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Hi There, St. Joe’s Girl!
Welcome to Grade Nine Pre-AP Foundations English (ENG1DP1). In order to lessen the workload in
English, our students complete a summer reading assignment. The novel you will read is The
Chrysalids, which is readily available at the Toronto Public Library, Amazon.ca (new and used copies)
and in e-book format on-line.
In Grade Nine, we study the hero-quest (Greek and Roman myths, A Midsummer Night’s Dream, To Kill
a Mockingbird, etc.). In these stories, a young hero sets out on a dangerous journey, battles villains and
overcomes all obstacles along the way. In this green, golden summer world, wishes come true, good
triumphs over evil and the hero gallops off into the sunset (with the maiden whom he rescued from the
dragon) and lives “happily ever after.” To get a sense of a hero-quest, watch the YouTube playthrough
of the video game Journey (http://tinyurl.com/72cwhbt), where a small, robed female hero travels
through a vast desert towards a majestic mountain in the distance. (Journey won several “Game of the
Year” awards and a “Best Score Soundtrack for Visual Media” nomination for the 2013 Grammy
Awards.) Enjoy your journey!
Your assignment is due on the Tuesday in the second week of September. If you take English in
Semester 1, give your work to your English teacher. If you take English in Semester 2, give your
work to Ms. Pregelj in the library on the same September Tuesday. Your work will be marked.
Keep the Junior English Guide you received at Grade 8 Registration Night in your binder throughout
high school. At the start of the semester, we will test your grammar skills. Review the parts of speech,
verb tenses, four kinds of sentences, punctuation, capitalization, spelling (6-11), “Most Common
Writing Errors” (17-19) and pluralization (not in the guide—Google these rules on-line).
We believe that these activities will build your confidence and increase your score on the Grade Ten
Ontario Secondary School Literacy Test, which is a ministry requirement for graduation.
If you have any questions, email me at Miriam.Purtill@tcdsb.org or leave a message in my voice box
(#81494) at (416)393-5514.
We look forward to welcoming you into our St. Joe’s family in September.
Sincerely,
Dr. Miriam Purtill
Head of English Department
*It is best to read a few chapters at a time (to enjoy the flow of the story). Then answer the questions.
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Introduction: The Chrysalids (*******Use Penguin edition of novel where text begins on page 5)
In 1955, when The Chrysalids was published, the atomic bomb had been used in war, the hydrogen bomb
exploded and there was the danger of nuclear warfare between the United States and Russia. The fear of nuclear
fall-out was widespread. The radiation from fall-out was known to have the power to change the genetic patterns
of all life: in plants, insects, animals and humans. Damaged chromosomes in the parent had serious, sometimes
monstrous deviations, in the off-spring. Today, we are keenly aware of these dangers.
The Romantic Tradition
John Wyndham used the horror of nuclear war as the basis of The Chrysalids. His novel is in the romantic
tradition. Romance is a word with many meanings. Today it suggests images of cosmetics ads, popular songs or
Harlequin romance novels. But the term romance has a long literary tradition. Originally, a romance was any
composition in one of the Romance languages, those derived from Latin (e.g. French, Spanish, Italian or
Portuguese). Often, these works were stories of strange and improbable events. So the term romance came to
mean a story of adventure, chivalry, love or mystery, with imaginary characters.
Romance is the literary narrative associated with the young adult stage of the life cycle. The hero of the
romance remains strong and fights those who harm humanity. Traditionally, the romantic hero is male. Could a
woman be the hero of a romance? Have you read any novels in which this is the case?
The plot of a piece of romantic literature usually moves according to the following patterns:
1. At first, the characters live in a wasteland. This is not necessarily a desert, though images of dryness often
describe it. This place lacks love, understanding, compassion or opportunities for growth.
2. Through the efforts of the hero, the land is purged of its evil qualities or the wasteland is left behind.
3. A new, fertile place of growth and harmony is reached. Images of fertility, moisture and greenness.
An important element of the romantic plot is the hero-quest. This is the journey of the hero to discover his
true potential as a leader and saviour of humanity. The usual sequences of the hero-quest are:
1. The youth is innocent and idealistic. Early in his life, he is a special person with great potential.
2. The romantic hero is often a threat to his parents who wish him harm.
3. Thus, some other adult takes over and plays the role of wise and understanding parent.
In traditional literature, the hero of a romance was a man. Many contemporary romances, however,
feature a female hero. In Doris Lessing’s early novels, the hero is appropriately named Martha Quest.
4. The Perilous Journey—the adventures or conflicts the hero undergoes to overcome his enemies. As he
experiences these conflicts, he comes to realize the evil side of human nature. Thus, the hero grows up
and matures, but in romances, he keeps his idealism in order to be the leader of the future.
5. Crucial Struggle—the final struggle in which the hero defeats his enemy. The hero may have the help of
seemingly god-like powers.
6. The Triumph of the Hero—evil is purged from the land or the evil land is left behind as a new land or
society comes into being; thus, a romance is an optimistic piece of literature.
On the next page is a chart that lists the main themes, settings and images in romantic literature:
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Areas associated with hero
a world of innocence and idealism, desire
and dreams
youth
compassion
leader
spring and summer—pastoral images of
growth and fertility; warmth, light and
green, etc.—an Eden
water






Areas associated with enemies
a world of experience that destroys the best
qualities—a nightmare world/lost freedom
age
lack of compassion
tyrant
autumn and winter—a lack of growth;
distortion and sterility; a sense of decay;
cold and dark atmosphere— a wasteland
blood
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 birth
 death
 a golden city
 suggestions of prison
 a seemingly magical gift or ability
 monsters
 parental figures—a wise man or woman
 monstrous people
 domesticated animals
 suggestions of beasts of prey—wolves, etc.
All of these images are romantic archetypes. They are recurring patterns, themes, images or characters that you
will find (with variations) in all romantic literature, and you will find them all in The Chrysalids.
The Utopian Novel
The Chrysalids is a utopian novel. The adjective utopian comes from the name Utopia, given by Sir
Thomas More in 1516 to the country he described in his work of the same name. Utopia was an imaginary
country, a place of ideal perfection, especially in laws, government and social conditions. Thus, we describe as
utopian a social plan or work of literature that describes or promises an ideal society.
Wyndam condemns the actions of the Old People (who are US today). He condemns the Old People for
bringing about the Tribulation. But he also condemns Waknuk society for its characteristics. The author then sees
hope for the world in the young people of the story. They will create a new and better world, a Utopia. You may
not agree with all of Wyndham’s ideas, but you can understand his purpose.
The time is the future, after an atomic holocaust has destroyed parts of the world, including much of the
land that is now part of the U.S.A. The radioactivity of the holocaust has polluted the land and caused many
kinds of genetic irregularities. The descendants of the survivors of the holocaust, occupying the area now known
as Labrador, are of two kinds: those who are normal, and those whose physical characteristics have been
genetically affected. The “normal” population is in political control. They believe that “deviations” are a
punishment by God for evil, and that a person so affected is an evil person. Persons whose deviations are
discovered are exiled to the “Fringes”.
Because of their reverence for the normal (“God’s image”), the Waknuk authorities look to a time before
the atomic holocaust for their religion. They turn to a rigid fundamentalism in which fear, moral judgement and
severe punishment play an important part.
Terms Used in the Novel
Tribulation: This word names the period of time during which there was an atomic war. This period has
preceded the events in the novel. The people of Waknuk have so named this period because they see it as a time
of affliction, suffering and testing sent to human beings by God.
Mutant: Be aware of the difference between evolution and mutation. Evolution is a change in an organism
brought about by the adaptation of the organism to its environment. Mutation occurs when a characteristic quite
unlike those found in either parent appears in an organism. This mutation is the result of a sudden genetic change
in the parent(s), such as would be caused by exposure to excessive radiation. A mutant, then, is an organism
formed as a result of fundamental (and probably sudden) change in heredity. Most of our modern roses and
vegetables are mutants. In these cases, the mutation has been performed by humans who have interfered with the
normal system of heredity in the plants. Canadian wheat is also a “mutant”.
Chromosomes: Threadlike bodies found in a cell nucleus. They house the genes which contain and control all
inherited traits and characteristics. It is the genes in the chromosomes that can be damaged by radiation and,
which if damaged and transmitted to offspring, can produce mutants.
Telepathy: The process of transmitting thoughts to another person at a distance, by other than sensory
perception, is known as telepathy. One mind communicates with another through interchange of thought
without the use of any sensory media.
Nicholson’s Repentances: This is a cultural-historical religious book which tries to explain lost parts of the past
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and establish guidelines (commandments) for behaviour. It claims God as the source of its laws.
Keep These Literary Terms in Mind
Setting: the time when and place where the story takes place.
Characters: people in the story who can be round (fully-realised, developed) or flat (one-dimensional).
Plot: the events of the story; what happens and the reasons or causes for these events.
Theme: the message that the author is communicating about life and/or people.
The Plot of The Chrysalids
This novel is in the romantic tradition and may be classed as a utopian story. The novel is also a work of
science fiction. The science fiction viewpoint is the best from which to begin looking at the plot.
In order to do the first assignment, read Chapters 1 to 8 (or read the whole novel before answering any of
the assignments, if you prefer).
Assignment 1
Chapters 1 and 2
a. What is it that Sophie and her family do not want the community to find out?
b. On page 13, we are told why the Wenders would not want the Waknuk community to find out about Sophie’s
difference. Explain why by quoting short sections (with page references).
c. In Chapter 1, David is an idealistic ten-year old boy, but he is also too innocent to understand the adult
world around him. In a well-developed S.E.E. (State, Example, Explain) paragraph, prove this statement.
d. i) What is an Offence (18-19)? What is done to an Offence?
ii) What is a Blasphemy? (13). Note: at this point, we do not know what Waknuk does to a Blasphemy.
e. Read the description of the Wenders’ cottage (11) and compare it to the description of the Strorms’
kitchen/living room (18). What contrasting impressions do we get of the two families from the descriptions
and David’s reactions to the two places? (The chart on archetypes can help you use key words here).
f. On pages 5-6 and again on pages 11–12, we are given information that lets us know that David is “different”
from the norm. What differences do you understand that he has?
g. The Fringes are first mentioned on pages 20-21.
i.
What kind of country is the Fringes?
ii.
What kind of people live in the Fringes?
iii.
Why did the Fringe people occasionally attack settlements like Waknuk?
iv.
From where do you think the Fringe people might have come? The opening two chapters should
give you a specific clue. Also, read pages 33-34 to help you find the grim answer.
Chapters 3 and 4
h. At the end of Chapter 3 (28), David’s nightmare shows us that this young lad is beginning to understand the
dark side of his father’s belief in the evil of Blasphemy. Explain how David’s dream does this. Read carefully
from the bottom of page 27 to the end of page 28.
i. In Chapter 4 (29–32), we discover the secret of David, Rosalind and the others. What is the secret and how can
it be connected to the sayings on the walls of the Strorm kitchen?
Chapter 5
j. Fear and ignorance have caused the Waknuk society to be a hostile one for any individual who does not
conform to its beliefs. Briefly outline two actions in Chapter 5 that emphasize this statement.
Chapters 6, 7, 8
The young hero, David, in these chapters is becoming more and more aware of the evil in his society.
k. In Chapter 6, what grim news does David get and therefore what decision does he come to?
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l.
In Chapter 7, the horror of this society reveals itself most vividly as we read about the events surrounding the
birth of Petra and the pathetic situation Aunt Harriet is in. Explain how each of these events adds to the
feeling of horror and oppression. A key speech of Aunt Harriet’s will help you answer this question.
m. In Chapter 8 (76), David prays. This prayer should never have to be uttered in any society. Explain.
Read Chapters 9—17.
Assignment 4
a. David and the rest of the group, now about seventeen years old, feel frustrated and fearful in their society.
See page 86 and paraphrase their feelings (describe them in your own words).
b. Petra and her pony are attacked by a wild animal. How does this incident threaten the safety of all the
thought-shapers and what plans do they make (Chapter 11)?
c. Later, in Chapter 12, the group, now nearly twenty years of age, are forced to flee.
i.
What horrible act does Rosalind find herself forced to commit?
ii.
What happens to innocent Katherine?
iii.
David’s dream (on page 5) is brought to our attention again. What are the circumstances?
d. Quote the words of David from page 144 that define the reasons for bigotry and oppression.
e. The Sealand woman is a representation of a “New People” the young people will join. You may not agree
with her ideas, but, on page 156, she states the major problem of the Old People (us) and how the thought-shapers could overcome this problem. Briefly explain her position.
f. On pages 165 to 178, we meet Sophie again. In a well-developed S.E.E. paragraph, contrast the young woman
we meet here to the one we met in early chapters (Use the archetype chart for key words here).
g. On page 179, there is one of the many descriptions of the Badlands. It is totally wasteland imagery. Choose at
least six phrases that emphasize this wasteland quality. Use your notes on “Areas associated with enemies”
(2) to help you choose.
h. In Chapter 16, the Crucial Struggle of the hero-quest occurs (see introductory notes). Outline the major points
of the struggle and its outcome as the three forces come together in battle.
i. The Sealand woman and her craft rescue the young heroes (Use the archetype chart to help you). Discuss how
the woman and her craft are pictured as being from a more heavenly ideal world than the dark oppression of
the Waknuk community and the distorted world of the Fringes. Use descriptions from the following pages to
help you: 188; 191-193.