The analysis of the poem The Stranglehold Of English Lit by Felix Mnthali.

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 Title of the poem

The title, "The Stranglehold of English Lit," suggests that the poem addresses the oppressive influence of English literature, particularly highlighting the dominance of works like Jane Austen's in shaping perspectives. The poet, Felix Mnthali, seems critical of the impact of such literature on societies, questioning its relevance in the context of Africa and its history. The poem reflects on how the focus on English literature, represented by Jane Austen, may have hindered a deeper understanding of local issues and the consequences of colonial history.

Themes of the poem

The poem explores several themes:

1. **Cultural Imperialism:** The poet criticizes the imposition of English literature, symbolized by Jane Austen's works, on African societies. This reflects a form of cultural imperialism that suppresses local narratives.

2. **Historical Injustice:** The poem addresses historical injustices inflicted on Africa, mentioning victims of branding irons and sugar plantations. It suggests that the focus on English literature has obscured the harsh realities of colonial exploitation.

3. **Irony and Satire:** The poet discusses how Jane Austen's use of irony and satire may have misled the dispossessed youth, diverting attention from the real issues faced by the people.

4. **Educational Influence:** The poem questions the impact of English literature on educational institutions in Africa, suggesting that it may have hindered the asking and answering of pertinent questions about local history and issues.

5. **Deceit and Illusion:** There's a theme of deceit associated with Jane Austen's literature, portraying it as an elegant yet deceptive force that distracted individuals from the harshness of reality.

6. **Alien Conquest:** Eng. Lit. is described as more than a cruel joke; it's portrayed as the heart of alien conquest, implying that the study of English literature was a tool of colonization and domination.

These themes collectively convey the poet's discontent with the pervasive influence of English literature, particularly in its potential to distort perspectives on history, culture, and societal issues in Africa.

Tone and Mood of the poem

**Tone:**

The tone of the poem appears critical and reflective. The poet seems to express discontent and disapproval regarding the impact of English literature, particularly the works of Jane Austen, on African societies. There's a sense of frustration with the consequences of this influence, especially in relation to historical injustices and cultural imperialism.

**Mood:**

The mood of the poem is somber and contemplative. The poet reflects on the implications of the stranglehold of English literature, addressing serious themes such as cultural suppression, historical injustices, and the potential distortion of education. The mood conveys a sense of concern about the consequences of adopting foreign literary influences and the impact on the understanding of local history and issues.

Imagery of the poem

The poem employs vivid imagery to convey its message:

1. **Violent Imagery:** Phrases like "stand," "stab," "jab," and "gore" create a violent imagery, suggesting the intrusive and harmful nature of the questions posed by English literature.

2. **Visual Imagery:** The poet uses visual imagery when describing Jane Austen's people carousing all day and not working, painting a picture of a leisurely lifestyle that contrasts with the harsh realities faced by African societies.

3. **Sensory Imagery:** The use of words like "lulled" and "calf-love" evokes sensory images, creating a feeling of deception and misplaced affection caused by the influence of English literature.

4. **Historical Imagery:** References to branding irons and sugar plantations evoke historical imagery, highlighting the poet's concern about the overlooked history of colonial exploitation.

5. **Geographical Imagery:** Mentioning places like Makerere, Ibadan, Dakar, and Fort Hare adds geographical imagery, grounding the poem in the context of African educational institutions and emphasizing the widespread impact of English literature.

These vivid images enhance the reader's understanding of the poet's critique and contribute to the emotional depth of the poem.

Symbolism of the poem

The poem utilizes symbolism to convey its message:

1. **Jane Austen:** Symbolizes English literature and, more broadly, the influence of Western literature. The poet critiques the impact of such literature on African societies, suggesting that it may distract from local issues and perpetuate a distorted view of reality.

2. **Questions:** Symbolize the challenges posed by the study of English literature, particularly when it comes to understanding and addressing the historical and cultural context of Africa.

3. **Calf-Love:** Symbolizes a naive and misplaced affection inspired by the deceptive charm of English literature, particularly the irony and satire employed by Jane Austen.

4. **Branding Irons and Sugar Plantations:** Symbolize the harsh realities of colonial exploitation and the suffering of the dispossessed. These symbols draw attention to the darker aspects of history that might be overshadowed by the focus on Western literature.

5. **Eng. Lit.:** Represents English literature as a whole and is symbolically described as more than a cruel joke, emphasizing its role in the broader context of cultural imperialism and alien conquest.

These symbols collectively contribute to the poet's critique of the impact of English literature on African education and culture, highlighting its potential to distort perspectives and suppress local narratives.

Metaphors and similes

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1. **Metaphor:**

   - Example from the poem: "the test of time"

   - Explanation: This metaphor suggests that questioning why Jane Austen's people carouse all day and do no work is a test for the endurance and resilience of Africa in the face of external cultural influences. It implies that the impact of English literature is a challenge that African societies must withstand over time.

2. **Simile:**

   - Example from the poem: "like irony and satire"

   - Explanation: Describing Jane Austen's literature as being "like irony and satire" uses a simile to convey that the deceptive charm of her works resembles or is similar to the techniques of irony and satire. It emphasizes the misleading nature of the literature in captivating the dispossessed youth.

Language and diction

The poet uses specific language and diction to convey a critical and reflective tone, as well as to emphasize the impact of English literature on African societies:

1. **Critical Language:** The poet employs critical language to express dissatisfaction, using words like "deceit," "cruel joke," and "maul" to convey a negative view of the influence of English literature, particularly Jane Austen's works.

2. **Reflective Language:** The tone of reflection is evident through phrases like "For if we had asked" and "Your elegance of deceit, Jane Austen," indicating a thoughtful consideration of the consequences of adopting English literature in African educational institutions.

3. **Historical and Cultural Diction:** The use of terms like "branding irons," "sugar-plantations," and references to specific places like "Makerere" and "Fort Hare" adds historical and cultural diction, grounding the poem in a specific context and emphasizing the impact on local history.

4. **Violent Imagery Diction:** Words like "stab," "jab," and "gore" contribute to the violent imagery, emphasizing the forceful and intrusive nature of the questions posed by English literature.

Structure of the poem

The structure of the poem plays a crucial role in conveying the poet's message:

1. **Stanzaic Structure:** The poem is divided into stanzas, each containing a distinct set of ideas. The stanzas contribute to the organization of thoughts and help create a rhythmic flow.

2. **Repetition:** The repetition of the word "questions" at the beginning emphasizes their significance and the burden they pose. The repetition of "those questions" creates a rhetorical effect, drawing attention to the central theme.

3. **Enjambment:** The use of enjambment, where a sentence or phrase runs over from one line to the next without a pause, creates a continuous flow of ideas. This technique is notable in lines such as "carouse all day / and do no work," contributing to the fluidity of the poem.

4. **Interrogative Tone:** The poem is structured around a series of rhetorical questions, engaging the reader and prompting reflection on the impact of English literature in the described context.

5. **Use of White Space:** The arrangement of lines and stanzas allows for moments of white space, creating pauses that contribute to the pacing and rhythm of the poem. These pauses can also serve to highlight certain ideas or allow the reader to reflect on specific points.

6. **Shift in Focus:** The poem shifts its focus from questioning the actions of Jane Austen's people to criticizing the broader implications of studying English literature in African educational institutions. This shift adds depth to the exploration of the poem's themes.

Sound and rhythm

The poem's sound and rhythm contribute to its overall impact:

1. **Alliteration:** The use of repeated consonant sounds, such as in "stand," "stab," "jab," and "gore," creates a harsh and impactful rhythm, emphasizing the forceful nature of the questions posed by English literature.

2. **Assonance:** The repetition of vowel sounds, as seen in "carouse" and "do," contributes to a musical quality in the language. It adds a rhythmic flow to the description of Jane Austen's people and their actions.

3. **Rhythm and Meter:** The poem employs a free verse form, meaning it lacks a strict meter or rhyme scheme. This gives the poet flexibility in expressing ideas and emotions, allowing for a natural and conversational tone.

4. **Repetition:** The repetition of certain phrases, like "those questions," enhances the rhythm and serves as a rhetorical device to emphasize the weight of the inquiries being made.

5. **Caesura:** The use of pauses or breaks in the middle of lines (caesura), for example in "stand / stab / jab / and gore," contributes to the staccato rhythm, creating a sense of urgency and impact.

6. Conversational Tone:Explanation: The rhythm contributes to a conversational tone, making the poem accessible and allowing ideas to unfold in a natural and flowing manner.Overall, these elements work together to create a distinctive sound and rhythm, enhancing the emotional and rhetorical impact of the poem.

 

Syntax

The syntax of the poem plays a significant role in shaping its tone and conveying the poet's message:

1. **Interrogative Syntax:** The poem is structured around a series of rhetorical questions, creating an interrogative syntax. This choice engages the reader, prompting them to consider the implications of the questions posed regarding the influence of English literature.

2. **Parallelism:** The poet uses parallel structures, such as the repetition of "those questions" and the parallel phrasing in "stand / stab / jab / and gore," contributing to a sense of rhythm and emphasizing the persistent nature of the issues being addressed.

3. **Enjambment:** The use of enjambment, where sentences and phrases continue from one line to the next without a pause, creates a flowing and connected syntax. This technique helps maintain a natural and conversational tone, allowing ideas to unfold seamlessly.

4. **Inversion:** The poet occasionally employs inversion, as seen in "For if we had asked" and "Your elegance of deceit, Jane Austen." This inversion adds emphasis to certain.