in mrs tilscher’s class

• • “Mrs Tilscher chanted the scenery. Tana. Ethiopia. Khartoum. Aswan.”

  Duffy’s uses a list of minor sentences to create a rhythm occurring in the class. This is effective as it shows the clear and repetitive nature of Mrs Tilscher’s teaching. This also emphasises the engagement Duffy felt during the class as she can still recite the route of the Nile.
• • “That for an hour, then a skittle of milk.”

  Duffy also uses a metaphor here, comparing the milk bottle they drank out of to a skittle. Just as a skittle is tall and white, so too are the bottles of milk and the shape reminds Duffy of a game of skittles. This is effective because the image shows her innocence and naivety as a child, as her comparisons come from play things. It also adds to the idea that everything in Mrs Tilscher’s class links to fun and happiness.
• • “The chalky pyramids rubbed into dust.”

  Just as chalk can be quickly rubbed away from a board, so too the past is easily forgotten as we grow up. This is effects as it displays the fragility of memories and how easily significant events can be forgotten. 
• • “This was better than home.”

  Duffy uses a short, emphatic sentence here. This is effective as it emphasises the safety and happiness she felt at school, in Mrs Tilscher’s class. Her class was a place full with possibility, fun and security, hence the reason she felt so at peace there.
• • “Enthralling books.”

  The word “enthralling” has connotations of enticing and engaging. This adds to the idea that Duffy thought the books were captivating and that she could almost lose herself within them. This adds to the idea that Duffy was truly excited to enter Mrs Tilscher’s classroom.
• • “The classroom glowed like a sweetshop.”

  Just as a sweetshop is exciting and full of wonderful sights, smells and textures, so too the classroom is a place of promise, of positive experiences, a place that sparked the imagination. This is effective as it adds to the idea that she felt excited to enter Mrs Tilscher’s classroom and that she truly enjoyed her time inside.
• • “Brady and Hindley faded, like the faith, uneasy smudge of a mistake.”

  Duffy uses a simile here. Just as an uneasy mistake would be rubbed out but still make a person feel uncomfortable as it never really goes away so too the names of the serial killers, which would frighten children at the time, may not be heard in the class, but they remain an uncomfortable presence in their minds. However, when in Mrs Tilscher’s class, the children can forget for a while as she provides a safe and comforting presence.
• • “Mrs Tilscher loved you.”

  Duffy uses a short, emphatic sentence here. This is effective as is emphasises the lack of doubt Duffy feels about the fact she feels cared for in the presence of Mrs Tilscher. She made Duffy feel completely and utterly safe.
• • “The inky tadpoles changed from commas into exclamation marks.”

  Just as commas are a form of simpler punctuation, so too exclamation marks are a little bit more sophisticated. This adds to the idea that the children are doing increasing complex work as they grow up, being effective as it displays their journey of growing up.
• • “Jumping and croaking away from the lunch queue.”

  Duffy uses contrast here. The word “jumping” suggests freedom and unordered movement, while “lunch queue” suggests order and routine. This adds to the idea that children are no longer happy to be confined in the structure of childhood. They too, like the frogs, want to be free to explore and no longer enjoy the restricted and dependable environment of childhood. This effectively shows the journey they are making into adolescence.
• • “You kicked him…”

  The word ‘kicked’ suggests violence and anger. This is effective because it shows that Duffy was unsure how to deal with the new, crude information about sex. This is a clear change from the comfort and safety she felt previously, effectively showing the transition from childhood to adolescence.
• • “stared at your parents, appalled”

  The word ‘appalled’ has connotations of shock and disgust. This is effective because it shows how uncomfortable Duffy is with the information she has been given. This is effective as it emphasises Duffy’s innocence and shock she feels.
• • “That feverish July.”

  Duffy uses personification here. Just as someone with a fever is restless and disorientated, so too the children are feeling out of sorts as they are becoming aware of their sexuality and all the physical changes they are experiencing . This suggestion of heat, agitation and intensity is effective as it shows the discomfort felt by the children as they move from a structured world of innocence to a more unpredictable one of adolescence.
• • “Always untidy, hot, fractious under the heavy, sexy sky.”

  Duffy uses a list of three negative adjectives here, which emphasises the build up of all the discomfort and irritability felt by the children during this period of transition. This is effective as it adds to the idea that they are still restricted by the confines of childhood and they are impatiently waiting on the poise of adolescence. 
• • “Mrs Tilscher smiles then turned away.”

  Duffy uses contrast here. “Smiled” suggests warmth, but “turned away” suggests a deliberate separation. This is effective because it shows that while she still cares for the children, she knows that her role in their lives is ending: it is not for her to tell them. This also adds to the idea that she has come to accept the inevitable maturing process her pupils are experiencing.
• • “You ran through the gates, impatient to be grown.”

  The words “impatient to be grown” suggest a frustration that things are not happening quickly enough, and an intense desire to enter into adolescence. This is effective because it shows that the joy and comfort of childhood is quickly forgotten in the excitement of the prospect of growing up. This effectively sums up Duffy’s idea that the transition into adolescence is one of intense anticipation for children.
• • “The sky split open into a thunderstorm.”

  The words “spilt open” and “thunderstorm“ has connotations of something violent and aggressive. This is effective as it shows that adolescence will be a time of intensity, passion, and unpredictability. However, this time also comes with an opportunity to grow, learn and mature.