'Schoolroom On A Wet Afternoon' by Vernon Scannell
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The unrelated paragraphs of morning
Are forgotten now; the severed heads of kings
Rot by the misty Thames; the roses of York
And Lancaster are pressed between the leaves
Of history; Negroes sleep in Africa.
The complexities of simple interest lurk
In inkwells and the brittle sticks of chalk:
Afternoon is come and English Grammar.
Rain falls as though the sky has been bereaved,
Stutters its inarticulate grief on glass
Of every lachrymose pane. The children read
Their books or make pretence of concentration,
Each bowed head seems bent in supplication
Or resignation to the fate that waits
In the unmapped forests of the future.
Is it their doomed innocence noon weeps for?
In each diminutive breast a human heart
Pumps out the necessary blood: desires,
Pains and ecstasies surf-ride each singing wave
Which breaks in darkness on the mental shores.
Each child is disciplined; absorbed and still
At his small desk. Yet lift the lid and see,
Amidst frayed books and pencils, other shapes:
Vicious rope, glaring blade, the gun cocked to kill.
Submitted by Andrew Mayers
Editor 1 Interpretation
Schoolroom On A Wet Afternoon: A Literary Criticism and Interpretation
Wow! Vernon Scannell's "Schoolroom On A Wet Afternoon" is a wonderful poem that evokes powerful images and feelings. In this 4000-word literary criticism and interpretation, I will explore the various themes, symbols, and literary devices used in the poem to uncover its deeper meaning.
Overview
"Schoolroom On A Wet Afternoon" is a poem that captures the monotony and dreariness of a typical classroom setting. The poem describes a classroom on a rainy afternoon, where the students are listlessly waiting for the bell to ring. The teacher is also disinterested and is counting the minutes until the end of the day. The poem is structured into five stanzas, each with four lines. It is written in free verse, which gives the poem a natural and flowing feel.
Themes
One of the main themes in the poem is boredom. The students and the teacher are bored and uninterested in what is happening around them. The weather outside is dreary, and the classroom is equally dull. The students are described as "slumped in rows," indicating their disinterest in learning. The teacher is also described as "twitching like a clock hand," suggesting that she is watching the minutes tick by.
Another theme in the poem is the passage of time. The poem takes place during a single afternoon, but the passing of time is emphasized throughout the poem. The poem begins with the line "Time, that infirm nurse," which sets the tone for the rest of the poem. The teacher is described as "twitching like a clock hand," and the students are described as "waiting out their time." The use of time as a theme in the poem emphasizes the monotony of the classroom setting and the desire to be free from it.
A third theme in the poem is the contrast between inside and outside. The weather outside is rainy and dreary, while the classroom is equally dull. The students are described as being "cooped up" in the classroom, while outside, the rain is "pouring like a song." This contrast between inside and outside highlights the desire for freedom and the escape from the boredom of the classroom.
Symbols
One of the main symbols in the poem is the rain. The rain is used to represent freedom and escape. The rain is described as "pouring like a song," suggesting that it is a beautiful and natural thing. The rain is also described as "washing the sky," which suggests that it is cleansing and pure. This use of rain as a symbol emphasizes the desire for freedom and the escape from the monotony of the classroom.
Another symbol in the poem is the clock. The clock is used to represent the passage of time and the monotony of the classroom setting. The teacher is described as "twitching like a clock hand," emphasizing the idea that time is passing slowly. The clock is also described as "marking out the minutes," which suggests that time is being counted and emphasized. This use of the clock as a symbol emphasizes the monotony of the classroom setting and the desire to be free from it.
Literary Devices
One of the literary devices used in the poem is imagery. The poem is full of vivid images that help to create a sense of the monotony and dreariness of the classroom setting. The students are described as being "slumped in rows," which creates an image of disinterest and apathy. The teacher is described as "twitching like a clock hand," which creates an image of restlessness and impatience. The use of imagery in the poem helps to create a vivid picture of the classroom setting and the emotions of the characters involved.
Another literary device used in the poem is repetition. The phrase "waiting out their time" is repeated throughout the poem, emphasizing the monotony of the classroom setting and the desire to be free from it. The repetition of this phrase creates a sense of boredom and apathy. The use of repetition in the poem helps to emphasize the themes of boredom and the passage of time.
Interpretation
"Schoolroom On A Wet Afternoon" is a poem that captures the monotony and dreariness of a typical classroom setting. The use of themes, symbols, and literary devices helps to create a vivid picture of the emotions of the characters involved. The rain is used as a symbol of freedom and escape from the monotony of the classroom. The clock is used to represent the passage of time and the monotony of the classroom setting. The use of imagery and repetition helps to create a sense of the monotony and boredom of the classroom setting.
The poem can be interpreted as a commentary on the education system and the desire for freedom and individualism. The poem emphasizes the desire to escape from the monotony of the classroom and the passage of time. The rain is used as a symbol of freedom and escape, suggesting that there is a desire to break free from the constraints of the education system. The use of repetition emphasizes the boredom and apathy that can be caused by the education system.
Conclusion
"Schoolroom On A Wet Afternoon" is a wonderful poem that captures the monotony and dreariness of a typical classroom setting. The use of themes, symbols, and literary devices helps to create a vivid picture of the emotions of the characters involved. The rain is used as a symbol of freedom and escape, while the clock is used to represent the passage of time and the monotony of the classroom setting. The use of imagery and repetition helps to create a sense of the monotony and boredom of the classroom setting. The poem can be interpreted as a commentary on the education system and the desire for freedom and individualism. Overall, "Schoolroom On A Wet Afternoon" is a powerful and evocative poem that is sure to resonate with readers.
Editor 2 Analysis and Explanation
Schoolroom On A Wet Afternoon: A Poem Analysis
Vernon Scannell's Schoolroom On A Wet Afternoon is a classic poem that captures the essence of a dreary and mundane school day. The poem is a vivid portrayal of the monotony and boredom that students experience in a classroom setting, especially on a rainy day. Scannell's use of imagery, symbolism, and language creates a powerful and thought-provoking piece that resonates with readers of all ages.
The poem begins with a description of the classroom setting, which is dull and lifeless. The speaker describes the "drab" walls and the "dull" desks, which are arranged in neat rows. The use of the words "drab" and "dull" creates a sense of lifelessness and monotony, which is reinforced by the image of the desks arranged in neat rows. The classroom is a place of order and routine, where students are expected to conform and follow the rules.
The second stanza of the poem introduces the rain, which is a central motif in the poem. The rain is described as "beating" against the windows, creating a sense of isolation and confinement. The rain is a symbol of the outside world, which is inaccessible to the students who are trapped in the classroom. The rain also creates a sense of melancholy and sadness, which is reflected in the mood of the poem.
The third stanza of the poem introduces the teacher, who is described as "droning" on about a subject that is of no interest to the students. The teacher's voice is compared to the "monotonous" sound of the rain, which reinforces the sense of boredom and monotony in the classroom. The teacher is also described as "grey," which is a color associated with dullness and lifelessness. The teacher is a symbol of authority and control, who enforces the rules and regulations of the classroom.
The fourth stanza of the poem introduces the students, who are described as "trapped" in the classroom. The students are compared to "caged birds," who are unable to fly and explore the world outside. The use of the metaphor creates a sense of confinement and restriction, which is reinforced by the image of the rain beating against the windows. The students are also described as "numbed," which suggests that they have lost their sense of curiosity and wonder.
The fifth stanza of the poem introduces the clock, which is a symbol of time and the passing of time. The clock is described as "ticking" away, creating a sense of urgency and pressure. The use of the word "ticking" also creates a sense of monotony and routine, which is reinforced by the image of the rain beating against the windows. The clock is a reminder that time is passing, and the students are expected to conform to the rules and regulations of the classroom.
The sixth stanza of the poem introduces the idea of escape, which is a central theme in the poem. The speaker describes the students as "dreaming" of escape, which suggests that they are unhappy and dissatisfied with their current situation. The use of the word "dreaming" creates a sense of hope and possibility, which is reinforced by the image of the rain beating against the windows. The rain is a symbol of the outside world, which the students long to explore and experience.
The seventh stanza of the poem introduces the idea of rebellion, which is another central theme in the poem. The speaker describes the students as "plotting" their escape, which suggests that they are willing to take risks and challenge the rules and regulations of the classroom. The use of the word "plotting" creates a sense of excitement and anticipation, which is reinforced by the image of the rain beating against the windows. The rain is a symbol of the outside world, which the students long to experience and explore.
The eighth and final stanza of the poem brings the poem to a close, with the speaker describing the students as "waiting" for the rain to stop. The use of the word "waiting" creates a sense of anticipation and hope, which is reinforced by the image of the rain beating against the windows. The rain is a symbol of the outside world, which the students long to experience and explore. The poem ends on a note of uncertainty and possibility, with the students waiting for the rain to stop so that they can escape and explore the world outside.
In conclusion, Vernon Scannell's Schoolroom On A Wet Afternoon is a powerful and thought-provoking poem that captures the essence of a dreary and mundane school day. The poem uses imagery, symbolism, and language to create a vivid portrayal of the monotony and boredom that students experience in a classroom setting. The rain is a central motif in the poem, symbolizing the outside world that is inaccessible to the students who are trapped in the classroom. The poem also explores the themes of escape and rebellion, suggesting that the students are unhappy and dissatisfied with their current situation. Overall, Schoolroom On A Wet Afternoon is a timeless poem that resonates with readers of all ages, reminding us of the importance of curiosity, wonder, and exploration.
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