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 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.