Original Poem：
Up the reputable walks of old established trees
They stalk, children of the
nouveaux riches;
chimes
Of the tall Clock Tower drench their heads in blessing:
“I don't wanna play at your house;
I don't like you any more.”
My house stands opposite, on the other hill,
Among meadows, with the orchard fences down and falling;
Deer come almost to the door.
You cannot see it, even in this clearest morning.
White birds hang in the air between
Over the garbage landfill and those homes thereto adjacent,
Hovering slowly, turning, settling down
Like the flakes sifting imperceptibly onto the little town
In a waterball of glass.
And yet, this morning, beyond this quiet scene,
The floating birds, the backyards of the poor,
Beyond the shopping plaza, the dead canal, the hillside lying tilted in the air,
Tomorrow has broken out today:
Riot in Algeria, in Cyprus, in Alabama;
Aged in wrong, the empires are declining,
And China gathers, soundlessly, like evidence.
What shall I say to the young on such a morning?—
Mind is the one salvation?—also grammar?—
No; my little ones lean not toward revolt. They
Are the Whites, the vaguely furiously driven, who resist
Their souls with such passivity
As would make Quakers swear. All day, dear Lord, all day
They wear their godhead lightly.
They look out from their hill and say,
To themselves, “We have nowhere to go but down;
The great destination is to stay.”
Surely the nations will be reasonable;
They look at the world—don't they?—the world's way?
The clock just now has nothing more to say.</p>
Analysis and Interpretation of the Poem
This poem vividly contrasts two worlds: the privileged children of the nouveau riche, who walk "up the reputable walks of old established trees," and the quieter, more natural environment where the speaker's house stands amidst meadows and deer. The imagery of the "tall Clock Tower" chiming blessings on the children suggests a traditional, perhaps rigid social order. The children's rejection—"I don't wanna play at your house; I don't like you any more"—reflects social divisions and alienation.
The poem shifts focus to a broader social and political context, highlighting unrest and upheaval in places like Algeria, Cyprus, and Alabama. These references symbolize the global decline of old empires and the rise of new powers, such as China, which "gathers, soundlessly, like evidence." The speaker expresses uncertainty about what to tell the younger generation facing such a tumultuous world, questioning whether intellect or language ("Mind is the one salvation?—also grammar?") can provide answers.
The children described are "the Whites, the vaguely furiously driven," who resist change with passive endurance, a stance so calm it might surprise even the Quakers. They seem resigned to a future where "the great destination is to stay," implying stagnation or decline rather than progress. The poem closes with a somber reflection that the "clock just now has nothing more to say," suggesting a moment of pause or crisis in history.
Background and Author Introduction
This poem was written by a poet deeply attuned to social and political realities, reflecting on the tensions between privilege and poverty, tradition and change, passivity and revolt. The references to global conflicts and societal shifts indicate a mid-20th-century context, a time marked by decolonization, civil rights struggles, and the Cold War.
The author is known for their keen observation of social dynamics and their ability to weave personal and political themes into evocative imagery. Their work often challenges readers to confront uncomfortable truths about society and their own place within it.
Reflections and Insights
Reading this poem invites us to consider the divisions within society—between wealth and poverty, action and passivity, hope and resignation. It encourages reflection on how young people respond to the challenges they inherit and the roles they choose to play. The poem’s layered imagery and historical references make it a rich text for exploring themes of social justice, identity, and change.
Educational Value and Learning Points
Students can learn several important lessons from this poem:
- Social Awareness: The poem highlights social stratification and political unrest, encouraging students to think critically about inequality and global issues.
- Literary Devices: It uses imagery, metaphor, and symbolism effectively, providing a strong example for literary analysis.
- Historical Context: The poem references real-world events and movements, offering a chance to connect literature with history and current affairs.
- Emotional Intelligence: The poem’s exploration of alienation and resignation helps students understand complex emotional states and societal pressures.
In practical terms, students can apply these insights in writing essays about social issues, participating in discussions about history and politics, and developing empathy through literature.
Practical Applications and Learning Challenges
- In Life: Understanding the poem’s themes can help young people recognize social divides and motivate them to engage thoughtfully with their communities.
- In Learning: The poem’s complex language and allusions may challenge students, requiring guided reading and discussion to unpack meanings.
- In Writing: Students can practice using imagery and metaphor inspired by the poem to express their own ideas about society and change.
Reading Comprehension Questions
- What contrast does the poem draw between the children of the nouveau riche and the speaker’s environment?
- How does the poem use the imagery of birds and the clock tower to convey its themes?
- What global events are mentioned, and what do they symbolize in the poem?
- How do the children described in the poem respond to the social and political unrest?
- What does the poem suggest about the future and the role of nations?
Answers
- The poem contrasts the privileged, somewhat alienated children of the nouveau riche with the natural, peaceful environment of the speaker’s home, highlighting social divisions.
- The birds symbolize a delicate, suspended moment in time, while the clock tower’s chimes represent tradition and the passage of time, both reinforcing themes of change and stasis.
- The poem mentions riots in Algeria, Cyprus, and Alabama, symbolizing global unrest, the decline of old empires, and the rise of new powers.
- The children respond with passive resistance and resignation rather than revolt, showing a calm yet frustrated acceptance of their situation.
- The poem suggests uncertainty and stagnation, with nations possibly becoming reasonable but the future still unclear, as indicated by the clock having "nothing more to say."
