mid term break essay 250 words

Mid-Term Break

By Seamus Heaney

‘Mid-Term Break’ by Seamus Heaney describes the emotional turmoil experienced by a speaker who has lost a loved one in a traumatic way. 

Seamus Heaney

Nationality: Irish

After he passed away in 2013, the world went into grieving.

Key Poem Information

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Central Message: The death of a loved one changes people's lives forever.

Themes: Death , Recovery

Speaker: The older brother of the deceased child, possibly Heaney himself.

Emotions Evoked: Grief , Guilt , Sadness

Poetic Form: Tercet

Time Period: 20th Century

The poem captures the heartbreaking reality of losing a loved one by describing the reactions of those around the deceased boy.

Poem Analyzed by Emma Baldwin

B.A. English (Minor: Creative Writing), B.F.A. Fine Art, B.A. Art Histories

‘Mid-Term Break’  was published in  Death of a Naturalist,  Heaney’s most-famous volume, in 1966. It is dedicated to Heaney’s brother who died in a car accident in 1953 when he was only four years old. Heaney was 14 at the time. The text is incredibly personal and moving while at the same time analytical as Heaney tries to understand social roles.

It is worth knowing that Heaney's own brother was killed in a traffic incident at the age of four, the same age that the boy in the poem is killed. This adds weight to the poem's message and imbues it with personal feeling. Given the intensely personal nature of the poem's subject matter , it may even be worth readers contemplating moments of loss in their own lives ahead of reading it, in order to better imagine the scale of the heartbreak felt by many of the poem's figures.

Explore Mid-Term Break

• 3 Structure and Form
• 4 Literary Devices
• 5 Analysis, Stanza by Stanza
• 6 Similar Poetry

‘ Mid-Term Break’  by Seamus Heaney describes the emotional turmoil experienced by a speaker who has lost a loved one in a traumatic way.

The poem begins with the speaker stating that he is being quarantined within a “sick bay” of his college. It is here he waited for his neighbours to come and pick him up and take him home. The boy has suffered a loss, one which does not become clear until the final line of the poem.  

He travels home and is met by his suffering family. His father is crying, and his mother is unable to even speak. There are many strangers around attempting to sympathize with the family, but their efforts appear awkward and are often unwanted.  

The body arrives via ambulance the next day and the boy takes a look at it when he is alone one morning. There are no great injuries that he can see but he knows this is due to the fact that this person was thrown by the bumper of a car. The final line states that the coffin will only be four feet long, the same length as the child’s age, making clear to the reader that the speaker has lost his young brother in a terrible accident.  

The Poem Analysis Take

Expert Insights by Joe Santamaria

B.A. in English and Related Literature, M.A. in Irish Literature

While Heaney is one of my favourite poets, this is one poem I never look forward to re-reading and I mean that as a compliment. There is something so raw, and so real about the ways in which the poem's figures handle, or sometimes ignore, their own feelings of grief that I find haunting. This is testament to the poem's power and emotional candour, as well as reminding me of the horrific reality that awaited Heaney when he heard the news that his brother had been killed.

In  ‘Mid-Term Break’  Heaney engages with themes of loss and grief. It focuses on the aftermath of the car accident that killed Heaney’s younger brother. The accident is in the background of how everyone around Heaney responds. There is anger, pure sorrow, and detachment that he observes in his family members. The death threw off the family dynamic and shifted the way that everyone responded to everyday events. Gender roles shift, and the reader is left to contend with their own ideas of what grief looks like and how it can change one’s life.

Structure and Form

‘ Mid-Term Break’ by Seamus Heaney is a seven-stanza poem that is made up of sets of three lines, or tercets . These tercets remain consistent throughout the poem until the reader comes to the final line. This line is separate from the preceding stanzas and acts as a point of summary for the entire piece. ‘ Mid-Term Break’ does not follow a specific rhyme scheme , but is still unified through the similar line lengths and the moments of the half and full rhymes that exist throughout its text.

Literary Devices

Heaney makes use of several literary devices in ‘Mid-Term Break.’  These include but are not limited to alliteration , enjambment , caesura , and imagery . The latter is one of the most important techniques a poet can make use of in their work. Without imagery, the reader will likely leave the poem unaffected by what they’ve read. For example, these lines from the first stanza : “Counting bells knelling classes to a close. / At two o’clock our neighbours drove me home.”

Alliteration is seen quite clearly in the first stanza in which the poet uses a number of words that start with a “c” sound. These include, “college,” “counting,” classes,” “clock,” and “close,” all within three lines.   

Caesura and enjambment are formal devices that impact the way readers understand the lines. Enjambment is concerned with line breaks while caesura is focused on pauses in the middle of lines. For example, the last line of the poem reads: “A four-foot box, a foot for every year.” There are several examples of enjambment as well. For instance, the transition between lines one and two of stanza six as well as line three of stanza four and line one of stanza five.

Analysis, Stanza by Stanza

I sat all morning in the college sick bay Counting bells knelling classes to a close. At two o’clock our neighbours drove me home.

The poem begins with the speaker stating that he has been trapped within a “sick bay” of his college medical center for the entire morning. One might initially think that this is due to an illness that the speaker has contracted, something that requires he be kept separate from the rest of the student body. This is and isn’t the case. As the reader will learn in the following stanzas, the speaker has lost someone very close to him, and the “sick bay” is where he is made to wait for his “neighbours” to drive him home.  

The poet has chosen to emphasize the alienating impact that loss has on someone by keeping the speaker separate from any friends or colleagues he might have in the school. He is made to suffer alone so no one has to see what he is going through.

While waiting, he knows the school day is going on outside the wall of the office. He can hear the bells ringing and understands that it is “two o’clock” before anyone comes to get him. The depth of his loss is made clear by the fact that it is not a family member who retrieves him, but the neighbours.  

In the porch I met my father crying— He had always taken funerals in his stride— And Big Jim Evans saying it was a hard blow.

In the second stanza, the speaker has arrived home and the first thing he sees is his father on the porch crying. This is a shocking sight, as in the past, when they have attended funerals before, the father has always “taken [them] in his stride.” He has never been very moved, at least on the outside, by death. But there is something different about this loss.  

A neighbour, named “Big Jim Evans,” comes up to the speaker and tells him that this loss was a “hard blow” on the speaker’s father.  

Stanza Three

The baby cooed and laughed and rocked the pram (…) By old men standing up to shake my hand

He is now inside the house and with his closest relations. There is a baby in the room, blissfully unaware of the mourning going on around it. It is there, “cooing” in it’s “pram.”  

The men in the room, associates of his father’s and friends of the family, stand up and “shake [his] hand” when he comes into the house. He is caught off guard and embarrassed by this action. He does not know how to respond to it. At this point, the reader still does not know who it is that the speaker has lost.  

Stanza Four

And tell me they were ‘sorry for my trouble’. (…) Away at school, as my mother held my hand

In the fourth stanza, it is made clear that it is not his mother who has died, as she is there holding his hand as all the strangers speak to him. Endless numbers line up and tell him how sorry they are for his “trouble.” Even here, at this funeral, the men and women are unable to confront what has happened. It is “trouble” that has occurred, rather than the death of a loved one, or important loss.  

The strangers are all around the small family. The young speaker is able to hear them telling one another that he is the “eldest child” who was “away at school” when whatever happened, happened.  

Stanza Five

In hers and coughed out angry tearless sighs. (…) With the corpse, stanched and bandaged by the nurses.

The mother is still holding her son’s hand. She is unable to express herself, all she can manage is coughing out “angry tearless sighs.” The loss is too great for real meaningful words.  

Finally, the ambulance arrives. An amount of time has passed since the boy first learned of this loss and the corpse has been processed. It has been “stanched and bandaged by the nurses.” It is no longer bleeding, and all serious wounds have been covered.  

Next morning I went up into the room. Snowdrops (…) For the first time in six weeks. Paler now,

In the second to last stanza, the speaker is finally able to confront the body. He goes up to the room in which the body is kept the “Next morning” and sees the “Snowdrops / And candles” beside the bed. It is a peaceful scene, one of meditation and quiet contemplation.  

This is the first time the boy has seen this person in “six weeks.” It is unclear how long it has been since the accident that killed this loved one, but the boy has been away at school for quite some time.  

Stanza Seven

Wearing a poppy bruise on his left temple, (…) A four-foot box, a foot for every year.

In the final stanza, and in the hanging of the last line, the identity of the person is finally revealed. First, the speaker gives some details regarding the state of the body. There is a red, “poppy” colored bruise on the side of the person’s head, but other than that there are no “gaudy scars” that would tell of what happened in the accident.  

In the next phrase, it is revealed that the body is in such a state because the “bumper knocked him clear” of the greater accident. Whoever this person was, they died from the impact of a car.  

The final line is that which makes clear the person’s identity. The body belongs to the speaker’s brother, who was only four years old when he was killed. His body rests in a box that is suited for his age and size. It is only four feet long, the same length as the years he lived on the earth.  

Similar Poetry

Readers who enjoyed  ‘Mid-Term Break’  should also consider reading some of Heaney’s other best-known poems . For example:

• ‘ Digging ‘
• ‘ The Other Side ‘
• ‘ The Harvest Bow ‘

The latter was published in Heaney’s 1979 collection Field Work.  It speaks of nostalgia and memories connected to childhood. ‘ The Other Side ‘  explores themes of division and difference in religion as well as the possibility of reconciliation. These are common topics in Heaney’s work in regard to Northern Ireland. ‘ Digging ‘  is also considered to be autobiographical in nature. It depicts Heaney sitting inside while his father works outside in the garden.

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20th century, death of a loved one.

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be saving peoples grades out here

That’s what we do. Not all heroes wear capes 😉

just noticed this while reading the poem, in line six a funeralgoer says it was “a hard blow”. you could also say that this foreshadows the ending as the child was killed by a hard blow

Definitely!

How does Heaney present childhood in “Mid-Term Break”? Comment in detail on Heaney’s choice of diction, use of point of view, and figurative language.

this is poemanalysis.com, not writeyourassessmentforyou.com!

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Baldwin, Emma. "Mid-Term Break by Seamus Heaney". Poem Analysis , https://poemanalysis.com/seamus-heaney/mid-term-break/ . Accessed 3 August 2024.

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Mid-Term Break Summary & Analysis by Seamus Heaney

• Line-by-Line Explanation & Analysis
• Poetic Devices
• Vocabulary & References
• Form, Meter, & Rhyme Scheme
• Line-by-Line Explanations

“Mid-Term Break” was published by Irish poet Seamus Heaney in his 1966 book Death of a Naturalist. The poem is about Heaney’s brother, who was killed by a car in 1953 when he was only 4 years old, and Heaney only 14. Personal and direct, the poem describes the unexpected ways his family’s grieves as they confront this tragedy. It also notes the way that grief may upset traditional social roles.

• Read the full text of “Mid-Term Break”

The Full Text of “Mid-Term Break”

“mid-term break” summary, “mid-term break” themes.

The Nature of Grief

Line-by-line explanation & analysis of “mid-term break”.

I sat all ... ... drove me home.

In the porch ... ... a hard blow.

The baby cooed ... ... for my trouble'.

Lines 11-13

Whispers informed strangers ... ... angry tearless sighs.

Lines 14-15

At ten o'clock ... ... by the nurses.

Lines 16-18

Next morning I ... ... in six weeks.

Lines 18-22

Paler now, ... ... for every year.

“Mid-Term Break” Symbols

• Line 2: “bells”

• Line 16: “Snowdrops”

• Line 17: “candles”

“Mid-Term Break” Poetic Devices & Figurative Language

End-stopped line.

• Line 2: “close.”
• Line 3: “home.”
• Line 4: “crying—”
• Line 5: “stride—”
• Line 6: “blow.”
• Line 10: “trouble'.”
• Line 11: “eldest,”
• Line 13: “sighs.”
• Line 15: “nurses.”
• Line 18: “now,”
• Line 19: “temple,”
• Line 20: “cot.”
• Line 21: “clear.”
• Line 22: “year.”
• Lines 1-2: “bay / Counting”
• Lines 7-8: “pram / When”
• Lines 8-9: “embarrassed / By”
• Lines 9-10: “hand / And”
• Lines 12-13: “hand / In”
• Lines 14-15: “arrived / With”
• Lines 16-17: “Snowdrops / And”
• Lines 17-18: “him / For”
• Line 8: “in, and”
• Line 12: “school, as”
• Line 15: “corpse, stanched”
• Line 16: “room. Snowdrops”
• Line 17: “bedside; I”
• Line 18: “weeks. Paler”
• Line 21: “scars, the”
• Line 22: “box, a”

Alliteration

• Line 1: “c,” “b”
• Line 2: “C,” “b,” “c,” “l,” “c,” “l”
• Line 3: “cl”
• Line 4: “m,” “m”
• Line 5: “H,” “h”
• Line 12: “A,” “a,” “a,” “m,” “m,” “h,” “m,” “h”
• Line 13: “h,” “a”
• Line 14: “A,” “a,” “a”
• Line 15: “b,” “b”
• Line 16: “S”
• Line 17: “s,” “s”
• Line 18: “F,” “f,” “s,” “P”
• Line 19: “p,” “b,” “h,” “l”
• Line 20: “H,” “l,” “f,” “f”
• Line 22: “f,” “f,” “f,” “f”
• Line 2: “e,” “e,” “o”
• Line 3: “o,” “o,” “o”
• Line 4: “I,” “y,” “y”
• Line 5: “a,” “a,” “i,” “i”
• Line 6: “i,” “i,” “i,” “i,” “a,” “a”
• Line 7: “a,” “au,” “a,” “a”
• Line 8: “I,” “a,” “I,” “a”
• Line 9: “a,” “a”
• Line 11: “i,” “i”
• Line 12: “a,” “a,” “a”
• Line 13: “a,” “a,” “i”
• Line 14: “A,” “a,” “i”
• Line 15: “a,” “a,” “a”
• Line 16: “o,” “oo”
• Line 17: “A,” “a,” “oo,” “i,” “I”
• Line 18: “i,” “i”
• Line 19: “o,” “o,” “e,” “e”
• Line 20: “o,” “i,” “i,” “o”
• Line 21: “au,” “o”
• Line 22: “ou,” “oo,” “oo,” “o,” “y,” “ea”
• Line 1: “s,” “ll,” “n,” “n,” “c,” “ll,” “s,” “ck,” “b”
• Line 2: “C,” “n,” “b,” “ll,” “s,” “kn,” “ll,” “cl,” “ss,” “s,” “cl,” “s”
• Line 3: “t,” “t,” “cl,” “r,” “r,” “r,” “m,” “m”
• Line 4: “m,” “m,” “th,” “r,” “r”
• Line 5: “H,” “h,” “n,” “n,” “r,” “n,” “h,” “s,” “r,” “d”
• Line 6: “d,” “b,” “w”
• Line 7: “b,” “b,” “c,” “d,” “nd,” “d,” “nd,” “r,” “ck,” “d,” “r,” “m”
• Line 8: “c,” “m,” “n,” “n,” “m”
• Line 9: “d,” “m,” “n,” “nd,” “m,” “nd”
• Line 10: “t,” “rr,” “t,” “r”
• Line 11: “rs,” “r,” “s,” “t,” “r,” “rs,” “s,” “s,” “t”
• Line 12: “m,” “m,” “h,” “d,” “m,” “h,” “d”
• Line 13: “h,” “r,” “s,” “t,” “r,” “t,” “r,” “ss,” “s,” “s”
• Line 14: “t,” “t,” “rr”
• Line 15: “r,” “s,” “s,” “n,” “d,” “nd,” “b,” “nd,” “d,” “b”
• Line 16: “S,” “d,” “s”
• Line 17: “nd,” “nd,” “s,” “s,” “d,” “e,” “s,” “d,” “s”
• Line 18: “F,” “r,” “f,” “r,” “st,” “t,” “s,” “x,” “s,” “P”
• Line 19: “p,” “pp,” “l,” “t,” “p,” “l”
• Line 20: “l,” “f,” “r,” “f,” “b,” “x,” “c”
• Line 21: “c,” “r,” “m,” “r,” “ck,” “m,” “c”
• Line 22: “f,” “r,” “f,” “t,” “f,” “t,” “f,” “r,” “r,” “y,” “y,” “r”
• Line 20: “He lay in the four-foot box as in his cot.”
• Line 19: “Wearing a poppy bruise”

Polysyndeton

• Line 7: “The baby cooed and laughed and rocked the pram”
• Line 20: “four-foot box”
• Line 22: “A four-foot box, a foot for every year.”

“Mid-Term Break” Vocabulary

Select any word below to get its definition in the context of the poem. The words are listed in the order in which they appear in the poem.

• In His Stride
• Four-foot box
• (Location in poem: Line 1: “college”)

Form, Meter, & Rhyme Scheme of “Mid-Term Break”

Rhyme scheme, “mid-term break” speaker, “mid-term break” setting, literary and historical context of “mid-term break”, more “mid-term break” resources, external resources.

Seamus Heaney's 10 Best Poems — A list of Heaney's 10 Best Poems from the Telegraph—offering a good introduction to his broader work.

Heaney Restrospective — A critical appraisal of the poet's life and work, from Naomi Schalit.

Seamus Heaney's Life — A detailed biography from the Poetry Foundation.

Seamus Heaney Reads "Mid-Term Break" — The poet reads his own poem aloud for the Poetry Ireland Lunchtime Reading Series.

Heaney's Family on Life with the Poet — In an article for the Guardian Newspaper, Seamus Heaney's family reflect on life with Heaney.

LitCharts on Other Poems by Seamus Heaney

Blackberry-Picking

Death of a Naturalist

Out of the Bag

Personal Helicon

Requiem for the Croppies

Storm on the Island

The Tollund Man

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Exploring Seamus Heaney’s Mid-Term Break: A Literary Analysis

• Seamus Heaney

Seamus Heaney’s poem “Mid-Term Break” is a poignant reflection on the death of a young child. The poem explores themes of grief, loss, and the fragility of life. In this literary analysis, we will delve deeper into the poem’s language, structure, and imagery to understand how Heaney effectively conveys these themes and emotions to his readers.

The Poet: Seamus Heaney

Seamus Heaney is one of the most celebrated poets of the 20th century. Born in Northern Ireland in 1939, Heaney grew up in a rural farming community and was deeply influenced by the landscape and people of his homeland. Heaney’s poetry often explores themes of identity, memory, and the natural world, and his work has been praised for its lyrical beauty and emotional depth. Heaney was awarded the Nobel Prize in Literature in 1995, and his legacy continues to inspire and influence writers around the world. In this article, we will explore one of Heaney’s most famous poems, “Mid-Term Break,” and analyze its themes, imagery, and language.

The Poem: Mid-Term Break

Seamus Heaney’s “Mid-Term Break” is a poignant and emotional poem that explores the themes of death, loss, and grief. The poem is written in the first person, and the speaker is a young boy who has returned home from school to attend the funeral of his younger brother. The poem is divided into three stanzas, each of which explores a different aspect of the speaker’s experience. The first stanza describes the speaker’s journey home from school, while the second stanza focuses on the scene at the family home, where the speaker encounters his grieving parents and sees his brother’s body laid out in the room. The final stanza describes the funeral itself, and the speaker’s feelings of isolation and detachment from the other mourners. Throughout the poem, Heaney uses vivid imagery and powerful language to convey the speaker’s emotions and the sense of loss that permeates the poem. Overall, “Mid-Term Break” is a powerful and moving poem that explores the universal themes of death and grief in a deeply personal and affecting way.

The Theme: Death and Loss

Seamus Heaney’s “Mid-Term Break” is a poignant poem that explores the theme of death and loss. The poem is based on the death of Heaney’s younger brother, Christopher, who died at the age of four. Heaney’s use of vivid imagery and powerful language creates a sense of sadness and grief that is palpable throughout the poem. The poem is divided into three stanzas, each of which explores a different aspect of death and loss. The first stanza describes the arrival of Heaney’s family members at the family home, where they are waiting for the arrival of the body. The second stanza describes Heaney’s encounter with his brother’s body in the coffin, and the third stanza describes the funeral and the aftermath of the death. Through his use of language and imagery, Heaney captures the sense of loss and grief that accompanies death, and he explores the ways in which people cope with the loss of a loved one. Overall, “Mid-Term Break” is a powerful and moving poem that offers a poignant reflection on the theme of death and loss.

The Tone: Grief and Sadness

The tone of Seamus Heaney’s “Mid-Term Break” is one of grief and sadness. The poem is a reflection on the death of the speaker’s younger brother, and the emotions that come with such a loss are palpable throughout the piece. Heaney’s use of language and imagery creates a sense of heaviness and sorrow, as the speaker navigates the aftermath of the tragedy. The poem is a powerful exploration of grief, and the ways in which it can impact a person’s life.

The Structure: Free Verse

Seamus Heaney’s “Mid-Term Break” is a poem written in free verse, which means that it does not follow a specific rhyme scheme or meter. Instead, the poem is structured through the use of enjambment, or the continuation of a sentence or phrase across multiple lines. This creates a sense of fluidity and naturalness in the poem, as if the words are flowing freely from the speaker’s thoughts and emotions. Additionally, the lack of a strict structure allows Heaney to experiment with the placement of words and phrases, emphasizing certain ideas or emotions through their placement on the page. Overall, the free verse structure of “Mid-Term Break” contributes to the poem’s emotional impact and allows Heaney to convey his grief and loss in a powerful and poignant way.

The Imagery: Visual and Sensory

Seamus Heaney’s “Mid-Term Break” is a poem that is rich in visual and sensory imagery. The poet uses vivid descriptions to create a powerful and emotional impact on the reader. The imagery in the poem is not only visual but also sensory, as it appeals to the reader’s sense of touch, smell, and sound.

One of the most striking images in the poem is the description of the “poppy bruise” on the baby’s forehead. This image is not only visual but also tactile, as the reader can almost feel the softness of the baby’s skin and the tenderness of the bruise. The use of the word “poppy” also adds a sensory dimension to the image, as it evokes the smell and texture of the flower.

Another powerful image in the poem is the description of the “four foot box” that the speaker’s brother is laid in. This image is both visual and sensory, as the reader can imagine the size and shape of the box, as well as the weight and texture of the body inside. The use of the word “box” also adds a sense of confinement and finality to the image, emphasizing the finality of death.

Overall, the imagery in “Mid-Term Break” is a key element in creating the emotional impact of the poem. The visual and sensory descriptions help to bring the reader into the world of the poem and to experience the grief and loss of the speaker.

The Language: Symbolism and Metaphor

In Seamus Heaney’s “Mid-Term Break,” the language used is rich in symbolism and metaphor, adding depth and complexity to the poem’s themes. The title itself is a metaphor, referring to the break from school that the speaker is experiencing, but also hinting at the idea of a break in the speaker’s life. The use of the word “break” suggests something that is shattered or broken, which foreshadows the devastating news that the speaker receives later in the poem.

Throughout the poem, Heaney uses vivid imagery to convey the speaker’s emotions and experiences. For example, the image of the “poppy bruise” on the baby’s forehead is a powerful symbol of the fragility of life and the violence that can disrupt it. The use of the word “bruise” suggests something that is painful and temporary, but also hints at the idea of something that is damaged or broken.

Another important symbol in the poem is the image of the “snowdrops” that the speaker’s mother has arranged on the baby’s cot. Snowdrops are often associated with death and mourning, and their presence in the poem adds to the sense of sadness and loss that permeates the speaker’s experience.

Overall, the language in “Mid-Term Break” is carefully crafted to convey the complex emotions and themes of the poem. Through the use of symbolism and metaphor, Heaney creates a powerful and moving portrait of grief and loss.

The Setting: A Family Home

The setting of Seamus Heaney’s “Mid-Term Break” is a family home, specifically the home of the narrator’s parents. The poem begins with the narrator being brought home from school by his neighbors, and he enters the house to find his father crying. The details of the home are sparse, but the emotions and actions of the family members within it are vividly portrayed. The home becomes a symbol of the family’s grief and the disruption of their normal routine. The setting of the family home is crucial to the poem’s exploration of loss and mourning, as it is the place where the narrator must confront the reality of his brother’s death.

The Characters: The Family Members

The family members in Seamus Heaney’s “Mid-Term Break” play a crucial role in the poem’s emotional impact. The speaker’s parents are described as being “stricken” and “embarrassed” by the death of their son, while his younger brothers are “crying” and “sniffling” in the background. The speaker himself is detached and numb, unable to fully process the tragedy that has befallen his family. Through their reactions and interactions, Heaney paints a vivid portrait of a family in mourning, struggling to come to terms with their loss.

The Emotions: Shock and Disbelief

The emotions of shock and disbelief are prevalent throughout Seamus Heaney’s poem “Mid-Term Break.” The speaker, who is a young boy, is forced to confront the death of his younger brother. The poem begins with the speaker being taken out of school and brought home, where he is met with the sight of his brother’s body. The shock of this event is evident in the speaker’s inability to comprehend what has happened. He describes his brother’s body as “a poppy bruise” and notes that he “lay in the four-foot box as in his cot.” The use of the word “cot” suggests that the speaker is struggling to accept that his brother is truly gone. The disbelief is further emphasized when the speaker notes that his father is crying, which is something he has never seen before. The shock and disbelief that the speaker experiences are universal emotions that anyone who has experienced the loss of a loved one can relate to. Heaney’s use of language and imagery effectively conveys the overwhelming emotions that come with such a tragic event.

The Impact: Cultural and Historical Context

Seamus Heaney’s poem “Mid-Term Break” is a poignant reflection on the death of his younger brother. The poem is set in Northern Ireland during the Troubles, a period of political and social unrest that lasted from the late 1960s to the late 1990s. Heaney’s work is deeply rooted in the cultural and historical context of Northern Ireland, and his poetry often explores the themes of violence, loss, and identity in the face of conflict.

Heaney was born in 1939 in County Derry, Northern Ireland, and grew up in a rural farming community. He was deeply influenced by the landscape and language of his childhood, and his poetry often reflects his connection to the natural world. However, Heaney’s work is also shaped by the political and social context of Northern Ireland, particularly the Troubles.

The Troubles were a period of intense violence and political conflict in Northern Ireland, characterized by bombings, shootings, and other acts of terrorism. The conflict was rooted in the division between the Protestant and Catholic communities in Northern Ireland, and it had a profound impact on the lives of those who lived through it. Heaney’s poetry often reflects the trauma and loss experienced by individuals and communities during this period.

In “Mid-Term Break,” Heaney explores the impact of his brother’s death on his family and community. The poem is a powerful reflection on grief, loss, and the fragility of life. Heaney’s use of language and imagery is both subtle and powerful, and the poem has become one of his most famous works.

Overall, Heaney’s poetry is deeply rooted in the cultural and historical context of Northern Ireland. His work explores the themes of violence, loss, and identity in the face of conflict, and it has had a profound impact on the literary world. “Mid-Term Break” is a powerful reflection on grief and loss, and it remains a testament to the enduring power of poetry to capture the human experience.

The Literary Devices: Alliteration and Enjambment

Alliteration and enjambment are two literary devices that Seamus Heaney employs in his poem “Mid-Term Break” to create a sense of rhythm and flow. Alliteration is the repetition of consonant sounds at the beginning of words, while enjambment is the continuation of a sentence or phrase onto the next line without a pause. In the first stanza, Heaney uses alliteration to emphasize the silence and stillness of the room: “I sat all morning in the college sick bay / Counting bells knelling classes to a close.” The repetition of the “s” sound in “sat,” “sick,” and “classes” creates a sense of hushed quietness. Heaney also uses enjambment throughout the poem to create a sense of movement and progression. For example, in the second stanza, the sentence “At ten o’clock the ambulance arrived” continues onto the next line, emphasizing the suddenness and urgency of the situation. These literary devices not only add to the overall effect of the poem, but also showcase Heaney’s skill as a poet.

The Poetic Techniques: Repetition and Irony

Repetition and irony are two of the most prominent poetic techniques used by Seamus Heaney in his poem “Mid-Term Break.” Repetition is used to emphasize the emotional impact of the events that take place in the poem. For example, the repetition of the word “knelling” in the first stanza creates a sense of foreboding and sets the tone for the rest of the poem. Similarly, the repetition of the phrase “a four foot box” in the final stanza emphasizes the finality of death and the sense of loss that the speaker feels.

Irony is also used throughout the poem to create a sense of tension and to highlight the contrast between the speaker’s emotions and the actions of those around him. For example, the fact that the speaker’s father is “crying” and “whispering” in the second stanza is ironic because it is not the speaker’s father who has died, but rather his younger brother. Similarly, the fact that the “old men” in the fourth stanza shake the speaker’s hand and tell him that they are “sorry for his trouble” is ironic because they do not truly understand the depth of his grief.

Overall, the use of repetition and irony in “Mid-Term Break” serves to enhance the emotional impact of the poem and to highlight the complex emotions that the speaker experiences in the wake of his brother’s death.

The Analysis: Line by Line

The opening line of Seamus Heaney’s “Mid-Term Break” sets the tone for the entire poem: “I sat all morning in the college sick bay.” The use of the word “sick bay” immediately creates a sense of unease and suggests that something is not quite right. The fact that the speaker has been there all morning also implies that this is not a minor illness or injury. As the poem progresses, we learn that the speaker’s younger brother has died, and the use of the word “sick bay” takes on a new meaning. It becomes a place of waiting and mourning, a liminal space between life and death. The line also establishes the speaker’s detachment from the events that are about to unfold. He is physically present, but emotionally removed, a theme that is echoed throughout the poem.

The Interpretation: Multiple Meanings

One of the most intriguing aspects of Seamus Heaney’s “Mid-Term Break” is its ability to be interpreted in multiple ways. On the surface, the poem appears to be a straightforward account of a young boy’s experience of his brother’s death. However, upon closer examination, it becomes clear that there are deeper layers of meaning at play. Some readers interpret the poem as a commentary on the fragility of life, while others see it as a meditation on the complexities of grief. Still others view it as a critique of societal expectations surrounding death and mourning. Ultimately, the beauty of “Mid-Term Break” lies in its ability to speak to readers on a variety of levels, inviting us to engage with its themes and ideas in our own unique ways.

The Significance: Heaney’s Legacy

Seamus Heaney’s legacy is one that continues to inspire and influence writers and readers alike. His ability to capture the essence of Irish culture and history through his poetry has earned him a place among the greatest poets of the 20th century. Heaney’s work is characterized by its vivid imagery, lyrical language, and deep sense of humanity. His poems often explore themes of identity, memory, and the natural world, and his unique perspective on these subjects has made him a beloved figure in the literary world. Heaney’s legacy is one that will continue to be celebrated for generations to come, as his poetry remains a testament to the power of language and the enduring human spirit.

The Criticism: Alternative Perspectives

While Seamus Heaney’s “Mid-Term Break” has been widely praised for its poignant portrayal of grief and loss, there are also alternative perspectives that offer criticism of the poem. One such perspective is that the poem is too detached and emotionless, failing to fully capture the depth of the speaker’s feelings. Critics argue that the poem’s sparse language and lack of overt emotionality create a distance between the reader and the speaker, making it difficult to fully empathize with the speaker’s experience.

Another criticism of the poem is that it perpetuates traditional gender roles and stereotypes. The poem’s portrayal of the mother as a stoic figure who is unable to express her emotions is seen by some as a reinforcement of the idea that women are expected to be passive and emotionally restrained. Additionally, the poem’s focus on the father’s reaction to the death of his son, while largely ignoring the mother’s grief, has been criticized as a perpetuation of the idea that men are expected to be strong and unemotional in the face of tragedy.

Despite these criticisms, “Mid-Term Break” remains a powerful and widely studied poem, offering a complex and nuanced exploration of grief and loss. While some may find fault with the poem’s emotional distance or gendered portrayals, others may see these elements as integral to the poem’s larger themes and messages. Ultimately, the poem’s enduring popularity and critical acclaim speak to its ability to provoke thought and inspire discussion, even in the face of alternative perspectives and criticisms.

Mid Term Break | Summary and Analysis

Critical appreciation of mid term break by seamus heaney.

Mid-Term Break by Seamus Heaney is a poignant poem dealing with the themes of loss, family, suffering and attempts at coming to terms with reality. Inspired by the tragic death of Heaney’s brother in 1953 Mid-Term Break traces the complex events following the sudden death of his brother who was hit by a car.

Mid Term Break | Summary

The poem opens in  a first narration with the narrator “I” describing his situation. He is at the school infirmary counting the classroom bells when he is suddenly taken home by his neighbours. On reaching home, he sees his father crying. The house is visited by neighbors and old men are standing to shake hands with him. The ambience is replete with sorrow and grief. The speaker’s mother holds his hands and they wait till 10 o’clock when the ambulance arrives with the dead body. Next morning, he goes to the room and sees his brother for the first time in six weeks. He is lying in the four foot coffee, with a pale complexion and a poppy bruise on his left temple, resulting from the accident. The the poem ends in a very sad note : A four-foot box, a foot for every year.

Mid Term Break | Title of the poem

The poem Mid Term Break by Seamus Heaney has an ambiguous title which presents a gap between expectation and reality. Normally, one would expect the poem with such a title to deal with the joys of holiday or the relief at the term being over. However, this seemingly innocent title reveals that unlike any other mid term break, this one is going to be totally different from what has been widely expected by the narrator as well as the reader. The title hides more than what it reveals and by the end of the poem we come to know that what has been hidden by the title all this while is the unfortunate death of his brother.

Mid Term Break | Analysis

Mid- term break | stanza 1 & 2.

I sat all morning in the college sick bay Counting bells knelling classes to a close. At two o’clock our neighbours drove me home. In the porch I met my father crying— He had always taken funerals in his stride— And Big Jim Evans saying it was a hard blow.

The poem opens in an intensely personal note where the speaker uses first person narrative to enter into the poem : I sat all morning in the college sick bay

The element of uncertainty is present at the beginning of the poem. We do not know the reason for his stay at the college sick bay. This uncertainty is compounded by the fact that it is his neighbours (and not his parents) who come to take him home. Notice the use of the ‘l’ sounds (bells knelling) and alliteration (classes to a close) which creates a languid atmosphere. In the second stanza, the speaker meets his father in the porch where he is crying. Big Jim Evans says it was hard blow. The image of a crying adult male is a rare sight in stereotypical behavioral expectations ( considering the patriarchal 50s Ireland ) thus revealing the gravity of the situation. This stanza also leads the reader to the realm of the family which is a major theme in the poem.

Mid- Term Break | Stanza 3 & 4

The baby cooed and laughed and rocked the pram When I came in, and I was embarrassed By old men standing up to shake my hand And tell me they were ‘sorry for my trouble’. Whispers informed strangers I was the eldest, Away at school, as my mother held my hand

The baby cooes and rocks the pram when the speaker goes in. He is embarrassed to shake hands with the old men who are waiting for him. Notice the use of contrast between the indifferent, innocent, peaceful cooing of the baby and the palpable grief of the old men – two different kinds of people living through the different contrasting phases of the human condition. The men tell him they are sorry for his trouble. The strangers are informed in hushed manner that the speaker is the eldest son. His mother holds his hands and coughs out “angry tearless sighs”. The silent suffering is clearly felt in this stanza and the Mother’s fearless sighs bespeaks a certain attempt at toughening up against the tragedy. Also, note the use of the word “angry” which lends a certain sense of ambiguity: What is the mother angry at? The people? The situation ? Or, does it have something to do with the manner of death? Was it an accident or perhaps lapse of responsibility on the part of some adult?

Mid- Term Break | Stanzas 5 &6

In hers and coughed out angry tearless sighs. At ten o’clock the ambulance arrived With the corpse, stanched and bandaged by the nurses. Next morning I went up into the room. Snowdrops And candles soothed the bedside; I saw him For the first time in six weeks. Paler now,

The ambulance arrives at ten o’clock with the corpse “stanched and bandaged by the nurses”. Notice the use of the term ‘corpse’ provides a cold, neutral tone to the event highlighting the impersonal nature the body has acquired. Next morning, the speaker goes into the room where Snowdrops and candles soothe the bedside. Both are symbolic in nature, representing hope and warmth. Snowdrop, being the first flowers of the year represent transformation from winter to spring . One may regard the presence of these elements as the psycho- emotional aspect of the speaker’s mind : the expectation of hope on the part of the speaker despite the overwhelming evidence of a dreadful reality.

Mid- Term Break | Stanzas 7 & 8

Wearing a poppy bruise on his left temple, He lay in the four-foot box as in his cot. No gaudy scars, the bumper knocked him clear. A four-foot box, a foot for every year.

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Seamus Heaney is widely recognized as one of the major poets of the 20th century. A native of Northern Ireland, Heaney was raised in County Derry, and later lived for many years in Dublin. He was the author of over 20 volumes of poetry and...

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GetSetNotes

Critical Analysis of Seamus Heaney Mid-Term Break

“Mid-Term Break” by Seamus Heaney is a deeply moving poem that delves into the theme of loss and the grieving process. Through vivid and evocative imagery, Heaney captures the raw emotions experienced by a young boy who returns home for a family funeral. The poem explores the contrast between the ordinary routines of life and the sudden disruption caused by death. It highlights the impact of loss on both individuals and the community, as well as the struggle to come to terms with the reality of death. Overall, “Mid-Term Break” is a powerful and thought-provoking poem that invites readers to reflect on the universal experience of grief.

“Mid-Term Break” by Seamus Heaney evokes both innocence and experience. The poem portrays the innocence of the young boy as he navigates the unfamiliar territory of death and loss. It also explores the experience of grief and the harsh realities of mortality. Through the juxtaposition of the boy’s innocence and the somber atmosphere of the funeral, Heaney captures the complex emotions and the loss of innocence that can occur in the face of tragedy. In “Mid-Term Break,” the child’s happiness and lack of awareness symbolize innocence, while the adults’ grief and mourning represent experience. The contrast between the child’s carefree nature and the somber atmosphere of death highlights the stark difference between the innocence of youth and the harsh realities of loss that adults have to face. This juxtaposition adds depth to the poem and explores the themes of innocence and experience in the face of death.

In “Mid-Term Break,” Seamus Heaney incorporates autobiographical elements to convey the personal nature of the poem. For instance, Heaney himself experienced the loss of his younger brother, Christopher, which mirrors the theme of death and grief in the poem. The use of specific details, such as the reference to the “poppy bruise” on the boy’s temple, suggests a personal connection and adds authenticity to the poem. These autobiographical elements enhance the emotional impact of the poem and make it more relatable to the reader.

The theme of grief and loss is prominent in “Mid-Term Break.” The poem depicts the speaker’s personal experience of losing a loved one, which is evident in lines such as “I met my father crying” and “Neighbors, standing around, / As if they were waiting for news of a shipwreck.” These examples convey the profound sadness and collective mourning that accompany the loss of a family member. Additionally, the poem explores the impact of grief on the speaker’s emotional state, as seen in the final lines: “A four-foot box, a foot for every year.” These examples highlight the theme of grief and loss, capturing the raw emotions and the lasting impact it has on individuals and their communities.

“Mid-Term Break” utilizes various literary techniques to enhance its impact. The poem employs vivid imagery, such as the “poppy bruise” on the boy’s temple, to create a visual representation of the speaker’s experience. It also utilizes enjambment, where lines flow into each other without punctuation, to create a sense of continuity and fluidity. Additionally, the poem employs repetition, as seen in the repeated mention of the boy’s age, to emphasize the young age of the deceased and the tragedy of the loss. These literary techniques enhance the emotional depth of the poem and contribute to its overall effectiveness.

In “Mid-Term Break,” Seamus Heaney also employs the literary techniques of assonance and caesura. Assonance is the repetition of vowel sounds within words or phrases, creating a musical quality. Heaney uses assonance in lines such as “I sat all morning in the college sick bay” where the “a” sound is repeated. Caesura, on the other hand, is a pause or break in the middle of a line of poetry. Heaney employs caesura to create a sense of rhythm and to emphasize certain words or phrases. These techniques add depth and musicality to the poem, enhancing the overall reading experience.

“Mid-Term Break” can be considered a dramatic monologue as it presents the speaker’s personal thoughts and emotions in response to a specific event, which in this case is the death of a family member. The poem allows the reader to delve into the speaker’s inner thoughts and feelings, providing a glimpse into their perspective and experiences. This form of storytelling adds depth and intimacy to the poem, making it a powerful example of a dramatic monologue.

Furthermore, “Mid-Term Break” carries an elegiac tone, which is characterized by a sense of mourning and reflection. The poem evokes this tone through lines such as “I saw him / For the first time in six weeks” and “Snowdrops / And candles soothed the bedside.” These examples convey a somber atmosphere and a contemplation of loss. The elegiac tone permeates the poem, creating a sense of sorrow and nostalgia that resonates with the reader.

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Mid-Term Break

Mid-Term Break by Seamus Heaney

The title’s  play on the word break (‘time off school ’) refers more poignantly  to a tragedy to which Heaney was exposed at the age of fourteen and led to a moment of severance that would affect his whole life.

From peculiar changes in his daily routine, via stages of dawning reality, to the heart-rending visual impact of a corpse laid in its casket, Heaney comes to understand the irreversibility of his younger brother Christopher’s death (as result of a car accident in February 1953).  Driven home from school he responds impassively to the reactions of family and neighbours before coming face to face with his deceased brother and finding a form of words that expresses the bitter irony.

The schoolboy is segregated in the college sick bay; his unquestioning mind wiles away the time Counting bells knelling classes to a close (the word-choice provides the reader with a sense of foreboding that the youngster has not yet grasped for himself).

However out of the ordinary ‘others’ picking him up may have seemed, once home, he came face to face with his father in tears, unprecedented in a man who had always taken funerals in his stride; then he is embarrassed by the  protocols of condolence of neighbours: a hard blow … shake my hand … ‘sorry for my trouble’. Only the baby in its pram, unaffected by events, seems pleased to see him for his own sake. He is aware of whispered remarks within the gathering about his status in the family ( the eldest/ Away at school ). He registers his mother’s grief-stricken responses ( coughed out angry tearless sighs ).

His young mind registered the precise time Christopher’s body was brought home to lie in the family home, by what means ( ambulance ) and in what state: the corpse stanched and bandaged by the nurses .

Next day the boy stood before the coffin where, symbolizing the fragility of both beauty and innocence, Snowdrops/ And candles soothed the bedside. He notes the pallor and the poppy bruise on a face as much asleep as dead, otherwise spared of ugly bruising: No gaudy scars, the bumper knocked him clear.

Faced with one so dear, so young and so small the boy is suddenly hit by the enormity of it and finds the only way he knows of expressing his pain: an emotionally powerful schoolboy-like mathematical sum: A four foot box, a foot for every year.  

The poem succeeds very movingly in meshing different themes: the sense of finality that hits the speaker only slowly; the silence and solemnity of the Irish Catholic pre-funeral process itself; how grief affects people differently.

• break: ( dual intent) school break; moment of severance;
• sick bay: room set aside for sick pupils;
• knell: solemn bell sounds announcing a funeral; bring to an end;
• in his stride: dealt with (something unpleasant) in a calm way;
• hard blow: sudden shock, setback: euphemisms of sympathy;
• cooed: murmured softly like a pigeon;
• away: referring to time spent not at home but in his boarding school;
• cough out: expel sudden sharp sounds expressing grief;
• corpse: dead body;
• stanched: variant of staunched; cleaned of bloodstains;
• snowdrop: delicate white, late-winter flower symbolic of innocence;
• soothe: bring a gentle calm to;
• poppy bruise: discoloured impact-injury shaped like a poppy flower; the mark of injury resembles the British emblem of Remembrance of those who died violently in military conflict after 1914;
• temple: facial area between forehead and ear;
• cot: baby’s bed;
• foot: traditional British unit of linear measure (approx. 31 cm.)
• Heaney’s titles often play on words or phrases to enhance the theme or foster reflection; half-term is a formal break in the school calendar: this usage is both an interruption of learning and a more poignant severing of previous ties.
• Heaney’s second published poem (written in early 1963 and first published in the Kilkenny Magazine) ; the poet reveals it was composed ‘ one evening (in a student flat he shared with 2 biochemists) after a day’s teaching at St Thomas’s school, sitting in an armchair waiting for one of those guys to produce the evening meal’ ( DOD 67);
• MP refers to the ‘early intimations of mortality and the incomprehension of a child confronted by injustice and grief; the familiarity and predictability of home is immediately violated’ ( 67) ; use is made of stock phrases deliberately pitched so as not to awaken active grief in the boy; ‘Sorry for yer trouble’ is a common Ulster expression ( ibid35);
• DOD (p 22) indicates that the event was instrumental in the parental decision to move from Mossbawn to The Wood near Bellaghy;
• poem is constructed in 7 10-syllable tercets plus a single maximum-impact line ;
• there is no formal rhyme scheme; this is replaced by a series of assonant effects: [e] bells knelling; [əʊ]  close/ drove/ home/ blow; [ai] crying/stride; [ai] + [au] coughed/ out;
• alliteration: [k] classes/ close/ clock; cooed/ rocked/ came; strong presence of sibilant [s]: in line with the solemnity of proceedings: whispers/ strangers/ tearless/ sighs; or decency: corpse stanched; or peaceful repose: snowdrops/ candles/ soothed/ bedside;
• tone and tempo are both very measured; there is little imagery ;
• Heaney is a meticulous craftsman using combinations of vowel and consonant to form a poem that is something to be listened to;
• the music of the poem: fourteen assonant strands are woven into the text; Heaney places them grouped within specific areas to create internal rhymes , or reprises them at intervals or threads them through the text.

• alliterative effects allow pulses or beats or soothings or hissings or frictions of consonant sound to modify the assonant melodies:
• the first sentence, for example, weave s together sibilant variants [s] [z] , a cluster of plosives (bilabial [b],alveolar [t][d], velar [k] [g]) alongside nasals [n] and [m];
• it is well worth teasing out the sound clusters for yourself to admire the poet’s sonic engineering:
• Consonants (with their phonetic symbols ) can be classed according to where in the mouth they occur
• Front-of-mouth sounds voiceless bi-labial plosive [p] voiced bi-labial plosive [b] ; voiceless labio-dental fricative [f] voiced labio-dental fricative [v]; bi-labial nasal [m]; interlabial continuant [w]
• Behind-the-teeth sounds voiceless alveolar plosive [t] voiced alveolar plosive [d]; voiceless alveolar fricative as in ch ur ch mat ch [tʃ]; voiced alveolar fricative as in j u dg e age [dʒ] ;  voiceless dental fricative  [θ]   as in th in pa th ; voiced dental fricative as  in th is oth er [ð] ; voiceless alveolar fricative [s] voiced alveolar fricative [z]; continuant [h] alveolar nasal [n] alveolar approximant [l]; alveolar trill [r] ; dental ‘y’ [j] as in  y et
• Rear-of-mouth sounds voiceless velar plosive [k] voiced velar plosive [g] ; voiceless post-alveolar fricative [ʃ] as in sh ip su re, voiced post- alveolar fricative [ʒ]    as in plea su re; palatal nasal [ŋ]   as in ri ng / a ng
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2 thoughts on “ Mid-Term Break ”

Questions based on the poem

Hi Thabiso, Good to hear from you, I am not quite sure what your comment is asking me to do. Please clarify Best David

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Mid-Term Break

I sat all morning in the college sick bay Counting bells knelling classes to a close. At two o’clock our neighbours drove me home,

In the porch I met my father crying— He had always taken funerals in his stride— And Big Jim Evans saying it was a hard blow.

The baby cooed and laughed and rocked the pram When I came in, and I was embarrassed By old men standing up to shake my hand

And tell me they were ‘sorry for my trouble’; Whispers informed strangers I was the eldest, Away at school, as my mother held my hand

In hers and coughed out angry tearless sighs. At ten o’clock the ambulance arrived With the corpse, stanched and bandaged by the nurses.

Next morning I went up into the room. Snowdrops¹ And candles soothed the bedside; I saw him For the first time in six weeks. Paler now,

Wearing a poppy bruise on his left temple, He lay in the four foot box as in his cot. No gaudy scars, the bumper knocked him clear.

A four foot box, a foot for every year.

¹  snowdrop : a kind of flower that blooms in early spring

Questions for Discussion and Writing

1. Describe the structure of the poem—its meter , rhyme scheme , and layout. How do Heaney’s structural choices influence the overall effect of the poem?

2. What event precipitated the scenes described in the poem? What clues in the poem build up to this revelation? What is the effect of this narrative structure?

3. How is the title ironic , and how does this irony relate to the overall tone and style of the poem? Discuss how other details of the poem contribute to this tone and style. (Some examples to consider: the double meaning of “hard blow” in line 6, the baby’s cooing and laughing, and the speaker’s descriptions of his own mental state.)

4. What does the “poppy bruise” (line 19) indicate (literally and figuratively), and why are there “no gaudy scars” (line 21)? What is the effect of the repetition of “four foot box” in lines 20 and 22 and the detail “a foot for every year” (line 22)?

From Wikipedia : “Poppies have long been used as a symbol of sleep, peace, and death: Sleep because the opium extracted from them is a sedative, and death because of the common blood-red color of the red poppy in particular. In Greek and Roman myths, poppies were used as offerings to the dead.”

5. Discuss Heaney’s use of symbolism in the poem. Cite specific examples and analyze their rhetorical effect.

Related Resources

“Mid-Term Break”: Poem and Discussion Questions (PDF)

“Mid-Term Break” read by Seamus Heaney (YouTube)

The Poetry Foundation: Seamus Heaney (Biography, selected poems, related content)

Seamus Heaney on His Life and Work (NPR interview with audio and transcript)

Opened Ground: Selected Poems, 1966-1996 Amazon | Parnassus | Powell’s

PDF version

Questions © 2018 and 2019 C. Brantley Collins, Jr.

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• Search Glass

An Analysis of the Tone of the Poem "Midterm Break"

Seamus Heaney, the Nobel-Prize-winning poet whose work spanned just short of a half century, considered his childhood in County Derry a thing "to be trusted." Nowhere does his trust in the truth of his early experiences ring truer than in the poem "Midterm Break," a poem that links him to painful family tragedy and holds back the flood of Heaney's emotions. Stone-crafted Derry has taught him to hold his peace in tragedy.

Ironic Death on a Holiday

"Midterm Break" is a happy, promising title that belies the experience of the narrator; the irony of a death in the family over midterm has robbed not only Heaney's joy in family nostalgia but all his horror and grief as well. His tone is quietly reflective "in the college sick bay" -- he may have been told of his brother's death in that setting. As he encounters other mourners, each more intense than the next -- his neighbors, his crying father, Jim Evans, an emotionally ravaged family friend -- his tone takes on an aura of embarrassment. Heaney retreats emotionally at their hollow comforts.

Tone of Restraint

Heaney's detached tone never gives way to heavy grieving, which has the effect of intensifying the heaviness: he hears the reproach of strangers who describe him as "away at school" -- as if his presence could have made a difference -- and hears his mother's "angry tearless coughs" with equanimity. Heaney writes that "Whispers informed strangers that I was the eldest," which only solidifies his emotional wall. With no betrayal of despair, he reports that the ambulance arrives with his brother's corpse "stanched and bandaged" as if he were describing a package newly delivered, and he says nothing about the vigil that follows.

Structure Holds Back Emotions

He sees the corpse "for the first time in six weeks" the next morning; his reflective tone returns as he recounts the images of "snowdrops and candles [that] soothed the bedside." This gentle metaphor seems to promise peace except that Heaney is noticing the corpse's "poppy bruise ... no gaudy scars" since "the bumper knocked him clear" with the unemotional reserve of a coroner. The poem itself, free verse divided into tercets, increases Heaney's measured emotional response; like the Moirai of the Greeks, Fates who impersonally cut life short, Heaney's triads keep his emotions in check.

An Emotional Break

The poem breaks its tercet pattern at the end: A single line describes his brother's coffin -- "A four-foot box, one foot for every year." This is the single sentence in the work with a degree of mixed emotion in its tone: regret, nostalgia and fatalism. The reader, confronted with the age of the deceased, feels intense horror, but horror is missing from Heaney's emotional state; if he feels it, he doesn't tell anyone.

• The Poetry Foundation: Seamus Heaney (1939-2013)
• PoetHunter.com: Mid-Term Break
• Theoi Greek Mythology: Moirai

Michael Stratford is a National Board-certified and Single Subject Credentialed teacher with a Master of Science in educational rehabilitation (University of Montana, 1995). He has taught English at the 6-12 level for more than 20 years. He has written extensively in literary criticism, student writing syllabi and numerous classroom educational paradigms.

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Mid-Term Break

By seamus heaney, mid-term break quotes and analysis.

I sat all morning in the college sick bay Counting bells knelling classes to a close. Speaker

From the very beginning of the poem, Heaney hints that the speaker is preoccupied with thoughts of grief and death. The setting of the sick bay is a reminder of bodily weakness and, obliquely, death, though the speaker himself is not physically ill. The ringing school bells, meanwhile, evoke church bells ringing to indicate a death. These hints suggest that the speaker is dwelling on his loss, even if he does not speak of it directly. Meanwhile, Heaney's virtuosity with sound is evident here: the internal rhyme of "knelling bells," and the alliterative "C" and "CL" sounds, create a subtly dirge-like musical quality.

When I came in, and I was embarrassed By old men standing up to shake my hand Spealer

These lines suggest that the speaker feels ill-equipped to deal with his new role: that of a grieving but stable oldest child. Without his consent or awareness, he has assumed a new set of responsibilities, both to his family and to the wider community, who expect him to behave in certain ways following his brother's death. The speaker feels pressured and alienated by these rituals of grief, which cause him to become self-conscious and therefore to pay attention to himself rather than to his brother. It is only when he is able to encounter his brother in the absence of other mourners that he can truly think about the child's death and his own loss.

A four-foot box, a foot for every year. Narrator

The poem conceals the identity of the deceased up until its last line, suggesting that the speaker is too shocked or sad to name the loss, and that the other mourners feel uncomfortable speaking of it directly. Instead, the speaker slowly rules out potential losses by naming them one by one: both parents, for instance, are revealed to be alive. Only in the poem's last line does Heaney tell us the full extent of the loss, letting us know that a young child has been killed. Even here, the speaker's grief is understated, largely expressed not through words but through form. By setting aside the poem's final line in a stanza of its own, breaking the established pattern of tercets, Heaney indicates that the brother's death has made normalcy impossible.

Mid-Term Break Questions and Answers

The Question and Answer section for Mid-Term Break is a great resource to ask questions, find answers, and discuss the novel.

Contrast the readers reaction of the two parents

Are you referring to the book Mid-Term Break?

Why was the boy embarrassed?

From the text:

I was embarrassed because the old men who'd come over to the house kept standing up to shake my hand.

What does the child learn in the poem?

I think the child learns a few things. He discovers the impermanence of life: his young brother tragically killed by a car. He also discovers how mourning is handled in different ways. Heaney’s poem is a portrait of the reality that there is no “...

Study Guide for Mid-Term Break

Mid-Term Break study guide contains a biography of Seamus Heaney, literature essays, quiz questions, major themes, characters, and a full summary and analysis.

• About Mid-Term Break
• Mid-Term Break Summary
• Character List

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Tips for crafting a concise and informative 250-word essay.

Are you overwhelmed by the task of writing a 250-word essay? Don’t worry, we’ve got you covered! In this easy guide, we’ll walk you through the process of crafting a concise and impactful essay like a pro.

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• Plan Your Points: Before you start writing, outline the main points you want to cover in your essay. Keep it concise and relevant to the topic.
• Introduction: Begin with a strong opening that grabs the reader’s attention. State your thesis or main idea clearly.
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Understanding the Assignment Requirements

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• Take note of the word count specified for the essay.
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Brainstorming and Outlining Your Ideas

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Start by brainstorming ideas related to the topic of your essay. Jot down any relevant points, examples, or arguments that come to mind. Consider different perspectives and angles that you can explore in your essay.

Once you have a list of ideas, create an outline for your essay. This outline should include an introduction, body paragraphs, and a conclusion. In the introduction, briefly introduce your topic and provide some background information. The body paragraphs should expand on the ideas you brainstormed and provide supporting evidence. Finally, the conclusion should summarize your main points and restate your thesis.

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Developing Clear and Concise Body Paragraphs

When writing a 250-word essay, it’s essential to develop clear and concise body paragraphs to support your main argument. Each body paragraph should focus on a single main point and provide evidence to support it. Here are some tips to help you develop effective body paragraphs:

1. Topic Sentence:

Start each body paragraph with a topic sentence that introduces the main idea of the paragraph. This sentence should clearly state the point you will be discussing.

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Provide specific examples, facts, or quotes to support your main point. Make sure that the evidence is relevant and directly relates to your argument.

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