Joseph Rudyard Kipling and his Works

Rudyard Kipling’s poem was originally written for Queen Victoria but he later changed his mind and didn’t have it published until 1899. It was at this time that America

Often, personal experiences are what influence a poet’s writing. Since the 1600s and up until World War One, poets have been heavily impacted by the glorification of war, as well as the catastrophic losses the world has suffered from. Poets such as Richard Lovelace and Lord Tennyson glorified the sacrifices soldiers made for their countries and honored them. While poets like Mary Borden and Wilfred Owen expressed their outrage towards war because they have witnessed the brutality and wickedness of it. In the two poetry collections, diction is the main factor in establishing the tone and theme of each poem.

Nagaina in “Rikki-TIkki-Tavi” by Rudyard Kipling is a story about a mongoose named Rikki-Tikki-Tavi. This story is about Rikki facing his worst enemies, Nag and Nagaina. Nag and Nagaina are cobras. Nagaina is one of the baddest cobras Rikki has ever faced, and when Nagaina threatens his family things get crazy! Nagaina is very evil, is a killer and she is a unpredictable!

The poem was written to show that war is a waste of human life as the soldier knows he will die one day as well as the men around him, just some quicker than others. This can be evident in stanza four of the poem: “I know I’ll join them somewhere, one day.” The language used is more casual than formative, this is effective as it shows the personal feelings and thoughts of the soldier during the time

I find it really interesting how Kipling did what many Indian-English writers never dare to do. He transmitted his views and beliefs through his work. Criticism was not something that prevented him from stopping, it helped him find the confidence to continue. You mentioned how he also found inspiration from the different places that he lived in throughout his life: England, India, and Africa. Which influenced many of today’s writers to write about their surroundings. You also mentioned his most famous work, Kim, which I had not really heard about. Though I can now see why many people were intrigued by its plot.

This technique serves to emphasize the solemn and serious content. In stanza one, Owen describes the soldiers as they set off towards the army base from the front line. The simile "Bent double, like old beggars"(1) not only says that they are tired, but that they are so tired they have been brought down to the level of beggars who have not slept in a bed for weeks on end. Also, the simile "coughing like hags"(2) helps to depict the soldiers? poor health and depressed state of mind. Owen makes us picture the soldiers as ill, disturbed and utterly exhausted. He shows that this is not the government-projected stereotype of a soldier, in gleaming boots and crisp new uniform, but is the true illustration of the poor mental and physical state of the soldiers. By telling us that many of the platoon are barefoot, Owen gives us an idea of how awful the soldiers? journey already is; it then gets even worse. Owen tells us that the soldiers, although they must have been trained, still do not notice the deadly mustard gas shells being fired at them from behind; such is the extent of their exhaustion.

Good poets inspire and motivate us. Poetry seeks to express truths through its diversity and significance cultural ideologies. To all year 12 English teachers at Brisbane School of Distance Education, today I am here to discuss and illustrate to you the values of two poems that are worthy of study in the Senior English poetry course. While the 21st century is certainly challenging for the Youth of today, many remain sheltered from the hefty and challenging themes and ideologies that poets are more than willing to tackle. The destruction and futility of war and lost youth are ideologies present in the Modern Era and a study of these poems provides opportunities to promote understanding and empathy. The chosen poems expose students to a range

I was born in Bombay, India in 1865. My parents are John Lockwood Kipling and Alice Macdonald Kipling. My parents named me Rudyard because they were so moved by the beauty of the Rudyard Lake area. I was happy in Bombay with my family, but there is a tradition in British-India where the children are taken to England to live with another family. My sister, Beatrice, and I, were taken at the age of five to Southsea to live with Captain and Mrs. Holloway for six years. I recall it as an unpleasant time.

This image is definitely not the glamorous picture of glory that, say army recruitment presents; worse, the soldiers are doing worse than civilians. As soon as the next stanza “[m]en marched asleep. Many had lost their boots” (5). They have lost their usual awareness and move mechanically; that doesn’t sound appealing! It gets worse: “[b]ut limped on, blood-shod. All went lame; all blind” (6). So now they’re limping, apparently wounded, covered in blood, and can’t even see? It worsens further, “[d]runk with fatigue; deaf even to the hoots/ Of tired, outstripped Five-Nines that dropped behind” (7-8). The soldiers are so exhausted it incapacitates them, and they can no longer hear the bullets being fired. This poem sounds like a distorted nightmare, except the speaker is living it, and even reliving the torment of the soldier’s death while he is unconscious. Owen’s wording expresses that the soldiers are merely men, deteriorating and inconceivably overwhelmed the opposite of positive war poetry containing glory and honor.

'Men marched asleep, many had lost their boots,' uses both alliteration and a hyperbole to illustrate how exhausted they were as they probably had not slept for months. Furthermore, it suggests that they are in a horrific condition and are facing extreme pain.

The poet then presents a scene of patriotic relevance as he describes a scene of a regiment marching into battle with their “flag” and “Eagle with crest of red and gold” (17-18). When people think of flags, they think of patriotism and representing their country. Eagles also symbolize freedom but as readers can witness in the work, the poet makes it seem as if these men were created not to enjoy the gift of life for one moment by him saying “These men were born to drill and die” (19). This comes across to the reader as almost inhumane. Then by illustrating an image of a field of thousands of dead corpses makes any reader wonder why people even go to war. The whole fourth stanza paints a picture of living human being going into a battle with most, if not any, making it out alive. Like stated before, the speaker in the poem builds a case for those people that opposed to war even though the title of the poem might

Rudyard Kipling’s attitude towards the British Empire was significantly negative. The novella essentially expressed Kipling’s feelings towards British Imperialism and his overall frustration with the British Empire. However, there are several positive qualities of the Empire pointed out by Kipling several times throughout his novella. Despite his mixed feelings, he is ultimately dissatisfied with the British Empire, claiming that it is “the White Man’s Burden”. Kipling was a steadfast imperialist, living in a time of British domination and oppression. He shared similar outlooks with the natives, that the majority of them were oppressed by the government and the wealthy. The upper class was greedy and wanted working men to do all of the work for them so that they could reap the profits. Kipling conveys his attitude towards British Imperialism through parallelism and figurative language.

In majority of Owen’s poem, he demonstrates the true image of war and the impact it has on the soldiers rather than masking it with the lies of pride

At the close of the 19th century Rudyard Kipling preserved the prevailing attitude of Britain’s intellectual elite in a poem - “The White Man’s Burden”. In his work Kipling confirms the hubris of a generation of Britons who were entirely convinced that they were culturally, rationally, and morally superior to the “new-caught…Half-devil and half-child” natives of the British colonies. This belief in the superiority of western values manifested in the flight of thousands of philanthropically minded Victorians across the British Empire. These emigrants consisted of a section of society driven to do their duty and fulfil the “national

“The Soldier” is a poem about a generic, yet ideal soldier, which is indicated by Rupert Brooke’s use of the word “The” instead of “A” when describing the soldier in the title. The usage of “I” and “me” in the poem suggests a first person point of view, which makes the poem more personal and realistic to the reader. This poem is a sonnet because the first stanza contains eight lines and the second stanza contains six. Throughout “The Soldier,” the repetition of “English” and “England” shows how important his homeland is to the soldier and his high level of patriotism. In line five, England is personified, and although England is not a living thing, the soldier sees his country as his creator and as a sort of mother figure. Brooke’s use of alliteration throughout the poem helps it flow; the use of caesura breaks up the lines. Perfect external rhyme scheme and iambic pentameter are used throughout the poem, which both give the poem flow and rhythm. The “dust” in lines four and five is a metaphor for the soldier’s life; England created him and he will become “dust concealed” when he dies and is buried. The first stanza of “The Soldier” uses various lines of imagery: “some corner of a foreign field… In that rich earth a richer dust concealed… flowers… Washed by the rivers, blest by suns of home.” These forms of imagery emphasize the soldier’s death and how his death will cleanse him of any wrongdoings he had done in his time on earth. The “rivers” and “suns” are personified as