Analysis of Country School

state of matter School Allen Cur forthwith By Abdulla Al-Muhannadi In this poem Country School, Curnow basks in reminiscence of his quondam(a) train where he drifts out-of-door in rec in alling his childhood. As this poem re? ects childhood reminiscence, the narrator calculates to cod that things arent as dull and bad as they seemed before, along with the depicting of the overall issue of ageing. However, the tone of the narrator seems to sway between yearning and apathetic as there are humanityy times when the tones seem to differ between two extremes. The soula is describing a area give lessons that seems to be somewhat dilapidated in checker.The vivid image worn-out by the alliterative phrase paint all bare-ass supports the event that the educate is indeed deteriorating. Tufts topping enables the referee to visualise a country school architecture, with pinus tufts on its roof ridge, establishing an image of a typical country school. Through the usage of colloqui al language, these vivid images mark more detail then one aptitude think they do at ? rst. For instance, the word dunny evolves a picture of local Australian toilets edify the interview to the smallest of details.Furthermore, girls squeal skipping conjures up an auditory image as the gnomish children are playing around him (supported by the sibilance). Several kinds of onomatopoeia help to spot what the persona is experiencing. THe ? uid r sounds in rank and roof-ridge help to integrate the ideas, linking them and luck form a wider image of the country school. Also, the b sounds in bargeboard, weatherboarding and gibbet belfry calls attention to the detailed observation, helping build up a solid image. Curnow employs parallelism as well as repetition in order to create links in this poem.The parallel comparison, or contrast, of how small how sad, draws a link with how he seems to be recalling his days back in school. The passing of time and his ageing is revelaed as the in truth doors that seemed huge from a childs point of view, are now depict as being kinda small. The persona refers to himself as a third person and this is deduced through the repetition of the word you. mayhap the persona had a rough time reconnecting with his old school that he felt more comfortable referring to himself as a third person rather than ? rst. The rhyme scheme is unsteady perhaps something that re? cts his irregular pattern of this recollection of memories. It also reveals the lack of assurance, and the hard time he seems to have re-adjusting to his past. ALthough is does follow an imperfect rhyme scheme (e. g. topping-skipping waves-eaves than-began small-wall), the ? uctuating rhymes and discordant sounds allows the audience to notice his discomfort while revisiting his school. Curnow has made use of an unstable bodily building (so to speak), for the poem doesnt hold a constant number of stanzas, rather it begins with 3 and 5- direct contrastd stanzas and ends with two 4-lined stanzas.This call downth of stability, signi? ed by the proper structure of the last two stanzas, re? ects the growth or the increase in the poets clarity of understanding. Its as though he ? nally earn that the very things that were unsettling or intimidating to him as a child (e. g. puckish doors) are not as bad as they looked. This minor epiphany seems to be mimicked by the structure of the poem itself. Similarly, the narrator seems to get distracted momentarily and this can be shown in the second stanza after Pinus betrays. era observing the pinus he drifts away into talking slightly how they function.However, he does get back on track in the third stanza (for macho-man pinus) as his focus shifts back to the tall trees that seem to be guarding the school. There is the use of enjambment as well paint all peeled on bargeboard, scattering bravely Nor West gale, etc. This suggests the footstep at which the narrator seems to be remembering his past and the sen se of fervidness is established with this upbeat pace. The poet employs colloquial language, chie? y to perhaps connect with his audience and communicate on an informal level by talking about something as casual as school. Gibbet belfry would be an example of his simplistic yet local language helping the reader further visualise the school and its locality in detail. The idea that the school started along with the persona himself brings into notice that it might not be as old as one would think. you call it old further suggests that he is merely just referring to the school as being old when its not in actuality. The idea of ageing has been linked to the pinus trees that grow mature in less than the life of a man. This line suggests that the time period for a tree to gain maturity is lesser than the time taken for humans.The word scantling further backs this idea for as it describes the measurement of the maturity of the tree and to deduce its time of harvest. Similarly, the word marvelous implies that the poet wasnt actually fond of the tiny doors when he was a child, and its advert as being sad suggests its dilapidated state. Its through language like these that the audience is able to sense a hint of unpleasantness in the poets past as he fails to hold an optimistic come to this walk down memory lane. Rather the tone seems to be drab and melancholic. Furthermore, it insinuates that the narrator pities the state of his school.This poem holds a variety of ? gures of speech apply and this perhaps re? ects the variety of emotions he himself goes through in this desirous visit to his old school. Alliterative phrases such as paint peeled, roof-ridge and tufts topping all help the audience in building up a vivid image of the school. A similar imagery loading is achieved through the series bargeboard, weatherboard and gibbet belfry. Using specie (made-up word), the phrase snub-worn points out that the school isnt in the best of its condition as the ? oors have worn out. The pinus trees that portray the kindred pace of ageing have been personi? d as theyve been accused of betraying the school and not guarding the roof rom the rattling Nor West gale. However, the trees have also been described as scattering bravely, perhaps an attempt to denote the nobleness of what the tree is doing for the school (by scattering the strong winds and defending the meek school structure). This task of the trees has been compared to the take down through the analogy as a reef its waves for the wind is bemused just as the tidal waves are scattered by the reef, drawing an interesting comparison with the two elements wind and water.In addition, the comparison of the ages between the narrator himself and the trees establishes through the usage of polyptoton (where words/phrases derived from the comparable root are repeated) less than a life of a man and together your lives began further stating the common point in time as they simultaneously began this process of ageing. The poet holds a humorous, as well as a sarcastic, tone when saying O sweet antiquity as its been made clear that theyre not so old, let wholly antique. Curnow has successfully, in my opinion, demonstrated through this persona, someone who seems to be in denial of growing old.Its obvious that the narrator is just as old as the school, solely we ? nd him calling the school antique, suggesting that he doesnt feel like hes getting older but ? nds it okay to exaggerate others age (sort of comedically hypocritical I would say ). Through the poem, Ive realised that its still potential to savour the past without having to hold the same perspective. In that sense, times transfigure and so does ones perspective, however, it doesnt mean that things remain the same throughout and the very things that seemed unpleasant once upon a time might seem laughable now (as Curnow clearly demonstrated in the poem).