History Lesson by Jeanette Armstrong Poem Lines

Out of the belly of Christopher’s ship

a mob bursts

Running in all directions

Pulling furs off animals

Shooting buffalo

Shooting each other

left and right

Father mean well

waves his makeshift wand

forgives saucer-eyed Indians

Red coated knights

gallop across the prairie

to get their men

and to build a new world

Pioneers and traders

bring gifts

Smallpox, Seagrams

and rice krispies

Civilization has reached

the promised land

Between the snap crackle pop

of smoke stacks

and multicoloured rivers

swelling with flower powered zee

are farmers sowing skulls and bones

and miners

pulling from gaping holes

green paper faces

of a smiling English lady

The colossi

in which they trust

while burying

breathing forests and fields

beneath concrete and steel

stand shaking fists

waiting to mutilate

whole civilizations

ten generations at a blow

Somewhere among the remains

of skinless animals

is the termination

to a long journey

and unholy search

for the power

glimpsed in a garden

forever closed

forever lost

History Lesson by Jeanette Armstrong Summary

Jeanette Armstrong’s poem History Lesson explores the impact of European colonization on Indigenous peoples in North America. The poem begins with the arrival of European explorers, symbolized by Christopher Columbus. Armstrong portrays

their entrance as an invasion, where the Europeans aggressively took control of Indigenous lands and lives. She uses strong imagery to show how the colonizers disrupted Indigenous cultures, emphasizing the destruction that followed their arrival.

The Europeans are depicted as bringing harmful “gifts” such as diseases, alcohol, and weapons, which caused great harm to Indigenous communities. The irony of these so-called gifts reveals the true nature of colonization, which was far from

beneficial for the native people. Armstrong also references specific historical events, like the Seven Years’ War, which further contributed to the loss of Indigenous land and the establishment of European power.

The poem touches on the long-lasting effects of colonization, including the erasure of Indigenous traditions, languages, and ways of life. Armstrong contrasts the natural beauty and vitality of the land before colonization with the

industrialized, lifeless landscape left behind. The poem’s tone shifts between hope and devastation, reflecting the promises made by the colonizers that ultimately led to ruin for the Indigenous population.

By referencing historical moments and using vivid imagery, Armstrong conveys the immense cultural and spiritual loss experienced by Indigenous peoples. The poem is not just a reflection of the past, but a reminder of the ongoing impact of colonization on present-day Indigenous communities. Through History Lesson,

Armstrong gives voice to those who suffered under colonial rule, urging readers to acknowledge this painful history and its lasting effects. The poem serves as a powerful commentary on the destructive legacy of colonization and the resilience of Indigenous peoples.

History Lesson by Jeanette Armstrong Analysis

Jeanette Armstrong’s poem History Lesson explores the theme of colonization and its effects on Indigenous people. The poem shows how European settlers came to North America and took over the land, harming the native populations.

Armstrong uses different literary devices like imagery, allusion, and tone to express how colonization changed Indigenous lives and their connection to the land.

At the beginning of the poem, Armstrong alludes to Christopher Columbus, representing the arrival of the Europeans. She describes how the settlers came out of Columbus’s ship “like a mob,” creating an image of a violent and forceful

invasion. The word “mob” suggests that the Indigenous people saw the colonizers as dangerous intruders. This sets the tone of the poem, showing the fear and violence that came with colonization.

The Europeans are described as bringing harmful “gifts” such as smallpox, alcohol, and guns. Armstrong highlights the irony of these gifts, which were supposed to be beneficial but instead caused harm and death to the Indigenous

people. The mention of everyday items like “Rice Krispies” shows how the colonizers tried to blend into the culture, but they were still destructive.

Armstrong also uses enjambment (where a sentence runs from one line to the next without a pause) to emphasize the ongoing pain and suffering caused by colonization. In lines like “stand shaking fists / waiting to mutilate / whole

civilizations,” she shows how colonization destroyed entire communities. The line breaks create a sense of tension and reflect the continuous impact of this destruction over generations.

The poem paints a vivid picture of the long-term effects of colonization, not only on the land but also on Indigenous culture and identity. Armstrong’s use of simple yet powerful imagery helps readers understand the deep wounds left behind by colonization and encourages them to view history from the perspective of those who suffered.

History Lesson by Jeanette Armstrong Line by Line Explanation

Lines 1-3: “Out of the belly of Christopher’s / ship / a mob bursts”

• This line refers to the arrival of Christopher Columbus and his crew. The “belly” of the ship is a metaphor for the interior, symbolizing the origin of the colonizers. The phrase “a mob bursts” uses imagery and a violent tone to convey the chaos and fear that came with their arrival. The word “mob” suggests that the Indigenous people saw the colonizers as an aggressive and uncontrollable force, rather than peaceful explorers.

Lines 4-6: “running in all directions / ripping through the soft / patchwork of my people’s lives”

• These lines use visual imagery to show the destruction caused by the colonizers. “Running in all directions” creates a sense of panic and disorder, while “ripping through the soft patchwork” symbolizes the delicate and interconnected lives of the Indigenous people. The metaphor of “patchwork” represents the unity and harmony of Indigenous communities, which the colonizers disrupt.

Lines 7-9: “sewing the land with the names of their dead”

• This line uses metaphor to describe how the colonizers claimed the land by marking it with their dead. “Sewing the land” suggests an attempt to leave a permanent imprint, as if the land now belonged to them. The contrast between the delicate act of “sewing” and the violent nature of conquest adds depth to the imagery.

Lines 10-12: “engraving their deaths / on the hearts of children”

• Here, the author uses metaphor again to show how the violence and trauma of colonization affected future generations. The idea of “engraving their deaths” on children’s hearts suggests that the pain and loss were passed down, creating a lasting emotional and cultural scar.

Lines 13-15: “a thin, serpentine whisper / dangles above my bones / reaches into my veins”

• The “serpentine whisper” is a metaphor for the subtle but continuous influence of colonization. The word “serpentine” (like a snake) could symbolize deceit or danger. This influence is described as “dangling above my bones” and “reaching into my veins,” emphasizing how deeply the effects of colonization have infiltrated the Indigenous people’s identity and culture, almost like a poison.

Lines 16-19: “Pioneers and traders / bring gifts / Smallpox, Seagrams / and Rice Krispies”

• This line uses irony. The “gifts” mentioned here are not beneficial; smallpox brought disease, and alcohol (Seagrams is a brand of whiskey) brought social problems. “Rice Krispies” represents the trivial or hollow aspects of the settlers’ offerings. The irony lies in the fact that these “gifts” caused more harm than good, contrasting with the idea of gifts being positive.

Lines 20-23: “smallpox sharpening stone knives / to split my skin / Seagrams, to parch my throat”

• Armstrong continues the metaphor, showing how these so-called “gifts” actually led to suffering. Smallpox is personified as “sharpening stone knives,” which creates a visual image of violence and death. The metaphor of Seagrams “parching my throat” represents the destructive influence of alcohol on Indigenous communities.

Lines 24-26: “Rice Krispies teach my children / to crunch into the sweet froth / of white lies”

• The use of “Rice Krispies” here symbolizes the cultural influence of the colonizers. The cereal becomes a metaphor for the “sweet froth” of lies told by the settlers, downplaying the true impact of colonization. The phrase “white lies” is a play on words, referring both to harmless untruths and the lies told by white colonizers to justify their actions.

Lines 27-31: “Twenty feet tall / and twenty feet wide / my mother stands / and she says nothing”

• In these lines, Armstrong personifies “my mother” as a towering, silent figure, which could represent the Earth, the Indigenous people, or the wisdom of ancestors. The silence of the mother suggests a deep, unspoken pain or a refusal to engage with the false narrative of the colonizers. The repetition of “twenty feet” emphasizes her presence, showing strength in her silence.

Lines 32-34: “but her silence is a river / rising in me / pounding in my ears”

• The silence is compared to a “river,” a metaphor for the growing unrest and anger within the speaker. The “pounding” of the river in the speaker’s ears suggests that the suppressed pain of colonization is building up inside them, unable to be ignored.

Lines 35-39: “stand shaking fists / waiting to mutilate / whole civilizations / ten generations at a blow”

• The speaker uses imagery and enjambment to describe how colonization has affected entire civilizations. The “shaking fists” represent anger and defiance, while “waiting to mutilate” conveys the brutality of the colonizers. “Ten generations at a blow” emphasizes the long-term impact of colonization, destroying not just one generation but many.

Final lines: “while a mob bursts / out of another ship / hungry for what is already theirs”

• The poem circles back to the imagery of the mob bursting from ships. This repetition creates a cyclical feeling, as if colonization is a never-ending process. The final line, “hungry for what is already theirs,” uses irony to show that the colonizers are taking land that was never rightfully theirs to begin with.