The poem’s first and final stanzas mirror each other in their tone and the use of language:
Hardy shows the speaker beginning and ending his monologue with the same question: what would have happened if our circumstances had been different?
The first line in the third stanza is missing a couple of beats after “because”:
Hardy uses the dash to convey the speaker’s thought processes as he struggles to justify his act, showing how difficult it is to find any moral justification for killing
In the third stanza, the poet uses with semicolons after “of course he was” and “that’s clear enough”
The pauses suggest that the speaker is checking to see if his reasoning is convincing, either for his listeners or for himself:
at the end of the third stanza leads straight into in the fourth stanza about the similarities between the speaker and the man he killed
This shows how quickly thoughts about their common humanity overtake the speaker’s of the man as an enemy:
and wrongThe nine syllables of the penultimate line break the rhythm of the verse and emphasise the word “any”
This introduces an , almost angry tone:
his moralThe longer final line, with its six syllables, also gives a sense of :
focus on his actionsHardy wants to leave the reader in the same situation as his speaker:
Hardy’s use of simple language reflects his speaker’s character, which makes his anti-war message very direct. The violence and futility of war is conveyed by language illustrating the speaker’s desperately grim situation, in which he could either kill or be killed. Hardy’s use of dialect words suggests his speaker is a working man from Dorset. This presents him as an everyman figure who represents the feelings of ordinary soldiers. It also highlights ideas about social class .
|
|
|
The poem uses the of armed conflict with terms such as “infantry”, “shot”, “shoot”, “killed”, “foe” and “war” | This language emphasises the theme of the violence of war, and the repetition of many of these words suggests the speaker’s constant replaying of his memories | |
The contrast created with the gentle, friendly imagined scenes of sharing a drink or lending him money highlights the unnatural nature of the violence | ||
The cosiness of the image of an “ancient inn” and “any bar” presents a strong contrast with the speaker’s memories of the battlefield | The idea of sharing a drink begins and ends the poem: | |
| In the third stanza, Hardy’s repetition of “ ” and “because” communicate his speaker’s troubling feelings: The “just so” adds to this effect
| “Because” is repeated as the speaker struggles to remind himself of the reason for killing the man: |
Hardy shows the speaker’s struggle to his actions in order to reinforce how senseless his situation was | ||
In the fourth stanza, Hardy’s use of hesitant language, such as “although” (line 12) and “perhaps” (line 13) produce a tone of uncertainty: | Hardy is emphasising the speaker’s uncertainty about his actions: that his enemy was a man just like himself, illustrating the senselessness of war: similar people are placed in deadly opposition to each other | |
Hardy uses in the lines “I shot at him as he at me” and “face to face” | This emphasises the similarities between the two men, as Hardy wants to highlight the commonality between the two men, despite their situation on opposing sides in the war:
| |
Hardy breaks with his use of the first and third person (“I” and “he”) in the final stanza: | This makes the message of the poem universal as Hardy highlights the unnatural state of armed conflict: of | |
| The plain of Hardy’s speaker suggests his working-class origins: | Hardy is illustrating the fact that most wars are fought by soldiers from working-class backgrounds |
The speaker and the man he killed have more in common than those who gave the orders | ||
The speaker speculates that the man he killed enlisted for the same practical reasons as himself:
| Hardy illustrates the fact that the two soldiers, although on opposing sides in the conflict, are alike: They are alike in terms of their class and , which include financial need | |
Patriotism is not mentioned as a reason for enlisting: is dishonest when it claims that people enlist for moral reasons |
Context is important, but examiners don’t want to see random chunks of information about Hardy’s life or the times he lived in, because that doesn’t demonstrate your understanding of the poem itself. You should aim to use contextual information to support your analysis of Hardy’s message and your exploration of his ideas. As the ideas explored in 'The Man He Killed' all revolve around the central theme of the futility of war, this section has been bullet-pointed under that theme:
The futility of war
You should show your understanding of the relationship between the poem and its context in your response. Demonstrating your knowledge of contexts is a great way to add complexity to your analysis of the poem’s themes and ideas.
However, avoid including sections of information about Hardy’s life or his historical context without connecting it to his ideas, as that will not gain you marks. Instead, aim to use your knowledge of contexts to enrich your analysis of Hardy’s theme and message. That means your main focus should be on the key theme of Hardy’s poem, and how you can link it with the themes of the other poems in your Conflict anthology.
Your exam response should compare the ideas and themes explored in two of your anthology poems. Therefore, you should aim to revise pairs of poems together, to understand how each poet presents their ideas about conflict in relation to the other poets in your anthology. In 'The Man He Killed', Hardy’s main theme is the futility of war , so the following comparisons are the most appropriate:
'The Man He Killed' and 'Exposure'
'The Man He Killed' and 'What Were They Like?'
For each pair of poems, you will find:
Your comparison of 'The Man He Killed' with other poems in the anthology should be detailed and insightful . You will need to compare how Hardy uses language, form and structure to present his themes with the methods used by other writers. Therefore, it’s important that you have a thorough knowledge of all the poems, rather than just memorising a series of quotations.
Make sure your response is a comparison of the named poem and one other poem in the anthology. If you only write about the poem given on the paper, you will only achieve half the marks available. Writing a comparison of two poems that demonstrates your thorough understanding of both of them will achieve the highest marks. For instance, you could compare how Hardy and Wilfred Owen show their protagonists’ sense of futility, or how Hardy and Denise Levertov convey the devastation of ordinary peoples’ lives.
Comparison in a nutshell:
Both Wilfred Owen’s 'Exposure' and 'The Man He Killed' explore the futility of war and its devastating effects on ordinary people. Owen shows how trench warfare causes misery and hopelessness for a group of soldiers, while Hardy presents the aftermath of war and the suffering it causes an individual soldier. Both poems show how the experience of war leads to a realisation of its pointlessness .
Similarities:
|
| |
|
|
|
Hardy highlights the futility of war by repeating the idea that the speaker and his enemy would have been friends in any other situation | Owen highlights the futility of war by repeating “nothing happens” to describe the soldiers’ situation as they wait in the trenches | |
Hardy’s speaker recognises the pointlessness of enlisting for “no other reason” than an “off-hand” one: | Owen illustrates the sense of pointlessness experienced by the soldiers, who seem to do nothing but wait: | |
Hardy contrasts the imagined comforts of home with the reality of war: feelings about killing his enemy | Owen also contrasts the comforts of home with the reality of war: | |
Hardy shows the speaker struggling to justify his actions: | Owen’s narrator tries to justify the soldiers’ situation by saying “Since we believe not otherwise can kind fires burn”: reveals a lack of certainty in their claim | |
The inevitable nature of death in war is presented directly when the speaker describes how he killed his enemy: | Owen describes the “burying party” who look on the “half-known faces” of corpses: | |
When Hardy’s speaker observes how “quaint and curious war is”, the ironic tone implies a criticism of war: suggests concealed feelings of anger and bitterness | Owen’s narrator, after describing the “miseries” of the soldiers, offers a similarly ironic, understated comment: “We only know war lasts”: | |
War is depicted as pointless in both poems, and death and suffering are presented as inevitable |
Differences:
|
| |
|
|
|
Hardy’s poem depicts the killing of an enemy by his speaker directly | Owen death and suffering, but does not depict killing directly | |
Hardy employs a first-person speaker: | Owen’s narrator describes the events from the point of view of the group of soldiers (“we”): | |
Hardy’s speaker is blunt and uses straightforward language to describe his feelings of guilt and misery | Owen uses highly descriptive language, employing complex imagery, and to evoke the misery of war | |
Hardy objected publicly to the Boer Wars: | Owen had direct experience of trench warfare in the First World War: | |
Hardy’s presentation of the futility of war is direct, although he had no personal experience of warfare, and while Owen was a soldier, his poem is less direct and more descriptive in its presentation of war’s futility |
Denise Levertov’s 'What Were They Like?' and Hardy’s 'The Man He Killed' both present a critical view of war’s futility, destruction, sadness and loss. In Hardy’s poem, the speaker has lost his peace of mind because he cannot account for or justify his actions during the war. Levertov’s poem focuses on the survivors of another unequal conflict, the Vietnam War, which devastated the country to the extent that her speaker cannot answer the questions about what things were like before the war.
|
| |
|
|
|
A tone of opens and closes Hardy’s poem, as the speaker speculates on his friendship with his enemy outside of a war situation: | Levertov’s second speaker attempts to answer the first speaker’s questions, but finds they can only guess at the answers: | |
The ending of the poem evokes sadness and a sense of loss: moral dilemma and unanswered questions | Levertov also shows the sadness and loss suffered by the Vietnamese people in her final line, “Who can say? It is silent now.”: | |
The speaker’s lack of certainty is illustrated by the repetition of “because” and “foe”: | Levertov uses the repetition of “It is not remembered” to emphasise the effects of the war: | |
The speaker’s comment that war is “quaint and curious” reflects his bitterness: | Levertov’s speaker answers a question about laughter with the sardonic comment that it is “bitter to the burnt mouth”: in the war | |
Both poems deliver a criticism of the futility, destruction and sadness of war and its aftermath |
|
| |
|
|
|
Hardy’s speaker describes the death of his enemy directly: and | Levertov also describes death in direct terms of one syllable: ” is realistic and shocking | |
Hardy’s speaker is an ordinary working man: | Levertov also indicates that the victims of the war were ordinary people: | |
Hardy objected publicly to the Boer Wars and the British Army’s involvement in the conflict: and morally wrong | Levertov actively protested against the US military’s involvement in the Vietnam war: a protest group of writers and artists that criticised America’s in Vietnam | |
References to class in each poem emphasise the oppressive and unjust nature of war |
|
| |
|
|
|
Hardy presents his anti-war views through a first-person speaker: | Levertov uses a to present her anti-war poem: | |
Hardy’s language is direct and graphic: | Levertov uses a combination of direct description and metaphor: | |
Hardy shows the similarities between his working class speaker and the man he killed: | Levertov presents the conflict as unequal, and the enemy as oppressive: | |
Hardy criticises the war through a single speaker, while Levertov describes the conflict through descriptions of its effects on a group of people |
Get unlimited access.
to absolutely everything:
the (exam) results speak for themselves:
Did this page help you?
Jen studied a BA(Hons) in English Literature at the University of Chester, followed by an MA in 19th Century Literature and Culture. She taught English Literature at university for nine years as a visiting lecturer and doctoral researcher, and gained a Postgraduate Certificate in Learning and Teaching in Higher Education in 2014. She now works as a freelance writer, editor and tutor. While teaching English Literature at university, Jen also specialised in study skills development, with a focus on essay and examination writing.
“Had he and I but met
By some old ancient inn,
The tone of this first stanza is anecdotal and states that, if the narrator met the man we presume he intends to kill, ‘by some old ancient inn’ (or just in normal day to day life) they would have got on well. This hypothetical situation and anecdotal tone portray the relatable humanity of the two men.
We should have sat us down to wet
Right many a nipperkin!
These 2 lines are examples of informal, old Dorset dialect. ‘A nipperkin’ has 2 meanings – either a liquor container or a unit of measurement of volume (one nip is either one-third of a pint, or any amount less than or equal to half a pint). The key thing to take from these lines is that the 2 men are sitting down to a drink together and, thereby Hardy’s tone, dialect and language help paint a picture of traditional, peaceful old English society.
“But ranged as infantry,
‘But’ not only acts as a tone shift (which we see in many poems) but also serves to shock the speaker out of the hypothetical and into the reality. ‘Infantry’ also marks a transition from hypothetical times of peace to vivid images and the brutal reality of war.
And staring face to face,
This imagery of them ‘staring face to face’ is harrowing and quite emotive. It shows the last ounces of humanity within their veins as each man knows the outcome but delays it just for a second to compose themselves, reflect and look into the other person’s eyes. The tension is palpable.
I shot at him as he at me,
There was a mutuality, almost an agreement, to their respective shooting as both men shot at once. This mutuality conveys a connection between them, perhaps mutual respect, just like they had in the hypothetical scenario of the first stanza.
And killed him in his place.
As the narrator reveals himself to be the man who walked away after landing the shot we see a glimpse into how war has manipulated and dehumanised his mind. Hardy illustrates this with the monosyllabic matter of fact language which is devoid of emotion. This emphasises the evils of war.
“I shot him dead because —
The caesura at the end of this line very significantly signifies the man pausing to thing why he actually shot the man. The fact he is forced to pause and reflect shows that he doesn’t really know why.
Because he was my foe,
The man cites his justification as being that the man was his ‘foe’. This shows the extent to which he has been manipulated by war as he believes it justifies murder without any personal grievance with or even knowing who the man is full stop. Hardy is examining the morals of war and the inhuman, mindless killers it turns its participants into.
Just so: my foe of course he was;
It’s evident here that the narrator is not only trying to defend his actions but justify them to himself as well.
That’s clear enough; although
Hardy’s use of punctuation is, again, key in setting a tone of destructive introspection and suppressed guilt. The semi-colon represents a pause to contemplate his actions as well as compose himself and the enjambement shows that the man’s thoughts are tumbling on and, despite his attempted justification, not resolved.
“He thought he’d ‘list, perhaps,
After examining his own emotions the narrator focuses on the life of the other man – another sign of guilt.
Off-hand like — just as I —
‘Off-hand’ means without previous thought or consideration. This implies that the other man signed up carelessly and without proper consideration, just like the narrator did. ‘Just as I’ emphasises the similarities between them and how war put them in a position of confrontation when in day-to-day life their similarities would have allied them.
Was out of work — had sold his traps —
The fact they were both out of work seems to make them vulnerable for enlisting. The lack of wealth and self-worth unemployment gives them drives them to enlist, just like hardship forces people towards drugs and gambling.
No other reason why.
Unlike the previous one, this stanza has a conclusive end. Whilst the narrator, couldn’t conclude why he killed his ‘foe’, he can conclude why they were both in that situation in the first place.
“Yes; quaint and curious war is!
The last stanza shifts its focus from the two men towards the bigger picture and the bigger evil of war. The tone is conclusive as the narrator surmises the oddness of war. Describing war as odd doesn’t seem too lighthearted for such evil.
You shoot a fellow down
You’d treat if met where any bar is,
Or help to half-a-crown.”
The last 3 lines describe how war is odd because it drives one to ‘shoot a fellow down’ when, if you saw him in day-to-day life, you’d buy him a drink or ‘help [him] to ‘half-a-crown’ (a coin introduced in 1536). It’s an emotive, yet lighthearted conclusion, as it deals with the overarching evil that is war and explores how this evil is transferred to its participants.
Terms and Conditions - Privacy Policy
Home — Essay Samples — Literature — Thomas Hardy — Fellow Soldiers: An Analysis of ‘The Man He Killed’
About this sample
Words: 837 |
Published: Feb 11, 2023
Words: 837 | Pages: 2 | 5 min read
Let us write you an essay from scratch
Get high-quality help
Verified writer
+ 120 experts online
By clicking “Check Writers’ Offers”, you agree to our terms of service and privacy policy . We’ll occasionally send you promo and account related email
No need to pay just yet!
3 pages / 1428 words
4 pages / 1725 words
1.5 pages / 674 words
3 pages / 1362 words
Remember! This is just a sample.
You can get your custom paper by one of our expert writers.
121 writers online
Browse our vast selection of original essay samples, each expertly formatted and styled
Hardy, Thomas. 'To Life.' Selected Poems. Macmillan and Co., 1916.
Upon reading Thomas Hardy’s Tess of the D’Urbervilles, one may notice that references to pagan goddesses and ancient religions of the past are strewn throughout the book. These allusions range from the affectionate names of [...]
Death has been a prominent theme across literature, with its countless interpretations showcasing the diverse ways it has influenced different authors. Thomas Hardy's novel The Mayor of Casterbridge is described by Hardy as [...]
Constituting one of the dominant symbols in Thomas Hardy’s classic work Tess of the D’Urbervilles are the continually reappearing birds. The birds symbolize varying degrees of freedom, foreshadowing the events of Tess’s life and [...]
Thomas Hardy was born on 2 June 1840 in Higher Bockhampton , a village within the parish of Stinsford to the east of Dorchester in Dorset, Britain. Thomas Hardy was an English novelist and poet. Hardy was trained as an architect [...]
Andrea Dworkin, claimed that, ‘Women have been taught that, for us, the earth is flat, and that if we venture out, we will fall off the edge’, this is shown within both novels as the female characters are presented as being [...]
By clicking “Send”, you agree to our Terms of service and Privacy statement . We will occasionally send you account related emails.
Where do you want us to send this sample?
By clicking “Continue”, you agree to our terms of service and privacy policy.
Be careful. This essay is not unique
This essay was donated by a student and is likely to have been used and submitted before
Download this Sample
Free samples may contain mistakes and not unique parts
Sorry, we could not paraphrase this essay. Our professional writers can rewrite it and get you a unique paper.
Please check your inbox.
We can write you a custom essay that will follow your exact instructions and meet the deadlines. Let's fix your grades together!
We use cookies to personalyze your web-site experience. By continuing we’ll assume you board with our cookie policy .
By thomas hardy.
These notes were contributed by members of the GradeSaver community. We are thankful for their contributions and encourage you to make your own.
Written by people who wish to remain anonymous
“I shot him dead because — Because he was my foe, Just so: my foe of course he was; That’s clear enough; although Speaker
The speaker addresses the confrontation between him and an enemy combatant in a war zone. He tries to justify his action by establishing the soldier as a threat for his life was at stake too. Though the rules of engagement affirm that his action is called for, the speaker is remorseful. He views the enemy as innocent just as he is in the grand scheme of things. They are in a battle to serve their flag and the interests of their nations. The playful rhyme and the dark subject matter create a tension that makes the imagery all the more so disconcerting.
Was out of work — had sold his traps — No other reason why. Speaker
The speaker finds commonality between him and his foe regarding their drives to enlist in the military. He suspects that the desperation of unemployment forced them to join the war in order to provide. He is disillusioned by the realities of war due to a lack of concrete reason to serve beyond desperation. Thus, the speaker displays empathy towards the enemy since he understands the predicament they both were in. They never enlisted to kill a fellow man but to earn an honest living serving their nation.
“Yes; quaint and curious war is! You shoot a fellow down You’d treat if met where any bar is, Or help to half-a-crown.” Speaker
The speaker stresses that our shared humanity exists despite the complexities of enmity and patriotism. He attests that war has a means of sabotaging this commonality because of their duties to the flag. In this stanza, he expresses that a change of scenario would properly foster a friendship between the two men. In essence, the men have a lot in common and if they met at an inn or pub they will have a rapport. He acknowledges the senselessness of war in how common humanity is sacrificed in the name of patriotism.
You can help us out by revising, improving and updating this section.
After you claim a section you’ll have 24 hours to send in a draft. An editor will review the submission and either publish your submission or provide feedback.
The Question and Answer section for The Man He Killed is a great resource to ask questions, find answers, and discuss the novel.
The Man He Killed study guide contains a biography of Thomas Hardy, literature essays, quiz questions, major themes, characters, and a full summary and analysis.
Poems & Poets
"Had he and I but met By some old ancient inn, We should have sat us down to wet Right many a nipperkin! "But ranged as infantry, And staring face to face, I shot at him as he at me, And killed him in his place. "I shot him dead because — Because he was my foe, Just so: my foe of course he was; That's clear enough; although "He thought he'd 'list, perhaps, Off-hand like — just as I — Was out of work — had sold his traps — No other reason why. "Yes; quaint and curious war is! You shoot a fellow down You'd treat if met where any bar is, Or help to half-a-crown."
Subject: English
Age range: 14-16
Resource type: Lesson (complete)
Last updated
22 August 2024
For teaching of: GCSE Poetry Edexcel Conflict Anthology
Includes: Context Poet’s inspiration Analysis writing
Please see my Conflict Bundle for full poetry lessons!
Tes paid licence How can I reuse this?
Your rating is required to reflect your happiness.
It's good to leave some feedback.
Something went wrong, please try again later.
This resource hasn't been reviewed yet
To ensure quality for our reviews, only customers who have purchased this resource can review it
Report this resource to let us know if it violates our terms and conditions. Our customer service team will review your report and will be in touch.
COMMENTS
Thomas Hardy wrote poems such as 'The Man He Killed' as a way to express his feelings about the Boer wars which were going on during his time. Thomas Hardy is remembered today for novels such as 'Jude the Obscure' and 'Tess of the d'Urbervilles.'. After the death of his wife, Emma, in 1912, Hardy's subsequent volumes were marked by personal ...
Powered by LitCharts content and AI. "The Man He Killed" was written by the British Victorian poet and novelist Thomas Hardy and first published in 1902. A dramatic monologue, the poem's speaker recounts having to kill a man in war with whom he had found himself "face to face." Talking casually throughout, the speaker discusses how this man ...
The Man He Killed, by Thomas Hardy, is a dramatic monologue in the speech of a returned soldier. This poem is written during the 2nd Boer Wars (1899- 1902). The poem describes the ridiculous status quo of war and the shrinking, diminishing devoted intentions of the soldiers that meet each other in the theater of war.
Annotation. 1. The speaker imagines an alternate scenario where he and his enemy meet in a peaceful setting, like an old inn, and share drinks together. 2. The speaker describes the reality of war, where they faced each other as enemies and engaged in combat, resulting in the speaker killing the other man. 3.
Analysis: "The Man He Killed". Since Antiquity, poets have sung the glories of war, finding in the titanic showdown between cultures a litmus test for defining the heroic essence of the warriors. In turn, the warriors are glorified and adulated, even (or especially) through death, the ultimate sacrifice.
Written by people who wish to remain anonymous. "The Man He Killed" is a poem by Thomas Hardy that reflects on the absurdity of war and its psychological effects on soldiers. The poem is written as a dramatic monologue, with a soldier reflecting on the man he killed in battle. The soldier acknowledges that the man he killed was not his enemy in ...
Analysis. PDF Cite Share. Thomas Hardy's "The Man He Killed" is a five-stanza poem that is similar to a ballad in form. Each stanza has four lines that follow a simple and steady ABAB rhyme ...
Mini series: GCSE Conflict Poetry Pearson Edexcel Conflict. The Man He Killed by Thomas Hardy poignantly explores the senseless brutality of war, portraying the tragic irony of two potential friends turned foes. The speaker of the poem grapples to justify the inexplicable act of killing a fellow man in the midst of conflict.
Introduction. " The Man He Killed " was written by British novelist and poet Thomas Hardy in 1902 and published first in the November 8, 1902, issue of Harper's Weekly and later in Hardy's ...
Discussion of themes and motifs in Thomas Hardy's The Man He Killed. eNotes critical analyses help you gain a deeper understanding of The Man He Killed so you can excel on your essay or test.
Hardy first published this poem in Harper's Weekly magazine in November 1902, then again in his book Time's Laughingstock and other Verses, 1909.. Stanza-by-Stanza Analysis of 'The Man He Killed' 'The Man He Killed' has full end rhyme and iambic rhythms. The first stanza has enjambment (lines running into each other with no punctuation) so the reader can smoothly transition with hardly any pause.
Thanks for exploring this SuperSummary Study Guide of "The Man He Killed" by Thomas Hardy. A modern alternative to SparkNotes and CliffsNotes, SuperSummary offers high-quality Study Guides with detailed chapter summaries and analysis of major themes, characters, and more.
Written by Bryson Atkinson. "The Man He Killed" is a poem by Thomas Hardy in 1902. The poem describes the inner conflict of a soldier who has killed an enemy soldier in battle. The poem's speaker reflects on the absurdity of war and how it turns ordinary men into killers. The poem is a dramatic monologue, with the soldier addressing the reader ...
The Man He Killed. Your Edexcel GCSE English Literarature Conflict Anthology includes 15 poems. In your exam you will be given one poem - printed in full - and asked to compare it to another one from the anthology. As this is a "closed book" exam, you will not have access to the second poem, so you will need to know it from memory.
And killed him in his place. As the narrator reveals himself to be the man who walked away after landing the shot we see a glimpse into how war has manipulated and dehumanised his mind. Hardy illustrates this with the monosyllabic matter of fact language which is devoid of emotion. This emphasises the evils of war.
Towards the end of the poem, the speaker tells us that he was out of work, meaning that he joined the war in desperation, in need. The reason for killing the man is that it was a part of his job, something he was told to do. War takes the most toil on those who lose everything and are in a desperate need to provide for their existence.
In conclusion, 'The Man He Killed' by Thomas Hardy is a powerful and thought-provoking poem that explores the human cost of war. The poem uses powerful imagery to convey the soldier's feelings of guilt and regret, and highlights the themes of the dehumanization of the enemy in war, the potential of friendship and the futility of war.
Hardy's poem tells the story of a working class British man who has fought in WW I. The narrator of the poem is describing his rationale for having killed an enemy soldier.
The Man He Killed study guide contains a biography of Thomas Hardy, literature essays, quiz questions, major themes, characters, and a full summary and analysis. About The Man He Killed Poem Text
The Man He Killed. By Thomas Hardy. "Had he and I but met. By some old ancient inn, We should have sat us down to wet. Right many a nipperkin! "But ranged as infantry, And staring face to face, I shot at him as he at me,
The Man He Killed by Hardy - 3 GCSE Lessons. Subject: English. Age range: 14-16. Resource type: Lesson (complete) Miss Kemp English's Shop. 4.83 28 reviews. Last updated. 22 August 2024. ... Analysis writing. Please see my Conflict Bundle for full poetry lessons! Tes paid licenceHow can I reuse this? Reviews Something went wrong, please try ...
Get an answer for 'Analysis of motivation and theme in Thomas Hardy's "The Man He Killed"' and find homework help for other The Man He Killed questions at eNotes ... Start an essay Ask a question ...
Explore insightful questions and answers on The Man He Killed at eNotes. ... Start free trial Sign In Start an essay Ask a ... What is the analysis of the poem "The Man He Killed" by Thomas Hardy? ...