Funeral Blues

FUNERAL BLUES
WH Auden
About the Author
■ Wystan Hugh Auden (1907 – 1973) was one of the most influential English poets of the 20 th century.
■ He attended Oxford University to study Science, but soon switched to a degree in English.
■ He was part of a group of poets who were all influenced by socialist ideas.
■ Auden travelled to Spain, to support the struggle against the forces of fascism in the Spanish Civil
War.
■ He emigrated to the United States just before the outbreak of WW II in 1939, and later became an
American citizen.
■ Auden wrote poetry in a wide variety of styles and forms, including long, book-length poems and
elegies like Funeral Blues.
■ In 1956, he became a Professor of Poetry at Oxford University.
Summary
■ The speaker expresses his overpowering feelings of grief at the death of his loved one.
■ He feels that there should be dramatic public displays of mourning, such as putting
black bows around the necks of doves flying around the city, to show the devastating
extent of his loss.
■ He describes how important his beloved was to him, in every possible context, and how
he had assumed that their love would last his whole life.
■ He ends the poem with an almost apocalyptic (imagining the complete destruction of
the world) desire to pack away the entire natural world, because he feels that without his
loved one, nothing good will ever happen.
Title
■ The “blues” is a genre of music originating in the United States among the African-
American community, arising from the songs sung by slaves from West Africa.
■ It features slow, reflective melodies and lyrics and often uses the sorrows of life as a
subject.
■ From this we get the concept of “having the blues”, meaning to feel sad or depressed.
■ The title therefore refers to the feeling of sadness associated with the death of a loved
one.
Type and Form
■ This could be classified as an elegy (a mournful funeral poem) or a dirge (a mournful

funeral song) for someone who has died.
■ The poem has four stanzas of four lines each.
■ There is a consistent rhyme scheme of aabb ccdd eeff gghh.
■ An elegy often has a slow pace, but in this poem the pace is fast, as if the speaker is
rushing to say everything he or she feels, until the pace slows down towards the end.
Theme
■ The poem concerns grief and mourning for a lost

loved one, and the impulse to spread the dreadful
news far and wide.
■ It demonstrates how shocking it can be to realise
that love may not, in fact, last forever.
■ In Stanza 1, the speaker describes the manner in which he would like the
death of his loved one to be noted.
■ He makes an allusion to several old mourning customs, common in the
19th century Britain but now seldom seen.
■ In line 1 he commands that we should “stop…the clocks” (which was a
custom in a house in which someone had died, to signify that time had
ceased for the departed person) and “cut off the telephone” (this was also
done, to prevent disturbance in a house of mourning).
■ He shows the same desire for silence, and the need to stop inappropriate
sounds, in line 2 when he speaks of preventing the dog from barking.
■ Instead of a happy or tuneful piano music he wants the slow, solemn beat
of “muffled drums” (line 3), which describes the drums used at funeral
processions, with cloth around the drumsticks to soften the noise. (This is
still done at some official or military funerals.)
■ Then he is ready for the coffin to be brought out as the mourners arrive.
■ In Stanza 2 the speaker expresses his need for his own overwhelming
grief to be demonstrated to the public.
■ He would like to see “aeroplanes…overhead” (line 5), writing in the sky,
for all to see, the bad news that “He is Dead”.
■ He would like bows of black crêpe to be tied around the necks of doves
(the custom was to display fabric bows on the door of the deceased’s
home, to alert any visitors to the death).
■ Even the policemen should wear black gloves.
■ These exaggerated desires emphasise how the speaker is almost wild with
grief.
■ Several metaphors in Stanza 3 show how much the speaker’s loved one
meant to him.
■ They are images representing the completeness of their love.
■ In line 9 the speaker refers to all four compass directions, showing that
the person’s presence in his life gave him direction and stability.
Imagery
■ Their love filled every day of the week (line 10) and
all hours of the day and all happy leisure activities
(line 11).
■ In the last stanza the speaker shows his feelings of
despair by referring to the wider context of stars,
moon, sun, ocean and woods.
■ For example, he wants “the stars” to be “put out” (line
13) as their light has no relevance to him now.
■ After a death in the family during the 19th century, instructions would be given for
the mourning customs to be observed, for example, black clothes were worn and
crêpe bows were put on the front door.
■ In Stanza 1, the speaker seems to be imitating these instructions – his words take
the form of a brief, authoritative commands.
■ The words he uses describe the way in which a death halts the normal routine of
life, and introduces a period of sadness and reflection, in which attention must be
given to the necessary arrangements.
■ The verbs, for example, speak of ending the normal routine – “stop” and “cut off”
in line 1, “prevent” in line 2, “silence” in line 3.
■ In this stanza the speaker mentions aeroplanes “moaning” (line
5), a word that describes a noise of pain or grief.
■ The message he would like the aeroplanes to “scribble” on the
sky is “He is Dead” (line 6).
■ This simple statement – the person’s name is not mentioned, but
“He” and “dead” are given capital letters – seems to indicate that
this person is so important (to the speaker, even if to no one else)
that it is not necessary to use his name.
■ He mentions “crêpe bows” and “black cotton gloves” (lines 7
and 8) which denote mourning.
■ The speaker describes what his loved one meant to
him, beginning with “He was…” (line 9) and then
listing the images that show the completeness of their
love.
■ He repeats the word “my” many times in lines 9 – 11
to emphasise their closeness: “My moon…my song”
(line 11).
■ In line 12 the speaker makes a simple statement using
the word “I”, which shows his new state of loneliness,
and where he acknowledges how wrong he had been to
think that his loved one would always be with him.
■ The words used in this stanza shows how the speaker has
lost all enthusiasm for life – he feels as if the world may as
well end, and uses words and phrases such as “not wanted”
and “put out” (line 13), “pack up” and “dismantle” in line
14 and “pour away” and “sweep up” (line 15).
■ This reminds us of someone packing up the belongings of a
dead person, or cleaning up after something is over and
done.
■ The phrase “nothing now” in the last line emphasises that
the speaker feels there is nothing left for him after this loss.
Stanza 1
■ The speaker’s tone is curt (speaking shortly, almost angrily) as he
issues the sad instructions about setting up the signs of mourning.
■ He is stopping everything that represents everyday life; the only thing
he welcomes is the coffin and the mourners.
Stanza 2
■ He desires to share his loss with others, even the general public, leads
to an almost hysterical tone as he suggests impossible ways of marking
this death that means so much to him – writing “He is Dead” in the sky
(line 6) and putting “crêpe bows…doves” (line 7).
Stanza 3
■ This stanza brings a still sad but calmer mood as the speaker describes
nostalgically how his loved one meant everything to him.
■ The stanza concludes with a moving statement in line 12: “I … wrong”/
■ This antithesis demonstrates what a shock the sudden and unexpected
loss of his love has been to him.
Stanza 4
■ The speaker then returns to his tone of near-hysterical grief, when he
describes how he wants to “put out” the stars and “dismantle the sun”
(lines 13 and 14).
■ This demonstrates the depth of his grief, and is reinforced by the bleak
statement in the last line: “nothing… good”.
Content Poetic Devices Effect
Stanza 1 The speaker • Allusion to old-

• Emphasises the
describes how he fashioned depth of his grief.
Rhyme scheme: wants to stop all mourning • Gives smooth
aabb everyday activity practices. transition to final
and observe strict • Enjambment in line, puts
mourning. lines 3 – 4 emphasis on
“coffin”.
Stanza 2 He lists the • Enjambment in • Creates smooth
public signs of lines 5 – 6. transition to line
Rhyme scheme: • Images of 6, puts emphasis
ccdd mourning he
exaggerated on “He is Dead”.
would like to see. public mourning • Emphasises the
– “crêpe ..doves” extent of his
grief.
Important notes
Content Poetic Devices Effect
Stanza 3 He describes how complete • Metaphors: “He…West”; • Emphasises how close he
Rhyme scheme: and absorbing their love “My…rest”; “noon… and his beloved were –
eeff was, and how devastated he song” they were part of every
is to find that this love will • Antithesis in line12. aspect of each other’s
not, after all, last forever. lives.
• Emphasises his shock at
the sudden loss of what
he had assumed would
always be there.
Stanza 4 He expresses the wish to end • Metaphor: the physical • Shows his feeling that
Rhyme scheme: everything, even the stars elements of our universe nothing is of any value
gghh and the usn, because he does are compared to now that he has lost his
not see any hope for the unwanted household loved one.
future. items, to be swept up and • Emphasises that after his
put away. beloved’s death, he finds
• Alliteration in line 16: no good in anything.
“Nothing now…”

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FUNERAL BLUES

■ This could be classified as an elegy (a mournful funeral poem) or a dirge (a mournful

■ The poem concerns grief and mourning for a lost

Stanza 1 The speaker • Allusion to old-

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