Never Let Me Go
Chapter 3: Three
by Ishiguro, KazuoThe chapter opens with a description of the pond near Hailsham, a secluded yet oddly exposed spot where the narrator, Kathy, seeks out Tommy for a private conversation. Despite its tranquil setting with ducks and bulrushes, the pond is not ideal for discreet talks, as sound carries unpredictably and the house offers a clear line of sight. Kathy feigns an accidental encounter with Tommy, who is seated on a rock, and their initial small talk masks the tension from an earlier interrupted conversation in the lunch queue. The scene is set with careful observations of their clothing and surroundings, hinting at the guarded nature of their interactions.
Tommy reveals a pivotal moment involving Miss Lucy, one of the guardians at Hailsham, who reassured him that his lack of creativity was not a failing. Unlike other guardians who pressured him to improve, Miss Lucy emphasized that he shouldn’t be punished or judged for it. This conversation, which Tommy recalls in fragments, stood out because of Miss Lucy’s uncharacteristic intensity—she was visibly shaking with anger, though not directed at him. Her words deeply affected Tommy, giving him a newfound confidence and sense of validation, which Kathy notices has improved his demeanor in recent weeks.
The discussion between Kathy and Tommy delves into the implications of Miss Lucy’s words. Tommy struggles to articulate why her reassurance mattered so much, but it’s clear her support was transformative. He insists Kathy keep the conversation secret, though Miss Lucy never explicitly asked for confidentiality. The chapter subtly underscores the unusual dynamics at Hailsham, where guardians like Miss Lucy occasionally break from the institution’s norms, offering moments of unexpected solace to the students. Tommy’s relief and Kathy’s curiosity about Miss Lucy’s motives hint at larger, unspoken tensions within the school.
The chapter closes with Tommy’s insistence on secrecy, emphasizing the fragility of the trust Miss Lucy placed in him. Kathy agrees, but the encounter leaves her unsettled, pondering the significance of Miss Lucy’s actions. The scene captures the delicate balance of power and vulnerability at Hailsham, where small acts of kindness or defiance carry weighty implications. The pond, initially a backdrop for an awkward meeting, becomes a symbol of the students’ constrained lives—visible yet isolated, serene yet fraught with unspoken rules and hidden emotions.
FAQs
1. How does the setting of the pond contribute to the mood and themes of the conversation between Kathy and Tommy?
Answer:
The pond, while described as tranquil with its ducks and bulrushes, is ironically not an ideal place for private conversation. The text notes that sound travels unpredictably across the water, and the characters can be easily seen from the house, creating a sense of unease and surveillance. This setting mirrors the themes of secrecy and the constant watchfulness at Hailsham. Kathy’s awareness of potential eavesdroppers (like the Juniors at the window) heightens the tension, making the pond a fitting backdrop for their guarded discussion about Miss Lucy’s controversial remarks. The atmosphere underscores the institutional control and lack of true privacy in their lives.2. What does Miss Lucy’s conversation with Tommy reveal about the values and pressures at Hailsham?
Answer:
Miss Lucy’s reassurance that Tommy shouldn’t worry about being “uncreative” challenges Hailsham’s emphasis on artistic achievement as a measure of worth. Her anger suggests she disagrees with the system’s punitive attitude toward students who struggle creatively. The chapter implies that creativity is heavily policed at Hailsham, with guardians like Miss Emily pressuring students to conform. Miss Lucy’s defiance—telling Tommy his lack of creativity isn’t his fault—hints at a deeper critique of the school’s ideology. Her shaking with “rage” implies this is a systemic issue, not just Tommy’s personal struggle.3. Analyze the significance of Tommy’s reaction to Miss Lucy’s words. How does it affect his behavior afterward?
Answer:
Tommy is profoundly impacted by Miss Lucy’s validation, as it alleviates his guilt and improves his emotional state. He tells Kathy that realizing “it wasn’t [his] fault” made “the difference,” suggesting he internalized the school’s criticism until this intervention. His relief is evident in his laughter and his insistence on secrecy, which shows both gratitude and fear of backlash. The small nods Miss Lucy gives him afterward act as silent reinforcements of her support, becoming a source of stability. This reveals how vulnerable students are to authority figures’ opinions and how even small acts of kindness can counteract institutional pressure.4. Why might Kathy and Tommy feel the need to hide their conversation about Miss Lucy’s remarks?
Answer:
Their secrecy reflects the oppressive environment at Hailsham, where dissent or unconventional ideas seem dangerous. Tommy’s urgency (“you’ve got to really promise”) suggests that Miss Lucy’s views are taboo or rebellious. The guardians likely enforce conformity, and students who question norms (like the value of creativity) might face consequences. Additionally, Kathy’s initial pretense of an “aimless stroll” and her vigilance toward the house windows show how ingrained self-censorship is. Hiding the conversation protects both Tommy from further scrutiny and Miss Lucy from potential reprimand for undermining the school’s values.5. How does the author use Miss Lucy’s physical description and demeanor to contrast with her role in this chapter?
Answer:
Miss Lucy is introduced as “squat” and “bulldoggy,” with unconventional appearance traits like upward-growing hair, which might suggest rigidity. However, her athleticism and strength (outrunning students, excelling in sports) hint at an underlying resilience. This contrasts with her emotional depth in the chapter: her “furious” shaking reveals passionate empathy for Tommy. Her “brisk style,” initially seeming impersonal, is revealed to mask profound care. The juxtaposition of her rough exterior and compassionate actions underscores that true support at Hailsham often comes from unexpected places, challenging superficial judgments.
Quotes
1. “It was wrong for anyone, whether they were students or guardians, to punish him for it, or put pressure on him in any way. It simply wasn’t his fault.”
This quote captures Miss Lucy’s radical reassurance to Tommy about his lack of creativity, challenging Hailsham’s institutional values. It represents a key moment of subversion in the chapter where a guardian openly questions the school’s emphasis on artistic merit.
2. “There’s at least one person here at Hailsham who believes otherwise. At least one person who believes you’re a very good student, as good as any she’s ever come across, never mind how creative you are.”
Miss Lucy’s emotional affirmation to Tommy reveals her dissent from Hailsham’s norms. The quote is significant for showing the first crack in the institution’s facade and hinting at deeper conflicts among the guardians.
3. “Anyway, when she said all this, she was shaking… Shaking.With rage. I could see her. She was furious. But furious deep inside.”
Tommy’s observation of Miss Lucy’s suppressed anger provides crucial foreshadowing. This physical manifestation of her dissent suggests systemic problems at Hailsham that extend beyond Tommy’s personal struggles.
4. “Okay, I hadn’t handled it well. But deep down, it wasn’t my fault. That’s what made the difference.”
This quote shows Tommy’s psychological breakthrough after Miss Lucy’s intervention. It demonstrates how institutional validation (or lack thereof) shapes the students’ self-perception at Hailsham.