A Century Later (AQA GCSE English Literature): Revision Notes

A Century Later

"A Century Later" by Imtiaz Dharker

Context

Imtiaz Dharker is a British-Pakistani poet whose work often explores themes of identity, displacement, and social justice. "A Century Later" reflects the ongoing struggles for girls' rights to education, particularly in countries where girls face violence and oppression for simply attending school. The poem is inspired by the real-life story of Malala Yousafzai, who was shot by the Taliban for advocating girls' education. Dharker's work highlights the resilience of girls fighting for education in the face of adversity.

The Poem

The school-bell is a call to battle,

every step to class, a step into the firing-line.

Here is the target, fine skin at the temple,

cheek still rounded from being fifteen.

Surrendered, surrounded, she

takes the bullet in the head

and walks on. The missile cuts

a pathway in her mind, to an orchard

in full bloom, a field humming under the sun,

its lap open and full of poppies.

This girl has won

the right to be ordinary,

wear bangles to a wedding, paint her fingernails,

go to school. Bullet, she says, you are stupid.

You have failed. You cannot kill a book

or the buzzing in it.

A murmur, a swarm. Behind her, one by one,

the schoolgirls are standing up

to take their places on the front line.

5 Quotes + Analysis to Achieve a Grade 9

1. Metaphor: "The school-bell is a call to battle"

• Analysis: The metaphor of the school-bell as a "call to battle" immediately sets the tone of danger and violence, suggesting that for some girls, going to school is a life-threatening act. This highlights the extreme challenges faced by girls seeking education in oppressive environments.

2. Imagery: "to an orchard in full bloom, a field humming under the sun"

• Analysis: This peaceful imagery contrasts with the violence of the battlefield. The orchard and poppies symbolise hope, growth, and the potential for a better future through education. It suggests that despite the violence, education leads to a flourishing, vibrant life.

3. Personification: "Bullet, she says, you are stupid. You have failed."

• Analysis: The personification of the bullet as "stupid" and "failed" reveals the girl's defiance and inner strength. Despite the violence, she rejects its power, asserting that knowledge and her spirit cannot be silenced by fear or oppression.

4. Symbolism: "You cannot kill a book or the buzzing in it"

• Analysis: The book represents knowledge, and the "buzzing" inside it symbolises the energy and life that education brings. The line asserts that, no matter the violence used against them, girls' right to learn and the power of knowledge cannot be destroyed.

5. Collective Action: "Behind her, one by one, the schoolgirls are standing up / to take their places on the front line"

• Analysis: This line highlights solidarity and the collective strength of the girls. The "front line" is not just a battle for one individual, but a growing movement of resistance. The schoolgirls are united, each taking a stand for their right to education, signalling that the fight continues across generations.

Form & Structure Points

• Free Verse: The poem is written in free verse, which creates a fluid and conversational tone. This form allows Dharker to move seamlessly between the violence of the battlefield and the hopeful imagery of the orchard, mirroring the fluctuations in the girls' struggle.
• Enjambment: The use of enjambment gives the poem a continuous flow, emphasising the ongoing nature of the fight for education. It mirrors the relentless march of time and the persistence of girls' resistance.
• Imagery & Symbolism: Vivid imagery, such as the bullet and the orchard, and the use of symbolism, such as the book, contribute to the deeper themes of resilience, hope, and the power of education.

Tone

• Defiant & Empowering: The tone is one of resistance and strength. The girl's assertion that the bullet "has failed" showcases her defiance and refusal to be silenced by violence.
• Hopeful: The poem shifts to a hopeful tone as the girl and other schoolgirls stand together, symbolising the unbreakable power of knowledge and the belief that education will triumph over oppression.

Example Paragraph for a Grade 9 Answer:

In A Century Later, Dharker presents the fight for girls' education through powerful metaphors and imagery. The "school-bell is a call to battle," immediately framing education as a dangerous, life-threatening pursuit for many girls. Despite the violence they face, the girls persist, as seen when the protagonist declares, "Bullet, you are stupid," defying the forces trying to silence her. The hopeful imagery of an "orchard in full bloom" contrasts with the violence, symbolising the potential for growth and freedom through education. This sense of empowerment is further reinforced by the collective action of the schoolgirls, who, "one by one," rise to join the fight for their rights.