Mrs Tilschers Class Flashcards
Title
The title of the poem informs the readers where the poem is set (in the last year of primary school - the last year before the massive transition of moving to secondary school). Introduces the central ideas of the poem: school, growing awareness of the world.
“You could travel up the Blue Nile/with your finger “
This is the is the speaker’s description of a primary school geography lesson that suggests that anything seems possible. Addresses the reader directly ‘you’ and puts the reader in the place of the naive child and creates an informal, chatty tone using 2nd person. A metaphor compares the map with her hand to the imaginary journey the teacher creates in her students’ minds. The memory transports the child to another country using a map, which they can see and touch. The first sentence of the poem is long, mimicking the journey the children take as they navigate childhood. This reflects the literal metaphorical journey to adolescence that must be undertaken slowly and carefully and with the appropriate guidance from trusted adults.
“While Mrs Tilscher chanted the scenery “
The setting both in time and place is established here. It seems old fashioned, and we can imagine a teacher in front of the class, ‘chanting’ to the children. The word choice “chanted” has connotations saying, intoning, singing, and shouting along with the onomatopoeic reference creates the image that the children are rote learning in class as well as the children’s’ response in unison to their teacher. This reminds us of the singsong voice a primary school teacher would use and reminds us of how immature/naive the speaker is here.
“Tana. Ethiopia. Khartoum. Aswan”
Minor sentences which form a list with the use of aural imagery, mimics the way the teacher spoke and waited for the students’ response. We can almost hear the sing-song voices of the engrossed children repeating in unison with their teacher. Exotic place names would appeal to young, curious minds and evoke a sense of adventure and excitement for the children. Overall, the impression is conveyed of a competent and experienced teacher who stops to allow important locations to embed in pupils’ minds to be retained for the future.
“That for an hour, then a skittle of milk”
Colloquial/informal turn of phrase that allows us to see the routine, and with it the certainty and security afforded in the classroom. Reference to morning interval where days were chunked down for younger students. The metaphor compares the shape of a skittle to the shape of the milk bottle and reminds us of how innocent she is. This alludes to the game of which introduces an element of fun and play that is involved in the learning in the classroom. The word “milk” has connotations of purity, innocence, and immaturity/naivety.
“The chalky pyramids rubbed into dust “
The word choice of “chalky” is associated with blackboards in a classroom, especially a primary classroom. The metaphor compares the images from the board literally being rubbed off to the students viewing their teacher as being magical and wonderful yet again highlighting her naivety/innocence. The idea of moving on is also shown here as the board is cleared in preparation for a new lesson.
“A window opened with a long pole”.
Old-fashioned schools have tall windows which require a long pole to open them. the minor sentence mirrors the images/memories flashing into the persona’s consciousness. It’s small details such as this which ensure we engage with the vividness of the speaker’s memory and experience.
“The laugh of a bell swung by a running child”.
Personification reflecting the persona’s happiness and the carefree joy of schooldays. School seems to be a happy place, full of laughter. Duffy personifies the bell, projecting the child’s laughter onto it, which creates a happy/upbeat atmosphere. However even during all this happiness the threat of adult knowledge is looming as we approach the end of the first verse and the security of this classroom with its predictable, safe routine. The bell/end of the day could connote to the end of Duffy’s naivety and immaturity as she starts to grow up. The bell also puts the poem into a specific time of setting as it is not automated are timed but manually rung by a child.
“This was better than home. Enthralling book.”
The poet creates the impression of an exciting and welcoming environment where the children relish their experiences with their teacher as she created an engaging atmosphere for her students. Childish language shows the speaker’s delight in the classroom, possibly a thirst for knowledge and learning as well as an affection for the teacher. The phrase “better than home” seems odd but it shows that Duffy finds the classroom more exciting with more to do to satisfy an intelligent child’s imagination than in her home. We are shown how much Duffy enjoys school through the word choice “enthralling” which has connotations of fascinating, captivating, and mesmerizing/magical which suggests how interested the reader was about the books they studied, as well as the learning of the class.
“The classroom glowed like a sweet shop.”
The simile compares the classroom to a place children love to visit. Just as a “sweetshop” offers children a vast selection of sweet treats, so Duffy suggests that there is a wide variety of tempting things on offer in Mrs Tilscher’s class. This highlights to the reader that the child sees the classroom like treasure and an exciting welcoming place. The image created evokes a delightful world of excitement and colour, one that is filled with fun and treats. The word choice “glowed” has connotations of shining, blazing, burning warmth and brightness. Suggesting that the classroom was a vibrant attractive place like a beacon that drew the children in and held their attention and imagination.
“Sugar paper. Colored shapes.”
The sentence structure of two minor sentences extends the idea that the classroom is full of things that triggers the students’ imagination and interest. this helps us to understand how many things there were to nurture and inspire her young mind. Vivid sensory impressions help to bring the classroom to life for the reader - positive impressions.
“Brady and Hindley faded, like the faint, uneasy smudge of a mistake.”
The reference to the moors murderers alludes to the adult world beyond the classroom and its safety. This is a world of which the speaker is aware but has limited knowledge of. Although ‘faded’ the faces of Bradley and Hindley thrust themselves into the child’s consciousness, yet in the classroom, she can remove them from her thoughts/world. The simile compares how Duffy can remove the evil figures from her thoughts to how a child in school can erase/rub out a mistake on paper. Just as someone can erase/rub out a mistake on a piece of paper, so it is not as noticeable/faded. So too when they are in Mrs Tilscher’s class the children can forget about the two evil figures as they feel protected and secure with Mrs Tilscher however she cannot completely erase the evil figures from their thoughts as when they leave her classroom/the school she can no longer protect and look after them. This shows the speaker wishes to remain within the safe confines of the classroom, but the poem shows that this level of innocence is not able to continue.
“Mrs Tilscher loved you. Some mornings she’d left a gold star by your name.”
Mrs. Tilscher made her students feel valued, loved, and cherished. The speaker is confident in her teacher. The short sentence is straight to the point and shows that there is no doubt in the child’s mind. This is a very childish point of view where teachers are idolized. The certainty of love being so clear contrasts with the evil and dark thoughts of Brady and Hindley. The fact that the children got a ‘gold star’ is a symbol of praise and encouragement showing how Mrs. Tilscher nurtured her students. ‘Some mornings’ - akin to Santa or the tooth fairy, childlike surprise, or wonder.
