Poem analysis and appreciation for Secondary School students

Appreciating a poem is a subjective experience, and there are various ways to approach it. Here are some general steps to help you appreciate a poem:

1. Read the poem multiple times: Begin by reading the poem attentively, allowing the words and imagery to sink in. Read it aloud to grasp the rhythm and flow. Multiple readings help you uncover deeper meanings and appreciate the nuances.

2. Reflect on your initial impressions: Take a moment to consider your initial thoughts and feelings after reading the poem. Note any emotions or thoughts that arise and try to understand why the poem evoked those particular responses.

3. Analyze the structure and form: Pay attention to the poem’s structure, such as the rhyme scheme, meter, and stanza organization. Consider how these elements contribute to the overall meaning and impact of the poem.

4. Observe the language and imagery: Examine the words and phrases used by the poet. Look for vivid imagery, metaphors, similes, and other literary devices that enhance the poem’s meaning. Consider how the language choices contribute to the overall tone and atmosphere.

5. Consider the themes and messages: Reflect on the underlying themes or messages conveyed by the poem. What is the poet trying to express or explore? Look for layers of meaning and subtext that may require deeper analysis.

6. Connect with personal experiences: Relate the poem to your own experiences or emotions. Think about how the poem resonates with you on a personal level and whether it brings up memories, ideas, or insights.

7. Research the poet and historical context: If you’re interested in learning more, research the poet’s background and the historical context in which the poem was written. This can provide valuable insights into the poet’s influences, intentions, and the social or cultural climate that shaped the poem.

8. Engage in discussion: Share your interpretation and insights with others. Discussing the poem with friends, joining a book club, or participating in literary discussions can deepen your understanding and expose you to different perspectives.

Remember that the appreciation of poetry is subjective, and there is no right or wrong interpretation. What matters most is your personal connection, your own perspective about it and the meaning you derive from the poem.

For example: A Government Driver On His Retirement by Onu Chibuike

The analysis goes thus:

It is a poem of thirty-three lines (33). It has seven (7) stanzas which have unequal lines. The poem is a free verse with simple diction. Now let’s get down to analysis and summary of A Government Driver on his Retirement by Onu Kingsley Chibuike

Our character in “A Government Driver on his Retirement” was in government service as a driver for the required thirty-five years. He went on a compulsory retirement afterwards. While in service, he had never for once flouted driving rules. He literally followed the ethics of his job. He got to his workplace early and tried not to drink on duty.

However, this changes upon his retirement. He celebrates his freedom from the confining rules working for the government placed on him. He rejoices becoming a master of his own. He organises a party where he drinks to stupor. At his workplace, he is gifted a brand new car for his meritorious service. Not putting in mind his drunken state, he drives himself home, has a fatal accident which takes his life. The euphoria of retirement and the freedom that accosted it cost him his life.

A Government Driver on His Retirement is a poem of thirty-three lines divided into six stanzas. Stanzas 1, 2, 4 and 5 have four lines each while Stanzas 3 and 6 have eight and nine lines respectively.

In Stanza 1 (Lines 1-4), a government driver “retires home” after years of “faithful service to his fatherland.” He holds a celebration for his retirement from service.

In Stanza 2 (Lines 5-8), he recalls the sacrifices he made while in service; “many years” “he pummeled his boozy throat in obedience to duty rules and regulations.” He avoided wetting his throat with alcohol while on duty so he could keep up with the ethics of his job. He announces his imminent emergence from government service “a freeman”, “eligible for his country services” – perhaps politics or a private business. By inference, he believes the restrictions bestowed on him a servile position.

In Stanza 3 (Lines 9-16), he calls on his friends to rejoice with him. He boasts he would drink and drive himself home, in deviance of the driving rule that is in traverse with drinking while driving or driving while drunk. He is a master of himself now. He would no longer rush to work to resume duty, a habitual thing he had done for “thirty-five years of faithful service.” He would booze to sleep all his sufferings. He also admits he had always longed for his day of retirement to exercise all his liberties.

In Stanza 4 (Lines 17-20), his colleagues gift him “a brand new car” in appreciation of his long years of meritorious service to his fatherland.

In Stanza 5 (Lines 21-24), he rejoices with his friends even more. He acknowledges his retirement as his emancipation (from servitude) and the gift as the reward for his patience.

In Stanza 6 (Lines 25-33), “he boozed and boozed”, rejoicing his newly found freedom. His drunken state affects “his vision and clear judgment” on his way home in his brand new car. He has an auto-crash which “sent him home . . . to rest in peace.”

The retired government driver misuses his freedom and meets his doom. Thus, freedom is good, but unpiloted freedom is disastrous.