Never Let Me Go Chapters 12, 13, 14, & 15

In groups, discuss your thoughts on the creation and use of clones

Where DO the students come from? How ARE they created? It isn’t until chapter 12 that we hear the students discuss the fact that they are ‘clones’, ‘modelled’ on someone else (p137). To what extent do the students feel that their models are a sort of ‘parent’ from which they were derived? Is this an accurate way to see things?

Nature vs Nurture Concerns the relative importance of an individual's innate qualities ("nature”, what you’re born with) versus personal experiences ("nurture”, how you are brought up) in determining or causing individual differences in physical and behavioural traits. The view that humans acquire all or almost all their behavioural traits from "nurture" was termed by philosopher John Locke as tabula rasa ("blank slate") and proposes that humans develop from only environmental influences.

Can you get any sort of insight by seeing the person you were created from? Are ‘models’ just a ‘technical necessity’

What are your thoughts and feelings surrounding the students fascination with finding ‘possibles’, and their hopes and dreams for their own futures? ‘We probably knew they couldn’t be serious, but then again, I’m sure we didn’t regard them as fantasy either’ ‘…it was possible to forget for whole stretches of time who we really were…we somehow managed to live in this cosy state of suspension…’ (p 140) – Kathy on their dreams (p140)

Something to consider… What does Chrissie’s fascination with Hailsham suggest about the ways in which other students are brought up?

What ethical/moral issues does this novel raise, regarding cloning and humanity? Discuss in groups your own thoughts and feelings about these issues, focusing on how the world within the novel appears to treat/view cloning.

Top 5 ways to PROVE it’s true love

Chapter 13 Questions Why does Ruth try to act unimpressed about the trip to find her possible? We learn, quite subtly, that students are not meant to visit carers. Why do you suppose this is?

Consider the way Ruth interacts with her peers: ‘…we can’t just go and visit him.’ Chrissie sighed. ‘Okay. We’re not supposed to visit carers. Absolutely strictly speaking. Certainly not encouraged.’ Rodney chuckled and added: ‘Definitely not encouraged. Naughty naughty to go and visit him.’ Then Ruth joined in, saying ‘Kathy hates to be naughty. So we better not go and visit him.’ Tommy looked at Ruth, clearly puzzled about whose side she’d taken, and I wasn’t sure either.

‘I heard about this girl up in Wales,’ Chrissie said. ‘She was Hailsham, maybe a few years before you lot. Apparently she’s working in this clothes shop right now. A really smart one.’ There were murmurs of approval and for awhile we all looked dreamily out at the clouds. ‘That’s Hailsham for you,’ Rodney said eventually, and shook his head as though in amazement. ‘And then there was that other person’ – Chrissie had turned to Ruth – ‘that boy you were telling us about the other day. The one a couple of years above you who’s a park keeper now.’ Ruth was nodding thoughtfully. It occurred to me that I should shoot Tommy a warning glance, but by the time I’d turned to him, he’d already started to speak. ‘Who was that?’ he asked in a bewildered voice. ‘You know who it is, Tommy,’ I said quickly. Chrissie and Rodney believe in the ‘myth’ of Hailsham; that being a student there automatically affords you more rights. To what extent do you feel Hailsham provides more opportunities than other places?

Why does Kathy continually cover for Ruth’s lies? What does this tell us about each girl, and about their relationship with each other?

How does Ishiguro build tension and suspense in these lines? Re-read the passage on page 150, starting with ‘When Rodney and I…’ and ending at the bottom of page 151 with ‘…something he wasn’t supposed to’.

‘As long as you qualified’ ‘…if you could show it…’ How can you ‘prove’ true love?

Consider the relationship between Ruth, Tommy and Kathy at the end of this section.

How is the idea of birthdays potentially problematic in this novel?

In groups, discuss the incident with Ruth’s possible. You should comment on: – How the group acts prior to seeing Ruth’s possible. – How the group acts/reacts to seeing Ruth’s possible from afar. – How the group acts/reacts to following Ruth’s possible and seeing her up close. – How the group acts/reacts after they agree the woman is not Ruth’s possible.

Who do you agree with, Tommy or Ruth? ‘A bit of fun for you maybe, Tommy,’ Ruth said coldly, still staring straight ahead of her. ‘You wouldn’t think so if it was your possible we’d been looking for.’ ‘I think I would,’ Tommy said. ‘I don’t see how it matters. Even if you found your possible, the actual model they got you from. Even then, I don’t see what difference it makes to anything. ‘Thank you for your profound contribution, Tommy,’ said Ruth.

How does Ishiguro build mood and atmosphere in these lines? Re-read the passage starting with ‘Somewhere behind me…’ (page 164) to ‘…then they too began walking again’ (page 165).

What ‘sort’ of people WOULD they be modelled on? Why does Tommy stay with Kathy? What does this suggest?

How is it increasingly evident that Tommy and Kathy have feelings for each other? Why do they resist these feelings? Is this right/fair?

Chapter 15 Questions Tommy brings up a popular idea about art being a window to the soul. To what extent do you agree or disagree with him? Is there validity in the argument that artistic ability is proof of a soul? Is his concern about his lack of ability something worth caring about?

Consider the irony of the following: Tommy sighed. ‘I know,’ he said. ‘Well, I suppose we’ve got time. None of us are in any particular hurry.’

What impressions do you get about the relationship between Tommy and Ruth in these lines? Re-read the passage starting with ‘You know,’ said Tommy…’ (page 178) and ending with ‘…but I didn’t laugh with him’ (page 179).

Why does Kathy care so much about upsetting Ruth? Should she?