panui mo te ako
Both the king and the pawn end up in the same box at the end of the game.
– Anonymous
te ao Māori principles
There are five key principals that we as an English Department consider important as part of a holistic study at school. Please read through these and know that we will come back to them as we begin looking at texts.
- Kaitiakitanga: Guardianship of natural resources and elements of sustainability
- Rangatiratanga: Leadership, authority, Mana, empowerment, Respect
- Manaakitanga: The process of showing respect, generosity and care for others.
- Whanaungatanga: A relationship through shared experiences and working together which provides people with a sense of belonging.
- Tikanga: The customary system of values and practices that have developed over time and are deeply embedded in the social context.
Key Terms
|
the action or process of combining a number of things into a single more effective or coherent whole. |
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the devotion of time and attention to gaining knowledge of an academic subject, especially by means of books. |
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relating to education and scholarship. |
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a statement or account that makes something clear. |
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intended to explain or describe something. |
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a spoken or written account of a person, object, or event. |
Learning Objectives
- Explain how reading can affect study techniques.
- Identify key elements in their own writing for consolidation.
- Highlight key points from a given text.
- Organise work into logical ‘chunks’.
Exercises
Spelling
molecule | venue | scream | echo | welfare | concentrate |
metal | reluctant | pale | relax | naturally | spiritual |
personally | highlight | surplus | desert | embassy | temple |
moreover | knife | virtually | deficit | strengthen | disappear |
desperate | withdrawal | guitar | impress | pregnant | resignation |
Pangram
Remember, to become faster at writing, you should practise writing out the following phrase as many times as possible for 5 minutes.
- Jack quietly moved up front and seized the big ball of wax.
Reading Warm Up
Read the following passage. Pay special attention to the underlined words. Then, read it again, and complete the activities. Use your English book for your written answers.
Every year, thousands of kids in Aotearoa get injured, or hurt, playing sports. It could be something as simple as a bruised shin that turns dark purple the next day. Or it might be a deep cut that needs to be stitched, or sewn together, at the hospital. More seriously hurt kids could even require surgery. That is a concern. There are always risks when an operation is involved.
There are various ways that kids can get injured during sports. Whatever happens, though, the sad fact is that many injuries are preventable. Being prepared is the best defense against getting hurt. It is never too early to start preparing.
It is important for kids to get ready before playing a sport. This means wearing the right clothing or equipment to protect bones from breaking. It also means stretching and warming up properly. Equally important is keeping kids informed. They should know the rules of the game and what is expected of them. They should also know what is okay or not okay to do before they begin to play.
There’s yet another good way to prevent kids from getting hurt. What’s that? It’s making sure that previously injured kids are completely healed before they play again. Getting back in the game might be appealing to injured kids. They want to play. However, they may not realize that returning before they have recovered can be risky. Not allowing enough time for recovery can lead to problems later on. No one wants that.
Advancements in science and technology may soon make it easier to keep kids from getting hurt during sports. In the meantime, however, a little prevention can go a long way. It can help keep kids off crutches and out of the emergency room.
Questions
- Write down the word that means the same thing as injured.
- Describe what bruised means in your own words.
- What phrase means the same as stitched.
- Write the phrase that helps you know what surgery means. Write a sentence using the word surgery.
- Use 3 sentences to show the various ways kids get hurt playing sports, in your own words.
- What is the the word that tells you what healed means.
- Jot down the words that tell what might be appealing to injured kids.
- Scientific advancements may soon make it rare to get hurt playing sports. What should people do in the meantime?
Reading for Study
panui mo te ako
Now that you are at high school, a major expectation is that you have the skills to confidently approach a text (in any subject) and study it to extract meaning. For this, you need to be mindful of how your brain works, and how to study.
Note Taking Systems
A big part of the process of learning is to make notes on the information that you will be given in class. How you get these notes in your book will be up to you; however, it is good to know that there are some systems out there to help you know how best to create notes.
The Cornell Method is a personal favourite as it offers the opportunity to summarise the information quickly and efficiently. However, you should experiment with a range of options to help your personal learning style.
Here is a short video that explores five of the more popular methods.
Condensed Notes
A significantly underrated system of learning is the condensed note method. Once a week you dedicate some homework time to work through the notes you have made over the past week in that subject. Doing this little task often (once a week) does two things. It allows you to revisit the material and therefore gives more of an opportunity to move the information from your short term memory to your long term memory, and also offers a chance to create a one stop shop for your notes so when exams come you aren’t looking around all your notes to try to find an important piece of information.
If you are artistic, you may like to consider using a doodle drawing system of note-taking
These notes are definitely not required, but they may help you to enjoy the process more.
Memory
Obviously, a big part of learning is committing the information to your memory. Knowing, and using information is the key to results at high school. Often tests and examinations will get you to recall information that you have learned in the pressured time frame of an assessment. Learning information and committing it to memory will help you with this.
Let’s just see where you’re starting from. When you scroll down you’re going to see a list of 20 items. Your job is to look the list over as slowly and carefully as you can, for no more than five minutes.
Do the best job you can to commit the list to memory in that time span. You are not allowed to write the items down on scratch paper, only use your mind. When you are done, move away from the screen and without looking back, write down the 20 items in order to the best of your ability.
Ready? Go.
an electrical outlet
a tricycle
a truck
a hand
a can of beer
a hockey stick
a spider
a baseball
a dime
chopsticks
a rose
a black cat
gold
a dollar sign
a candle
a wizard
a golf green
a sauna
a dartboard
Again, take no more than five minutes to study the list. Once you’re done, write down those 20 items, in order, without looking back at this page. Go.
How’d you do? If you’re like most of our students, not so well. When we do this exercise in a live workshop, the average score is about 6 out of 20. If you did better than that, congratulations. If not, don’t worry about it. Your score for the baseline evaluation is actually irrelevant, except as a baseline.
There are a couple of great lessons to take away about some of your brain’s natural tendencies that can be harnessed.
#1—The Rule of 7, Plus or Minus 2
Without a system, your brain can only handle a maximum of five to seven pieces of information at a time (and often it’s more like three to five). If you were just trying to learn that list of 20 items through rote memory, one pattern you likely realized is that you did pretty well with the first five to seven on the list and then began to struggle. If this happened, don’t worry; it doesn’t mean there’s something wrong with you, it just means you were operating without a system. When you do that, you’re bound by your memory’s inability to handle more than a handful of different pieces.
By the way, if you did get more than seven of the items, it is highly likely that you were doing something other than just rote (meaning going over and over it) memorisation. It does happen every year where some people will score ten or
more on the baseline evaluation, and they are never doing it with rote memorization. They either made an acronym, created some kind of story out of the items, or noticed the pattern in the list. Rest assured, without some kind of technique or system, your brain can only deal effectively with about seven items, plus or minus two.
#2—Primacy and Recency
One of the most common patterns we see on this baseline quiz is called primacy and recency. This means that with a bunch of information to remember, your brain will naturally be effective with the information at the beginning and the end, while struggling in the middle. Again, it doesn’t mean you’re broken—primacy and recency is just natural tendency.
Understanding these tendencies leads us to our most basic recall improvement principle: chunking. It simply means that you will automatically improve your brain’s ability to recall if you will break things into bite-sized pieces. If you would have seen the baseline quiz like this:
a unicorn
an electrical outlet
a tricycle
a truck
a hand
a can of beer
a hockey stick
a spider
a baseball
a dime
chopsticks
a rose
a black cat
gold
a dollar sign
a candle
a wizard
a golf green
a sauna
a dartboard
Your performance would have improved. Why? More beginnings and more ends! Just this one concept can be a huge help for your brain. When you learn anything, take it in bite-sized chunks as much as possible. That’s bite-sized chunks of information and bite-sized chunks of time. Even with this resource, I recommend you read no more than one section at a time. When you finish a section, take a moment to review what was covered, in writing (using one of the techniques above). Take a quick stretch break, grab a drink of water, get your mind off things for a few minutes. Then and only then come back to reading. You’ll get way more out of it.
Critical Reading
With all the information that is available today, you must be on your guard as you read. Nothing is automatically true just because it is in print or on the Web. You need to develop the ability to read critically. That is, you need to ask questions like these about the text and about the writer.
- Where is this material from? Is this a valid source of information?
- Who is the writer? Is he or she qualified to write about this topic?
- Can I trust the information here?
- What is the writer’s purpose in writing this?
- What is the writer’s point of view about the topic?
- How does this information compare to what I already know?
- Based on what I already know and believe, do I agree?
Evaluating Web Sites
It is important to remember that ANYONE can create a web site or put information on the Web. There are no editors to check the reliability of a writer (as in a serious newspaper or magazine). Therefore, when you are reading articles on the Web, you need to be especially critical. Ask yourself:
- Does the writer identify himself/herself? Is he/she qualified to write about this topic?
- Does the web site belong to an organization that you have heard of? If not, use a search engine (Google or others) to look for more information.
- What is the apparent purpose of the web site? Could there be a second, hidden purpose (e.g., it appears to simply offer information about an organization, but actually it aims to convince you to join)?
- Is the information based on reliable, outside sources or the writer’s opinions?
- Is this an open-source web site like Wikipedia, the online encyclopedia? If it is, anyone can contribute to it, so you should check the information in other sources.
When you are looking for information about a topic on the Web, you may first have to choose among the many sites listed on Google or another search engine. You can tell a lot about a site just from its web address, also known as the URL. Look for the following clues:
- The name or an abbreviation for an organization that you have heard of.
- Any indication that it might belong to an organization.
- A person’s name, personal information, or the word “blog”—all of which might indicate that it is a web log or journal created by an individual who wants to express opinions and share experiences with others on the Web.
- Where the site appears on the list of search results. The sites at the beginning of the list are those that have been linked most by other web sites.
Exercise 1
Have a look at these two websites. Then read the questions and the answers. (note: These links are no longer active)
a. www.daydreamer18.blogspirit.com/archive/2005/05/17/the_piano_man.html
b. www.cbsnews.com/stories/2005/05/17/world/main695867.shtml
- Which address do you think is for a web site belonging to an individual? How can you tell?
Address a seems to be a web site belonging to an individual because it includes the word “blog.” Also, the word “daydreamer” seems to refer to personal matters. - Which address do you think is a web site belonging to an organization? What kind of organization do you think it is?
Address b seems to belong to a news organization because it includes the word “news.” Also, it includes “CBS ,” a major U.S. television channel. - Which web site do you think provides reliable information?
Address b probably provides more reliable information since it belongs to a large news organization.
***
The following web addresses are for sites containing information or opinions about the “Piano Man” (see Unit 2, Exercise 3). Study the URLs and answer the questions.
a. www.mirror.co.uk/news/tm_ojbectid=15882241&method=fulliStsiteid=94762&
b. www.kentandmedway.nhs.uk/whats_new/piano_man/statement_one.asp
c. www.jonathan.james.blogspot.com/2005/05/piano man/html
d. www.edition.cnn.com/2005/WORLD/europe/08/22/uk.pianoman
- Which URL is for a web site belonging to an individual? How can you tell?
- Which URL is for a web site belonging to an organization? What kind of organization do you think it is? Circle the name or abbreviation of the organization.
- Which of the web sites is most likely to provide reliable information?
- Which web sites would you look up if you wanted to find out what happened to the Piano Man? Why?
Exercise2
Read these two online articles about the Piano Man and answer the questions.
Article 1
But I say, wait. Was he really trying to fool the Health Service? If he’d been play-acting, how could he have managed that for four months? A few days, a few weeks, maybe, but four months? Could any normal person remain silent for four months just as a joke or a hoax? And whatever for? What could he gain from it? Would you choose to stay in the psychiatric ward of a hospital for four months? I think not.
No one would.
So who was he and why didn’t he speak for four months? The news reports say he’s a 20 year-old German who worked for some time in a psychiatric hospital. According to these reports he was so good at acting like a mental patient that he fooled even the most experienced doctors. They also say he fooled the hospital staff about his musical abilities; he’s not a virtuoso pianist at all, but was only able to hit one key.
But hold on a moment. These reports about his piano playing don’t make sense either. It’s just not possible that four months ago he was a virtuoso and now he can only play one note. Maybe the hospital staff over-rated his ability then, but that’s no reason to go to the other extreme now. He might play a kind of music that some people like and others don’t understand, something like the jazz of Keith Jarrett, which repeats the same note a lot, but can be very beautiful.
Let’s give the poor guy a break. He’s really no more than a boy, and he’s got to be a pretty unhappy boy. I can’t imagine anyone doing what he’s done, unless he really was very distressed. What he needs is help, not law suits.
(Source: www.jonathandames.blogsoot.com/2005/05oianoman/html)
- Who wrote this article?
- Does the web site belong to an organization? How can you tell?
- Do you think this web site is a reliable source of information? Why or why not?
- Write a question mark in the margin where you have doubts about the information in the text. Underline parts of the text that you think state valid information.
- Do you think the information or ideas on this site would be useful for a research project about the Piano Man? Why or why not?
Article 2
EXCLUSIVE: PIANO MAN SHAM
by Stephen Moyes and Jon Kaila
The mysterious Piano Man has finally broken his silence after more than four months—and has been exposed as a fake.
What is more, the man thought to be a musical genius can hardly play a note on the piano, according to latest reports.
The stranger refused to utter a single word after being found in a soaking wet suit on a beach near Sheerness, Kent.
Now it is claimed that he has confessed to medical staff that he was German. He said he had been working in Paris but had lost his job. He added that his father owned a farm in Germany and he had two sisters.
He made his way to Britain on a Eurostar train and claimed he was trying to commit suicide when the police picked him up on the beach in April.
He flew home to Germany on Saturday. Health chiefs, who have wasted tens of thousands of pounds on treatment, are considering suing him.
The man used to work with mentally ill patients and is thought to have copied some of their characteristics to fool psychiatric doctors about his own imagined illness.
An insider at the Little Brook Hospital in Dartford, Kent, claimed: “A nurse went into his room last Friday and said ‘Are you going to speak to us today?’ he simply answered, ‘Yes, I think I will.’ We were stunned. He has been with us for months and we have got nowhere with him. We thought he was going to be with us forever.”
The patient was nicknamed Piano Man after reports that he entertained hospital staff with his remarkable talent for classical recitals. When medics gave him a pen and paper, he drew detailed pictures of a grand piano.
Now it is claimed that he could only tap one key continuously on the piano in the hospital chapel.
And he said he drew a picture of a piano for therapists because that was the first thing that came into his head.
The hospital insider added. “He claims he was found by police as he was trying to commit suicide.
He was obviously in a distressed state and didn’t talk to the police. Then it just went on from there.” […]
( Source: httc://www.mirror.co.uk )
- Who wrote the article?
- Does the web site belong to an organization? Flow can you tell?
- This is the web site of The Daily Mirror, a newspaper in England. Do you think this web site is a reliable source of information? Why or why not?
- Write a question mark in the margin where you have doubts about the information in the text. Underline parts of the text that you think state valid information.
- Do you think the information or ideas on this site would be useful for a research project about the Piano Man? Why or why not?
Evaluating Text
In addition to evaluating the sources of reading materials, you need to look closely at the text itself. In the following exercises, you will read a variety of texts to identify and evaluate different aspects.
- Purpose—the reason the writer wrote the text
- Point of view—the writer’s position on a particular subject
- Possible bias—how a writer might purposely present ideas or events in ways that favor a particular political or religious belief
Determining the purpose
To evaluate a piece of writing, you need to ask not only who wrote it, but also why it was written—the writer’s purpose. The three main purposes for writing are:
- To inform—the author presents facts and explains ideas to the reader.
- To persuade—the author uses facts and opinions to argue for or against some idea.
- To entertain—the author tries to amuse or interest the reader with humor, suspense, and stories.
A piece of writing can often fulfill more than one purpose. It can, in fact, be informative, persuasive, and entertaining all at once. However, the writer usually has one primary purpose in writing it.
How can you tell what the writer’s purpose is?
- Look at the information in the passage. Does it contain a lot of facts? If it does, the purpose may be to inform or to persuade.
- Look at the language in the passage.
- If it is neutral and objective, the purpose is probably simply to inform the reader.
- If it includes terms that are strongly positive, negative, or emotional, the purpose is probably to persuade the reader.
- If it includes situations or descriptions that are funny, surprising, or intriguing, the writer probably wants to entertain the reader.
Exercise 3
Read the article. Think about the writer’s purpose, and note the facts. Then answer the questions below.
Performance-enhancing drugs
The use of banned substances in sport makes it hard to get really enthusiastic about the Olympics, because it’s clear that for everyone who’s caught there are a bunch more who evade detection. But which ones? It’s hard to catch even textbook cases using known substances, let alone truly elite competitors who use stuff that testing agencies don’t even know exits. Some sports, like professional cycling, are so obviously soaked in chemicals that everyone has simply agreed to look the other way.
The Olympics ought to get more exciting as performance improves. The use of performance-enhancing drugs doesn’t cheapen athletic performance, per se. The real problem is that the use of certain substances is cheating under the current rules. Perhaps we should change the rules of athletic competition to accommodate the wishes of athletes and the public. If athletes still think it’s worthwhile to complete in drug-enhanced competitions and the public still cares to watch, perhaps we should acquiesce.
It might be better to end the hypocrisy and secrecy by lifting all restrictions on performance-enhancing drugs. We’re not stopping drugs in most sports, despite our best efforts. Technological advances are only pushing the goal of drug free sport further out of reach. Perhaps all substances should be allowed, provided that athletes disclose all of their drug use. Under such a system drug testing would continue and athletes would still be penalized for clandestine drug use. That way, at least everyone would know where they stood … At the very least, such a full disclosure system would tell young athletes, their parents, and the public something about the price of athletic excellence. I wish there were a better solution. I don’t resent drugs in sport because they are unnatural or because they are intrinsically unfair. I hate drugs in sport because the currently available technologies are so destructive. Sports are supposed to be healthy. Athletic competition is supposed to be about maximizing human potential, not about trading one’s future health for a handful of peak performances. Maybe the answer is to get beyond our scruples about performance-enhancing drugs per se and concentrate on developing less harmful performance enhancers.
( Source: Posted by Lindsay Beyerstein at 08:08 P.M., August 8, 2006, in Social issues) Permalink)
- What is the writer’s main purpose?
- How can you tell?
Here is a video from Harvard library about Critically Reading. It is a little high level but worth a watch.
In some classes this term (and each term following) you will be reading through some texts together. This is part of a wider reading programme that you will be required to follow throughout the term.
Each chapter will have some questions on books that you may like to think about. If your class is not studying a text, you may like to look at these questions yourself.
- What type of text is it? (ie novel, short stories, poems etc)
- What is the name of the book?
- What image is on the cover?
- Based on the name and the image on the cover, what do you think the book is about?
- How does the blurb add to your knowledge?
- What is the genre of the story? (ie action, romance, adventure)
Wherever you are up to…
- What is your favourite part of the book?
- Who is your favourite character? Why?
- Are you racing to the end, or is it more of a slow burn?
- Which scene(s) sticks with you?
- What do you think of the writing? Do you like the way the story is told?
- Did you reread any of the passages? If so, which ones?
- Would you read another book by this author?
- Did the book impact your mood? If yes, how?
- What surprised you about the book?
- How did your opinion of the book change as you read it?
- If you could ask the author anything, what would it be?
- How does the book’s title work in relation to the book’s contents? If you could give the book a new title, what would it be?
- Is this book overrated or underrated?
- Did this book remind you of any other books?
- How did it impact you? Do you think you will remember it in a few months or years?
- Would you ever consider re-reading it? Why or why not?
- Who do you want to read this book after you?
- Are there any lingering questions from the book you’re still thinking about?
- Did the book strike you as original?
Adapted from Oprah’s Daily ‘https://www.oprahdaily.com/entertainment/a31047508/book-club-questions/’
You may also like to try using Reading Circles of five people. Each person is given one of the following roles and you can work through the story together.
- “The Leader” – facilitates the discussion, preparing some general questions and ensuring that everyone is involved and engaged.
- “The Summariser” – gives an outline of the plot, highlighting the key moments in the book. More confident readers can touch upon its strengths and weaknesses.
- “The Word Master” – selects vocabulary that may be new, unusual, or used in an interesting way.
- “The Passage Person” – selects and presents a passage from that they feel is well written, challenging, or of particular interest to the development of the plot, character, or theme.
- “The Connector” – draws upon all of the above and makes links between the story and wider world. This can be absolutely anything; books, films, newspaper articles, a photograph, a memory, or even a personal experience, it’s up to you. All it should do is highlight any similarities or differences and explain how it has brought about any changes in your understanding and perception of the book.
An extract from Hatchet by Gary Paulsen
Brian Robeson stared out the window of the small plane at the endless green northern wilderness below. It was a small plane, a Cessna 406—a bush-plane—and the engine was so loud, so roaring and consuming and loud, that it ruined any chance for conversation.
Not that he had much to say. He was thirteen and the only passenger on the plane with a pilot named—what was it? Jim or Jake or something— who was in his mid-forties and who had been silent as he worked to prepare for take-off. In feet since Brian had come to the small airport in Hampton, New York to meet the plane—driven by his mother—the pilot had spoken only five words to him.
“Get in the copilot’s seat.” Which Brian had done. They had taken off and that was the last of the conversation. There had been the initial excitement, of course. He had never flown in a single-engine plane before and to be sitting in the copilot’s seat with all the controls right there in front of him, all the instruments in his face as the plane clawed for altitude, jerking and sliding on the wind currents as the pilot took off, had been interesting and exciting. But in five minutes they had leveled off at six thousand feet and headed northwest and from then on the pilot had been silent, staring out the front, and the drone of the engine had been all that was left. The drone and the sea of green trees that lay before the plane’s nose and flowed to the horizon, spread with lakes, swamps, and wandering streams and rivers.
Now Brian sat, looking out the window with the roar thundering through his ears, and tried to catalog what had led up to his taking this flight. The thinking started. Always it started with a single word. Divorce.
It was an ugly word, he thought. A tearing, ugly word that meant fights and yelling, lawyers—God, he thought, how he hated lawyers who sat with their comfortable smiles and tried to explain to him in legal terms how all that he lived in was coming apart—and the breaking and shattering of all the solid things. His home, his life—all the solid things. Divorce. A breaking word, an ugly breaking word.
Divorce.
Secrets.
No, not secrets so much as just the Secret. What he knew and had not told anybody, what he knew about his mother that had caused the divorce, what he knew, what he knew—the Secret.
Divorce.
The Secret.
Brian felt his eyes beginning to bum and knew there would be tears. He had cried for a time, but that was gone now. He didn’t cry now. Instead his eyes burned and tears came, the seeping tears that burned, but he didn’t cry. He wiped his eyes with a finger and looked at the pilot out of the corner of his eye to make sure he hadn’t noticed the burning and tears.
The pilot sat large, his hands lightly on the wheel, feet on the rudder pedals. He seemed more a machine than a man, an extension of the plane. On the dashboard in front of him Brian saw dials, switches, meters, knobs, levers, cranks, lights, handles that were wiggling and flickering, all indicating nothing that he understood and the pilot seemed the same way. Part of the plane, not human.
When he saw Brian look at him, the pilot seemed to open up a bit and he smiled.
“Ever fly in the copilot’s seat before?” He leaned over and lifted the headset off his right ear and put it on his temple, yelling to overcome the sound of the engine.
Brian shook his head. He had never been in any kind of plane, never seen the cockpit of a plane except in films or on television. It was loud and confusing. “First time.”
“It’s not as complicated as it looks. Good plane like this almost flies itself.” The pilot shrugged.
“Makes my job easy.” He took Brian’s left arm. “Here, put your hands on the controls, your feet on the rudder pedals, and I’ll show you what I mean.” Brian shook his head. “I’d better not.” “Sure. Try it…”
Brian reached out and took the wheel in a grip so tight his knuckles were white.
He pushed his feet down on the pedals. The plane slewed suddenly to the right.
“Not so hard. Take her light, take her light.” Brian eased oft”, relaxed his grip.
The burning in his eyes was forgotten momentarily as the vibration of the plane came through the wheel and the pedals. It seemed almost alive.
“See?” The pilot let go of his wheel, raised his hands in the air and took his feet oft” the pedals to show Brian he was actually flying the plane alone.
“Simple. Now turn the wheel a little to the right and push on the right rudder pedal a small amount.”
Brian turned the wheel slightly and the plane immediately banked to the right, and when he pressed on the right rudder pedal the nose slid across the horizon to the right. He left off on the pressure and straightened the wheel and the plane righted itself.
“Now you can turn. Bring her back to the left a little.”
Brian turned the wheel left, pushed on the left pedal, and the plane came back around. “It’s easy.”
He smiled. “At least this part.”
The pilot nodded. “All of flying is easy. Just takes learning. Like everything else.
Like everything else.”
He took the controls back, then reached up and rubbed his left shoulder. “Aches and pains—must be getting old.”
Brian let go of the controls and moved his feet away from the pedals as the pilot put his hands on the wheel. “Thank you. . .”
But the pilot had put his headset back on and the gratitude was lost in the engine noise and things went back to Brian looking out the window at the ocean of trees and lakes. The burning eyes did not come back, but memories did, came flooding in. The words. Always the words.
Divorce.
The Secret.
Fights.
Split.
The big split. Brian’s father did not understand as Brian did, knew only that Brian’s mother wanted to break the marriage apart. The split had come and then the divorce, all so fast, and the court had left him with his mother except for the summers and what the judge called “visitation rights.” So formal.
Brian hated judges as he hated lawyers. Judges that leaned over the bench and asked Brian if he understood where he was to live and why. Judges who did not know what had really happened. Judges with the caring look that meant nothing as lawyers said legal phrases that meant nothing.
In the summer Brian would live with his father. In the school year with his mother. That’s what the judge said after looking at papers on his desk and listening to the lawyers talk. Talk. Words.
Now the plane lurched slightly to the right and Brian looked at the pilot. He was rubbing his shoulder again and there was the sudden smell of body gas in the plane. Brian turned back to avoid embarrassing the pilot, who was obviously in some discomfort.
Must have stomach troubles. So this summer, this first summer when he was allowed to have “visitation rights” with his father, with the divorce only one month old, Brian was heading north. His father was a mechanical engineer who had designed or invented a new drill bit for oil drilling, a self-cleaning, self-sharpening bit. He was working in the oil fields of Canada, up on the tree line where the tundra started and the forests ended.
Brian was riding up from New York with some drilling equipment—it was lashed down in the rear of the plane next to a fabric bag the pilot had called a survival pack, which had emergency supplies in case they had to make an emergency landing—that had to be specially made in the city, riding in a bush plane with the pilot named Jim or Jake or something who had turned out to be an all right guy, letting him fly and all.
Except for the smell. Now there was a constant odor, and Brian took another look at the pilot, found him rubbing the shoulder and down the arm now, die left arm, letting go more gas and wincing. Probably something he ate, Brian thought.
His mother had driven him from the city to meet the plane at Hampton where it came to pick up the drilling equipment. A drive in silence, a long drive in silence. Two and a half hours of sitting in the car, staring out the window just as he was now staring out the window of the plane. Once, after an hour, when they were out of the city she turned to him.
“Look, can’t we talk this over? Can’t we talk this out? Can’t you tell me what’s bothering you?”
And there were the words again. Divorce. Split. The Secret. How could he tell her what he knew?
So he had remained silent, shook his head and continued to stare unseeing at the countryside, and his mother had gone back to driving only to speak to him one more time when they were close to
Hampton.
She reached over the back of the seat and brought up a paper sack. “I got something for you, for the trip.”
Brian took the sack and opened the top. Inside there was a hatchet, the kind with a steel handle and a rubber handgrip. The head was in a stout leather case that had a brass-riveted belt loop.
“It goes on your belt.” His mother spoke now without looking at him. There were some farm trucks on the road now and she had to weave through them and watch traffic.
“The man at the store said you could use it. You know. In the woods with your father.”
Dad, he thought. Not “my father.” My dad. “Thanks. It’s really nice.” But the words sounded hollow, even to Brian.
“Try it on. See how it looks on your belt.”
And he would normally have said no, would normally have said no that it looked too hokey to have a hatchet on your belt. Those were the normal things he would say. But her voice was thin, had a sound like something thin that would break if you touched it, and he felt bad for not speaking to her.
Knowing what he knew, even with the anger, the hot white hate of his anger at her, he still felt bad for not speaking to her, and so to humor her he loosened his belt and pulled the right side out and put the hatchet on and rethreaded the belt.
“Scootch around so I can see.”
He moved around in the seat, feeling only slightly ridiculous.
She nodded. “Just like a scout. My little scout.” And there was the tenderness in her voice that she had when he was small, the tenderness that she had when he was small and sick, with a cold, and she put her hand on his forehead, and the burning came into his eyes again and he had turned away from her and looked out the window, forgotten the hatchet on his belt and so arrived at the plane with the hatchet still on his belt.
Because it was a bush flight from a small airport there had been no security and the plane had been waiting, with the engine running when he arrived and he had grabbed his suitcase and pack bag and run for the plane without stopping to remove the hatchet.
So it was still on his belt. At first he had been embarrassed but the pilot had said nothing about it and Brian forgot it as they took off and began flying.
More smell now. Bad. Brian turned again to glance at the pilot, who had both hands on his stomach and was grimacing in pain, reaching for the left shoulder again as Brain watched.
“Don’t know, kid…” The pilot’s words were a hiss, barely audible. “Bad aches here. Bad aches.
Thought it was something I ate but. . .”
He stopped as a fresh spasm of pain hit him. Even Brian could see how bad it was—the pain drove the pilot back into the seat, back and down.
“I’ve never had anything like this…”
The pilot reached for the switch on his mike cord, his hand coming up in a small arc from his stomach, and he flipped the switch and said, “This is flight four six. . .”
And now a jolt took him like a hammer blow, so forcefully that he seemed to crush back into the seat, and Brian reached for him, could not understand at first what it was, could not know.
And then knew.
Brian knew. The pilot’s mouth went rigid, he swore and jerked a short series of slams into the seat, holding his shoulder now. Swore and hissed, “Chest! Oh God, my chest is coming apart!”
Brian knew now.
The pilot was having a heart attack. Brian had been in the shopping mall with his mother when a man in front of Paisley’s store had suffered a heart attack. He had gone down and screamed about his chest. An old man. Much older than the pilot.
Brian knew.
The pilot was having a heart attack and even as the knowledge came to Brian he
saw the pilot slam into the seat one more time, one more awful time he slammed back into the seat and his right leg jerked, pulling the plane to the side in a sudden twist and his head fell forward and spit came. Spit came from the comers of his mouth and his legs contracted up, up into the seat, and his eyes rolled back in his head until there was only white.
Only white for his eyes and the smell became worse, filled the cockpit, and all of it so fast, so incredibly fast that Brian’s mind could not take it in at first. Could only see it in stages.
The pilot had been talking, just a moment ago, complaining of the pain. He had been talking.
Then the jolts had come.
The jolts that took the pilot back had come, and now Brian sat and there was a strange feeling of silence in the thrumming roar of the engine—a strange feeling of silence and being alone. Brian was stopped.
He was stopped. Inside he was stopped. He could not think past what he saw, what he felt. All was stopped. The very core of him, the very center of Brian Robeson was stopped and stricken with a white-flash of horror, a terror so intense that his breathing, his thinking, and nearly his heart had stopped.
Stopped.
Seconds passed, seconds that became all of his life, and he began to know what he was seeing, began to understand what he saw and that was worse, so much worse that he wanted to make his mind freeze again.
He was sitting in a bush plane roaring seven thousand feet above the northern wilderness with a pilot who had suffered a massive heart attack and who was either dead or in something close to a coma.
He was alone.
In the roaring plane with no pilot he was alone.
Alone.
Taken from “https://www.heinemann.com/shared/companionresources/e04693/noticenote_app10e_hatchet.pdf”
Ko te reo te tuakiri | Language is my identity.
Ko te reo tōku ahurei | Language is my uniqueness.
Ko te reo te ora. | Language is life.