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The poem “My Little Residential School Suitcase” reflects the pain and hardships that Petiquay had experienced at residential schools. The residential schools wanted indigenous children to forget about their culture and learn about European culture. He talks about how he, and fellow indigenous children were physically, emotionally, and sexually abused and were taught to forget about their culture and language. An example of this statement would be, “my mother carefully prepared my little suitcase / She took care to put in it everything I would need / My clothes, some toys I would never see again / I was six years old on this first trip / In my little suitcase, my mother had also put / all the love she had, without forgetting the love from my father” (2-8). Here, Petiquay is talking about what had happened before he …show more content…
left for the residential school. He had not been told where he was going and or that he would spend 12 years there.
As soon as he had reached the school, they immediately emptied out his suitcase and had gotten rid of all of his belongings, including the love from his parents, and the qualities they had taught him. Another quote, “When I returned home, my / little suitcase was heavy. What my / mother had put in it was gone; love / embraces, all those beautiful things had / disappeared. They had been replaced / by hatred, self-rejection, abuses of all / kinds (alcohol, drugs, sexual abuse) by / violence, anger and suicidal thoughts.” (15-21) talks about the horrible experiences he went through at the residential school. He had been physically, emotionally, and sexually abused by many people at the residential schools. The children there would get severely beat and needles were pierced into their tongues when they spoke their native language. When Petiquay returned, his suitcase, which is a metaphor for his feelings, had been replaced with anger, violence, and suicidal thoughts. He had been carrying that pain for a long time. But in the lines, “But I’ve been cleaning out this /
suitcase. I put back everything my mother had put in it when / I left the first time: love, respect for myself and others, and a great / many other qualities / Oh yes…added sobriety and / especially spirituality. My little / suitcase is very light. It is full / of good things I can / share with everyone / I meet along the way.” (24-34) Petiquay cleans out his suitcase and fills it with everything his mother had put in it, love, respect and other good qualities. He talks about how his suitcase is lighter now that he knows he’s not alone. Petiquay’s suitcase is now full of good things he can share with his family and everyone around him.
Established in 1968, the medical school at the University of California implemented a special admissions program to increase the representation of minorities in each entering class. There was one underlying problem with their special admissions program that was not addressed until 1973 when Allan Bakke submitted his application to the University of California.
In residential schools, “there [are] tons of priests… matrons and helpers that ‘helped’ themselves to little kids” (Robinson 254-5) like Josh. From this experience, Josh begins to commit sexual offenses; abusing characters, Karaoke – an incident discovered through “an old photograph and a folded-up card” which is found with “Josh’s head… pasted over a priest’s head [,] and Karaoke’s… pasted over a little boy’s” (Robinson 365) – and Pooch. The photograph is a visual representation of the shift in positions of Josh, as he engrosses the role of the priest as a sexual offender, and Karaoke takes the place of Josh: the victim. As McKegney puts forth, the repetition of past abuse is a “cyclical extension of violence seemingly initiated through residential school abuse” (12).
The Kelvey family’s low income and less fortunate lives made them experience different treatments from many people. For example, “Even the teacher had a special voice for them, and a special smile for the other children when Lil Kelvey came up to her desk with a bunch of dreadfully common-looking flowers.” In their lives, people treated the Kelveys differently from others just because of their financial situation. This helps further make it evident that many different things factor into the experience of being an outsider. For the Kelveys, it was social status and how they were seen because of their lifestyle. As seen from the 3 different texts, the universal feeling of being an outsider stands as something to be learned from. Although everyone may be an outsider in the regards of someone else, it is not hard to treat a fellow human as if they were not an outsider. Anyone can be an outsider, but everyone can be an insider if enough effort is
In this poem, there is a young woman and her loving mother discussing their heritage through their matrilineal side. The poem itself begins with what she will inherit from each family member starting with her mother. After discussing what she will inherit from each of her family members, the final lines of the poem reflect back to her mother in which she gave her advice on constantly moving and never having a home to call hers. For example, the woman describes how her father will give her “his brown eyes” (Line 7) and how her mother advised her to eat raw deer (Line 40). Perhaps the reader is suggesting that she is the only survivor of a tragedy and it is her heritage that keeps her going to keep safe. In the first two lines of the poem, she explains how the young woman will be taking the lines of her mother’s (Lines 1-2). This demonstrates further that she is physically worried about her features and emotionally worried about taking on the lineage of her heritage. Later, she remembered the years of when her mother baked the most wonderful food and did not want to forget the “smell of baking bread [that warmed] fined hairs in my nostrils” (Lines 3-4). Perhaps the young woman implies that she is restrained through her heritage to effectively move forward and become who she would like to be. When reading this poem, Native American heritage is an apparent theme through the lifestyle examples, the fact lineage is passed through woman, and problems Native Americans had faced while trying to be conquested by Americans. Overall, this poem portrays a confined, young woman trying to overcome her current obstacles in life by accepting her heritage and pursuing through her
Through diction, the tone of the poem is developed as one that is downtrodden and regretful, while at the same time informative for those who hear her story. Phrases such as, “you are going to do bad things to children…,” “you are going to suffer… ,” and “her pitiful beautiful untouched body…” depict the tone of the speaker as desperate for wanting to stop her parents. Olds wrote many poems that contained a speaker who is contemplating the past of both her life and her parent’s life. In the poem “The Victims,” the speaker is again trying to find acceptance in the divorce and avoidance of her father, “When Mother divorced you, we were glad/ … She kicked you out, suddenly, and her/ kids loved it… ” (Olds 990). Through the remorseful and gloomy tone, we see that the speaker in both poems struggles with a relationship between her parents, and is also struggling to understand the pain of her
The first four stanzas are a conversation between the mother and daughter. The daughter asks for permission to attend a civil rights march. The child is a unique one who believes that sacrificing something like “play[ing]” for a march that can make a difference will be worthwhile (2). However, the mother understands that the march is not a simple march, but a political movement that can turn violent. The mother refuses the child’s request, which categorizes the poem as a tragedy because it places the child in the chur...
Queer. Exile. Class (Clare 31).” When Clare writes about losing home, he is writing about the parts of his identity that pulled him away from the place that he raised, as well as the parts of his identity that prevent him from finding home in other places (Clare 41). These words, queer, exile, and class, are both driving forces behind why Clare can’t find a place where he feels fully comfortable settling, but also these words give him a place where he feels at home. Clare explains his trouble finding home best when he describes, “I was a rural, mixed-class, queer child in a straight, rural, working-class town. Afterwards, I was an urban-transplanted, mixed-class, dyke activist in an urban, mostly middle-class, queer community. Occasionally I simply feel as if I’ve traded one displacement for another and lost home to boot (Clare 46).” This telling of Clare’s displacement highlights how his queer identity drove him from his childhood home, but his rural, mixed-class background prevents him from feeling content in the city (Clare 46). His queer identity, and his desire to escape his class situation, is part of what forced Clare into the exile that he experiences. However, these identities don’t only serve as a point of alienation for Clare but also as a place where he can belong. When talking
The opening of the poem commences when he uses the repetitive question “Do I want to remember? (Line 1).” That is used at the beginning of each stanza, emphasizing that the memories still hurt and the poet expresses that he is disturbed about these remembrances that shadow him and cannot be forgotten. He then, provides detailed description of how he cannot forget what happened. In general, the poem is organized question and answer. First, he begins to ask himself if he wants to remember when the ghetto was a peaceful place before they were invaded making reference to the Germans when the holocaust was in its early arising. The author mentions that children were cold and mothers were looking for food which makes the reader
She begins talking about her childhood and who raised her until she was three years old. The woman who raised her was Thrupkaew’s “auntie”, a distant relative of the family. The speaker remembers “the thick, straight hair, and how it would come around [her] like a curtain when she bent to pick [her] up” (Thrupkaew). She remembers her soft Thai accent, the way she would cling to her auntie even if she just needed to go to the bathroom. But she also remembers that her auntie would be “beaten and slapped by another member of my family. [She] remembers screaming hysterically and wanting it to stop, as [she] did every single time it happened, for things as minor as…being a little late” (Thrupkaew). She couldn’t bear to see her beloved family member in so much pain, so she fought with the only tool she had: her voice. Instead of ceasing, her auntie was just beaten behind closed doors. It’s so heart-breaking for experiencing this as a little girl, her innocence stolen at such a young age. For those who have close family, how would it make you feel if someone you loved was beaten right in front of you? By sharing her story, Thrupkaew uses emotion to convey her feelings about human
It is very likely that Louise Erdrich experienced some kind of racism or prejudice in her lifetime. Segregation laws were still in use while she was growing up in the fifties, and in the sixties, many of the same people still felt racist, with or without the laws. Boarding schools were not an exception to this fact either. School authorities probably did take advantage of the fact that boarding schools are away from home and not under the watchful eye of any parent. This poem demonstrates the truth of what it really felt and feels like to have lived through such bad treatment. It is disturbing to think that instead of just learning at school, Louise Erdrich, amongst other children, may have learned what it felt like to be hated. At such early ages, they taught these children that the way they were treated was how the world was supposed to be. It displays the painful scars embedded so deeply into a child, from a time that should have been the most nurturing part of his/her life.
The narrator, Twyla, begins by recalling the time she spent with her friend, Roberta, at the St. Bonaventure orphanage. From the beginning of the story, the only fact that is confirmed by the author is that Twyla and Roberta are of a different race, saying, “they looked like salt and pepper” (Morrison, 2254). They were eight-years old. In the beginning of the story, Twyla says, “My mother danced all night and Roberta’s was sick.” This line sets the tone of the story from the start. This quote begins to separate the two girls i...
Like Chanie, Saul also gets a chance to escape the traumatic sufferings at the residential schools. As he gets adopted by Fred Kelly, on the basis of his magnificent and impressive hockey skills. Therefore, the dreadful horrors of the residential schools played an important role in shaping the future lives of not just Saul and Chanie but all the other Aboriginal children who attended the
Early on, poetry was often used with rhyme to remember things more accurately, this still rings true today, even though its use is more often to entertain. However, although it appeals to both the young, in children's books, and the old, in a more sophisticated and complex form, people are bound to have different preferences towards the different styles of poetry. Dobson’s poetry covers a variation of styles that captivate different individuals. “Her Story” is a lengthy poem with shorter stanzas. It’s free verse structure and simplistic language and face value ideas might appeal better to a younger audience. This poem includes quotes with informal language that children or teens would better understand. It’s narrative-based style is easy to follow, and although the poem covers very basic concepts, it’s message is still communicated subliminally. This particular poem is interesting because it focusses on the universal experience of pain and it’s relation to time. Similar to this is “The Householder”, written in a cyclical style, opening with a “house” and ending with a “home”. With only three stanzas, it is
The poem contains the central idea that many of these children never understood what home really means. In Native American culture the people venerate earth and it is referred to as mother nature which we see in the poem. The rails cut right through their home but they don’t view them like the average person. They view the tracks as if they are scars across mother earths face and her face is the Native American’s homeland. She is scarred for eternity but she is perfect in their dreams. This symbolism is ironic because the children try to reach home using the railroad that ruined natural life for them and many other Native Americans. In the second stanza the speaker says “The worn-down welts of ancient punishments lead back and fourth” (15-16). Which can be talking about the marks on the children’s bodies after getting caught while running away. But the “word-down welts” can also symbolize the welts that were put on mother nature throughout history. The last five lines of the poem sums up the symbol of hope through their memories and dreams. The last line of the poem says, “the spines of names and leaves.” (20-24). The “spines” symbolize the physical strength of the children and their ability to maintain hope individually “names”, and for their tribe
In the poem, “The Chimney Sweeper” by William Blake, the author attempts to educate the reader about the horrors experienced by young children who are forced into labor at an early age cleaning chimneys for the wealthy. The poem begins with a young boy who has lost his mother but has no time to properly grieve because his father has sold him into a life of filth and despair. The child weeps not only for the loss of his mother and father’s betrayal, but also for the loss of his childhood and innocence. Blake uses poetry in an attempt to provoke outrage over the inhumane and dangerous practice of exploiting children and attempts to shine a light on the plight of the children by appealing to the reader’s conscience in order to free the children from their nightmare existence. Right away in the first lines of the poem we learn through the child narrator that his life is about to change dramatically for the worse.