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Friday, March 19, 2010

As Long as the Rivers Flow by Larry Loyie


Loyie, L. and Brissenden, C. (2002). As long as the rivers flow. Toronto, Ontario: Groundwood Books.

Summary:

As Long as the Rivers Flow is a semi-autobiographical tale of Larry Loyie’s experiences living in Alberta the summer before he is sent to a residential school. The book shows Lawrence’s love of his family, heritage, the land, and the animals. Lawrence helps save an owlet, spends time with his family and comes face to face with a bear. It also portrays the hardship and the sense of loss that the young children and their parents went through while the children were forced to attend these schools.

Advisory Information:

Themes:

a. Loss and Estrangement: The latter part of the book, takes on a more serious note, outlining what Larry went through during and following his stay at the residential school in Alberta.

b. Cultural Values: The book shows how First Americans treated the land and animals in the story. While out in the forest, Lawrence and his kokom encounter a bear. When the bear dies, Lawrence tells us how his kokom respects the bear’s spirit as well as how the bear will provide support for the village.

c. Importance of Family: Family dynamics is also an important aspect of this story. Lawrence is has a close relationship with his mother and father as well as his grandparents.

Age Recommendation:

I would recommend this book for older intermediate readers, aged 8-12.

Other Information:

This book was illustrated by Heather D. Holmlund.

Along with Larry Loyie, Constance Brissenden, Larry’s partner, helped write this book.

Winner of the 2003 Norma Fleck Award for Canadian Children's Nonfiction.

Reaction:

I was taken with the overall mood of this story. Understandably there is a sadness that prevails throughout the story, especially if one reads the Epilogue documenting Larry’s experiences. Compared to Shi-shi-etko, I think this story was better at examining the heartbreak that families went through when children were taken away to the residential schools.

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