Bayonet Charge Flashcards
Structure and form
Poem in third person singular, allowing the poet to focus on showing the reader how war impacts one person through the perspective of that person.• By showing the war through the eyes of the soldier, Hughes makes it impossible to view war favourably, rather the soldier’s abject terror is rubbed off on the reader.• The singular perspective also focuses on the isolation felt by soldiers, thrust into a life or death situation with no meant othands each and every es presso if eg ironic that in an army of thousands each and every one feels so lonely. • Hughes writes in a third person singular form perhaps as he has no first hand experience of war
• There is a clear lack of rhyme scheme within the poem, with lines never bearing any form of audible similarity to the ending of the line before them.• This may be Hughes intentionally attempting to communicate to the reader the absolute lack of regularity and order within the soldier’s experiences of war, with every new moment bringing another challenge and another surprise.The lack of rhyme also creates an atmosphere of discomfort and nerviness for the audience who are never able to settle into a rhythm and regularity, rather they are forced to listen to the soldier’s anguish with every line being something new.
Structure
The entirety of the first stanza is one sentence. This maintains the cadence of a bayonet charge, allowing the reader to fully feel the panic and terror of the soldier• By his generous use of enjambment Hughes stops the reader from pausing to take a break. T creates an atmosphere of breathlessness and chaos, once more not allowing the reader t get comfortable or settle into a rhythm whilst reading the poem. This once better allows the reader to empathise with the soldier. The enjamoment also means that many lines flow int the next unhindered, perhaps trying to mirror how the terrifying moments of war blend into one stream for the soldier.
Hughes uses the caesura in order to slow the poem down. This fact is very salient in the second stanza, especially when compared to the first. In the first where the soldier is making a madcap dash with his troop as a part of the bayonet charge there is a lot of enjambment, contributing to the fast pace. This is contrasted with the use of the caesura in the second stanza, where the soldier is deliberating war, the philosophy of it and his role in it.
The frequent use of the caesura and enjambment throughout the poem make the poem not flow and make it confusing, perhaps intentionally in order to portray the confusion a soldier feels during war.
“Threw up a yellow hare that rolled like a flame”
• “Threw up” (Verb phrase):
The phrasal verb “threw up” is often associated with forceful action, evoking the image of something being propelled violently into the air. This dynamic verb choice mirrors the chaotic violence of battle, suggesting that the hare’s appearance is both unexpected and violent, an accident of the brutality of war rather than a natural occurrence. This also contrasts with the delicate nature of a hare, emphasizing how war disrupts and destroys what is fragile and innocent.
Writer’s intention: Hughes aims to convey the violence and randomness of war, in which even the natural world is caught in a chaotic, unpredictable whirlwind of destruction.
• “Yellow” (Adjective):
The adjective “yellow” conjures several connotations: vividness, fragility, and possibly fear. Yellow is a bright, eye-catching colour that contrasts sharply with the more typical imagery of darkness or blood often associated with war. It also carries connotations of life, innocence, and vulnerability — all of which are being destroyed in the midst of violence. The hare, depicted as yellow, represents the natural world and the innocent life that war quickly snuffs out.
Effect on the reader: The bright colour of the hare contrasts with the violence of its situation, creating a sense of tragic irony. The reader is invited to reflect on how life is shattered by war, in this case symbolized by the vulnerable, fragile yellow hare.
• “Hare” (Noun):
The hare is a symbol of innocence and vulnerability in literature, often associated with peaceful, natural life. In this poem, it is unwittingly caught in the storm of war. The unexpected appearance of the hare — seemingly out of place in the violent chaos of battle — reinforces how war disrupts the natural order, bringing violence to something innocent and unprepared. Additionally, the hare’s association with fleeing or escape (as it is often seen darting away from danger in nature) underscores the futility of escape from the horrors of war.
Writer’s intention: Hughes uses the hare to represent fragility and the injustice of war’s impact on the innocent, highlighting the senseless destruction that war causes.
• “Rolled like a flame” (Simile):
The simile “rolled like a flame” is rich in connotation and visual impact. The flame evokes ideas of destruction, instability, and intensity. Flames are both beautiful and dangerous, and the image of the hare rolling like a flame suggests its violent movement — a sudden, uncontrollable force. The flame also suggests change and transformation; the hare is not just tossed into the air, but transformed by the violence of war into something almost unrecognizable.
Effect on the reader: The image of something as fragile as a hare being transformed into a flame invokes shock and disbelief. It forces the reader to reckon with the violent distortion of innocence during wartime, making the violence feel urgent and all-consuming.
Hughes uses the image of the yellow hare rolling like a flame to draw attention to the violent destruction of innocence and the randomness of death in war. The hare, traditionally a symbol of vulnerability, is violently transformed by the chaos of battle into something unrecognizable, emphasizing how war disrupts natural order and obliterates life without reason. Hughes’ use of the flame symbol suggests that the effects of war are both swift and destructive, leaving no room for mercy or escape. The hare’s fragility, set against the violence of the battle, highlights the futility of survival in such a chaotic environment. Hughes critiques the senselessness of war, where even the most innocent and vulnerable life forms are caught in the maelstrom of destruction.
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- Effect on the Reader:
This line disturbs and shocks the reader, drawing attention to the violence and chaos of war. The image of the yellow hare — an innocent creature — being violently thrown up and rolling like a flame creates an ironic contrast between its delicacy and the brutality of the battlefield. The flame-like motion of the hare captures the suddenness and uncontrollability of death in war, forcing the reader to confront the destructive power of violence. The image is both tragic and powerful, making the reader reflect on the futility and senselessness of war. The hare’s violent death symbolizes the way war indiscriminately destroys innocence, life, and peace.
“Patriotic tear that had brimmed in his eye”
Patriotic” (Adjective):
The adjective “patriotic” ties the tear to an ideological and nationalistic concept. By using this word, Hughes presents patriotism as something that should invoke strength, but here it’s paired with a tear — a symbol of vulnerability and fragility. This juxtaposition immediately undermines the soldier’s sense of pride, suggesting that it’s superficial or weak in the face of war’s brutality.
Writer’s intention: Hughes is criticizing the idealization of war and showing that the pride soldiers feel is often imposed upon them, making them emotionally vulnerable rather than resilient.
• “Tear” (Noun):
The tear represents an emotionally raw response — not a grand, noble sacrifice, but an internal break. By choosing tear instead of something more forceful or dignified, Hughes reflects how the soldier’s idealized notions of patriotism have been shattered by the brutal reality of war. It also evokes the soldier’s humanity: amidst the violence, he is still deeply affected, reminding the reader of the emotional toll war takes.
Effect on the reader: The reader feels a mixture of empathy and irony — the soldier is trapped by ideals that are not strong enough to carry him through the chaos of war.
• “Had brimmed” (Past perfect verb):
The verb “had brimmed” indicates that the soldier’s patriotism has already begun to fade before the action of the poem takes place. The past perfect tense implies the emotional tension is now in the past, yet still recent enough to be significant. The word “brimmed” suggests an emotion almost spilling over, but it’s held back — a moment of hesitation. This hesitation shows the soldier is still caught between idealism and the overwhelming violence of war.
Writer’s intention: Hughes highlights the ephemeral nature of idealism in the face of real-life suffering, emphasizing how the soldier is being pulled apart by conflicting forces.
• “In his eye” (Prepositional phrase):
The phrase “in his eye” links the soldier’s emotions to his perception. The eye is the organ of vision, so this suggests that the soldier’s idealized view of war (fueled by patriotism) is clouded by his emotional response. His vision of war — perhaps initially one of glory and honour — is now blurred by the weight of his emotions.
Effect on the reader: This intensifies the soldier’s internal conflict, showing how emotion and perception are intertwined. The soldier can no longer clearly see war as noble, and this distortion of vision hints at his disillusionment. The reader may experience a sense of tragic irony.
Writer’s Intentions:
Hughes uses the image of the tear to show how nationalistic pride is ultimately fragile and ineffective when soldiers face the brutality of war. By using a simple tear to symbolize something as grand as patriotism, Hughes critiques the simplistic and glorified view of war that soldiers are often taught to uphold. Through the soldier’s emotional conflict, Hughes reveals the hollowness of nationalistic ideals — ideals that break down under the weight of real violence and trauma. Hughes is also suggesting that patriotism is not the motivating force it is often portrayed to be; it is instead something that fails to sustain soldiers through the violence of war.
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- Effect on the Reader:
This line creates a deep sense of sympathy for the soldier, who is shown to be emotionally torn. Hughes critiques the exploitation of soldiers’ emotions in the name of nationalism, causing the reader to question the value of patriotic pride when confronted with the brutality of war. The contrast between the fragility of a tear and the noble image of patriotism invites the reader to reflect on the destructive consequences of unquestioned nationalistic ideals. The irony of this image highlights how patriotism is not only unsustainable but also irrelevant in the face of violence, leading the reader to a sense of disillusionment and sadness for the soldier.
context
Ted Hughes’ Anti-War Stance: Hughes was deeply disillusioned with war, rejecting its glorification and instead focusing on its psychological impact and dehumanizing nature.
• Post-War Trauma: The soldier’s experience in Bayonet Charge reflects the disillusionment and psychological trauma felt by those who fought in WWI and WWII, which Hughes explored in his poetry.
• The Cold War Context: Hughes wrote during the Cold War, a time of intense fear of nuclear warfare and global conflict, which is mirrored in the poem’s focus on the soldier’s lack of agency and existential fear.
• Animal Imagery and Dehumanization: Hughes often used animal imagery to represent the instinctive, primal reactions of individuals in extreme situations, suggesting that war reduces soldiers to a raw survival instinct.
• Literary Tradition: Hughes’ anti-heroic portrayal of the soldier in Bayonet Charge breaks with the romanticized war poetry tradition, offering a stark portrayal of the reality of war.
message
Ted Hughes’ message in Bayonet Charge is that war strips away humanity. It challenges the glorification of battle and patriotism, revealing how soldiers are driven by fear and survival instincts, not noble causes. The poem emphasizes the chaos and dehumanization of war, where idealism is destroyed by the harsh reality of combat.
“In what cold clock of the stars and the nations / Was he the hand pointing that second?”
Cold”: The adjective “cold” implies detachment and indifference. The stars are usually associated with guidance and hope, but here they are described as cold, suggesting a lack of care or direction from the universe or higher powers. The absence of warmth contrasts with the soldier’s human vulnerability, amplifying the idea of alienation and the impersonal nature of war.
• “Clock”: The image of a clock suggests time and the mechanical inevitability of the soldier’s fate. The clock is a symbol of relentless time, and the soldier’s tragic realisation is that he is merely one small cog in an enormous, indifferent machine. The clock seems to tick away with no concern for his life, echoing the dehumanisation of soldiers in war.
• “Stars”: Stars are traditionally seen as symbols of fate, guidance, and purpose. However, Hughes places them in a cold context, suggesting that the soldier’s personal journey and suffering have no grand, cosmic meaning — they are insignificant in the grand scheme of things.
• “Nations”: The nations represent the political powers behind the war. The idea of nations in a cold clock suggests the impersonal, institutional nature of war, where soldiers are just pawns in a geopolitical game. This highlights the disconnect between the soldier’s personal experience and the decisions made at a national or political level.
Writer’s intention: Hughes uses this image to show that the soldier is trapped in a mechanical system that operates without regard to individual lives. By questioning the stars and nations, the soldier expresses frustration with how external forces, far beyond his control, dictate his existence.
• “Was he the hand pointing that second?” (Rhetorical question):
This rhetorical question reflects the soldier’s self-doubt and disillusionment. The phrase “the hand pointing that second” refers to the second hand of the clock, and here, the soldier wonders if he has any agency in the moment — was he the one making choices, or is he just a victim of fate? It suggests a deep internal conflict, where the soldier is questioning whether he has any control over his actions or if he is merely following orders in a world that feels dehumanizing and mechanical.
The questioning tone reflects uncertainty and desperation, hinting at the disillusionment that the soldier feels with his participation in the war. The focus on time and the moment suggests that the soldier feels like he is trapped in a single, frozen instant, unable to move forward or change the course of his fate.
Effect on the reader: This rhetorical question prompts the reader to consider the hopelessness of the soldier’s situation and the larger existential questions about individual agency in the face of war. It evokes feelings of sympathy for the soldier, as well as a recognition of the loss of control soldiers often feel when caught in the machinery of war.
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- Writer’s Intentions:
In this line, Hughes highlights the alienation and disempowerment that soldiers experience during war. By questioning his role in the larger cosmic and political system, the soldier feels trapped and insignificant. Hughes criticizes the bureaucratic, institutional nature of war, which reduces individuals to mere pawns in a larger geopolitical game. This line emphasizes the mechanical nature of warfare, suggesting that soldiers are not active agents but rather victims of a system that operates without empathy or regard for their humanity.
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- Effect on the Reader:
This quote disturbs and compels the reader to confront the absurdity and futility of war. It challenges the romanticized notion of soldiers as heroes with a sense of purpose. Instead, the soldier in the poem is questioning his own role, feeling small and insignificant against the grand, indifferent backdrop of time and nations. The reader feels the soldier’s existential crisis and is forced to consider the meaninglessness of war and the tragic sense of futility that soldiers often experience. This evokes a feeling of sympathy and critique of the war system, showing the reader that soldiers are not just warriors, but individuals crushed under the weight of larger, impersonal forces
