At the Border, 1979 Analysis - Literary devices and Poetic devices

At the Border, 1979

By Choman Hardi

‘It is your last check in point in this country!’
We grabbed a drink, soon everything would taste different.
The land under our feet was divided by a thick iron chain.

My sister put her leg across it.
‘Look over here,’ she said to us,
‘my right leg is in this country
and my left leg in the other.’
The border guards reprimanded her.

My mother told me, ‘We are going home.’
She said that the roads are much cleaner, the landscape is more beautiful,
and people are much kinder.

Dozens of families waited in the rain.
‘I can hear home,’ somebody said.
Now our mothers were crying. I was five years old,
standing at the check in point, comparing both sides of the border.

The autumn soil continued on the other side
with the same colour, the same texture.
It rained on both sides of the chain.

We waited while our papers were checked, our faces thoroughly inspected.
Then the chain was removed to let us through.
A man bent down and kissed his muddy homeland.
The same chain of mountains encompassed all of us.

Welcome, aspiring literary explorers, to a fascinating journey into the heart of Choman Hardi’s evocative poem, “At the Border, 1979.” This powerful piece invites readers to consider profound themes of identity, belonging, and the arbitrary nature of human divisions, all seen through the innocent eyes of a child. Prepare to uncover the layers of meaning and the masterful use of language that make this poem a truly unforgettable experience.

Unpacking “At the Border, 1979”: A Journey Through Childhood Eyes

Choman Hardi, a celebrated poet, writer, and academic, offers a poignant exploration of immigration and the concept of “home” in “At the Border, 1979.” This narrative poem, first published in 2004, draws deeply from Hardi’s personal experiences, capturing the emotional weight of border crossings and the unique perspective of a young child navigating such a significant life event. Understanding this poem means stepping into the shoes of a five-year-old, observing the world with fresh, unfiltered eyes.

The Heart of the Poem: A Child’s Perspective on Borders

The central idea of “At the Border, 1979” revolves around the stark contrast between the adult understanding of borders as significant, life-altering divisions, and a child’s perception of them as arbitrary lines that fail to alter the fundamental reality of the world. The poem recounts a family’s journey across a border, returning to what the mother calls “home.” From the very beginning, the atmosphere is charged with anticipation and emotion. The speaker, a five-year-old, observes the adults’ anxieties and hopes, yet her own observations focus on the continuities of nature. The playful act of her sister straddling the border highlights the absurdity of these human-made divisions, while the mother’s assurances of a better life underscore the deep human yearning for belonging and safety. The poem beautifully captures the child’s struggle to reconcile the profound changes adults perceive with the unchanging nature of the physical world around her.

Key Themes in “At the Border, 1979”

Several powerful themes resonate throughout “At the Border, 1979,” making it a rich text for analysis:

The Artificiality of Borders: The poem subtly questions the rationale behind national borders. The “thick iron chain” dividing the land is a human construct, yet the “autumn soil continued on the other side / with the same colour, the same texture” and “It rained on both sides of the chain.” This highlights how nature remains indifferent to human divisions, suggesting their inherent artificiality.
The Innocence of Childhood: The child narrator’s perspective is crucial. At five years old, the speaker observes without fully comprehending the political or social implications of the border. This innocence allows for a pure, unadulterated view of the world, contrasting sharply with the complex emotions of the adults. The sister’s playful act of putting “her leg across it” further emphasizes this childlike disregard for imposed boundaries.
The Complexities of Migration and Belonging: The poem captures the profound emotional experience of migration. The adults carry the weight of displacement, hope, and the search for “home.” The mother’s hopeful words, “We are going home,” and the collective crying of the mothers, reveal the deep emotional landscape of those seeking a new or familiar place to belong. The man who “bent down and kissed his muddy homeland” powerfully encapsulates this yearning.
Continuity versus Disruption: A central tension in the poem is the disruption caused by borders versus the underlying continuity of the natural world. While the border signifies a dramatic shift for the family, the child notices that the “same chain of mountains encompassed all of us,” suggesting an enduring connection that transcends human-made divisions.

Literary Devices: Crafting Meaning in “At the Border, 1979”

Choman Hardi masterfully employs various literary devices to create a powerful and emotionally resonant poem. Understanding these devices enriches our appreciation of the work and reveals the poet’s skill in conveying complex ideas through accessible language.

Vivid Imagery: Painting a Picture with Words

Imagery, the use of descriptive language to appeal to the senses, is central to the poem’s impact. Hardi uses concrete details to make the experience tangible for the reader:

The “thick iron chain” immediately creates a visual of a harsh, physical barrier.
The image of “Dozens of families waited in the rain” evokes a sense of vulnerability, collective experience, and hardship.
Perhaps most striking is “A man bent down and kissed his muddy homeland.” This powerful image conveys profound emotion, deep connection, and reverence for the land, even in its unrefined state.
The description of the “autumn soil” with “the same colour, the same texture” appeals to both sight and touch, emphasizing the natural continuity.

Symbolism: Deeper Meanings

Symbolism allows objects or ideas to represent something beyond their literal meaning. Hardi uses several potent symbols:

The border itself and the “thick iron chain” are powerful symbols of division, separation, and the imposed restrictions on human movement. They represent not just physical barriers but also the emotional and psychological divides between people and places.
The continuous landscape, particularly the “autumn soil” and the “same chain of mountains,” symbolizes the underlying unity of the natural world, unaffected by human-made political divisions. It suggests that despite human attempts to divide, a deeper connection persists.
The rain, falling “on both sides of the chain,” can symbolize a shared human experience, a universal element that transcends borders, or even a cleansing, unifying force.

Contrast and Juxtaposition: Highlighting Differences

Hardi frequently places contrasting elements side-by-side to emphasize their differences and deepen the poem’s meaning:

The most significant contrast is between the adults’ emotional burden and the child’s innocent observations. While “our mothers were crying,” the five-year-old speaker is “comparing both sides of the border,” noticing only physical similarities.
The artificiality of the “thick iron chain” is juxtaposed with the natural continuity of the “autumn soil” and the “same chain of mountains.” This highlights the poem’s critique of human-made divisions.

Irony: A Subtle Twist of Expectation

Irony, particularly situational irony, is present in the poem. While the adults anticipate a dramatic change upon crossing the border, viewing it as a profound transition to “home,” the child perceives a seamless continuity:

The autumn soil continued on the other side
with the same colour, the same texture.
It rained on both sides of the chain.

This contrast between adult expectation and child observation underscores the arbitrary nature of borders and the different ways individuals experience them.

Enjambment: Flowing Across Lines

Enjambment occurs when a sentence or phrase continues from one line of poetry to the next without a pause. Hardi uses this device to create a sense of flow and continuity, often mirroring the very idea of things extending beyond boundaries:

The autumn soil continued on the other side
with the same colour, the same texture.

Here, the lines flow together, resisting the imposed division of the border and emphasizing the unbroken nature of the soil. This technique also encourages readers to read smoothly, drawing them into the narrative.

Repetition: Emphasizing Key Ideas

The repetition of words or phrases serves to emphasize certain ideas and create a sense of rhythm:

The phrase “the same” is repeated when describing the soil: “with the same colour, the same texture.” This repetition powerfully reinforces the child’s perception of continuity despite the border.
The idea of a “chain” appears twice, first as the “thick iron chain” dividing the land, and then as the “same chain of mountains” encompassing everyone. This repetition highlights both division and unity, creating a poignant echo.

Assonance and Alliteration: The Music of Language

Assonance, the repetition of vowel sounds, and alliteration, the repetition of consonant sounds, contribute to the poem’s sonic texture and can draw attention to specific words or phrases:

Assonance: The repetition of the short ‘i’ sound in “my right leg is in this country” subtly emphasizes the playful, childlike nature of the sister’s action, making the line more memorable.
Alliteration: The repetition of the ‘m’ sound in “My mother told me” creates a soft, familiar tone, reinforcing the intimacy of the mother-child interaction.

Poetic Structure and Form: The Architecture of “At the Border, 1979”

Beyond individual literary devices, the overall structure and form of “At the Border, 1979” contribute significantly to its meaning and impact. Hardi’s choices in how the poem is built are deliberate and effective.

Free Verse: A Natural Flow

“At the Border, 1979” is written in free verse. This means it does not adhere to a strict rhyme scheme, meter, or consistent line length. This choice is particularly effective for this poem because:

It allows the language to mimic natural speech and thought, making the child’s observations feel authentic and immediate.
The absence of rigid poetic boundaries subtly reinforces the poem’s theme of challenging artificial divisions. The form itself resists confinement.
It gives the poet flexibility to emphasize certain words or phrases through line breaks and stanza divisions, guiding the reader’s pace and focus.

Stanzaic Structure: Pacing the Narrative

The poem is divided into seven stanzas, each varying in length. This irregular stanzaic structure is a deliberate choice in free verse, serving several purposes:

It creates a visual rhythm on the page and allows Hardi to control the pacing of the narrative. Shorter stanzas can create moments of tension or quick observation, while longer ones can develop a scene or thought.
Each stanza often focuses on a distinct moment or observation, such as the initial announcement, the sister’s playful act, the mother’s assurances, or the child’s comparison of the landscape. This helps to break down the complex experience into manageable, impactful segments.
The breaks between stanzas provide natural pauses for reflection, allowing the reader to absorb the emotions and images presented before moving to the next aspect of the journey.

Narrative Voice: The Innocent Observer

The poem is told from a first-person perspective, specifically through the eyes of a five-year-old child. This narrative voice is a crucial poetic device because:

It lends an air of authenticity and immediacy to the experience. The reader sees the world as the child sees it, unfiltered by adult biases or political understanding.
The child’s simple, direct language makes the profound themes of borders and belonging accessible and relatable.
The contrast between the child’s observations and the implied adult emotions creates a powerful emotional resonance, highlighting the innocence lost or the burden carried by adults in such situations. The line “I was five years old, / standing at the check in point, comparing both sides of the border” perfectly encapsulates this unique viewpoint.

Why “At the Border, 1979” Resonates Today

“At the Border, 1979” remains a profoundly relevant and moving poem. Its exploration of borders, identity, and the search for home speaks to universal human experiences, particularly in a world where migration and displacement continue to be significant issues. Hardi’s ability to convey such complex themes through the simple, yet profound, lens of a child’s perspective makes the poem accessible and deeply impactful.

The poem encourages readers to look beyond superficial divisions and to recognize the shared humanity and natural continuities that often transcend political boundaries. It reminds us of the emotional toll of migration and the enduring hope for a place called “home.”

Choman Hardi’s “At the Border, 1979” is a masterful work that invites deep reflection. By carefully examining its rich imagery, powerful symbolism, and thoughtful structure, readers can gain a deeper appreciation for the artistry of poetry and the enduring questions it poses about our world and our place within it. Keep exploring, keep questioning, and let the power of poetry continue to inspire your understanding of the human experience.