Henry C. Roman Nose: A Literary Analysis

Narrative of the Captivity and Restoration of Mrs. Mary Rowlandson The Narrative of the Captivity and Restoration of Mrs. Mary Rowlandson is a text that describes the experiences of Mary Rowlandson during her captivity by the Native Americans in the King Phillips war. The details about the capture which took place in 1676 are recorded in her diary accounts which were written a few years after she was released. The captivity lasted about eleven weeks and is accounted in the diaries. Rowlandson specifically believes that her experiences were related to the Bible and that the capture was a trial from God which she had to endure in order to survive and remain a true Christian woman who is suitable for the then puritan society (Harris 12).

Native Americans in Canadian society are constantly fighting an uphill battle. After having their identity taken away in Residential Schools. The backlash of the Residential Schools haunts them today with Native American people struggling in today 's society. Native Americans make up five percent of the Canadian population, yet nearly a quarter of the murder victims. The haunting memories of Residential Schools haunt many Native Americans to this day.

In his book the Absolutely True Diary of a Part-Time Indian, Sherman Alexie portrays a teenage boy, Arnold Spirit (junior) living in white man’s world, and he must struggle to overcome racism and stereotypes if he must achieve his dreams. In the book, Junior faces a myriad of misfortunes at his former school in ‘the rez’ (reservation), which occurs as he struggles to escape from racial and stereotypical expectations about Indians. For Junior he must weigh between accepting what is expected of him as an Indian or fight against those forces and proof his peers and teachers wrong. Therefore, from the time Junior is in school at reservation up to the time he decides to attend a neighboring school in Rearden, we see a teenager who is facing tough consequences for attempting to go against the racial stereotypes.

Indian Boarding schools were created in the 1800s to “Kill the Indian, Save the Man.” They achieved this by transforming the natives looks, culture, language, and teaching them a certain way so they would be able to function in a “european society”. Indian boarding schools taught students both academic and “real world” skills, but they did so while ripping the indians from their culture. Most indian boarding schools were the same with their tactics in transforming the native man into a white one.

Over the past few decades, there has been many distinct perspectives and conflicts surrounding the historical context between the Indigenous peoples in Canada and the Canadian Government. In source one, the author P.J Anderson is trying to convey that the absolute goal of the Indian Residential School system in Canada has been to assimilate the Indian nation and provide them with guidance to “ forget their Indian habits”, and become educated of the “ arts of civilized life”, in order to help them integrate into society and “become one” with their “White brethren”. It is clearly evident throughout the source that the author is supportive of the Indian residential school system and strongly believes that the Indian residential School System

These schools have been described as an instrument to wage intellectual, psychological, and cultural warfare to turn Native Americans into “Americans”. There are many reports of young Native Americans losing all cultural belonging. According to an interview with NPR, Bill Wright was sent to one of these schools. He lost his hair, his language, and then his Navajo name. When he was able to return home, he was unable to understand or speak to his grandmother.

1. Pratt opposed reservations because Jefferson’s treaty agreement meant the Great River would be the border between them and the whites. Indians would be isolated and not a part of the American life. 2. Schools would “kill the Indian and save the man” by introducing them to the life of an American.

The TRC’s “The History” author appeals to logos through the use quantitative findings. The use of logical evidence from the collection of testimonials made by former residential school students is an effective way to aid the persuasion of a reader. Throughout “The History”, the author describes the memories of known First Nations peoples Frederic Ernest Koe, Marlene Kayseas, Lily Bruce and many others. In addition, the author quotes Vitaline Elsie Jenner’s use of ‘kaya nakasin’ (TRC, 2015, p.38) in describing her experience with residential school. The author’s example that contains the use native language reaffirms his credibility and detailed knowledge of the

Expectations often impose an inescapable reality. In the short story “Indian Education” by Sherman Alexie, Victor often struggles with Indian and American expectations during school. Alexie utilizes parallelism in the construction of each vignette, introducing a memoir of tension and concluding with a statement about Victor’s difficulties, to explore the conflict between cultures’ expectations and realities. Alexei initially uses parallelism to commence each vignette with cultural tension. In second grade, Victor undergoes a conflict with his missionary teacher, who coerced Victor into taking an advanced spelling test and cutting his braids.

Throughout history, there have been many literary studies that focused on the culture and traditions of Native Americans. Native writers have worked painstakingly on tribal histories, and their works have made us realize that we have not learned the full story of the Native American tribes. Deborah Miranda has written a collective tribal memoir, “Bad Indians”, drawing on ancestral memory that revealed aspects of an indigenous worldview and contributed to update our understanding of the mission system, settler colonialism and histories of American Indians about how they underwent cruel violence and exploitation. Her memoir successfully addressed past grievances of colonialism and also recognized and honored indigenous knowledge and identity.

Argument for Banning “The Absolutely True Diary of a Part-Time Indian” Book in Middle Schools Published in 2007, “The Absolutely True Diary of Part-Time Indian” by Sherman Alexie says about the moving story of a Native American teenager named Arnold Spirit who made the bold decision to attend an all-white high school from Spokane reservation to find hope for the future in the Reardan. This volume won the National Book Award in 2007 and won several other awards. Even though this novel can be power of education, “The Absolutely True Diary of a Part-Time Indian” paperback should be banned because this is not appropriate for middle schools.

Residential Schools was an enormous lengthening event in our history. Residential schools were to assimilate and integrate white people’s viewpoints and values to First Nations children. The schools were ran by white nuns and white priests to get rid of the “inner Indian” in the children. In residential schools, the children suffered immensely from physical, emotional, sexual and spiritual abuse. Although the many tragedies, language was a huge loss by the First Nations children.

Neither were the parents allowed to visit their children so the time the kids were finally able to go back with their family they started to become practically like strangers to each other because they knew very little about each other especially since many of the children were younger and had spent most of their lives in these school. The lack of communication between the Native American parents and children was another reason many parents weren’t aware of the trauma the kids were suffering in the homes. The kids were so affected they remember that even at night when they were left alone to sleep they were all so quiet and no one talked about what was happening to them. The native children didn’t have normal childhoods they didn’t play or interact with each other this alone shows how affected they were with the boarding

The nature of these boarding schools was to assimilate young Native Americans into American culture, doing away with any “savageness” that they’re supposedly predisposed to have. As Bonnin remembers the first night of her stay at the school, she says “I was tucked into bed with one of the tall girls, because she talked to me in my mother tongue and seemed to soothe me” (Bonnin 325). Even at the beginning of such a traumatic journey, the author is signaling to the audience the conditioning that she was already under. Bonnin instinctively sought out something familiar, a girl who merely spoke in the same “tongue” as her. There are already so few things that she has in her immediate surroundings that help her identify who and what she is, that she must cling to the simple familiarities to bring any semblance of comfort.

In Superman and Me by Sherman Alexie, Alexie’s father’s love for books grew to make his self-love books ending up in Alexie teaching himself how to read. Alexie describes the stereotypes and what is expected of Indian children and how Indian children were expected to basically have no knowledge Many lived up to those expectations inside the classroom but invalidated them on the outside. While other children were doing this, Alexie’s father was one of the few Indians on the reservation who went to Catholic School on purpose and was also an devoted reader. Alexie grew up around books. His father had a strong love for books as he bought them by the pound from pawn shops, goodwill and the salvation army.