Anthem for Doomed Youth: Wilfred Owen - Summary and Critical AnalysisAnthem for Doomed Youth, as the title suggests, is a poem about the waste of many young men in the First World War. The word ‘anthem’ in the title, unlike a national anthem that glorifies a country, is ironical, for there is just the opposite of glory in the absurd death of younger people shooting each other for nothing. The youth in the poem is doomed less by other (which the poem doesn’t mention) than by his own decision to join the battle.
The poem reminds us of the sonnet that Mr. Brooke wrote to glorify war and England in that jingoistic manner; Owen has used the same sonnet form (that was originally used to express love) to demystify the conventional glorification of war, by exposing the meanness and absurdity of dying in the battle. The poem is written in the form of a sonnet. The poem as a whole is about how to conduct the funeral of a certain (or any) soldier who has died in war.
The first eight line stanza (octet) describes how the guns and rifles, bursting bombs and the bugles will take the place of church bells, choirs of religious hymns, prayers, voices of people mourning and wailing, and the calling from the sad countryside. In the second six line stanza (sestet), he replaces more conventional objects and activities in mourning and funeral by more abstract and symbolic things back at home. The first stanza is full of images of war that will do the mourning, so that no human sympathy and ritual is necessary, because this is not natural and meaningful death. The second stanza is more devastating in its irony.
The octave begins with a rhetorical question. “What passing-bells for these who died as cattle?” The soldiers die like cows; their death doesn’t evoke much sorrow. The persona is not actually so apathetic; the viewpoint is ironic that of the indiffere4nt people who stay in the protection of home and never know that war is horrible and disgusting. The rhetorical assertion that no bells may be rung in the name of these soldiers is not so much about the manner of their dying but the little value that the society attaches to their death. So at the deeper level, the poem also reads like a direct invective scorn expressed by someone exasperated by war and senseless killing of the young. If a man dies, the bell is rung at the church but when the cattle die, we don’t ring the bell in the church. When a soldier dies, in situations like the World Wars, there is no much value attached to the death of mere soldiers.
By using the fixed form of the sonnet, Owen gains compression and a close interweaving of symbols. The structure depends, not only on the sonnet form but also on a pattern of echoing sounds from the very first line to the last, and upon Owen’s careful organization of groups of symbols and of two contrasting themes – in the octave the mockery of doomed youth, and in the sestet the silent personal grief which is the acceptable response to immense tragedy. The symbols in the octave suggest cacophony and the visual images in the sestet suggest silence. The poem is unified throughout by a complex pattern of alliteration and assonance. Deposited its complex structure, this sonnet achieves an effect of impressive simplicity in theme.
Irony is another important device in this poem. It is a terrible irony that men are dying as cattle. It is ironical that sympathy seems to have dried up, and men are patient about the death of the thousands of soldiers. Amidst these terrible ironies, the poet suggests ironically how we, as typical war lovers, conduct the funeral. Since the soldier loves to glorify the gun, it is perhaps his wish that the beloved guns sing the hymns after his death. The church is not as important as the bombs that will do the prayers. The second stanza is even more devastating in its irony. The poet has replaced not only the normal religious rituals; he has also supplied new materials for the funeral program. These metaphorical symbolic materials like the sad voice, the mourning, the pale expressions, patient minds and brightness of the eyes will no longer come to use, because they had been used to conduct the funeral of the soldier the very day he had decided to leave normal life and chosen to go to the battlefield and die! When the poet remembers today, he feels that the shining in the eyes or sad girls who said goodbye to the foolish soldiers was the funeral candle for them that very day! This idea of leaving funeral is certainly exaggerated, but it is also very true because the decision to go to kill your brothers is well high a departure for death. So the poet says that the funeral in human terms had been done and therefore it is no longer necessary now. Their death was a foregone conclusion, nothing shocking; that is why the people are patient. What is left now is for the guns and bombs to perform (or celebrate) the funeral of the soldiers who die as cattle.
The poem is remarkable for its sound symbolism. The sounds of the guns and rifles are echoed by the words like monstrous, anger, stuttering, rifle, rapid, rattle, patter hasty orisons, demented, and the like, all of which contain sounds like /r/ /d/ /t/, etc. The alliteration imitates the sound of the bullets blowing in the battlefield. In the sestet there is no sound of war but a vast funeral service for the dead soldiers. The poet asserts that there is no need for candles. The candles are replaced by the glimmering tears in the eyes of beloveds. Their glimmering tears become the candles for the funeral services. The flowers come from the tenderness of patient minds. A drawing of curtain symbolizes the darkness or the passing of the sun. The sestet concerns with different insight. It pictures the melancholy state of the mind of the beloved who thinks of her dead lover. She sees her fate caste with darkness.
Wilfred Owen’s poem, “Anthem for Doomed Youth”, creates a picture of young soldiers in battle dying. Drawing a mental picture of a family at home sharing in the mourning for their lost sibling, the reader feels the grief of this poem. Through the portrait of vanishing soldiers one sees loneliness, as they die alone on the battleground. Effective use of imagery, alliteration, and end rhyme as well as great writing gives the reader a lasting impression.
The title, “Anthem for Doomed Youth”, fits well for this poem. For the duration of the poem a feeling of death and despair run through the reader’s mind. Though one cannot tell exactly which war the poem stands for, one can hypothesize that it stands for World War I because of the type of warfare the speaker discusses. He discusses machine guns, rifles, and artillery shells falling from the sky like rain which most parallels World War I. This image of soldiers dying due to heavy artillery appears most in the mind of the reader. Feckless soldiers dive into the muck of trenches to save themselves from the “wailing shells” (7) that “shrill” (7) over them.
Reading this poem puts one in World War I through the great imagery of the speaker; one feels as if he is diving to keep away from the artillery. Titling this poem seems simple since the entire sonnet informs the reader of the hopeless situation for the young soldiers. Praying soldiers “die as cattle” (1) with no “passing-bells” (1) as “their hasty orisons” (4) die with them. An interpretation of this is that if one “[dies] as cattle” (1) they are dying as animals and dying with no “passing-bells” (1) means there are no mourning bells which exist at funerals. “Hasty orisons” (4) means quick prayers which in the sonnet makes them the quick prayers before the soldiers are shot; so if “their hasty orisons” (4) are “[pattered] out”, then they have no prayers. The speaker’s diction here sets the gloomy tone and setting throughout the poem.
Without any introduction the reader finds himself on the front line. Through great imagery the speaker illustrates a grim tale of battlefield death. In the first octave the speaker makes the reader feel as if he stands shoulder to shoulder with a fellow soldier praying that “the monstrous anger of the guns” (2) will not leave them decaying on the field. Dying alone on the field, the boy’s “hasty orisons” (4) fade away by the “stuttering rifles’ rapid rattle” (3).
Through these images the reader sees how the prayers of young soldiers go on deaf ears with no one around to hear, especially over the “choirs of wailing shells” (7). Honestly, no one knows of or can acknowledge the fact that the boys die this lonely death, which leaves sadness in the reader’s heart. As in most octaves of poems there lies a proposition in this poem the proposition of a lot of deaths alone on a battlefield becomes the proposal. In further detail the reader sees the flying shells and rifles that bring a stop to the hope and prayers of the soldiers.
Following the octave, the sestet brings a result or response to the proposition. Responding to the proposition of dying alone, the reader finds that the young soldiers die alone on a battlefield, but they have already given their “holy glimmers of goodbyes” (11) to the girls who will cry over their deaths. Crying over these dead soldiers shows that these young boys die in someone’s heart, though they die by themselves physically. Through the illustration of “the pallor of girls’ brows shall be their pall; / their flowers the tenderness of patient minds” (12-13), the reader sees the poignant funeral of a military man.
In the last line of the poem the reader finds out that “each slow dusk a drawing- down of blinds” (14) occurs, which can have two meanings. One, more sadness reaches the people who love their lost soldier, and another interpretation can be that the “drawing-down of blinds” (14) displays the soldiers’ eyes closing slowly as he dies. This interpretation of “the holy glimmers of goodbyes” (11) means the soldier’s eyes right before death have flashes of his funeral back on the home front with “the pallor of girls’ brows” (12) and “their pall; / their flowers” (12-13). Within the sestet the reader basically finds that mourning does occur for the death of the young lost soldiers. Throughout the first octave the speaker uses great imagery to illustrate the grim reality of the young boys’ dying on far away battlefields.
Also in “Anthem for Doomed Youth” such devices as alliteration and end rhyme give a flow to the poem. Alliteration occurs when the reader reads “rifles’ rapid rattle” on line three. Another use of alliteration arises with the “slow dusk a drawing-down” (14) repeating the sound of words starting with the letter d. Using the alliteration of the r and d sound gives the reader a better feel for the sound of what occurs at that point in the poem. Reading “rifles’ rapid rattle” (3) gives the sound of the rifle shooting very well.
Throughout the poem the use of end rhyme transpires with the rhyme scheme of ABABCDCD EFFEGG. Although this rhyme scheme appears to be Petrarchan because of the octave and sestet, it does not have the same scheme as Petrarchan. Shakespearian scheme occurs in the octave and the last two lines of the sestet, but it does not take place in the first four lines of the sestet, and it does not have the correct format of three quatrains and a couplet.
In conclusion this poem displays a grim look on the truth about war and its affect on the young soldiers who participate in it. Displaying this truth through great imagery, Wilfred Owen brings a candid opinion of what occurs during war. Through these literary devices such as alliteration, end rhyme, and imagery Owen creates a vivid picture and gripping description of “Anthem for Doomed Youth”.