St. Lucy's Stages

In Karen Russell's short story, St. Lucy's Home for Girls Raised by Wolves, Karen explains the progress and struggles that the girls had. By the end of the story, Claudette has not adapted very well to the human society. Claudette isn’t comfortable in the human culture. She doesn’t feel like she would feel with her wolf family. Claudette and her sisters learn more and more on the human society throughout the whole story.

Stage five is adolescence, beginning with puberty and ending around 18 or 20 years old. The task during adolescence is to achieve ego identity and avoid role confusion. Ego identity means knowing who you are and how you fit in to the rest of society. It requires that you take all you have learned about life and yourself and mold it into a unified self-image, one that your community finds meaningful. Without these things, we are likely to see role confusion, meaning an

With the intention for the boarding schools students to forget their old culture right from the start, many different things took place. Students at the boarding schools had limitations placed upon them and they were banned from behaving as they did in their original culture. Sarah Stone writes that the Indian students were required to “get rid of their tribal clothes and any memorabilia” (21); a task that caused the students to begin to forget their old way of life. In a similar manner, the wolf girls of St. Lucy’s were required to act as civilized humans and refrain from acting as wild creatures. Russell writes that the wolf girls felt as if the limitations made them “feel invisible” (240) and in a it did. As the process continued, the Indian

In 1800 the government viewed the tribes as savages hence, in 1828 Andrew Jackson committed to remove or relocate the Indians even if force is needed(PBS indian country diaries, Relocation). Correspondingly the girls from St. Lucy’s were forced to stay at the school even though the nuns did leave the gate open, this is done because the nuns acknowledged that if they return the girls would be shunned by their family, accordingly being tortured (ST. Lucys). In the fall and winter months of 1838-1839 Jackson's wishes came true, when seven thousand troops under command of General Winfield Scott rounded up Cherokee indians at bayonet point (PBS Indian country diaries, Relocation). Furthermore these cold months on the trail ends up killing four thousand

If this stage is successful the child have the virtue of purpose. The fourth stage is industry vs. inferiority which happens in elementary school from the age 6 until puberty. During this stage, the child’s teacher and peers become the source of self-esteem. Children in this stage feel like they need to fit in and gain approval of those around them. They feel confident and gain a sense of pride when they are praised for their accomplishments. If this stage is successful they will gain the virtue of competence. If they feel they can’t do what is asked of them, are rejected by their peers, or their parents/teachers treat them insensitively, they will learn inferiority. Stage five is ego-identity vs. role-confusions which occurs during adolescence. Teenagers being to wonder who they are. This leads to them going through phases and rebelling to search for where they fit in and belong. They explore themselves, others, and roles. If they are unable to establish who they are, they’ll experience role-confusion and suffer an identity crisis. Success in this stage will lead to the virtue of fidelity, but failure means they feel they have no place in society. Stage six is intimacy vs. isolation, this

six different stages through which the setting evolves. The first stage takes place at the home of

Social/Cultural: In this stage the child develop a sense of self and a sense of belonging to a family. They begin interacting with other children and they also play in stages (playing alone, playing near others but not really playing with them, not wanting to share, playing and sharing, and playing with a purpose). This stage is also were the child also learn to respect the rights and feelings of others.

One and the other “St. Lucy’s” and The Native Americans had to learn and memorize a new way of life. “There was repression on tribal languages” states Brenda J. Child author of “Boarding School Seasons: American Indian Families, 1900-1940”, this happened to the Native Americans by surprise they did not think the early Americans repress their language, leaving the Indians unhappy(boarding schools). The nuns in “St. Lucy’s” taught the girls how to speak and write english, the girls did not enjoy learning this but in the end they learned it (“St. Lucy’s”). “Europeans enforced there own rules and regulations among the American Indians culture” says Dr. C. Blue Clark of Oklahoma City University School of Law(assimilation). Much like this the girls in “St.

The children at St. Lucy’s and the Native American children remembered and forgot things that were going on at home while they were there. They also remembered and forgot things that happened while they were away from their families. In the passage it says, “I remembered how disorienting it was to look down and see two square-toed shoes instead of my own four feet” which shows how they are remembering their old culture, had not yet forgotten their old ways, and were confused about what they were doing. The children remembered their parents and brothers, and also remember how they missed them during some times when they felt lonely. The children’s families tried to forget about their children that had been taken away by keeping themselves busy

The last stage is the Formal operational stage. This stage is for ages eleven and up. This is the stage when thoughts are better conserved, more logical and more thought out. More hypothetical thinking occurs in this stage.

In the sixth stage test, allies, and enemies are presented. The hero will be attacked physically and mentally by contradicting people. The seventh stage is the approach to the inmost cave; this is where the hero formulates his plan to get ready for the unexpected. The eighth stage is the ordeal in which the hero is put into a serious situation where if he makes a simple mistake he can end up dead or the whole plot changes. However, death is not always physically someone dying it can be a friendship or relationship that has lost its feelings and no longer lives. The ninth stage is the reward stage; here we see the hero is relieved because he passed his most difficult challenge as well as the audience has finally found their hearts settling down with so much suspense. The tenth stage is the road back; here the hero may not want to continue on the mission and may want to stay in the special world because it might be better there then in the ordinary world. The eleventh stage is the resurrection; here the hero has to make the right decision to either sacrifice himself or the town will be destroyed along with the

The fifth stage is Crossing the Threshold. This is when the Hero finally leaves the Ordinary World and his normal life and enters a new and unknown region or condition where he is completely foreign. The trio in the movie take a lift from the blind man in the railway handcar, and they leave the prison behind, ready to start their

After reading Stage 2, there has to be a relationship between the epigrah and the girls’ development. The epigraph shows the difficulty of adjusting into the new culture while the girls in stage two shows what each character develop over time while having these kinds of difficulty on their sides.

St. Lucy’s Home for Girls Raised by Wolves is a short story focusing mainly on the changes and influences the main characters experience while adapting to the principles imposed on them by the nuns of St. Lucy’s.  While transitioning from the werewolf lifestyle to humans, Claudette becomes challenged learning about the consequences of nonconformity through the success of Jeanette and the struggle of Maribella. In St. Lucy’s Home for Girls Raised by Wolves, Karen Russell uses word choice to build character development and interactions.

During this stage, the thought process becomes more rational, mature and 'adult like ', or more 'operational ', although this process most often continues well into the teenage years.