People Are Corrupted By Power In Kurt Vonnegut's Letter Home

Isabelle Knockwood’s novel Out of The Depths shines a light on Residential Schools in Canada through the first hand accounts of twenty-seven survivors who attended the Shubenacadie Indian Residential School. Although Knockwood’s compilation of accounts are all from students of one residential school, the treatments and experiences echo the sentiments of students and authors over a much greater area. The affects of Residential Schools have had a lasting impact, affecting communities and individual generations later. Knockwood’s novel is very unique because it voices not only the harsh realities we associate with residential schools, but also personal experiences of appreciation for what the school(s) did. It will be interesting to look at

Our society was fearful of the First Nations, because their culture and beliefs were different from ours. As a result, we penalized them for that and forced innocent children to leave their traditional culture behind and force them into our society. Lyna and Glen’s perspective was about hardship, emotional, psychological and physical trauma. They wanted our society to see and understand what that experience did to their humanity. Throughout the documentary, they focused on the victims, which were the children, resulting in personal biases about the experiences of the residential schools. Through talks in class and readings from the text, they both expressed how inequality has festered through the years in different ways for minority groups, such as the First Nations. From what our society has done, we created “so much mental and emotional suffering” (Pickett, K and Wilkinson, R), as a result from creating these residential schools and forcing assimilation upon the First Nation Children.

Theodore Fontaine is one of the thousands of young aboriginal peoples who were subjected through the early Canadian system of the Indian residential schools, was physically tortured. Originally speaking Ojibwe, Theodore relates the encounters of a young man deprived of his culture and parents, who were taken away from him at the age of seven, during which he would no longer be free to choose what to say, how to say it, with whom to live and even what culture to embrace. Theodore would then spend the next twelve years undoing what had been done to him since birth, and the rest of his life attempting a reversal of his elementary education culture shock, traumatization, and indoctrination of ethnicity and Canadian supremacy. Out of these experiences, he wrote the “Broken Circle: The Dark Legacy of Indian Residential Schools-A Memoir” and in this review, I considered the Heritage House Publishing Company Ltd publication.

8. What does the simile at the end of the first paragraph suggest about the lieutenant?

Joseph Boyden’s novel, Three Day Road tells the story of two Indigenous men named Xavier and Elijah, in the Canadian army in World War II and how their time in it, comes to affect their identities and the rest of their lives. Boyden uses the fates of Xavier and Elijah, their aunt, Niska and Niska’s sister, Rabbit in the face of colonialism to demonstrate the important role of resilience in First Nations culture. Using the chapter entitled, “Kipwahakan (Captive),” where Niska tells Xavier the story of her leaving Residential School, my points are reinforced in the reading on “The Residential School System” found at the Indigenous Foundations. The writer theorizes, that one of the reasons for the discrepancy of cultural attachment within the

Knowledge is power. A power that gives the people their right to have influence in society. Imagine a world where this power was taken away. In Fahrenheit 451 by Ray Bradbury, a fireman named Guy Montag lives in a society some time in the future where a fireman’s job is to burn all books in order to prevent people from trying to revolt against the government with knowledge, and the books are replaced by mindless technology. Montag is originally one of the majority of people who is brainwashed and conforms to this society. After meeting an unusual teenager named Clarisse who introduces him to books, Montag starts to wonder what books are really like. As he begins reading literature, Montag breaks away from the others and becomes one of these non-conformists himself, speaking out against the corrupt society. Many key aspects of the society set up by Bradbury show how technology has destroyed this fictional society and causes readers to notice similarities in today’s real society.

Willing to go to war without knowing the deeper meaning of the situation? That’s what Vonnegut didn’t want to connect with his views. Vonnegut uses tactics to put the readers into a different dimension than the normal approach such as, using literal terms to bring life into a situation that doesn’t normally have light shed upon. Into much simple terms, war does not make boys into men. But it turns into much more devastating results. And depicts how a mature situation can’t turn boys into men but into mentally ill individuals. "He is in a constant state of stage fright, he says, because he never knows what part of his life he is going to have to act in next."(Vonnegut 23). These young

In reflecting on that Wab shared of his father’s experience in the residential school system, information gathered from the text, as well as my own prior knowledge, operated under various religious organizations, in tandem with the Government of Canada, residential schools were one of the methods used to assimilate Aboriginal children into white society (textbook). Tasked with the responsibility to “remove the Indian from the child” such was accomplished through whatever means necessary, whereby come the stories of physical and emotional abuse, in addition placing many children under experiments involving malnutrition (Erin discus). The consequences of such schooling then included, an increased number of generations growing up outside the family environment, these individuals no longer fitting into their Aboriginal communities, yet they are not accepted in

With the passage of the British North American Act in the 1867 and the implementation of the Indian Act in 1876, the “government was required to provide Indigenous youth with an education to integrate them into Canadian society” (Brady 1995). The first residential schools were set up in the 1880s and peaked around the 1920s. After the residential school system was established, children were stripped away from their parents and had no freedom to choose whether they wanted to attend. In these schools heavily controlled by catholic churches, children were forced to pray to whom they had no connection with and forbidden to practice their own culture. The goal was to “convert the children to Christianity and

Residential School’s were introduced back in the 1870’s, they were made to change the way native children spoke their languages and how they viewed their cultures. The residential school system in Canada was operated by the government, where the native children were aggressively forced away from their loved ones to participate in these schools (1000 Conversations). The government had a concept, where they can modernize the native children, aged of three to eighteen and extinguish the aboriginal culture. In the twentieth century the Canadian Public School’s had arrived and had improved treatments than residential schools. In Contrast, the treatments within these schools were both different, whereas Canadian public school students had more freedom than residential school students because children were taken away from their families. However, the treatment in these schools were different and some what similar. Even though Residential schools and Canadian Public schools were similar in some form, there were numerous amounts of differences in how the children were taught, how they were treated and how their living conditions were like throughout these schools.

     Those who write on the human condition are often philosophers who write with convoluted language that few can understand. Kurt Vonnegut, however, focuses on the same questions, and provides his own personal answers with as much depth as that of the must educated philosopher. He avoids stilted language typical of philosophers, using shorter sentences, less complex vocabulary, humorous tangents, and outrageous stories to get his point across. With this style, Vonnegut presents the age-old question "How do we as humans live in this world?" in a manner appealing and understandable to the less educated mass. When offering advice to writers on how to write, Vonnegut said, "Our audience requires us

During the 19th century the Canadian government established residential schools under the claim that Aboriginal culture is hindering them from becoming functional members of society. It was stated that the children will have a better chance of success once they have been Christianised and assimilated into the mainstream Canadian culture. (CBC, 2014) In the film Education as We See It, some Aboriginals were interviewed about their own experiences in residential schools. When examining the general topic of the film, conflict theory is the best paradigm that will assist in understanding the social implications of residential schools. The film can also be illustrated by many sociological concepts such as agents of socialization, class

The narrator’s background of education conflicts with the current situation of war that he is in. The narrator has “graduated in law from St. Petersburg University”, giving him higher ground among soldiers with not only the education he possess but also the moral capacity he has. His fellow soldiers are on the other side of the spectrum in relation to the narrator. They have endured the tragedy of war, giving them vulgar personalities that allows them to express ideas and thoughts with no filter: “go and mess up a lady . . . and you 'll have the boys patting you on the back”. These contrasting personalities and cultures has set up the narrator to get test his singular moral standings to fit in with the other soldiers. Otherwise, the narrator would have to endure embaressing behavior such as: “went over to my little trunk and tossed it out at the gate . . . [and] emitted a series of shameful noises”.

Power can have the persuasive action in undoing the moral ethics of one’s character. This can be seen throughout history, such as World War II and proven by the actions of Napoleon in the allegory, Animal Farm, by George Orwell. As Lord Acton said “Power tends to corrupt and absolute power corrupts absolutely.” In history what was viewed as a villain or wrong doer is never the same as the perception. A leader does not begin wanting to do wrong, they start with the best intentions, but power is a tricky thing, showcased in Animal Farm as Utopian ideals but with failed practices.

This image serves as a reminder of how different Indigenous youth were seen in their traditional ways of life, but also how different the residential school systems forced them to be on a surface level. What the photos do not show is the families that had their children stripped away from them, and the countless children that were forced to leave their families and culture behind. Without background knowledge of this photo as well as context, one might see these ‘before and after’ photos as successful assimilation through residential schools. Thomas Moore Keesick is not a success story; he died as a result of the horrible conditions and treatments faced in the residential school – something the photo does not