"'In the early days, after the war, that's largely all you were to people. Shadowy objects in test tubes'" (261).
"'Suddenly there were all these new possibilities laid before us, all these ways to cure so many previously incurable conditions'" (262).
"'Yes, in many ways we fooled you'" (268).
"'I saw a new world coming rapidly. More scientific, efficient, yes. More cures for the old sicknesses. Very good. But a harsh, cruel world'" (272).
Once I approached the end in Never Let Me Go, I began to see the similarities between this novel and Brave New World. First, I will point out the obvious similarity: both stories take place in London. With that out of the way, I will tell of some not-as-obvious relations. The last quote, when Madame describes Kathy dancing, is a great description of the New World in Brave New World. The world in Never Let Me Go is approaching the scientific cruelty of the New World, a place where people ignore the problems around them and instead celebrate scientific progress. Also similar to Brave New World is Miss Emily's admission that she fooled that students. She can be compared to Mustapha Mond, sheltering those beneath her and not allowing them to see the truth. Clones are like the people in the New World, originating from test tubes as products of scientific breakthroughs. The world in Never Let Me Go begins to see the benefits of highly advanced science, like the cures for many previously incurable illnesses. Now that they can cure anything, the people of Never Let Me Go may continue to expand the boundaries of scientific progress, becoming more and more like the New World in Brave New World.
Sunday, August 7, 2011
New Way of Thinking: Never Let Me Go
"'It's one thing to create students, such as yourselves, for the donation programme. But a generation of created children who'd take their place in society? Children demonstrably superior to the rest of us? Oh no. That frightened people. They recoiled from that'" (264).
The feelings normal humans had towards clones surprised me, as did the purpose of the clones. Since our modern world has not been able to clone humans, the topic is not familiar to me. I did not really have any preconceived notions about how the world would receive clones, but this book offered some interesting outlooks. I never really considered that clones would be seen as repulsive anomalies, but I suppose that makes sense. We are frightened by things we do not understand, and clones could certainly fall under that category, at least for the average human. I myself would find clones to be strange, and I cannot imagine interacting with one as I would a normal human. Also, I never thought of clones having a defined purpose other than being a scientific breakthrough. The thought that they would be created just so we could have their organs saddened me, although being able to cure diseases like cancer would be amazing. Miss Emily also mentions genetic engineering while speaking about the Morningdale scandal, and she talks about the fear people felt at the prospect. Many people support genetic engineering, citing its potential benefits; I had never thought that people would fear the results. Even though they have never been accomplished with humans, cloning and genetic engineering are hotly debated topics in today's world, and now I can only imagine the problems that would arise from the success of these processes.
The feelings normal humans had towards clones surprised me, as did the purpose of the clones. Since our modern world has not been able to clone humans, the topic is not familiar to me. I did not really have any preconceived notions about how the world would receive clones, but this book offered some interesting outlooks. I never really considered that clones would be seen as repulsive anomalies, but I suppose that makes sense. We are frightened by things we do not understand, and clones could certainly fall under that category, at least for the average human. I myself would find clones to be strange, and I cannot imagine interacting with one as I would a normal human. Also, I never thought of clones having a defined purpose other than being a scientific breakthrough. The thought that they would be created just so we could have their organs saddened me, although being able to cure diseases like cancer would be amazing. Miss Emily also mentions genetic engineering while speaking about the Morningdale scandal, and she talks about the fear people felt at the prospect. Many people support genetic engineering, citing its potential benefits; I had never thought that people would fear the results. Even though they have never been accomplished with humans, cloning and genetic engineering are hotly debated topics in today's world, and now I can only imagine the problems that would arise from the success of these processes.
The Illusion of a Utopia: Never Let Me Go
"'Most importantly, we demonstrated to the world that if students were reared in humane, cultivated environments, it was possible for them to grow to be as sensitive and intelligent as any ordinary human being'" (261).
When I read about Kathy's life at Hailsham, I thought the school was like a regular boarding school. The students certainly thought so, or at least they did not give any indication that they thought otherwise. To them, this school was a "privileged estate" whose purpose was to give the students a well-rounded education and to prepare them for their futures. They came to know what a privilege it was to be a Hailsham student, and they held the school in high regards. I also thought that their time at Hailsham had been an ideal experience, and the school had been somewhat of a utopia, keeping them safe and happy. Miss Emily shattered my illusion of the school when she told Tommy and Kathy of Hailsham's real purpose. The school and the students were an experiment designed to show the world that clones were just as intelligent and astute as regular people, given the proper education. The students led these perfect lives at Hailsham, but they were just to prove a point. The students were kept in the dark about the whole purpose, believing that they lived in a perfect school. Kathy mentioned the profound effect the school had on her and probably on the other students, saying she could not stop thinking about it and that she felt lost when it closed. I think the students cannot escape the thought that Hailsham was a perfect place, and that was where they spent the better part of their lives. Unfortunately, Hailsham was not what it appeared to be, and it certainly was not a utopia.
When I read about Kathy's life at Hailsham, I thought the school was like a regular boarding school. The students certainly thought so, or at least they did not give any indication that they thought otherwise. To them, this school was a "privileged estate" whose purpose was to give the students a well-rounded education and to prepare them for their futures. They came to know what a privilege it was to be a Hailsham student, and they held the school in high regards. I also thought that their time at Hailsham had been an ideal experience, and the school had been somewhat of a utopia, keeping them safe and happy. Miss Emily shattered my illusion of the school when she told Tommy and Kathy of Hailsham's real purpose. The school and the students were an experiment designed to show the world that clones were just as intelligent and astute as regular people, given the proper education. The students led these perfect lives at Hailsham, but they were just to prove a point. The students were kept in the dark about the whole purpose, believing that they lived in a perfect school. Kathy mentioned the profound effect the school had on her and probably on the other students, saying she could not stop thinking about it and that she felt lost when it closed. I think the students cannot escape the thought that Hailsham was a perfect place, and that was where they spent the better part of their lives. Unfortunately, Hailsham was not what it appeared to be, and it certainly was not a utopia.
Truth Behind Kathy Dancing: Never Let Me Go
"'When I watched you dancing that day, I saw something else. I saw a new world coming rapidly. More scientific, efficient, yes. More cures for the old sicknesses. Very good. But a harsh cruel world. And I saw a little girl, her eyes tightly closed, holding to her breast the old kind world, one that she knew in her heart could not remain, and she was holding it and pleading, never to let her go'" (272).
When Madame revealed why she wept when she saw Kathy dancing, I was surprised at the depth and meaning behind her answer. Her reason was much more tragic than Kathy had originally thought. With the closing of Hailsham, the new students would not have the care and protection the school had offered Kathy and so many others. They would face the cruel treatment that Madame and Miss Emily fought to prevent, and people did not care to change that system. Madame recognized what the closing of Hailsham meant: the closing of the old world in which rights for the students was possible. The new world had arrived where the treatment of clones meant nothing to people just as long as they got the organs. This harsh cruel world did not care about the source of the organs; this scientific world cared about the cures for illnesses. The old world struggled to understand the needs of clones, funding places to care for them. That world was gone, and Madame had predicted this day before she saw Kathy dancing. Kathy could not have known this when she saw Madame crying, but she did sense Madame's deep sadness. Madame saw how the changing of the world would hurt innocent girls, like Kathy, who long for the old world to never let them go.
When Madame revealed why she wept when she saw Kathy dancing, I was surprised at the depth and meaning behind her answer. Her reason was much more tragic than Kathy had originally thought. With the closing of Hailsham, the new students would not have the care and protection the school had offered Kathy and so many others. They would face the cruel treatment that Madame and Miss Emily fought to prevent, and people did not care to change that system. Madame recognized what the closing of Hailsham meant: the closing of the old world in which rights for the students was possible. The new world had arrived where the treatment of clones meant nothing to people just as long as they got the organs. This harsh cruel world did not care about the source of the organs; this scientific world cared about the cures for illnesses. The old world struggled to understand the needs of clones, funding places to care for them. That world was gone, and Madame had predicted this day before she saw Kathy dancing. Kathy could not have known this when she saw Madame crying, but she did sense Madame's deep sadness. Madame saw how the changing of the world would hurt innocent girls, like Kathy, who long for the old world to never let them go.
Sheltered Pawns: Never Let Me Go
"'You see, we were able to give you something, something which even now no one will ever take from you, and we were able to do that principally by sheltering you...Yes, in many ways we fooled you...But we sheltered you during those years, and we gave you your childhoods...You built your lives on what we gave you. You wouldn't be who you are today if we'd not protected you'" (268).
I completely disagree with Miss Emily's statement about the guardians' protection shaping the students lives. The only part of her dialogue that I agree with is that they fooled the students. In fact, the way the fooled them was quite cruel. The guardians cared for them, giving them a place to live and learn without any negativity from the outside world. When the students had to enter the outside world, they were not at all accustomed to the way people received them. Like Kathy mentioned earlier, the students were not used to being on their own, facing the world as a donor or a carer. They were not conditioned for the true ways of the world, filled with negativity and disgust for them. Sheltering did not benefit the students, and it certainly did not shape their lives. It's not like the sheltering steered the students towards different career paths or different things to do with their lives; their lives were set the moment they were created. Nothing the guardians at Hailsham did could change the fact that the students had to donate. The students became who they are by learning to accept their fate and deal with their surroundings, and Hailsham kept them from doing that. They were sheltered pawns in Miss Emily's crusade, and they were kept in the dark about her quest and their role.
I completely disagree with Miss Emily's statement about the guardians' protection shaping the students lives. The only part of her dialogue that I agree with is that they fooled the students. In fact, the way the fooled them was quite cruel. The guardians cared for them, giving them a place to live and learn without any negativity from the outside world. When the students had to enter the outside world, they were not at all accustomed to the way people received them. Like Kathy mentioned earlier, the students were not used to being on their own, facing the world as a donor or a carer. They were not conditioned for the true ways of the world, filled with negativity and disgust for them. Sheltering did not benefit the students, and it certainly did not shape their lives. It's not like the sheltering steered the students towards different career paths or different things to do with their lives; their lives were set the moment they were created. Nothing the guardians at Hailsham did could change the fact that the students had to donate. The students became who they are by learning to accept their fate and deal with their surroundings, and Hailsham kept them from doing that. They were sheltered pawns in Miss Emily's crusade, and they were kept in the dark about her quest and their role.
Masked Dread: Never Let Me Go
"'Is she afraid of you? We're all afraid of you. I myself had to fight back my dread of you almost every day I was at Hailsham. There were times I'd look down at you all from my study window and I'd feel such revulsion...' She stopped, then something in her eyes flashed again. 'But I was determined not to let such feelings stop me doing what was right. I fought those feelings and I won'" (269).
During the end of the novel, many parts shocked me, especially passages about the true reason for Hailsham. This part in particular surprised me because I never suspected that Miss Emily would feel any sort of dread towards the students. I think that Kathy and Tommy never suspected the disgust she had for the students either. She masked her true feelings well, leading the school and making the students feel safe. Kathy obviously respected her and gave no indication that Miss Emily feared the students. I admire Miss Emily's determination; she would not let her feelings for the students get in the way of helping them. However, I am surprised that she still feared them even after spending so much time with the students. Surely she was able to see that they were as normal as "real" humans, and I do not see why she continued to fear the children. Maybe the thought of them being clones repulsed her more than the students themselves since they did not appear any different from regular people. Whatever the reason for her fear, Miss Emily pushed that aside to continue her crusade for the students at Hailsham. I am sure that Tommy and Kathy were just as surprised to learn of Miss Emily's disdain for them.
During the end of the novel, many parts shocked me, especially passages about the true reason for Hailsham. This part in particular surprised me because I never suspected that Miss Emily would feel any sort of dread towards the students. I think that Kathy and Tommy never suspected the disgust she had for the students either. She masked her true feelings well, leading the school and making the students feel safe. Kathy obviously respected her and gave no indication that Miss Emily feared the students. I admire Miss Emily's determination; she would not let her feelings for the students get in the way of helping them. However, I am surprised that she still feared them even after spending so much time with the students. Surely she was able to see that they were as normal as "real" humans, and I do not see why she continued to fear the children. Maybe the thought of them being clones repulsed her more than the students themselves since they did not appear any different from regular people. Whatever the reason for her fear, Miss Emily pushed that aside to continue her crusade for the students at Hailsham. I am sure that Tommy and Kathy were just as surprised to learn of Miss Emily's disdain for them.
A Touch of Horror: Never Let Me Go
"How maybe, after the fourth donation, even if you've technically completed, you're still conscious in some sort of way; how then you find there are more donations, plenty of them, on the other side of that line...how there's nothing to do except watch your remaining donations until they switch you off. It's horror movie stuff, and most of the time people don't want to think about it" (279).
Throughout the novel, I have been shocked by the idea that the organs were harvested while the patient was alive. This to me was a bit horrifying, but the thought of that does not compare to the situation that Kathy describes. I have trouble fully understanding what Kathy is describing since the concept of organ harvesting from clones is new to me. I suspect that the organs harvested after completion are vital organs that today are taken from patients that have died. Perhaps the clones are kept conscious so that the organs remain fresh; however, I cannot imagine such an inhumane process taking place. She talks about being conscious for more donations, watching as things are taken from your body until there is nothing left and the doctors "switch you off." Even the terminology is awful, how dying is described as being "switched off." This relates to Miss Emily's talk about how the students were seen as less than humans, as soulless scientific specimens that magically produced organs. The clones do not die; they "complete" or have to be "switched off." The author does not give much insight into the horrors of their donations, but this part really stood out to me as "horror movie stuff."
Throughout the novel, I have been shocked by the idea that the organs were harvested while the patient was alive. This to me was a bit horrifying, but the thought of that does not compare to the situation that Kathy describes. I have trouble fully understanding what Kathy is describing since the concept of organ harvesting from clones is new to me. I suspect that the organs harvested after completion are vital organs that today are taken from patients that have died. Perhaps the clones are kept conscious so that the organs remain fresh; however, I cannot imagine such an inhumane process taking place. She talks about being conscious for more donations, watching as things are taken from your body until there is nothing left and the doctors "switch you off." Even the terminology is awful, how dying is described as being "switched off." This relates to Miss Emily's talk about how the students were seen as less than humans, as soulless scientific specimens that magically produced organs. The clones do not die; they "complete" or have to be "switched off." The author does not give much insight into the horrors of their donations, but this part really stood out to me as "horror movie stuff."
Tragic Irony: Never Let Me Go
"'I keep thinking about this river somewhere, with the water moving really fast. And these two people in the water, trying to hold onto each other, holding on as hard as they can, but in the end it's just too much. The current's too strong. They've got to let go, drift apart. That's how I think it is with us. It's a shame, Kath, because we've loved each other all our lives. But in the end, we can't stay together forever'" (282).
I thought that this was one of the most despairing parts of the novel. The fact that Tommy and Kathy have finally realized that they have always loved each other but cannot be together is ironic but also very tragic. I think that Kathy knew she loved Tommy, but I am not sure that Tommy was fully aware of his feelings for Kathy. With Ruth gone, they can finally be together, but the tragic part is that they cannot be together for long. Tommy's metaphor was a perfect comparison to their situation, being torn apart by donations. Both of them tried to stay together in the river, trying to earn the deferral. In the end, however, the deferrals did not exist and the river began to pull them apart. This scene ties in directly to the melancholy mood of the end of the novel, adding to the feeling of loss. I pitied Tommy and Ruth the most at this scene, seeing how important time became to them. If they had been able to be together earlier, they would have had more time to spend with each other. Their time was running out, and they could do nothing to stop the waters from tearing them apart.
I thought that this was one of the most despairing parts of the novel. The fact that Tommy and Kathy have finally realized that they have always loved each other but cannot be together is ironic but also very tragic. I think that Kathy knew she loved Tommy, but I am not sure that Tommy was fully aware of his feelings for Kathy. With Ruth gone, they can finally be together, but the tragic part is that they cannot be together for long. Tommy's metaphor was a perfect comparison to their situation, being torn apart by donations. Both of them tried to stay together in the river, trying to earn the deferral. In the end, however, the deferrals did not exist and the river began to pull them apart. This scene ties in directly to the melancholy mood of the end of the novel, adding to the feeling of loss. I pitied Tommy and Ruth the most at this scene, seeing how important time became to them. If they had been able to be together earlier, they would have had more time to spend with each other. Their time was running out, and they could do nothing to stop the waters from tearing them apart.
First Person Point of View: Never Let Me Go
"That was when I first understood, really understood, just how lucky we'd been- Tommy, Ruth, me , all the rest of us" (6).
The story is told in the first person point of view by Kathy H., a former student at Hailsham and a carer. I think that the story could not have been told by any other character; Kathy's narration offers the best perspective of what happened at Hailsham. Although Kathy seems like a timid character, she is actually quite strong and has many provoking thoughts about her life that add to the story's overall effect. She carefully observed all that happened around her, taking special notice of her friends Tommy and Ruth. Tommy could not have told the story because he was too naive and innocent; he would not have noticed all that Kathy did nor been as perceptive as Kathy when she observed other people. Ruth is not the ideal narrator either since she often was a pretender, playing the part of the person she thought everyone would like. Kathy described her as being a fake sometimes, and so Ruth would not have been a reliable narrator. The purpose of the first person point of view is to let the reader into the world of Hailsham and the lives of the students as told by a fellow student. An impartial observer could not have made the same observations Kathy did about people's motivations, emotions, or actions. She told the story by sharing her memories, recalling events as she perceived them. Kathy's narration was effective, telling the story with the right balance of emotion, opinions, and unique observations.
The story is told in the first person point of view by Kathy H., a former student at Hailsham and a carer. I think that the story could not have been told by any other character; Kathy's narration offers the best perspective of what happened at Hailsham. Although Kathy seems like a timid character, she is actually quite strong and has many provoking thoughts about her life that add to the story's overall effect. She carefully observed all that happened around her, taking special notice of her friends Tommy and Ruth. Tommy could not have told the story because he was too naive and innocent; he would not have noticed all that Kathy did nor been as perceptive as Kathy when she observed other people. Ruth is not the ideal narrator either since she often was a pretender, playing the part of the person she thought everyone would like. Kathy described her as being a fake sometimes, and so Ruth would not have been a reliable narrator. The purpose of the first person point of view is to let the reader into the world of Hailsham and the lives of the students as told by a fellow student. An impartial observer could not have made the same observations Kathy did about people's motivations, emotions, or actions. She told the story by sharing her memories, recalling events as she perceived them. Kathy's narration was effective, telling the story with the right balance of emotion, opinions, and unique observations.
Hubris: Never Let Me Go
"...They tried to convince themselves you weren't really like us. That you were less than human...Here was the world, requiring students to donate" (263).
Although the characters' tragic flaw was not revealed until later in the novel, the reader easily sees that the flaw that will lead to their downfall is the fact that all of the students at Hailsham are clones. The hubris is very effective in establishing the mood of the novel. Even though the clones are restricted to a single life path in which they donate their vital organs, Tommy still struggles to escape the fate set for him. The reader follows the lives of Ruth, Tommy, and Kathy as they either accept their fate or try to change the life chosen for them. This is an emotional journey, and the reader senses the desperation the characters feel. All of their frustration, anguish, and eventual resignation stems from their lives as clones and how that world, the "normal" people, prefer to cast them into the shadows. The students could not escape their downfall as they were required to donate and then complete. They struggled to understand their fate and their place in the world, and this was because of their fatal flaw. The purpose of the hubris is that the novel revolves around the characters coming to terms with their lives as clones and their struggles in life before their inescapable donations.
Although the characters' tragic flaw was not revealed until later in the novel, the reader easily sees that the flaw that will lead to their downfall is the fact that all of the students at Hailsham are clones. The hubris is very effective in establishing the mood of the novel. Even though the clones are restricted to a single life path in which they donate their vital organs, Tommy still struggles to escape the fate set for him. The reader follows the lives of Ruth, Tommy, and Kathy as they either accept their fate or try to change the life chosen for them. This is an emotional journey, and the reader senses the desperation the characters feel. All of their frustration, anguish, and eventual resignation stems from their lives as clones and how that world, the "normal" people, prefer to cast them into the shadows. The students could not escape their downfall as they were required to donate and then complete. They struggled to understand their fate and their place in the world, and this was because of their fatal flaw. The purpose of the hubris is that the novel revolves around the characters coming to terms with their lives as clones and their struggles in life before their inescapable donations.
Parallelism: Never Let Me Go
"But Ruth didn't get my point- or maybe she was deliberately avoiding it. Maybe she was determined to remember us all as more sophisticated than we were. Or maybe she could sense where my talk was leading, and didn't want us to go that way" (18).
This parallelism not only shows Ruth's reluctance to discuss something as innocent as the student's appreciation for poetry, but it also reveals a part of Ruth's character. When Kathy questions the students' understanding of poetry, Ruth changes the subject. Perhaps this subject was not innocent; this could relate to how the students really did not understand much at Hailsham. Somehow they came to believe that poetry was important, so they respected it without understanding or even caring much about it. This blind following could apply to many aspects of their life at Hailsham; they pretended to understand life, but it was an illusion. Ruth may have understood the implications of that conversation which is why she changed the subject. Kathy gives various explanations for Ruth's reluctance, and it shows that Ruth puts on an act. She pretends not to see Kathy's point, and throughout the novel, Ruth plays the part of the pretender. While Kathy and Tommy struggle to understand their situations, Ruth avoids analyzing their life at Hailsham. The parallelism is effective because the reader sees how Ruth's reasons for changing the subject all relate to her personality and shows the larger implications of the conversation.
This parallelism not only shows Ruth's reluctance to discuss something as innocent as the student's appreciation for poetry, but it also reveals a part of Ruth's character. When Kathy questions the students' understanding of poetry, Ruth changes the subject. Perhaps this subject was not innocent; this could relate to how the students really did not understand much at Hailsham. Somehow they came to believe that poetry was important, so they respected it without understanding or even caring much about it. This blind following could apply to many aspects of their life at Hailsham; they pretended to understand life, but it was an illusion. Ruth may have understood the implications of that conversation which is why she changed the subject. Kathy gives various explanations for Ruth's reluctance, and it shows that Ruth puts on an act. She pretends not to see Kathy's point, and throughout the novel, Ruth plays the part of the pretender. While Kathy and Tommy struggle to understand their situations, Ruth avoids analyzing their life at Hailsham. The parallelism is effective because the reader sees how Ruth's reasons for changing the subject all relate to her personality and shows the larger implications of the conversation.
Suspense: Never Let Me Go
"I was still looking into the darkness when I heard Madame let out a kind of snort, and she came striding past us into the dark... Madame emerged pushing a figure in a wheelchair...It was the voice more than anything that helped me recognize her. 'Miss Emily,' Tommy said, quite softly" (255).
This scene creates much suspense right until the point where Tommy speaks Miss Emily's name. The reader waits for the arrival of this person in the wheelchair, anticipating the moment when the person's identity is revealed. From the time that Madame goes into the darkness until Tommy says Miss Emily's name, the reader wonders who could possibly be living in Madame's house. The suspense is all part of the emotions that the reader shares with the characters. The author chose not to immediately reveal who was in the wheelchair; instead, he allows time for the suspense to build and for the reader to question the person's identity. The characters were feeling the same anticipation, waiting for Madame to emerge from the darkness. The suspense is effective, creating more curiosity about the situation. The reader wonders why Miss Emily would be in the house, and why Madame brought her out while Tommy and Kathy asked about the deferrals. With the arrival of Miss Emily, the characters and the reader feel even more uncertain about the upcoming events. This suspense is the perfect precursor to Miss Emily's explanation of Kathy and Tommy's life at Hailsham since the suspense about their lives has been building throughout the novel.
This scene creates much suspense right until the point where Tommy speaks Miss Emily's name. The reader waits for the arrival of this person in the wheelchair, anticipating the moment when the person's identity is revealed. From the time that Madame goes into the darkness until Tommy says Miss Emily's name, the reader wonders who could possibly be living in Madame's house. The suspense is all part of the emotions that the reader shares with the characters. The author chose not to immediately reveal who was in the wheelchair; instead, he allows time for the suspense to build and for the reader to question the person's identity. The characters were feeling the same anticipation, waiting for Madame to emerge from the darkness. The suspense is effective, creating more curiosity about the situation. The reader wonders why Miss Emily would be in the house, and why Madame brought her out while Tommy and Kathy asked about the deferrals. With the arrival of Miss Emily, the characters and the reader feel even more uncertain about the upcoming events. This suspense is the perfect precursor to Miss Emily's explanation of Kathy and Tommy's life at Hailsham since the suspense about their lives has been building throughout the novel.
Imagery: Never Let Me Go
"She just froze... She didn't shriek, or even let out a gasp... I can still see it now, the shudder she seemed to be suppressing, the real dread that one of us would accidentally brush against her... She was afraid of us in the same way someone might be afraid of spiders" (35).
This scene led to many more questions for me, and I thought that it be very important to the rest of the novel. The author used imagery so that the reader would be able to properly visualize Madame's reaction. Since the author did not want Madame's actions to be misinterpreted, he went into great detail to help the reader visualize the situation. I had no trouble seeing Madame struggle to hide her disgust, just as someone who feared spiders would react at the sight of the eight-legged creature. Even though the imagery helped me visualize what was happening, I did not fully understand the situation. I think the purpose of this imagery is to make the reader question the passage. Through imagery, the reader can visualize Madame's aversion to the students but then questions why she has reason to fear them. By seeing the situation as the author intends, the reader questions Madame's reaction. Does she hate children, and if so, why would she react so dramatically during the encounter with the students? The imagery helps tie the event into the rest of the mystery surrounding the students and probably relates to how "special" they are.
This scene led to many more questions for me, and I thought that it be very important to the rest of the novel. The author used imagery so that the reader would be able to properly visualize Madame's reaction. Since the author did not want Madame's actions to be misinterpreted, he went into great detail to help the reader visualize the situation. I had no trouble seeing Madame struggle to hide her disgust, just as someone who feared spiders would react at the sight of the eight-legged creature. Even though the imagery helped me visualize what was happening, I did not fully understand the situation. I think the purpose of this imagery is to make the reader question the passage. Through imagery, the reader can visualize Madame's aversion to the students but then questions why she has reason to fear them. By seeing the situation as the author intends, the reader questions Madame's reaction. Does she hate children, and if so, why would she react so dramatically during the encounter with the students? The imagery helps tie the event into the rest of the mystery surrounding the students and probably relates to how "special" they are.
Hyperbole: Never Let Me Go
"Afterwards, when we discussed it, some of us were sure she was dying for someone to ask: 'Why?'..."(69).
This quote refers to the time when the children were listening to Miss Lucy speak about the dangers of smoking. She had told them that even though she had smoked before, they should never smoke because it was much worse for them. Kathy made the observation that Miss Lucy longed for them to ask "why," to question why smoking would be so much worse for them. Kathy exaggerated the situation by saying Miss Lucy "was dying for someone to ask," but the hyperbole has an important purpose. This situation ties into the other times Miss Lucy had spoken to either the children as a group or just Tommy. She always hinted that they were special, but they were not being told enough. Kathy and Tommy puzzled over the meaning of her words when she told him the students at Hailsham were not being told enough. Miss Lucy has yet to elaborate on what she means, but it is obvious that she really wants to tell the students more. Another thing that is clear to the reader is that Miss Lucy has a different way of thinking than the other guardians. All of the other guardians prefer to shy away from topics such as their own smoking, and they do not go into detail about how special the students are. With all of that in mind, Miss Lucy might clarify the meaning behind her vague words, and this will probably help explain the mystery surrounding the children at Hailsham.
This quote refers to the time when the children were listening to Miss Lucy speak about the dangers of smoking. She had told them that even though she had smoked before, they should never smoke because it was much worse for them. Kathy made the observation that Miss Lucy longed for them to ask "why," to question why smoking would be so much worse for them. Kathy exaggerated the situation by saying Miss Lucy "was dying for someone to ask," but the hyperbole has an important purpose. This situation ties into the other times Miss Lucy had spoken to either the children as a group or just Tommy. She always hinted that they were special, but they were not being told enough. Kathy and Tommy puzzled over the meaning of her words when she told him the students at Hailsham were not being told enough. Miss Lucy has yet to elaborate on what she means, but it is obvious that she really wants to tell the students more. Another thing that is clear to the reader is that Miss Lucy has a different way of thinking than the other guardians. All of the other guardians prefer to shy away from topics such as their own smoking, and they do not go into detail about how special the students are. With all of that in mind, Miss Lucy might clarify the meaning behind her vague words, and this will probably help explain the mystery surrounding the children at Hailsham.
Foreshadowing: Never Let Me Go
"Take all this curiosity about Madame for instance. At one level, it was just us kids larking about. But at another, as you'll see, it was the start of a process that kept growing and growing over the years until it came to dominate our lives" (37).
I have been very engaged in this novel from the beginning, trying to understand the mystery that Kathy is slowly revealing. Kathy hints at pieces- events, people, things- that maybe related to this puzzle, but she has yet to connect them. To the reader, all of these memories are somewhat of a jumbled mess. As confusing as these pieces may be, Kathy guides the reader throughout the novel by highlighting people or events that could be important later. This foreshadowing about Madame is effective more many reasons. The reader knows that Madame is not just a passing figure; she will become an integral part of the solution. Also, the reader learns that this time of Kathy and Tommy observing their environment with curiosity and questions is not just a phase. In fact, the process of them gathering clues only grows, eventually consuming their lives. This is probably how they come to solve the mystery surrounding their lives; they will not stop investigating until they know the truth. Although the reader has not seen the evolution of this process, it will become evident later in the novel. The reader is able to realize that through the foreshadowing.
I have been very engaged in this novel from the beginning, trying to understand the mystery that Kathy is slowly revealing. Kathy hints at pieces- events, people, things- that maybe related to this puzzle, but she has yet to connect them. To the reader, all of these memories are somewhat of a jumbled mess. As confusing as these pieces may be, Kathy guides the reader throughout the novel by highlighting people or events that could be important later. This foreshadowing about Madame is effective more many reasons. The reader knows that Madame is not just a passing figure; she will become an integral part of the solution. Also, the reader learns that this time of Kathy and Tommy observing their environment with curiosity and questions is not just a phase. In fact, the process of them gathering clues only grows, eventually consuming their lives. This is probably how they come to solve the mystery surrounding their lives; they will not stop investigating until they know the truth. Although the reader has not seen the evolution of this process, it will become evident later in the novel. The reader is able to realize that through the foreshadowing.
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