1. There is a stark contrast created in the opening of this story between what the narrator had been doing before entering school and what will be expected at school? What is this contrast and what does it immediately create in the story?
The contrast between the childhood of the author and the start of school he wants to be like his father and mother and he respects them for their jobs and personalities compared to the boring time he had at school.
2. The author continues this theme of contrast at the start of the story. How does he do this in his description of his experience of Sydney’s North Shore?
The description of the North Shore states the authors desire for a happy life and where he wants it to take him.
3. What was the father’s background in business before he opened the fruit shop? What has helped him become successful?
The father lacked any schooling in business before the opening of the fruit shop but his personality to others and how he loves to do work allowed him to be successful.
4. The narrator’s description of his father is complex. What makes the father a complex character?
The description of the father ranges from his loving personality by chatting to all the customers to the hard work carrying the fruit cases lust for knowledge in practicing Calligraphy and practicing English
5. (91) How does the author describe his role in doing ‘things that counted’?
he describes his role in doing things that counted include, how he was able to make the school perform better against other school on an average basis better through his application to accedemics
6. What experience does the author have at school while keeping to himself? What does he learn from this experience?
The experiences that the author have at school while observing the other boys at school are that some boys are rough and others are nice and eventually he is able to be friends with all of them through observing them
7. How would you characterise the narrator’s tone in regards to the events that are occurring around him?
The narrators tone in regards to the events that were occurring him is a scientific emotionless state lacking emotion by only stating the bear facts of the events happening around him.
8. How does the narrator characterise the ways that one could ‘get the strap’ and ways that one could avoid it?
The narrator characterise the ways one could "get the strap" by listing many possible ways one could be punished for and stating that there were not many ways to not "get the strap".
9. What event evokes a racist speech to the class by the teacher?
The racist speech the teacher makes about how Asians can never contribute anything to the country makes the author to become even more quite in class and in school becoming like a ghost.
10. What effect did the author’s experience with ‘Strap Happy Jack’ have on him?
The effect 'Strap Happy Jack' had upon the author forced him to become quite around other people in school to protect himself from racism and other teachers.
11. What was the one advantage school provided the author?
The one advantage the school provided to the author was discipline but failed because all were punished whether they worked hard or not.
12. What did the author do at his school? What was his motivation for doing it? What did he feel was lacking at school?
The author started a workshop program where the best students would present papers on the biggest topics in each subject. The author was motivated to this to help other students to do well in their HSC.
13. What did the parents want their son to do at school? What did the author fear would happen by obeying his parents?
The authors parents wanted him to learn the way and what the teachers wanted to learn. The author's feared that if he obeyed his parents he he will spend all his time learning what they want he wouldn't have time to learn to think and do things for himself.
14. At school, what did the author learn about his own type of thinking and how to use it?
The author learnt that he had different ideas about what was important and he just had to find the opportunity to use the kind of thinking he had.
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