In order to answer an essay question on any poem, it is vital that you understand what it is about. This section includes:
- The poem in a nutshell
- A “translation” of the poem, section-by-section
- A commentary of each of these sections, outlining Imtiaz Dharker’s intention and message
“A Century Later" in a nutshell
“A Century Later" is written by the poet Imtiaz Dharker, who was born in Pakistan in 1954, but grew up in Glasgow. The poem, written in 2014, one hundred years after World War I, draws comparisons with war poetry and girls on their way to school and, similarly, criticises lost youth.
“A Century Later" breakdown
Lines 1–2
“The school-bell is a call to battle,
every step to class, a step into the firing-line.”
Translation
- The lines introduce two ideas: school and war
- The poet describes how a student’s “step to class” is dangerous
Dharker’s intention
- Dharker introduces two ideas that are often not connected:
- This presents a shocking start to her poem about children who live in dangerous regions of the world
- The poet compares going to school to going into battle:
- She highlights how exposed they are with the phrase “firing line”
Lines 3–4
“Here is the target, fine skin at the temple,
cheek still rounded from being fifteen.”
Translation
- The target for the “firing line” is a student, aged fifteen:
- The narrator emphasises their youth, describing “fine skin” and “rounded” cheek
Dharker’s intention
- Dharker’s close description of the vulnerability of the student contrasts with the harsh phrasing related to war:
- In this way, Dharker makes an emotive comment on violence
Lines 5–7
“Surrendered, surrounded, she
takes the bullet in the head
and walks on. The missile cuts”
Translation
- The narrator shifts to present tense to depict the moment the student is shot:
- She is described as powerless, “Surrendered, surrounded”
- The student continues walking, though, as a “missile” shoots through the sky
Dharker’s intention
- Dharker’s sudden shift to the present creates a sense of urgency and drama
- The student is helpless and shot, yet they continue to school:
- Perhaps Dharker is referring to the child’s resilience or determination despite violence around them
Lines 8–10
“a pathway in her mind, to an orchard
in full bloom, a field humming under the sun,
its lap open and full of poppies.”
Translation
- The narrator describes a contrasting scene:
- The “pathway in her mind” may refer to education
- This will lead to a metaphorical “orchard/in full bloom”
- The poet describes this place as warm and full of life
Dharker’s intention
- The poet appears to connect education with imagination, using natural imagery to connote to it as a source of comfort
Lines 11–13
“This girl has won
the right to be ordinary,
wear bangles to a wedding, paint her fingernails,”
Translation
- The poem makes an emphatic statement:
- The student has the right to pursue ordinary, yet fun, activities
Dharker’s intention
- Dharker’s tone changes abruptly to highlight frustration:
- The narrator declares the student should be able to enjoy being a teenage girl, thus implying they currently cannot do this
Lines 14–15
“go to school. Bullet, she says, you are stupid.
You have failed. You cannot kill a book”
Translation
- The narrative voice and tone changes as the student now speaks
- She addresses the bullet defiantly, explaining it cannot stop her learning
Dharker’s intention
- Dharker draws attention to the poem’s messages about the resilience of young people in dangerous regions and the power of education
Lines 16–19
“or the buzzing in it.
A murmur, a swarm. Behind her, one by one,
the schoolgirls are standing up
to take their places on the front line.”
Translation
- The narrative voice shifts again to show the scene from a distance
- The reference to noise (“the buzzing”, a “murmur”) alludes to the way the student’s message spreads
- The narrator describes the students coming together, like a “swarm”
Dharker’s intention
- Dharker ends the poem with a vivid image of a large group of insects “buzzing” with determination and camaraderie, despite the danger
- The poet implies that one person’s bravery can trigger a mass of support
- The last lines, nevertheless, remind the reader of the danger they face as they put themselves in harm’s way on the “front line”