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When Gay Byrne had a phone competition live on air, the card that was picked was from a lady whose daughter had been killed the night before in an accident, Byrne and the country were struck silent, after condolences were offered, the lady was asked that given the circumstances if she would like to continue, she said she would, because her daughter had posted the entry card. Kennely was a guest that evening, and recited this beautiful poem in memory of the young woman. It was terribly sad, but beautiful.

I think you may have missed the nuance of Patrick's rural life...

Inspiration? Imagination? Understanding? Finding a way to express whatever thought or theme was in the poet's mind? Poetry and poets often deal with ideas that forever lie just a breath way from being fully explicable in everyday language . that's why we have and need poets ... to make us think and reach our own conclusions.

alan sturgess Finally a beautiful interpretation!❤️

@@editthisthot4302 I don't know if you're a teacher but, for what they're worth, here are a few ramblings of my own: When I was a teacher, I always tried to use and teach poetry as a way to encourage children to explore ways beyond the obvious with which to express or examine their own feelings or experiences. I now volunteer in a school and still try to do so - especially since poetry has been largely removed from the UK's National Literacy Strategy (idiots). Pre-Covid I was working with a Year 6 class and explained that one of the features of poetry is that you can (with reason) break the usual rules of syntax, tense, spelling etc. if it helps you express yourself. This can apply to prose, but it harder to do or justify with primary pupils. Often, when writing rhyming, rhythmic poetry, you need to swap or adjust word position to maintain sense but, in so doing, traditional syntax might need to be ignored. As long as there is a reason for doing something, the door can be opened as wide as you find necessary. For instance, take the idea of someone remembering how they used to throw pebbles into a stream. A straightforward description might be ... 'If I think back to those days, I remember standing here, throwing pebbles into the stream and then watching circles ripple outwards after each splash.' In a rhyming poem that could becomes ... It seems only yesterday, almost in a dream, that I stood here and with pebbles made splash and circle in the stream. One approach I often took was to either use or adapt Hughes' idea(s) and ask children to imagine a poem as some sort of creature --- in other words, to personify it. Depending upon the class or group I might ask them to imagine watching the creature whilst with others I'd ask them to imagine being the creature. One poem I used from a small sequence called 'What kind of creature is 'a poem'?' ended like this ... Poems are secretive creatures. Each one leaves a special mark. Perhaps there's one beside you, or behind you in the dark? Perhaps there's one inside you, it only takes a spark to provide the fire that calls it like a moth that's drawn to flame fluttering against the window; beating against the pane. What kind of creature is your poem ? But that's rhyming poetry - what about free verse? Is that harder to write, teach or explain? It's certainly better at helping pupils to break away from the usual traps of using rhyme, but it has its own disciplines - despite the tag of being labelled 'free'. Before I launch into an exposition, I'll leave you with a simple example in which, for effect, the ending relies on breaking two rules . . . re-arranging the word-order of a well known phrase and the use of rhyme which isn't usually associated with free verse. (that's always a very interesting rule to break). This poem is one of a group which personifies colours for painting rather than colours in light. If you like this idea, look for an old jazz poetry recording by Ken Nordine called 'Colours' ... ruclips.net/video/GPrfn8WwLqA/видео.html Personally, the use of music in those recordings doesn't add anything for me and is a distraction, but that could be another avenue to explore in school along with movement and mime. Purple was afraid. She'd had too many brushes with pain. Red and Blue were at war. They were always fighting. One day, one of them would kill the other. What would happen to Purple then? She always tried to keep out of it. She played safe. She didn't want to get mixed up with either of them. But what other choice was there? She knew the time would come when she had to make a decision. She couldn't do things on her own. Should she go with Red? Or should she choose Blue? Life, for Purple, has always been such a painful cry and hue.

alan sturgess We Need More Teachers Like You In This World Sir.. Happy Teacher’s Day

@@editthisthot4302 🧡💚

A fine reading. Please fix the distraction of the wrong name.

So you will have been studying this poem for quite some time and still have no idea what it's about, nor how the imagery works? Maybe try a different subhect rather than English Literature and poetry? Why leave it until the day of the exam to wonder about meaning . . . . or are you just a troll who wanted to post something negative? Yes, that, surely, is the only truth.