School Over by

Muhammad Haji Salleh

Background of PoetSynopsis

Group members :-

• Mohd Shahran Azmi bin Sabri• Muhd Safwan bin Safarudin Zakki• Jusren Martha bt Siun• Syarmimi bt Ellias• Sriyani bt Fadzil

Background of The Poet

Muhammad Haji Salleh

Name : Muhammad Haji SallehD.O.B : 26 March 1942P.O.B : Taiping, PerakEducation : -Sungai Acheh School (1949)- Anglo-Chinese School, Nibong Tebal- High School Bukit Mertajam - Malay College Kuala Kangsar- PhD in Michigan University,US

Work• A translator of Malay literary works into

English.• A prolific writer of poems (widely

published)• His works provide both the Malaysian

perspectives, as well as reflect regional and universal values, virtues and aspirations.

• He is keen observer, and his works reflect the human dimensions encompassing the individual, society, culture, customs, taboos and traditions

Awards• Anugerah Sasterawan Negara (1991)• He became Malaysia’s Sixth

Sasterawan Negara (Malaysia’s National Laureate).

• South East Asia Writers Award (1997)

Synopsis

Introduction

•  He wrote the poem while he was teaching in Sultan Abu Bakar School, Kuantan in 1968. His real experience as a teacher watching his pupils rushing out of the classroom in great spirit and life force, which was not shown in class, has inspired him to write this poem.

The Poem

Stanza 1

• The “belated bell shrieked” signalled the end of school for the day. The children regarded the bell did not ring on time because they had waited for it for a long time. They were so tired of life in the classroom that they had been daydreaming and planning activities for the afternoon.

• Assonance in line 5, which is repetition of the vowel “o”, makes the line sound livelier and shows the eagerness of the children for the coming afternoon that they did not have to spend in school.

(for the schoolles afternoon)

• The persona was also tired after teaching for the whole morning. The main reason of the tiredness might be caused by the students, who had not paid attention during his lessons. The persona was also trying to remind the students to revise and finish their homework at home but it seemed impossible when the persona had to “persuade” the idea into their minds.

Stanza 2

• The bell was regarded as the “life giver” because the ringing of the bell made the children energetic. It was the “sudden god of freedom” for that particular time of the day mostly because that bell marked the end of the day while the ringing of the bell at other time marked the start of lessons.

• The children would not have wanted to continue the lessons which were considered to be boring and dull by them. They were hungry and would want to go home to serve themselves with the delicious "home cooked" lunch prepared by their mother.  After the bell had rung, they quickly flung the wooden chairs on the wooden tables. They were so reluctant to do so although it was the last thing they have to do for the day as described as “dragging the last scraps of day down”.

• However, the persona had to wait for the children to leave the “dreary classroom” that the children do not like. The day was hot and children were sweating. At that time, there were no fans and air conditioner like we have in our classrooms today. 

Stanza 3

• Boys were seen running towards the school gate which is near the road. The persona had to stand behind the table to avoid being knocked down. The boys were “running to catch” their “friends from other classes”. The children were happy.

• The smooth sound of lines 4-5 because of alliteration (repetition of ‘f’) brings the idea of the fast motions of the children. It also gives the idea of the children’s running that seems to have constant rhythm.

• From their motions, the persona felt that they were recharged. Compared to their slow actions in class, their “elbows and feet” are “newly alive” when school was over. It took them some times to disappear behind the school building and leave the school compound.

Stanza 4

• On the other hand, the girls were still calm. They were combing their hair by “secretly peering into some mirrors” that they had brought to school. They were not allowed to bring mirrors to school. Despite the school rules, the girls had hidden the mirrors in their books.

• At that time, books written by Shakespeare and Usman Awang were their text books. They were to learn both Western and local knowledge. Shakespeare is known as a great author of the West while Usman Awang is one of the famous authors of Malaysia. Both are used to symbolize knowledge, especially literature, of the East and the West.

Stanza 5

• Again, we find that the persona had continued to wait for the children to leave. He felt awkward probably he was confused whether to punish the girls for breaking the school rules. The girls were giggling and whispering to each other while they were leaving the classroom. Perhaps they thought they were smart enough to hide the mirrors and the teacher did not realize about it.

• Confusability was shown when the persona felt their laughter was feminine and childish at the same time. Repetition of “some” enables the readers to sense the persona’s feelings. The girls, not like the boys, were polite enough to thank the persona before leaving. They showed respect to the elders as their cultures had taught them.

Conclusion• Muhammad Haji Salleh has written

all the words in the poems in lower case. Only the Latin-influenced languages use capitals letters to begin sentences and proper names. Languages such as Arabic, Chinese, Thai, Burmese etc do not have such rules. Giving “I” the lower case symbolizes a sense of humility. This is probably because the poet regards what he felt during “school over” as very personal.

References

• http://www.angelfire.com/me5/muhammadhs/page_3.htm

• http://literature.com.my/index.php?option=com_content&task=view&id=399&Itemid=369

• http://www.litencyc.com/php/speople.php?rec=true&UID=3242