Speaker 1: upon such general manumission as aforesaid of the said slaves,

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Speaker 1: And that, in order to afford the necessary time for

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Speaker 1: such adaptation of the said laws, a short interval should

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Speaker 1: elapse before such manumission should take effect. And then it

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Speaker 1: goes on to outline all of the specific provisions in

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Speaker 1: the Act and how this is going to happen. So

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Speaker 1: what the Act basically says is that slaves should be

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Speaker 1: set free, and that slave owners should be compensated for

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Speaker 1: the loss of their slaves, and that there should be

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Speaker 1: some kind of buffer in place that the people who

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Speaker 1: relied on slave labor didn't imediately lose or have to

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Speaker 1: start paying their laborers. The rationale behind all this was,

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Speaker 1: for the most part, the industries that relied on slavery

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Speaker 1: and we're still using slave labor needed a lot of

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Speaker 1: labor to continue running. So if suddenly there were no

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Speaker 1: more slaves, it would be a hindrance on the continuation

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Speaker 1: of industry. So, in other words, when we say the

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Speaker 1: word abolished, it really goes in the air quotes there.

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Speaker 1: Emancipation was not immediate. In most places, slaves had to

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Speaker 1: continue to work for a set amount of time without

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Speaker 1: pay before they could be freed. The British West Indies

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Speaker 1: enslaved people over the age of six were turned into apprentices,

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Speaker 1: and apprentices would have to work forty five hours per

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Speaker 1: week for between four and six years to earn their freedom.

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Speaker 1: That forty five hours a week for between four and

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Speaker 1: six years was also without pay. Meanwhile, the plantation owners

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Speaker 1: and the British and the British West Indies and elsewhere

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Speaker 1: were giving grants from the government as a compensation for

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Speaker 1: the loss of their slave. The government actually earmarked twenty

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Speaker 1: million pounds sterling for that purpose. Obviously, there are a

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Speaker 1: number of problems with the idea of quote freeing slaves

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Speaker 1: by making them continue to work for free, although this

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Speaker 1: tactic was really not the least bit unique to the

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Speaker 1: British Empire. But let's put that aside for just a second,

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Speaker 1: because there were some other complications going on here as well.

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Speaker 1: Because they were not going to be paid for their

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Speaker 1: forty five hours of work per week, apprentices would have

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Speaker 1: to do extra work to make any money to support

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Speaker 1: themselves or to try to prepare for a life as

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Speaker 1: an actual free person. They need to either hire themselves

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Speaker 1: out as labor, or grow crops to sell on a

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Speaker 1: personal plot, or make items that could be sold for money,

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Speaker 1: or some other way of making a living, and their

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Speaker 1: time to do any of that started after their forty

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Speaker 1: five hours per week of work ended. At some plantations,

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Speaker 1: this forty five hour schedule was doled out as nine

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Speaker 1: hours a day or five days, so that people could

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Speaker 1: go to the Saturday markets and sell the things that

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Speaker 1: they'd made or grown in their spare time, and then

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Speaker 1: be able to go to church on Sunday. But at

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Speaker 1: other plantations it was to be six seven and a

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Speaker 1: half hour days, and only Sundays were given off. There

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Speaker 1: were no provisions for how that six day week would

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Speaker 1: allow people to get to the market or buyer spell

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Speaker 1: these things that they needed. There were also no provisions

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Speaker 1: for the care or education of the children under the

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Speaker 1: age of sex who were to be freed immediately. And

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Speaker 1: on top of all of that was this very basic

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Speaker 1: issue of food. Enslaved people in the British Caribbean Territory

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Speaker 1: were allotted a certain amount of food. It was effectively rationed,

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Speaker 1: but even before the abolition of slavery, many planters and

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Speaker 1: their slave owners had trouble affording the food that they

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Speaker 1: needed to supply that amount of food. This was also

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Speaker 1: especially true after the price of sugar plummeted at the

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Speaker 1: end of the Napoleonic Wars in eighteen fifteen, so there

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Speaker 1: was some pretty serious doubt that plan station owners would

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Speaker 1: be willing to or even able to provide enough food

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Speaker 1: for all of these apprentices, and even if they were

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Speaker 1: able to do so, those rational amounts really weren't enough

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Speaker 1: to stay healthy, especially given how much manual labor was

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Speaker 1: going to be involved for many of these slaves. And

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Speaker 1: back to that big, ugly truth that we put aside

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Speaker 1: just a minute ago, Emancipating people by requiring them to

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Speaker 1: work for free for a bunch more years is not

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Speaker 1: the same thing as actually emancipating them. And the slaves

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Speaker 1: living on St. Kits understood that there was this huge,

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Speaker 1: huge resistance to the idea that they were going to

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Speaker 1: be quote free but still have to work for the

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Speaker 1: same people in the same jobs without earning anything. Was

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Speaker 1: obvious that this whole apprentice situation was bogus, and according

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Speaker 1: to the accounts of a number of missionaries in St.

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Speaker 1: Kitts at the time, the slaves were also really pretty

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Speaker 1: justifiably suspicious of the idea that if they only worked

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Speaker 1: without pay for several years, they would afterwards be free forever.

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Speaker 1: In the words of Wesleyan missionary James Cox, quote, all

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Speaker 1: my attempts to show that the apprenticeship was a part

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Speaker 1: payment for absolute unconditional freedom were in some cases unsatisfactory.

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Speaker 1: I am fully persuaded therefore, that that had the term

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Speaker 1: slavery been retained with the modification of the present system,

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Speaker 1: it would have been productive of far less confusion. Almost

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Speaker 1: as soon as word reached the island of exactly when

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Speaker 1: and how this so called emancipation was going to come,

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Speaker 1: slave on slaves on St. Kitts started to resist, and

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Speaker 1: their first tactic was basically to just slow down their production.

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Speaker 1: That initial slowdown was kind of temporary, though The Lieutenant

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Speaker 1: Governor of the island, John Nixon, commended the plantation owners

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Speaker 1: afterward for their quote good management and getting production back

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Speaker 1: on course quote without coercion. White abolitionists on St. Kitts

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Speaker 1: started at cating resistance in the hope that true emancipation

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Speaker 1: might come earlier. There was some precedent here after a

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Speaker 1: very close vote on the nearby island of Antigua, so

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Speaker 1: close in fact, that the deciding vote was cast by

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Speaker 1: the Speaker of the House. All of the slaves there

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Speaker 1: were freed immediately, but white abolitionists were by far not

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Speaker 1: the only people encouraging these enslaved people to resist. At

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Speaker 1: this point, about seven percent of the population on St.

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Speaker 1: Kitts were white, but eleven percent were cast classified as

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Speaker 1: free colored. Some of the most prominent of the free

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Speaker 1: people of color started to vocally advocate for the abolition

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Speaker 1: of slavery, now not after four or six years of

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Speaker 1: so called apprenticeship. One of these was Ralph Cleghorn, who

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Speaker 1: owned a store, and he was so vocal on the

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Speaker 1: issue that planters actually started forbidding their employees to shop there.

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Speaker 1: And at some point along the line, people got the

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Speaker 1: idea that he was going to England to pick up

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Speaker 1: papers from the kids that we're going to declare all

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Speaker 1: of the enslaved persons on St. Kitts to be free.

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Speaker 1: And while this trip really was because he was hoping

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Speaker 1: to be appointed Provost Marshal of St. Kitts, Uh, the

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Speaker 1: fact that people thought there was a different purpose to

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Speaker 1: his visit continued to increase the tensions between the slaves,

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Speaker 1: the government, and the planters who owned slaves. This also

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Speaker 1: led to a rumor that the king really had freed

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Speaker 1: all the slaves, but that the planters of St. Kitts

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Speaker 1: specifically were just withholding their freedom. In addition to all

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Speaker 1: of that, there were several prominent slave owners on St.

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Speaker 1: Kitts who did decide to go ahead and emancipate their

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Speaker 1: own slaves totally before the law went into effect. All

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Speaker 1: of these things together really stoked the fires of resistance

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Speaker 1: among the enslaved population. As the August first, eighteen thirty

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Speaker 1: four date for emancipation drew closer, it was clear to

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Speaker 1: everyone involved that the enslaved people of St. Kitts were

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Speaker 1: not going to peacefully go from being slaves to being

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Speaker 1: so called apprentices who were then required to work for free.

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Speaker 1: Perhaps the last straw was when the Lieutenant Governor suggested

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Speaker 1: that even if they were freed without being apprenticed first,

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Speaker 1: the former slaves of St. Kitt would still be compelled

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Speaker 1: to work thanks to other clauses of the law. Let's

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Speaker 1: talk about exactly what happened when the August first date

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Speaker 1: arrived after another brief word from a sponsor. So as

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Speaker 1: the date of emancipation arrived on St. Kitts on the

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Speaker 1: last day of July, so the last day they were

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Speaker 1: technically still slaves. The slaves who did field work on

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Speaker 1: about a dozen of St. Kitts's largest sugar plantations dropped

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Speaker 1: their tools near the homes of the plantation managers and

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Speaker 1: then walked away. The ones who worked with livestocks stopped

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Speaker 1: their duties a couple of days later, on Saturday, August

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Speaker 1: the second. Although not all the plantations were involved, there

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Speaker 1: were more than one operations of various sizes on the island.

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Speaker 1: For the ones that were virtually all of the apprentices

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Speaker 1: stopped their work, and on many this wasn't just a

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Speaker 1: work stoppage, it was also a full protest. In the

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Speaker 1: words of William Wilson, quote on the five or six

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Speaker 1: largest there is not a single apprentice at work. Grange,

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Speaker 1: Woodley's and Bordeaux are very obstinate. On these estates there

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Speaker 1: are nearly eight hundred people, and all in a riotous way.

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Speaker 1: To again quote Wesleyan missionary James Cox quote, they only

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Speaker 1: wanted perfect personal liberty and wages, and preposterously hoped that

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Speaker 1: they may be obtained by passive disobedience and clamor. In

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Speaker 1: the plantations that no longer had a workforce, planters and

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Speaker 1: managers tried to figure out what to do. The sugar

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Speaker 1: harvest was done for the season and it was time

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Speaker 1: for the fields to be prepared for the next season,

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Speaker 1: so taking care of the animals was a much bigger concern.

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Speaker 1: These were working animals, and the sugar industry was going

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Speaker 1: to suffer if these beasts of burdens starved or died

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Speaker 1: of thirst. Some planters actually resorted to letting their cattle

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Speaker 1: graze on sugar plots, but since sugarcane is a perennial grass,

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Speaker 1: doing this pretty much destroyed that plot for the following

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Speaker 1: season's harvest. On August four, the governor announced that martial

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Speaker 1: law was going to be declared if the apprentices did

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Speaker 1: not return to their posts by the sixth, so two

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Speaker 1: days later. In the meantime, ring leaders of the strike

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Speaker 1: were found, and they were publicly lashed as both a

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Speaker 1: punishment and a threat to the people who had walked

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Speaker 1: off of the plantations. But for about the next three

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Speaker 1: weeks most of the striking apprentices did not go back

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Speaker 1: to work. They hid in the remaining rainforests on the

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Speaker 1: slopes of Mountain Misery, which is criss crossed by ravines,

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Speaker 1: and these made for really good hiding places. Some of

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Speaker 1: them found and joined up with a man known as Marcus,

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Speaker 1: King of the Woods. He was a slave who had

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Speaker 1: run away some years before, and who had been living

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Speaker 1: in the woods for several years before the emancipation began,

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Speaker 1: he became kind of a folk hero St. Kitts. As

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Speaker 1: a side note, this is actually not the first time

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Speaker 1: that Mount Misery, now now known as liam Wiga, was

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Speaker 1: the site of an uprising. In sixteen thirty nine, slaves

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Speaker 1: fled there and established a camp from which to conduct

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Speaker 1: raids on the plantations. The governor of St. Kitts gathered

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Speaker 1: five hundred armed men and went into the woods to

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Speaker 1: put down the rebellion. That was an extremely bloody event,

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Speaker 1: with many of the slaves killed in the fighting and

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Speaker 1: others drawn and quartered once it was over. It was

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Speaker 1: also the first documented slave rebellion in the Eastern Caribbean.

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Speaker 1: So to get back to eighteen thirty four, to try

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Speaker 1: and get the apprentices back to work, the government brought

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Speaker 1: in troops, burned the apprentices huts as punishment, lashed people,

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Speaker 1: and formed a skirmish line to work work their way

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Speaker 1: through the woods to look for runaways. And it was

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Speaker 1: really all of those threats combined that encouraged a lot

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Speaker 1: of those who had joined the strike to eventually go

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Speaker 1: back at the plantations. Martial law was ended on Monday,

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Speaker 1: August eighteenth, with an amnesty for anyone who had not

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Speaker 1: been sentenced for any crime related to the revolt. There

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Speaker 1: weren't any casualties reported with this revolt, however, sixteen of

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Speaker 1: the protesters were tried for sedition and mutiny as well

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Speaker 1: as inciting a rebellion. Five of them were banished to

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Speaker 1: Bermuda and six of them were lashed. Some of them

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Speaker 1: were also jailed, and the other five were apparently not punished.

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Speaker 1: The apprentices of St. Kitts were freed four Reel in

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Speaker 1: eighteen thirty eight after four years of this working as

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Speaker 1: apprentices with no pay, and afterwards, for the most part,

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Speaker 1: the people in St. Kitts kept doing the same work

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Speaker 1: as they were doing before, but this time four pay

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Speaker 1: either in money or in kind compensation like housing and food.

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Speaker 1: The sugar industry continued to be the major industry on

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Speaker 1: the island until two thousand and five, and at that

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Speaker 1: point beach sugar grown in Europe had become cheaper than

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Speaker 1: cane sugar grown in the Caribbean, and increasingly processed foods

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Speaker 1: were using corn syrups and other sweeteners instead of sugar,

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Speaker 1: so the sugar industry in St. Kitts by that point

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Speaker 1: just couldn't make ends. Meat anymore. Although the government of St.

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Speaker 1: Kitts took a number of steps to try to diversify

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Speaker 1: its economy in the face of shutting down this major industry,

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Speaker 1: more than four percent of the population lost their jobs simultaneously.

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Speaker 1: The last crop of sugarcane came in on July first,

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Speaker 1: two thousand and five, and after that point the government

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Speaker 1: shut down the whole industry. A train that was built

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Speaker 1: in the nineteen twenties try to bring more efficiency to

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Speaker 1: sugar production is still there, and now it's a tourist

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Speaker 1: attraction that actually started two years before the sugar industry

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Speaker 1: was shut down. Now agriculture, tourism, and manufacturing are the

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Speaker 1: major industries on St. Kitts. Unemployment as of this recording

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Speaker 1: on St. Kitts is six point three percent. However, nearly

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Speaker 1: of the population actually live in poverty. Yeah, I had

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Speaker 1: trouble finding the exact numbers of how that shutting down

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Speaker 1: if the sugar industry affected the unemployment rate. I am

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Speaker 1: under the impression that it basically jumped from five percent

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Speaker 1: to nine and then over the last decade since then

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Speaker 1: has dropped back down closer to where it was before.

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Speaker 1: Uh the sugar industry was shut down. Uh. If you're

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Speaker 1: ever in St. Kitts, go to the museum. It's pretty awesome.

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Speaker 1: Do you, my dear, have a bit of listener to

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Speaker 1: me and we can listen to as well? Why yes,

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Speaker 1: I do. Uh. This is from a listener who signed

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Speaker 1: his email as Mr Hernandez, so that's how I'm going

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Speaker 1: to refer to him as Mr Hernandez and Mr Hernandez

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Speaker 1: rights Deer, Holly and Tracy, thank you so much for

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Speaker 1: doing a podcast on Park Mills and special education. It

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Speaker 1: was awesome. The whole episode hit very close to home

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Speaker 1: for me. I am a Hispanic man working in special

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Speaker 1: education for young children with moderate to severe autism and

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Speaker 1: behavioral issues for a large, low income school district, and

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Speaker 1: YouTube brought up some points that I just wanted to

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Speaker 1: talk about for my perspective as an educator. First, I

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Speaker 1: wanted to thank Tracy's mom for getting into adult special

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Speaker 1: education teachers and adult education get two little credit for

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Speaker 1: the vital, impactful work. She must be a great person.

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Speaker 1: I wanted to write about why I got into special education,

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Speaker 1: maybe it would inspire other people to get into the field. Originally,

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Speaker 1: I wanted to be a general and upper grades teacher

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Speaker 1: because I wanted to change the world, but I got

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Speaker 1: a chance to work in a classroom for students on

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Speaker 1: the autism spectrum, and I was hooked. Everything about working

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Speaker 1: in special education is amazing. We're encouraged to work creatively

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Speaker 1: with innovative technologies and one on one with their students.

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Speaker 1: All of my lessons are individualized to meet students needs

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Speaker 1: so they will have the most success and develop the

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Speaker 1: independence they deserve. No day is ever the same. I've

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Speaker 1: had opportunities to work in gen ed classrooms with students

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Speaker 1: who need help with inclusion, and mild to moderate classrooms

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Speaker 1: for students who have learning disorders, and classrooms were moderate

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Speaker 1: to severe students who give personal lot to give personalized

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Speaker 1: attention to their own emerging voice, and even in a

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Speaker 1: home care setting for a child who needed help developing

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Speaker 1: positive behaviors. Each has been rewarding in itself and fascinating.

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Speaker 1: But I have found by calling in special education for

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Speaker 1: young children with moderate severe autism, this is because it

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Speaker 1: focuses on working with helping the children and their families

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Speaker 1: to plus you see the greatest growth and empowerment in

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Speaker 1: a very short time. I love my job, but sometimes

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00:22:38,640 --> 00:22:40,960
Speaker 1: I am treated differently because of what I look like.

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Speaker 1: I'm a big guy six ft three and what my

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Speaker 1: wife affectionately calls barrel chested. Almost everyone has wide eyed

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Speaker 1: alarm when I get introduced as someone who works with

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Speaker 1: small children. Men usually dominate other lines of work, but

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Speaker 1: this is one job that is, as you pointed out

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Speaker 1: in the listener mail, overwhelmingly women. I found in my

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Speaker 1: personal experience there are two main preconceptions that hold back

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Speaker 1: men entering into preschool and lower grades teaching. One quote,

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Speaker 1: men aren't nurturing. When I hear this, I feel disappointed

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Speaker 1: that we have made so many strides strides to equalize

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Speaker 1: the sexes, but are still hung up on one outdated

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Speaker 1: cultural norm that men can't be nurturing because that would

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00:23:22,960 --> 00:23:26,600
Speaker 1: imply weakness, as if being patient and protecting someone makes

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00:23:26,600 --> 00:23:30,720
Speaker 1: you weak to men abused. This is terrifying that we

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00:23:30,880 --> 00:23:34,760
Speaker 1: so readily stereotype something so awful, and it's the reason

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Speaker 1: I know many male educators get quietly encouraged to work

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Speaker 1: in upper grades or high school where it is less divisive.

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00:23:41,680 --> 00:23:44,400
Speaker 1: Most decided to do just that. Those that are left

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00:23:44,400 --> 00:23:48,680
Speaker 1: are warned ominously that if someone even plot implies something inappropriate,

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00:23:48,720 --> 00:23:52,199
Speaker 1: our careers are over and reputations ruined. I'm sorry I

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Speaker 1: had to bring into light harsh realities, but it is

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Speaker 1: something that must be looked at with a critical eyes

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Speaker 1: so we can better gender equality and help more qualified

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Speaker 1: people enter into integral parts of education. It would be

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00:24:03,920 --> 00:24:07,639
Speaker 1: a detriment to our society if accomplished people felt unwelcome

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Speaker 1: to any job based on their race or gender. What

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00:24:11,320 --> 00:24:14,200
Speaker 1: is great is when I see these people get over

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Speaker 1: their misconceptions. Parents feel relieved when they know more about

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00:24:17,800 --> 00:24:21,119
Speaker 1: me and feel comfortable to collaborate in their child's needs

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Speaker 1: and how we can address them best. A significant portion

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Speaker 1: of people with autism or boys and many of them

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Speaker 1: grow up without fathers. It makes me so proud and

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Speaker 1: a parent says they're happy their child sees me as

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Speaker 1: more than a teacher, but a role model. I would

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Speaker 1: encourage anyone who feels like they, who feels like they

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Speaker 1: like to see growth and work with people on a

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00:24:40,320 --> 00:24:44,320
Speaker 1: personal level, to pursue a career in special education in

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00:24:44,359 --> 00:24:48,080
Speaker 1: any of its many forms. Each is essential and rewarding.

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Speaker 1: Thank you again for the informative podcast. Mr Hernandez p s.

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Speaker 1: You two had more detail on the struggles that led

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Speaker 1: to I d e a than any special education press

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Speaker 1: I ever took. How that's that's Tracy's awesome research at works,

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Speaker 1: so she gets all the kudos on that one. Oh,

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Speaker 1: thank you and thank you Mr her name is for

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Speaker 1: also come to our website, which is miss in history

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Speaker 1: to have works? Doffle