Whole class discussion: Post your group wikis here

Quote:
“I saw a new world coming rapidly. More scientific, efficient, yes. More cures for the old sicknesses. Very good. But a harsh, cruel, world. And I saw a little girl, her eyes tightly closed, holding to her breast the old kind world, one that she knew in her heart could not remain, and she was holding it and pleading, never to let her go. That is what I saw. It wasn't really you, what you were doing, I know that. But I saw you and it broke my heart. And I've never forgotten”

Thesis:

The use of the students as human clones in Never Let Me Go represents the blatant disregard for their humanity, and exploits them as resources for the greater good of the human race. This practice violates article 6 of the Convention on the Rights of the Child, article 1, 5, and 6 of the Universal Declaration of Human Rights. The use of clones as organ donors is unjust and a myriad of moral and ethical issues in regard to health practices. The denial of the students humanity, and normalization of the cloning process causes the students to accept their horrific fate. The dystopian world represents modern slavery under the guise of serving the greater good of the privileged social classes.

Argument:

The fictional world created by Kazuo Ishiguro, highlights several human rights abuses. The actions in this novel directly violate Article 6 of Convention on the Rights of the Child. This article states: “States Parties recognize that every child has the inherent right to life [and] States Parties shall ensure to the maximum extent possible the survival and development of the child”. The clones are raised in segregated areas so that they will one day be able to begin the process of organ harvesting. This does not give these children the inherent right to life, as the course of their life is decided before their creation. In addition, the government in question does not ensure the survival and development of the child, as they will begin to donate vital organs as they enter adulthood. This stage marks the end of their lives, as they simply are unable to function without the presence of their organs, and their subsequent death is marked by a stage called “complete”. The Universal Declaration of Human Rights (UDHR), has several articles that are violated throughout the novel. Article 1 posits “all human beings are born free and equal in dignity and rights”, in the novel we see that the use of clones denotes them as “less than human” and their existence is to merely serve those that are fortunate enough to be considered human. Moreover, article 5 and 6 say “No one shall be subjected to torture or to cruel, inhuman or degrading treatment or punishment [and] everyone has the right to recognition everywhere as a person before the law”. Unfortunately for Kathy, Ruth and Tommy, they are not considered human and are therefore exploited for their organs. Those in charge are not given any consequences and are using them as a resource for the people lucky enough to be deemed “human”. The use of clones highlights a troubling issue where innocent individuals are exploited to serve those in a privileged position. The use of the word ‘donation’ alludes to a greater purpose, and allows the students to understand their purpose, as sinister as it may seem. The students are denied futures and this is a predetermined destiny they have no control over.

The novel Never Let Me Go explores themes of cloning, nostalgia and the human condition. The narrator, Kathy H, begins the story by reflecting on the last 12 years as being a carer. The clones have a predetermined destiny that follows them through organ harvesting, to their eventual death. The friendship formed by Kathy, Ruth and Tommy at Hailsham, the place where the parentless children are sent to be segregated from society, is where Kathy learns of their fate. Hailsham provided a space for the clones to be raised humanely, and as a way of showing the outside world that they had souls, despite the reasons for their creation. The novel teaches us that we continue living and studying, practicing art and creating, but we all eventually die, and this is all a part of being human, and the human condition.

Kathy H. is the first-person narrator of the novel, and her tone is nostalgic as she looks back on her time at Hailsham, and her time spent as a carer. This passage describes the moment when they visit an old teacher and she recalls seeing Kathy in a moment that was so devastatingly “human”. The teachers at Hailsham were called Guardians, and as the headmistress Madame watched Kathy, her heart broke for her life that would soon follow. The tone of the passage evokes pain devastation as she yearns for these children that are being thrust into the harsh realities of their existence. The students are bred as tools to be utilized by the government, and this represents a modern form of slavery, as they are dehumanized and subjected to drual and inhumane treatment. While Madame understands the scientific advancements that have been made possible to cure old sicknesses, she sees the humanness in Kathy and recognizes that a “harsh cruel world” is waiting for her. Madame describes Kathy as holding the past against her chest, and here the title of the book arises as she hopes to never let it go. This passage is one marked by loss of innocence and shows the students inability to change the course of their future, and as a result they show little resistance.

The dystopian world as presented in Never Let Me Go shows a world plagued by privileged individuals exploiting others to fix their sicknesses and diseases, an unfortunate reality for Kathy, Tommy and Ruth. While there are no simple solutions, the inherent belief that individuals can be used for the benefit of others needs to be altered. Throughout human history we have witnessed mass human rights abuses, and while this is fictional, this treatment is unacceptable.

Paytra Waibel, Muchaneta Nyambuya, Elizabeth Miller

Dr. Amanda DiPaolo

Human Rights and Literature

22 November 2020

Quote:

"We took away your art because we thought it would reveal your souls. Or to put it more finely, we did it to prove you had souls at all."

She paused and Tommy and I exchanged glances for the first time in ages. Then I asked:

"Why did you have to prove a thing like that, Miss Emily? Did someone think we didn't have souls?"

A thin smile appeared on her face. "Its touching, Kathy, to see you so taken aback. It demonstrates, in a way, that we did our job well. As you say, why would anyone doubt you had a soul? But I have to tell you my dear, it wasn't something commonly held when we first set out all those years ago. And though we've come a long way since then, it's still not a notion universally held, even today. You Hailsham students, even after you've been out in the world like this, you still don't know the half of it. All around the country, at this very moment, there are students being reared in deplorable conditions, conditions you Hailsham students could hardly imagine. And now we're no more, things will only get worse. (Page 260).

Thesis:

After the critical analysis of the novel "Never Let Me Go" written by Kazuo Ishiguro, and more narrowly, the above included passage from page 260, it is startling to imagine just how close the real world is to this stone cold reality. Who knows, maybe it's already happening right beneath our noses. The subsequent analysis of the voice and tone of the passage, the human rights violations and infringements, the way in which the passage provokes empathy, and the literary devices and thematic analysis prove just how crucial a topic this novel presents. Further, this particular passage is a crucial turning point between the readers naiveness and true understanding of the graveness of this reality.

Argument:

Through the analysis of this passage, it is glaring how the reader would be able to consider such variables as the ethical implications of scientific pursuit, whether the current state of science and medicine is getting out of control or is in jeopardy of doing so, and most importantly, what it truly means to be painstakingly human. The included short video created by "Discovery" is a short but relevant piece of media in regard to this topic. It discusses issues with human cloning that we had never considered before. It highlighted an important new line of thought revolving around the potential that in the novel, society was not frightened by the students for the reasons we may have thought. Is it simply because as humans we have such a drive to be unique and to stand out, that the idea that someone could be our entire equal in every way possible is just too frightening to consider? We all tend to lean towards being individualistic in one way or another, whether its hoping you win an award over a friend or being jealous of another's success, but what if someone was everything you were and potentially more? Would that merit their brain washing and creation into human harvesting units? Would you be afraid your individuality would cease to exist?

Throughout this novel and specifically to our chosen paragraph, we see how the children in Hailsham were not considered to be human beings. This is a clear violation of the many rights guaranteed to all human beings under various Coventions and Declarations. The children in Hailsham do not enjoy the simple rights that many children would enjoy that are protected under the Convention on the Rights of the Child. This Convention protects civil, political, economic, social, heath and cultural rights of children. Although the school does ensure the health of the children, this is only because of the fact that their health is important as they grow up to be donors. In Hailsham, the children lose autonomy of the rest of their rights. Kathy, Ruth, Tommy and the other children are deprived of the simple joys of being children. The simple joys of dreaming to be scientist, doctors, lawyers, artist or anything their imagination can think of. Instead, their destiny is chosen for them long before they are even able to grasp what lies ahead of them. Article 3(1) of the Convention on the Rights of the Child specifically states that the best interest of the child shall be the primary consideration. The interests served here as shown by the novel and our passage, are for everyone else other than the children themselves, a clear violation therein. Article 6(2) states that the maximum extent possible to the survival and development of the child should be ensured, to which here we see that the children are deprived of this right as they are not allowed to reach their full development. Even if they reach their full development, they are then required to donate their organs.

They are also entitled to human rights and freedoms stated in the Universal Declaration on Human Rights (UDHR) and in the International Covenant on Civil and Political Rights (ICCPR). This is without distinction on their status as human clones. Under the UDHR, Articles 2 and 3 apply to the passage and the novel. Kathy, Tommy and Ruth and the rest of the children have the right to be treated as full human beings with full dignity. They have the full right to their own liberty, which they were deprived off in the school. In the passage Miss Emily mentions that they took the art of the children to prove that they had souls. This indirectly implies that it had to be proved that the children were in fact human beings worthy of humane treatment. This is something one does not have to prove as their mere existence is enough to warrant them rights as human rights are inherent to us all. Evident from this passage, people and the rest of the world do not consider clones to be humans, thus the inhumane treatment they are subjected to. Miss Emily mentions that the children in Hailsham were treated better than other students in other schools around the world. This leads Miss Emily to have a sense of pride that the children were not treated in an inhumane way. Although that may be true, it does not take away the fact that the children did not have the right to self-determination, as well as their inherent right to life and dignity which are rights protected by the ICCPR. This passage shows Kathy’s narrative on the dignity and humanity of the students in Hailsham. They had hopes, dreams, disappointments, sorrows and death which are experiences that are part of the human life. Although the clones have different biological “beginnings” from other humans, they live life experiencing all fundamental human qualities.

The author cleverly uses voice and tone within this passage to set the scene. The reason behind readers being so appalled and sad upon reading this passage was how delicately and deliberately the author makes use of the voice and tone of the novel. This passage is extremely conversational, it is not set in a formal setting but in a home. The reader is able to envision a dimly lit room with two upholstered shares in which Kathy and Tommy sit and the frail Miss Emily that sits in a wheelchair in front of them. It could almost be a cozy and relaxing setting if it was not for the topic at hand. The tone of the passage is very informal which helps deliver this most crucial piece of the puzzle, the piece that unravels it all.
While the entirety of this novel promotes mass amounts of empathy for all the children involved, this particular passage was a definite tear jerker. No matter if a child is conceived in a petri dish in a lab or between two human beings, their genetic make up is human. No matter if a child is a clone or not, it unequivocally has a soul, the child has feelings and exhibits empathy of its own. This was demonstrated in this very passage when Kathy was so taken aback by the notion that they wouldn't have souls, as if questioning that had been the farthest thing from her mind, as if it was a no brainer. We would have to agree with Kathy on this. Throughout the novel, it never once was apparent to us that this would be the reasoning for the Gallery. Perhaps, to determine whether they possessed good souls, good souls with kind hearts, but never to test if a soul was even present.

However, while it is obvious to readers that all the students in the novel possessed souls, we must always acknowledge that in this story, scientists and world leaders would not have this inside scoop on the "goings on" of the students in their daily lives and routines. These powerful entities would not have witnessed this specific conversation. They would not have seen how the idea of not having a soul was so outrageous to the children, and the entities would not have witnessed how the students fell in love, created friendships, cried, laughed, and behaved just as any child and young adult would. In terms of what variable from this passage illuminated the most empathy, it would be the simple fact that these students were stuck. That the important individuals controlling their lives would never believe them to be the same as the rest of society. That they would forever be stuck in this loop of living, donating, and dying, and that there was no way out, no deferrals, no saving grace. Society striped these children of their humanity before they were even born, and used them as they would animals: to harvest and then discard.

This passage creates many secondary emotions within the reader. The empathy turns into rage, confusion, sadness, and helplessness. All we wanted to do was jump into the novel and save these children. To jump in and protest and rage and make the entire globe aware of these invisible children and their awful short lifespans. To shame the medical community and scream at Miss Emily and the Madame to do something more. Anything to save these students from imminent death.
This passage is ironic in that Miss Emily and Madame say that they made efforts to show the human side of the children in Hailsham through their artwork but despite that, the children weren’t able to enjoy the full experiences of being human. Miss Emily in this passage feels a sense of pride that they did their job well when Kathy is taken aback about the fact that their art was used to show that they had souls. This sense of pride is felt by the description of Miss Emily’s smile being “thin”. Ishiguro’s choice of words allows for imagery as the reader envision Miss Emily sitting across from Kathy and Tommy, giving them this thin smile. A smile that does not seem sincere, a prideful smile. With this comes a sense of frustration from the reader as after all the years, Miss Emily does not seem apologetic or remorseful.

When Miss Emily had told Kathy and Tommy the truth about their artwork, Kathy mentions that her and Tommy exchanged glances for the first time in ages. Ishiguro here uses a hyperbole statement to show and emphasize that Kathy and Tommy were in disbelief of everything Miss Emily was saying that they never took their eyes off her and Madame, until they finally did. This passage leaves the reader frustrated and hopeless.

Throughout the novel and the passage we chose, the reader can notice many different themes. Some of the most important being the dignity of human life, identity, the passage of time and the power of memories. In the passage we chose the themes of identity and the dignity of human life are most prevalent as Miss Emily and Madame did their best to show the humanity in the children created for the benefit of others and how they tried to teach the children to find their own identity. The way in which Kathy narrates the novel shows that while her and her friends and other donors are destined to have less time then their "human" counterparts, their lives are sill filled with the hopes, joys, disappointments, and sorrows that define human experiences. We see this in the passage in the ways mentioned before Miss Emily and Madame taught and used the children's art to show that they were no different than "regular" humans.

Some of the other themes such as the passage of time and the power of memories, we learn about the lives of these characters from childhood to the ends of their lives and just how different they grew up from their counterparts. Their guardians such as Miss Emily taught them how to be "human". Even with that, the donors were thought of as less than human as the passage says the children who grew up in Hailsham knew nothing of the suffering of the other donors. This passage of time allows us to see just how much their lives changed after Hailsham. Kathy's memories also go to show just how important the guardians at Hailsham were to the "creation of souls" for the children.

The entirety of Never Let Me Go by Kazuo Ishiguro, and specifically the included passage is full of impactful meaning, feeling, empathy, and human rights violations. The included YouTube resource only adds to this, furthering our critical thinking and broadening the scope of our understanding on the topic at hand. Globally, we may not be far off from a situation not unlike the one depicted here and it will undoubtedly require passionate human rights advocates to fight for the rights of the clones. This passage demonstrates the vital issue with progressive science and how technology is advancing far beyond the reach of our grasp.


Discovery. 2009. Human Cloning. Youtube.

Works Cited:

Ishiguro, Kazuo. 2006. Never Let Me Go Vintage Canada ed. Toronto: Vintage Canada.

United Nations General Assembly, Convention on the Rights of the Child. 2 September 1990. Retrieved November 18, 2020 from https://www.ohchr.org/en/professionalinterest/pages/crc.aspx

United Nations General Assembly, Universal Declaration of Human Rights. (n.d.). 10 December 1948. Retrieved November 18, 2020, from https://www.un.org/en/universal-declaration-human-rights/

United Nations General Assembly, International Covenant on Civil and Political Rights. 23 March 1976. Retrieved November 18, 2020 from https://www.ohchr.org/en/professionalinterest/pages/ccpr.aspx

By: Mary Gannon, Megan Hartery-MacGregor, Colbie McKay, Jordan Hendricks

Passage: Pg 69: “So why had we stayed silent that day? I suppose it was because even at that age- we were nine or ten- we knew just enough to make us wary of that whole territory. It’s hard now to remember just how much we knew by then. We certainly knew - though not in any deep sense - that we were different from our guardians, and also from the normal people outside; we perhaps even knew that a long way down the line there were donations waiting for us.”


Although bodily autonomy has been a large discussion as of late, Never Let Me Go brings a new perspective on the topic. Throughout the novel we see close ties to the topics of healthcare, slavery as a clone forced to give up vital organs and segregation at a private school for clones as well. Even at their young ages, the children seem to understand that something is not right with how they are treated or the unfairness that will eventually end in forced organ donation leading to death. The book highlights the idea that even the children understand they are more than someone else’s DNA or spare parts store.
During the novel, Kathy and the other students are subtly reminded of where they are destined to end up. These children cannot possibly give proper consent or understand the severity of what they may potentially be signing up for, likewise, a parent or “guardian” cannot dictate whether a child or clone has to give up their rights to bodily autonomy, even if it may be life saving to someone else. Clones are not an extension of the original person’s body, a clone is not an animal that you can control with your own body or own them like a slave. Clones may share the same DNA as the original person but as we already know, DNA does not make you someone's property, we see this in the case of children and bodily autonomy like in “My Sister’s Keeper” which highlights a child whom was created with the same genetic characteristics as her sister at the request of their parents, so that the eldest daughter with cancer could use “spare parts” of the new sibling, such as bone marrow and blood.
Even though they are derived from our DNA, clones are not the same as who they came from. From a genetics point of view, clones will not be identical. Though a large portion of these genes are shared and are common with each individual, the original and the clone, the way these genes present themselves may not be phenotypically the same. Due to this, organs such as the heart or brain would be completely different. However, it is not just these initial genetics that would cause differentiation, genetics can also be affected by outside influences. The way this clone is nurtured after “birth” also affects how this child’s personality, temperament, and so forth are determined. Their memories and experiences would be totally different than our own and because of all this variation within these genetics, even though they would be very nearly identical, these clones would be their own people that look and act their own way. They would not be anything like who they were cloned from and therefore deserve human rights regarding their bodily autonomy similar to any other human. Throughout the novel we are introduced to characters like Ruth, Tommy and Kathy - all of whom we learn possess their own distinct personalities and characteristics. While they are all products of the same environment, all three are distinctly different in terms of personality, likes and dislikes. Although clones seem like the perfect solution to maintain peak physical condition, it is not morally nor ethically sound to develop and grow clones to be used as “donors”. Despite being clones, they are still living, breathing human beings, and deserve to live a life with bodily autonomy.
This passage reveals many truths about the students at Hailsham, among them that students are never treated as human. Throughout the novel we see students like Kathy and Ruth degrading themselves in a troubling way, for example; joking about unzipping themselves for organs. It seems that any child or person treated as human, with a human’s respective ambitions, complications and nature, would never speak this way about themselves, and yet all the students at Hailsham participate freely in this conversation. Furthermore, there is symbolism in the drawings the students produce. The constant focus and intent poured into creativity throughout the students time at Hailsham is rather odd. This can be seen as the reader would most likely find Tommy’s ostracization concerning creativity to be abnormal. Where the symbolism is particularly glaring, is when Madame collects the art. Where a monetary value is placed on the drawings, and each student equals one another in buying and selling, Madame takes whichever pieces she pleases whenever she wants, without association with the students. This exchange of art is eerily similar to the “donations” the students know they will incur later in life. Students of Hailsham are treated equally amongst themselves, whereas the guardians, outsiders and Madame clearly see themselves as better. More importantly, the students are encouraged to note this as well, that there are fundamental differences between themselves and the “normal people”. There is nuanced class and elitism present throughout, and we slowly discover this through Kathy’s memories.
The broad nature of atrocities committed in the novel leaves a plethora of Human Rights abuses to examine. Firstly, we must recognize that forcing the children to be “donors” is a crime against humanity under the Rome Statute, specifically under sections 7(e): “Imprisonment or other severe deprivation of physical liberty in violation of fundamental rules of international law”, 7(f): “torture” and finally section 7(k): “Other inhumane acts of a similar character intentionally causing great suffering, or serious injury to body or to mental or physical health.” What is occuring at Hailsham and schools like it also go against the CRC. Specifically sections: 3: “In all actions concerning children, whether undertaken by public or private social welfare institutions, courts of law, administrative authorities or legislative bodies, the best interests of the child shall be a primary consideration.” Article 6: “States Parties recognize that every child has the inherent right to life, and Article 19: “ States Parties shall take all appropriate legislative, administrative, social and educational measures to protect the child from all forms of physical or mental violence, injury or abuse, neglect or negligent treatment, maltreatment or exploitation, including sexual abuse, while in the care of parent(s), legal guardian(s) or any other person who has the care of the child.”
Never Let Me Go poses the fundamental question to its readers, what makes a human. Throughout the novel the question of DNA and its replication play with the moral and ethical quandaries of human rights. The featured passage specifically demonstrates that the students' purpose in life is not their own, but one that is subservient to “Normal people”. We see this through the complete lack of bodily autonomy, the freedom with which the guardians dismiss the students, and the particularly odd knowledge Kathy possesses. Despite the young age of nine or ten, the students of Hailsham know not to ask certain questions, and it is this uncertainty and blind acceptance of their fate that unequivocally establishes their lack of human rights.

Sources:
https://www.icc-cpi.int/resourcelibrary/official-journal/rome-statute.aspx
https://www.ohchr.org/en/professionalinterest/pages/crc.aspx
https://www.bbvaopenmind.com/en/science/bioscience/clones-different/?fbclid=IwAR3V6vwM8arSxfzqTkOh9E1g48VQ2GdlDOxhaWfM_0UH6BIEGmXiYzAbAi8
https://www.fda.gov/animal-veterinary/animal-cloning/myths-about-cloning?fbclid=IwAR0lYVd_Zc3-VFwzWcgptliKMgsyOUGzVtkwSrY8ipkMNXwPNOGMKAvP0N8#:~:text=to%20the%20top-,Myth%3A%20Clones%20have%20exactly%20the%20same%20temperament%20and%20personality%20as,%E2%80%9Cnature%20versus%20nurture%E2%80%9D%20argument

Senators group
Passage: page 279

In one way or another, everyone is searching for their purpose in the world. Image having that role decided before your birth. For the students of Hailsham, this is their reality. Created to save others through organ donations, Never Let Me Go follows three individuals in a world that prioritizes the benefits of the majority over that of the few. Of particular interest is the situation described on page 279, as it demonstrates the cruel, degrading, and inhuman treatment of these people. They are used as a resource to pillage, rather than human beings. It is in this way that readers see science overpower one’s morals, leaving the world with a dangerous mentality that disadvantages these individuals from the time they are born until their deaths. It is this outlook that inspired this paper, as we will explore how the system violated the rights of these individuals, specifically, in relation to Articles 6 and 7 of the International Covenant on Civil and Political Rights (ICCPR). We will argue that the behaviour of doctors stripped these people of their humanity and dignity, which is extremely harmful despite the relief it can provide others.

Never Let Me Go touches multiple human rights violations. Particularly relevant to this passage is Article 7 of the ICCPR, which reads, that “no one shall be subjected to torture, inhuman or degrading treatment or punishment. In particular, no one shall be subjected without his free consent to medical or scientific experimentation.” Leading up to Tommy’s fourth donation, nerves run high between the couple, as Kathy notes the risks with this operation. She also explains how even if someone has technically “completed,” they may remain semi-conscious to complete additional donations before their death. When talking about this Kathy is reminiscing, looking back on the time she spent with Tommy leading up to his fourth donation. It is in this way that Kathy shares some of her regrets about this conversation, noting that she should have talked about this reality with Tommy, rather than brushing it off. That said, her reaction at the time may reflect the fact that this is a taboo topic, neither the carers, donors, nor the whitecoats wants to speak out about (279). Kathy notes that these situations are that of a “horror show,” which helps readers to understand the terrifying nature of such situations.

The donors in this book do not have the right to consent, this concept is not even mentioned in the novel, demonstrating that these individuals do not have autonomy over their bodies. The novel also mentions that during these phases of semi-consciousness, the donors continue to have their bodies picked apart until they are “turned off” (279). This notion takes away the human aspect from these people. It degrades them to a resource, rather than a person. Moreover, it appears that they are treated as something to be used and then discarded once they completed their purpose. This section of the passage also notes that during this phase of semi-consciousness, one is giving away their “donations,” rather than their body parts. Such language is especially important, as it suggests that one is without power or ownership over their own body and puts distance between the person and that which is being removed.

As Article 7 notes, humans must be free from cruel, inhuman, and degrading treatment, which is not the case in this novel if their body parts matter more than their dignity as a person and life in general. In this way, the violation of these people also connects to Article 6 of the ICCPR, as everyone has the right to life. Considering that all donors eventually die because of the pillaging of their organs, their right to life is violated, as their lives are taken away by the state in the name of science and the life of another. These procedures are preventing those people from living the long healthy life they would have if they did not have to donate their organs. Again, their right under Article 7 is violated considering the blatant disrespect of their bodies after death.

While the previous paragraphs of this assignment touch on some of the literary devices employed by Ishiguro, they warrant a closer look. In this section, Kathy’s narration continues one of the themes of the novel, which is the knowing and not knowing. Throughout the novel in her retrospective thoughts, Kathy notes that in some ways they knew what would happen to them, all while not knowing what these things meant. In this way, Kathy is once again relying on rumours when discussing what will happen to those individuals right before they complete, as carers excluded from the rooms where these events take place. This example demonstrates how little the donors know about their situations. Moreover, Kathy presents feelings of loneliness and helplessness, as in these moments of semi-consciousness, one is without the support others. A final literary element that is of particular interest to this section is how Kathy refers to the doctors as “whitecoats.” Not only does this label create interesting imagery, but it also represents the lack of connection that the donors and carers feel with the doctors. With the amount of time that these individuals spend at the hospitals, it is surprising to realize that they do not use proper names for one another. In this way, readers see the divide between those conducting the donations and those providing the organs. This is not your typical doctor-patient relationship.

Although Never Let Me Go is a fictional novel, the concepts are relevant to the contemporary world, as science continues to develop. With such developments come many new possibilities and concerns. For instance, new opportunities for healing diseases arise, but at what cost? A particular area of concern is altering DNA to heal individuals even though many people believe that such actions are unethical and are fear for what these advancements will bring. Some people suggest that the ability to alter DNA could result in a stronger and more intelligent human race. Depending on the context, this rhetoric could come from a troublesome context with dangerous implications. Moreover, it creates the possibility for the contemporary world to resemble those situations found in the novel, where people lose control over their bodies.

Today, organs are sold and harvested on the black market which can be a lucrative demand. This raises many causes for concern, especially as such circles tend to involve human trafficking and, subsequently, human rights violations. To resolve this issue, we must first recognize what is happening, and take action to stop it. In 2010, it is reported that 11,000 human organs were obtained on the black market (Perry, P., 2018, October 05). Investigating where these organs are being sold from would be an important first step to stop the harvesting and selling of organs. Secondly, there should be rights put in place to protect humans from the potential harms of scientific development. If the ICESCR includes an article on protecting people from these scientific advancements, there would be an additional layer of protection in place and hold governments to a higher standard of responsibility. In this way, the development of science, would not come at the cost of people's rights.

Citations
Perry, P. (2018, October 05). What you need to know about human organ trafficking. Retrieved November 16, 2020, from https://bigthink.com/philip-perry/what-you-need-to-know-about-human-organ-trafficking

https://www.ohchr.org/en/professionalinterest/pages/ccpr.aspx

Canucks Group

"How can you ask a world that has come to regard cancer as curable, how can you ask such a world to put away that cure, to go back to the dark days? There was no going back. However uncomfortable people were about your existence, their overwhelming concern was that their own children, their spouses, their parents, their friends, did not die from cancer, motor neuron disease, heart disease. So for a long time, you were kept in the shadows, and people did their best not to think about you. And if they did, they tried to convince themselves you weren't really like us. That you were less than human, so it didn't matter. And that was how things stood until our little movement came along. But do you see what we were up against? We were virtually attempting to square the circle. Here was the world, requiring students to donate. While that remained the case, there would always be a barrier against seeing you as properly human." (p. 263)

"Never Let Me Go" by Kazuo Ishiguro tells the heartbreaking story of students who grow up to find out their sole purpose in life is to be organ donors. Through Kathy, Ruth, and Tommy, we explore what it truly means to be human. Though these three children had a good upbringing, most organ donors do not. Regardless, they still grow up to die young and serve others. In this passage, their former teacher is explaining how the outside world feels about them, which largely ignores them and sees them as “less than human” (263) so that they do not have to feel guilty for what they are doing. Although this science-fiction reality is not ours today, groups of people have been dehumanized in the past so that those responsible for their suffering can continue to live without guilt. The organ donors in this story are not being treated with dignity, and their Article 1, 3, and 5 rights in the Universal Declaration of Human Rights are being violated. They are not being treated “free and equal in dignity and rights” (article 1), they do not enjoy life, liberty, or security of the person (article 3), and they are being treated in an “inhuman” way (article 5) which is justified by the greater public by dehumanizing them. Furthermore, Article 7 of the Covenant on Civil and Political Rights states that no one should be subject to "medical or scientific experimentation" (article 7, ICCPR) without consent, which would apply to the donors as well. This treatment reflects behaviour in our own world through catastrophes such as the Holocaust and depicts how dehumanization can lead to the violation of human dignity.

Article 5 of the UDHR states "No one shall be subjected to torture or to cruel, inhuman or degrading treatment or punishment" (UDHR 1948) and Article 7 of the International Covenant on Civil and Political Rights expands this further by stating that "No one shall be subjected to torture or to cruel, inhuman or degrading treatment or punishment. In particular, no one shall be subjected without his free consent to medical or scientific experimentation" (UDHR 1966). The children in “Never Let Me Go” were bred for the sole purpose of their organs and this was reminded to them as they grew up. They were not given the option to choose their path of life; instead, one was given to them in the name of scientific advancement. There were obligated to donate their organs to the humans of society. These surgeries eventually led to the death of many of the children, clearly violating their right to life and liberty which should have been protected under article 3 of the UDHR. People were conditioned to think that the children were there for human betterment, so that their "own children, their spouses, their parents, their friends, did not die from cancer, motor neuron disease, heart disease” (263). This viewpoint justified the treatment given to the children. The children's classification as clones gave reason to others to treat them 'less than' the rest of society and take away their rights. This violates article 1 of the UDHR, which holds that "all human beings are born free and equal in dignity and rights." (UDHR 1948). In our society, we can see many parallels of this. For instance, during the Holocaust, the government spread propaganda about the Jewish population. With this, they were able to dehumanize Jews and, in turn, incite hatred towards them, enlist support to the Nazi party, and justify their actions. There were also medical experiments performed on the Jewish people, including children, without consent. Similarly, in the novel, the schoolchildren were viewed as inhuman and were treated as such by being separated from the rest of society. They were kept in isolation from the public until they were of use to them (i.e. through ‘donation’ of their organs). By denying their humanity, the rest of society was able to shed the conscience and sensitivity which would have prevented such terrible abuses of human rights.

Never Let Me Go is a science fiction and coming-of-age dystopian story that narrates the lives of friends Kathy, Tommy, and Ruth. Narrated in the first person by Kathy, the novel shares her memories of characters and events while offering her own reflections and thoughts subjectively. The tone throughout the novel, as visible by the quote is somber and reflective but also resigned. Ishiguro takes us on Kathy’s journey of self-discovery and illustrates to us the complexity of human emotions when juxtaposed with self-worth.

The quote begins by asking the characters certain rhetorical questions, through which the author highlights the infamous philosophical debate of comparing and thus, calculating a person’s worth. While these questions are asked by Miss Emily in the novel, we the reader are also left to ponder over our answers to these questions. Ishiguro uses this literary device to subtly influence the audience. Rhetorical questions are a thought-provoking tool asked not for the answer, but the effect. The questions are powerful and arouse the interest of the reader through their technical and aesthetically pleasing approach to some of the most difficult questions in life.

Ishiguro uses the word shadow and the elements associated with the creation and destruction of shadows to fully conceptualize the lives of the donors. By employing the use of symbolism, he asks the reader to look further than the literal meaning of shadows. To create a shadow, there must be a light source and something blocking it and within the quote, we find that humans take the light source to be the hope of living a long and fruitful life. This then prompts the question of what or who might the blocking object be? When analyzing the quote and the greater themes of Never Let Me Go, we understand that humans fit the role perfectly. The humans (blocking objects) stand before their hopes of living a long life (light source) and subsequently create donors (shadows). The donors' sole purpose, after their creation, is to stand behind the humans and be inexplicably attached to their entire lives. The donors, like shadows, are always there, unwillingly materializing when the circumstances align and always attached to another human being. Shadows are a silhouette of a person, similarly, clones enjoy the appearance of humans and not the same rights and freedoms.

Ishiguro’s play on the words ‘dark’ and ‘shadow’ within the passage fuels the continuous irony of the lives of donors. To go back to the dark days refers to the time before donors, where the lifespan of humans was shorter and humans had to accept death as it came, actively illustrates the lack of light source aforementioned. Thus, without a light source, there cannot be a shadow, which is ironic because as much as it is no longer dark for humans, their greed and lack of acceptance of death have now cast a shadow on donor's lives making their days ‘dark’.

Although fictional, Kazuo Ishiguro’s novel Never Let Me Go presents several comparisons to real-world human rights violations regarding dehumanization. In the novel, the children were stripped of their rights under Articles 1,3 and 5 of the Universal Declaration of Human Rights and Article 7 of the International Covenant on Civil and Political Rights by existing for the sole purpose of donating their organs. Citizens were encouraged to believe that these children existed to help cure illness and better society however, they were treated as unequal to their ‘human’ counterparts. Throughout history, the Holocaust represents a real-world example of the severe dehumanizing treatment and torture of the Jewish population that lead to their rights being arbitrarily taken away. Similar to the novel, Jewish children during the Holocaust were subject to torture and dehumanizing treatment under the guise of the government who spread anti-Semitic propaganda. No child should grow up being conditioned to believe that they do not have a purpose, and that mistreatment against them is justifiable.

Dehumanization is woven in society in both prominent and subtle ways. While the treatment faced by the children in the Holocaust and in the novel represent extreme forms of dehumanization and torture, it is imperative that individuals understand that dehumanization can take many forms. In order to work towards alleviating the problem, it is crucial to understand that the root problem is far too common. Taking steps to not use dehumanizing language, such as referring to the children in the novel as ‘clones’ instead of humans, when speaking about a specific population is a positive step towards reconfiguring society in a way that does not normalize dehumanization. Ultimately, the power to solve this issue lies within the government who must implement measures to protect vulnerable citizens rather than perpetuate the issue as depicted in the Holocaust and in the novel. Every human being has the right to dignity and that right cannot be fulfilled if an individual is born being looked down upon as being inferior to others.


Works Cited

Ishiguro, Kazuo. Never Let Me Go. Vintage Canada, 2005.

UN General Assembly. International Covenant on Civil and Political Rights. 16 December 1966. United Nations. Treaty Series. vol. 999. https://www.refworld.org/docid/3ae6b3aa0.html (accessed 22 November 2020).

UN General Assembly. Universal Declaration for Human Rights. 10 December 1948, 217 A(III).

From page 67 to page 69 in Kazuo Ishiguro’s novel ‘Never Let Me Go’ we experience a few human rights violations that Kathy and the other students at Hailsham boarding school encounter. Within this book section Kathy discusses how important it was to the guardians that the students could never smoke and that smoking was especially bad for them as they are “special.” The students knew in a small sense that smoking was forbidden due to the fact that donations awaited them in the future, however, the children did not know the reality of these “donations.” Included in this portion of the book we acknowledge violations in section 1 of the UDHR: everyone is born free and equal; section 3 of the UDHR: security of person; section 25 of the UDHR: everyone has the right to a standard of living adequate for the health and well-being of themselves; and finally section 5 of the UDHR: no one shall be subjected to torture or to cruel, inhuman or degrading treatment or punishment.

Article 5 of the Universal Declaration of Human Rights states that no one should be subjected to torture, cruel or inhumane treatment or punishment. The guardians at Hailsham participated in an inhumane plan of having these children brought up for the sole purpose of being organ donors. Miss Lucy explains to the children that smoking is particularly bad for them because they are special. This description of them as special is particularly disturbing because her concern for their health is not because she cares for them. She simply wants to ensure that they do not damage organs that should be given to the people on the outside. The students are not given all the information about what being a donor entail. This too is cruel as they are left to use rumours and imagination to determine what their future will be like.
Article 25 of the Universal Declaration of Human Rights states that everyone has the right to a standard of living adequate for the health and well-being of himself and of his family and this include proper medical care. Proper medical care should include ethical medical practices for every human being. It is saddening to think about medical doctors taking multiple organs from these children until they are no longer well. These children will become frail and sickly adults because their organs are being given to other ailing people. Making people ill to make other people healthy is not ethical. Additionally, these children do not have the ability to give or withdraw their consent in relation to being donors. This too violates their right to an adequate standard of living as it relates to medical care. The people on the outside are more important than the children at Hailsham.

Most of us know the impacts smoking has on our bodies, and how much of a toll it takes on our mental and physical health. Imagine not having the free will to decide for yourself whether or not you get harm your body. That is a decision everyone should make for themselves, anything but imposes on our freedom to think for ourselves. The first UDHR violations that are made between pages 67-69 of Never Let Me Go are sections 1 and 3. Section 1 of the Universal Declaration of Human Rights states that “All human beings are born free and equal in dignity and rights. They are endowed with reason and conscience…,” this section is clearly violated within the chosen passage and within the novel as a whole because of the lack of freedom the students have. The section clearly insinuates that everyone has the ability to think for themselves, and anything imposing on this would be a violation of their right as a human being. In the passage, as an example, the students are prohibited to smoke for their whole lives, with no permission to make that decision for themselves, this impedes on their freedom.

The second section of the UDHR that is violated is article 3 that states “Everyone has the right to life, liberty and security of person.” All three points under article 3 are violated at some point within the novel, although the main point that is violated within pages 67-69 is that of the right to liberty. Oxford Languages defines liberty as “The state of being free within society from oppressive restrictions imposed by authority…,” clearly from that definition it is undeniable that the right to liberty is violated within our chosen passage. The authoritative figures within the novel prevent the students from smoking, thus enforcing oppressive restrictions that were not agreed upon by the students!

The circumstances that lie within this section of the novel portray a sense of unknowing, and show that these children were subject to a life of unethical importance. Being raised in a boarding school solely for the purpose of donating their essential organs, growing up being unaware of their fate, living in an isolated society without the knowledge of a normal life, and being vulnerable to a sense that these young children did not truly know the difference between right and wrong when it comes to how their lives should be and what their own consent means. Sections 1, 3, 25 and 5 of the UDHR were violated in this small section which shows how the guardians, the people who were in charge and put in power to raise these children, kept secrets in order to hide the evil act within Hailsham.

PASSAGE:

“We all know it. We’re modeled from trash. Junkies, prostitutes, winos, tramps. Convicts may be, just so long as they aren’t psychos. That’s what we come from. We all know it, so why don’t we say it? A woman like that? Come on. Yeah, right, Tommy, A bit of fun. Let’s have a bit of fun pretending. That other woman in there, her friend, the old one in the gallery. Art students, that’s what she thought we were. Do you think she’d have talked to us like that if she’d known what we really were? What do you think she’d have said if we’d asked her? ‘Excuse me, but do you think your friend was ever a clone model?’ She’d have thrown us out. We know it, so we might as well just say it. If you want to look for possibles, if you want to do it properly, then you look in the gutter. You look in rubbish bins. Look down the toilet, that’s where you’ll find where we all come from” (pg. 166).

In this passage, Ishiguro discusses how society benefits from the people they consider "trash," therefore taking advantage of those underprivileged. Not only does this passage touch upon capitalism and the expectation of living in a society where people need to be constantly useful, but it also discusses unethical scientific experiments on humans using marginalized populations to benefit other members of society

In a capitalist society, such as the one outlined in Kazuo Ishiguro's book Never Let Me Go, marginalized groups depicted in this passage, are considered worthless to society as they are not productive members. They are people who are considered undesirable. "Junkies, prostitutes, winos, and tramps" are all considered invaluable in society. Therefore, the students' worth as 'clones' of these people is looked down upon by other citizens. When Rodney sees someone, who looks like Ruth's 'possible,' Ruth becomes anxious to see who the woman is and what it might tell her about her future. The woman she sees as her potential 'possible' looks like an established woman who works in an office. However, after a closer look at the woman, they all realize it was never Ruth's possible, to begin with. This realization makes them understand that their possible model would most likely be someone less established in society, as Ruth states, "if you want to look for possibilities you look in the gutter...you look in rubbish bins... that's where you'll find where we all come from" (pg. 166). It causes the students, especially Ruth, to feel worse about themselves that there may never be hope in finding their possible model to help them figure out their own lives.

Ishiguro expresses Ruth's emotions of frustration and anger to the reader by using literary devices to emphasize the passage's tone. Ruth asks a series of rhetorical questions asking, "Do you think she'd have talked to us like that if she'd known what we really were? What do you think she'd have said if we'd asked her? ''Excuse me, but do you think your friend was ever a clone model?'' She'd have thrown us out.." (P.166) Ruth presents questions with relatively obvious answers and immediately answers them, demonstrating that the answer is clear and not debatable. It emphasizes the frustration Ruth is feeling. Parataxis is also used in this passage by using short, choppy sentences. Ishiguro uses parataxis to form these rhetorical questions and other parts of this passage to evoke emotions of frustration and anger further. Ishiguro also uses symbolism in this passage. Ruth states, "if you want to look for possibilities, if you want to do it properly, then you look in the gutter. You look in rubbish bins. Look down the toilet, that's where you'll find where we all come from" (p.166). Comparing their lives and opportunities to seemingly "worthless" things symbolizes how the children are viewed as less than in society. The use of symbolism further demonstrates the frustration and hurt that Ruth feels.

Purposefully creating the children with the sole intention to use their organs for donation violates multiple rights outlined in The Universal Declaration of Human Rights (1948). Article 3 states that all people have the right to life without oppression to their freedom (The Universal Declaration of Human Rights, 1948). This right is noticeably violated as the students do not get to choose or control if and how they live. They are raised to become donors against their will, and once they reach adulthood, they begin their donations of major organs leading to their death. This extreme control of the student's lives infringes upon their right not to be held in slavery or servitude acknowledged in Article 4 of the Universal Declaration of Human Rights (UDHR). The students are in servitude from the moment they are born. They are not given any liberty in determining their life course. They go from being students to living in the cottages to becoming carers to finally beginning their donations with no choice on whether they would like to lead an everyday life. They are forced to give up their lives for the benefit of others. This exposes the children to cruel and inhumane treatment by taking their lives to benefit others, "better" members of society, violating Article 5 of the UDHR.

Marginalization towards the students and the people they were cloned from is highlighted in this passage. The students are discriminated against for being unnatural and because of who they were cloned from. The people used to create the clones are marginalized groups, discriminated against for having addictions, being of lower socioeconomic status, being sex workers, and merely being seen as less than in a capitalist society and not meeting the public's expectations for leading a successful life.

Marginalization, eliminating freedom of life, and the attitudes associated with the children, assist in dehumanizing them. This results in those who benefit off the children's donations to ignore any ethical implications involved in the practice as they associate the children with being unequal to the rest of humanity. These factors are influenced by the children being scientifically created as clones of marginalized people within their society that they view as "trash" (p.166). Them being viewed as less than human and, as they believe, lacking human qualities makes it possible for the apparent human rights violations to occur with no backlash within their society.



Ishiguro, Kazuo. Never Let Me Go. Vintage Canada, 2010.

UN General Assembly, Universal Declaration of Human Rights, 10 December 1948, 217 A (III). Article 3-5.

Updated Assignment for Maple Leafs

From page 67 to page 69 in Kazuo Ishiguro’s novel ‘Never Let Me Go’ we experience a few human rights violations that Kathy and the other students at Hailsham boarding school encounter. Within this book section Kathy discusses how important it was to the guardians that the students could never smoke and that smoking was especially bad for them as they are “special.” The students knew in a small sense that smoking was forbidden due to the fact that donations awaited them in the future, however, the children did not know the reality of these “donations.” Included in this portion of the book we acknowledge violations in section 1 of the UDHR: everyone is born free and equal; section 3 of the UDHR: security of person; section 25 of the UDHR: everyone has the right to a standard of living adequate for the health and well-being of themselves; and finally section 5 of the UDHR: no one shall be subjected to torture or to cruel, inhuman or degrading treatment or punishment.

Article 5 of the Universal Declaration of Human Rights states that no one should be subjected to torture, cruel or inhumane treatment or punishment. The guardians at Hailsham participated in an inhumane plan of having these children brought up for the sole purpose of being organ donors. Miss Lucy explains to the children that smoking is particularly bad for them because they are special. This description of them as special is particularly disturbing because her concern for their health is not because she cares for them. She simply wants to ensure that they do not damage organs that should be given to the people on the outside. The students are not given all the information about what being a donor entail. This too is cruel as they are left to use rumours and imagination to determine what their future will be like.
Article 25 of the Universal Declaration of Human Rights states that everyone has the right to a standard of living adequate for the health and well-being of himself and of his family and this include proper medical care. Proper medical care should include ethical medical practices for every human being. It is saddening to think about medical doctors taking multiple organs from these children until they are no longer well. These children will become frail and sickly adults because their organs are being given to other ailing people. Making people ill to make other people healthy is not ethical. Additionally, these children do not have the ability to give or withdraw their consent in relation to being donors. This too violates their right to an adequate standard of living as it relates to medical care. The people on the outside are more important than the children at Hailsham.

Most of us know the impacts smoking has on our bodies, and how much of a toll it takes on our mental and physical health. Imagine not having the free will to decide for yourself whether or not you get harm your body. That is a decision everyone should make for themselves, anything but imposes on our freedom to think for ourselves. The first UDHR violations that are made between pages 67-69 of Never Let Me Go are sections 1 and 3. Section 1 of the Universal Declaration of Human Rights states that “All human beings are born free and equal in dignity and rights. They are endowed with reason and conscience…,” this section is clearly violated within the chosen passage and within the novel as a whole because of the lack of freedom the students have. The section clearly insinuates that everyone has the ability to think for themselves, and anything imposing on this would be a violation of their right as a human being. In the passage, as an example, the students are prohibited to smoke for their whole lives, with no permission to make that decision for themselves, this impedes on their freedom.

The second section of the UDHR that is violated is article 3 that states “Everyone has the right to life, liberty and security of person.” All three points under article 3 are violated at some point within the novel, although the main point that is violated within pages 67-69 is that of the right to liberty. Oxford Languages defines liberty as “The state of being free within society from oppressive restrictions imposed by authority…,” clearly from that definition it is undeniable that the right to liberty is violated within our chosen passage. The authoritative figures within the novel prevent the students from smoking, thus enforcing oppressive restrictions that were not agreed upon by the students!

This novel takes place in England in the late 1990s. Kathy and her classmates attend a boarding school, Hailsham, where they are controlled by guardians who do not want them finding out that they are just clones meant to give ‘donations’ (organs) until they die. Essentially a dystopia of the cruel and inhumane raising of people and setting them up for slaughter, this novel highlights the ways in which people can be controlled and manipulated in society.

The passages here were discussed by Kathy, in the first-person point of view. This makes the passages clearer and more personal to the experiences that Kathy goes through over the course of the novel, especially at the end. Often, novels will use a particular point of view to have a bigger impact and get a better connection from readers. An example from this course was in “Indian Horse”, where Saul’s perspective was strongest because the story followed him from his home to the residential school, to his new home, and into his new life beyond, where he was in a support group. Any other perspective would not have been as strong to grasp the reader’s innate emotions from the novel.

Her tone in the passage was agitating, and perhaps a little frustrated, and a hint of satire. She couldn’t understand why she wasn’t allowed to smoke, or see photos of cigarettes, or read books like Sherlock Homes where main characters would smoke too much. So much of her life and the lives of her friends and classmates were restricted by the guardians, which gave them no autonomy over their lives, their futures, their daily habits, or even their own bodies and what they could or could not do with them. You could tell she was frustrated with the rules placed over her because she didn’t listen to them. She had a tape that of Judy Bridgewater, who was burning a cigarette in her hand on the tape cassette cover. She was so intrigued by the image, which is illustrated in great detail, but tells us that the image isn’t what is important to her about the tape. The tape is symbolic because she has a favourite song on the track called “Never Let Me Go”.

The author uses examples of anaphora on page 69 of the novel. “Why? Why is it so much worse for us?” This use of aggressive questioning makes an emphasis of the frustrated tone that Kathy displays, almost satire. She and her classmates are frustrated that they do not understand why activities such as smoking are bad when Miss Lucy has done it. They wonder what makes them special, and why smoking would be worse for them because they are special.

The author create suspense throughout the novel using foreshadowing. Miss Lucy also foreshadows when she says “You’re students. You’re… special.” This bit of foreshadowing leads readers to wonder why the students are special, which they later find out in the novel.

The author uses strong imagery on page 67, Kathy says, “Judy Bridgewater is wearing a purple satin dress, one of those off-the-shoulder ones popular in those days, and you can see her from just above the waist because she’s sitting on a barstool. I think it’s supposed to be South America because there are palms behind her and swarthy waiters in white tuxedos. You’re looking at Judy from exactly where the barman would be when he’s serving her drinks… the other thing about this cover is that Judy’s got her elbows up on the bar and there’s a cigarette burning in her hand. ”This description is specific to ensure we can clearly visualize the cassette tape, which was emphasized since it is the main symbol of the book. It also emphasizes Kathy’s desire for the tape as an act of rebellion against her society.

On pages 69-70 the author uses symbolism to get the reader thinking. “… the reason the tape meant so much to me had nothing to do with the cigarette… what made the tape so special to me was this one particular song: track number three, ‘Never Let Me Go.’ … What was so special about this song? ... I just waited for that bit that went: ‘Baby, baby never let me go…’ And what I’d imagine was a woman who’d been told she couldn’t have babies, who’d really, really want them in life. Then there’s a sort of miracle and she has a baby, and she holds this baby very close and walks around singing: ‘Baby, never let me go…’ partly because she’s so happy, but also because she’s so afraid something will happen, that the baby will get ill or be taken away from her.”

This symbolism is strong and emphasizes the fear that Kathy and her classmates have of their futures, and of the unknown. They are strictly controlled by the guardians, only to find out later in life that they were meant to provide donations until they are “complete.” (Which is simply a euphemism for dying.) This song gives Kathy some hope to cling to, which is why she made her own interpretations of the lyrics, despite their original meaning, and why she would listen to the song on repeat, just to hear those words, “Baby, never let me go.”

The circumstances that lie within this section of the novel portray a sense of unknowing, and show that these children were subject to a life of unethical importance. Being raised in a boarding school solely for the purpose of donating their essential organs, growing up being unaware of their fate, living in an isolated society without the knowledge of a normal life, and being vulnerable to a sense that these young children did not truly know the difference between right and wrong when it comes to how their lives should be and what their own consent means. Sections 1, 3, 25 and 5 of the UDHR were violated in this small section which shows how the guardians, the people who were in charge and put in power to raise these children, kept secrets in order to hide the evil act within Hailsham.