Original Poem：
I sing of Morrisville
(if you call this cry
a song). I
(if you call this painful
voice by that great name)
sing the poverty of my
region and of
the wrong end of Morrisville.
You summer people will say
that all its ends are wrong,
but there, right there,
the very end of the wrong end—
a house with windows sagging,
leaning roadward as in defense
or maybe defiance
next to the granite ledge,
our cliff of broken stone
that shoulders our dilapidated
one-lane iron bridge.
Who lives here? I don’t know.
But they (Hermes reward them)
made this extraordinary garden,
geraniums,
petunias and nasturtiums
planted in every crevice and all
the footholds of the cliff.
And then
they painted the cliff-face,
painted the old stone; no design,
just swatches of color, bold
rough splashes
irregularly, garish orange
and livid blue. Is it
fluorescent, do these stones
glow in the dark?
Maybe. I only know
they glow in the day, so
vivid I stopped my car,
whereupon two others
came inquiring also, two
crows in the broken spars
of the white pine tree, cawing
above the house.
Why had those who inhabited
this corner of poverty
painted the stones? Was it
that the flowers
in living bravery nevertheless
made too meager a show
for the ruined cliff? Or did they
think to bring art
to nature, somehow to improve
this corner of ugliness?
For my part I thought how
these colors
were beautiful and yet strange
in their beauty, ugly colors,
garish orange, livid blue;
they reminded me
of those Spanish cemeteries
I saw in New Mexico, tin
mirrors and plastic flowers
in the desert. Then
I knew why the stones
had been painted: to make
reparation, such as the poor
might make, whose sorrow
had been done here, this
desecration. Is not this
the burden of all poor lands
everywhere,
the basis of poverty?
A spoiled land makes spoiled
people. The poor know this.
I guess
the crows know too, because off
they flew, cawing above
the bridge and the slashed hills
surrounding Morrisville.
I started my car and drove
out on the iron bridge
which rumbled its sullen
affirmation.
And I sang as I sing now
(if you care to call it song)
my people of Morrisville
who live
where all the ends are wrong.
Analysis and Interpretation of the Poem
This poem is a poignant and vivid reflection on poverty and resilience in a small, struggling community called Morrisville. The speaker’s voice is raw and emotional, describing the “wrong end” of Morrisville—a place marked by decay and hardship. The poem’s tone is both mournful and admiring, as it captures the harsh realities of poverty alongside the beauty and determination found in the people who live there.
The speaker begins by questioning whether their expression can even be called a “song,” emphasizing the pain and sorrow behind their words. The imagery of the sagging house, the dilapidated iron bridge, and the broken stone cliff paints a picture of neglect and ruin. Yet, amidst this bleakness, the poem highlights an extraordinary garden filled with geraniums, petunias, and nasturtiums—flowers blooming in the crevices of the cliff, symbolizing life and hope in adversity.
The painted stones on the cliff, with their garish orange and livid blue, are striking and unusual. These colors are described as both beautiful and strange, evoking a sense of defiant creativity. The speaker compares them to decorations in Spanish cemeteries in New Mexico, suggesting that this act of painting is a form of reparation or tribute—a way for the poor inhabitants to reclaim their land and dignity despite the “desecration” it has suffered. This reflects a broader theme: poverty is not only about lack of wealth but also about the damage done to the land and spirit of a community.
The poem closes with the image of crows flying away, the rumble of the iron bridge, and the speaker’s continued song for the people of Morrisville—those who live where “all the ends are wrong.” This ending reinforces the resilience and identity of the community, even in the face of hardship.
Background and Author Introduction
Though the poem does not specify its author, the style and themes suggest a writer deeply connected to rural or small-town America, with a keen eye for social realities and natural surroundings. The poem’s focus on poverty, place, and art as a form of resistance aligns with the works of poets who explore social justice and the dignity of marginalized communities.
The poem likely draws from real-life experiences or observations of towns like Morrisville, where economic decline and environmental degradation have left visible scars. The author’s use of vivid imagery and emotional honesty invites readers to empathize with those living in such conditions and to recognize the complex beauty found in their resilience.
Educational Value and Learning Points for Children and Students
This poem offers many valuable lessons for children and students:
- Understanding Poverty: It provides a sensitive introduction to the concept of poverty—not just as a lack of money but as a condition affecting people’s homes, environment, and spirit.
- Appreciation of Nature and Art: The painted stones and the garden show how art and nature can be sources of hope and expression, even in difficult circumstances.
- Empathy and Social Awareness: Students learn to see beyond stereotypes and appreciate the dignity and creativity of people living in challenging environments.
- Imagery and Symbolism: The poem is rich in imagery (the sagging house, painted stones, crows) and symbolism (flowers as hope, colors as reparation), which can help students develop skills in literary analysis.
- Creative Expression: The poem encourages students to think about how art can be a response to hardship and a way to transform ugly or painful realities.
Practical Applications and Life Lessons
- In school, students can use this poem to practice descriptive writing and to explore themes of community and resilience.
- In life, it teaches the importance of finding beauty and hope even in difficult situations.
- It encourages critical thinking about social issues such as poverty and environmental neglect.
- The poem can inspire community projects, such as creating art in public spaces to improve and celebrate neighborhoods.
Reading Comprehension Questions
- What is the main theme of the poem?
- How does the speaker describe the “wrong end” of Morrisville?
- Why do you think the inhabitants painted the stones on the cliff?
- What do the flowers growing in the cracks symbolize?
- How does the poem show both sadness and hope?
- What is the significance of the crows in the poem?
- How does the poem challenge common ideas about poverty?
- What feelings does the poem evoke in you as a reader?
Answers to the Comprehension Questions
- The main theme is the poverty and resilience of a community living in a neglected and difficult environment.
- The “wrong end” is described as a place with broken houses, a dilapidated bridge, and a ruined cliff, symbolizing neglect and hardship.
- The inhabitants painted the stones as a form of artistic reparation, to bring color and dignity to their damaged land.
- The flowers symbolize hope, life, and bravery growing despite difficult conditions.
- The poem shows sadness through descriptions of decay and poverty, but hope through the garden, painted stones, and the speaker’s continuing song.
- The crows symbolize awareness and perhaps the spirit of the place, observing and reacting to the environment.
- The poem shows that poverty affects not just money but also the land and people’s spirit, challenging simplistic views.
- Answers will vary, but readers may feel empathy, sadness, admiration, or inspiration.
