The Bad Old Days By Kenneth Rexroth - Giggle Poems

Original Poem：

The summer of nineteen eighteen
I read
The Jungle
and
The
Research Magnificent.
That fall
My father died and my aunt
Took me to Chicago to live.
The first thing I did was to take
A streetcar to the stockyards.
In the winter afternoon,
Gritty and fetid, I walked
Through the filthy snow, through the
Squalid streets, looking shyly
Into the people’s faces,
Those who were home in the daytime.
Debauched and exhausted faces,
Starved and looted brains, faces
Like the faces in the senile
And insane wards of charity
Hospitals. Predatory
Faces of little children.
Then as the soiled twilight darkened,
Under the green gas lamps, and the
Sputtering purple arc lamps,
The faces of the men coming
Home from work, some still alive with
The last pulse of hope or courage,
Some sly and bitter, some smart and
Silly, most of them already
Broken and empty, no life,
Only blinding tiredness, worse
Than any tired animal.
The sour smells of a thousand
Suppers of fried potatoes and
Fried cabbage bled into the street.
I was giddy and sick, and out
Of my misery I felt rising
A terrible anger and out
Of the anger, an absolute vow.
Today the evil is clean
And prosperous, but it is
Everywhere, you don’t have to
Take a streetcar to find it,
And it is the same evil.
And the misery, and the
Anger, and the vow are the same.

Analysis and Interpretation of the Poem

This poignant poem captures a deeply personal and historical moment through vivid imagery and emotional intensity. The narrator recounts the summer of 1918, a time marked by reading two influential books, The Jungle and The Research Magnificent, followed by a profound personal loss—the death of their father—and a consequential move to Chicago. The poem’s core is the narrator’s exploration of the harsh realities of urban life, specifically the stockyards of Chicago, a place infamous for its brutal labor conditions and poverty.

The poem’s imagery is gritty and raw, describing "filthy snow," "squalid streets," and "debauched and exhausted faces." The faces of the people reflect the toll of poverty, illness, and despair, likened to those in "senile and insane wards of charity hospitals." The poem contrasts the innocence of "predatory faces of little children" with the brokenness of the adult workers returning home, some clinging to "hope or courage," but many "broken and empty." The sensory details—the sour smells of fried potatoes and cabbage—enhance the immersive, almost suffocating atmosphere.

The emotional journey culminates in the narrator’s rising anger and vow to confront the pervasive evil of social injustice, which, although it may appear "clean and prosperous" today, remains fundamentally the same. The poem is a powerful reflection on poverty, exploitation, and resilience, emphasizing that the struggle against injustice is ongoing.

Background and Author Introduction

This poem is inspired by the social and economic conditions of early 20th-century America, particularly the industrial and labor environment of Chicago’s stockyards. The reference to The Jungle by Upton Sinclair is significant, as that book exposed the brutal conditions faced by workers in the meatpacking industry, sparking public outrage and reforms.

The author, though unnamed here, likely experienced personal hardship and was deeply influenced by the social realism movement, which aimed to depict the lives of ordinary people and the injustices they faced. The poem’s autobiographical tone suggests a young person’s awakening to social realities amid personal loss and displacement.

Educational Value and Learning Points

Students and children can learn several important lessons from this poem:

• Historical Awareness: The poem provides insight into early 20th-century urban life and labor conditions, connecting literature to history.
• Empathy and Social Justice: It encourages readers to understand and empathize with the struggles of others, fostering a sense of social responsibility.
• Literary Devices: The poem uses vivid imagery, symbolism (faces representing different states of despair or hope), and tone shifts that can be analyzed to improve literary comprehension.
• Emotional Expression: The narrator’s feelings—from sickness and misery to anger and resolve—offer a model for expressing complex emotions in writing.

In life and learning, the poem can inspire students to observe their surroundings critically, recognize social inequalities, and develop a commitment to positive change. It also highlights the importance of literature in raising awareness and motivating action.

Practical Applications and Challenges

• Discussion in Class: Teachers can use this poem to initiate conversations about poverty, labor rights, and historical change.
• Writing Exercises: Students can write their own poems or essays reflecting on social issues they observe.
• Critical Thinking: Analyzing the poem’s imagery and tone helps develop interpretive skills.
• Emotional Intelligence: Understanding the narrator’s emotional journey can enhance students’ empathy and emotional literacy.

A challenge for students might be grappling with the poem’s heavy themes and historical context, which requires guidance and contextual knowledge.

Reading Comprehension Questions

1. What two books did the narrator read in the summer of 1918?
2. What significant life event happened to the narrator that fall?
3. Describe the setting the narrator visits in Chicago.
4. How does the narrator describe the faces of the people they see?
5. What emotions does the narrator experience during their walk?
6. What vow does the narrator make at the end of the poem?
7. How does the poem suggest that social injustice has changed or stayed the same over time?

Answers

1. The narrator read The Jungle and The Research Magnificent.
2. The narrator’s father died.
3. The narrator visits the stockyards in Chicago, described as gritty, fetid, and squalid.
4. The faces are described as debauched, exhausted, starved, and looted, similar to those in charity hospital wards; some are predatory children, others broken and empty men.
5. The narrator feels giddy, sick, miserable, angry, and finally determined.
6. The narrator makes an absolute vow to confront the evil and misery they observe.
7. The poem suggests that although the evil appears cleaner and more prosperous today, it is still everywhere and fundamentally the same.

This poem is a powerful educational tool that connects historical context, emotional depth, and social awareness, helping students develop a richer understanding of literature and society.