FULL NAMES:
STUDENT NUMBER:
MODULE CODE: ENG1501
MODULE NAME: Foundations in English Literary Studies
DUE DATE: 18 APRIL 2023
1.1 In the first stanza, the speaker contrasts their initial excitement for learning and the
pursuit of wisdom with their current state of weariness and exhaustion. They express
their previous eagerness to study and ponder knowledge, but now feel mentally drained
and fatigued.
1.2 In the second stanza, the speaker refers to books whose authors were white,
indicating that he has been primarily studying the works of white authors. This may
cause him discomfort because he realizes that he has been neglecting the wisdom and
knowledge of his own people and culture.
The poet clearly expresses his grievances in the second stanza of the poem. He writes
about the effect of colonization and western domination over the commonwealth
countries especially South Africa. The African colonies were discriminated against
based on their race and skin colour. This is the reason the poet mentions “white skin” in
the stanza. The fact that the Africans were not allowed the right to education and also
writing literary works based on these discriminations could be the reason for the poet's
discomfort.
1.3 In the third stanza, the speaker describes a possible solution to his dilemma by
using the imagery of a bowl. He imagines sharing a bowl with the spirits of his
ancestors, who are encouraging him to continue his pursuit of knowledge. The bowl
represents a sense of communal sharing and unity, as well as a connection to his roots
, and heritage. By sharing in this way, the speaker may be able to reconcile his love of
learning with his cultural identity and sense of belonging.
The poet/author finds a solution for the dilemma he is facing. He feels that him recalling
the great writers and activists of South Africa could make a difference. He says that he
could mix their art with the western philosophy and hopes it might get attention. But
again he is doubtful of the same and uses the imagery of his mind being a “battlefield” to
highlight his mental state.
1.4 In the third stanza, the speaker presents the possibility of abandoning his love
of learning and adopting the ways of his fellow unlettered peers who have prospered in
life. He asks himself whether he should "pick up crumbs such men may drop" and give up
his pursuit of knowledge. The imagery used to describe this solution is that of the speaker
"walk[ing] on naked feet while they travel in their cars, leaving me to breathe their dust."
This image highlights the stark contrast between the speaker's humble existence and the
comfortable
lives of his more successful peers. The use of the words "naked feet"
emphasizes the speaker's lack of material possessions and his disadvantaged position in
society.
Despite the allure of this possible solution, the speaker ultimately rejects it, recognizing
that his love of learning is too strong to be ignored. He acknowledges that he is "fettered"
and "prisoned" by his desire for knowledge, and that it is this very love of learning that
has brought him to his current state. He recognizes that he cannot abandon his pursuit of
knowledge and that it is his duty to continue to learn and absorb wisdom for the benefit of
future generations.
The attempt at a solution presented in the third stanza is not successful because the
speaker ultimately rejects it. He recognizes that his love of learning is a part of who he is
and that he cannot abandon it without losing a fundamental part of himself. As he says,
"What I am and love, enslaves me." The poem suggests that the pursuit of knowledge is
a lifelong journey that cannot be abandoned without sacrificing a part of oneself. The
STUDENT NUMBER:
MODULE CODE: ENG1501
MODULE NAME: Foundations in English Literary Studies
DUE DATE: 18 APRIL 2023
1.1 In the first stanza, the speaker contrasts their initial excitement for learning and the
pursuit of wisdom with their current state of weariness and exhaustion. They express
their previous eagerness to study and ponder knowledge, but now feel mentally drained
and fatigued.
1.2 In the second stanza, the speaker refers to books whose authors were white,
indicating that he has been primarily studying the works of white authors. This may
cause him discomfort because he realizes that he has been neglecting the wisdom and
knowledge of his own people and culture.
The poet clearly expresses his grievances in the second stanza of the poem. He writes
about the effect of colonization and western domination over the commonwealth
countries especially South Africa. The African colonies were discriminated against
based on their race and skin colour. This is the reason the poet mentions “white skin” in
the stanza. The fact that the Africans were not allowed the right to education and also
writing literary works based on these discriminations could be the reason for the poet's
discomfort.
1.3 In the third stanza, the speaker describes a possible solution to his dilemma by
using the imagery of a bowl. He imagines sharing a bowl with the spirits of his
ancestors, who are encouraging him to continue his pursuit of knowledge. The bowl
represents a sense of communal sharing and unity, as well as a connection to his roots
, and heritage. By sharing in this way, the speaker may be able to reconcile his love of
learning with his cultural identity and sense of belonging.
The poet/author finds a solution for the dilemma he is facing. He feels that him recalling
the great writers and activists of South Africa could make a difference. He says that he
could mix their art with the western philosophy and hopes it might get attention. But
again he is doubtful of the same and uses the imagery of his mind being a “battlefield” to
highlight his mental state.
1.4 In the third stanza, the speaker presents the possibility of abandoning his love
of learning and adopting the ways of his fellow unlettered peers who have prospered in
life. He asks himself whether he should "pick up crumbs such men may drop" and give up
his pursuit of knowledge. The imagery used to describe this solution is that of the speaker
"walk[ing] on naked feet while they travel in their cars, leaving me to breathe their dust."
This image highlights the stark contrast between the speaker's humble existence and the
comfortable
lives of his more successful peers. The use of the words "naked feet"
emphasizes the speaker's lack of material possessions and his disadvantaged position in
society.
Despite the allure of this possible solution, the speaker ultimately rejects it, recognizing
that his love of learning is too strong to be ignored. He acknowledges that he is "fettered"
and "prisoned" by his desire for knowledge, and that it is this very love of learning that
has brought him to his current state. He recognizes that he cannot abandon his pursuit of
knowledge and that it is his duty to continue to learn and absorb wisdom for the benefit of
future generations.
The attempt at a solution presented in the third stanza is not successful because the
speaker ultimately rejects it. He recognizes that his love of learning is a part of who he is
and that he cannot abandon it without losing a fundamental part of himself. As he says,
"What I am and love, enslaves me." The poem suggests that the pursuit of knowledge is
a lifelong journey that cannot be abandoned without sacrificing a part of oneself. The
