piecesexercises


 * __Pieces of Silver by Karl Sealy__**


 * Background**

Karl Sealy was born in 1922 on the Caribbean island of Barbados, the son of an engine-fitter and one of eight children. He excelled at school and went on to train to be a teacher and spent his career teaching in the secondary schools of Barbados. He married in 1962 and had two sons. He published a number of stories and poems in the //Trinidad Guardian// and became a story-writer and a poet with an international reputation. He was also an outstanding chess player, who represented his country at the highest level of competition. He dies in September 1993. Like other Caribbean islands, Barbados was a British colony for centuries and only achieved full independence in 1966, so that the British influence-on education, language and in many other spheres-is very strong.


 * NB:**
 * Brutus’ ingratitude...(lines 89-92)**
 * Mr Chase is misquoting from Shakespeare’s //Julius Caesar.// Caesar was assassinated by a group of men, including his friend Brutus.**
 * Mark Antony, a loyal friend, accused Brutus of ingratitude in his famous speech at Caesar’s funeral. The actual line is “ingratitude, more string than traitor’s arms.”**


 * What’s the story?**

1. The action of this story covers twenty-four hours in the life of Clement Dovecot, from one morning at school to the next. What is he most likely to remember about his day? Complete the following list with eight or more main events.

1. He is left standing in assembly because he has not contributed to the Headmaster’s leaving present. 2. The acting Headmaster, Mr Chase, makes him stand on the platform.


 * Characters-what are they like?**

2. Clement is treated very differently by Mr Chase and by his sister, Evelina. Place following quotations in the context of the story and then decide what they show about Mr Chase, Evelina, and the differences between them.

Chase

· stout, pompous · The smaller boys straightened and stiffened under his cold gaze · emitting an untrue, faltering note · showed the gleaming gold of his teeth · fierce-eyed and unsmiling · under the threat of the lash · spent some minutes more making the hapless boys the laughing-stock of their schoolfriends · Mr Chase eyed their bowed heads in enjoyment

Evelina

· picking at the coarse food · a close bond of understanding and companionship · the cheering warmth of her arms · she listened as attentively as a mother · she put her lips down to his harsh curls · Evekina’s voice rose clear and true · Evelina let out the laughter that had been welling up inside her · “Now I going to tell you how we’ll fix that brute, Mr Chase.”


 * The plot-conflicts and twists**

3. Clement has to stand on the platform in assembly, with a cross drawn on his forehead, and is made to recite a speech on ingratitude in front of 400 pupils. What are your thoughts on:

· Mr Chase’s treatment of Clement? · The idea of forcing children to give money for the Headmaster’s leaving present? · The reasons why Clement is unable to make a contribution? · The //irony// of a boy like Clement giving money to a man like Mr Megahey?

4. Re-read the final section of the story (from line 217). There are two dramatic “twists in the tail” here. Work through the twists and ironies by considering the following questions:

a) Why exactly is Clement “turned to stone” (lines 217-8)? b) Why hasn’t Clement realised whose house this is until this moment? c) Why doesn’t Mr Megahey recognise Clement? d) What is ironic about Mr Megahey giving money to Clement? e) Why does Clement delay handing over the money until on the platform? f) How does Clement manage to “fix” Mr Chase-as Evelina puts it? g) What makes the ending so satisfying?


 * Themes-what is it really about?**

5. What impressions does Sealy give you of Clement’s school? Find evidence in the story to support the statements below.

a) The boys are reluctant to attend and live in fear of punishment. b) The teachers are casual, self-important and badly educated themselves. c) The pupils are drilled as if they are in the army. d) The discipline is violent and unfair. e) The teachers enjoy humiliating their pupils.

6. What impressions does Sealy give you of Clement’s home? Find evidence to support the following statements.

a) His family has very little to eat. b) Their home is tiny and run-down. c) They have very little money to spend. d) The children have to make do with what they have got. e) Evelina was unable to carry on with her schooling.

7. The title of the story carries a reminder of the most famous “pieces of silver”-the thirty pieces paid to Judas Iscariot for betraying Jesus. Can you see any ways in which this story could be about betrayal?


 * The writer and the writing-Sealy at work**


 * Characterisation**

8. You will have noticed from the section on **Characters** that Sealy gives us a stronger impression of Mr Chase and Evelina by deliberately contrasting them with each other. Look closely at the way he contrasts characters in the following examples of description and dialogue. What is the effect of these contrasts?

his cold eyes (line 44) The cheering warmth of her arms (line 176) glanced apprehensively...tried feverishly (lines 9-10) leisurely...laughing...sauntered (lines 12-13) A squat jug of a man (line 74) a long thread of a woman whose bones want had picked like an eagle (lines 130-1) “surely our old Head would expire if he knew that in his school he harboured so many thankless Brutuses” (lines 91-92) “Did yo’ hear thet, Maud?...I’ll bet you ain’t never did.” (lines 164-5)
 * Contrast one image...**
 * ...with another**
 * Chase**
 * ...with another**
 * Chase**
 * Chase**
 * Chase**
 * Evelina**
 * Evelina**
 * The boys**
 * The boys**
 * The boys**
 * The teachers**
 * The teachers**
 * Chase**
 * Chase**
 * Chase**
 * Mrs Dovecot**
 * Mrs Dovecot**
 * Chase**
 * Chase**
 * Chase**
 * Mr Dovecot**
 * Mr Dovecot**


 * A closer look at some language choices-Setting**

9. Sealy also uses contrast in his description of the different setting in the story. Look closely at the language describing the world of the playground and the school in the opening two paragraphs, and then the changes in the boys as the school day starts. Think about the effect of:

· “the noisy playfield” being covered in “a pall of silence” · “games...climbers...enjoying” changing to “assembled...inspection...file.”

10. Look also at the descriptions of the Dovecots’ home (lines 112-33) and of Mr Megahey’s home (lines 202-17). How does this contrast help you to understand the unfairness at the heart of the story?