Poem ‘The School Boy’ Summary & Stanza Wise Explanation Analysis with Word Meanings would help students understand the poem ‘The School Boy’. Summary in Hindi is also given. The stanza wise explanation is comprehensive enough to have good literal as well as literary understanding of the poem ‘The School Boy’. the poem “The Schoolboy” by William Blake describes the experience of children going to school on a summer morning and how it takes away their joy.
About the poem ‘The School Boy’
The poem “The Schoolboy” is written by William Blake and was published in his collection “Songs of Experience” in 1794. The poem explores the contrast between the joys of nature and the oppressive nature of education. The poem highlights the oppressive nature of education and how it can strip children of their joy and happiness, making it difficult for them to learn and grow. The poem also shows the importance of nature and how it can bring joy and happiness to people. Blake’s use of metaphor and imagery creates a vivid picture of the contrast between the joy of nature and the oppressive nature of education.
Theme of the poem ‘The School Boy’
The theme of the poem “The School Boy” by William Blake is the conflict between the freedom and natural joy of childhood and the restrictive, oppressive environment of formal education. The poem presents a contrast between the boy’s natural desire to be outside in nature, enjoying the beauty of summer mornings and the songs of birds, and his forced confinement to a classroom. The boy resents his teacher and his books and longs for the freedom that he believes is the natural state of childhood. He compares himself to a caged bird and questions why a child, born for happiness, must sit in a classroom and forget his youthful spring. The poem suggests that a child’s natural inclination to explore and enjoy the world around them should not be stifled by formal education. The final stanza of the poem suggests that without allowing children to experience the joys of childhood, they will not be able to grow and bear fruit as they should.
Summary of ‘The School Boy’
The poem commences with a schoolboy expressing his fondness for waking up to the pleasantness of a summer morning, listening to the birds sing. He perceives the skylark’s melody as if it were singing in harmony with him. However, he confesses his disinterest in attending school every day and being constantly monitored by the teachers, causing him and his peers to spend their days in despair. He admits to feeling unmotivated and unengaged with the curriculum and the schooling environment, finding it tedious and restrictive. The poem’s narrator compares children to caged birds who cannot experience happiness and joy within the confines of their environment, preventing them from relishing the exuberance and vivacity of youth. He draws a parallel between his situation and a bud that has been trimmed, explaining that just as a flower that is clipped too soon cannot bloom in summer, children robbed of their enthusiasm during their formative years will only experience melancholy and sorrow.
Summary in Hindi: The School Boy
कविता उस स्कूली लड़के के बोलने से शुरू होती है जो हमें बताता है कि उसे गर्मियों में सुबह जागने से बहुत प्यार है मतलब उसे अच्छा लगता है । उसे पक्षियों का गायन क बहुत अच्छा लगता है। उसे ऐसा लगता है जैसे स्काइलार्क उसके साथ गाता हो। पर उसे हर सुबह उठ के पाठशाला जानना अच्छा नहीं लगता। उसे पसंद नहीं है कि स्कूल में बच्चों को हमेशा अध्यापकों के नजरों में रखा जाता है। बच्चे दुखी और निराश होकर अपना दिन बिताते हैं। कभी-कभी वह आलसी होकर खड़ा रहता है और उसे स्कूल के खत्म होने का इंतजार बेसब्री से करना पड़ता है। उसे किताबों में दिया गया ज्ञान अच्छा नहीं लगता और न ही वह स्कूल के माहौल में ध्यान केंद्रित कर पाता है। यह इसलिए है कि शिक्षा प्रणाली उबाऊ , दुहरी और कई सीमाओं से बंधी हुई होती है।
फिर वह अपने आप को और ऐसे ही बच्चों की तुलना एक पिंजरे में बंद किए हुए पक्षी से करता है। उसने कहा कि जैसे कि एक पक्षी को पिंजरे में खुश और प्रसन्न नहीं हो सकता, उसी तरह, एक बच्चा भी एक सीमित माहौल में खुश नहीं हो सकता और उसे अपनी उम्र के आनंद और जोश को इस प्रतिबन्हित माहौल में भूल जाना पड़ता है। उसने अपने माता-पिता से बातचीत करने की कोशिश भी की है जिसमें उसने अपनी स्थिति को एक खिलने वाले फूल से तुलना की है। उसने कहा कि अगर फूलों को कली के ररोप में ही नष्ट कर दिया जाएगा तो जब वे असल में जब समय आने पर फलने के लिए तैयार होते हैं, तो वे फल नहीं देंगे। उसी तरह, यदि बच्चों को उनकी युवावस्था के इस चरण में उनकी जोशीली भावनाओं से वंचित कर दिया जाएगा, तो वह उन्हें केवल दुख और निराशा में छोड़ देगा।
Analysis of ‘The School Boy’
The poem “The Schoolboy” by William Blake contrasts the speaker’s enjoyment of a summer morning with the drudgery of attending school. The stanza begins with the excitement and expression of the speaker’s love for rising early in the summer to enjoy the company of singing birds, the sound of a distant huntsman’s horn, and the soaring skylark. However, the stanza takes a darker turn as the speaker reflects on the experience of going to school in the summer, which drives away all joy.
The speaker describes the atmosphere of the school as being oppressive, with the children spending their day under the watchful eye of a “cruel eye outworn.” The use of the word “outworn” suggests that the eye is tired or worn out, implying that the teacher or authority figure has become jaded or even bored with their role. The children spend their day in “sighing and dismay,” indicating a sense of hopelessness and resignation.
The next two lines shift the focus to the speaker’s own experience, as they describe how they are unable to find joy in their studies. The phrase “Nor sit in learning’s bower, Worn thro’ with the dreary shower” suggests that the speaker has become exhausted and demoralized by their experience of education, and cannot find any pleasure or respite in their studies. The metaphor of a “dreary shower” implies that the speaker feels as though they are being pelted with a never-ending stream of unpleasant experiences.
The final three lines of the stanza appeal to the natural world, using the metaphor of a plant that has been stripped of its blossoms and joy in the spring. The speaker asks how summer can arise in joy or produce fruitful crops if the buds have been nipped and the plants are not given the chance to flourish. This metaphor suggests that the education system is stifling the natural growth and potential of the children, leaving them unable to thrive and reach their full potential.
Overall, this stanza expresses the speaker’s sense of frustration and hopelessness with the education system. The contrast between the joy of a summer morning and the oppressive atmosphere of school highlights the damage that is being done to the speaker’s spirit and sense of well-being. The use of natural imagery and metaphor adds depth to the speaker’s feelings, highlighting the importance of allowing children to grow and flourish in their own way.
The School Boy: Stanza Wise Explanation and Meanings
Poem: Stanza 1
I love to rise in a summer morn,
When the birds sing on every tree;
The distant huntsman winds his horn,
And the skylark sings with me.
O! what sweet company.
Word Meanings
- Rise: to get out of bed or wake up
- Morn: morning, the early part of the day
- Birds: feathered creatures that have wings, beaks, and lay eggs; often known for their singing and ability to fly
- Huntsman: a person who hunts wild animals, usually with the help of trained dogs
- Horn: a brass instrument used to create a loud, deep sound
- Skylark: a small bird known for its beautiful song and ability to soar high in the sky
- Sweet: pleasing or delightful to the senses, especially taste or smell
- Company: companionship or being in the presence of others.
Explanation:
The stanza describes the speaker’s love for waking up early on a summer morning, when the birds are singing on every tree. In the distance, the speaker can hear the sound of a huntsman’s horn, and the skylark is singing along with the speaker. The stanza ends with an exclamation of joy at the sweet company of these sounds.
The first line sets the scene for the stanza, indicating the time of day and season, and the speaker’s love for it. The second line adds to the description of the morning by noting the birds singing on every tree, which suggests a peaceful and harmonious natural environment. The third line introduces a new sound, that of a huntsman’s horn in the distance, which adds to the ambiance of the morning and perhaps evokes an image of a pastoral landscape. The fourth line emphasizes the joy of the moment by noting the skylark singing along with the speaker, suggesting a sense of companionship and unity with nature. The final line emphasizes the sweetness of the moment by exclaiming the joy of the company of all these sounds.
The stanza creates a vivid and sensory description of a peaceful and harmonious natural environment, and emphasizes the joy that can be found in such moments of communion with nature. It also reflects on the beauty of simplicity and how small things can bring immense joy and pleasure.
Poem: Stanza 2
But to go to school in a summer morn,
O! it drives all joy away;
Under a cruel eye outworn,
The little ones spend the day,
In sighing and dismay.
Word Meanings:
- School: a place where children go to learn
- Summer morn: a morning in the summer season
- Drives: takes away or removes forcefully
- Joy: happiness or pleasure
- Cruel: unkind or harsh
- Eye: here, it means the gaze or attention of a teacher or authority figure
- Outworn: exhausted or worn out
- Little ones: young children
- Spend: pass or use
- Sighing: breathing out audibly as a sign of sadness or relief
- Dismay: a feeling of disappointment or distress.
Explanation:
The stanza suggests that the experience of going to school is oppressive and unpleasant for young children.
The first line of the stanza, “But to go to school in a summer morn,” sets the scene for the rest of the stanza. The use of the word “but” suggests a contrast between the joys of summer mornings and the experience of going to school. The next line, “O! it drives all joy away,” emphasizes the negative impact that going to school has on the children. The exclamation mark adds to the sense of despair.
The third line, “Under a cruel eye outworn,” suggests that the children are being watched by a teacher or authority figure who is oppressive and unfeeling. The use of the word “outworn” suggests that this person has been in this position for a long time and may have become jaded or indifferent to the children’s needs.
The final two lines, “The little ones spend the day, In sighing and dismay,” describe the children’s experience of the day at school. The use of the phrase “little ones” emphasizes the vulnerability of the children, who are forced to spend the day in a state of distress and unhappiness.
This stanza highlights the negative impact of schooling on young children, suggesting that it can be a source of oppression and unhappiness. Blake may be criticizing the educational system of his time, which was often rigid and inflexible, and did not take into account the needs and feelings of young children.
Poem: Stanza 3
Ah! then at times I drooping sit,
And spend many an anxious hour.
Nor in my book can I take delight,
Nor sit in learning’s bower,
Worn thro’ with the dreary shower.
Word Meanings:
- drooping – feeling sad and dejected or downhearted
- anxious – feeling worried or uneasy
- delight – great pleasure or joy
- learning’s bower – a place of study or education, “Bower” means a pleasant shady place under trees or climbing plants.
- worn – damaged or eroded by long use or exposure
- Worn through – means exhausted or tired, and “dreary shower” may refer to a prolonged period of sadness or difficulty.
- dreary – dull and depressing
Explanation:
The stanza portrays a sense of melancholy and disinterest in learning or reading. The speaker is feeling down and spends many hours in a state of anxiety. The line “Worn thro’ with the dreary shower” suggests that the speaker may be physically tired or emotionally drained.
The first line, “Ah! then at times I drooping sit,” begins with an exclamation of despair, indicating that the speaker’s mood is low. The word “drooping” suggests a physical and emotional exhaustion that has led the speaker to feel listless.
The second line, “And spend many an anxious hour,” highlights the speaker’s state of mind, where they are feeling anxious and unsettled. This could be due to various reasons, such as personal problems or a sense of despair over their academic progress.
The third line, “Nor in my book can I take delight,” suggests a loss of interest in reading or learning, which could be due to the speaker’s emotional state. The use of the word “delight” implies that reading and learning were once sources of pleasure for the speaker, but they are no longer able to derive pleasure from them.
The fourth line, “Nor sit in learning’s bower,” suggests that the speaker is unable to find comfort or solace in their academic pursuits. The phrase “learning’s bower” suggests a peaceful and serene environment, but the speaker is unable to enjoy it.
The final line, “Worn thro’ with the dreary shower,” emphasizes the speaker’s exhaustion, both physical and emotional. The phrase “dreary shower” suggests a prolonged period of sadness or despair that has left the speaker feeling worn out.
This stanza portrays a sense of despair and exhaustion that has led the speaker to lose interest in learning and reading. The use of imagery and language creates a vivid image of the speaker’s emotional state, emphasizing their feelings of melancholy and anxiety.
Poem: Stanza 4
How can the bird that is born for joy,
Sit in a cage and sing.
How can a child when fears annoy,
But droop his tender wing,
And forget his youthful spring.
Word Meanings:
- cage – a structure of bars or wires in which animals are confined
- sing – to make musical sounds with the voice, especially words with a set tune
- fears – an unpleasant emotion caused by the belief that someone or something is dangerous, likely to cause pain, or a threat
- annoy – to make someone slightly angry or irritated
- droop – to bend or hang down heavily
- tender – showing gentleness, kindness, and affection
- wing – a flat appendage that projects from the body of many flying animals and is used for flying or gliding
- youthful – characteristic of or suitable for young people, especially in being energetic and enthusiastic
- spring – the season between winter and summer, during which the weather becomes warmer and plants start to grow again
Explanation:
This stanza reflects on the natural state of joy and freedom that is inherent in living creatures (here the school boy) and contrasts it with the confinement and limitations imposed on them by society. The first two lines describe the paradox of a bird that is meant to fly and express its happiness through song being trapped in a cage, unable to fulfil its natural impulses. The second two lines then shift the focus to a child, who similarly experiences fear and sadness that inhibits their natural exuberance and vitality.
The use of metaphor in this stanza is particularly effective in conveying the sense of confinement and oppression that is being described. The bird represents the individual’s natural instincts and desires, while the cage represents the constraints and limitations imposed by society. Similarly, the child’s drooping wing symbolizes the loss of innocence and vitality that occurs when fear and anxiety take hold.
The stanza can also be interpreted as a critique of societal norms and structures that limit individual freedom and expression. It suggests that these constraints can have a detrimental effect on human beings, preventing them from fully realizing their potential and experiencing the joy that is their natural state.
This stanza offers a poignant reflection on the tension between individual freedom and societal expectations, highlighting the importance of recognizing and honouring the natural instincts and desires that make us human.
Poem: Stanza 5
O! Father and Mother, if buds are nip’d,
And blossoms blown away,
And if the tender plants are strip’d
Of their joy in the springing day,
By sorrow and cares dismay, How shall the summer arise in joy,
Or the summer fruits appear?
Word Meanings:
- Nip’d: To pinch or cut off the tip or small part of a plant, causing it to wither and die.
- Blossoms: The flowers on a plant that bloom during the spring season.
- Strip’d: To remove or take away something by force or without permission.
- Joy: A feeling of great pleasure and happiness.
- Sorrow: A feeling of great sadness or grief.
- Cares: Worries, concerns or anxieties that cause stress or trouble.
- Dismay: A feeling of disappointment, distress, or anxiety caused by something unexpected or unpleasant.
- Summer: The season that comes after spring, usually characterized by warm weather and longer days.
- Arise: To come into existence or become visible.
- Fruits: The edible part of a plant that develops after flowering, usually sweet and containing seeds.
Explanation: The final stanza brings everything together as the speaker asks his father and mother how summer can arise in joy and how summer fruits can appear if the buds are nipped and the plants stripped of their joy.
The final three lines of the stanza appeal to the natural world, using the metaphor of a plant that has been stripped of its blossoms and joy in the spring. The speaker asks how summer can arise in joy or produce fruitful crops if the buds have been nipped and the plants are not given the chance to flourish. This metaphor suggests that the education system is stifling the natural growth and potential of the children, leaving them unable to thrive and reach their full potential.
Short Explanations of Stanzas of the poem ‘The School Boy’
Stanza 1: The speaker expresses his love for waking up on a summer morning when the birds are singing, and the distant sound of a huntsman’s horn can be heard. He mentions how the skylark sings with him, and it is sweet company.
Stanza 2: The contrast begins as the speaker talks about going to school on a summer morning. The joy he feels from the previous stanza is lost, and he feels that going to school takes away all his happiness. The little ones (children) spend the day sighing and in dismay under a cruel eye (teacher).
Stanza 3: The speaker expresses how he feels when he is at school. He says he often sits and spends anxious hours, unable to take delight in his book or sit in “learning’s bower.” He feels worn out by the “dreary shower” of education.
Stanza 4: The speaker compares himself to a caged bird that is born for joy but forced to sit in a cage and sing. He also compares a child who is weighed down by fears and anxieties to a bird who cannot spread its wings and fly.
Stanza 5: The final stanza brings everything together as the speaker asks his father and mother how summer can arise in joy and how summer fruits can appear if the buds are nipped and the plants stripped of their joy. The metaphorical reference here is to children whose childhoods are stripped of joy and happiness, making it difficult for them to grow and bear fruit.
