Mary Rowlandson free essay sample

Carissa DiPietro Professor Ginsburg LIB133. G Exam 1 Essay A 892 Words Through metaphorical analysis of Shakespeare’s â€Å"The Tempest,† Takaki shows how in each geographical area Caliban was perceived as a different race, supporting the idea that the entire foundation of the English’s definition of â€Å"savagery† was not universally based on race but rather the gap in cultural identity and the judging parties own beliefs on what is â€Å"civilized. Takaki analyzes the demonization of the Indians and interprets this as being based upon the natural inability of humans to understand and appreciate those who are unlike themselves. He essentially expresses that the Indians are not, as a whole and based exclusively upon race, â€Å"savages,† but rather a people misunderstood by a culture different than their own. In presenting his interpretation of events in the 1670’s to the reader, Takaki references the captivity narrative of Mary Rowlandson. Takaki utilizes Rowlandson’s first person account of the events in order to support his interpretation based on dual-sidedness of Rowlandson’s account. We will write a custom essay sample on Mary Rowlandson or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Though Rowlandson did, throughout her narrative, reinforce negative stereotypes of the Indians, she also gave credit where it was due; her stories acknowledge the humanity of the Indians. Essentially, Rowlandson’s account highlights that the Indians were people too, though a people of a different culture and spiritual background than the English were familiar with. Rowlandson begins her narrative with harshly worded judgments of the Indian people. She exclaimed, when discussing her first departure with the Indians, â€Å"†¦Away we must go with those barbarous creatures† (Rowlandson 22). Rowlandson does carry these judgments on throughout much of the narrative; however, she soon begins to acknowledge the kindness of several Indians as well. During the second remove, Rowlandson tells the reader, â€Å"One of the Indians carried my poor wounded babe upon a horse†¦ at length I took it off the horse and carried it in my arms till my strength failed and I fell down with it: Then they set me upon a horse with my wounded child in my lap† (Rowlandson 23). She again exemplifies the kindness of the Indians towards her and her child when she shares that after the child’s death â€Å"they went and showed me where it was, where I saw the ground was newly digged and there they told me they had buried it† (Rowlandson 26). The Indians had not just left the child out in the wilderness to be destroyed by animals, nor harmed it in any way. These displays of humanity support Takaki’s claim that â€Å"Rowlandson’s observations, acknowledging the humanity of the Indians, offered possibilities for the English to understand, even empathize with, the people they were dispossessing† (Takaki 44). Rowlandson did not stop there; however. Not only did she continue to exemplify the humanity of the Indians [for example, when her son’s dame brought him to see her while the dame’s master was away (Rowlandson 26) or when an Indian from Medfield â€Å"asked if I would have a bible†¦ I was glad of it, and asked him, whether he thought the Indians would let me read? e answered yes† (Rowlandson 27)] but actually began to outline a relationship that she was forming with the Indians later in her journey. When she was weeping in the eighth remove, one of them asked her why she was upset and gave her food to comfort her (Rowlandson 30). This establishment of a relationship led to a meeting with K ing Philip whom asked that she create some clothing for his son. Soon, many Indians were asking for Rowlandson’s seamstress services and out of this a mutual respect was born. Rowlandson indicates this to the reader when she discusses the twentieth remove. She states, â€Å"But to return again to my going home†¦ At first they were all against it†¦ but afterwards they†¦ seemed much to rejoice in it; some asked me to send them some bread, others some tobacco†¦ not one moving hand or tongue against it† (Rowlandson 31). After establishing a relationship with Rowlandson the Indians wished the best for her. They did not care to hold her captive any longer. In this they showed her a valuable lesson that Takaki attempts to instill in the reader through chapter two. Rowlandson states in her last sentences of her narrative, â€Å"I hope I can say n some measure, as David did, It is good for me that I have been afflicted. The Lord hath showed me the vanity of these outward things† (Rowlandson 34). Here Rowlandson leaves the reader with the idea that because of what she had gone through she could not only better understand another people and another culture, but also better understand herself. She could relate to the struggles of others and became a more empathic person. It is this value that Takaki attempts to instill in his reader throughout his novel.