An Elementary School Classroom in a Slum Explanation

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.
FIGURES OF SPEECH
An Elementary School Classroom in a Slum
1. Far far
The figure of speech is Repetition as the word ‘far’ has been repeated
Or
The figure of speech is Alliteration as the sound ‘f’ has been repeated
2. Gusty waves
 The figure of speech is Personification as the waves have been given the human quality of
being gusty.
3. Like rootless weeds
The figure of speech is a Simile as the children are directly compared to rootless weeds.
4. The paper seeming boy
The figure of speech is Metaphor as the thin boy is directly compared to paper.
5. With rat’s eye
The figure of speech is Metaphor as the boy’s eye is indirectly compared to rat’s eye.
6. Cloudless at dawn
The figure of speech is Antithesis as ‘cloudless’ and’dawn’ are two opposing ideas
7. Awarding the world its world
The figure of speech is Antithesis as ‘cloudless’ and ‘dawn’ are two opposing ideas
8. Belled, flowery, Tyro less valley
The figure of speech is Climax as the words are written in ascending order.
9. A narrow street
The figure of speech is Metaphor, indirect comparison of narrow street to a narrow world.
Metaphor, Words (education) has been indirectly compared to stars. Education is beyond the
reach (stars) of the slum children.
10. Rivers, capes, stars of the world.
The figure of speech is Climax. The words are written in ascending order.
11. Surely Shakespeare
The figure of speech is Alliteration. It is the repetition of the sound ‘s’.
12. Ships, and sun and love
The figure of speech is Climax. The words are written in an ascending order.
13. From fog to endless night
The figure of speech is Alliteration. The sounds ‘f’ have been repeated to emphasize a
statement.
Or
Antithesis.The word ‘fog’ and ‘endless night’ are two opposing ideas.
14. Like bottle bits of stone
The figure of speech is Simile. The children are compared directly to bottle bits of stone.
15. As big as doom
The figure of speech is Simile. The children’s world in the slums are directly compared to the
world of doom.
16. Unless governor, inspector, visitor
The figure of speech is Anticlimax. The words are written in a descending order.
17. This map becomes their window and these windows.
The figure of speech is Repitition. The word ‘window’ has been repeated to emphasize a
statement.
18. Their lives like catacombs
Simile. Their world is directly compared to catacombs.
19. Break, o break
The figure of speech is repetition. The words ‘break’ have been repeated to emphasize a
statement.
20. Language is the sun
 Metaphor. The word ‘language’ is indirectly compared to the sun.
21. Their tongues ran naked
The figure of speech is Personification. Given human quality opportunity
22. So single – minded
The figure of speech is Alliteration. It is repetition of the sound ‘s’
23. Perhaps the Earth can teach us
The figure of speech is Personification. The earth has been given the human quality of
teaching.
24. And when everything seems dead………………..be alive.
Antithesis.Opposing ideas ‘dead’ and ‘alive’ are expressed in the lines.