Arithmetic On The Frontier

By Rudyard Kipling

A great and glorious thing it is To learn, for seven years or so, The Lord knows what of that and this, Ere reckoned fit to face the foe, The flying bullet down the Pass, That whistles clear: "All flesh is grass." Three hundred pounds per annum spent On making brain and body meeter For all the murderous intent Comprised in "villanous saltpetre!" And after, ask the Yusufzaies What comes of all our 'ologies. A scrimmage in a Border Station, A canter down some dark defile, Two thousand pounds of education Drops to a ten-rupee jezail, The Crammer's boast, the Squadron's pride, Shot like a rabbit in a ride! No proposition Euclid wrote, No formulae the text-books know, Will turn the bullet from your coat, Or ward the tulwar's downward blow Strike hard who cares, shoot straight who can, The odds are on the cheaper man. One sword-knot stolen from the camp Will pay for all the school expenses Of any Kurrum Valley scamp Who knows no word of moods and tenses, But, being blessed with perfect sight, Picks off our messmates left and right. With home-bred hordes the hillsides teem, The troopships bring us one by one, At vast expense of time and steam, To slay Afridis where they run. The "captives of our bow and spear" Are cheap, alas! as we are dear.

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Poem Details

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

Analysis & Notes:
This poem offers a sharp critique of the value of formal education in the face of real-world adversities, with a specific focus on the context of war. It highlights the theme of the dichotomy between knowledge and practicality, challenging the reader to question the worth of academic learning when straightforward survival instincts and street-smart skills often triumph in dire situations.

The tone of the poem is notably cynical and satirical, using vivid imagery of war and education to deliver its message. The poet uses the metaphor of a soldier, with seven years of learning, easily defeated by a less-educated foe as a critique of the rigid structure of formal education. The poem also employs irony in the contrast between the 'three hundred pounds per annum spent / On making brain and body meeter' and its worthlessness in a battlefield. The structure of the poem, with its consistent rhyme scheme, mirrors the systematic nature of the education it criticizes, which adds to the overall irony of the piece.

The poem also uses the literary device of allusion, referencing Euclid and text-book formulae, to further emphasize the contrasting realms of academic knowledge and real-world challenges. The repetition of cost and value, from 'three hundred pounds per annum spent' to 'Two thousand pounds of education / Drops to a ten-rupee jezail', serves to constantly remind the reader of the poem's central critique of the efficiency of formal education in ensuring survival or success in life's battles.

Understanding Satirical Poetry

Satirical poems use wit, irony, exaggeration, and ridicule to expose folly—personal, social, or political. The aim isn’t just laughter: it’s critique that nudges readers toward insight or change.


Common characteristics of satirical poetry:

  • Targeted Critique: Focuses on specific behaviors, institutions, or ideas—often timely, sometimes timeless.
  • Tools of Irony: Uses sarcasm, parody, understatement, and hyperbole to sharpen the point.
  • Voice & Persona: Speakers may be unreliable or exaggerated to reveal contradictions and hypocrisy.
  • Form Flexibility: Appears in couplets, tercets, quatrains, blank verse, or free verse—music serves the mockery.
  • Moral Pressure: Beneath the humor lies ethical pressure—satire seeks reform, not merely amusement.
  • Public & Personal: Can lampoon public figures and trends or needle private vanities and everyday pretenses.

The best satire balances bite with craft: memorable lines that entertain while revealing the gap between how things are and how they ought to be.