Chapter 19 — Teaching Companion

What it asks It asks about Lily’s first words in the chapter. She wakes up still crying from a dream about Margaret and Eddie. Poppy was in it too, and Ruth, though Lily saw only her hair, “dark and shiny like Albert’s.” When Gram asks what’s the matter, Lily says, “Things are never going to be the same,” and names Albert’s grandmother and Ruth. Only after Gram agrees does she bring up Poppy, and then it is his promise: “But Poppy said it would be the same.” A moment later she is thinking of Margaret not remembering Eddie’s face. The student decides whose loss the tears are for. It opens the hinge: what Lily says out loud and what she carries are not quite the same, and Poppy’s promise sits between them. If a student says only Albert’s family, ask who comes into her mind once Gram has agreed with her. Keep the talk on the people; the dream is not a puzzle of symbols. The card claims nothing about what has happened to Ruth, Poppy or Eddie.

One reading

Albert’s family. That is what Lily says out loud, and the dream points there too: Ruth had hair like Albert’s. His grandmother and his sister are far away in the war, and Lily sees Albert every day.

• just her hair, dark and shiny like Albert’s
• Albert might not have his grandmother. He might not have Ruth.

Another reading

Her own people. Poppy and Eddie were in the dream. As soon as Gram agrees with her, Lily brings up Poppy, and then she thinks of Margaret, who cannot remember Eddie’s face. Albert’s family may be the part that is easier to say.

• But Poppy said it would be the same.
• She thought of Margaret not remembering Eddie’s face.

Listen for

• Tells who was in the dream and what Lily says to Gram.
• Names who Lily is crying for, with a reason.
• Uses Ruth’s hair, Lily’s words about Albert, her “But Poppy said,” or her thought of Margaret and Eddie.
• Keeps to the people, and claims nothing about what has happened to them.

If stuck

• Who was in Lily’s dream?
• Who does she talk about when Gram asks what’s wrong?
• Who does she bring up once Gram agrees with her?

A strong answer A strong response might say she is crying for Albert’s family: she names his grandmother and Ruth, and even the Ruth of the dream has hair “dark and shiny like Albert’s.” Another might say she is crying for her own people: as soon as Gram agrees, she says, “But Poppy said it would be the same,” and her thoughts go to Margaret not remembering Eddie’s face. A thoughtful student may say it is all of them, and that Albert’s family is the part Lily can say out loud. Look for a reason tied to what Lily says or thinks, with no claim about what has happened to anyone in the dream.

What it asks It asks about a few quiet lines after Gram speaks of Poppy. Lily thinks of Margaret not remembering Eddie’s face, and of Eddie’s picture on the Dillons’ table. “Suppose she told Gram?” She could promise never to go into the Dillons’ house again if she could just get the picture to Margaret. Gram is sitting there “twisting her long hair with both hands, redoing her bun, looking worried.” Then Gram stands up to pick yesterday’s clothes off the floor: “Just a mess in here.” Lily blows out a breath and says, “I need some money.” The student decides what Gram does that turns Lily from telling to asking. It feeds the hinge: Lily, too, keeps a hard thing from someone she loves. If a student says she was scared, ask what Gram is doing in the moment just before. The card claims nothing about what Gram would have said.

One reading

Gram’s small scold. Gram looks at a heap of clothes and calls it a mess. If that is a mess, what would she say about a whole summer in the Dillons’ house? Lily lets the breath out and goes the other way.

• Gram was standing up now, picking yesterday’s clothes up off the floor.
• Just a mess in here.

Another reading

Gram’s worry. Gram has just talked about the war and Ruth, and she sits there twisting her hair, looking worried. Lily does not want to hand her one more trouble.

• twisting her long hair with both hands, redoing her bun, looking worried
• Everything is so confused over there.

Listen for

• Tells what Lily thinks of telling Gram and what she asks for instead.
• Gives a reason her mind changes, tied to what Gram does or looks like.
• Uses the hair and bun, the clothes on the floor, “Just a mess in here,” or the breath Lily blows out.
• Claims nothing about what Gram would have said.

If stuck

• What does Lily think she could promise Gram?
• What is Gram doing with her hair? What does she do next?
• Which of those might make telling harder?

A strong answer A strong response might say Gram’s small scold changes it: she picks clothes off the floor and says “Just a mess in here,” and Lily may guess how a much bigger mess would sound. Another might say Gram’s worry changes it: she is “looking worried” already, after talk of the war and Ruth, and Lily does not want to add to it. A thoughtful student may notice that when Lily asks for money, Gram asks, “How did you get from Ruth to needing money?”, a question Lily could answer only by telling. Look for a reason tied to the moment just before Lily speaks.

What it asks It asks about one line at the table. Lily’s cereal waits on the table with fruit sliced into “a face with a smiling mouth.” Albert tells Gram his violin is still in Hungary, in a blue case, and if he had it here they could play duets. Lily pictures skinny Albert playing and herself doing the C scale, and she laughs. Gram pats her head: “I love to hear you laugh, Lily.” Albert nods: “She is like my sister, Ruth.” The chapter gives no answer from Lily; Gram heads out to fish. The student decides how those words might sit with her. If a student says only that it is nice, ask what Lily said about Ruth when she woke up. The card claims nothing about what has happened to Ruth.

One reading

Happy. The kitchen is full of laughing, and Albert is saying Lily is like family to him. He even pictures the two of them playing music together.

• I love to hear you laugh, Lily.
• If I had it here we could play duets.

Another reading

Hard. That morning Lily woke up crying that Albert “might not have Ruth.” Now he puts Lily in Ruth’s place. A sister he cannot reach is a heavy thing to be compared to.

• He might not have Ruth.
• She is like my sister, Ruth.

Listen for

• Tells what makes Lily laugh and what Albert says after.
• Says whether the words are happy or hard for Lily, with a reason.
• Uses the duets, Gram’s “I love to hear you laugh,” or Lily’s fear about Ruth that morning.
• Claims nothing about what has happened to Ruth.

If stuck

• What makes Lily laugh at breakfast?
• What did Lily say about Ruth when she woke up?
• Can a kind thing to hear also be a hard thing?

A strong answer A strong response might say it is happy: the kitchen is laughing, and Albert, who pictured them playing duets, is telling Lily she is like family. Another might say it is hard: Lily woke up crying that Albert “might not have Ruth,” and now she is the one standing in Ruth’s place. A thoughtful student may notice that Lily says nothing back. Look for a reason that uses the morning as well as the breakfast.

What it asks It asks about the end of the secret house. Lily and Albert wrap Eddie’s picture in cardboard and paper, with string from Mrs. Dillon’s closet. “But Margaret’s house was spoiled for Lily.” She is sure Mrs. Dillon will find out she has been in the house all summer: “She’d see the picture, and ask Margaret.” Just before they seal the package, Lily drops the key inside and tells Albert, “I think we shouldn’t come back anymore,” and he says all right. She could have kept the key and simply stayed away. The student decides why she sends it. It feeds the hinge: this is the one secret Lily ends, though she does it with a thing and not with words. If a student says she does not need it now, ask what she could still do if she kept it. The card claims nothing about whether Mrs. Dillon finds out.

One reading

A lock on herself. As long as Lily has the key, she could go back. The house is spoiled now, and she is afraid of being found out. Sending the key makes “shouldn’t come back” sure.

• But Margaret’s house was spoiled for Lily.
• I think we shouldn’t come back anymore,

Another reading

Giving it back to the right person. The house is Margaret’s, and the key goes home to her with Eddie’s picture. Lily thinks the secret will come out anyway, so she hands back the house along with it.

• And she would find out. She’d see the picture, and ask Margaret.
• on its way to Margaret at last

Listen for

• Tells what goes into the package and what Lily says.
• Gives a reason she sends the key and does not keep it.
• Uses “spoiled,” her fear about Mrs. Dillon, “shouldn’t come back,” or the package going to Margaret.
• Claims nothing about whether Mrs. Dillon finds out.

If stuck

• What do Lily and Albert put into the package?
• What does Lily think Mrs. Dillon will do?
• If Lily kept the key, what could she still do?

A strong answer A strong response might say the key is a lock on herself: the house is “spoiled,” and with the key gone, “shouldn’t come back” cannot be broken. Another might say she is giving the house back to the right person: Margaret gets the key with Eddie’s picture, and since Lily is sure Mrs. Dillon “would find out,” she hands it all back at once. Look for a reason that weighs the key against simply staying away.

What it asks It asks about the swimming lesson. Albert won’t bother with floating: “I have no time to fool around with floating.” Lily hears herself in that: “He sounded the way she did over practicing the piano.” She thinks Sister Eileen would call him “Thick as a piece of wood,” but she sees something else: he is afraid of the water, she is sure of it. She tells him all the things Gram told her when she was learning, and it does no good. When he jokes that she is a terrible teacher, she bites her lip, feeling sorry for him, and says, “It takes time. That’s what Gram always says.” Then: “I can’t believe I’m sounding like Gram.” For once Lily stands where Gram stands, teaching someone who sounds like Lily herself. The student decides what that place might show her about Gram. It is the fault line of the hinge: Lily can pass on Gram’s patience. If a student says only that Gram is nice, ask whose words Albert’s “no time to fool around” sound like. The card claims nothing about where Albert’s fear comes from.

One reading

Why Gram is patient. Lily sees Albert is afraid and feels sorry for him, and out comes Gram’s “It takes time.” Now she knows what those words are for: they are a kind of caring.

• He was afraid of the water, she was sure of it.
• She bit down on her lip, feeling sorry for him.

Another reading

What Lily has been like for Gram. Albert’s complaint is Lily’s own complaint about the piano. Now she is on Gram’s side of it, saying “It takes time” to someone in a hurry, and finding that it does no good.

• He sounded the way she did over practicing the piano.
• But it didn’t do any good.

Listen for

• Tells what Albert says about floating and whose words Lily uses.
• Says what Lily might see about Gram, with a reason from the bay.
• Uses “I have no time to fool around,” the piano, Lily feeling sorry for him, “It takes time,” or “I can’t believe I’m sounding like Gram.”
• Claims nothing about why Albert is afraid of the water.

If stuck

• What does Albert say about floating? Who else talks like that?
• Whose advice does Lily give him? Does it work?
• Whose words does Lily use when she says “It takes time”?

A strong answer A strong response might say Lily sees why Gram is patient: she is sure Albert is afraid, she bites her lip “feeling sorry for him,” and Gram’s “It takes time” is what comes out. Another might say she sees what she has been like for Gram: Albert’s “no time to fool around” is her own piano complaint, and now she is on the other side of it, giving “all the things Gram had told her when she was learning” to someone in a hurry. A thoughtful student may notice that Lily sets aside Sister Eileen’s “Thick as a piece of wood” before she reaches for Gram, and that she can’t believe what she hears herself say. Look for a reason tied to the lesson, with no claim about where Albert’s fear comes from.

What it asks It asks about a sentence Albert never finishes. After the lesson goes badly, Lily says, “It takes time.” Albert begins, “You are lucky . . . ,” and stops. Lily holds up her hand: “You don’t have to tell me,” she says. “I know it. I’ve been thinking about you and Nagymamma, but you don’t know what a pain Gram is.” He smiles a little and says Nagymamma was a pain sometimes too. The student decides why Lily keeps him from going on, agrees with him, and then complains about Gram. It feeds the hinge: Lily keeps a hard thing from being said out loud. If a student says she knew what he meant, ask how she can be sure. The card claims nothing about what Albert meant to say; Lily supplies her own guess.

One reading

To spare Albert. Lily has been thinking about him and Nagymamma. If he went on, he might have to say out loud what he does not have. She says “I know it” so he doesn’t have to.

• You don’t have to tell me,
• I’ve been thinking about you and Nagymamma

Another reading

To spare herself. Hearing Albert say she is lucky would make her complaints about Gram sound small. She keeps him from going on and turns it into a grumble, so the talk stays light.

• She held up her hand.
• but you don’t know what a pain Gram is

Listen for

• Tells what Albert starts to say and what Lily says back.
• Gives a reason she keeps him from going on and grumbles about Gram.
• Uses the raised hand, “You don’t have to tell me,” Nagymamma, or “what a pain Gram is.”
• Claims nothing about what Albert meant to say.

If stuck

• What does Albert start to say?
• What does Lily do with her hand?
• What does Albert do when she calls Gram a pain?

A strong answer A strong response might say she holds him back to spare him: she has been “thinking about you and Nagymamma,” and her “You don’t have to tell me” keeps him from saying out loud what he may have lost. Another might say she holds him back to spare herself: she holds up her hand and turns the talk to “what a pain Gram is,” which keeps it light. A thoughtful student may notice that Lily agrees before she complains, “I know it,” and that she is guessing; Albert never says how the sentence ends, and he lets her guess stand. Look for a reason tied to what Lily says next, with no claim about what Albert meant.

What it asks It asks about the last exchange at the bay. Albert jokes about learning to drown himself; then “his face was suddenly serious.” “It is August, Lily.” She takes a breath. “Maybe we should forget about Europe,” she says. “Maybe the war will be over in a year.” “A year,” he says, “sounding as if it were forever.” She tries to think of what else to say, but she cannot look into his eyes, and she says they could try again after lunch. The chapter never names why the plan to get to Europe cannot work; the student knows Lily is keeping something back. The student judges how near her words come to telling him. It sets up the hinge: here Lily is the one choosing a soft word over a hard fact. If a student says she has told him the truth, ask what reason she gives. The card claims nothing about Lily confessing; she suggests forgetting Europe but never says why.

One reading

Close. It is the first time Lily says the plan should be dropped. She takes a breath first, as if it costs her something to say. Gram gave her a hard answer this morning, and now Lily starts to give one.

• She took a breath.
• Maybe we should forget about Europe,

Another reading

Not close. Lily gives no reason. She adds a hope nobody can promise, that the war might end in a year. She can’t look at Albert, and she goes back to the swimming lesson.

• Maybe the war will be over in a year.
• she couldn’t even look into his eyes
• I guess we could try again after lunch.

Listen for

• Takes a position on how close Lily comes to the truth, and gives at least two reasons from the chapter.
• Weighs what Lily says against what she leaves out.
• Answers someone who reads the moment the other way.
• Writes in complete sentences, and claims nothing about Lily confessing.

If stuck

• What does Albert mean by “It is August”?
• What two things does Lily say that begin with “Maybe”?
• Does Lily tell Albert why they should forget about Europe?

A strong answer A strong response takes a position and answers the other side. A student might argue she comes close: for the first time Lily says “forget about Europe,” and she takes a breath before she says it. Another might argue she does not come close at all: she gives no reason, offers a hope nobody can promise, “Maybe the war will be over in a year,” and cannot look into his eyes. A thoughtful student may notice that Albert hears “A year” as forever, and that Lily’s second “maybe” sounds a little like a promise that things will turn out fine. Look for what Lily says and what she leaves out both weighed, and no claim that she tells him.

What it asks It asks the whole question of the chapter. At the bedside, Lily says, “Things are never going to be the same,” not even when the war is over. Gram agrees: “We’ll all be changed, all of us who lived through this.” Lily answers, “But Poppy said it would be the same.” Gram says, “I know,” pats her shoulder, and says, “He wanted it to be the same for you.” The chapter gives only Gram’s account of Poppy’s words. The student judges whether it was right for Poppy to make that promise, gives reasons, and answers the other side. The rest of the chapter gives the student more to weigh: Lily’s own soft words, “I don’t remember” to Gram and “Maybe the war will be over in a year” to Albert. If a student says it was wrong because it was not true, ask why Gram says he made it. If a student says it was right because he loved her, ask how Lily feels when she wakes up. The card claims nothing about whether Poppy lied, or what he knew about the war when he said it.

One reading

Right. Poppy said it out of love; Gram says so. With the war going on, hearing that things would be the same gave Lily something to hold on to. Lily does the same for Albert at the bay.

• He wanted it to be the same for you.
• Maybe the war will be over in a year.

Another reading

Not right. Lily gets to the hard fact on her own: she wakes up crying and says it first. When she holds up Poppy’s promise, Gram cannot back it; she can only say why he made it. The promise did not get Lily ready for that morning.

• Things are never going to be the same,
• We’ll all be changed, all of us who lived through this.

Listen for

• Takes a position on whether the promise was right and gives at least two reasons from the chapter.
• Weighs Gram’s “He wanted it to be the same for you” against Lily’s tears that morning.
• Answers the other side: someone who judges the promise the other way.
• Writes in complete sentences, and claims nothing about whether Poppy lied or what he knew.

If stuck

• What does Lily say when she wakes up crying?
• What does Gram say about why Poppy promised?
• Where else in the chapter does someone say something hopeful that might not come true?

A strong answer A strong response takes a position and answers the other side. A student might argue it was right: Gram says “He wanted it to be the same for you,” and a promise made out of love gave Lily something to hold on to in the war, much as Lily’s “Maybe the war will be over in a year” is meant to help Albert. Another might argue it was not right: Lily wakes up crying, already sure that “Things are never going to be the same,” and Gram, far from backing the promise, agrees with her: “We’ll all be changed.” A thoughtful student may notice that Gram does not call Poppy wrong; she only says why he said it, and leaves Lily to decide. Look for Gram’s words and Lily’s own morning both weighed, with no claim about what Poppy knew.