Shi-shi-etko by Nicola I. Campbell

Campbell, N. I. (2006). Shi-shi-etko. Toronto, Ontario: Groundwood Books.

Summary

Shi-shi-etko is the story of a young girl and how she spends her last four days before she is forced to go to an Indian Residential School. She counts down each day, and spends her time with family members. Together they remember how her culture emphasizes a love of family and nature.

Advisory Information:

-Themes:

a. Discrimination: The underlying theme of the book is Canada’s discriminatory laws which required native children to attend an Indian Residential School.

b. Importance of Family: Shi-shi-etko is allowed to visit her family in the days before she will be forced to attend a residential school. Each family member spends time with her, stressing important lessons so that she will not forget.

c. Importance of Culture: Shi-shi-etko’s family encourages her to remember her past by singing songs, recalling the uses of plants, and even maintaining cultural activities like canoeing.

d. Importance of Nature: Shi-shi-etko has a respect for nature, and even treasures the gifts she finds as remembrance of her home.

-Age Recommendation:

I think that young school age children would appreciate this story. While younger children would enjoy the pictures, students from kindergarten to 3rd grade would understand what going to school would mean, and being away from your family.

-Other Information:

The pictures were created by Kim LaFave.

Shi-shi-etko was a finalist for the 2006 Ruth Schwartz Children’s Book Award, the 2006 TD Canadian Children’s Literature Award and the 2006 Marilyn Baillie Picture Book Award and was the co-winner of the 2006 Aboriginal Children’s Book of the Year Award.

Reaction:

For me the introduction was the most important aspect of this book. Without this page, it would be difficult for readers to understand the social context of Indian Residential Schools and their impact on Canada. With the foreknowledge of the introduction, the picture book becomes so much more than just going away to school. The reader is able to understand why the child is remembering her home.

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.