Closing our Blog and…

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The blog is open for posts and comments until midnight on Sunday, 10/7.

Anything on the blog before that time will be included in Participation grades.

Friends, I can’t express how grateful, touched, and overwhelmed I am by the gift I received today. But I know the greater gift is getting to spend a semester with curious, smart, interesting people seeking to understand something that is almost incomprehensible, and to process it with empathy and grace. So, for all of that, thank you, LGW. If you need me, I’ll be out by the trees feeling gratitude.

A Farewell to the LGW Blog

What a semester! What horrors I have read! What discussions we have had! This was a superb class, and I think it will be the one I look forward to telling my future kids about the most. You have all been great, and we should all go glaze Dr. Scanlon on Rate My Professor! You could also do the course evaluation, too, if that’s your thing(I’m too lazy to check the deadline for that)

I encountered a lot of unexpected topics in this class, and by a lot, I mean just two: Sigmund Freud and Enemas. Freud has been tormenting me ever since my senior year of high school, and I was a fool to think that I would be so easily free of him. I also want to apologize again for cursing you all with the knowledge that there is not one, but TWO enema scenes in A Farewell to Arms. Now we will forever associate Hemingway with enemas, and that will be our shared burden forever. <3

I guess all that’s left to say is so long and thanks for all the enemas!

Amal’s Reading of Siegfried Sassoon’s (Glory of Women)

https://drive.google.com/file/d/1MoPj6301ymrn9dHLxcszJ7L6sntHudd6/view?usp=sharing

This poem is a representation of the frustration against the role of women at home in the war effort by those who had actively witnessed the horrors of war. Every word felt loaded with agonizing emotion and fury. If I had read this poem at the beginning of the semester without much context, I would have immediately shut it down as blind hatred and accusation for a scapegoat in what I saw as a manmade war, but after reading some of the stories we read during this semester, and feeling what I wonder if I can call empathy towards characters who would possibly have been in agreement of Sassoon’s frustration, I know more of what influenced such a generalized opinion. Added along with the anger and hatred I felt for who I saw as ignorant characters like Nelly and Roy’s mothers in Not so Quiet, who, just as Sasson emphasized, only seemed to care about using their children to fuel their pride, I, and uncomfortably so, felt a bit of remorse for those like Sassoon who had the risk of their lives used as fodder to boast about their patriotism. I think that is significant in showing how this class left me with more perspective and a bit of a new opinion on the frustrations of this war, and is almost haunting to think about how these books were so detailed and gruesome that they had moved me so strongly for a topic of war I had not felt so deeply about before.

Connor’s Reading of “To His Love” by Ivor Gurney

I looked through the book, “Some Corner of Foreign Field” and chose a poem from that collection of poetry after it caught my eye after being showed in class. I chose the poem, “To His Love” by Ivor Gurney because it was actually the artwork that accompanied the poem that caught my eye at first. The image is titled, “Ready to Start” by William Orpen which is actually a self portrait that was painted in 1917. I thought that his expression was heavy, calm, and even a little bit somber that related to the tone of the poem itself. This writing resonated with me because I think that it represents grief and sorrow without overdoing it. I feel very thankful that I haven’t lost anyone close to me due to combat but I think that this poem still made me feel as if I could understand the sadness affiliated with it as I have lost a close relative who passed from Colon Cancer. I also lie that this poem is on the shorter side because poetry can often feel hard to follow and the shortness of these lines made me feel that they are compact yet heartfelt.

Jess’s Reading of Siegfried Sassoon’s ‘Everyone Sang’

https://youtube.com/shorts/pw8Qfbp3zVU

Siegfried Sassoon’s Everyone Sang stuck out to me at first because of his reference to imprisoned birds. I find this comparison accurate. Soldiers in WW1 can certainly be likened to imprisoned birds, as upon enlisting, they are trapped in their role until their death or until they are too mangled to be of use. Their singing isn’t freedom, but maybe a small escape from their tragic lives. This poem refers to the value of camaraderie in easing the burden of being a soldier. Over the semester, we’ve discussed how the experiences of and bonds forged from camaraderie were pretty much the only positive things for these soldiers. Throughout the semester, I feel that all of us have been comrades in our own way. We’ve taken the journey through this literature together, listened to each other’s thoughts in class, and supported each other on the blog.

Sassoon portrays this experience with his fellow soldiers as bittersweet. On the one hand, moments like these temporarily relieve the pain of their duties. On the other hand, it doesn’t change the reality of their situation at all. I think Sassoon says “the singing will never be done’’ because they are hopeless. There is no end to the war in sight. And he knows that even when it does end, they will be forever traumatized, thus having to continue their “singing” for the rest of their lives to avoid a descent into madness or depression. 

As I’ve been interpreting the poem and typing this, I realized there is also a completely opposite way of reading this. Sassoon could be describing a bombardment/attack. I’m getting this from his use of “suddenly burst out singing’’ and “winging wildly across the white.” To me, those phrases could also be describing shells and attacking soldiers. In this interpretation, “the singing will never be done’’ refers to the seemingly endless nature of a bombardment and an increasing death rate. I think either interpretation or others are feasible, but the dual nature of this poem prompts a further interest in it for me. 

I chose to end the semester with this poem because I think Sassoon could be referring to many different aspects of the war and the pain it caused. Something that was hammered home for me in this class is that every type of person was affected by this war in every way possible. Soldiers didn’t just suffer on the battlefield, but also in hospitals and back home. It wasn’t just soldiers who suffered, but also women, mothers, children, and animals (throwback to the horse from All Quiet, sad face). Anyone who lived during this time was destroyed by the war, because it took lives without necessarily killing them. The destruction of youth is something about this war that will forever haunt me. This generation, people our age at the time, were doomed by this catastrophic event that was totally out of their control and completely scarring. It is truly a testament to the strength and resilience of the human soul that they chose to keep going after having lived through it, if they lived through it.

Vanessa’s Reading of Siegfried Sassoon’s Repression of War Experience

https://drive.google.com/file/d/1L9QDn_wPS6CK08ko_OfK11h-kUbYpsrW/view?usp=drive_link

As I read through Kendall’s anthology, Siegfried Sassoon’s Repression of War Experience was very interesting to me because it covers the glorification of war, blind patriotism, trauma, dissociation, and the different perspectives of civilians and soldiers. These were all important topics that we talked about throughout the semester. This poem was interesting because it featured the inner monologue of a soldier who was coping with the aftermath of war. The beginning of the poem starts with the speaker instructing himself to “light the candles; one; two;” as if it were a routine to force a sense of calmness. Although we have seen the perspective of soldiers before, it was interesting to see a soldier go through the actual steps of remaining grounded and calm to prevent triggers. When he begins to think about the war, he tries to shut the thoughts out by counting, thinking about the weather, lighting a pipe, or choosing a book to read to distract themselves. 

Even though he tries to control his thoughts to feel calm, the tone of the poem becomes angrier and bitter, which is completely different from the beginning. He claims that he can still hear the “whispering guns” and even explicitly admits that he is going crazy. These persistent “whispering guns” in the last stanza suggest that he can still hear the war even in silence after the war has ended. By the final lines, he can’t continue repressing his experience in war as he is screeching at the whispering guns to stop. Ultimately, the poem represents the psychological aftermath of war as we see a small glimpse into a soldier’s mind and his inability to escape the lingering psychological effects of the war. This poem made me think about soldiers (like Paul from All Quiet on the Western Front) returning to their lives to realize that they will never be the same person they were before the war. Even though they survived the war, they are always in a constant battle with themselves.  

Maddie Timmons’ Post on W.B. Yeats (“An Irish Airman Foresees His Death”)

Canva/Audio Link: https://www.canva.com/design/DAG6rg8YEVI/UMmVg7rW-Cfj7LLjaQm49w/edit?utm_content=DAG6rg8YEVI&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

Reflection:

I have not seen another war poem communicate detachment the way this one does, and I focused on conveying that feeling through the tone of my reading. What intrigued me most is how calmly the speaker talks about death, as if he has already accepted it, and how he describes rising “to the clouds above” with a strange sense of peace. While this kind of mentality is common in a lot of the literature we have read, something just felt different about it. The poem also brings attention to something often ignored in discussions of war. Soldiers did not usually hate their enemies, since both sides were made up of young men pushed into fighting strangers. Yeats goes further in this analysis by showing that the people soldiers were told they were protecting were also strangers to them, which removes any comforting idea of fighting out of love or loyalty for their homelands. That lack of personal connection on either side emphasizes the futility of the war and exposes how hollow war propaganda really is. The poem’s quiet and emotionally distant tone truly resonated with me. It stuck out to me as a reader and has many layers of sadness and emotion to it that are difficult to deal with.

Madi’s Reading of A Dead Boche

A Dead Boche was not the poem I expected to finish up the semester with. I wasn’t especially drawn to it when I first read it for class, and the grotesque description felt jarring and off-putting. Ultimately, however, I found that the grotesque, upfront nature of the poem is rather the point. War is ugly, and horrifying, and monstrous, and A Dead Boche does what so many poets of the era are so unwilling to do by describing, in abject detail, how truly disgusting it is. There is no honor in war, nor in the stinking, swollen body of a dead German whose blood has crusted black and thick down his beard. Conversely, there is horror, grotesque and vivid descriptions of the immediate aftermath of what war can take. Robert Graves takes the viewer by the chin and forces them to see what he has seen: death, ugly and honorless and purposeless, and it is brutal.

I went into this class thinking I was prepared for the horror of the war, but poems like this always succeed in catching me off guard. No amount of beautiful prose can convey, I feel, what Graves has done so eloquently in two stanzas. This poem resonates with me because it is honest in a way that very little literature of the time is, and I adore it for the fact.

Sierra’s Reading of Siegfried Sassoon’s “Glory of Women (1918)

https://www.youtube.com/shorts/3qV5LMs2o_Y

I chose “Glory of Women” because it felt like a very honest and vulnerable insight into everything we’ve discussed this semester in class about the war, gender, violence, and the narratives and expectations of those both on the front and everyone on the sidelines, impacting. Reading this poem, nearing the end of this class, being one of the last ones we had discussed. I saw the poem help me feel the emotions behind the writing in, creating both a moving and infuriating experience or feeling. Sassoon had exposed how women on the home front romanticize war in order to cope with its brutality as they try to make the idea of it easier to cope with. We also have seen how that idealization becomes another kind of violence that has erased the soldier’s trauma by turning it into heroism, chivalry, or noble sacrifice. It feels like an invalidation, and how it can come across as disrespect towards those who have sacrificed everything without necessarily making a choice. The ending tells us how the German mother, unknowingly knitting for a son whose face is already “trodden deeper in the mud,” shows this devastating distance and feeling of disconnect between those who fight and those who imagine what fighting looks like. As they both don’t ever see from the other person’s lense or point of view. This poem felt like an appropriate way to close the semester and say goodbye to one of the ways I was passionate about the war, learning all sides of how the war affected everyone, and the differences in how they managed and coped with the war. It had pushed me to re-evaluate the stories we tell about war. Over the course of learning about these ideas and the war, it has reminded me how literature can strip away ideal circumstances and confront the emotional reality that the war has affected everyone.

Marshall’s Reading of Wilfred Owen’s “Mental Cases”

I chose Wilfred Owen’s poem “Mental Cases” because it forces me to confront the psychological devastation of war in a way that feels immediately unsettling. Owen does not allow the reader to look away. He shows how soldiers carried the war inside them long after the fighting ended. The poem mattered to me now because I kept thinking about how impossible it must have been for anyone to truly “survive” an experience that reshaped their minds. Reading it at the end of the semester felt appropriate because many of our course materials asked us to examine the human cost of violence, trauma, and the war systems that rotted men from the inside out. This poem felt like a clear reflection of those themes. I paired it with an image of an empty No Man’s Land because that abandoned and ruined landscape mirrors the inner emptiness Owen describes. It becomes a visual version of the mental void the soldiers lived with.

Enya Cea-Lavin’s reading of Kipling’s My Boy Jack

My Boy Jack by Kipling, read by Enya Cea-Lavin (Link to my reading)

Starting off with a lack of knowledge on The Great War to what I’ve gained now, Kipling’s poem “My Boy Jack,” is the poem that has spoken to me the most this semester. It properly executes the feeling and emotion behind the families affected from the war. 

After diving deeper with this poem in class, I got the understanding that this was a father battling with his internal self about his son’s death, and not a father speaking with someone else. Meaning that he is the only speaker in the poem. This was a very interesting way to read the poem, as well as an interesting way to reflect the emotion and disheartening feeling behind losing someone to the war. 

 Although we get dialogue and personal thoughts/perspectives in a lot of our readings, I saw more of a connection to this simply because it was a family member coming to a realization of the truth of his son’s whereabouts. The few lines that stuck out the most to me were, 

“Oh, dear, what comfort can I find?”

None this tide,

Nor any tide,”

Realizing that the father may not be able to find comfort in his son’s death brings an extra level of sadness to the war for me. As well, this brings an extra level of humanity to the soldiers as it allows you to recognize that they are people with families that may not see their return. When reading this, I got a sense of understanding that the father is realizing he is going to miss out on all these milestones with his son that he could have had post war. 

Overall this poem spoke to me because it connects a lot of the emotions and themes we focused on in class. I came from a limited perspective but sitting in on this class, and more specifically diving into a poem like “My Boy Jack,” has given me such a better understanding by allowing me to acknowledge the emotional and metaphorical meaning behind The Great War and the families involved.