Page 2: Nostalgia and the Encroaching Outside World

The second stanza of "In Mrs Tilscher's Class" continues to explore the poet's fond memories of primary school, while subtly introducing elements of the outside world. The classroom is described in even more vivid detail, emphasizing the poet's love for the school environment.

Quote: "This was better than home. Enthralling books. / The classroom glowed like a sweet shop."

This simile comparing the classroom to a sweet shop highlights the excitement and joy the young Duffy felt at school. The stanza is filled with sensory details that bring the classroom to life: the smell of sharpened pencils, the sound of a xylophone from another classroom, and the tactile experience of sugar paper and colored shapes.

Highlight: The poem introduces a darker element with the mention of "Brady and Hindley," referring to the infamous Moors murderers. This reference is quickly dismissed as "the faint, uneasy smudge of a mistake," showing how the safety of the classroom environment protects the children from the harsh realities of the outside world.

The stanza also emphasizes the nurturing relationship between Mrs Tilscher and her students. The line "Mrs Tilscher loved you" is followed by the memory of finding a gold star by one's name, a small act that meant a great deal to the young poet.

Definition: Hyperbole - An exaggerated statement not meant to be taken literally, used for emphasis or effect.

Example: The statement "This was better than home" is an example of hyperbole, emphasizing how much the poet loved school at this point in her life.

Page 3: The Playground and Growing Awareness

The third stanza of "In Mrs Tilscher's Class" shifts the setting to the school playground, marking a transition in the poem's tone and themes. This change in location symbolizes the beginning of the narrator's journey from childhood innocence to a more complex awareness of the world.

The stanza opens with the image of an "idiot" boy releasing frogs in the playground. This event serves as a catalyst for change, disrupting the orderly and safe environment of the classroom. The reaction of the children to this event is vividly described, with girls screaming and boys running to catch the frogs.

Quote: "Over the Easter holidays, the inky tadpoles changed / from commas into exclamation marks."

This metaphor is particularly significant, as it represents the rapid changes occurring both in nature and in the children themselves. The transformation of tadpoles into frogs parallels the children's own growth and development, with the shift from commas to exclamation marks suggesting a move from quiet, orderly existence to a more dramatic and excitable state.

Literary Device: The poem uses personification when describing the sky, stating that it "split open into a thunderstorm." This vivid imagery adds to the sense of dramatic change and upheaval.

The stanza ends with a powerful image of the narrator listening to her body, suggesting an awakening awareness of physical changes and the onset of puberty. This marks a clear transition from the innocent world of childhood to the more complex realm of adolescence.

Highlight: The phrase "a rough boy / told you how you were born" introduces the theme of sexual awareness, further emphasizing the loss of innocence and the encroachment of adult knowledge into the children's world.

This stanza effectively captures the tumultuous nature of pre-adolescence, blending natural imagery with the emotional and physical changes experienced by the narrator. It sets the stage for the final stanza, where the full impact of these changes will be realized.

Page 4: The Loss of Innocence and Transition to Adolescence

The final stanza of "In Mrs Tilscher's Class" brings the poem's themes of growth, change, and loss of innocence to a powerful conclusion. This stanza marks the definitive end of childhood and the sometimes uncomfortable transition into adolescence.

The stanza opens with a vivid description of the classroom atmosphere changing as summer approaches. The air becomes "heavy with a sexy scent," suggesting the awakening of sexual awareness among the students. This sensual imagery contrasts sharply with the innocent, childlike descriptions from earlier in the poem.

Quote: "You ran through the gates, impatient to be grown, / as the sky split open into a thunderstorm."

This final image powerfully encapsulates the theme of transition. The act of running through the gates symbolizes leaving childhood behind, while the thunderstorm represents the turbulent nature of adolescence. The use of enjambment in these lines creates a sense of urgency and inevitability, mirroring the unstoppable process of growing up.

Literary Device: The poem employs symbolism throughout this stanza. The thunderstorm serves as a metaphor for the dramatic and sometimes frightening changes of puberty and adolescence.

The poem ends with Mrs Tilscher turning away, unable to look. This poignant detail suggests that even the nurturing teacher cannot protect her students from the inevitable process of growing up. It also implies a sense of loss - both for the teacher watching her students leave childhood behind, and for the students themselves as they leave the safety and simplicity of their early school years.

Highlight: The contrast between the "laugh of a bell" in the first stanza and the "thunderstorm" in the last stanza effectively bookends the poem, showing the dramatic shift from innocent childhood to complex adolescence.

This final stanza brings "In Mrs Tilscher's Class" to a powerful conclusion, effectively capturing the bittersweet nature of growing up. It leaves the reader with a sense of nostalgia for the lost innocence of childhood, tempered with the excitement and trepidation of entering a new phase of life.

Page 1: Setting the Scene in Mrs Tilscher's Classroom

The first stanza of "In Mrs Tilscher's Class" introduces the vibrant and engaging classroom environment. The poem begins by describing a geography lesson about Egypt, with students tracing the Blue Nile on a map. Mrs Tilscher's teaching style is portrayed as interactive and captivating, with her "chanting the scenery" to bring the lesson to life.

The poet uses vivid sensory details to immerse the reader in the classroom experience. The structure of the school day is outlined, moving from the geography lesson to a milk break, followed by more learning about the Pyramids.

Highlight: The use of full stops instead of commas when listing place names $"Tana. Ethiopia. Khartoum. Aswân."$ creates a rhythmic, chant-like effect that mimics Mrs Tilscher's teaching style.

Quote: "You could travel up the Blue Nile / with your finger, tracing the route / while Mrs Tilscher chanted the scenery."

The stanza ends with images that evoke the safety and joy of the classroom: a window being opened with a long pole and the sound of a bell rung by a running child. These details contribute to the nostalgic atmosphere and the sense of the classroom as a protected space.

Vocabulary: Caesura - A pause or break in a line of poetry, often indicated by punctuation.

Example: The use of sensory imagery, such as the "chalky Pyramids rubbed into dust," helps the reader experience the poet's vivid memories.