76 pages • 2 hours read
Andrew ClementsA modern alternative to SparkNotes and CliffsNotes, SuperSummary offers high-quality Study Guides with detailed chapter summaries and analysis of major themes, characters, and more. For select classroom titles, we also provide Teaching Guides with discussion and quiz questions to prompt student engagement.
After lunch and recess, the children begin their first classes during the contest. Mrs. Marlow asks why they are quiet and gets no answers. She notices hidden smiles and confirms that the kids have a secret. Mrs. Marlow tries her first experiment, asking various students if they did their homework, and getting three-word replies like “Yes, I did” or “It was hard” (56). Then she asks Ellen, a top science student, how she solved one of the problems. Ellen answers in three-word sentences prodded from her, one at a time, by Mrs. Marlow: “I…made estimates,” “I used…math,” etc. (58-59). Mrs. Marlow then asks Dave for his process, urging him on as with Ellen until she finds Dave got the answer wrong. The girls giggle, and Mrs. Marlow loses her temper. She assigns a new chapter and directs their attention to the homework questions on the board.
The quiet is blissful, but Mrs. Marlow still hasn’t figured out the mystery. Lynsey passes a note to Dave that says he used four words in his last answer, including “Um.” She calls him a loser. Mrs. Marlow catches the note-passing and demands the note. Dave walks it up to her just as the bell rings. She tucks it away and steps outside to perform hall-monitor duty. The halls bustle but no one speaks. With no bad behavior to deal with, Mrs. Marlow pulls out the note and reads it. Quickly, she figures out the rules of the kids’ game and thinks about sharing her discovery with the other teachers. She decides to let the kids have fun for a while.
Music teacher Mrs. Akers tries to lead a class of fifth graders in “This Land Is Your Land,” but the students sing only three-word bits of the song. She asks what’s going on and, from their short answers, gets the idea that they are protesting something. Satisfied, she has the kids hum and clap the songs for the upcoming Thanksgiving program.
In gym class, the fifth graders play dodgeball without speaking. Mrs. Henley watches with interest how the students signal to each other and before long, she too adopts their hand motions and head shakes as she governs play.
Like Mrs. Marlow, language arts teacher Mr. Burton quickly figures out the rules of the children’s no-talking game. He has them read aloud a story, each student reading the next three words. He then has the class make up a new story, also three words at a time, by pointing at random to the students: “A woman screamed.” “She was scared.” “It was dark.” “‘Oh, no—snakes!’” “One bit her.” “‘Ow! My leg!’” (70). Huge lizards eat the people and snakes but get devoured themselves by razor-toothed garden tulips, which burp and cause a tornado and tidal wave that gets mud on the US president’s underpants. The students leave happy; some give Mr. Burton a thumbs-up gesture. He loves how the class turned out, and he gets an idea for an activity for his last class of the day.
In the last hour of school, Mr. Burton hands out blank paper and writes instructions on the chalkboard. Students are to write continuously, pausing only to hand their writings to others. The students begin having lengthy written discussions about the no-talking contest, how it affects school, and how it will make after-school activities much harder.
Dave writes to Lynsey, asking if she’s ready to give up. She writes back that the girls are winning and he’s going to get “totally schooled.” Dave challenges her to a one-on-one silence contest Thursday at noon, with the winner writing a big “L” on the loser’s forehead in permanent marker. She accepts. They write a few more insults to each other, but Dave wants to talk to her about how interesting the contest is. He writes as much to her, and she replies, “It is to me, too. I’m thinking and thinking and thinking. Pretty amazing” (80). Jason, who is passing the notes between Dave and Lynsey, teases Dave for getting along with her. Dave then writes to Lynsey that she and her “stupid friends” are going to lose.
Mr. Burton watches the students, making notes. He decides that the contest could be the topic of a research paper he needs to complete for his master’s degree studies at night school. When school is over, the fifth graders leave for after-school activities where they’ll have to remain silent. Dave believes he’ll be perfect.
The bus ride home is easy for the students, who write notes to each other or look out the window. Lynsey heads for soccer practice, where she uses hand gestures to communicate with her teammates. Dave gets home, and his mom wants to know why he isn’t talking and whether she should call a doctor. He writes out an explanation, and they disagree genially about whether a person can get by without talking.
At karate class, Kyle refrains from kick-yells, and the teacher becomes annoyed. A fourth grader explains that the fifth graders have taken a vow of silence. During her flute lesson, Ellen answers questions about rhythm by tapping on the music stand; after a while, her instructor teaches silently, too. Grumpy barber Zeke always cuts Brian’s hair too short unless Brian complains loudly, but that day Brian can’t defend himself with his usual words. The haircut is embarrassing but Brian decides it’s worth it because he’s made a sacrifice on behalf of his team.
Lynsey rides home from soccer practice silently and her mom worries that something is wrong. Lynsey is simply thinking about how different it is to think without talking: “Thinking. And being quiet. It was different. And it was good” (94). She sees her mom’s worried look in the mirror, and she smiles and waves.
All over town, fifth graders figure out how to be with others without talking. Aside from a few goofs, they do very well.
In Chapters 11 through 14, the children begin to adapt their rules to the classroom, daring teachers to punish them and challenging themselves to learn more by talking less. In this section of the novel, Clements most directly engages with the benefits of quiet for young minds.
At Laketon Elementary, older students attend discrete courses in different classrooms separated by passing periods, a less common structure for US elementary education. This process serves a useful purpose in the book, allowing Clements to introduce specialist teachers and how the no-talking contest affects each of them while also exploring the way the students navigate different subjects without the questions that would arise if the students were with one teacher for all subjects.
In Mr. Burton’s language arts class, the students make up a story, and, three words at a time, take turns adding to it. The story moves forward quickly and, sometimes, hilariously. The limitations of the contest force the students to use their critical thinking and display fairly sophisticated language skills. Other teachers take also find educational advantages to the no-talking game, like Mrs. Akers who gets her students to hum and clap the songs they’re practicing for an upcoming event. The game causes a burst of creativity among both students and teachers. Again, Clements explores popular rules in class settings, such as prohibitions against note-passing. In Mr. Burton’s last class of the day, the students write continuously and hand their works to others in the class, transforming note-passing into a condoned writing exercise, integrating the behavior into the educational process.
Clements proposes that unexpected and creative approaches to instruction have benefits for the teachers and students alike, who find their interest in classwork renewed by the novelty of the speaking rules and how those rules interact with learning. Instead of focusing on authority and maintaining control, the teachers meet the students halfway and adapt their methods to the students’ behavior.
Lynsey also discovers the personal value of silence, noticing that it was different—“And it was good” (94). This is a saying made famous by author Ernest Hemingway, whose prose was noted for its clear, simple, direct sentences. Clements explicitly refers to Hemingway in Chapter 17, when Mr. Burton mentions the author as a touchstone. Lynsey quickly learns the power of concision, and how it can reduce mental clutter and improve expression.
Dave and Lynsey’s exchange of mutual interest in the contest provides a major pivot point in the plot, close to the midpoint of the story. This moment is Dave’s first friendly overture to Lynsey, and she replies positively. Mr. Burton notices that some of the note-passing is between boys and girls while observing them, showing how the contest has begun to affect the gender divide among the fifth graders. These are the first signs that the tough competition, instead of alienating the two teams, causes them to respect each other more.
By Andrew Clements
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