War and

Masculinity

Pre-reading activity
1. What is your opinion on war? Is it a worthwhile and justified act? Strengthen your
argument with reference to conflict in today’s society.
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 2. Who are the victims of war? Think of three groups of people affected by war:
A._________________________________________________________________________
B._________________________________________________________________________
C._________________________________________________________________________

3. Below is a list of different people/groups affected by war. Put them in order from
who is affected most to who is affected least.

Fathers
Children Friends
Local Communities
Governments Business

1._______________________ 2._______________________ 3._______________________

4._______________________ 5._______________________ 6._______________________

Is this an easy task? Why or why not?

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4. What words would you use to describe someone who has killed another person
during battle? Circle at least 3 words that you agree with.

Brave Cruel Patriotic Tough

Violent Heroic Obedient Cowardly

Frightened Harsh Punishment

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 5. Historically, men have been the primary combatants in war, why do you think this is?
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Poem 1: The Man He Killed
By Thomas Hardy

"
“Had he and I but met
By some old ancient inn,
We should have sat us down to wet
Right many a nipperkin!

"But ranged as infantry, 5

And staring face to face,
I shot at him as he at me,
And killed him in his place.

"I shot him dead because —

Because he was my foe, 10
Just so: my foe of course he was;
That's clear enough; although

"He thought he'd 'list, perhaps,

Off-hand like — just as I —
Was out of work — had sold his traps — 15
No other reason why.

"Yes; quaint and curious war is!

You shoot a fellow down
You'd treat if met where any bar is,
Or help to half-a-crown." 20

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Questions to consider:
Answer the following questions by providing quotes and analysis. Think PEEL (Point,
Evidence, Explain, Link).
Stanza 1
1. What is your immediate impression of the narrator? Use only what you learn from
the first stanza.
Stanza 2
2. Think of the image this stanza creates. Why has Hardy used simple language?
3. The last two lines contain only monosyllabic vocabulary. What is the effect of this?
Stanza 3
4. The soldier falters at the end of the opening line and repeat the word ‘because’.
5. What other word/phrase in this stanza suggest the soldier is trying to justify his
action?
Stanza 4
6. Enjambment has been used to link stanza 3 and 4. What is the effect and purpose of
this?
7. Why did the soldier join the army?
8. What is the effect of the use of dashes in this stanza?
Stanza 5
9. What mood is the first sentence of this stanza? Comment on the effect of Hardy’s
choice.

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The Man He Killed: Analysis

Thomas Hardy: A Brief Overview

Thomas Hardy (1840-1928) was an English novelist and poet who is regarded as one of the most
significant literary figures of the late Victorian and early 20th-century periods. Born in Dorset,
England, Hardy's works often explored the complexities of human relationships, the impact of
societal norms, and the hardships of rural life during a time of rapid industrialization and
urbanization. His writing style is known for its realism, introspection, and deep sense of fatalism.

Analysis of the Poem 'The Man He Killed'

"The Man He Killed" is one of Thomas Hardy's most famous and thought-provoking poems. It was
first published in 1902, and like much of his poetry, it delves into the darker aspects of human
nature and the consequences of war.

The poem is written in the form of a dramatic monologue, where a soldier reflects on the
senselessness of war and the absurdity of killing a fellow man. The speaker reveals that he had a
brief encounter with an enemy soldier on the battlefield and describes how he took the life of
that man. The opening lines immediately set the tone of regret and contemplation.

The soldier laments that if he and the enemy soldier had met under different circumstances, they
could have been friends sharing a drink at an inn. The use of the colloquial word "nipperkin" adds
a touch of familiarity, further emphasizing the common humanity shared by both men.

As the poem progresses, the soldier grapples with the fact that their animosity was not personal
but a product of circumstance and duty.

The soldier recognizes that his act of killing was purely based on the fact that they were enemies,
"foes," not because of any personal vendetta or hatred. He contemplates the arbitrary nature of
war and how it compels ordinary men to take each other's lives without real justification. The
repetition of the phrase "I shot him dead" emphasizes the weight of his actions and the guilt he
carries.

The last stanza of the poem amplifies the soldier's inner conflict.

Here, Hardy exposes the hypocrisy of war and the dehumanization it fosters. The soldier realizes
that the man he killed was no different from himself and that they could have easily shared a
friendly drink or helped each other out under different circumstances. The poem's closing lines
evoke a powerful sense of irony and tragedy, leaving the reader with a poignant reminder of the
senseless destruction and loss brought about by war.

In conclusion, Thomas Hardy's poem "The Man He Killed" is a piercing commentary on the
absurdity of war, examining the universality of human nature and the arbitrary divisions that lead
to violence. Through the voice of the soldier, Hardy highlights the devastating consequences of
societal conflicts and the innate humanity that exists in all individuals, regardless of their
affiliations. The poem's timeless theme continues to resonate, urging readers to reflect on the
senselessness of war and the importance of recognizing our shared humanity.

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Poem 2: Anthem for Doomed Youth
By Wilfred Owen

What passing-bells for these who die as cattle?

— Only the monstrous anger of the guns.
Only the stuttering rifles' rapid rattle
Can patter out their hasty orisons.
No mockeries now for them; no prayers nor bells; 5
Nor any voice of mourning save the choirs,—
The shrill, demented choirs of wailing shells;
And bugles calling for them from sad shires.

What candles may be held to speed them all?

Not in the hands of boys, but in their eyes 10
Shall shine the holy glimmers of goodbyes.
The pallor of girls' brows shall be their pall;
Their flowers the tenderness of patient minds,
And each slow dusk a drawing-down of blinds.

Questions to consider:
1. Is this an anti-war poem? Which do you think is more upsetting for our speaker: the
fact that the soldiers ae dying, or the way in which the holy rituals of mourning
civilians understand those deaths?
2. Why do you think this poem is a sonnet? Do the rhymes and rhythm affect the
meaning of the poem in any way? Does the music of the poem have anything to do
with the music of war – those bells and choirs of shells?
3. Where is our speaker? And who is he? Why do you think the speaker has chosen to
essentially leave himself out of the poem?
4. What do you make of the question-and-response format of this poem? Is it effective?
5. What do you make of the last image? Are these people drawing down their blinds to
shut out the world’s phony rituals and mourn and suffer in their own private way? Or
are they foolishly blocking out the horrors of war?
6. What do you make of the title of the poem? Is this poem itself an anthem? Does the
poem approve of anthems for doomed youths?

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Anthem for Doomed Youth: Analysis

Wilfred Owen (1893-1918) was a renowned English poet and soldier who is widely regarded as
one of the greatest poets of World War I. Born in Shropshire, England, Owen's poetic career was
cut tragically short when he was killed in action during the war, just one week before the
armistice was signed. Despite his brief life, Owen's poetry has had a lasting impact, shedding light
on the harsh realities and horrors of war.

One of his most famous works, "Anthem for Doomed Youth," is a poignant and powerful anti-war
poem. Written in 1917, during Owen's time as a patient at Craiglockhart War Hospital in
Edinburgh, the poem was inspired by his firsthand experiences on the front lines. In just 14 lines,
Owen conveys a profound message that laments the senseless loss of young lives in war.

The poem begins with a striking simile, comparing the sounds of war to "guns" and "rifles" with
the somber tolling of funeral bells. This sets the tone for the entire poem and immediately
emphasizes the theme of death and loss. Owen questions the appropriateness of traditional
funeral rituals for soldiers who die in battle, using the image of "cattle" being herded to their
slaughter, a harsh and dehumanizing metaphor that highlights the tragic fate of the young
soldiers.

The second stanza explores the absence of traditional funeral rites for the fallen soldiers. The
soldiers do not have "pallor" or the pale color of a ceremonial cloth to drape over their coffins.
Instead, they are covered only by "the pall" of the sky, suggesting that nature itself serves as the
funeral pall, emphasizing the indifference of nature to their deaths. The mention of "bugles"
instead of bells further highlights the difference between the realities of war and the peaceful
world left behind.

Owen then introduces the concept of grieving and mourning, questioning where the "passing-
bells" are for the deceased. The poem argues that the true mourning for these young men who
died in war is not found in the formalities of ceremonies but in the tears shed by their loved
ones. The soldiers' passing is unceremonious and impersonal, denying them the dignity and
recognition they deserve.

In the final lines, Owen directly addresses the readers, asking them to "passing-bells" to "ye"
(you), indicating that the responsibility lies with those who survive to remember and honor the
fallen. The poem ends on a profound note, urging the reader to realize that the real "candles" for
the dead are the eyes of those who mourn them. It is through these tears that the soldiers will be
remembered, rather than through formal funeral rites.

"Anthem for Doomed Youth" is a deeply moving poem that masterfully combines powerful
imagery, harsh metaphors, and thought-provoking questions to evoke a profound sense of loss
and tragedy caused by war. Wilfred Owen's contribution to literature has been invaluable in
reminding us of the devastating impact of war on young lives and the importance of cherishing
peace. His works continue to serve as a powerful reminder of the human cost of conflict, urging
us to strive for a world where war is no longer a reality.

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Poem 3: The Hero
By Siegfried Sassoon

‘JACK fell as he’d have wished,’ the Mother said,

And folded up the letter that she’d read.
‘The Colonel writes so nicely.’ Something broke
In the tired voice that quavered to a choke.
She half looked up. ‘We mothers are so proud 5
Of our dead soldiers.’ Then her face was bowed.

Quietly the Brother Officer went out.

He’d told the poor old dear some gallant lies
That she would nourish all her days, no doubt.
For while he coughed and mumbled, her weak eyes 10
Had shone with gentle triumph, brimmed with joy,
Because he’d been so brave, her glorious boy.

He thought how ‘Jack’, cold-footed, useless swine,

Had panicked down the trench that night the mine
Went up at Wicked Corner; how he’d tried 15
To get sent home, and how, at last, he died,
Blown to small bits. And no one seemed to care
Except that lonely woman with white hair.

Questions to consider:
1. What two characters do we meet in the poem?
2. Why did the Brother Officer tell some “gallant lies”?
3. Why did the soldier try “to get sent home”?
4. Comment on the effectiveness of the last line of the poem, And no one seemed to
care…hair”
5. How does the poem reflect the ugliness of war?
6. How could the poem destroy a mother’s faith in what might be said about the death
of her son?

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The Hero: Analysis

Siegfried Sassoon was a renowned British poet, soldier, and memoirist, best known for his war
poetry during World War I. Born on September 8, 1886, Sassoon came from a privileged
background but rejected the traditional life of a young English aristocrat to pursue his passion for
writing. His experiences as a soldier in the Great War significantly impacted his work, leading him
to become one of the leading voices of the "war poets" who expressed the horrors and futility of
war.

"The Hero" is a poignant and critical poem written by Siegfried Sassoon, first published in 1917 as
part of his collection "Counter-Attack and Other Poems." The poem delves into the
disillusionment and tragic consequences of war on soldiers, focusing on the glorification of a
fallen soldier in the eyes of the public and the stark contrast with the grim reality of his death on
the battlefield.

The poem begins with the funeral of a fallen soldier, and the scene is set with mourners
expressing their sorrow and admiration for the deceased hero. Sassoon then proceeds to provide
a striking juxtaposition between the soldier's perceived glory and the gruesome manner in which
he met his end. He exposes the stark contrast between the heroic image projected by society and
the gruesome reality of war, highlighting the irony of the soldier's glorification in death.

Sassoon employs vivid imagery and language to convey the grotesque nature of war. He uses
phrases like "a hero's rifle stiffly propped" and "glow-lamps budded in the light-blue trees" to
create a scene of eeriness and detachment from the actual horrors of war. The contrast between
the serene and idyllic imagery and the harsh reality of death emphasizes the absurdity of
celebrating war and its heroes.

Furthermore, Sassoon uses satire to criticize the blind patriotism and jingoism prevalent during
the war. He points out how people are more inclined to celebrate the dead soldier as a hero
without truly comprehending the true cost and consequences of war. This critique is particularly
significant as it reflects Sassoon's own transformation from an enthusiastic young soldier to a
disillusioned anti-war activist who openly opposed the continuation of the conflict.

In conclusion, Siegfried Sassoon was a prominent figure among the war poets, using his poetry to
shed light on the devastating effects of war. "The Hero" stands as a powerful indictment of the
glorification of war and its casualties, reminding readers of the grim realities that lie behind the
heroic facade. Through his poetry, Sassoon continues to resonate with audiences, prompting
contemplation on the true costs of conflict and the need for greater empathy and understanding
towards those who have endured its horrors.

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Poem 4: The Charge of the Light Brigade
By Alfred Lord Tennyson

I
Half a league, half a league,
Half a league onward,
All in the valley of Death
Rode the six hundred.
“Forward, the Light Brigade! 5
Charge for the guns!” he said.
Into the valley of Death
Rode the six hundred.

II
“Forward, the Light Brigade!”
Was there a man dismayed? 10
Not though the soldier knew
Someone had blundered.
Theirs not to make reply,
Theirs not to reason why,
Theirs but to do and die. 15
Into the valley of Death
Rode the six hundred.

III
Cannon to right of them,
Cannon to left of them,
Cannon in front of them 20
Volleyed and thundered;
Stormed at with shot and shell,
Boldly they rode and well,
Into the jaws of Death,
Into the mouth of hell 25
Rode the six hundred.

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IV
Flashed all their sabres bare,
Flashed as they turned in air
Sabring the gunners there,
Charging an army, while 30
All the world wondered.
Plunged in the battery-smoke
Right through the line they broke;
Cossack and Russian
Reeled from the sabre stroke 35
Shattered and sundered.
Then they rode back, but not
Not the six hundred.

V
Cannon to right of them,
Cannon to left of them, 40
Cannon behind them
Volleyed and thundered;
Stormed at with shot and shell,
While horse and hero fell.
They that had fought so well 45
Came through the jaws of Death,
Back from the mouth of hell,
All that was left of them,
Left of six hundred.

VI
When can their glory fade? 50
O the wild charge they made!
All the world wondered.
Honour the charge they made!
Honour the Light Brigade,
Noble six hundred! 55

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Questions to consider:
1. How far do the soldiers need to ride until they reach the Russian Cannons?
2. What is alluded to in the line “into the valley of death”
3. How do we know that the soldiers did not question their orders? Quote to support
your answer.
4. What is the effect of the repetition of “Cannon” in the third (III) stanza?
5. Give an example of alliteration in the third stanza and comment on its effectiveness.

6. Give evidence from the fourth stanza showing that the soldiers were brave and
effective.
7. Comment of the effectiveness of line 36 and identify the literary device employed by
Tennyson.
8. What message do you believe Tennyson is portraying in the poem? Refer closely to
the text in justification of your answer.

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The Charge of the Light Brigade: Analysis

Alfred Lord Tennyson (1809-1892) was one of the most renowned poets of the Victorian era,
often considered the representative voice of the period. Born in Lincolnshire, England, Tennyson
displayed his poetic talents from a young age, and his early works earned him recognition within
literary circles. He received his education at Trinity College, Cambridge, where he developed a
strong friendship with Arthur Henry Hallam, whose untimely death had a profound impact on
Tennyson's life and poetry.

Tennyson's poetry is characterized by its lyrical beauty, emotional depth, and vivid imagery. He
often explored themes of love, nature, mortality, and the human condition, demonstrating a keen
sensitivity to the struggles and aspirations of his time.

One of his most famous works, "The Charge of the Light Brigade," is a remarkable poem that
vividly captures a historical event during the Crimean War. The poem was published in 1854, only
a few months after the ill-fated charge occurred. It commemorates the valor and sacrifice of the
British cavalrymen during the Battle of Balaclava.

"The Charge of the Light Brigade" is a stirring narrative poem composed of six stanzas, each
containing a distinctive rhythm that echoes the thundering of horses' hooves. Tennyson's
masterful use of rhythm and sound devices enhances the poem's impact and creates a sense of
urgency and intensity.

The poem begins with the iconic lines:

"Half a league, half a league, Half a league onward, All in the valley of Death Rode the six
hundred."

These lines immediately draw readers into the heart of the action, setting a fast-paced and
dramatic tone. Tennyson's repetition of phrases emphasizes the soldiers' unity and the gravity of
their mission.

Throughout the poem, Tennyson highlights the soldiers' unwavering loyalty and commitment to
duty, even in the face of impending doom. He portrays the soldiers as heroic figures who obey
orders without question, emphasizing their unquestioning faith in their leaders. The repeated
refrain, "Theirs not to reason why, / Theirs but to do and die," encapsulates this unwavering
dedication.

As the poem progresses, Tennyson describes the chaos and carnage of the battlefield. He
employs powerful and evocative imagery to depict the courage and resilience of the soldiers
amidst the violence and destruction. The use of personification in the lines "Cannon to right of
them, / Cannon to left of them, / Cannon in front of them" intensifies the sense of impending
danger and the soldiers' vulnerability.

The poem's concluding stanza reflects on the valor and sacrifice of the Light Brigade, emphasizing
the nobility of their actions despite the tragic outcome. Tennyson's portrayal of heroism in the
face of adversity resonated with the Victorian readership, evoking both pride and sorrow.

In essence, "The Charge of the Light Brigade" is a poignant tribute to the bravery of the British
soldiers and a meditation on the price of war. Tennyson's poetic craftsmanship and ability to
capture the human spirit in the midst of chaos have cemented this poem as a timeless classic
that continues to inspire readers to this day.

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