Take up the white man’s burden,
Send forth the best ye breed;
Go send your sons to exile
To serve your captives’ need;
To wait in heavy harness
On fluttered folk and wild;
Your new‑caught, sullen peoples
Half devil and half child.Take up the white man’s burden,
And wait in patience to abide;
To veil the threat of terror
And check the show of pride;
By open speech and simple
An hundred times made plain
To seek another’s profit
And work another’s gain.Take up the white man’s burden;
The savage wars of peace,
Fill full the mouth of famine
And bid the sickness cease;
And when your goal is nearest
The end for others sought,
Watch Sloth and heathen folly
Bring all your hopes to nought.Take up the white man’s burden;
No tawdry rule of kings,
But toil of serf and sweeper;
The tale of common things.
The ports ye shall not enter,
The roads ye shall not tread,
Go make them with your living,
And mark them with your dead!Take up the white man’s burden;
And reap his old reward:
The blame of those ye better
The hate of those ye guard;
The cry of hosts ye humour
(Ah slowly) to the light;
“Why brought ye us from bondage,
Our loved Egyptian night?”Take up the white man’s burden;
Ye dare not stoop to less,
Nor call too loud on freedom
To cloak your weariness;
By all ye cry or whisper,
By all ye leave or do,
The silent sullen peoples
Shall weigh your gods and you.Take up the white man’s burden;
Have done with childish days,
The lightly proffered laurel,
The easy, ungrudged praise.
Comes now, to search your manhood,
Through all the thankless years,
Cold‑edged with dear‑bought wisdom,
The judgment of your peers!
Welcome, aspiring literary explorers, to a journey into one of the most influential and controversial poems in the English language: Rudyard Kipling’s “The White Man’s Burden”. This powerful piece, penned at the height of the British Empire, offers a fascinating yet troubling glimpse into the mindset of an era. Understanding “The White Man’s Burden” is not just about appreciating its literary craft, but also about critically examining the historical forces and ideologies it represents. Let us delve into its depths, exploring its summary, central ideas, and the intricate literary and poetic devices Kipling employed to convey his message.
Understanding The White Man’s Burden: Summary and Central Idea
Rudyard Kipling’s “The White Man’s Burden” was published in 1899, specifically addressed to the United States as it debated the annexation of the Philippines following the Spanish‑American War. The poem serves as a direct exhortation, urging America to embrace the perceived responsibility of governing and “civilizing” newly acquired territories and their populations.
The Poem’s Core Message
At its heart, “The White Man’s Burden” presents imperialism not as a quest for power or resources, but as a selfless, arduous duty. The “burden” refers to the supposed moral obligation of white, Western nations to uplift and guide what Kipling describes as “fluttered folk and wild” and “new‑caught, sullen peoples / Half devil and half child.” This central idea frames colonial expansion as a benevolent act, a sacrifice undertaken for the benefit of those deemed less developed. The poem suggests that this undertaking will be met with ingratitude, hardship, and even death, yet it insists on the moral imperative to persevere.
Historical Context and Noteworthy Controversies
To truly grasp “The White Man’s Burden”, one must understand its historical backdrop. The late 19th century was a period of intense colonial expansion by European powers and the United States. Kipling, a staunch imperialist, articulated a widespread belief that Western nations had a duty to bring their civilization, religion, and governance to other parts of the world. However, the poem is profoundly controversial. It has been widely criticized for its overt racism, its dehumanizing portrayal of non‑Western peoples, and its role in justifying colonial domination. The phrase “The White Man’s Burden” itself became a rallying cry for imperialists, symbolizing an arrogant and prejudiced worldview that fueled exploitation and oppression. While the poem is a significant historical document and a subject of literary study, its problematic message and racist undertones cannot be overlooked or excused.
Literary and Poetic Craft in The White Man’s Burden
Kipling was a master wordsmith, and “The White Man’s Burden” showcases his skill in employing various literary and poetic devices to create a persuasive and emotionally charged argument. These techniques are crucial for understanding how the poem constructs its message and attempts to sway its audience.
Sound Devices: Rhythm and Resonance
- Alliteration: The repetition of initial consonant sounds adds a rhythmic quality and emphasizes certain phrases. Consider the “heavy harness” in the first stanza, where the repeated “h” sound underscores the weight and difficulty of the colonial task. Similarly, “silent sullen peoples” in the sixth stanza uses alliteration to highlight the perceived resentment of the colonized.
- Assonance: The repetition of vowel sounds within words creates a musicality and draws attention to key ideas. The repeated “e” sound in “Send forth the best ye breed” subtly emphasizes the poem’s focus on quality and lineage, suggesting a superior class of individuals for this “burden.”
- Consonance: This device involves the repetition of consonant sounds within words, not just at the beginning. The “s” sound in “savage wars of peace” creates a subtle, almost hissing effect, drawing attention to the paradoxical nature of colonial conflict.
- End Rhyme and Rhyme Scheme: The poem employs a consistent AABB CCDD rhyme scheme within each eight‑line stanza (octave). This regular rhyme contributes to a sense of order, formality, and a song‑like quality, making the poem memorable and reinforcing its didactic tone. For example, in the first stanza, “breed” rhymes with “need,” and “wild” with “child,” creating a clear, predictable rhythm.
Figurative Language: Painting Pictures and Shaping Perceptions
- Metaphor: The entire poem functions as an extended metaphor, equating the act of governing colonized lands with a “burden.” This central metaphor frames imperialism not as an act of conquest or exploitation, but as a heavy, selfless responsibility to be borne by the “white man.” This reframing is key to the poem’s persuasive power.
- Imagery: Kipling uses vivid imagery to paint a picture of the colonized peoples and the challenging environment. Phrases like “fluttered folk and wild” and “new‑caught, sullen peoples / Half devil and half child” evoke strong, often derogatory, emotional responses. This imagery reinforces the poem’s portrayal of these populations as needing guidance, while simultaneously dehumanizing them. The “savage wars of peace” presents a stark, contradictory image of the violence inherent in the colonial project.
- Personification: Abstract concepts are given human qualities to make them more tangible and impactful. “Sloth and heathen folly” are personified as active forces that threaten the success of the colonial endeavor. This technique lends a moral dimension to the poem, suggesting that the colonized populations are susceptible to negative influences that must be overcome.
- Symbolism: The “burden” itself is the most prominent symbol, representing the perceived responsibilities and sacrifices associated with imperialism. Other symbols include the “laurel” in the seventh stanza, symbolizing honor and glory, which the poem suggests should not be the primary motivation for taking up the burden. The “Egyptian night” in the fifth stanza symbolizes the perceived “bondage” or unenlightened state from which the colonized are supposedly being freed.
Structure and Tone: Guiding the Reader’s Emotion
- Repetition and Refrain: The recurring line, “Take up the white man’s burden,” acts as a powerful refrain throughout the poem. This repetition serves as a constant, insistent reminder of the poem’s central message and reinforces the idea of an inescapable duty and obligation. It creates a hypnotic, almost chant‑like quality, driving the message home.
- Diction: Kipling’s word choice is deliberately elevated, formal, and often archaic, contributing to a sense of authority and gravitas. Words like “ye,” “harness,” “abide,” and “bid” lend a solemn, almost biblical tone, reinforcing the idea that this “burden” is a serious, moral undertaking.
- Rhetorical Question: In the fifth stanza, the line “Why brought ye us from bondage, / Our loved Egyptian night?” represents the supposed complaints of the colonized. This is a rhetorical question, not designed to elicit an answer, but to preempt criticism and frame the colonizers’ actions as ultimately beneficial, even if unappreciated. It attempts to justify the colonial project by portraying the colonized as ignorant of their own best interests.
- Stanza Structure: The poem consists of seven octaves, or eight‑line stanzas. This consistent and organized structure provides a formal framework for the poem’s weighty message, contributing to its authoritative tone.
- Tone: The tone of “The White Man’s Burden” is complex and shifts throughout. It begins with a sense of solemn, paternalistic duty, progresses through warnings of immense hardship and the inevitability of resentment, and ultimately culminates in a call for stoic perseverance and a readiness for “the judgment of your peers.” The overall tone is didactic, assertive, and deeply serious, aiming to inspire a sense of moral obligation.
Key Passages and Their Deeper Meaning
Certain lines from “The White Man’s Burden” are particularly revealing of the poem’s central arguments and its problematic assumptions. Let us examine one such passage:
Take up the White Man’s burden—
Have done with childish days—
The lightly proffered laurel,
The easy, ungrudged praise.
Comes now, to search your manhood
Through all the thankless years,
Cold‑edged with dear‑bought wisdom,
The judgment of your peers!
This concluding stanza powerfully encapsulates the poem’s central argument. It suggests that true “manhood” is defined not by seeking easy glory or popular acclaim, but by selfless service and the willingness to endure hardship and ingratitude for the perceived benefit of others. The “lightly proffered laurel” symbolizes superficial honor, which Kipling dismisses in favor of a more profound, albeit difficult, form of recognition. The “thankless years” and “cold‑edged with dear‑bought wisdom” emphasize the arduous nature of the task and the hard‑won experience that comes from it. Ultimately, the poem suggests that the true reward for taking up this burden is not external praise, but the respect and “judgment of your peers,” those who understand and share this difficult, self‑sacrificing mission. This passage reinforces the idea that imperial endeavors are not motivated by greed or power, but by a higher sense of duty and a desire for a particular kind of moral validation.
Conclusion: The Enduring Legacy of The White Man’s Burden
“The White Man’s Burden” remains a pivotal poem for understanding the ideologies of imperialism and colonialism. Its powerful language and persuasive rhetoric reveal how a sense of duty and perceived racial superiority were used to justify global domination. While Kipling’s masterful use of literary and poetic devices makes the poem a compelling piece of literature, it is essential to engage with its content critically, acknowledging its deeply problematic and racist undertones. Studying “The White Man’s Burden” allows us to explore not only the craft of poetry but also the complex, often uncomfortable, intersections of literature, history, and power. It stands as a testament to the enduring impact of words, both in shaping and reflecting the course of human events.