Victory

By Henry Lawson

    The schools marched in procession in happiness and pride,     The city bands before them, the soldiers marched beside;     Oh, starched white frocks and sashes and suits that high schools wear,     The boy scout and the boy lout and all the rest were there,     And all flags save Australia's flag waved high in sun and air!     The Girls' High School, and Grammar School and colleges of stone     Flew all flags from their walls and towers, all flags except our own!     And down here in the alleys where Premiers never come,     Nor candidate, nor delegate, nor sound of fife and drum,     They packed them on the lorries, seared children of the slum.     Each face seemed soiled and faded, though scrubbed with household soap,     And older than a mother-face, but with less sign of hope:     The knowledge of things evil, of drunken wreck and hag,     Of sordid sounds and voices, the everlasting "nag",     Oh, men without a battle-song! Oh, men without a flag!     They breed a nation's strength behind each shabby little door,     Where rent-collectors knock for aye, and Christ shall knock no more;     The sounds that hurt the mother's heart affright the children there,     Alarm-clocks on an empty tin, the tin tray on a chair;     For weary folk are hard to wake in hot and heavy air.     They sang in Pride's Procession that Mammon might endure,     Oh, wistful singing faces, the children of the poor!     Oh, hideous fiends of commerce! Oh, ghouls of business strife!     I wait the coming of the things to wake the land to life;     The flag without a cross or bar, the drum without a fife!

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Poem Details

Language: English
Keywords: Public Domain
Source: Public Domain Collection
Rights/Permissions: Public Domain

Analysis & Notes:
The poem explores the themes of national identity, social inequality, and the resilience of the underprivileged. It portrays a scene of public celebration where everyone, including schools and the military, participates with joy and pride, yet the absence of Australia's flag suggests an underlying discontent with the nation's present state. The poet uses the imagery of the procession, filled with starched white frocks, sashes, and boy scouts, to represent the surface-level contentment masking the deeper societal issues.

In the second half of the poem, the focus shifts to the marginalized, the "seared children of the slum", highlighting the stark contrast between their lived experiences and the celebratory procession. The recurrent flag symbolism furthers the theme of national identity, or rather the lack thereof among these disadvantaged groups. The poet effectively uses imagery of everyday hardships, such as rent collectors and alarm clocks on empty tins, to depict the harsh realities these communities face.

The tone of the poem is critical and urgent, demonstrating the poet's keen awareness of the social disparities and the need for change. The final stanza encapsulates the poet's longing for a shift in societal values from materialism ("Mammon") to a more compassionate, equitable society. The phrase "Oh, men without a battle-song! Oh, men without a flag!" is particularly poignant in its lament for the lack of a unifying cause or symbol for these disenfranchised individuals. The poem's structure and rhythm convey a sense of progression, mirroring the march depicted, while the repetition of key phrases lends emphasis to the poet's message.

Understanding Ballads

A ballad is a form of verse, often a narrative set to music, that has been a cornerstone of storytelling across various cultures. Traditionally passed down orally, ballads are known for their rhythmic structure and often tell tales of love, adventure, and heroism.


Ballads are characterized by their strong rhythm and repetition, making them both memorable and engaging. Here are some defining features:

  • Narrative Structure: Ballads typically tell a story, often a dramatic or emotional tale that unfolds in a straightforward, chronological order.
  • Quatrain Stanzas: Most ballads are composed of quatrains (four-line stanzas) with a rhyme scheme of ABAB or ABCB, which adds to the musicality of the verse.
  • Repetition: Refrains or repeated lines are common in ballads, helping to emphasize key themes or emotions and making the ballad easier to remember.
  • Oral Tradition: Many ballads originated from oral traditions, which means they were passed down through generations by word of mouth before being written down.

From medieval minstrels to contemporary songwriters, ballads have continued to evolve, remaining a beloved form of expression that captures the human experience in a way that is both poetic and accessible.