Charlie’s Reading of Carrie Williams Clifford’s “The Black Draftee from Dixie” (1922)

Daly’s Not Only War inspired me to analyze more pieces of World War I literature from the perspective of race. While we were discussing the short stories, as well as Daly’s novel, I was interested in how war, patriotism, and the war effort was constructed entirely from whiteness. Men are encouraged to go to battle not because they are willing, or appropriate for the role, but because they are white. They are patriots and expected to uphold patriotism and circulate this kind of respect because they, as white soldiers, live to further construct the country by participating in war.

Clifford’s poem speaks directly to this problem of race–she constructs the “ideal” patriot from the south, his unyielding loyalty, bravery, and poise, before revealing the man to having been Black, and for that crime, he is murdered upon coming back to his country. The way Clifford states the soldier’s death in the last word of the last stanza connects the cruel, blunt injustice of his death to the blunt injustices of war without the “respect” afforded to him from his fellow soldiers and country.

https://drive.google.com/file/d/12eu1oGJKWscRktxAB8LEfpkPbcBCTsya/view?usp=drive_link

Lexy’s Reading of Colonel Charles Young, “A Negro-Mother’s Cradle Song” (1923)

I chose this poem because of its title; I felt that if I were to interpretively read anything, it being from the perspective of a Black mother would bring more passion from me to the piece. I was very intrigued, and as I read and reread the poem, I was overwhelmed by the grief of this seemingly sacrificial loss for freedom. The life of a mother whose husband has now become a martyr. Once I finished reading, it gave me the same rush of feelings I experienced while reading Victor Daly’s Not Only War. I found that this piece truly resonated with me, especially in its reflection on the lives of Black people lost and the erasure of Black heroism. In the end, the poem becomes a powerful reckoning with the fight for social justice. It transcends an individual mother’s grief and becomes a collective call for freedom. Amidst these paradoxical lives Black soldiers were forced to live, this poem has a profound tone of hope in the end that felt cathartic.

https://youtube.com/shorts/tKfFg9UwDXs?si=HzX32_UJPtYMLZr3

Cameron’s reading of The Parable of the Old Man and the Young

I really like the story of Abraham in the bible; I find it’s contradictions and themes very rich for analysis. I read it first in an Existentialism class, when I had to read it before reading Kierkegaard’s Fear and Trembling which I really enjoyed reading. I think it was appropriate for me to end the semester with this because I plan to graduate after this semester and ending with the same story that really got me into one of my majors felt a little full circle. When it comes to this class, I like this poem for its hopelessness. While there were of course sad endings in nearly all of our novels, this one seems slow and perpetual. “One by one.” As I go out into the world, I think I feel like Isaac sort of. Innocent and unprepared as the world feels further divided. I know that I’m not, I like and appreciate the education I got here but I can’t help but feel like something unexpected will just pop up.

Alex Keisling’s Reading of Siegfried Sassoon’s “The Kiss”

I chose this poem, as short as it is, because I believe it said a lot about a topic I found interesting in our class discussions, that being the dependancy that soldiers feel towards their weapons, machinery and bullets. Rightfully so, soldiers on either side of the war, and in all wars, depend on their weaponry in any form it takes, but with the Great War we obtained a viewpoint on the advanced weaponry used combined with the isolation that soldiers on the front experiences, relying on a personal connection to their weaponry to imbue their trust.

Personally, this piece spoke to me simply because of the idea and emphasis of devotion and connection in such a small piece of writing was moving. It personifies guns and the accompanying bullets, highlights the prayer and dedication to the maintenance of their lifeline, and the dependancy within a sort of wish.

Through all our readings and discussions this semester of the war as a whole, the people struggling back home, the racial and gender-based diparities, and the grey lives of the soldiers stuck at the front, we spoke and read very little about the aforementioned dependancy on their weapons. We have spoken about production back home, and about soldiers strategies both big and small, but when it comes to the connection a soldier makes with their own rifle, how they put their lives and the lives of their comrades in this weapon of destruction, we have covered very little. I believe it prudent to see how hopeless the war was for these soldiers, how low they must have become to find companionship in a piece of metal, a metal used to take the lives of men they don’t even know.

Annalisia Worrell’s reading of Archibald Grimke’s “She Hanged Them, Her Thirteen Black Soldiers”

https://drive.google.com/file/d/1W5QbnaLljO19rjY2_SsQCwzwoiOQa7BF/view?usp=sharing

I chose to recite “She Hanged Them, Her Thirteen Black Soldiers” by Archibald H. Grimke because it was instantly impactful to me. I was immediately pulled in by the repetition. When the line ‘she hanged them’ was repeated I felt as if the poem could be read in several different ways. Was the ‘she hanged them’ intended to be angry, or was it supposed to be resigned? During my recitation I tried to go the more resigned route, however the complex potential meaning made me feel as if I basically had to pick the poem and I’m glad I did. The same anger and resignation with racism is a feeling that is still common today. Despite the specificity of what this poem describes, a country betraying their black populace is not an unheard of event. That sense of betrayal is still so relevant despite my having read this several years past when it was written. This poem was an appropriate choice because it shares a theme from one of my favorite texts from this class. Similarly to the short story about the black forgotten soldier, it talks about a country’s dismissal towards its black soldiers. It reminds me of the imagery we got in other texts this year where soldiers were always treated as a singular entity with similar pain and a metaphorically similar body. However, I feel like black soldiers get left out of that likening, and I feel like that is a thought that I will take with me past this semester. 

Luca’s Reading of Rosenberg’s “Break of Day in the Trenches”

I chose this poem because the rat captivated me. It sounds silly, I know. But I was fascinated in the comparison and contrast that Rosenberg draws between this rat and the poem’s narrator, a soldier. Humans often like to think that we are superior animals, more intelligent, more free than other creatures, especially vermin like rats. With this poem Rosenberg proposes that the opposite is actually true, at least in war. The soldier and his fellow men are strong and beautiful (“Strong eyes, fine limbs, haughty athletes”), but they’re stuck in routine (“The same old druid time as ever”), chained to murder and death, and above all, terrified (“What do you see in our eyes… What quaver—what heart aghast?”). The rat, on the other hand, is elevated above these men with the freedom of a being not constrained to human orders. It can go anywhere it wishes, and even seems to mock the narrator (“sardonic… you inwardly grin”). It’s a lofty observer, passing through the way of those chained to nature and fate, without a care. We’ve seen soldiers compared to animals throughout the literature read in this class, but Rosenberg is also concerned with the animals themselves. Soldiers are animals, and the animal is more like a man. This class has given me a lot to think about regarding humanity in war. What makes one human, when they become a force for death and destruction?

James’s reading of Owen’s The Parable of the Old Man and the Young

https://drive.google.com/file/d/15yiR89gkaqEstfiREc9gPiEBd-YI5jVj/view?usp=sharing

This poem caught my attention because of its familiar style and the reshaping of the well-known story as a warning. As someone who was raised on parables, I saw three layered elder-to-youth relationships; Abram to Isaac, the political leaders to their soldiers, and finally Owen to us, the audience, long after the war.

What surprised me most was Owen’s take on the alternate option that Abram was offered, the Ram of Pride. In the biblical version, the ram is the rightful substitute, preventing Isaac’s death. But in Owen’s retelling, Abram kills his son and leaves the ram, choosing the destruction of youth over the discomfort of humility. Reflected in the war, that choice reads as both political and personal. It reminded me of the parents and communities in our novels, the Mothers and Mrs. Evans-Mawningtons who pushed to have their children in the war in order to gain social status. The country fails its children, but so do the individuals who allow pride or social pressure to make the decision for them and their children.

Ending the semester with this poem feels appropriate because it reinforces the tragedy that the suffering could have been avoided but was not. Every soldier had a community that valued their country’s pride over their own life, the future of that same country. The poem emphasizes the futility of the casualties endured and serves as a warning to future communities in this position to not lose track of what matters more.

Evelyne’s Reading of Owen’s “Dulce Et Decorum Est”

I chose Owen’s “Dulce Et Decorum Est” because of two specific phrases that spoke to me. The first connection I made to this poem was a personal one. Owen’s description of the soldier who died of gas and subsequently haunted his dreams was reminiscent of my own nightmares throughout this course. While I haven’t seen men “[plunging] at me, guttering, choking, drowning,” I have experienced Nellie’s endless parade of broken men as I try to fall asleep. They are “in all my dreams before my helpless sight.” I wish I could undo the pain and suffering people experienced during the Great War, but I am unable to change the past. I’m helpless. This course has affected me emotionally far more than I thought it would, and it will likely take me some time for the nightmares to leave me fully. My experience is nothing compared to Owen’s, or indeed of anyone who has been impacted by war, but I empathize with his nightmares.

The second phrase in this poem that stuck out to me was the ending, which reads “the old Lie: Dulce et decorum est / Pro patria mori.” Throughout the semester, we’ve seen a theme of disillusionment in the works we’ve read. The disillusionment is almost always related to patriotism. Most of the characters who espouse patriotic views are from the home front (with the exception of the BF), where they don’t know the extent of the suffering their troops and medical workers are going through. Similarly, the patriotic writers we’ve read (for example, Kipling) did not actually fight. I, too, was disillusioned throughout this course; I’d thought the Great War was a time of suffering but I did not know the true horror of the battlefield. It is not sweet and fitting to die for one’s country. No one should have to go through the pain and suffering of war. Owen’s poem describes a key theme of the larger literary canon of the Great War very concisely and convincingly.

Heather’s reading of Mary Borden’s “The Song of Mud”

When I was turning pages in class one day while we were talking about some poet who I might have sparked a revolutionary disscusion of philsophy of “who gets to write about truma” (very happy I low-key did that). Then I found her. My wonderful favorite poet we read this semester. Mary Borden. I was flabergasted, wanting to say “Scanlon, why are we not reading more Borden right this very moment” and everyone was just arguing about truma. I was reading her works and was so scared on picking the right one.

So when I read “The Song of Mud”, it was awfully surprising to me. It felt so unassuming at first, but then as I started to read more and more and more and more. I felt…loss at what Borden had wrote. Similar to Forbidden Zone, there is that pain and agony she has, carefully crafted in beautiful poetry. Then there is this poem, it is not about her or her observations, but a collection from Battle at Somme I think. Even her bio mentions she has memories of the poilu. So what I am trying to say is, mud is a part of the war. A war where we can be consumed by it. I feel this is a good poem to end on because…I will be real I love Mary Borden. I also love her work, but seeing her tackle the normal already established part of the trenches. One where we never think about, and is put into the encasing of any solider, the killer of all things living at some point of the war, and the ruin of technology.

Especially knowing the themes of sacred and profane, the mud…feels sacred at first being a “song”, yet it just oozes its shell and becomes the profane version of itself. The thing that makes me lose my will to see mud the same again. So when I read aloud the piece I made unhinged choices at the start, but got more and more “lazy” because like Borden, there was a point where we see mud as what it is: another killer of war. Another angel of pain and life actively not letting you be sink into the mud, only for death to tuck you into bed nicely…It felt so mundane to me and yet…everything that is wrong with war….I hope you enjoy at least seeing this masterpiece.

I do apologize on the lack of proper embedding, WordPress decided it hates me and won’t allow for me to just…stick her in here as a actual video. Quite more infuriating than mud right now…or maybe it knew how deranged my visual aids are…

https://www.canva.com/design/DAG6aJdV51I/Eq7-XGXBUKWS8B6981VoOw/watch?utm_content=DAG6aJdV51I&utm_campaign=designshare&utm_medium=link2&utm_source=uniquelinks&utlId=ha1131381b7

Sav’s reading of Robert Service’s Tri-colour

Robert Service’s poem “Tri-colour” blurs the lines between pastoral imagery and the devastation of war. Throughout the semester, the theme of nature and the pastoral as an escape for the war has stood out to me the most, with this poem challenging that very theme. Rather than floral imagery providing comfort for the soldier, it haunts him, reminding him of all the devastation he has witnessed on the front.

In works such as “A Farewell to Arms” by Ernest Hemingway, we’ve seen landscapes and beautiful descriptions of nature offering an escape from the brutality of the war. Service takes away this idea of escape when viewing nature, feeling no way to evade the haunting of the war. In addition to the earlier theme mentioned, I feel that this poem also connects to the idea of the war forever being intertwined in the lives of those who lived through it. This soldier will never be able to view simple, beautiful things such as poppies or cornflowers as symbols of nature anymore. They will now forever be ghosts of the war to him, a reminder of what has been lost.

These themes have remained in the back of my mind for this entire semester, through each text we’ve examined. I felt that Service’s poem tied in both themes so powerfully, and I chose to select it for that very reason.

https://drive.google.com/file/d/1yjg3a5ZKlSaWi83XpgBVbH4agO7KiKfL/view?usp=drive_link