Rural Architecture by William Wordsworth | Rural Architecture | William Wordsworth | Explanation | Summary | Key Points | Word Meaning | Critical Appreciation | Questions Answers | Free PDF Download – Easy Literary Lessons
Rural Architecture by William Wordsworth
There’s George Fisher, Charles Fleming, and Reginald Shore,
Three rosy-cheeked school-boys, the highest not more
Than the height of a counsellor’s bag;
To the top of GREAT HOW did it please them to climb:
And there they built up, without mortar or lime,
A Man on the peak of the crag.
They built him of stones gathered up as they lay:
They built him and christened him all in one day,
An urchin both vigorous and hale;
And so without scruple they called him Ralph Jones.
Now Ralph is renowned for the length of his bones;
The Magog of Legberthwaite dale.
Just half a week after, the wind sallied forth,
And, in anger or merriment, out of the north,
Coming on with a terrible pother,
From the peak of the crag blew the giant away.
And what did these school-boys?–The very next day
They went and they built up another.
–Some little I’ve seen of blind boisterous works
By Christian disturbers more savage than Turks,
Spirits busy to do and undo:
At remembrance whereof my blood sometimes will flag;
Then, light-hearted Boys, to the top of the crag!
And I’ll build up giant with you.
Rural Architecture line-by-line explanation
There’s George Fisher, Charles Fleming, and Reginald Shore,
Three rosy-cheeked school-boys, the highest not more
Than the height of a counsellor’s bag;
To the top of GREAT HOW did it please them to climb:
And there they built up, without mortar or lime,
A Man on the peak of the crag.
Explanation: In the opening stanza of William Wordsworth’s poem “Rural Architecture,” three young schoolboys—George Fisher, Charles Fleming, and Reginald Shore—are introduced. They are described as having rosy cheeks and being quite small in stature, comparable to the height of a briefcase or small bag. The boys decide to climb to the top of Great How, a hill or peak. Once there, they use stones they find to build a stone figure of a man on the peak, without using any mortar or lime to hold the stones together. Their creation stands proudly on the craggy summit of the hill.
Imagery: The stanza creates a vivid picture of the three boys climbing Great How and building their stone figure. Phrases like “rosy-cheeked school-boys” and “the peak of the crag” help readers visualize the scene and the boys’ surroundings.
Simile: The boys are compared to the “height of a counsellor’s bag,” using a simile to convey their small stature in a relatable way. This comparison helps readers understand the boys’ size by comparing them to a familiar object.
Enjambment: The lines flow into each other without a pause at the end of each line, which helps maintain the poem’s rhythm and reflects the ongoing, uninterrupted action of the boys climbing and building.
Metaphor: The stone figure they build is described as a “Man,” which is a metaphor for their creation, emphasizing the idea that their work, though simple, is significant and worthy of being considered a ‘man.’
They built him of stones gathered up as they lay:
They built him and christened him all in one day,
An urchin both vigorous and hale;
And so without scruple they called him Ralph Jones.
Now Ralph is renowned for the length of his bones;
The Magog of Legberthwaite dale.
Explanation: In this stanza, the boys construct their stone figure using the stones they gather from the surrounding area. They complete the entire process of building and naming the figure in just one day. The stone figure, which they call Ralph Jones, is described as a lively and healthy young lad, or “urchin.” Ralph Jones quickly becomes well-known in the local area for his impressive height, earning him the nickname “Magog of Legberthwaite dale.” This playful title suggests that Ralph is seen as a giant or an extraordinary figure in their local region.
Poetic Device
Imagery: Wordsworth uses vivid imagery to depict the boys’ actions and their creation. Phrases like “stones gathered up as they lay” and “an urchin both vigorous and hale” create a clear picture of the boys picking up stones and building a lively, healthy figure.
Anaphora: The repetition of the words “They built him” creates a rhythmic effect, emphasizing the boys’ dedication to their task.
Metaphor: The stone figure is described as “an urchin both vigorous and hale,” which metaphorically attributes human qualities to the stone figure, giving it life and personality. The term “urchin” suggests a lively and spirited character.
Personification: Ralph Jones is given a human name and characteristics, making him seem like a living being. This personification adds a whimsical touch to the figure, making it seem more significant and memorable.
Hyperbole: The phrase “renowned for the length of his bones” is an exaggeration that highlights the giant’s impressive size and the boys’ sense of accomplishment. It underscores how the figure has become notable in their local area.
Allusion: The mention of “Magog of Legberthwaite dale” alludes to mythical giants, drawing a parallel between the boys’ stone figure and legendary figures. This adds a layer of grandeur and significance to Ralph Jones, suggesting he is as memorable as the mythical giants.
Just half a week after, the wind sallied forth,
And, in anger or merriment, out of the north,
Coming on with a terrible pother,
From the peak of the crag blew the giant away.
And what did these school-boys?–The very next day
They went and they built up another.
Explanation: Just a few days later, a strong wind blew in from the north, either as a force of anger or playful mischief. This gust of wind was so powerful that it swept the stone giant off the peak of the crag and carried it away. Despite this setback, the boys didn’t let it discourage them. The very next day, they returned to the hill and set about building another giant, showing their persistence and enthusiasm for their creative project.
Poetic Device
Personification: The wind is described as having emotions—being in “anger or merriment.” This personification gives the wind human-like qualities, suggesting that it has the power to act with intent and emotion, adding drama to the scene.
Imagery: Wordsworth paints a vivid picture of the wind’s force with phrases like “a terrible pother” and “blew the giant away.” This imagery helps readers visualize the chaotic and powerful nature of the wind as it sweeps the stone giant off the hill.
Enjambment: The lines flow into each other without pauses, reflecting the continuous and unstoppable nature of the wind’s force. This technique helps build a sense of relentless movement and action.
Contrast: The contrast between the destructive power of the wind and the boys’ cheerful response highlights their resilience. While the wind causes the giant’s downfall, the boys’ immediate action of building another giant the next day shows their persistence and enthusiasm.
–Some little I’ve seen of blind boisterous works
By Christian disturbers more savage than Turks,
Spirits busy to do and undo:
At remembrance whereof my blood sometimes will flag;
Then, light-hearted Boys, to the top of the crag!
And I’ll build up giant with you.
Explanation: In this closing stanza, Wordsworth reflects on the destructive actions of others, which he describes as being harsher and more thoughtless than even the most severe actions of historical invaders. These actions are driven by restless and disruptive spirits, constantly creating and then destroying. Such memories can sometimes dampen his spirits. Despite this, he finds solace in the playful and carefree activities of the boys. He invites them, with their joyful and imaginative approach, to climb to the top of the crag again and build another giant together. This gesture symbolizes a return to innocent fun and creativity, contrasting with the more serious and troubling actions he has observed.
Poetic Device
Contrast: Wordsworth contrasts the “blind boisterous works” of “Christian disturbers” with the innocent play of the boys. By comparing these more destructive actions to the playful and harmless activity of the boys, he highlights the difference between mindless disruption and joyful creativity.
Allusion: The term “Christian disturbers” alludes to individuals who act in a disruptive or harmful manner, possibly critiquing the more destructive behaviors seen in the world. This comparison adds depth to the poet’s reflection on the nature of human actions.
Hyperbole: The description of these disturbers as “more savage than Turks” is an exaggeration meant to emphasize the severity and destructiveness of their actions. This hyperbole serves to underline the contrast with the boys’ harmless, creative activities.
Imagery: Wordsworth uses imagery to express how the memory of such destructive actions affects him, making his “blood sometimes will flag.” This vivid imagery conveys a sense of emotional disturbance or dismay in response to more troubling actions.
Enjambment: The continuation of thoughts across lines, as seen in “–Some little I’ve seen of blind boisterous works / By Christian disturbers more savage than Turks,” helps maintain a flowing, conversational tone and mirrors the ongoing nature of the poet’s engagement with the boys’ activities.
Rural Architecture by William Wordsworth Summary
William Wordsworth’s poem “Rural Architecture” was published in 1819. It first appeared in the collection “The River Duddon: A Series of Sonnets,” which was part of his broader body of work during the Romantic period.
In William Wordsworth’s poem “Rural Architecture,” three young schoolboys—George Fisher, Charles Fleming, and Reginald Shore—decide to build a stone giant on the top of Great How, a hill in the countryside. They create their giant out of stones they find, giving it the name Ralph Jones. Even though their giant is made quickly and without any special materials, it stands proudly on the hill.
Not long after, a strong wind blows Ralph Jones away, leaving the boys’ creation in ruins. Instead of being discouraged, the boys return the next day and start building a new giant. Their determination and continued enthusiasm highlight their enjoyment of the process of making things, rather than focusing on whether their creations will last.
Wordsworth contrasts the boys’ playful and harmless activity with the more destructive actions of others, suggesting that some people’s actions can be unnecessarily harsh. He reflects on how the boys’ simple joy in building is a welcome contrast to these more severe behaviors.
In the end, the poem celebrates the creativity and spirit of youth. Wordsworth encourages readers to appreciate and take part in such joyful, imaginative activities, emphasizing that while their creations may be fleeting, the happiness and creativity they bring are truly valuable.
