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In 1900, there were about 20,000 Native American children in these schools.
1900年时大约有2万名印第安儿童在这些学校就读。
By 1925, that number more than tripled.
到1925年，这个数字便增加了两倍不止。
Families that refused to send their kids to these schools faced consequences like incarceration at Alcatraz, or the withholding of food rations.
拒绝把孩子送进这些学校的家庭则面临比监禁在恶魔岛或被克扣食物等后果。
Some parents, who did lose their children to these schools, even camped outside to be close to them.
一些孩子已经被送到了这类学校的家长为了距离孩子近一点甚至会露宿在学校外面。
Many students ran away.
许多学生都选择了逃出学校。
Some found ways to hold on to their languages and cultures.
还有一些找到了保留自己的语言和文化的方法。
Others, though, could no longer communicate with family members.
另一些人则再也无法与家人沟通。
And some..."four little, five little, six little Indians"...never returned home at all.
还有一部分……“四个，五个，六个印第安小孩”……则再也没有回过家。
By stripping the children of their Native American identities,
剥离这些孩子的印第安身份，
the US government had found a way to disconnect them from their lands.
美国政府便有了将他们与他们自己的土地分离的办法。
And that was part of the US strategy.
这本就是美国战略的一部分。
During the same era in which thousands of children were sent away to boarding schools,
在数千名儿童被送进寄宿学校的同一时期，
a number of US policies infringed on their tribal lands back home.
一系列美国政策也开始了蚕食他们家乡的部落土地。
In less than five decades, two thirds of Native American lands had been taken away.
在不到五十年的时间里，印第安人的土地就被夺走了2/3.
"The whole thing was purposeful.
“这整件事都是别有用心的。
And the fact that it has been buried in the history books and not acknowledged is also intentional.
还被掩埋在了历史书之外，不被承认，这也是故意的。
And in fact the same tactics were used in New Zealand, Australia, Canada.
事实上，新西兰、澳大利亚和加拿大也采用过同样的策略。
All of these countries have acknowledged, apologized, or reconciled in some way except for the United States."
这些国家最后都以某种方式承认了他们的错误，也道歉或和解了，唯独美国没有。”
Over time, the brutality of boarding schools started to surface.
随着时间的推移，寄宿学校的残酷开始逐渐浮出水面。
And after a 1928 report detailed the horrific conditions at some schools — many began to close.
1928年的一份报告详细曝光了这些学校的可怕状况，从那以后，许多学校便陆续关闭了。
In the 1960s, indigenous activism rose alongside the Civil Rights Movement.
到了60年代，随着民权运动的兴起，土著也开始积极行动了起来。
And by the 1970s, that activism forced more schools to shut down.
到了70年代，这种行动主义作风迫使更多的寄宿学校停课关门了。
The government handed over control of the remaining boarding schools to tribes, to be run in partnership with the Bureau of Indian Affairs.
政府把剩下的寄宿学校移交给了部落，让印第安事务局和他们一起经营剩下的学校。
But just as the boarding school era started fading, another assimilation project took shape. Adoption.
然而，就在寄宿学校时代开始日薄西山的时候，另一个同化印第安人的计划开始成形了。收养。
The main goal of this pilot project was to "stimulate the adoption of American Indian children," to "primarily non-Indian adoptive homes."
这一试点项目的主要目标是“鼓励主要是非印第安人的家庭收养美国的印第安儿童”。
They claimed it was to promote the adoption of the "forgotten child"
他们声称，这是为了推动收养“被遗忘的孩子”这一事业，
but it was essentially a continuation of the boarding school assimilation tactics.
其本质却是寄宿学校同化策略的延续。
And the strategy came with a financial advantage for the government too.
这一战略也为政府带来了财务上的好处。
Adoption was cheaper than running boarding schools.
因为领养比开办寄宿学校更便宜。
But first, adoption officials had to sell white America on the idea of adopting Native American children.
但首先，负责落实这一政策的官员必须说服白人接受领养印第安儿童这一想法。
Feature stories, like this one in Good Housekeeping, marketed them to white families.
于是，许多专题报道，比如《家政》杂志上的这篇报道，都开始向白人家庭推销这一想法了。
They were described as "unwanted," and adoption gave them a chance at "new lives."
他们被形容成了“不想要的”孩子，收养便是给他们提供走向“新生活”的机会。
In the end, their media campaign worked.
最后，媒体宣传见效了。
White families "wanted Indian Adoption."
白人家庭“愿意收养印第安小孩”了。
But the problem was, many of these children, were not "orphans that nobody wanted."
然而，问题是，很多孩子并不是“无人问津的孤儿”。
They were kids, often ripped apart from families that wanted to keep them.
而是家人想留也没留住，被强行拆散的孩子。
"You still will hear stories today of people, you know, my age, older, saying I remember as a child the social worker was coming.
“今天你仍然能听到和我一样大甚至比我大的人说，我记得小时候有社工到我们那儿去的时候。
And people would hide their children."
大家就会把自己的孩子藏起来。”
On reservations, social workers used catchall phrases like "child neglect" or "unfit parenting" as evidence for removal.
在保留地，社工们会用诸如“忽视儿童”或“不称职的父母”这类非常笼统的字眼作为他们带走儿童的依据。
But their criteria was often questionable.
问题是，他们的标准常常是有问题的。
Some accounts describe children being taken away for living with too many family members in the same household.
一些记录描述了一些孩子是因为家庭太大被带走的。
"Extended family is a big thing for Native people.
“当地人非常重视自己家是否人丁兴旺。
That means being judged for a house that’s overcrowded.
这就意味着他们是根据房屋拥挤不拥挤来判定是否带走儿童的。
So it's always that whiteness is the standard for success.
也就是说，成功的标准还是“白种”。
And everything else is judged by that standard."
一切都是用这一标准来衡量的。”
By the 1960s, about one in four Native children were living apart from their families.
到60年代，有大约1/4的土著儿童都没跟家人生活在一起。
The official Indian Adoption Project placed 395 Native children into mostly white homes.
官方的印第安收养计划已经将395名印第安儿童安置到了白人家庭。
But it was just one of many in an era of Native American adoptions.
这还只是收养印第安儿童时代的众多例子之一。
Other state agencies and private religious organizations began increasingly making placements for Native American children, too.
其他州下属机构和私人宗教组织也开始给印第安儿童寻找“出路”了。
