Summary
Summary Stephen Spender - "An Elementary School Classroom In A Slum" - Analysis
This is a summary and analysis of the poem "An Elementary School Classroom In A Slum" by Stephen Spender.
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Stephen Spender’s poem, ‘An Elementary School Classroom in aSlum’ very aptly encapsulates his philosophy of life which is based on
the themes of social injustice and class inequalities. The poet
constantly highlights his belief in the paradox of poverty, the idea that
the more advanced the society, the larger the gap between the poor
and the rich. His philosophy of life exposes the sham that exists in the
society today and the so-called hollowness in the intentions of the
humanitarians of the world who want to do good to the underprivileged
by donating gifts which are in effect of no use.
Like his other works, Spender voices his opinion against Capitalism
and its effects in this poem. There are certain areas where the poem
reflects Spender’s disgust for the privileged class. He is sympathetic
towards the people of slums. Their condition pains the poet deep.
But he is not a silent listener. The last stanza of the poem makes it
clear to the readers.
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STANZA 1
In the first stanza of ‘An Elementary School Classroom in a Slum,’
Stephen Spender presents the images of the children studying in the
elementary school. The first line of the poem makes it very clear that
those kids do not belong to the society of high-class people. Their
faces depict who they are. Most of them suffer from some underlying
disease. For example, a boy in the class has been suffering from
some genetic bone disorder. Apart from the dark picture of the
children suffering from malnutrition, a boy is brimming with hope and
dream on the last bench of the class.
Stephen Spender provides the image of the children and presents a
wholesome picture of the children living in the slums. Those small girls
, and boys experience many problems like poverty, disease,
malnutrition, and, last but not least, minor social stigma. Yet, the poet
thinks a few kids have dreams in their eyes. They have the power of
imagination. A hidden urge of coming out of their slums and proving
their worth is there in their hearts. Thus the boy suffering from the
“gnarled disease” rejects his physical limitation. He comes to the
elementary school and tries to focus on his lessons in the classroom.
He has a dream.
Spender then describes the boy "at back of the dim class," stating, "His eyes live in a dream." This last
student represents both a glimmer of wary hope and a shiver of mental damnation. It is unclear whether
he is dreaming of a life he may achieve or has lost his mind to the "squirrel's game." This vague
distinction between these two conflicting interpretations exposes all the students' futures: there is little or
no expectation that they will succeed, and the best they can hope for is to keep their sanity and not fall
victim to a faux reality. Beneath it all, the boy's dreaming eyes may harbor an honest desire for true
success. This last boy, "unnoted, sweet and young," may understand his position in society and see the
sadness of his fellow students. With this understanding, he may represent hope for social change, instead
of merely being an individual who has lost his mind.
STANZA 2
In the second stanza, the poet presents a graphic description of their
classroom. The color of the classroom walls clarifies the mental state
of the kids. For them, life tastes like sour cream. It is also a reference
to the poor condition of the walls. Then the poet quickly shifts to the
flowery world outside the slums. It is meant for creating an ironic
representation of the poem’s context. The “narrow street” of their
world is sealed in with the “lead sky,” symbolizing darkness and
pessimism.
In the world of the privileged, the day begins with hope. The poor kids
thrive in their filthy slums. In contrast, the wealthy class lives
comfortably in their “civilized domes riding all cities.” Their kids have
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