Zitkala-Sa Analysis

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Zitkala-Sa Analysis



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Zitkala - Sa

Her fingers got too cold for her to continue but from then on she thought marbles had river ice inside of them. Zitkala-Sa describes in this story about how she was 8 years old. She only was aware of her mother's native language. This is when the paleface missionaries began to visit her village. These visiting white men were recruiting Indian children to go to Eastern schools. Zitkala-Sa's mother was hesitant of these strangers, but the children of the tribe, including Zitkala-Sa, were curious of these visitors. Zitkala-Sa had a brother, Dawe'e who had gone with these missionaries to receive an Eastern education. The missionaries, thus, were curious about recruiting his sister, Zitkala-Sa, to also receive this education. Against her mother's wishes, Zitkala-Sa desired to explore the beautiful East lands.

Zitkala Sa's mother understood the other children's influence on Zitkala-Sa in regards to the "white man's lies. Their words are sweet, but, my child, their deeds are bitter. She didn't understand how her mother could be so negative towards these people. The interpreter for the missionaries assured the young girl and her mother, "Yes, little girl, the nice red apples are for those who pick them; and you will have a ride on the iron horse if you go with these good people. The young Zitkala-Sa had no idea what her adventure would entail, leaving her mother for a future paleface education, while having natural instincts, "I was as frightened and bewildered as the captured young of a wild creature.

One day while playing in snowdrifts, Zitkala-Sa and her friends were told not to fall face first into the snow. Forgetting their orders, they continued to do it when a woman yelled at them from the school and told them to come inside. Judewin, the only one of the three girls who could speak English, told Zitkala-Sa and Thowin that when the "pale face" looks into their eyes and talks loudly they must wait until she stops and then say the word "no". Thowin was called into the office first. The other two waited and listened outside of the door.

After listening a bit, Judewin realized she taught the girls the wrong reply. They heard Thowin say no and then she was spanked. The woman asked Thowin again if she was going to obey her the next time and Thowin replied no. The woman continued to whip her until she asked Thowin if she was going to fall in the snow again. Thowin replied no and the woman then let her out of the office. Zitkala-Sa figured she must have realized this method was not working so she left the three in the room alone. These misunderstandings continued frequently for the next couple seasons. Zitkala-Sa learned some English and became mischievous. Once when she disregarded a rule she was sent to the kitchen to mash turnips.

She hated the turnips and their smell so she smashed them in their jar to a pulp. She mashed them so hard that the bottom of the glass jar they were in broke. When someone came to stop her, they lifted the jar and the bottom and all of its contents spilled onto the floor. No turnips were served for dinner that night. Every morning in the winter the school children would be woken up at by a loud bell. They only had a short while to get ready until it was time for roll call which was announced by a little bell. It did not matter if the children were sick or not, they had to be down for roll call or they would be marked tardy.

Zitkala-Sa remembers the time when she was sick and did not want to come down for roll call but had to. If he were to ask, he might have realized that it was a dream. Still Goodman Brown cannot forgive the townspeople and now lives the rest of his life in gloom and fear. Goodman Brown 's actions after the night prove that dreams can affect one 's reality. What caused Goodman Brown to dream about what he did is unknown. He loved his wife and he trusted that no one he knew worshipped the devil. In Act 3 Scene 1, Beatrice is overwhelmed with the thought of people judging her proud and scornful ways.

Beatrice addresses this revolution by agreeing to leave her past self behind and seal this newfound affection with Benedick. To which in turn set out a passion in them to succeed — and so they did. Both narrative essay explores death through American culture with the theme of education being their escape. However, education was the key to set them free. The mother in her dream did not acknowledge the devil. He was invisible to her, transparent. Or possibly, that something is only true as you believe it to be so. As evident as with Frederick narrative essay, one is only hindered when the thought of failure prevails.

Fever, being hot like fire, was the passion she found within — to succeed, to empower herself and shun those that thought any different. To channelize ones anger results in positivity and success. Show More. Read More. Abigail Corrupt In The Crucible Words 5 Pages She was suspected to lechery or must have done something that was very wrong, but it was not ascertain to the community what she had done. Theme Of Archetypes In The Crucible Words 2 Pages This statement shows her that Abby likes her newfound power and will let no one take it away and power-hungriness is a villainous trait. Similarities Between Antigone And Martin Luther King Jr Words 5 Pages was a powerful figure in the history of civil disobedience and left lasting impacts on our society.

Tragic Errors In Antigone 88 Words 1 Pages Antigone recognizes her error, possesses a tragic flaw and goes through a downfall. Symbolism In Battle Royale Words 8 Pages This enabled him to realize following the ideologies of the white contained major limitation. Ap Us History Dbq Research Paper Words 3 Pages The framers of the constituion saw slavery as something positive in the economy, without seeing it as morally wrong. The Morrill Act Analysis Words 3 Pages The end of slavery through the successful military tactics of the Union in the Civil War had the single most important impact as it pertains to education for the creation of educational opportunities for the newly freed African Americans. Goodman Brown Narrative Words 8 Pages If he were to ask, he might have realized that it was a dream.

After trying unsuccessfully to secure a reservation teaching job, she became an issue clerk at the Standing Rock Reservation, where she met Raymond Talesfase Bonnin, also a Yankton Sioux. She ended her engagement to Montezuma, and she and Bonnin were married on 10 May Later that year they transferred to the Uintah and Ouray Reservation near Fort Duchesne, Utah, where they spent the next fourteen years. Their son, Raymond O.

Bonnin, was born there early in The SAI required that its members be of Indian blood; it aimed to promote Indian self-determination, but it was essentially assimilationist. Raymond Bonnin served in the army and later clerked at a Washington law firm. As secretary of the society in and Zitkala-Sa also edited its journal, the American Indian Magazine. She also collected her autobiographical stories and other previously uncollected short fiction as American Indian Stories. In addition to showing the Sioux from the inside, her stories reveal the cruelties that white schooling imposes on Indian children, as well as the feelings of alienation that this education had engendered in her.

As she relates in "The School Days of an Indian Girl," the missionary school was designed to strip children of their tribal cultures and replace these cultures with knowledge of the dominant one. At first Indians such as her mother thought that the offer of education began "to pay a tardy justice" for the theft of Indian lands and was necessary if their children were to advance in the white world; from the white culture, however, Gertrude Simmons discovered no compensation for her loss of Sioux culture and habits. Left angry and isolated, she was alienated from her family and decided to create her own name: Zitkala-Sa.

Although Zitkala-Sa grew up speaking the Nakota Dakota dialect of the Sioux language, the name she chose was from the Lakota dialect. In Fisher's estimation Zitkala-Sa's act of self-naming asserted both her independence from and her ties to Sioux culture. That she chose a Lakota name, however, instead of one from her home dialect might indicate a profound dislocation from her family origins, as well as a conscious choice. Sioux educational practices sharply contrast with those of her later experiences at a school run by white missionaries. Zitkala-Sa's early childhood appears to have offered her two modes of learning that she was to lose on entering the white school system -- learning through experience and through imitating her mother and other older women of the tribe.

Whether she attempted to create beadwork, which her mother insisted must be "sufficiently characteristic" in traditional styles, or to play with her girlfriends in imitating their mothers, the child learned to perpetuate the culture of her tribe. She was taught to respect her elders, to be a generous host to guests in her home, and to be concerned for the welfare of all members of her tribe, particularly the ill or unfortunate.

Zitkala-Sa represents her mother as a nearly prophetic voice of truth. When the mother yielded to her daughter's wish to leave for the missionary school, she did so partly because she wanted to acknowledge the "palefaces[']. To characterize the white missionaries, Zitkala-Sa tells a story that occurred before she was old enough to be tempted to leave home with them. The incident is, significantly, set in winter, a time of confinement and probably of some deprivation. The missionaries had given her a bag of glass marbles, and the image of ice at the heart of the marbles prefigures the coldness that she later experienced when at the missionaries' hands. Later images describing the palefaces reiterate this image: "The "glassy blue eyes" of white men stared at the Indian children on their journey to Indiana ; "the snow still covered the ground, and the trees were bare" when she arrived at the missionaries' boarding school; and she found Earlham College students to be "a cold race whose hearts were frozen hard with prejudice.

Zitkala-Sa repeatedly observes that the good intentions of the missionaries are wrongheaded, and in many cases the conventions of white culture affront well-brought-up Indians. The clothing she was required to wear at the school -- dresses with tight-fitting bodices -- struck her as terribly immodest, since she was used to concealing her figure in loose-fitting buckskin and a blanket. The hairstyle was even worse: For the Sioux, "short hair was worn by mourners, and shingled hair by cowards" [i. Zitkala-Sa narrates this cultural conflict in terms of a warrior's struggle because she recognizes the system of white education to be part of the violent destruction of her people and their culture.

She tried to hide on the day her hair was to be cut, but she was found: "I felt the cold blades of the scissors against my neck, and heard them gnaw off one of my thick braids. Then I lost my spirit. At Earlham College, Zitkala-Sa "hid" in her dorm room, "pined for sympathy," and "wept in secret. Zitkala-Sa tells of "the slurs against the Indian that stained the lips of our opponents" and describes "a large white flag, with a drawing of a most forlorn Indian girl on it.

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