What Happened to Serenity? - discussion on the book by PJ Sarah Collins

Did this book remind anyone else of the M. Night Shymalan movie The Village?!

 

Background of the book

PJ Sarah Collins is a teacher in BC and first started writing after her daughter passed away. This led to 7 years of courses, and a love of writing for a young audience. Having also been a youth leader for quite a few years, she has experience working with a YA audience as well. Collins says that the impetus for writing this novel was wondering “in what ways I am being manipulated through media in my world. As a citizen, do I have access to the full story of my community, my country? These questions triggered a story idea, which led to more questions”(Collins, 2011, pg. 218). She went on to ask,“Is it possible to be an independent thinker, constantly digesting information and disinformation, and I am never alone with my own thoughts?” (Teachingbooks.net, n.d.). After numerous rewrites over many years the book was finally published.

 

Book as Object

The first thing that I noticed about this book is how the girl pictured on the front reminds me of a young Kirsten Dunst circa the Little Women film. She looks somewhat mysterious, which is aided by the fact that she is glancing over her shoulder and not quite directly at the camera. The brown tones of the image also add to this effect. The back cover isn’t quite as appealing and doesn’t seem to flow nicely from the front. This paperback book fits nicely in my hand. It’s labeled as a teen book, but the trim size of the book makes it seem more for children. Once I opened it up and saw varying chapter lengths and smaller print I realized that the teen category does make more sense. The chapters are labeled with the date and day of the week, which will help to have a timeline as I’m reading.

 

Reading Journal

What happened to me as I read?

While I found this book less engaging than the last one, I was still interested in it, as I enjoy reading YA books, especially dystopian in nature. I think this is because I like to imagine worlds and scenarios that are completely unfamiliar, and seeing what an author can come up with that still makes it realistic. There were a few times that I got caught up in the book and forgot about taking notes, but not often enough to say that I forgot that I was supposed to be thinking about it. Rather than getting really into what was happening to the characters, I was more interested in having my questions answered as to how this community was formed. I think this is a prime example of how we are wired to be curious and ask questions, and how the rules against questions in this Community are so against the grain!

Responses caused by the reader's personal history

I have always enjoyed reading books of a fantastical nature, starting with Charlotte’s Web and The Chronicles of Narnia. In more recent years I’ve enjoyed reading the Hunger Games. As soon as I saw that this book was set in the future, I knew that I would enjoy it (although, hard as it is to think of, 2021 is only 7 years away!!). Near the end of the book it’s revealed that this Community is in Saskatchewan, and within a no-fly zone. I couldn’t help but imagine it as being located between Saskatoon and Outlook (where my parents lived for the last 10 years), as there is a military base there that has a no-fly zone. It was fun to imagine it being in a place that I’ve driven by numerous times! 

Responses caused by the reader's history as a reader

While reading this book I had a lot of questions, most of which were eventually answered as the book developed. I would say it was the right story for the right time, as it was a fun read to conclude the course with. The category of teen was somewhat confusing at first, and I wondered if, based on the young girl on the front and my thoughts as I read it, it would make more sense for it to be in juvenile fiction (9-12). I do think that an 11 or 12 year old, or perhaps even a bit younger, would enjoy this book, and I don’t think it would translate well too far into the teenage years (perhaps 14 or so).

Responses caused by the text alone

As with Me and Mr. Bell, I felt that the first person narration in this book drew me in. It allows me to see this unusual Community with the eyes of a young girl who grew up here. As Katherine questions things and learns answers to her questions, so does the reader (albeit slightly before her at times!). I really enjoyed the free verse after each chapter; they give another glimpse of Katherine’s individuality and even more insight into what her emotions are.

*Spoiler Alerts Galore*

Here are a few of my thoughts and questions as I read through the book, along with what I discovered as I read!

- Why can’t they ask questions? Does it promote individual thinking too much, which would mean loss of control? These questions are answered as part of the Manifesto: “My questions are irrelevant, as they only serve me” (Collins, 2011, pg. 27) and “In a perfect society, people treat each other with respect. They do not ask questions or assume rights to information that does not belong to them. To continue to question is to hold onto a spirit of innovation and individuality” (Collins, 2011, pg. 55).

- What is the Ecological Revolution of 1979? It turns out that, along with other things such as unstable air, it is a made up event to convince the members of the community to stay put.

- Why are Katherine’s parents so insistent on her following the rules and not asking questions when they are breaking the rules themselves by having colour and other expressions of individuality? They want to keep each other and their family safe, and regret acting in rebellion as it has endangered Katherine. “We made too many concessions when you were younger. … We brought color into this home instead of being responsible role models to show you how to respect the entire Manifesto” (Collins, 2011, pg. 69).

- The section where Katherine decides to break into the Community Hall, and overhears a few conversations really gave a lot of information. I immediately wondered why it didn’t cross her mind that her dad is part of the secret leadership; it took her another whole page to think of that! I quickly realized that he isn’t part of it already, but being asked to consider it, which seems strange considering his background and rebellious daughter. This conversation was also where I first wondered if Katherine’s mother really miscarried numerous times or if she had been forced to have abortions; while I don’t remember this ever being completely confirmed, it’s implied that whatever is in the syringe Father gave her caused her to miscarry.

- While the only real technology to speak of is the Remote in each house, it quickly becomes apparent that there are other instances of it as well. This is seen in the laptop in Father’s office, the electric fence around the perimeter of the Community, and the evidence of planes high above (“sky scratchings – the white lines that move high on the cloudless blue skies” (Collins, 2011, pg. 89-90)).

- Who is the Planet Keeper? There is no evidence of a structured religion in this Community, but this is very much portrayed as a godhead figure in Katherine’s life. Is this something that the author just never goes into detail, or something that Katherine has made up? Unfortunately, we never really get an answer to this, and it feels rather inconsistent that Katherine has almost a relationship with a godhead figure that no one else talks about or mentions.

- Chapter 8 is a great chapter for hearing the story of how this Community got started and developed, as told to Katherine by her mother. Later on, at the end of the book, Father gives Katherine, and therefore the reader, more information as to why and how this community really started. It seems that it’s all a big experiment in Socialism/Communism.

- Things seem to come together quite well for Katherine at the end of the book and all wraps up quite neatly. I find it somewhat hard to believe that all of Anna’s and Katherine’s family would be ready and willing to get in a helicopter, without really knowing what’s going on or where they are going.

While many questions were answered, I still have some unanswered questions, such as how Katherine’s parents knew what was going on. Did they only find out when Father showed Katherine’s dad media? Or did they know before then? What problems did they see and wonder about but never address? Who exactly are the Aunts and Uncles and how exactly did this Community get set up, especially so secretively? Where did the 100 orphans come from? How will they all adapt to the outside world? What will happen to the organizers of this Community?

What does this book ask of readers?

This book asks readers to suspend their disbelief for the duration of the story. While not set that far in the future, it is set in an unfamiliar setting and environment. They need to be willing to see this Community from the perspective of Katherine, who knows no different. Having a basic understanding of communism and socialism isn’t necessary, but would serve to enrich the story. There are a number of unfamiliar phrases and words, such as Domicile Inspection, Level One, Harvest Break, the Remote, Life Role, etc. However, these are all either easily understood or explained at some point in the book. 

Review Comparison

The book review I found for this book is by Charlotte Duggan in CM Magazine. Just as I experienced, Duggan comments that “the constructs of the Community are revealed in intriguing and subtle bits of information, and readers struggle to locate the story in time and place … Readers wonder right along with her” (Duggan, 2012, para. 1).

I would disagree with Duggan’s comment that the story “builds towards an exciting climax” (Duggan, 2012, para. 2), as I felt that the story never really built; rather, it tried and failed. This is partially, as Duggan notes, because of the “sudden introduction of new characters, plot information and ideas” (Duggan, 2012, para. 2) and the quick ending that takes place. While it’s a neat and tidy ending, it leaves quite a few threads hanging and I felt was too quick.

I agree with Duggan's analysis that with its emphasis on family relationships, the need for truth and answers, and the air of mystery, this book would be a good recommendation for a young reader who enjoys dystopian literature.

References

Collins, PJ. (2011). What happened to Serenity? Markham, Ontario: Red Deer Press.

Collins, PJ. (n.d.). Retrieved from http://pjsarahcollins.wordpress.com/

Duggan, C. (2012). What happened to Serenity? CM: Canadian Review of Materials, 18(22). Retrieved from http://www.umanitoba.ca/outreach/cm/

Teachingbooks.net (Producer). (n.d.). What happened to Serenity? Meet-the-author book reading [Audio podcast]. Retrieved from http://www.teachingbooks.net/book_reading.cgi?id=8250&a=1

 

 

Me & Mr. Bell - discussion on the book by Philip Roy

Background of the Book

Philip Roy was born in Nova Scotia, which explains how he was able to write this book with such familiarity of the setting that it felt like home. While most of his books have been about submarines and adventures on the sea, he has written this and one other historical fiction book, also set in Nova Scotia, with another one in the works.

During an interview with CBC, Roy shared why he wrote this book. When he visited the Bell museum as a child, he was inspired by the many inventions Bell created, but found that "what really captivated [him] was his sense of humanity ... The fact that he basically cared so much for people, that impressed me more than anything" (CBC, 2013, 0:26). He created a character that would relate to Bell in his obsession with problem solving, but also with his love of nature. He used the invention of the Silver Dart as "a metaphor for Eddie's own ambition [and] own challenge" (CBC, 2013, 3:41).

Beinn Bhreagh

This book was nominated for the 2014 Book of the Year for Children Award from the Canadian Library Association, and become a top 10 finalist. It was also shortlisted for the 2014-2015 Hackmatack Children's Choice Book Award, and listed as a Year's Best 2013 book by Resource Links.

There were a few things that I was curious about as I read this book. I wondered if Beinn Bhreagh and Dalvay-by-the-Sea, PEI had any connection to or influence on each other, as I immediately thought of Dalvay-by-the-Sea when I saw the cover of the book. I was unable to find any information relating the two, although both drew strongly on the Scottish influences of the owners. Looking at the pictures side-by-side I'm less inclined to think of them as being very similar as I originally was, other than a few architectural features.

Dalvay-by-the-Sea

I also wondered if Mr. Bell had learning disabilities himself because he was able to relate to Eddie so well, and if he and Helen Keller really were friends. Upon doing some research, I found out that Mr. Bell was Helen Keller's teacher, which answered the second question, and also made it clearer as to one reason why he was able to help Eddie in the way he did.

Book as Object

The book I borrowed from the library is a paperback, not too thick, and seems a perfect size for the 10-12 target audience. The type size is average, the chapters aren’t too long, and at 137 pages is a good length. The cover is somewhat old fashioned, and would most likely draw a more serious reader. With the male protagonist and characters on the front, hopefully this book would appeal to boys. The mannerisms of the characters on the front looking and pointing into the distance give an air of mystery and wonder and curiosity. The big house on the front probably means that at least one character is well off, most likely the older man pictured based on how he is clothed. 

Reading Journal

What happened to me as I read?

I was engaged in this book from the very beginning. I believe the first person narration helped me get in the head of a 10 year old boy and really feel what he was feeling. I felt his pride at helping his father, and then his dejection when he later disappointed his father; his pain at being singled out for not being able to read and write; his frustration at not being able to use his left hand to write; his confidence building as he was encouraged and made to feel important and normal by Mr. Bell and his friends and family; his invisibility in the classroom; his pleasure in learning about mathematics and applying it practically to his life; his love for his father growing through the book as his father begins to believe in him. It didn’t take long for me to “forget” why I was reading this book, and I had to force myself to stop occasionally to take notes.

Responses caused by the reader's personal history

As I’ve mentioned before in this class, I’ve always enjoyed reading historical fiction, so this book was right up my alley. While there was never (that I can remember) any mention that the setting was Nova Scotia, I was aware that this was the province it was set in, and the cover made me think of a more rural area. As mentioned above, the house on the cover reminded me of Dalvay-by-the-Sea in PEI, which endeared me a bit more to the book as well. 

That I know of and can remember, I’ve never really interacted with someone with dyslexia, so I was unable to relate to Eddie in that way. However, I was able to empathize with his feelings of inadequacy; everyone has areas that they aren’t as good at or feel as confident in, and I was able to relate to him in that respect. The characters of Mr. Bell and Helen Keller were probably my favourites, as they both in a subtle way encouraged Eddie, but didn’t make excuses for him and pushed him to push himself, knowing that he could do what he didn’t think he could. 

Responses caused by the reader's history as a reader

This story came at the right time for me. I didn’t read any of the books for this course in advance, and so when it came to picking one of the three books for this week, I based my decision on which one was the shortest (I figured this was a good way of doing it since they all sounded interesting!). This decision was a great one, as I was able to read the book in pretty much one sitting, and it ended up being a book that really touched me emotionally. I don’t normally cry while reading a book, but I teared up three – yes, three! – times while reading this book. 

The first time this happened was when Eddie was at the Bell’s house for the afternoon (chapters 7&8) and he met so many people who treated him as someone important. With both Mr. Bell and Helen Keller investing their time in him in a simple way, he started to realize that an individual can do a lot with a little bit of determination and belief in one’s self, despite obstacles they may be facing. Realizing that obstacles like being blind, like Helen Keller, and mute like both her and Mrs. Bell, could be overcome made him realize that he could face his learning disability.  

The second time I teared up was when Eddie had his left hand tied behind his back by the Inspector. I was immediately appalled and was so happy that he had a friend who cut the rope the instant they were outside and able to do so. Earlier in the story, when his father was proud of him for figuring out how to get the rock out of the field, I wondered how long it would last before he became disappointed in him for not being able to read and write well. As Eddie got closer to home in this chapter and started talking to his father, I wondered how he would react, or even if Eddie would tell his father what had happened. Even before he knew what had happened, he encouraged his son to push through the doubters. Then seeing his father’s righteous anger at the situation, and yet still able to speak encouraging words to Eddie, made me so glad that their relationship had really turned a corner. In fact, I’m getting emotional again right now as I read the scene!

     

      "And why in Heaven’s name did he tie you up?" My father was breathing heavily through his nose now. … He put his hand on my chin and looked into my eyes. "It’s not a perfect world, my son. There are all kinds of problems for everybody every day. That’s just the way it is. But let me tell you something: don’t ever let anybody lay a hand on you like that again. … And something else: use the hand that God gave you to use, and don’t let anybody tell you any different." … My father let go of my chin, took a deep breath and started down the hill toward the school. I watched him go. I was sure glad I wasn’t Miss Lawrence right now. (Roy, 2013, pg. 104-105)

By the last page of the book, I was glad that it was done, because I was tired of getting emotional! Mr. Bell has one last chance to speak to Eddie about working hard despite everyone doubting him, and that success will come eventually, and to not “forget to celebrate those successes” (Roy, 2013, pg. 137). Throughout the book he relates himself to Eddie and shows Eddie that while everyone has different obstacles, the way one approaches them is the telling sign of a person’s character and whether they will overcome them. Based on Eddie’s actions by the end of the book, he’s well on his way to realizing that he can rise above and do well in life, and this is a lesson that the reader has hopefully internalized as well.

   

Responses caused by the text alone

This book is written in a style that would appeal to a younger reader, with short, uncomplicated sentences and chapters. The usage of first person narration allows the reader to get into the head of the protagonist. While I was aware of the setting, it wasn’t necessary to really understand and engage in the story, but that knowledge made it a richer book for me. 

For the most part, the primary characters appeared well rounded (Eddie, his parents, Mr. McLeary, Mr. Bell). The secondary characters, too, while somewhat stereotypical, drew me in, including Eddie’s siblings, Mrs. Bell, and Helen Keller. However, I was extremely disappointed in the character of the teacher (which I think was the author’s plan!). She did the exact opposite of what any good teacher should do. Also, if any character was a one note character, I would say that she was. She didn’t seem to really have any kind of reason as to why she acted the way she did towards Eddie, and even though she seemed somewhat sheepish after the hand-tying instance, her character didn’t really change or evolve at all. While not all readers would be able to relate to Eddie’s character as far as his learning disability goes, the author does a good job of making him a normal boy apart from that. He has siblings that annoy him, chores to do, school to go to, and he’s a curious boy who wants to figure out how things work! 

The ending of the book was rather surprising, as I expected it to tie up neatly with Eddie introducing his family to Mr. Bell, and perhaps having a role to play in the flight of the Silver Dart. Usually I can figure out the ending of a book, and I thought I had this one pegged. However, I was pleased that there was a twist at the end, as it was a culmination of the relationship that Eddie developed with his father, as well as usage of the applied mathematics that he had been working so hard at learning. And, in the end, it still tied up neatly with his father finally meeting Mr. Bell, and while Eddie still had to work at it, he continued to overcome his learning disability.

What does this book ask of readers?

This book asks the reader to empathize with a character who has a learning disability (most likely dyslexia, although never diagnosed as such in the book). This will most likely be hard for the reader to do, as I would imagine that a child with dyslexia probably wouldn’t be at this stage of reading yet (but I am saying that with no background or knowledge). That being said, it could be a book that a parent would read to/with a child with a learning disability in order to encourage them in the same way that Eddie is encouraged.

In addition, this book asks the reader to immerse themselves in a different time period, one in which school in a rural area takes place in a one room schoolhouse and where differences aren’t accepted in the same way that they are today. It would also be helpful for the reader to have some knowledge of Alexander Graham Bell and Helen Keller, although it’s not necessary, as the basic information that is needed for the story to make sense is shared. Hopefully, as I was, the reader is curious about the historical facts and decides to do a bit of research to learn more about the characters. That being said, it might have been handy for the author to include an afterword talking about some of the facts and historical characters so the reader is a bit more aware of what and who were real events and people and which were made up.

Review Comparison

In comparing Gillian Green's review of this book, I find that we had very similar reactions to this book. She notes the "complexities of the English language" (Green, 2013, para. 1) that Eddie has to deal with, which is something that I noted to as he continually struggled with all the exceptions that are involved. He wonders how he is ever going to memorize every word, since nothing seems to follow the rules! Despite his struggles with words, he is very gifted with numbers and pushes to learn more about applying those to his life. This curiosity in his character at how things are done is one that Green also noted, and something that carries through to his desire to learn how to read so that he doesn't have to be stuck being a farmer his whole life. Green also saw the gradual acceptance that Eddie came to have about his limitations, but also about his abilities and how his failures can also contribute to his successes. 

One of the key things that I noted about this book is how the first person narration helped to draw the reader in and really understand Eddie as a character. This is also something that Green comments on, noting that "Eddie, as the narrator, allows for the story to be as engaging as possible" (Green, 2013, para. 3). She also notes how the interactions with famous historical characters and the lessons that Eddie learns are ones that can be easily translated to classrooms. 

The one thing that I disagree with Green on is that she says that Bell's development of the Silver Dart plays a main role in the book. While it is a recurring theme and event, because of the impact Eddie's character had on me, I wouldn't say that it's a main role, as it could just as easily been a role carried out by any of Bell's other inventions, and is just a tool used to develop the conversations between Bell and Eddie. Other than that, Green and I completely agree that "Roy has created a fantastic story, with a likable main character" (Green, 2013, para. 5).

References

Beinn Bhreagh (n.d.) [photograph]. Retrieved from http://new.skyhighrestoration.com/wp-content/uploads/2014/02/DSC_0002.jpg

CBC (Producer). (2013, October 16). Me and Mr. Bell [Audio podcast]. Retrieved from http://www.cbc.ca/informationmorningcb/

Dalvay-by-the-Sea (n.d.) [photograph]. Retrieved from http://peistuffonline.com/redislandrelay/images/1212193295_531310.jpg

Green, G. (2013). Me & Mr. Bell. CM: Canadian Review of Materials, 20(2). Retrieved from http://www.umanitoba.ca/outreach/cm/

Me & Mr Bell (n.d.) [book cover]. Retrieved from http://www.thecasket.ca/wp-content/uploads/2013/10/Me-Mr-Bell-a-novel-Cover-647x1024.jpg

Roy, P. (2013). Me & Mr. Bell. Sydney, Nova Scotia: Cape Breton University Press.