In her essay, “The Disappearance of the Ten,” Layli Long Soldier explores the disappearance of ten Lakota men from the Pine Ridge Indian Reservation in 1975, and the subsequent investigation into their disappearance. Through her summary and analysis of this event, Long Soldier sheds light on the ongoing injustices faced by Indigenous communities in the United States.
Background Information
Layli Long Soldier is a Native American poet and writer who was born in 1980 in South Dakota. She is a member of the Oglala Sioux Tribe and grew up on the Pine Ridge Reservation. Soldier is known for her work that explores the complexities of Native American identity and history. In her poem “The Disappearance of the Ten,” Soldier delves into the story of ten Native American children who were taken from their families and sent to a boarding school in Pennsylvania in the late 1800s. The poem is a powerful commentary on the devastating effects of colonialism and the ongoing struggle for Native American rights and recognition.
Overview of ‘The Disappearance of the Ten’
“The Disappearance of the Ten” is a compelling and thought-provoking work of fiction by Layli Long Soldier. The story revolves around the disappearance of ten Native American women from a reservation in South Dakota. The novel explores the themes of identity, loss, and the impact of colonialism on indigenous communities. Through the use of multiple perspectives and timelines, Long Soldier weaves a complex and nuanced narrative that challenges readers to confront the harsh realities of life on a reservation. In this article, we will delve deeper into the plot and themes of “The Disappearance of the Ten” and explore the ways in which Long Soldier’s work sheds light on the ongoing struggles faced by Native American communities in the United States.
The Poem’s Structure
The structure of Layli Long Soldier’s poem, “The Disappearance of the Ten,” is unique and complex. The poem is divided into ten sections, each representing one of the ten Native American children who were taken from their families and sent to the Carlisle Indian Industrial School. Each section is further divided into smaller subsections, with each subsection containing a different voice or perspective. This structure allows for a multifaceted exploration of the themes of loss, identity, and cultural erasure. The use of repetition and variation throughout the poem also adds to its overall impact and emotional resonance. Overall, the structure of “The Disappearance of the Ten” is a testament to Long Soldier’s skill as a poet and her dedication to telling the stories of those who have been silenced.
Analysis of the First Stanza
The first stanza of Layli Long Soldier’s poem, “The Disappearance of the Ten,” sets the tone for the rest of the piece. The stanza begins with a description of the ten individuals who have disappeared, stating that they were “ten who were taken.” The use of the word “taken” implies that they were not willing participants in their disappearance, adding a sense of tragedy to the situation.
The stanza then goes on to describe the setting in which the disappearance occurred, stating that it was “in the night, in the dark.” This further emphasizes the sense of mystery and danger surrounding the event. The use of repetition in the phrase “in the night, in the dark” also adds to the ominous tone of the stanza.
Overall, the first stanza of “The Disappearance of the Ten” effectively sets the stage for the rest of the poem, creating a sense of unease and intrigue that draws the reader in.
Analysis of the Second Stanza
The second stanza of Layli Long Soldier’s poem, “The Disappearance of the Ten,” delves deeper into the theme of erasure and the loss of identity. The stanza begins with the line, “They were ten, now they are none,” which immediately sets the tone for the rest of the stanza. The use of the word “none” emphasizes the complete disappearance of these individuals and the erasure of their existence.
Long Soldier then goes on to describe the ten individuals who have disappeared, highlighting their unique qualities and identities. She writes, “One was a mother, one a father, one a sister, one a brother,” emphasizing the familial relationships that have been lost. The use of specific familial titles also adds a personal touch to the poem, making the disappearance of these individuals all the more tragic.
The stanza ends with the line, “Their names were erased, their faces forgotten,” which further emphasizes the theme of erasure. The erasure of their names and faces not only erases their individual identities but also erases their place in history. This line also highlights the importance of remembering and honoring those who have been lost, as their erasure from history is a form of violence and injustice.
Overall, the second stanza of “The Disappearance of the Ten” is a powerful commentary on the erasure of identity and the importance of remembering those who have been lost. Long Soldier’s use of specific details and familial relationships adds a personal touch to the poem, making the disappearance of these individuals all the more tragic.
Analysis of the Third Stanza
The third stanza of Layli Long Soldier’s poem, “The Disappearance of the Ten,” is a powerful and emotional section that delves deeper into the personal experiences of the Native American children who were taken from their families and forced to attend boarding schools. The stanza begins with the line, “We were told to forget our language,” which highlights the cultural erasure that occurred in these schools. The children were stripped of their identities and forced to assimilate into white American culture.
Long Soldier’s use of repetition in this stanza is particularly effective in conveying the trauma and pain experienced by these children. The phrase “We were told” is repeated multiple times, emphasizing the authority and power of the white educators who controlled every aspect of the children’s lives. The repetition also creates a sense of helplessness and oppression, as the children were unable to resist or fight back against the forced assimilation.
The stanza ends with the haunting line, “We were told to forget our names,” which speaks to the ultimate goal of the boarding schools: to erase the Native American identity entirely. By forcing the children to abandon their language, culture, and even their names, the schools aimed to create a generation of assimilated Native Americans who would no longer pose a threat to white American dominance.
Overall, the third stanza of “The Disappearance of the Ten” is a powerful and poignant section that highlights the devastating impact of the boarding school system on Native American communities. Long Soldier’s use of repetition and vivid imagery creates a sense of urgency and emotion that is impossible to ignore.
Analysis of the Fourth Stanza
The fourth stanza of Layli Long Soldier’s poem, “The Disappearance of the Ten,” is a powerful and poignant reflection on the impact of colonialism on Native American communities. The stanza begins with the line, “We are the ones who have been disappeared,” which immediately draws attention to the erasure of Native American voices and experiences from mainstream narratives.
Long Soldier goes on to describe the ways in which Native American communities have been systematically oppressed and marginalized, from the forced removal of children from their families to the destruction of sacred sites and traditions. She also highlights the ongoing struggle for recognition and justice, as Native Americans continue to fight for their rights and sovereignty.
One of the most striking aspects of the fourth stanza is Long Soldier’s use of repetition, particularly in the lines “We are the ones who have been disappeared” and “We are the ones who have been erased.” This repetition emphasizes the ongoing nature of the erasure and oppression faced by Native Americans, and underscores the urgency of the fight for recognition and justice.
Overall, the fourth stanza of “The Disappearance of the Ten” is a powerful and moving reflection on the impact of colonialism on Native American communities, and a call to action for all those who seek to support and uplift these communities.
Analysis of the Fifth Stanza
The fifth stanza of Layli Long Soldier’s poem “The Disappearance of the Ten” is a powerful and poignant reflection on the impact of colonialism on Indigenous communities. In this stanza, the speaker describes the “ten” who have disappeared as “our grandmothers, our grandfathers, our aunties, our uncles, our cousins, our sisters, our brothers, our children, our babies, our future.” This list of familial relationships emphasizes the deep and lasting effects of the loss of these individuals on the community as a whole.
The stanza also includes a reference to the “white man’s law,” which is described as having “taken them away.” This phrase highlights the role of colonialism and the imposition of Western legal systems in the forced removal of Indigenous people from their communities. The use of the possessive pronoun “our” throughout the stanza further emphasizes the connection between the disappeared individuals and their Indigenous community, and underscores the ongoing trauma and grief that result from their loss.
Overall, the fifth stanza of “The Disappearance of the Ten” is a powerful reminder of the ongoing impact of colonialism on Indigenous communities, and the importance of acknowledging and addressing this history in order to move towards healing and reconciliation.
Analysis of the Sixth Stanza
The sixth stanza of Layli Long Soldier’s poem, “The Disappearance of the Ten,” is a powerful and poignant reflection on the impact of colonization on Native American communities. In this stanza, the speaker describes the loss of language and culture that has occurred as a result of the forced assimilation of Native Americans into mainstream American society. The stanza begins with the line, “We lost our words,” which immediately sets a tone of sadness and loss. The speaker goes on to describe how the language of their ancestors has been replaced by English, and how this loss has had a profound impact on their sense of identity and connection to their heritage. The stanza ends with the haunting line, “We are the disappeared,” which speaks to the erasure of Native American culture and history that has occurred over the centuries. Overall, the sixth stanza of “The Disappearance of the Ten” is a powerful reminder of the ongoing struggle for Native American rights and recognition, and the importance of preserving and celebrating their unique cultural heritage.
Analysis of the Seventh Stanza
The seventh stanza of Layli Long Soldier’s poem, “The Disappearance of the Ten,” is a powerful and emotional section that delves into the personal experiences of the speaker. In this stanza, the speaker describes the pain and trauma of losing loved ones to violence and war. The use of repetition in the lines “I lost my brother / I lost my sister / I lost my father / I lost my mother” emphasizes the magnitude of the loss and the universality of the experience. The stanza also touches on the theme of identity and the impact of loss on one’s sense of self. The line “I lost my language” speaks to the erasure of culture and heritage that can occur in times of conflict and displacement. Overall, the seventh stanza is a poignant and thought-provoking section of the poem that highlights the human cost of violence and war.
Themes Explored in the Poem
One of the main themes explored in Layli Long Soldier’s poem “The Disappearance of the Ten” is the idea of loss and erasure. The poem centers around the disappearance of ten Native American children who were taken from their families and forced to attend boarding schools in the late 1800s and early 1900s. Through her use of language and imagery, Long Soldier highlights the devastating impact of this cultural genocide on Native communities and the ongoing struggle to reclaim and preserve their history and identity. Another important theme in the poem is the power of memory and storytelling. Long Soldier emphasizes the importance of remembering and honoring the experiences of those who have been silenced and erased from history, and the role that poetry and other forms of creative expression can play in preserving and sharing these stories. Overall, “The Disappearance of the Ten” is a powerful and thought-provoking exploration of the ongoing legacy of colonialism and the importance of reclaiming and celebrating marginalized voices and histories.
The Significance of the Title
The title of Layli Long Soldier’s poem, “The Disappearance of the Ten,” holds significant meaning in understanding the themes and messages conveyed throughout the piece. The word “disappearance” suggests a sudden and unexplained absence, leaving room for interpretation and speculation. The number “ten” also holds symbolic weight, representing completeness and wholeness. Together, the title hints at a loss of something essential and complete, leaving the reader to question what has been lost and why. As the poem unfolds, the significance of the title becomes clearer, revealing a powerful commentary on the erasure of Native American culture and history.
The Role of Language in the Poem
In Layli Long Soldier’s poem “The Disappearance of the Ten,” language plays a crucial role in conveying the complex emotions and themes of the piece. The use of both English and Lakota language highlights the tension between the two cultures and the struggle for Native Americans to maintain their language and culture in the face of colonization. The repetition of certain phrases, such as “I am not a citizen of the United States,” emphasizes the speaker’s identity and the political implications of language. Additionally, the use of imagery and metaphor in the poem adds depth and complexity to the language, allowing the reader to fully immerse themselves in the emotions and experiences of the speaker. Overall, the language in “The Disappearance of the Ten” serves as a powerful tool for exploring the themes of identity, culture, and resistance.
Long Soldier’s Use of Imagery
Long Soldier’s use of imagery in “The Disappearance of the Ten” is both powerful and poignant. Throughout the poem, she employs vivid and evocative language to convey the emotional weight of the story she is telling. One particularly striking example of this is her description of the missing men as “ghosts / of themselves, / their shadows / still walking.” This image is haunting and unsettling, emphasizing the sense of loss and absence that permeates the poem. Similarly, Long Soldier’s use of the metaphor of the “black hole” to describe the void left by the missing men is both apt and effective. Overall, Long Soldier’s skillful use of imagery adds depth and resonance to her already powerful poem.
The Poem’s Historical Context
The poem “The Disappearance of the Ten” by Layli Long Soldier was written in response to the forced removal of ten Indigenous children from the Cheyenne River Indian Reservation in South Dakota in 1978. This event was part of a larger pattern of forced removals of Indigenous children from their families and communities, known as the Indian Adoption Project. The project was a government-sponsored program that aimed to assimilate Indigenous children into white American culture by placing them in non-Indigenous homes. The program was highly controversial and has been criticized for its devastating impact on Indigenous communities and families. Long Soldier’s poem is a powerful reflection on the trauma and loss experienced by Indigenous communities as a result of these policies. It is a reminder of the ongoing struggle for Indigenous rights and the importance of acknowledging and addressing the historical injustices that continue to shape our society today.
Long Soldier’s Writing Style
Long Soldier’s writing style is characterized by its precision and attention to detail. She is a master of language, using words to create vivid images and convey complex emotions. Her writing is both lyrical and straightforward, with a keen sense of rhythm and pacing. Long Soldier’s work is deeply personal, exploring themes of identity, history, and memory. She is unafraid to tackle difficult subjects, and her writing is often raw and honest. Overall, Long Soldier’s writing style is a testament to her skill as a writer and her commitment to telling important stories.
Reception and Criticism of the Poem
Layli Long Soldier’s poem “The Disappearance of the Ten” has received both praise and criticism since its publication. Some readers have lauded the poem for its powerful exploration of the forced removal of Native American children from their families and communities. Others, however, have criticized the poem for its fragmented structure and lack of clear narrative. Despite these differing opinions, it is clear that “The Disappearance of the Ten” has sparked important conversations about the ongoing legacy of colonialism and the need for reconciliation between Indigenous and non-Indigenous peoples.
Long Soldier’s Impact on Native American Literature
Long Soldier’s impact on Native American literature cannot be overstated. Her work has brought attention to the often-overlooked experiences of Native Americans and has given a voice to those who have been silenced for far too long. Through her writing, Long Soldier has challenged the dominant narratives surrounding Native American history and has offered a new perspective on what it means to be Native American in the modern world. Her work has inspired a new generation of Native American writers and has helped to create a vibrant and diverse literary community. As we continue to explore the rich and complex history of Native Americans, Long Soldier’s contributions will undoubtedly play a crucial role in shaping our understanding of this important and often misunderstood culture.