Category Archives: evocative fragment

Evocative Fragments: Edward Lear

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When awful darkness and silence reign
Over the great Gromboolian plain,
Through the long, long wintry nights; —
When the angry breakers roar
As they beat on the rocky shore; —
When Storm-clouds brood on the towering heights
Of the Hills of the Chankly Bore: —

Then, through the vast and gloomy dark,
There moves what seems a fiery spark,
A lonely spark with silvery rays
Piercing the coal-black night, —
A Meteor strange and bright: —
Hither and thither the vision strays,
A single lurid light.

It is, of course, the Dong With a Luminous Nose, wandering crazed through the forests seeking the Jumblie Girl he fell in love with. Edward Lear’s verse is known for its frivolous characters, actions and names, and his scribbly little drawings. But ignore the drawing and note the skill and control, the emotional pull, of the two stanzas above (even if he does sabotage them with words like “Gromboolian”). Similarly he was a remarkable artist when he wanted to be: one of the world’s great ornithological painters, a wonderful landscape artist, and well-enough respected to have given Queen Victoria a dozen lessons in drawing and watercolours in 1846.

Nonsense poetry in itself is a wonderful way to introduce children to literature, if it is handled as skilfully and, yes, emotionally as Lear does with his nonsense poems of travel, romance, heartbreak, and finding (or failing to find) lasting happiness.

Evocative Fragments: from Macaulay’s ‘Horatius at the Bridge’

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But the Consul’s brow was sad,
And the Consul’s speech was low,
And darkly looked he at the wall,
And darkly at the foe;
“Their van will be upon us
Before the bridge goes down;
And if they once may win the bridge,
What hope to save the town?”

Then out spake brave Horatius,
The Captain of the Gate:
“To every man upon this earth
Death cometh soon or late.
And how can man die better
Than facing fearful odds,
For the ashes of his fathers,
And the temples of his gods!”

An alliance of neighbouring city-states is attacking the young Roman republic with 10,000 cavalry and 80,000 foot soldiers. The River Tiber provides a natural defence, but the broad wooden bridge is a weak spot. Horatius with two friends will try to hold off the enemy while the bridge is being destroyed underneath them. Enemy champions attack them in single combat and are defeated, until the huge Astur strides up with his “four-fold shield”, shaking the sword “which none but he can wield”. He attacks Horatius and gashes his thigh. Horatius

… reeled, and on Herminius
He leaned one breathing-space,
Then, like a wild-cat mad with wounds,
Sprang right at Astur’s face.
Through teeth and skull and helmet
So fierce a thrust he sped,
The good sword stood a handbreadth out
Behind the Tuscan’s head.

(…)

On Astur’s throat Horatius
Right firmly pressed his heel,
And thrice and four times tugged amain,
Ere he wrenched out the steel.
And “See,” he cried, “the welcome,
Fair guests, that waits you here!
What noble Lucumo comes next
To taste our Roman cheer?”

I was probably 11 when our English classes in my Jamaican boarding school were enlivened by Macaulay’s nearly 600-line poem (though, truthfully, our textbook cut out a lot of the slow introductory verses). As someone who otherwise lived on works like Tarzan of the Apes and Bomba the Jungle Boy (and of course banned comics of Superman and Batman when I was home for the holidays), it was wonderful to discover that verse could deliver just as dramatic, violent and heroic a story as novels and comics. Further, verse can do so in passages of enormous emotional power, heightened by the drama of their rhythm and rhyme, with short passages sticking in the mind forever even if you aren’t trying to learn them by heart.

The other qualities that appealed to me were undoubtedly the feelings of patriotism and religious approval that I suspect are natural in children – the sense of community, of tribe, of duty, of being morally in the right, of overcoming difficulties, of excelling, of supporting and saving people, of being praised for it. And what I value in that today is that it was done without any reference to an actual modern-day country or an actual modern-day religion. In other words the emotions could be stirred up and the child could be (at least temporarily) ennobled, without the poisons of nationalism or religious fundamentalism finding a place. Indeed, by placing the heroic emotions outside the here and now, I think the poem helped inoculate me against such diseases.

I was already very comfortable with poetry when I was introduced to ‘Horatius’ – A.A. Mine, Edward Lear, Robert Service and the Anglican hymn book come to mind – but this poem took poetry into another dimension entirely!

Evocative Fragments: from Arnold’s ‘A Summer Night’ (2)

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And the rest, a few,
Escape their prison and depart
On the wide ocean of life anew.
There the freed prisoner, where”er his heart
Listeth, will sail;
Nor doth he know how there prevail,
Despotic on that sea,
Trade-winds which cross it from eternity.
Awhile he holds some false way, undebarred
By thwarting signs, and braves
The freshening wind and blackening waves.
And then the tempest strikes him; and between
The lightning-bursts is seen
Only a driving wreck,
And the pale master on his spar-strewn deck
With anguished face and flying hair
Grasping the rudder hard,
Still bent to make some port he knows not where,
Still standing for some false, impossible shore.
And sterner comes the roar
Of sea and wind, and through the deepening gloom
Fainter and fainter wreck and helmsman loom,
And he too disappears, and comes no more.

This fragment is the response to the previous fragment from Matthew Arnold’s ‘A Summer Night’ that I blogged a few days ago. As a teen in a well-regimented boarding school I found that previous fragment terrifying with its prospect of living as a bored wage-slave forever, and this second fragment exhilarating in its freedom despite the expectation of catastrophe. Altogether a very subversive poem, and I thank my schooling for including such works. For the next couple of decades I followed its path, failing to earn a degree at universities in three countries, never holding a job for more than 18 months, frequently moving. Eventually I found an occupation that was constantly changing, where I was my own boss, and that took me to dozens of countries to teach business seminars. So it all worked out.

Arnold originally ended his poem:

Is there no life, but these alone?
Madman or slave must man be one?

but ten years later added a much more wishy-washy piece about learning from the pure heavens and seeing what a nice life you could make for yourself. I always thought he should have stopped with the original “madman or slave” view of life. Much more dramatic – even though I have to admit his addition may have been justified.

“Storm at Sea” by gentlemanbeggar is licensed under CC BY-NC-SA 2.0

Evocative Fragments: from Arnold’s ‘A Summer Night’ (1)

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For most men in a brazen prison live,
Where, in the sun’s hot eye,
With heads bent o’er their toil, they languidly
Their lives to some unmeaning taskwork give,
Dreaming of naught beyond their prison wall.
And as, year after year,
Fresh products of their barren labor fall
From their tired hands, and rest
Never yet comes more near,
Gloom settles slowly down over their breast.
And while they try to stem
The waves of mournful thought by which they are prest,
Death in their prison reaches them,
Unfreed, having seen nothing, still unblest.

I’m very grateful to my schooling for putting Matthew Arnold on the curriculum – this subversive little passage seems designed to undermine the office and factory culture which has flourished since his time, to undermine even the student writing endless essays. Arnold was an inspector of schools as well as a poet and social critic, so we can assume he knew what he was doing. But isn’t it suggesting that a dissatisfied person should just drop out? More on that in the next fragment.

The other thing I like about the piece is its easy, flowing style. Every line rhymes, but without pattern. The lines are iambic, mostly pentameter, but a scattering of them are shorter. It feels very conversational, and it is certainly very easy to learn by heart (which is one of the reasons that poetry evolved in the first place). The only hiccup to natural speech are the displacement of ‘live’ and ‘give’ to the ends of their lines for the sake of the rhyme and even that, though artificial, is done conventionally enough to read smoothly. The rest of it is in normal speech. When T.S. Eliot came out with ‘Prufrock’ some decades later, though it had a different, Imagist sensibility, the only real difference in style was in dropping the thou’s and thee’s that Arnold still clung to.

Photo: “Office workers in Executive Building Room No. 123 prior to alterations, Brisbane” by Queensland State Archives is marked with CC PDM 1.0

Evocative Fragments: from Eliot’s ‘Waste Land’

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A woman drew her long black hair out tight
And fiddled whisper music on those strings
And bats with baby faces in the violet light
Whistled, and beat their wings
And crawled head downward down a blackened wall
And upside down in air were towers
Tolling reminiscent bells, that kept the hours
And voices singing out of empty cisterns and exhausted wells.

There are many evocative passages in T.S. Eliot’s marvellous and fragmented portrayal of the spiritual wasteland of the early 20th century, but the one that most resonates for me is this passage towards the end, in the final section ‘What the Thunder Said’. The section as a whole is full of signs and portents and the possibility of restoration, but who cares? These lines are just so wonderfully gothic!

Photo: “Juvenile Mariana Fruit Bat” by USFWS Pacific is licensed under CC BY-NC 2.0