personal statement 怎么写：住宿学校的长期影响
这本书的主要目的是包括一些轻松时刻的教育经验的作者。因此，这本书的内容描述了学生时代发生的各种事件。这包括作者对学校日常生活的看法，假期，老师的习惯，甚至学校的课程。所有的事件都是从学生和少年冒险的角度来解释的。因此，书中的许多故事包含了许多“西班牙语”日常生活中的幽默插曲。它解释说，住宿学校有限制，有很多纪律和学生，不断渴望自由。这个孩子的文化遗产受到了教师们的严格限制。
这本书还解释说，学生们用数字而不是名字来称呼他们，从而压抑了他们的身份。寄宿学校最严重的情况是，孩子们除了英语外不许说任何语言。墨菲认为，“摧毁一种文化和保持沉默最明显的方式就是摧毁语言”。语言被认为是任何文化中最重要的元素。语言的文化传承是为了保持文化和历史的连续性。但是，在印度的寄宿学校里，孩子们因为说母语而受到残酷的惩罚。在一些学校里，针扎进孩子们的舌头，作为说母语的惩罚。
孩子们应该向修女和修女学习英语，她们自己的英语说得也不是很流利。约翰斯顿自己经历过法语和德语版本的英语，因为在他的学校工作的牧师要么是法国血统，要么是德国血统。这样的老师无法帮助孩子。其他住宿学校也有类似的情况。尽管如此，孩子们还是因为在英语上犯错误而受到惩罚。孩子们很难克服这种情况;他们用两种方法进行防御。学生们要么闭上眼睛，要么一言不发;或者他们学习印度手语与其他孩子交流。
personal statement 怎么写：住宿学校的长期影响
The main purpose of the book is including some of the light moments of the schooling experience of the author. Thus, the content of the book describes various events from school days. This includes the author’s perceptions about a regular school day, the holidays, habits of teachers and even the curriculum of the school. All the incidents have been explained from the perspective of students and boyish adventures. Thus, many narratives from the book include many humorous episodes from the daily life of ‘Spanish’. It explains that the residential schools have restrictions, with lot of discipline and students and constantly crave for freedom. The child’s cultural inheritance was strictly suppressed by the faculty.
The book also explains that the identity of the students was repressed by calling them with numbers instead of their names. The most drastic situation in the residential schools was that, children were not allowed to speak any language other than English. According to Murphy, “the most obvious way to destroy a culture and enforce silence is to destroy language”. Language is considered as the most vital element of any culture. The cultural transmission of the language from one generation to another is done in order to maintain cultural and historical continuity. But, in Indian Residential Schools children were cruelly punished for speaking their native language. In some of the schools the needles were pushed in the tongues of children as punishment for speaking their native language.
The children were supposed to learn English from nuns and pries, who were themselves not very fluent in speaking English. Johnston himself experienced a French and German version of English, because the priest who was working in his schools was either of French origin or German. Such teachers were unable to help children. This situation was similar in other residential schools as well. Still, children were punished for making mistakes in their English. The situation was very difficult for children to overcome it; they used two ways for their defence. The students either kept their eyes down or spoke nothing; or they learnt Indian sign language to communicate with other children.
