Crutcher’s novel is the story of an adolescent boy who learns that he has a terminal illness. It starts off pretty much with the protagonist, Ben Wolf, getting his diagnosis. We then experience his final year of life, which is also his senior year of high school, through his eyes, while he makes his best attempt to live every day as if it is his last. The catch; he doesn’t tell anyone that he is dying, and refuses to be treated for his “blood disease.” When you enter into this world that Crutcher has created, Ben’s world, you cannot look at the story through a magnifying glass, but take it at face value. That is what I felt while reading it. Even though there are so many details not thoroughly explained and so many storylines that may seemed chopped, the focus of the story is how the protagonist chooses to take control of the limited time he has left, and experience things he probably would not have if he were not going into it with his own expiration date in mind. He joins the football team, which in itself is a major feat since we are informed of his small build, he talks and begins to date the girl of his dreams, and expresses his opinion all the time on every issue, even at the expense of his history teacher. Even though the main story line is Ben’s impending death, there are so many other issues that are brought to light in the story: mental illness, rape, molestation, suicide, religion. I think that this book would best be taught to a senior class due to the subject matter. While reading I thought of activities that could be partnered with the novel, and I think it would be nice to give the students some power by letting them rewrite any part of the story. I would be compelled to have Ben try some course of treatment for his “blood disease” giving him a shot to live. Also setting goals. Ben uses his limited time by making a list of things he wants to accomplish and books he wants to read. Another activity would be to have the students make a list of their own goals for the school year, and then have a follow up at the end of the year to see how many they accomplished. Deadline is a novel that I intend on recommending, because I think it is a well written story that can touch anyone who reads it. AH
This is my first (David Breitkopf’s) blog entry on an independent study class I’ve been taking on YA novels. This is an area of literature where I can say unabashedly that I am poorly read in. This summer I made a slight dent into the vast library of YA novels. I enjoyed most of the books not only for the stories but for the quality of the writing. The novels varied widely or as I was about to write, wildly, everything from Roald Dahl’s Matllda to Ursula K. Le Guin’s Wizard of Earthsea.
I hope to write a series of entries about the books, a total of 8 (I’ve read 7 to date) that I will read. I realize that these entries may lack the immediacy that comes with writing a blog entry as one is still in the midst of the novel, a hot-off-the-presses feeling of one’s reading. That has to do with my Luddite allergies acting up as regards to blogging on this site. But my olfactory seems to be willing to accept some new machinery these days. Lastly, my ultimate aim in these blog entries is to discuss how I might teach these novels to a class of high schoolers. I will endeavor to put forth those notions as well as my general impressions of the books. The first novel I want to discuss at length is the last I finished: Tuck Everlasting by Natalie Babbitt. A lovely fairy tale, lyrically written, and centering around a grand moral dilemma. I liked how the novel casually begins, giving us a presentiment of something occurring between the three characters and the locus–Treegap Wood, the hub for these three spokes. The story of the spring or the fountain of eternity comes to light only when Winnie Forster happens to meet Jesse Tuck. That moment is the catalyst for everything that follows, and it all happens in rapid succession–Winnie is kidnapped and taken back to the Tuck’s rather unkempt house. The story seeps out about the spring that Jesse prevented her from drinking from.
Within the novel, characters who are aware of the fountain have varying attitudes towards it. The mysterious man in the yellow suit, tries to make money off it, but pays for his hucksterism with his life.
But the Tuck family all have varying degrees of understanding and attitudes about the spring. The father, who by the end is likely close to 200 years old, is the most opposed to having anyone else discover and drink from the spring. He explains to Winnie eloquently about the importance of death, getting her to understand that death is absolutely necessary for life to continue otherwise there would be no room to move in the world. The Tucks in their eternity feel outside of the world. They can’t die but they must keep their immortality a secret. Miles who wants to make something of himself, loses his family because his wife gets older but he doesn’t.
Jesse prevents Winnie from drinking the water, but later after they became friends and a bit flirtatious, he gives her a vial of the water for her to drink when she turns 17 so they can marry and always be the same age. On impulse to save a toad, Winnie ends up pouring the water over the toad, which we learn in the final chapter has survived Winnie, who lived long, was a wife and a mother, but died before the Tucks returned to the area after many years to find it substantially changed.
An obvious question, I might ask students is what would you do if you had the choice of eternal life? Would you drink? Or would you, like Angus Tuck long for moving on even if it includes death? To drink or not to drink. The complexity of the dilemma in part depends on one’s age. Jesse is more amenable to the idea. He is young and ever youthful. Tuck the father, and Mae are tired and long for change. The man in the yellow suit, is avaricious and perhaps wants to simply sell the liquid to become rich.
Ultimately Winnie chooses to not drink the water, though anointing her toad with everlasting life.
This novel would work well as an anchor novel for a unit on life and death, or the life cycle, how we as humans change physically, mentally, emotionally as we age.