Hide and seek by Vernon Scannell Essay

extend and seek by Vernon Scannell is around a young, excitable infant playing the sisterhood game of hide and seek.It begins by revealing the juvenile excitement experienced by a minor when playing a game Call out. Call loud Im ready Come and find me Through the poets use of exclaiming marks we can see the childs joy at partaking in the game. It is exhilarating and fun while for the child, but it is also rattling competitive. The manner in which he hides shows this competitiveness he meticulously hides beneath dirty sacking in the garden shed and makes sure that his feet arnt sticking out . Also when his friends are seeking him, they are envisioned as prowling in, and whispering at the door. This further intensifies the gradation of competitiveness within the game.However he is determined to win the game, and later a lengthy space of season he thinks, It is time to permit them know that youre the winner.By know the child is supremely confident that he has emerged the victor, however it only exaggerates his betrayal and feeling of defection when he finds out the truth.Finally when the son victoriously emerges from his hiding place, and shouts Ive won, Ive won Here I am he is greeted by a scene of nonhingness -The darkening garden watches. Nothing stirs. His juvenile dreams of a grand procession in his honour are bucket along immediately, and we begin to sympathise with the boy as he tragically realises that he has been betrayed and deserted by his friends.The most significant theme explored in Hide and seek is the individual status of one human being. The metrical composition asks the combative question, how much do we really matter? The poet divulges into this topic and comes to the conclusion that we are not individually important in the wider scheme of things than we think.Half-past Two by U.A. Fanthorpe concentrates more on the idea of time and the focuss in which it governs society. The poem revolves around a child beingpunished for doing Something Very improper. The use of capital letters gives the impression that the act committed mustiness have something very serious, and also describes the angered tone of voice that the teacher may have used when admonishing him. However the next disceptation contrasts sharply with these thoughts by saying (I forget what it was).The punishment given by the teacher is to make him stay in the schoolroom till half-past dickens. However, the wrangle half-past two are meaningless to the boy because She hadnt taught him date, and he was too scared to remind her of that. The boy is always deferential towards the teacher, and their social difference is exaggerated by the capital letter at the beginning of the word She. The teacher is perceived as a god-like strain to the boy, who has no power or say in any of her imperatives. The miserable boy has no comprehension of time and therefore half-past two is double-dutch to him. The boys definition of time comes from aspects of his own family life Timeformykisstime, Gettinguptime and TVtime. The child, although not pre-linguistic, is not practiced in the use of regular time and hence must use time by thinking of things connected with it.His compound time-words shows his unfitness to associate with the alien abstract time that the adults in his environment repeatedly use. As a result, he does not know when it is time for him to reach the schoolroom to return home. This causes him to forget that time exists, and he begins to dream approximately the smell of old chrysanthemums and the air outside the window. This is a emblematic example of an epiphany, where the boy becomes unimpeded by the constraints of time, shown by the use of the words into ever. He is liberated by the bounds of time for a piddling while, that is until his startled teacher returns to find him still there. The teacher is profusely self-deprecating and tells him that he can go home.The ensuing stanza is probably the most important And he never forgot how once by not knowing time/He escaped into the clockless land of ever/ Where time hides tick-less waiting to be born. A feeling of reminiscence is shown by the use of the words he never forgot. The ending is particularly affirmative as it shows the happiness felt up by the boy as his imagination communicates wild and he eludes time into the clockless land of ever.The most pertinent theme explored in Half-past Two is that of time, and the way it governs our lives. The poem is articulates the adversities of time and contrasts it with the liberty and bliss experienced by the boy when he was freed from time. The cruel aspect is that all human beings eventually run out of time we get old, lonely and eventually die out-of-pocket to time.Isolation is a major theme within both poems because it affects both boys concerned in a different but dominant way. The child in Hide and Seek is purposefully forgotten and is left totally to his own senses floor is cold. Isolati on is a key constituent in Half-past two because the child in question is forgotten about in detention and he begins to reverie in his own human being. It is a more commanding theme in Hide and Seek because of the bumpy nature in which the boy is abandoned.One of the most foremost similarities in themes between the two poems is that they both concentrate profoundly on greater social forces. This is seen by the use of the words She in Half-past two and They in Hide and Seek. The boy in Half-past two is completely controlled by his authoritative teacher and one may argue that the prowling and whispering are quite threatening thus causing the boy to hide because of his vexation of society, not simply because he is playing a game.Time is a comparable theme explored in both poems, but more so in Half-past two. In Hide and Seek, time symbolically passes to show the transition of friendship to loneliness and Hide and Seek discusses how the world is restrained by the limits of time.