A Wall 10 Feet High

"The Border Patrol State," a story written by Leslie Silko, brings to light the immediate problems with border controls and immigration both in the past and in modern day. In her story, she tells tales of specific injustices against her people and those of other cultural backgrounds by authoritative border patrol officers. Ironically, I found her most pressing argument in the last bit of the story, where she mentioned, "It is no use; borders haven't worked, and they won't work, not now, as the indigenous people of the Americas reassert their kinship and solidarity with one another. A mass migration is already under way; its roots are not simply economic." She goes on to say that the Americas are an Indian land, and the "Indian problem" will never go away. I agree with her argument here because of the topics that have been covered in this class over the semester. Referring back to the first session when Columbus was discussed, the Native Americans were "American" first, with diverse cultures, languages, and traditions. The border patrol officers in this story act similarly to European settlers; they are "willing to detain anyone, for no apparent reason." Not only did settlers detain people, but they tore apart vast cultures just as the border patrol officers are tearing apart the bond between the Americas and anyone from outside the country. If America is a free country, a place for opportunity to succeed, the border patrol stations contradict those ideas fully. I stand behind Silko's every argument. Immigrants are not fighting for their lives while crossing the borders of the United States to tear apart our country, destroy our lands, or hinder our economy - they are crossing the border to find opportunity, better their lives and the lives of others, and hopefully mark a footprint on the culture and history of the United States. The last we as citizens and the border patrol as protectors can do is let these Native Americans and people of other cultures have a chance to live the American Dream.

What Would I Carry?

I've never had to think about what I would carry with me had I been in a war-like situation. After reading Tim O'Brien's "The Things They Carried," I was forced to think about the tangibles and even intangibles that I would carry in my rucksack. Of course, men in the story carried objects "varied by mission" as well as necessity, superstition, and rank. Therefore, depending on what section of the military I was placed in, I would carry the proper weaponry or defensive mechanisms like tear gas. I would wear and carry the proper uniform to protect myself from shots or danger. I would always have a canteen with me for water, and if the luxury was there, I would carry around small, flavored tea packets to mix with my water. I would carry a picture of my family, and most importantly, a picture of my hero: my grandmother. The ability to look at those pictures along the way would help me continue on with my treacherous journey. I would also carry pictures of my friends, which would help me to retain memories and laugh at past jokes. I would have to carry with me my lucky charm: my Texas State Volleyball ring, preferably hanging from a necklace. Along in my rucksack would be the necessities, like socks, a raincoat, a tent, canned foods, small bottles of soap, and most importantly, gum or some way of keeping my teeth clean.  I would carry grief for the dead, sorrow, and longing for my family with me at all times - intangibles are just as important as the tangibles are in a situation like war. But, the most important intangible I would carry with me, which I carry with me at all times, is a sense of willpower and determination. In a dark, dreary situation like war, the difference between insanity and a drive to live can be affected by a smile or a positive attitude. 

Living the American Dream - The Wrong Way

The American Dream is a patriotic ethos in which freedom includes a promise of prosperity, success, and independence. Throughout this class, particular readings have followed the message of this dream and certain characters have reached the benefits, but in my opinion, the story of Zitkala-Sa's life and education is not an ideal of the American Dream. Granted, she may have been provided an education and the means to become a "civilized" human being, but the circumstances in which she came upon those benefits is opposite of the "rags to riches" story. Zitkala-Sa was forced by Americans from her native homeland to the "Land of the Red Apples," the location of a White's Manual Labor Institute. There, she was constrained from her national identity and humiliated into assimilating to white behavior. In Native American culture, having long hair was a sign of strength and virtue. "Our mothers had taught us that only unskilled warriors who were captured had their hair shingled by the enemy. Among our people, short hair was worn by mourners, and shingled hair by cowards!" Despite that Native American tradition, she was forced to cut her hair, as she lost her spirit and fell to the extreme indignities. In her school, she felt out of place and on the verge of tears constantly, fearing to venture to understand white culture. At one point, she mentioned "they took their forefingers out of their mouths and pointed at my moccasined feet...this embarrassed me, and kept me constantly on the verge of tears." Therefore, whites at the school indirectly taught Native Americans to assimilate to white culture by poking fun or staring at odd Native American clothes and traditions. Therefore, instead of starting out in the "rags" position and making her way to the American Dream, she was taken from her family, raised forcefully to be civilized, and assimilated to American language and culture in a way that disregarded her own decision making process and image for her life.

The History of Hawaii

"Nor has any people known to history shown a greater reverence and love for their Christian teachers, or filled the measure of a grateful return more overflowingly. And where else in the world's history is it written that a savage people, pagan for ages, with fixed hereditary customs and beliefs, have made equal progress in civilization and Christianity in the same space of time?"


This sentence is my favorite by far after reading "Hawaii's Story" by Queen Lili'uokalani's because it best expresses her initial reaction to U.S. Imperialism. She possesses the utmost respect for her Hawaiian people as they focus greatly on religion and education and the fact that they are grateful and determined beings, regardless of the fact that they started as "savage" natives and modernized in civilization in the same span of time as other cultures that the United States had been in connection with. Regardless of the demoralizing influences that flooded onto the Hawaiian people, they progressed to save and civilize the masses regardless of foreigners and the ruling class that was overexerting their authority.

Questions about Strange Places

After reading the last line of Claude McKay's poem "If We Must Die," I experienced a moment of confusion rather than clarity. This moment could have been considered a sudden aha! moment, which I discussed in my last blog, and I felt persuaded to ask a question about the text. The poem is about a young prostitute, or a dancer, who is "proudly-swaying...and hanging loose about her form" for men and even women in a dance club during the Harlem Renaissance. Yet the speaker that is watching her performance startles the reader by saying," I knew her self was not in that strange place." What did McKay mean by that sentence? Did she mean that the dancer was forced to dance during those times for money? Was she putting on a show for the audience, while deep down she was unhappy? Looking into context, the descriptions of the dancer and the people admiring her in the poem paint the picture of a confident woman with beautiful features and the confidence to flaunt her assets. Plus, looking further into historical instances, the Harlem Renaissance was a time when the African American community developed into a new black identity. My guess for this last line is that this woman is overwhelmed by the developments of history and culture. As the African Americans were gaining more momentum culturally, the prostitution and dance scene probably gained speed as well. Therefore, I assume she became a dancer for money; an innocent young woman who was forced to put herself out there to succeed in the rising times of the Harlem Renaissance. While people were passionately eyeing her body, she may have felt uncomfortable. The one man that looked through her "falsely-smiling face" could have been the only person in the crowd that didn't look at her in sexual envy.

The Aha! Moment

The aha! moment may not be defined conclusively, but it can be described as the moment a reader throws down a book and finally "gets it." In other words, it is advanced state of understanding when a reader finally comprehends the meaning of a book. Both "The Wife of His Youth" and "Learning to Read" are written with the intention to shock readers with deliberate moment of clarity. In "Wife of his Youth," Charles Chesnutt places his moment at the last sentence of his piece, in order to leave readers thinking about what they just read. His last sentence, "Permit me to introduce to you the wife of my youth," completely alters everything the readers had previously expected of the story. When reading the story, I would have never expected that the husband that Liza Jane had been looking for all along was the main protagonist, Mr. Ryder. In retrospect, when Liza approached Mr. Ryder's gate telling the story of her long lost husband and explained her dedication for the past 25 years in looking for her husband, she handed him a picture of her husband, which ended up being a picture of Mr. Ryder. Looking back further, we realize at the point when Mr. Ryder "went upstairs to his bedroom, and stood for a long time before the mirror of his dressing-case, gazing thoughtfully at the reflection of his own face." He planned a grand ball and I assumed he would propose to Miss Dixon, when all the sudden the previous foreshadowing comes into play and we realize he is actually professing his deep affections for the wife of his youth, Liza. In "Learning to Read" by Frances E. W. Harper, the first few stanzas are written to influence the readers to believe that the old slave woman never learned to read or had access to education. She tells stories of a man "who greased the pages of his book, and hid it in his hat." She also mentions that "knowledge didn't agree with slavery - 'twould make us all too wise." Based on these first few examples, we know that slaves were not given the opportunity to learn to read and write and that very few slaves took the necessary steps to learn that ability. As a turning point in the story, the last few stanzas suddenly direct readers in a different direction in which she says she "never stopped till I could read, vthe hymns and the testament," from the Bible. From that point on, the reader knows she went to great lengths to learn to read and that her descriptions of slaves at the forefront of the play did not describe her passion for learning. 

Contemporary Connection

Between 1865 and 1914, the United States needed to make post-Civil War decisions that would develop the country into a world power, like how to unite the North and the South, how to handle racist segregation, and how to industrialize the economy. During the Gilded Age, developments in technology transformed every aspect of life in the United States. A host of new inventions were introduced between 1865 and 1914, like the typewriter, radio, motion picture, and publishing. With these new methods of technology, the United States emerged as a world power. In comparison with the 21st century, the development of technology correlates directly with the whirlwind emergence of Apple. The company came out of the clouds and introduced products that have taken over the world. Steve Jobs first introduced the iPod and developed from there the iPhone, iMac, and iPad, each of which are updated every few months to even more technological advancements. The legacy of Steve Jobs brought the United States into a world market, as citizens of countries all over the world started ordering iPhones and iMacs, bringing others together to celebrate an advancement more powerful than any seen during the Gilded Age. As Thomas Edison was hailed as the "English Wonder of the World" during the Gilded Age, Steve Jobs deserves to be coined the newest "Wonder of the World." Yet, during the Gilded Age, the advancements in technology, one of the more popular early American literary device, poetry, didn't exactly benefit from industrialization. Many poets that had been popular before saw a diminishing role in magazines and newspapers. Similarly, because of the advancements in technology in the 21st century, newspapers and magazines are seeing a less important role in culture. By using the iPhone or iMac, digital newspapers and magazines or newspapers on iPhone applications have attracted audiences all over the world. Instead of waiting daily for a magazine which is a hassle to read, audiences can press a few buttons on their technological devices and find news at any time, anywhere. In the end, technological advancements in the Gilded Age helped the United States become the world power it is today.