Poem 2
An Elementary School Classroom in a
Slum
By Stephen Spender
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Gusty
– blowing strongly
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Pallor
– pale coloring of the face, especially because of illness or fever
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Weighed
- down – burdened
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Paper
- seeming – very thin
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Stunted
– not properly grown or developed
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Heir
– successor
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Twisted
– bent or distorted
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Gnarled
– twisted and rough; covered with hard lumps
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Slyly
– secretly; cunningly
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Cramped
– not having enough space for the people in it
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Slag
– waste material that remains after metal has been removed from rock
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Heap
– pile
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Peeped
through – just visible
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Mended
– repaired
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Doom
– death or destruction; destiny especially an unhappy or terrible fate
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Catacombs
– a series of underground tunnels used for buying dead people
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Azure
– bright blue in color like the sky
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An Elementary School Classroom in a SlumExplanation
An elementary school classroom
in a slum was published by Stephen Spender in 1964. The poem resonates the
poet’s political views and brings forth the difficulties faced by the kids in
slums. This poem was written to highlight the social injustice prevailing at
that time in the world. The following article summarizes his views and is
divided stanza-wise for ease in understanding.
Stanza 1
The poet says that the condition of the children in
a slum school is pathetic. Their world is far removed from the open, healthy
environment. They are as unwanted as the rootless weeds. Their hair is unkempt
and they have pale faces which clearly indicate their deprived and
under-nourished condition. These children, as the tall girl, are stressed by
the burden of their circumstances. They are exhausted both physically as well
as emotionally. The paper thin boy is skinny. His eyes have a scared look.
These unfortunate beings have inherited only disease and bad luck from their
parents. One of diseased ones can’t even get up from the desk to recite his
lesson. However, there is one child at the back of the class who is younger
than the others. His inexperienced eyes are full of hope and he is dreaming
about playing games in the open. Apparently gloom has still not enveloped him.
Stanza 2
The classroom walls have a dirty appearance as they
haven’t been painted for a long time. In other words, these children inhabit a
world which is dreary and depressing. On the walls are displayed the names of
people who have given donations. The bust of Shakespeare with the background of
a clear sky at the time of sun-rise is also displayed. The walls also have
scenic pictures of Tyrolese Valley with its beautiful flowers presenting a
world of the heavenly splendor. Apart from all this, the walls also have a map
revealing the world which they view from the classroom’s windows which is foggy
and harsh. It represents a dark and bleak future with no hope for amelioration.
Their eyes can only view a narrow road which is enclosed with a dull sky. The
poet suggests that these children are trapped in a hopeless situation and their
reality is far removed from the literary world which glistens with the beauty
of nature such as the rivers and the high land jutting from the sea.
Stanza 3
The pensive poet suddenly turns belligerent(aggressive)
and feels that Shakespeare is ‘wicked’. This is
because he misleads the children. He shows them a beautiful world of ships, sun
and love which is not only unreal for them but it has a corrupting influence on
these children and instigates them to steal and try to escape from their
cramped holes. Their existence is indeed, very sad. These emaciated children
are so thin that it appears that they are ‘wearing’ skins. The spectacles they
are wearing have glass which has been broken and mended. Their entire
appearance reeks of their deprivation. The poet shows his outrage by suggesting
that the maps on their walls should show huge slums instead of beautiful scenic
graphics.
Stanza 4
In a conciliatory tone the poet appeals to the
governor, inspector and visitor to do something to improve their condition. If
there is political will this map showing the beautiful world outside can become
their reality too. The poet hopes the authorities would realize their moral
responsibilities and free these children from their grave-like entrapments. He
wants all the barriers to be pulled down; barriers that keep away true
education from them. The children must be given freedom to experience the
wholesome bounties of nature-view the green fields and run on ‘gold sand’. Let
them read books and let them breathe in fresh air. Let them discover themselves
and let them be creative so that their names can also enter the books of
history. Let them find their place in the sun.
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