Never Let Me Go
Chapter 5: Five
by Ishiguro, KazuoThe chapter recounts the narrator’s childhood memories of a “secret guard” formed by a group of students, led by Ruth, to protect their favorite guardian, Miss Geraldine, from a supposed kidnapping plot. The group, which fluctuated in size, believed the woods near Hailsham House were central to the conspiracy, fueled by eerie rumors and their own vivid imaginations. The woods, a constant ominous presence, were the subject of terrifying stories, including one about a ghostly former student. Despite their fears, the group’s efforts to defend Miss Geraldine were largely passive, focusing on gathering “evidence” rather than taking action.
The secret guard’s activities were dominated by Ruth’s authority, as she claimed privileged knowledge of the plot from before others joined. This allowed her to control the group’s decisions, such as expelling members or identifying conspirators. The narrator reflects on how the group, including herself, willingly sustained the fantasy, avoiding confrontations and keeping their suspicions from Miss Geraldine. The dynamic within the group highlights Ruth’s manipulative tendencies and the others’ complicity in prolonging the elaborate game, even as they likely sensed its fragility.
A pivotal moment in the chapter involves the narrator’s attempt to learn chess from Ruth, who had portrayed herself as knowledgeable. Ruth’s inability to teach the game properly—mistakenly describing chess as a variant of draughts—reveals her tendency to bluff and maintain an image of superiority. This incident underscores the narrator’s growing awareness of Ruth’s flaws and the gap between her self-presentation and reality, adding depth to their complex relationship.
The chapter blends childhood innocence with darker undertones, as the students’ playful conspiracy is shadowed by their fear of the woods and the unsettling rumors surrounding Hailsham. The narrator’s retrospective perspective adds layers of irony and nostalgia, emphasizing how the group’s fantasies were both a refuge and a reflection of their underlying anxieties. The woods, as a symbol of the unknown, loom large in their collective psyche, shaping their behavior and interactions.
FAQs
1. What was the purpose of the “secret guard” formed by Ruth and the other children at Hailsham?
Answer:
The secret guard had two main purposes: to create presents for their favorite guardian, Miss Geraldine (such as a large sheet with pressed flowers), and to protect her from a perceived kidnapping plot. The children believed that certain students and guardians were conspiring to abduct Miss Geraldine, with the woods playing a central role in their imagined scenario. While they gathered “evidence” of the plot, they took few practical steps to defend her, instead sustaining the fantasy through speculation and observation. The guard also served as a means for Ruth to maintain authority among her peers by hinting at secret knowledge from “before” others joined.2. How did the woods influence the children’s imaginations and behaviors at Hailsham?
Answer:
The woods, located at the top of the hill behind Hailsham House, were a constant source of fear and fascination for the children. They were the subject of gruesome rumors, such as a boy being found mutilated there or a ghost of a former student wandering the trees. Even though the guardians dismissed these stories, older students reinforced their believability. The woods cast a psychological shadow over the children, particularly at night, when their presence felt most oppressive. This fear was weaponized—for example, the children punished Marge K. by forcing her to look at the woods at night, reducing her to terrified sobs. The woods also became central to the secret guard’s kidnapping fantasy, symbolizing danger and the unknown.3. Analyze Ruth’s role in the secret guard and how she maintained control over the group.
Answer:
Ruth was the undisputed leader of the secret guard, leveraging her self-proclaimed early knowledge of the kidnapping plot to assert authority. She maintained control by implying she possessed exclusive information from “before” others joined, which she used to justify decisions like expelling members or avoiding confrontations with suspected plotters. Her leadership was not solely based on coercion; the other children, including Kathy, actively participated in sustaining the fantasy because it provided structure and excitement. Ruth’s behavior—such as her vague chess “lessons”—reveals her tendency to bluff expertise to preserve her status, a pattern that extended to the guard’s activities. The group’s dynamic suggests a collective willingness to indulge in the fantasy, with Ruth as its orchestrator.4. Why did the children avoid confronting the people they suspected of plotting against Miss Geraldine?
Answer:
The children avoided direct confrontation because their “evidence” was flimsy and rooted in imagination rather than fact. They recognized, even subconsciously, that their accusations wouldn’t withstand scrutiny, so they deferred action under the guise of needing more proof. Additionally, they feared alarming Miss Geraldine, believing that revealing the plot would unnecessarily distress her. This hesitation reflects the precarious nature of their fantasy—it thrived on speculation but would collapse if tested. The guard’s activities were more about sustaining a shared narrative (and Ruth’s authority) than taking real action, highlighting how the children balanced make-believe with an underlying awareness of its fragility.5. How does Kathy’s recollection of the secret guard reveal broader themes of memory and self-deception?
Answer:
Kathy’s retrospective account underscores how memory can distort or minimize past experiences, particularly embarrassing ones. Ruth, for instance, downplays the guard’s duration, likely due to shame. Kathy also acknowledges her own complicity in prolonging the fantasy, suggesting that self-deception was a collective effort. The guard’s activities—obsessing over unsubstantiated plots, avoiding confrontation—mirror the way children (and adults) construct narratives to explain uncertainties or exert control. The chapter hints at deeper themes in Never Let Me Go: how people cling to comforting illusions, how authority figures manipulate narratives, and how nostalgia filters the past, often obscuring uncomfortable truths.
Quotes
1. “We believed Miss Geraldine was the best guardian in Hailsham, and we worked on presents to give her—a large sheet with pressed flowers glued over it comes to mind. But our main reason for existing, of course, was to protect her.”
This quote captures the children’s naive yet intense devotion to their guardian, Miss Geraldine, and their imaginative yet ominous sense of purpose in forming a “secret guard.” It reflects the blend of childhood innocence and underlying tension that permeates their world.
2. “All we could see really was a dark fringe of trees, but I certainly wasn’t the only one of my age to feel their presence day and night. When it got bad, it was like they cast a shadow over the whole of Hailsham.”
The woods symbolize the ever-present fear and mystery in the children’s lives. This quote illustrates how the unknown looms large in their imaginations, shaping their behavior and adding a layer of gothic unease to the narrative.
3. “But her ghost was always wandering about the woods, gazing over Hailsham, pining to be let back in.”
This haunting rumor about a former student reflects the children’s deep-seated fear of exclusion and the outside world. It underscores the theme of belonging and the ominous consequences of stepping beyond Hailsham’s boundaries.
4. “But then the older students would tell us that was exactly what the guardians had told them when they were younger, and that we’d be told the ghastly truth soon enough, just as they were.”
This quote highlights the cycle of secrecy and partial revelations at Hailsham, where the children are kept in the dark about their true purpose. It foreshadows the darker realities they will eventually confront.
5. “But the truth was, those of us who’d grown close to her, we each played our part in preserving the fantasy and making it last for as long as possible.”
This introspective moment reveals how the children, particularly the narrator, are complicit in maintaining their illusions. It speaks to the human tendency to cling to comforting myths, even when they are built on shaky foundations.