This poem tells the tale of old LeBrun, a man that was rumoured by the townspeople to be a

loupgarou. Old women would relax under eaves and gossip about Le Brun, while literally shutting
him out of their lives with their closing windows. The prevailing gossip, in this poem, is that he
transformed into a hound one night, but was dealt a wound by his own watchman. He then lugged
his entrails back to his doorstep, almost dead.

LITERARY DEVICES
1. ALLITERATION
•Lines 1-3: This alliteration gives the reader a visual imagery of the way the gossip about Le Brun
spread. A thread is thin and fine and can weave itself in any crevice, sometimes in a very non-
linear and sinuous manner. This describes the way in which the gossip spread. It managed to
touch the whole village in an almost insidious, and complete, manner. •Line 5: This literary device
speaks to the results of the gossip. Le Brun is alienated from the people of the town. Their
fascination with him, however, is evident by the fact that they slowly shut their jalousies/windows.
The lack of speed implies that they are watching him, while also alienating him. •Lines 17-21: This
alliteration highlights the severity of the loupgarou’s injuries. You can almost see and hear the
wetness of the blood, as well as see the entrails trailing wet using this device.
2. ONOMATOPOEIA
The tap-tapping cane is a part of Le Brun’s physical description. He appears to stand out, in terms
of his physical appearance, down to the use of his cane.
3. PARADOX
This statement appears nonsensical at first, but makes sense in the long run. The loupgarou is, in
fact, a man who is leading a half life as man and beast, so he is not really ‘living’. The fact that he
can pass on the ‘gift’ of becoming a werewolf clarifies the fact that Le Brun is actually ‘licensed to
sell sick fruit’, or pass on his sick ‘gift’.
4. OXYMORON
The words ‘Christian’ and ‘witches’, placed together, emphasizes the dual nature of the women in
the village. They are good Christian women who mean no harm, but their fear of the ‘difference’
that they sense in Le Brun (contributed by his mode of dress), leads them to react in an
unchristian manner, like witches, in dealing with him.
* IRONY-It is ironic that Le Brun’s own watchman dealt him a
lethal blow.

IMPORTANT WORDS/ PHRASES

5.curious
This word emphasizes the strangeness of the story that is circulated about Le Brun.
6.white linen-linen suit, pink glasses, cork hat (and cane)
This outfit would let anyone be seen in a crowd, or other wise. It emphasizes Le Brun’s difference ,
hence, one of the reasons that he would be the focus of gossip. Imagine an individual dressed in
the combination below:
7.Alsatian hound, a slathering lycanthrope
This description of Le Brun displays the distaste that is felt towards him in his animal form.
MOOD/ ATMOSPHERE
The mood of the poem is reflective.
TONE
The tone of the poem is calm and reflective. The persona appears to be simply recounting a piece
of gossip.
THEME
Supernatural

God’s Grandeur- Gerard Manley Hopkins

Summary
The first four lines of the octave (the first eight-line stanza of an Italian sonnet) describe a natural
world through which God’s presence runs like an electrical current, becoming momentarily visible
in flashes like the refracted glinting of light produced by metal foil when rumpled or quickly
moved.
Alternatively, God’s presence is a rich oil, a kind of sap that wells up “to a greatness” when tapped
with a certain kind of patient pressure. Given these clear, strong proofs of God’s presence in the
world, the poet asks how it is that humans fail to heed (“reck”) His divine authority (“his rod”). The
second quatrain within the octave describes the state of contemporary human life—the blind
repetitiveness of human labor, and the sordidness and stain of “toil” and “trade.” The landscape in
its natural state reflects God as its creator; but industry and the prioritization of the economic over
the spiritual have transformed the landscape, and robbed humans of their sensitivity to the those
few beauties of nature still left. The shoes people wear sever the physical connection between our
feet and the earth they walk on, symbolizing an ever-increasing spiritual alienation from nature.
The sestet (the final six lines of the sonnet, enacting a turn or shift in argument) asserts that, in
spite of the fallenness of Hopkins’s contemporary Victorian world, nature does not cease offering
up its spiritual indices. Permeating the world is a deep “freshness” that testifies to the continual
renewing power of God’s creation. This power of renewal is seen in the way morning always waits
on the other side of dark night. The source of this constant regeneration is the grace of a God who
“broods” over a seemingly lifeless world with the patient nurture of a mother hen. This final image
is one of God guarding the potential of the world and containing within Himself the power and
promise of rebirth. With the final exclamation (“ah! bright wings”) Hopkins suggests both an awed
intuition of the beauty of God’s grace, and the joyful suddenness of a hatchling bird emerging out
of God’s loving incubation.

Form This poem is an Italian sonnet—it contains fourteen lines divided into an octave and a
sestet, which are separated by a shift in the argumentative direction of the poem. The meter here
is not the “sprung rhythm” for which Hopkins is so famous, but it does vary somewhat from the
iambic pentameter lines of the conventional sonnet. For example, Hopkins follows stressed syllable
with stressed syllable in the fourth line of the poem, bolstering the urgency of his question: “Why
do men then now not reck his rod?” Similarly, in the next line, the heavy, falling rhythm of “have
trod, have trod, have trod,” coming after the quick lilt of “generations,” recreates the sound of
plodding footsteps in striking onomatopoeia.
Commentary The poem begins with the surprising metaphor of God’s grandeur as an electric
force. The figure suggests an undercurrent that is not always seen, but which builds up a tension
or pressure that occasionally flashes out in ways that can be both brilliant and dangerous. The
optical effect of “shook foil” is one example of this brilliancy. The image of the oil being pressed
out of an olive represents another kind of richness, where saturation and built-up pressure
eventually culminate in a salubrious overflow. The image of electricity makes a subtle return in the
fourth line, where the “rod” of God’s punishing power calls to mind the lightning rod in which
excess electricity in the atmosphere will occasionally “flame out.” Hopkins carefully chooses this
complex of images to link the secular and scientific to mystery, divinity, and religious tradition.
Electricity was an area of much scientific interest during Hopkins’s day, and is an example of a
phenomenon that had long been taken as an indication of divine power but which was now
explained in naturalistic, rational terms. Hopkins is defiantly affirmative in his assertion that God’s
work is still to be seen in nature, if men will only concern themselves to look. Refusing to ignore
the discoveries of modern science, he takes them as further evidence of God’s grandeur rather
than a challenge to it. Hopkins’s awe at the optical effects of a piece of foil attributes regulatory
power to a man-made object; gold-leaf foil had also been used in recent influential scientific
experiments. The olive oil, on the other hand, is an ancient sacramental substance, used for
centuries for food, medicine, lamplight, and religious purposes. This oil thus traditionally appears
in all aspects of life, much as God suffuses all branches of the created universe. Moreover, the
slowness of its oozing contrasts with the quick electric flash; the method of its extraction implies
such spiritual qualities as patience and faith. (By including this description Hopkins may have been
implicitly criticizing the violence and rapaciousness with which his contemporaries drilled
petroleum oil to fuel industry.) Thus both the images of the foil and the olive oil bespeak an all-
permeating divine presence that reveals itself in intermittent flashes or droplets of brilliance.
Hopkins’s question in the fourth line focuses his readers on the present historical moment; in
considering why men are no longer God-fearing, the emphasis is on “now.” The answer is a
complex one. The second quatrain contains an indictment of the way a culture’s neglect of God
translates into a neglect of the environment. But it also suggests that the abuses of previous
generations are partly to blame; they have soiled and “seared” our world, further hindering our
ability to access the holy. Yet the sestet affirms that, in spite of the interdependent deterioration of
human beings and the earth, God has not withdrawn from either. He possesses an infinite power of
renewal, to which the regenerative natural cycles testify. The poem reflects Hopkins’s conviction
that the physical world is like a book written by God, in which the attentive person can always
detect signs of a benevolent authorship, and which can help mediate human beings’
contemplation of this Author.

SOUTH BY KAMAU BRAITHWAITE

The persona speaks about the fact that today he is recapturing the beauty of the island of his
birth. He reflects on the fact that he has travelled to the lands of the north, which appeared to be
the very opposite of his island. The persona appeared, at that point, to be homesick for his island
and resented the ease and comfort that the Northerners’ felt towards their land. He then shifts
back to the present where he appreciates certain features of the island, particularly those that
remind him of his past on the island.

LITERARY DEVICES

1. ALLITERATION
•Stanza 1, lines 1-2: The sound that the alliteration illicit, when spoken, is a positive one. This is
the case because the alliteration forces the reader to sound cheerful, thereby facilitating the
interpretation that the persona is happy to be home.

•Stanza 1, lines 4-5: This alliteration, again, draws the reader through the sound that it illicit. One
can almost hear the sound that the sea makes through the repetition of the ‘s’ sound. It
emphasizes the joy that the persona feels to be home.

•Stanza 2, lines 13-14: This alliteration, when spoken, is staccato. It literally emphasizes the
persona’s discomfort, and dislike, of the new context that he is faced with. It is alien to him, as
seen when contrasted with the scene that he describes in the first stanza.

•Stanza 4, line 33: This device gives the reader a visual image of the scene. It is simple image that
highlights the persona’s excitement at being home and seeing scenes, even seemingly
inconsequential ones, that he knows and loves.

•Stanza 5, line 43: This alliteration gives the reader a visual of what the persona sees as pleasant
and calming, as opposed to the alliteration in stanza 2. The sound that the alliteration illicit is a
calm one, implying that the persona is at peace.

2.PERSONIFICATION
•Stanza 1, lines 6-7: This device gives a beautiful impression of the effect that the island had on
the persona. He felt whole when he was there, at peace.

•Stanza 2, lines 16-17: The shadows, in this context, represents his past life and experiences on
the island. The memories of his island illicit feelings of sadness, even homesickness. These
memories cast an oppressive shadow over his life in the north.

3.SIMILE
The persona compares the flowing of the rivers, which represents the north, to his longing for his
island home. This comparison indicates that his longing is an intense one, he is homesick.

IMPORTANT WORDS/ PHRASES

4.’recapture’
The word capture means to take possession of something or someone. Therefore, when the
persona says that he is recapturing his island, it implies that he is taking back possession of what
he once owned.

5.’Since then I have travelled’

This line indicates that the persona did not remain on the island of his birth.

6.’sojourned in stoniest cities’

This highlights a contrast between the persona’s island and the cities that he visited. His island
has beaches and oceans, while the cities that he visited were concrete jungles made of stone.

7.’We who are born of the ocean can never seek solace in rivers’
The persona refers to the north, and its populace, as rivers, while the south, and his island, is the
ocean. This line highlights the persona’s discontent in the north.

8.’reproves us our lack of endeavour and purpose’

Reprove is to reprimand. Therefore, the line is saying that the flowing river, the north, reprimands
the ocean, the south, for its lack of effort and resolve. This implies that the persona might be
homesick and, therefore, not functioning at full capacity in the new northern environment.

9.’proves that our striving will founder on that.’

The term founder literally means the owner or operator of a foundry. This has little to do with the
context of the poem, therefore, it can be assumed that poetic license was utilized at this point.
Contextually, the line can be interpreted as meaning that the persona’s subsequent striving, or
efforts, will be founded on the reprimand made by the river, or the north.

10.’there’
The emphasis placed on this word, through the use of italics, highlights the fact that the persona is
both happy and excited to be home.

11.’and look!’
The exclamation mark emphasizes the persona’s enthusiasm, and excitement, when he identifies
a scene that is reminiscent of his past.

MOOD/ ATMOSPHERE
The mood of the poem is reflective. The persona is thinking about his island home, as well as
places that he has visited in the north.

TONE
The tone of the poem goes from being reflective, to being elated.

THEMATIC CATEGORIZATION
Patriotism, places, desires and dreams
TEST MATCH SABINA PARK BY STEWART BROWN
SUMMARY
The persona, a white male, proudly enters Sabina Park to watch a cricket match between England
and the West Indies. The persona notices that the game is slow and that the crowd is not reacting
well. He is, in fact, initially shocked that there is a crowd at all because this is usually not the case
at Lords. By lunch, England is sixty-eight for none, and the crowd gets abusive. They even state
that maybe they should borrow Lawrence Rowe. The persona tries to explain the reason behind
the slow pace of the British side but fails to convince even himself. His embarrassment at
England’s performance has him eventually skulking out of the venue. LITERARY DEVICES

1. RHETORICAL QUESTION
Stanza 2, lines 6-7: This question reveals that, even though cricket is a popular sport in England,
the venues for the matches are not crowded. This question could also point to the fact that Sabina
Park was very crowded.

Stanza 3, line 10: This question represents the general frustration of the West Indians in the crowd.
They are annoyed that the cricket match is progressing so slowly.
Stanza 4, lines 16-18: These questions imply that the West Indian crowd’s level of frustration has
escalated.

2. ALLUSION–The allusion to Lawrence Rowe, a very colourful and successful West Indian
cricketer, emphasizes the fact that the match is slow and boring.

3. SARCASM- To ‘boycott’ is to abstain from, or to stop, doing something. Therefore, the persona
is being sarcastic because excitement is a good thing. People usually boycott for something
negative, therefore the persona is, again, highlighting the slow and boring pace of the cricket
match.

IMPORTANT WORDS/ PHRASES 4.’rosette of my skin’

Rosette implies a reddish colour, or tint, to the skin, that sometimes resembles a rose. This
description immediately identifies the race of the persona as caucasian. The persona is proud of
his race, as he enters Sabina Park. 5.’strut
‘This word means to walk proudly. It emphasizes the fact that the persona is proudly walking into
Sabina Park. 6.’something badly amiss’
The persona is jolted by the fact that the match is going slowly. The word ‘amiss’ implies wrong,
the game should not be going so slowly. 7.’vociferous partisans’
Vociferous means to be very noisy and clamorous, while patisan is a person who shows biased,
emotional allegiance. Therefore, the West Indian crowd was extremely noisy in their support of
their team. They were also very unappreciative of the slow pace of the match. 8.’England sixty
eight for none at lunch’
While this is a good score, it never-the-less highlights the slowness of the match, hence the fact
that the experience, for the crowd, was far from exciting.

9.’the wicket slow’

The purpose of the wicket is to ‘out’ the opposing side. Therefore, no ‘outing’ is occurring, the
wickets are standing. Everything about the match is going slowly. 10.’sticky wickets’
This implies a sticky, or awkward situation. It highlights England’s situation.

11.’loud ‘busin’
The English team was being loudly abused.

12.’skulking behind a tarnished rosette’

Skulking implies hiding in shame, and tarnished means tainted. Therefore, the proud Englishman is
now embarrassed, and the rosette of his skin is making him stand out. Initially this was a very
good thing, but now it is a disadvantage. 13.’blushing nationality’.
At this point, the Englishman admits to being embarrassed for his team, as well as himself.

*There is a distinct CONTRAST between the beginning of the poem when the persona is proud, and
‘struts’. However, by the end of the poem, he is embarrassed and ‘skulking’ VOICES
There are two distinct voices in this poem. The English man’s and the West Indian’s. MOOD/
ATMOSPHERE
The mood of the poem is tense. TONE
The tone of the poem is one of frustration (West Indian) and embarrassment (English
man). THEMATIC CATEGORIZATION
Discrimination, places, culture and sports

Dreaming Black Boy BY JAMES BERRY

The poem is about a black skinned boy is being discriminated against because of his colour.
He is wishing that people would look beyond his colour and view him as a person rather than
a black boy and that he could enjoy the regular things in life. Reference: The passage speaks
of the many problems of racism that many black people had to face before. Almost all whites
discriminated against blacks and treated them as if they were inferiors. Racism occurred
wherever whites and blacks met up, whether in a school, church, office or even on a public
bus. Whites discriminated against blacks in many ways; derogatory names, denial of entry
into public buildings, violating their rights of freedom of speech and expressions and in many
other ways. Genre: Lyric Type: Themes: Racism, Oppression The persona wishes that racism
doesn’t exist. The persona wishes that people see him as a person and beyond his colour. The
persona wants to be accepted and enjoy all the regular things in life. Racism causes people to
feel inferior to others. Mood: The mood of the poem is one of hurt and strong desire. Setting:
The poem is set in the 20th century when racism was rife in society. Though racism was also
prevalent before that period, the persona refers to his slaves (woodchoppers) being his
ancestors. Slavery ended in the 19th century, so for the slaves to be his ancestors he must
have existed generations after them. Another factor indicating the setting is the fact that the
boy went to school. No black children went to school in the 19th century. In fact, not even all
whites attended school as such institutions were not abundant as they are now. Also, the
allusion to the “Klu Klux Klan” in lines 22-25 gives an indication of the time period. This anti-
black terrorist organization peaked between the 1920’s and 1950’s.
2. Imagery: The writer uses little imagery to convey his desire to be treated as an equal.
However, some imagery can still be deduced from the poem. These images focus on
describing how unfairly the boy and other people of his colour were treated.  Lines 1-2: “I
wish my teacher’s eyes wouldn’t go past me today.” The image of a teacher ignoring his/her
own student just serves to show an example of the wrong end of prejudice that the boy
experienced. It shows that racism even existed in schools. This may also suggest that the boy
attended a school full of whites.  Lines 2-4: “Wish he’d know it’s okay to hug me when I kick
a goal.” This shows how they thought of the boy because of his colour. They didn’t regard him
as equal to them, but as something inferior, strange and so disgusting that they couldn’t even
touch him.  Lines 10-11: “And not sink to lick boots.” This image conveys to the reader the
demeaning jobs that coloured people at the time held. The action of licking boots is one that
is below anyone’s dignity and so gives the reader that same image.  Lines 25-26: “Wish
people wouldn’t talk as if I dropped from Mars.” This image again shows how the people
viewed the boy. They didn’t regard him as a human, but something else, similar to a
disgusting alien. They didn’t think he was fit to belong on earth. Devices: Repetition:  The
boy conveys his strong desire for an end to racism by starting every stanza with “I wish.” He
makes clear his yearning and desperation for the simple things that should be enjoyed in life.
 The repetition also gives rise to the idea that the persona might believe that his wishes are
actually dreams that might not come true. If he was confident that these dreams would come
true he would have probably used a phrase with more confidence and surety. Allusion:
3.  Stanza 1, lines 6 and 7, alludes to slavery, the state of lacking control over one's own life
and destiny. The fact that the persona refers to this gives a hint to how he feels about his life.
He does not feel as if he has control over it.  Stanza 3, lines 19 to 20, alludes to Paul
Robeson, a black intellectual, who attained success despite difficult circumstances. The
persona yearns to be like this person. He wants room to stretch intellectually.  Stanza 4, lines
22 to 25, alludes to the “Klu Klux Klan,” a group infamous for the terror they caused on the
black race. Burning lights refers to the burning crosses and the pyjamas allude to their white
outfits that look like pyjamas. The persona wants them to leave him alone, find something
else to do other than make his life difficult, as well as contributing to his wishes remaining a
dream. Shifts: In the 1st stanza the persona focuses on racism in his school. In the next stanza
he focuses on how prejudice can affect his aspirations; “to be educated” and to travel around
the world. The 3rd stanza sees the writer wishing that he could express himself and share his
views, opinions, knowledge and intelligence. In stanza 4, the writer gives a lengthy allusion to
the KKK clan. He is wishing for them to stop the terror that they are causing to people of
colour. In the last stanza the persona focuses on racism from a collective perspective. He is
wishing that racism came to end and that nobody would have to suffer from it. Diction:

1. The theme of the poem is:

(a) The boy’s dreams of a better life
(b) The boy’s need for recognition
(c) An uncaring society 2. What do the following expressions in Stanza one suggest?
“wouldn’t go pass me today”
“to hug me when I kick a goal.18 3. How does the boy differ from his ancestors? 4. For
what does the boy wish in Stanza two? 5. Find the expressions which show that the
boy needs freedom and opportunities to
grow. 6. What does the expression “spend me out opposing” suggest about the boy. 7.
What does the boy wish for persons who break the law? 8. Quote the expressions in
the last Stanza which show the suffering of the boy.

SUMMARY
The poem is about a black boy who wishes that he could have regular things in life.
Things such as a congratulatory hug, to be educated to the highest level and to travel
without harassment. The persona yearns to stop fighting for the basic right to be
successful and to rise above societal expectations.
LITERARY DEVICES
1. REPETITION:
The constant repetition of the phrase ‘I wish’ points to a yearning, a desperation even,
for the basic things that life has to offer. The repetition gives credence to the idea that
the persona might believe that his wishes are actually dreams that might not come
true.
2. ALLUSION:
Stanza 1, lines 6 and 7, alludes to slavery, the state of lacking control over one’s own
life and destiny. The fact that reference is made to this hints to how the persona feels
about his life. He does not feel as if he has control over it.
Stanza 3, lines 19 to 20, alludes to Paul Robeson, a black intellectual, who attained
success despite difficult circumstances. The persona yearns to be like this person. He
wants room to stretch intellectually.

Stanza 4, lines 22 to 25, alludes to the klu klux klan. Burning lights refers to the
burning of crosses and the pyjamas alludes to their white outfits that look like
pyjamas. The persona wants them to leave him alone, find something else to do other
than make his life difficult by contributing to his wishes remaining in the realm of the
dreams.
IMPORTANT WORDS / PHRASE
3.’not sink to lick boots’
This refers to the concept of being subservient. To have no choice but to kowtow to
people in order to get ahead.

4. ‘Inside eye a sun’

This refers to the persona’s mind. He wants to show how intelligent he is without fear.
He wants his mind to be a sun. Sun represents brightness and light, that is how he
wants his intelligence to shine.
TONE
The tone/mood of the poem is one of sadness. The persona is thinking about how he is
treated and he reacts to this in a sad way. He keeps wishing that things were different.
THEMATIC CATEGORY:
Racism, survival, oppression, desire/dreams.

ORCHIDS BY HAZEL SIMMONS- MCONALD

LITERAL MEANING
The persona is moving from a house that she has occupied for five weeks. She has sent her
belongings to her future home, but one item remains in her old space, an orchid. The persona
clarifies that she was given the orchid as a gift but implies that it holds no value because the
gifting of orchids is habitual for the person who gave her. She describes the flower as
odourless, but attractive. She watered the orchid once, expecting it to die, but it survived. It
not only survived but bloomed. The persona contemplates plucking the bloom and pressing it
between the pages of a book. The purpose of this is to allow her to appreciate the flower.
Structure of the Poem
The poet’s use of blank verse (lacks rhyming pattern) effectively captures the persona’s
struggle between hope and despair as he narrates (tells his life-story) with a tone that
similarly and occasionally shifts between feelings of optimism and pessimism, adding to a
mood that varies between contemplative serenity and foreboding uncertainty. Illustrated by
the poet’ use of emotive language to describe the aesthetically pleasing orchids–“purple
petals/blossoms … full blown/like polished poems/ This morning the bud … unfurled”
juxtaposed against the persona’s destructive intentions–“I watered them once/ I would toss
them out/I starved them/I’ll pluck the full-blown blooms/press them”. Indicative of the
persona’s seeming lack of appreciation for the orchids as natural and philosophical emblems
of beauty, wisdom and strength.

Symbolism/ Symbol
The orchid is a flower of magnificence that brings a universal message of love, beauty,
wisdom, thoughtfulness, luxury, strength, refinement, affection, new growth and
development.
“This elegant flower should make you feel pampered. Purple is the colour of royalty. Orchids
are generally regarded as symbolic of rare and delicate beauty…. Their graceful appearance
draws immediate attention, and their reputation as an exotic and unusual flower evokes a
sense of refinement and innocence”.
Literary Devices

SIMILE- lines 13-14

The orchid’s full-blown blossoms are being compared to a polished poem. The word polished
in this comparison implies perfection, shiny and pleasant to read.
PUN- line 11
The purple heart literally refers to the splash of colour in the centre of the orchid’s bloom, but
it could also refer to the bravery of the flower. This is so because a purple heart, in the army,
is a medal that a soldier receives for bravery.
Metaphor- lines 1-2
The persona compares her experience over a five-week period with boxes that she uses to
pack her belongings in.
MOOD/ ATMOSPHERE
The mood of the poem is pensive, or thoughtful. The persona is thinking about the lack of
value that she places in the orchid.
Tone of the Poem
The tone of the poem is one of almost bored musing.
Themes
Death
Nature
Survival

LITTLE BOY CRYING BY MERYN MORRIS

Stanza 1
The poem begins with a description of a child crying. However, his cries seem harsh
and fierce “Your laughter metamorphosed into howl”. This also suggests that the child
is normally a happy one and something happened to have changed his happiness. The
last line in the stanza informs us that the reason why the child is crying is because he
has been beaten “the quick slap struck”. The little boy is also staring at the parent
hoping that he might be feeling guilty for hitting him. This might mean that the child
is trying to play on the parent’s emotion “you stand there angling for a moment’s
hint”. Stanza 2
It is important to note that the stanza is giving the point of view of the parent. The
parent is imagining that the child is demonizing him for hitting him “The ogre towers
above you, that grim giant, // empty of feeling a colossal cruel”. From this, we can
understand that the parent thinks that the child believes that he is cruel and evil for
hitting him and therefore is thinking of ways to overcome or get away from the parent.
Stanza 3
Poet makes it clear that the father loves his son. However, he is slapping him for his
own good. He also suggests that the father is hurt by the son’s tears and would do
anything to make him stop crying. “This fierce man longs to lift you//……” Yet, the
lesson must be taught. Stanza 4
Maybe this stanza suggests that no matter that there are often important behaviour or
lessons children must have learnt by children.
Themes

Parent – Child Relationship

The father seems to be firm and strict with his son. Although he loves him he does not
allow him to have his own way.
Childhood Experiences
The little boy experiences pain and resentment for his parent. Unlike Ana, his
childhood is not one that is carefree without any consequences for undesired
behaviour.
Parenting
The father tries to be a good parent. In his eyes there are some lessons that his son
must learn. Therefore, he carries out physical punishment so that he can learn these
lessons.

MY PARENTS BY STEPHEN SPENDER

SUMMARY
Stanza 1
The poet’s parents sought to protect him from the street children. They were rude in
speech and were dressed in rags. They were uninhibited and stripped off their clothes
and swam in the country rivers.

Stanza 2
The speaker feared the brute strength of the boys. They were muscular and did not
hesitate to use their arms and legs. The poet was also scared of their mocking ways.
They laughed behind his back, imitating his lisp. Stanza 3
The boys were like vandals; they threw mud at people and pounced on them. But
despite all this, the speaker was forgiving. He wanted to be friendly and smiled at
them. But they did not reciprocate the friendly overtures.

ANALYSIS This poem could be a personal or biographical depiction of Spender’s early

life suffering the disability of a club foot and a speech impediment. The use of the first
person, stark contrasts, and ambiguity give us a vivid picture of a child troubled by a
superiority/inferiority complex. While his parents are condescending towards the
rough coarse children, the child appears envious of their carefree liberty, their
unbridled animal prowess and uninhibited playfulness, yet resentful of their bullying
behaviour to him. We can visualise the persona through contrast. He is everything
that they are not; softly spoken (words like stones), well dressed (torn clothes, rags),
passive (they ran and climbed), inhibited – modesty (they stripped by country
streams), weak (muscles of iron), well mannered (salt coarse pointing) lisp (parodied
by copying), clumsy (lithe), and friendly ( hostile- they never smiled). His attempts at
conciliation and acceptance are rebuffed but he appears to blame his parents for
psychologically damaging him by over protection or shielding him from a natural
childhood. While their superior attitude (snobbery?) has excluded him from
mainstream society he ambivalently identifies with his parents by having the boys
spring “like dogs to bark at our world”.