"'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."
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