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The Naming Of Parts


            The poet, a new recruit, stands at the mercy of drill sergeant drilling the parts of a gun into the minds of the recruits. The poet seeing the garden as he finds his salvation from the loud noises of training. He contrasts the two throughout the poem.
             The poet is going on with his training. The poem expresses his frustration at having his life taken over, and being forced to learn things which he does not want to learn, and which seem to him meaningless, while the life he wants to live, represented by the garden, is forbidden to him.
             We can assume the poet is writing about his own experience as a newly conscripted soldier, starting his training. He does not want to be there, and the poem expresses his frustration towards what he is being told to learn. The repetition of the "days" - today, tomorrow yesterday, but today -suggests he is bored. Also the comparison he makes with the beauty of the neighboring gardens, which are simple out of bounds for him, because he has to learn the parts of a gun.
             In the second stanza we hear the instructor's voice, and the poet's ironic and sarcastic comments on the situation. The pointlessness of learning the names is amplified by the fact that the men do not know how to use the parts whose names they are learning, mainly they haven't yet got the parts yet, and in the case of the "piling swivel," they will never have one. But they have to learn the name just the same. The poet contrasts this noisy, pointless listing of parts, with the silent garden. You don't have to name the parts of the garden. It is simple common knowledge. In another contrasting example, he says that the flowers are not stupid like the soldiers. This has the sense that what the soldiers are being taught to do is not normal for them, which is why they do it wrong.
             The movement of the instructor's hands as he demonstrates easing the spring reminds the poet of the movement of the bees as they pollinate the flowers in the garden.


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