Original Poem：
In 1915 my grandfather’s
neighbors surrounded his house
near the dayline he ran
on the Hudson
in Catskill, NY
and thought they’d burn
his family out
in a movie they’d just seen
and be rid of his kind:
the death of a lone black
family is
the Birth
of a Nation
,
or so they thought.
His 5’4” waiter gait
quenched the white jacket smile
he’d brought back from watered
polish of my father
on the turning seats,
and he asked his neighbors
up on his thatched porch
for the first blossom of fire
that would bring him down.
They went away, his nation,
spittooning their torched necks
in the shadows of the riverboat
they’d seen, posse decomposing;
and I see him on Sutter
with white bag from your
restaurant, challenged by his first
grandson to a foot-race
he will win in white clothes.
I see him as he buys galoshes
for his railed yard near Mineo’s
metal shop, where roses jump
as the el circles his house
toward Brooklyn, where his rain fell;
and I see cigar smoke in his eyes,
chocolate Madison Square Garden chews
he breaks on his set teeth,
stitched up after cancer,
the great white nation immovable
as his weight wilts
and he is on a porch
that won’t hold my arms,
or the legs of the race run
forwards, or the film
played backwards on his grandson’s eyes.
Poem Explanation and Interpretation
This powerful poem reflects on the struggles and resilience of a Black family in early 20th-century America, focusing on the grandfather’s experience in 1915. The poem opens with a vivid scene where the grandfather’s neighbors, influenced by a racist film ("Birth of a Nation"), attempt to intimidate and drive out his family. This film historically glorified white supremacy and justified violence against Black people, which is directly referenced here as the neighbors’ motivation.
The grandfather’s quiet strength is portrayed through his physical description and demeanor—his “5’4” waiter gait” and the “white jacket smile” symbolize his dignity and perseverance despite oppression. The poem contrasts the threat of violence with the grandfather’s calm defiance, as he calmly asks his neighbors for the “first blossom of fire,” metaphorically inviting the challenge but refusing to be broken.
The poem then shifts to more personal and tender images: the grandfather racing his grandson, buying galoshes, and enduring cancer. These moments humanize him beyond the historical violence, showing his everyday life, love, and endurance. The poem closes on a somber note, reflecting on aging and memory, with the grandfather on a porch that “won’t hold my arms,” symbolizing loss and the passage of time, while the “film played backwards on his grandson’s eyes” suggests the ongoing impact of history on new generations.
Background and Author Introduction
This poem is deeply rooted in the historical context of racial violence and segregation in the United States, particularly during the Jim Crow era. The reference to "Birth of a Nation" is significant because this 1915 film is infamous for its racist portrayal of Black Americans and its role in inspiring racial terror, including lynchings and attacks on Black communities.
The author, though unnamed here, likely draws from personal or familial history to explore themes of racial injustice, family legacy, and survival. By blending historical events with intimate family moments, the poem bridges public history and private memory, emphasizing how large-scale social forces shape individual lives.
Educational Value and Learning Points
Students and children can learn several important lessons from this poem:
- Historical Awareness: The poem introduces the impact of racist media and social violence on Black families, helping students understand the realities of racial discrimination in American history.
- Resilience and Dignity: The grandfather’s calm strength teaches the value of perseverance and maintaining dignity in the face of adversity.
- Family and Legacy: The intergenerational relationship between grandfather and grandson highlights the importance of family bonds and passing down stories and strength.
- Empathy and Reflection: The poem encourages readers to empathize with those who have suffered injustice and to reflect on how history affects present and future generations.
Practical Applications in Life and Learning
- History Lessons: Teachers can use this poem to discuss the social and cultural impacts of films like "Birth of a Nation" and the history of racial violence.
- Literature and Poetry Analysis: Students can explore poetic devices such as imagery, metaphor, and symbolism used to convey complex emotions and historical realities.
- Character Education: The poem can be a starting point for conversations about courage, dignity, and standing up against injustice.
- Creative Writing: Students might write their own family histories or poems reflecting on personal or community resilience.
Reading Comprehension Questions
- What historical event or influence is referenced at the beginning of the poem?
- How does the poem describe the grandfather’s reaction to the threat from his neighbors?
- What do the images of the grandfather racing his grandson and buying galoshes symbolize?
- How does the poem use the metaphor of a “film played backwards” in the final lines?
- What themes does this poem explore?
Answers
- The poem references the racist film "Birth of a Nation" and the violent racial attitudes it inspired.
- The grandfather responds with quiet strength and calm defiance, asking for the “first blossom of fire” but not showing fear.
- These images symbolize everyday life, family love, and the grandfather’s enduring spirit despite hardships.
- The “film played backwards” metaphor suggests the reversal or reflection on history and memory, showing how past events continue to affect future generations.
- The poem explores themes of racial violence, resilience, family legacy, and the passage of time.
This poem serves as a profound educational tool to deepen understanding of history, poetry, and human dignity, offering rich material for both emotional and intellectual growth.
