Response to Danielle Hecker's Blog: Interrogation Addiction

While reading Leslie Silko's "Border Patrol State," I was so appalled to learn how Border Patrol officers abuse their power and mistreat innocent Americans. Previous to reading Ms. Silko's essay, I had very little knowledge regarding the discriminatory actions of Border Patrol officers and how violent these situations could become. As I was reading her story, I found myself truly getting angry and feeling ashamed that this happens in our country; a country that promotes it's acceptance of diversity and proclaims freedom for all its people. Though I have no personal experiences relating to mistreatment or witnessing mistreatment at the hands of Border Patrol, I was surprised to learn of my classmate, Danielle's, experience when traveling to New Mexico for a dance convention. The fact that Border Patrol let a TCU Charter bus pass through simply because the driver was white supports Danielle's claim that "Border Patrol officers probably are more prone to asking colored people to 'step out' or strip down for the officers or to have dogs search their trunks." Based on the incident described in Ms. Silko's essay, in which Border Patrol put a cocked revolver to the head of a Mexican-American football coach transporting his team to or from a game, I wonder what would have happened to the TCU Charter bus had the driver not been white. I also like how Danielle related the issues with Border Control to the discrimination occurring on behalf of the TSA. I think that power-abusing, discriminatory actions occur just about anywhere and that the TSA and Border Control are just two examples of it that are getting a great deal of attention. As long as people hold prejudices against others, discrimination is going to happen. Based on Danielle's testimony and Ms. Silko's assertions in "Border Patrol State," I agree with Ms. Silko's argument that inappropriate action against people of color at the hands of Border Control is the case far too often; that it is "an everyday occurrence." Ms. Silko also made an important statement in her essay that I agree with and greatly admire: "Deep down the issue is simple: the so-called Indian Wars from the days of Sitting Bull and Red Cloud have never really ended in the Americas...The Indian people of southern Mexico, of Guatemala, and those left in El Salvador, too, are still fighting for their lives and for their land against the cavalry patrols sent out by the governments of those lands. The Americas are Indian country, and the 'Indian problem' is not about to go away." I find a lot of truth in this statement and greatly admire Silko for making it. I agree that the concept of Border Control isn't just working to keep our nation safe, but that it also reinforces deeply rooted prejudices in our nation's history, such as the idea of an "Indian Problem," and continues to create hardship for those that have already suffered greatly in our nation's past on behalf of Anglo Americans.

"The Things They Carried" Reflection

Contemplating what I would carry if I were a soldier in Lieutenant Jimmy Cross’ unit, the list of both tangible and intangible things I would carry with me seems too massive to describe. The necessities, such as food, water, weapons, first aid kit, and clothing, I won’t describe in detail, as this doesn’t differ much from any other person. However, tangible things I would carry, or “hump” as O’Brien calls it in The Things They Carried, that are specific to me are a journal, photographs of my loved ones, letters from my loved ones, a book of my favorite poems, and a locket my mother gave me when I was very young. I would carry a journal with me because journaling has always been a great way for me to express my emotions and helps me to relieve stress. It would also be important for me to document my time during the war because it could be an important literary source later on, as it would be a first hand perspective on the Vietnam War. Carrying letters and photographs of my loved ones would give me some hope and would be my light in the face of death, destruction, and great sorrow. The locket would be a reminder of my family’s love for me and would help me to feel connected to them over the great distance we are separated. The book of poetry would be a source of inspiration and strength for me, and would be a tangible means of escape for me when I felt like I would need it.

The intangibles I would carry would be hope, fear, anxiety, memories of the past, uncertainty for the future, sorrow, and guilt for lives lost on my account. I can’t even begin to imagine the fear and anxiety I would carry as a soldier, knowing any moment could be my last. I would constantly wonder if I were to have a future beyond the war; if I was going to survive. Memories of the past would be my escape from the circumstances, and the guilt I would carry for those souls that died by my hand would be great. I imagine I would carry a vast array of emotional baggage that someone who has never experienced war could ever contemplate. In The Things They Carried, O’Brien expresses that soldiers carried a great deal of weight on their backs, but the emotional baggage, I can imagine, would be so much heavier. I know that if I were in their position, the emotional baggage would be almost too much to bear.

Response to Olivia's post: Living the American Dream-- The Wrong Way

After reading Zitkala-Sa's essay "The School Days of an Indian Girl," I would have to say that I agree with Olivia's opinion that Zitkala-Sa's story is certainly not one of the American Dream coming true.
The American Dream as an ideal is not culture specific and American perceptions regarding the achieval of this ideal should be relative to the culture and beliefs of the individual. As Olivia stated in her blog, "The American Dream is a patriotic ethos in which freedom includes a promise of prosperity, success, and independence." For Zitkala-Sa, the ways in which she perceived independence, success, and prosperity were very different from the perceptions of her white peers and those who taught and attended the Quaker boarding school she was sent to in her youth. This is specifically illustrated when Zitkala-Sa describes her first couple of days in the "Land of the Red Apples." Although white Americans perceived sending Zitkala-Sa to school as a great opportunity for her to prosper, Zitkala-Sa felt like freedom had been stripped away from her and that she was not free to be her best self: "And though my spirit tore itself in struggling for its lost freedom, all was useless" (430). Zitkala-Sa becoming "civilized" and being forced to disregard and devalue important aspects of her culture indicate that the Anglo American perception of the American Dream was flawed and excluded differing ideas and cultural values. As Olivia stated in her blog, Zitkala-Sa's story is not a "rags to riches" story, but a story of marginalization and the misconceptions of what the American Dream entails.Therefore, because Zitkala-Sa was not given the opportunity to achieve the American Dream in a way in which she could remain true to herself and her values, her becoming educated and adapting to white culture cannot be viewed as an achieval of the American Dream.

Hawaiian Autonomy

After reading Liliuokalani''s book, Hawaii's Story by Hawaii's Queen, I would have to say that my favorite sentence of the work is actually the last one found in Chapter 57: "As they deal with me and my people, kindly, generously, and justly, so may the Great Ruler of all nations deal with the grand and glorious nation of the United States of America." This sentence particularly stood out to me because underneath the simplicity of the sentence resonates great power. While the sentence in plain language can be interpreted as peaceful and a blessing to the United States by readers, the voice of the speaker underneath the surface meaning is bitter, allowing the sentence to be interpreted as a warning to readers. Liliuokalani's use of Christian ideology ("Great Ruler of all nations") and pervasive, glorifying language used in reference to America and its grandeur (glorious, justly, kindly) appeals to American readers reading her book, but also warns readers of the divine and/or colossal consequences of unjust actions taken against Hawaii's people. This clever entendre illustrates the power of the language utilized by Liliuokalani and the large impact one simple sentence can have on persuading others.

The "Awful Sin" in McKay's "The Lynching"

After reading and reflecting on Claude McKay's poetry, I found that I was most impressed, but also perplexed by McKay's poem "The Lynching." Most particularly, I am confused by the meaning behind line 4 in which McKay states in context to an African American man being lynched, "The awful sin remained still unforgiven" (707). What is this sin in which McKay is referring to? McKay doesn't allude to the man having committed any sort of crime or wrong and doesn't include any kind of description of the man in the poem. Adding to my confusion is the footnote below the poem that states that the first four lines of the poem allude to the crucifixion of Christ. What does this context mean in reference to the lynchings that occurred in the South? After reading the poem again, I noticed another curious aspect of the poem in the first two lines; the word spirit is capitalized and the word father, referring to God, is not: "His Spirit in smoke ascended to high heaven./ His father, by the cruelest way of pain,/ Had bidden him to his bosom once again" (707). What is the meaning behind this use of capitalization and how does it explain line 4 of the poem? After some thought and taking all of these aspects of the poem into account, I think perhaps that the "awful sin" mentioned in line 4 is referring to the Biblical sin of mankind or is actually not referring to a particular sin at all and is merely using this phrase as a way to express cynicism and the irony behind lynching people for the color of their skin alone. I think that the "awful sin" could be the Biblical sin of mankind due to the fact that the first four lines are referring to the crucifixion of Christ and that McKay seems to be drawing parallels between Jesus and the lynched man of the poem. Although this could be McKay's intention, I tend to think that the "awful sin" is alluding to McKay's cynicism and the irony of skin color being a "sin." This interpretation makes sense in context to the rest of the poem as McKay's choice not to capitalize father could be seen as disrespectful and shows a bitterness towards God. His bitterness is also reflected in lines 6 and 7, as the "star" (God) that had been guiding the lynched man "gave him up at last to Fate's wild whim" (708). Whether the "awful sin" is interpreted as the sin of mankind or as an expression of irony, McKay's poem powerfully reflects the horrors of lynching and expresses the author's questioning faith in the face of great injustice and tragedy.

Aha!

After reading Frances Harper’s poem “Learning to Read” and Charles W. Chesnutt’s “The Wife of His Youth,” my Aha! Moment came through realizing the significance of education on class/social distinctions for those of African heritage after the Civil War. I read “Learning to Read” first and was most effected by the last stanza of Harper’s poem, which reflects the effects and benefits of receiving an education, as Aunt Chloe requires a cabin after learning to read: “Then I got a little cabin/ A place to call my own--/ And I felt independent/ As a queen upon her throne.” I realized the significance of this connection, but felt that I hadn’t arrived at an Aha! Moment, so I continued onto Chesnutt’s short story. While reading “The Wife of His Youth,” one quote considerably stood out to me and continued to stay with me after finishing the story. Mr. Ryder, the main character and leader of the Blue Veins society, states his theory regarding climbing the social ladder as a man of mixed ethnicity:

“’I have no race prejudice,’ he would say, ‘but we people of mixed blood are ground between the upper and the nether millstone. Our fate lies between absorption by the white race and extinction in the black. The one doesn't want us yet, but may take us in time. The other would welcome us, but it would be for us a backward step. 'With malice towards none, with charity for all,' we must do the best we can for ourselves and those who are to follow us. Self-preservation is the first law of nature’” (56-57).

Even after finishing the story and learning that Mr. Ryder was the husband of the old woman, the above quote lingered and stood out to me more than the surprising finish to the story. I sat and thought about the quote and came to realize that I had never before thought about those of mixed heritage during the Restoration. What kind of a position were they to occupy in a society that had previously divided its citizens into the categories of white or colored? I have come to realize that those of mixed heritage would be in a kind of limbo in society during this time period and would be ostracized from both communities due to lingering prejudices and resentments.  Then, I further came to understand the importance and impact of education for those of African heritage that had been enslaved or were denied the opportunity of education before the end of the Civil War. For those of “mixed blood” as Mr. Ryder says in the above quote, an education would be the means for them to climb the social ladder and further separate themselves from the history and prejudice against their ancestors. This idea is reflected in what Mr. Ryder says to the old woman regarding her estranged husband: “"Perhaps he's outgrown you, and climbed up in the world where he wouldn't care to have you find him” (59).  Upon this realization, I further concluded that by having Mr. Ryder accept his past through recognizing and accepting his former slave wife of years before, Chesnutt is sending readers of mixed heritage the message that they should not forget their roots, but embrace them. Chesnutt is also stating that those of mixed heritage that have had greater opportunities for education should be more inclusive of those of African ancestry that have not had the same opportunities, as it will help those at the bottom of the social ladder to gain more ground. This is alluded in his use of Lincoln’s infamous quote from his Second Inaugural Address, “With malice towards none, with charity for all” (1375). This quote would particularly effect readers and encourage them to heed Chesnutt’s advice. The economic benefits and feelings of great accomplishment in gaining an education are illustrated in the last stanza of Harper’s poem and further emphasize the impact of education on social class for African Americans before the end of the Civil War.

Print Culture Across the Gilded Age and the 21st Century

During the American Gilded Age, “developments in technology…transformed virtually every aspect of life” (22). Inventions such as the radio, telegraph, and car were just a few of the technologies that emerged, changing American culture forever. Among the groundbreaking technologies of the Gilded Age were advances in print and publishing, including the automated printing press and the linotype machine. The effects of these advances on print culture were great, as the demand for printed materials grew with the new ease of circulation and production of literary material (23). Today in the 21^st century, I would argue that our nation is going through another period of great technological development that is greatly impacting Americans and what we have known to be the American way of life. In modern times, print culture is again changing dramatically, both in positive and negative ways, due to the expanse of new technologies in print. With the emergence of the e-book, IPad, and Kindle, people now have access to literature like never before and traditional methods of publishing are being threatened. Newspapers and magazines thrived in the Gilded Age, but are suffering in the 21^st century where information circulates faster and more efficiently through the Internet than through print. Newspaper, magazine, and book publishers are now adapting to this new change in print culture by making their stories and works available on the Internet and through purchase on electronic reading devices. In the past, technology has always impacted print culture for the better. For the first time in American history, we have reached a point where our technological advances have become so great that print culture is beginning to see its negative impacts. However, with these new technologies of the 21^st century, like in the Gilded Age, authors are becoming more widely read with the increase of distribution. While automotive technologies increased the breadth of distribution in the Gilded Age, electronic reading devices and the Internet have now made it possible for people to read practically anything and any author of their choosing with the push of a button. Consequentially, authors are given more opportunities for success and recognition and readers have more reading material available to them. In both the Gilded Age and in the 21^st Century, print culture has been dramatically impacted by new technologies and has expanded its audience through greater means of circulation, sustaining the notion that America is a nation of readers.