Last Lesson of the Afternoon
By D. H. Lawrence
When will the bell ring, and end this weariness?
How long have they tugged the leash, and strained apart,
My pack of unruly hounds! I cannot start
Them again on a quarry of knowledge they hate to hunt,
I can haul them and urge them no more.No longer now can I endure the brunt
Of the books that lie out on the desks; a full threescore
Of several insults of blotted pages, and scrawl
Of slovenly work that they have offered me.
I am sick, and what on earth is the good of it all?
What good to them or me, I cannot see!So, shall I take
My last dear fuel of life to heap on my soul
And kindle my will to a flame that shall consume
Their dross of indifference, and take the toll
Of their insults in punishment, I will not.I will not waste my soul and my strength for this.
What do I care for all that they do amiss!
What is the point of this teaching of mine, and of this learning?
It all goes down the same abyss.What does it matter to me if they can write
A description of a dog, or if they can’t?
What is the point? To us both, it is all that matters.
And yet I’m supposed to care, with all my might.I do not, and will not; they won’t and they don’t; and that’s all!
I shall keep my strength for myself; they can keep theirs as well.
Why should we beat our heads against the wall
Of each other? I shall sit and wait for the bell.
Summary of Last Lesson of the Afternoon
- Popularity of “Last Lesson of the Afternoon”: The poem was written by D. H. Lawrence, a well known English writer and poet. It first appeared in 1913. The poem conveys the teacher’s frustration and the sense of boredom that pervades a dull classroom. Despite being over a century old, the poem remains relevant today because it speaks to the universal experience of weary educators.
- “Last Lesson of the Afternoon” as a Representative of Modern Education: The poem opens with the teacher’s weary anticipation of the bell that will release him from a day of relentless instruction. He has spent much time and effort trying to shape a group of unruly students, yet they fail to meet his expectations. The comparison of the students with wild animals illustrates the difficulty of bringing order to chaotic minds. After recognizing the futility of his efforts, the teacher resolves to conserve his energy and simply wait for the bell.
- Major Themes in “Last Lesson of the Afternoon”: The poem explores the emptiness of a system that rewards rote repetition over genuine learning. It presents a teacher who has become disillusioned, drained of hope, and resigned to his own endurance until the bell rings.
Analysis of Literary Devices Used in Last Lesson of the Afternoon
Literary devices enrich the poem’s expression and underline the teacher’s emotional state. D. H. Lawrence uses a range of techniques to convey his message.
- Assonance: The repetition of vowel sounds can be heard in the line “Their dross of indifference, and take the toll,” where the long o sound appears multiple times.
- Anaphora: The poem repeats the word “of” at the beginning of several lines, such as “Of the books that lie out on the desks; a full threescore” and “Of several insults of blotted pages, and scrawl,” to emphasize the abundance of the teacher’s burdens.
- Alliteration: The repeated h sound in “hate to hunt” and the repeated t sound in “take the toll” illustrate the harshness of the teacher’s reality.
- Consonance: Repeated consonant sounds, such as the r sound in “What do I care for all that they do amiss,” reinforce the rhythmic quality of the poem.
- Enjambment: Several lines continue without pause into the next line, for example, “No longer now can I endure the brunt / Of the books that lie out on the desks; a full threescore,” creating a sense of continuous weariness.
- Irony: The teacher’s complaints are delivered with a tone that suggests the opposite of his stated intention; his desire to escape the lesson is coupled with the very words that bind him.
- Imagery: Vivid images such as “My pack of unruly hounds” and “their dross of indifference” help readers feel the teacher’s frustration.
- Metaphor: The teacher’s duty is likened to a “pack of unruly hounds,” suggesting his own loss of control over the classroom.
- Rhetorical Question: The opening question, “When will the bell ring, and end this weariness,” signals a plea rather than a request for an answer.
- Symbolism: The bell symbolizes liberation from a burdensome routine, while the students represent the chaotic forces that impede learning.
Analysis of Poetic Devices Used in “Last Lesson of the Afternoon”
In addition to the literary devices, the poem’s formal features support its themes.
- Diction: The poem’s word choice is stark and direct, reflecting the teacher’s frustration.
- Free Verse: The poem has no set rhyme or meter, mirroring the unpredictability of the classroom.
- Stanza Structure: The poem is organized into 11 short stanzas, each varying in length, which underscores the uneven rhythm of the teacher’s day.
- Stanza Count: The eleven stanzas correspond to the number of hours the teacher anticipates before the bell rings.
Deeper Dive into Key Poetic Techniques and Themes
The Power of Metaphor and Imagery
Lawrence masterfully uses metaphor and imagery to convey the teacher’s inner turmoil. The opening line, “When will the bell ring, and end this weariness,” turns the bell into a symbol of liberation from a draining existence. The image of the students as “My pack of unruly hounds” dehumanizes them, portraying them as wild forces that test the teacher’s control. This image also hints at the teacher’s own sense of powerlessness, as he feels like a handler struggling to manage a chaotic group.
The Significance of Repetition and Rhetorical Questions
The poem’s use of rhetorical questions, such as “What is the point?” and “What does it matter if they can write a description of a dog,” is not seeking answers. It expresses the teacher’s complete loss of faith in the educational process. Repetition emphasizes the futility he feels, the endless cycle of instruction that yields no real results. This technique invites the reader to confront the same questions and consider the value of education itself.
Themes of Disillusionment and Apathy
The central theme of the poem is a profound disillusionment with the educational system and a growing sense of apathy. The teacher has reached a point where he no longer cares about imparting knowledge or inspiring his students. His focus has shifted inward, toward self-preservation and a desire to simply endure until the bell rings. The line, “I do not, and will not; they won’t and they don’t; and that’s all,” is a stark declaration of mutual apathy. The teacher recognizes that his students are uninterested, and he has, in turn, ceased to care about their learning. This creates a suffocating atmosphere of indifference, highlighting the breakdown of the teacher-student relationship.
The Poem as a Critique of Modern Education
The poem serves as a critique of early twentieth century education, which Lawrence believed favored form over substance. The teacher’s complaints reveal that the system rewards repetition and compliance at the expense of critical thinking. The poem calls for a shift toward an educational environment that values imagination and curiosity, rather than mechanical repetition.
Quotes to be Used
The following passages are key excerpts that can be quoted directly in discussions of the poem.
When will the bell ring, and end this weariness?
How long have they tugged the leash, and strained apart,
My pack of unruly hounds! I cannot start.