worksheet about W.H.Auden's poem

This blog is in response to  Prof. Dilip Barad. This blog is a part of the Worksheet submission about  W.H. Auden's poem 'September 1, 1939'

 "What are the main themes of Auden's poem 'September 1, 1939'?"

"September 1, 1939" is a poem by W. H. Auden that was written in response to the outbreak of World War II. The poem is a reflection on the political climate of the time and the impact it was having on society. Some of the main themes in the poem include:

1. War and its consequences: The poem reflects on the devastation that war brings, both in terms of physical destruction and emotional trauma. Auden highlights the senselessness of war and its ability to shatter lives and communities.

2. Politics and power: The poem critiques the political ideologies and leaders that led to the outbreak of war. Auden suggests that those in power often use fear and propaganda to manipulate the masses and gain control.

3. Human nature: The poem reflects on the flaws and weaknesses of human nature. Auden suggests that our desire for power and our tendency to turn on each other are responsible for many of the world's problems.

4. Hope and redemption: Despite its bleak outlook, the poem also offers a glimmer of hope. Auden suggests that love and human connection can help us overcome the darkness of the world and find meaning in our lives.

Overall, "September 1, 1939" is a powerful reflection on the destructive nature of war and the role that politics and human nature play in shaping our world.

"How does Auden use language to convey his message in the poem?"

Auden uses a range of poetic techniques to convey his message in "September 1, 1939." Here are some examples:

1. Imagery: Auden uses vivid and often striking imagery to convey the horror of war and its impact on individuals and communities. For example, he describes "the blind and the dumb beasts" who are caught up in the violence, as well as the "blind skyscrapers" that loom over the city.

2. Metaphor: Auden also uses metaphor to highlight the themes of the poem. For example, he describes the city as a "brutal, meaningless world" and compares the human heart to a "temple where the lamps expire."

3. Irony: Throughout the poem, Auden uses irony to critique the political climate of the time. For example, he suggests that those in power are "sincere" in their belief that war is necessary, even as they deceive the public with propaganda and fear-mongering.

4. Allusion: Auden also makes use of historical and cultural allusions to add depth to the poem. For example, he references the "low dishonest decade" of the 1930s, which saw the rise of fascist regimes in Europe, as well as the biblical story of Cain and Abel.

5. Rhythm and rhyme: Finally, Auden's use of rhythm and rhyme gives the poem a musical quality that draws the reader in and helps to convey its emotional intensity. The poem's structure, which alternates between longer and shorter lines, also adds to its sense of urgency and momentum.

In "September 1, 1939," how does Auden utilize imagery to communicate his ideas and themes?

In "September 1, 1939," Auden uses imagery to evoke powerful emotions and convey his ideas and themes. He paints vivid pictures of the impact of war, describing the city as a "darkened" and "lonely" place, with "blind" skyscrapers and a "savage" sea. Through these images, Auden conveys the sense of fear and despair that grips society in times of conflict. He also uses imagery to explore the themes of politics and power, describing those in power as "blind" and the political climate as a "brutal, meaningless" world. By contrasting these images with moments of hope and redemption, such as the image of the "light of the mind" that can guide us out of darkness, Auden creates a complex and nuanced portrait of the human experience. Overall, the use of imagery is a key tool in Auden's arsenal as he seeks to convey the devastating impact of war and the complex forces that shape our world.

How does Auden use imagery to convey his message in the poem?

Auden uses a variety of vivid and powerful images in "September 1, 1939" to convey his message about the devastating impact of war and the political climate of the time. Here are some examples:

1. The city: Auden describes the city as a "darkened" and "lonely" place, with "blind" skyscrapers and a "savage" sea. This imagery conveys a sense of fear and despair that grips society in times of conflict.

2. The human heart: Auden compares the human heart to a "temple where the lamps expire." This image suggests that our capacity for love and connection is under threat from the darkness of the world.

3. The sky: In the opening lines of the poem, Auden describes the "low dishonest decade" as "a low, dishonest sky." This image suggests that the world is shrouded in a veil of deceit and corruption.

4. The "faces along the bar": In one of the poem's most memorable images, Auden describes the "faces along the bar / cling to their average day." This image suggests that even in times of crisis, people are often resistant to change and cling to familiar routines and habits.

5. The "lights of the mind": Towards the end of the poem, Auden describes the "lights of the mind" that can guide us out of darkness. This image suggests that hope and redemption are possible, even in the face of the world's darkest moments.

Overall, Auden's use of imagery is a key part of his poetic style, allowing him to create vivid and memorable images that convey complex emotions and ideas.

What is the historical context in which Auden wrote "September 1, 1939"?

"September 1, 1939" was written by W.H. Auden in response to the outbreak of World War II. The poem was written on the day Germany invaded Poland, which is considered to be the beginning of the war. Auden was living in New York City at the time and had recently become an American citizen. The poem was published in The New Republic on October 18, 1939, just a few weeks after the outbreak of war.

The historical context of the poem is shaped by the political climate of the 1930s, which was marked by the rise of fascist regimes in Europe and growing tensions between the major world powers. In the United States, there was a growing sense of isolationism and a reluctance to become involved in European affairs. Auden's poem reflects these complex political realities, as well as his own personal sense of disillusionment and despair.

In addition to the political context, the poem also reflects the broader cultural and artistic movements of the time. Auden was part of a group of poets known as the "Auden generation," who were known for their rejection of traditional poetic forms and their interest in exploring the themes of modernity and the individual experience. "September 1, 1939" is a product of this cultural milieu, blending a range of poetic techniques and styles to create a powerful and moving commentary on the human experience in times of crisis.

How does the poem reflect Auden's personal beliefs and values?

"September 1, 1939" reflects several of Auden's personal beliefs and values. Throughout his life, Auden was deeply committed to social justice and political activism, and the poem reflects his concerns about the political and social issues of his time. For example, the poem criticizes the "blind" leaders who are "united in the strife" and suggests that the political climate of the time is "a world of squatting fears." These lines suggest Auden's frustration with the political leaders of his time and their inability to address the issues that were facing the world.

The poem also reflects Auden's belief in the importance of the individual human experience. Many of the poem's most powerful images are focused on individual people and their experiences, from the "faces along the bar" to the "lonely crowd" that walks the city streets. Through these images, Auden suggests that it is the individual experiences that matter most, even in the midst of global crises.

Finally, the poem reflects Auden's belief in the power of poetry itself. Throughout his life, Auden saw poetry as a way to engage with the world and to make sense of complex issues. In "September 1, 1939," Auden uses his poetic voice to express his own personal beliefs and to engage with the larger social and political issues of his time. Through his use of powerful and evocative imagery, Auden seeks to move his readers to action and to encourage them to engage with the world around them in a meaningful way.

Reflecting My insights after reffering to Chat Gpt's answers and discussion in lectures:

W.H. Auden's poem "September 1, 1939" is a powerful commentary on the human experience in times of crisis. The poem was written in response to the outbreak of World War II and reflects Auden's personal beliefs and values. Through his use of vivid imagery and evocative language, Auden paints a complex and nuanced portrait of the world in which he lived, capturing both the despair and the hope that characterized the era.

At its core, "September 1, 1939" is a meditation on the power of love and the human capacity for connection and empathy. Throughout the poem, Auden contrasts the violence and destruction of war with the small acts of kindness and compassion that can bring people together. For example, in the opening lines of the poem, Auden describes "the unmentionable odour of death / Offends the September night" but goes on to suggest that "love" is the only force that can overcome the darkness of war.

Auden's use of imagery is particularly effective in conveying the themes of the poem. He frequently employs metaphors and similes to create powerful and evocative images that capture the essence of the human experience. For example, he describes the people he sees in the bar as "faces along the bar / cling to their average day" and suggests that they are all "engaged in what they see / and what they cannot see." This image captures the sense of isolation and alienation that many people feel in times of crisis, but also suggests that there is a common humanity that connects us all.

The structure of the poem is also noteworthy. Auden employs a free verse form that allows him to move seamlessly between different moods and tones. He uses repetition and refrain to create a sense of rhythm and momentum, while also highlighting key themes and ideas. For example, the repeated phrase "We must love one another or die" serves as both a warning and a call to action, reminding us of the urgent need for human connection in times of crisis.

Finally, it is important to consider the historical context in which the poem was written. Auden was living in New York City at the time and had recently become an American citizen. He was deeply concerned about the political and social issues of his time, including the rise of fascist regimes in Europe and the growing tensions between the major world powers. In "September 1, 1939," he uses his poetic voice to engage with these complex issues, while also exploring the personal experiences of individuals living through the crisis.

In conclusion, "September 1, 1939" is a powerful and moving poem that captures the complexities of the human experience in times of crisis. Through his use of vivid imagery, evocative language, and complex structure, Auden invites his readers to engage with the larger social and political issues of his time, while also reflecting on the personal experiences that shape our lives. Ultimately, the poem is a testament to the power of love and human connection, reminding us of the importance of empathy and compassion in the face of adversity.

W.H. Auden's poem 'September 1, 1939'

This blog is in response to  Prof. Dilip Barad. This blog is a part of the Worksheet submission about  W.H. Auden's poem 'September 1, 1939'

 1. What is the setting of the poem?  

The setting of W.H. Auden's poem 'September 1, 1939' is New York City on the day Germany invaded Poland, marking the beginning of World War II.

2. What is the mood of the poem?  

The mood of W.H. Auden's poem "September 1, 1939" is somber and melancholic.

3. What is the significance of September 1, 1939, in the poem?                        

In W.H. Auden's poem "September 1, 1939," the significance of the date is that it marks the beginning of World War II, specifically the invasion of Poland by Nazi Germany.  

4. What is the theme of the poem?   

  The destructive power of human nature and the impact of political events on individuals and society.

5. What is the role of history in the poem?

In W.H. Auden's poem "September 1, 1939," history plays a significant role. The poem was written in response to the outbreak of World War II and reflects on the political and social climate of the time. Throughout the poem, Auden references various historical events and figures, including the rise of Nazi Germany, the Spanish Civil War, and the Treaty of Versailles.

6. Explain the line "We must love one another or die."    

The line expresses a sense of urgency and the idea that love and human connection are essential for survival, particularly in times of crisis and conflict. 

7. What is the significance of the "Ironic points of light" in the poem   

The phrase "ironic points of light" refers to the lights of skyscrapers, which are a symbol of human achievement and progress. However, in the context of the poem, they are "ironic" because they illuminate a world that is on the brink of destruction, with darkness and chaos looming. The "points" suggest that these lights are isolated and insignificant, unable to combat the overwhelming darkness of the world at the time. 

8. Write an explanation on any one stanza of the poem. The poem is linked in the teacher’s blog.

 In this stanza, the speaker acknowledges the limitations of their power, stating that all they have is their voice to counter the lies that people believe. The "folded lie" and "romantic lie" represent the false beliefs that people hold about themselves and the world. The "sensual man-in-the-street" is an average person who is susceptible to these lies. The speaker also highlights the falsehoods of authority and the state, whose buildings are so imposing that they "grope the sky." The message conveyed is that the state is not an entity that exists independently but rather is a construct created by individuals. Additionally, the stanza emphasizes that people are not alone and that hunger, whether it be literal or metaphorical, affects both citizens and police. Finally, the stanza concludes with the powerful statement "We must love one another or die," underscoring the importance of love and unity in the face of the chaos and violence that can result from a lack of connection and compassion.  

Worksheet: Artist of the Floating World.

 This blog is in response to  Prof. Dilip Barad. This blog is a part of the Worksheet submission about the 'Artist Of The Floating World' by Kazuo Ishiguro.

1. Who is V S Naipaul, and what is he known for?

V.S. Naipaul is a Trinidadian-British writer who is widely regarded as one of the greatest writers of the 20th century.

2. What is the book "Good Muslim" about? Also, mention the author & Country-

The book "Good Muslim" is a novel by Malaysian author, Tahmima Anam. It was published in 2011 and is set in Bangladesh during the period of military dictatorship in the 1980s. it follows the story of a family, who are struggling to come to terms with the aftermath of the country's war for independence and the changes brought about by the military government.

3. What is "The Lowland" about?

"The Lowland" is a novel by Jhumpa Lahiri that tells the story of two brothers from Calcutta, India who take very different paths in life. One becomes involved in political activism, while the other pursues a more traditional path, but their lives become intertwined in unexpected ways.

4. Who is the author of ‘Island of Thousand Mirrors? _____ Nayomi Munaweera.______and

to which country does s/he belong to? ____she belongs to Sri Lanka._

5. Explain the significance of the title of the novel ‘An Artist of the Floating World’ in a few words:

The title "An Artist of the Floating World" refers to the protagonist of the novel, Masuji Ono, who is an aging artist reflecting on his life and career. The term "floating world" refers to the pleasure-seeking culture of Japan in the years leading up to World War II, a world that was seen as fleeting and ephemeral. and the shallowness of the people and their art during such a critical situation.

ThA- 'Waiting For Godot'

 This blog is part of a thinking activity on Waiting for Godot by Samuel Beckett given by Dilip Barad Sir from The English Department, MKBU, Bhavnagar. Check out Dilip Barad sir's Blog Site (Click here) for more information and knowledge about Waiting for Godot by Samuel Beckett and other works and writers. In this blog, I am going to answer some questions given by Dilip sir in  Teacher's Blog (Click here).

1.1. Why does Beckett grow a few leaves in Act II on the barren tree - The tree has four or five leaves?

In Act II of the play Waiting for Godot, the appearance of a few leaves on the previously barren tree can be interpreted in different ways depending on the reader's perspective. One possible interpretation is that the leaves represent a glimmer of hope and renewal in an otherwise bleak and desolate world. The tree, which had been without leaves, now has a few, indicating that life and growth are still possible, even in difficult circumstances. This could be seen as a metaphor for the human condition, where even amid despair and uncertainty, there is always the potential for change and growth.

Another possible interpretation is that the leaves are a mocking gesture, meant to taunt the characters who are waiting for someone or something to come and save them. The appearance of a few leaves may suggest that the tree is teasing the characters, offering them a small glimpse of hope only to take it away again, reinforcing the idea that their waiting is pointless and futile.

1.2.  Can we do any political reading of the play if we see European nations represented by the 'names' of the characters (Vladimir - Russia; Estragon - France; Pozzo - Italy and Lucky - England)? What interpretation can be inferred from the play written just after World War II? Which country stands for 'Godot'?

Samuel Beckett's plays are known for their ambiguity and openness to interpretation. Political interpretation is a possible lens through which to view his works. For instance, his play "Waiting for Godot," written just after World War II, has been read in various ways. Some critics suggest that the characters of Vladimir and Estragon could represent Russia and France, respectively, while Pozzo could be interpreted as Italy and Lucky as England.

Another reading that has been proposed is the interpretation of Godot as Germany and Hitler. In this view, Godot represents the destructive force of Germany that caused widespread devastation during the war. The characters waiting for Godot portrayed as soldiers and dictators, can be seen as a commentary on the blind devotion and loyalty of those who supported Hitler's regime. The play's title, "Waiting for Godot," can be read as a metaphor for how people waited for Hitler to deliver them from their troubles.

While this political interpretation is plausible, it is important to note that Beckett himself did not explicitly endorse it. The play's openness to multiple interpretations is what makes it a classic of modern drama. Ultimately, the meaning of "Waiting for Godot" is left up to the reader to decide, and different readers may find different meanings in the play's enigmatic characters and situations.

1.3. In Act I, in reply to Boy’s question:

BOY: What am I to tell Mr. Godot, Sir?

VLADIMIR: Tell him . . . (he hesitates) . . . tell him you saw us. (Pause.) You did see us, didn't you?

How does this conversation go in Act II?

What is the significance?

In Act II of "Waiting for Godot," the conversation between Vladimir and the Boy continues from where it left off in Act I. When the Boy asks the same question as before, Vladimir responds with a sense of frustration and asks the Boy if he remembers seeing him and Estragon the day before. The Boy responds that he does not, and Vladimir becomes increasingly agitated, demanding that the Boy tell Godot that he saw them.

The significance of this conversation lies in the play's themes of repetition and futility. Vladimir's insistence on being remembered by the Boy and his anger at the Boy's inability to recall the previous day's events highlight the characters' sense of isolation and their struggle to find meaning in their lives. The repetition of the dialogue from Act I also emphasizes the characters' sense of being trapped in a cycle of waiting and uncertainty, unable to break free from their monotonous existence.

The conversation between Vladimir and the Boy can also be read as a commentary on the nature of memory and perception. The Boy's inability to remember Vladimir and Estragon from the previous day raises questions about the reliability of memory and the subjective nature of perception. It also underscores the characters' desire for human connection and the frustration that comes from being forgotten or ignored.

1.4. In both Acts, evening falls into night and the moon rises. How would you interpret this ‘coming of night and moon’ when actually they are waiting for Godot?

The rising of the moon and the arrival of the evening in both acts of "Waiting for Godot" serve as powerful symbols of the characters' sense of isolation and existential struggle. As Vladimir and Estragon wait for Godot, the passing of time is marked by the gradual darkening of the sky and the increasing brightness of the moon, creating a sense of emptiness and desolation.

The arrival of night and the moon can be interpreted in different ways. On one hand, it can be seen as a symbol of the characters' uncertainty and fear of the unknown. As darkness descends and the moon rises, the characters become increasingly anxious and unsure of what the future holds. This sense of uncertainty is exacerbated by the fact that they are waiting for Godot, whose arrival and purpose are never fully explained.

On the other hand, the coming of night and moon can also be read as a symbol of the characters' hope and resilience. Despite the darkness and emptiness that surrounds them, Vladimir and Estragon continue to wait for Godot, holding on to the belief that he will arrive and bring some kind of meaning or purpose to their lives. The moon, traditionally associated with renewal and new beginnings, can be seen as a symbol of the characters' resilience and willingness to keep waiting and hoping, even in the face of overwhelming uncertainty and despair.

1.5. What is the meaning of the terms ‘Apathia, Aphasia, and Athambia’ in Lucky’s speech? “. . . divine apatheia divine athambia divine aphasia loves us dearly with some exceptions for reasons unknown …”

Apathy is a subsyndrome that consists of symptoms such as fatigue, lack of concentration, and lack of interest. Aphasia, on the other hand, is a disorder that affects communication. Athambia refers to the inability to be upset or easily excited. In Lucky's speech, he refers to these concepts as "divine," implying a religious or spiritual meaning. Lucky suggests that these divine qualities, including apathy, aphasia, and Zambia, are being directed towards the characters in the play, and that they are being loved "with some exceptions for reasons unknown." This suggests that the characters are subject to forces beyond their control, experiencing a sense of futility and confusion in the face of these forces. The use of these terms in Lucky's speech can be interpreted as a commentary on the limitations of language and communication, as well as the human condition and disillusionment with the world and its divine forces.

1.6.‘A better solution to the tramp’s predicament than to wait – is suicide”. Is it really so? Why do they fail to commit suicide?

In "Waiting for Godot," suicide is mentioned several times by the characters, especially Estragon, who suggests that it may be a better solution than waiting for Godot. However, the characters do not follow through on this suggestion, and the reasons for their failure are complex and open to interpretation.

The fact that the characters fail to commit suicide can be interpreted as a reflection of their lack of agency and control over their own lives. Their inability to take decisive action, even when faced with a seemingly hopeless situation, underscores their sense of helplessness and futility. This is further emphasized by their continued wait for Godot, despite his absence and their uncertainty about his identity and intentions.

Alternatively, the characters' inability to commit suicide can also be seen as a symbol of their resilience and unwillingness to give up in the face of adversity. Despite their despair and disillusionment, they continue to cling to the hope that something better may come along, and they persist in their quest for meaning and purpose.

1.7. Explain: “Godot might become as the image of what Sartre calls “Bad Faith””.

In "Waiting for Godot," Godot is a mysterious figure who never appears on stage, and his true identity and intentions remain unclear throughout the play. However, some critics have interpreted Godot as a symbol of what the philosopher Jean-Paul Sartre called "Bad Faith."

Sartre described Bad Faith as a form of self-deception in which individuals deny their own freedom and responsibility. Instead, they adopt false beliefs and attitudes to avoid the anxiety and uncertainty of making choices and taking action. In the context of "Waiting for Godot," the characters' endless waiting for Godot can be seen as a form of Bad Faith. They deny their own agency and responsibility and cling to the hope that someone or something else will provide meaning and purpose in their lives.

By interpreting Godot as a symbol of Bad Faith, the play highlights the dangers of relying on external forces or authorities to provide meaning and purpose in our lives. The characters' futile wait for Godot serves as a cautionary tale about the perils of giving up our own agency and responsibility. It emphasizes the importance of taking action and making choices, even in the face of uncertainty and anxiety.

1.8. Explain: “One hardly feels the absurdity of some things, on the one hand, and the necessity of those other things, on the other, (for it is rare that feeling of absurdity is not followed by the feeling of necessity), when one feels the absurdity of those things of which one had just felt the necessity (for, rarely, the feeling of necessity is not followed by the feeling of absurdity)”

This quote from "Waiting for Godot" highlights the play's overarching themes of existentialism and the absurdity of human existence. The speaker suggests that at times, we feel a sense of absurdity and meaninglessness in life, while at other times, we feel a sense of necessity and purpose. However, these two feelings are often intertwined and can alternate rapidly, leading to confusion and disorientation.

The speaker notes that it is rare for a feeling of absurdity not to be followed by a feeling of necessity and vice versa. This suggests that even when we recognize the absurdity of our existence and the meaninglessness of certain things, we still feel a sense of urgency and necessity in our lives. Conversely, when we feel a sense of purpose and meaning in our lives, we may also recognize the absurdity of certain situations or beliefs.

The quote highlights the paradoxical nature of human existence and the constant tension between meaning and absurdity. It suggests that the human experience is often marked by confusion and contradiction, as we try to reconcile our sense of purpose and necessity with the absurdity of the world around us.