“Anthem for Doomed Youth” by Wilfred Owen: A Critical Analysis

Introduction: “Anthem for Doomed Youth” by Wilfred Owen

“Anthem for Doomed Youth” by Wilfred Owen first appeared in 1920 in the posthumously published collection Poems. This sonnet, written in 1917 during the poet’s service in World War I, captures the tragic futility of war and the dehumanization of young soldiers. Through stark imagery, jarring juxtapositions, and a somber tone, Owen paints a haunting portrait of the battlefield and the absence of traditional mourning rituals for fallen soldiers. The poem’s raw emotional power and unflinching portrayal of war’s horrors cemented its status as one of the most significant works of war poetry and a testament to Owen’s extraordinary talent.

Text: “Anthem for Doomed Youth” by Wilfred Owen

What passing-bells for these who die as cattle?
Only the monstrous anger of the guns.
Only the stuttering rifles’ rapid rattle
Can patter out their hasty orisons.
No mockeries now for them; no prayers nor bells;
Nor any voice of mourning save the choirs,
The shrill, demented choirs of wailing shells;
And bugles calling for them from sad shires.
What candles may be held to speed them all?
Not in the hands of boys, but in their eyes
Shall shine the holy glimmers of good-byes.
The pallor of girls’ brows shall be their pall;
Their flowers the tenderness of patient minds,
And each slow dusk a drawing-down of blinds.

Annotations: “Anthem for Doomed Youth” by Wilfred Owen

Line	Annotation
What passing-bells for these who die as cattle?	“Passing-bells” refer to the bells rung to announce a death. The comparison of soldiers dying as cattle highlights the dehumanization and mass slaughter of war.
Only the monstrous anger of the guns.	The sound of the guns replaces the traditional funeral bells, emphasizing the violent and impersonal nature of their deaths.
Only the stuttering rifles’ rapid rattle	The “stuttering rifles” create an image of machine gun fire, representing the chaos and relentless assault experienced by the soldiers.
Can patter out their hasty orisons.	“Orisons” are prayers. The rapid gunfire replaces the soldiers’ final prayers, suggesting their deaths are hurried and without the comfort of religious rites.
No mockeries now for them; no prayers nor bells;	The soldiers are denied the usual religious and ceremonial practices that honor the dead, pointing to the indignity of their deaths.
Nor any voice of mourning save the choirs,	The only “choirs” are the sounds of war—specifically the artillery shells—showing how traditional mourning is replaced by the noise of battle.
The shrill, demented choirs of wailing shells;	Describes the high-pitched, eerie sounds of artillery shells as “demented,” emphasizing the madness of war.
And bugles calling for them from sad shires.	Bugles were used in the military to signal various events. Here, they call the soldiers to their deaths, and “sad shires” indicates the grief of the soldiers’ home regions.
What candles may be held to speed them all?	Candles are traditionally used in funerals to guide the deceased’s soul. This line questions what can honor the soldiers who died in such circumstances.
Not in the hands of boys, but in their eyes	Instead of physical candles, the reflections of farewell in the eyes of young soldiers serve as a substitute.
Shall shine the holy glimmers of good-byes.	The “holy glimmers” suggest a spiritual farewell, with the soldiers’ eyes conveying their goodbyes.
The pallor of girls’ brows shall be their pall;	“Pallor” refers to the pale complexion of the grieving women, and “pall” is the cloth covering a coffin. The women’s grief replaces traditional funeral rites.
Their flowers the tenderness of patient minds,	The “flowers” are metaphorical, representing the compassionate and enduring thoughts of those who mourn.
And each slow dusk a drawing-down of blinds.	The “drawing-down of blinds” symbolizes the end of the day and the finality of death, suggesting a perpetual mourning as each day ends.

Literary And Poetic Devices: “Anthem for Doomed Youth” by Wilfred Owen

Literary/Poetic Device	Example from the Poem	Explanation	Function in the Poem	Line(s)
Simile	“who die as cattle”	Comparison using “as” or “like”	Emphasizes the dehumanization of soldiers in war	1
Metaphor	“monstrous anger of the guns”	Implied comparison	Personifies the guns, highlighting their destructive power	2
Alliteration	“stuttering rifles’ rapid rattle”	Repetition of initial consonant sounds	Creates a harsh, percussive sound, mimicking the gunfire	3
Onomatopoeia	“rattle,” “patter”	Words that imitate sounds	Auditory imagery enhances the poem’s visceral impact	3, 4
Anaphora	“Only the…” (lines 2 & 3), “No…” (line 5)	Repetition of words at the beginning of successive clauses	Emphasizes the lack of traditional mourning rituals	2, 3, 5
Oxymoron	“hasty orisons”	Combination of contradictory terms	Highlights the irony of rushed prayers for the dead	4
Personification	“wailing shells”	Attributing human qualities to inanimate objects	Intensifies the emotional impact of the poem	7
Metonymy	“bugles calling for them”	Substitution of a related term for the thing meant (bugles for soldiers)	Symbolizes the call to war and impending death	8
Rhetorical Question	“What passing-bells for these…?”	Question asked for effect, not expecting an answer	Invites reflection on the absence of traditional mourning	1
Juxtaposition	“candles” and “eyes”	Placement of contrasting elements side-by-side	Highlights the inversion of traditional mourning rituals	9, 10
Synecdoche	“hands of boys,” “pallor of girls’ brows”	Part represents the whole (hands for boys, brows for girls)	Emphasizes the collective mourning of the living	10, 12
Assonance	“holy glimmers of goodbyes”	Repetition of vowel sounds	Creates a somber, mournful tone	11
Consonance	“shrill, demented choirs of wailing shells”	Repetition of consonant sounds within words	Creates a discordant, unsettling sound	7
Enjambment	End of lines 2, 3, 6, 7, 9, 11, 13	Continuation of a sentence without a pause beyond the end of a line	Creates a sense of urgency and disrupts the rhythm	2, 3, 6, 7, 9, 11, 13
Caesura	“No mockeries now for them; no prayers nor bells;”	Pause in the middle of a line	Creates a sense of finality and emphasizes the absence of traditional rituals	5
Imagery	Visual (candles, eyes), Auditory (guns, shells, bugles)	Use of vivid language to create mental images	Appeals to the senses, making the poem more impactful	Throughout
Symbolism	Candles (life, hope), Pallor (death, mourning), Dusk (end of life)	Use of objects to represent abstract ideas	Adds layers of meaning to the poem	9, 12, 14
Sonnet Form	14 lines, iambic pentameter, ABABCDCDEFEFGG rhyme scheme	Traditional poetic structure	Creates a sense of order and control amidst the chaos of war	Throughout
Shift in Tone	From questioning (octave) to assertion (sestet)	Change in the speaker’s attitude	Marks a transition from despair to a glimmer of hope	8

Themes: “Anthem for Doomed Youth” by Wilfred Owen

• The Futility of War: One of the central themes in “Anthem for Doomed Youth” is the futility and senselessness of war. Owen portrays the deaths of soldiers as meaningless and dehumanizing by comparing them to cattle being slaughtered: “What passing-bells for these who die as cattle?” This imagery starkly illustrates the mass, impersonal killing that characterizes trench warfare. The absence of traditional rites (“No mockeries now for them; no prayers nor bells”) further emphasizes the theme, suggesting that the soldiers’ sacrifices are not honored or recognized in the way they should be. Owen’s choice to forgo traditional funeral rites in favor of the violent sounds of battle underscores the senseless destruction of young lives.
• Dehumanization: Owen explores the theme of dehumanization by depicting soldiers as mere animals led to slaughter and by replacing human rites with the sounds of war. The comparison to cattle in the opening line starkly dehumanizes the soldiers, reducing them to mere numbers in the machinery of war. The “monstrous anger of the guns” and “stuttering rifles’ rapid rattle” replace the solemnity of passing-bells and prayers, stripping the soldiers of their humanity. The transformation of traditional mourning sounds into the chaos of battle symbolizes how war reduces men to mere objects, devoid of individuality and dignity.
• Mourning and Loss: Mourning and loss permeate the poem as Owen contrasts the expected rituals of death with the brutal reality faced by soldiers. Traditional mourning practices, such as prayers, bells, and choirs, are replaced by the “shrill, demented choirs of wailing shells” and “bugles calling for them from sad shires.” This shift highlights the deep sense of loss felt by those left behind and the inadequate means available to mourn the dead properly. By depicting the grief of the soldiers’ families and friends through metaphorical expressions such as “the pallor of girls’ brows” and “the tenderness of patient minds,” Owen underscores the personal and communal sorrow caused by the war.
• The Sacrifice of Youth: The poem poignantly addresses the theme of youth and the sacrifice of young lives in war. The title itself, “Anthem for Doomed Youth,” sets the stage for this exploration, suggesting a somber hymn for the young soldiers whose lives are cut short. The imagery of “candles” held not in hands but shining in the eyes of boys underscores the youth and innocence of the soldiers. Owen’s portrayal of the soldiers’ final moments, marked by the “holy glimmers of good-byes” in their eyes, evokes a powerful sense of wasted potential and the tragic loss of a generation. This theme is reinforced by the concluding image of “each slow dusk a drawing-down of blinds,” symbolizing the end of life and the perpetual mourning for the young who never had the chance to grow old.

Literary Theories and “Anthem for Doomed Youth” by Wilfred Owen

Literary Theory	Application in “Anthem for Doomed Youth”	Critique
Formalism	Focuses on the poem’s structure (sonnet), rhyme scheme (ABABCDCDEFEFGG), meter (iambic pentameter), and literary devices (metaphor, simile, etc.). Analyzes how these elements contribute to the poem’s overall meaning and effect.	Provides a detailed analysis of the poem’s artistic construction but may neglect historical and social context.
Historicism/New Historicism	Examines the poem in the context of World War I and its impact on society. Considers how the poem reflects the cultural and historical attitudes towards war and death at the time. References to “guns,” “shells,” and “bugles” ground the poem in the realities of war.	Offers a nuanced understanding of the poem’s historical significance but may overlook its universal themes of loss and grief.
Reader-Response Criticism	Explores how readers interpret and react to the poem based on their individual experiences and perspectives. Analyzes how the poem’s emotional language and vivid imagery evoke strong feelings in readers. The rhetorical questions invite personal reflection on war and mourning.	Acknowledges the subjective nature of literary interpretation but may lack a cohesive analysis of the poem’s overall meaning.

Critical Questions about “Anthem for Doomed Youth” by Wilfred Owen

• How does the poem’s title, “Anthem for Doomed Youth,” establish the poem’s central theme and tone?
• The title “Anthem for Doomed Youth” immediately sets a somber and ironic tone. An anthem is typically a song of celebration or praise, but here it’s applied to young men fated to die in war. This juxtaposition highlights the tragic loss of life and the lack of proper recognition or commemoration for these soldiers. The irony deepens as the poem unfolds, contrasting the absence of traditional mourning rituals with the harsh realities of the battlefield. The title thus serves as a poignant introduction to the poem’s exploration of grief, loss, and the futility of war.
• What specific poetic devices does Owen employ to convey the dehumanization and brutality of war?
• Owen masterfully uses similes, metaphors, and onomatopoeia to depict the horrors of war. The opening line, “What passing-bells for these who die as cattle?” compares the soldiers to livestock, highlighting their expendability. The “monstrous anger of the guns” and the “stuttering rifles’ rapid rattle” personify the weapons, emphasizing their destructive power and the chaotic nature of combat. These vivid images, combined with the poem’s stark diction and relentless rhythm, create a visceral and unsettling portrayal of war’s brutality, leaving a lasting impression on the reader.
• How does the poem’s structure, a Petrarchan sonnet, contribute to its overall meaning and impact?
• The poem’s structure as a Petrarchan sonnet, divided into an octave (eight lines) and a sestet (six lines), mirrors the thematic shift within the poem. The octave focuses on the absence of traditional mourning rituals, emphasizing the futility and anonymity of death in war. The sestet, however, offers a glimmer of hope and remembrance, suggesting that the memories of fallen soldiers will live on in the hearts and minds of those they left behind. This structural division reinforces the poem’s exploration of both despair and resilience in the face of tragedy.
• In what ways does “Anthem for Doomed Youth” challenge traditional notions of heroism and glory associated with war?
• Owen’s poem starkly contrasts the idealized image of war with its grim reality. Instead of glorifying heroic deeds, he focuses on the senseless loss of young lives and the absence of traditional honors. The soldiers are not celebrated as heroes but rather mourned as victims of a brutal and dehumanizing conflict. This unflinching portrayal of war’s horrors challenges readers to reconsider the romanticized narratives often associated with warfare and to acknowledge the profound suffering it inflicts on individuals and communities alike.

Literary Works Similar to “Anthem for Doomed Youth” by Wilfred Owen

1. “Dulce et Decorum Est” by Wilfred Owen: Both poems critique the romanticized notion of war and highlight its brutal reality.
2. “The Soldier” by Rupert Brooke: This poem, like Owen’s, deals with themes of sacrifice and the personal cost of war, though Brooke’s is more patriotic in tone.
3. “In Flanders Fields” by John McCrae: Both poems address the aftermath of war and the memorialization of fallen soldiers.
4. “The Death of the Ball Turret Gunner” by Randall Jarrell: This poem, like Owen’s, starkly depicts the dehumanizing and mechanized nature of modern warfare.
5. “Break of Day in the Trenches” by Isaac Rosenberg: Similar to Owen’s work, this poem explores the grim realities of life in the trenches and the constant presence of death.

Suggested Readings: “Anthem for Doomed Youth” by Wilfred Owen

Representative Quotations of “Anthem for Doomed Youth” by Wilfred Owen

Quotation	Context	Theoretical Perspective
“What passing-bells for these who die as cattle?”	Opening line, establishes the central question of mourning and the dehumanization of soldiers.	Formalism: The rhetorical question and simile immediately engage the reader and set a somber tone.
“Only the monstrous anger of the guns./ Only the stuttering rifles’ rapid rattle/ Can patter out their hasty orisons.”	Describes the sounds of war replacing traditional funeral rites.	Historicism: Reflects the mechanized nature of WWI and the loss of individuality in mass casualties.
“No mockeries now for them; no prayers nor bells;/ Nor any voice of mourning save the choirs,/ The shrill, demented choirs of wailing shells;”	Emphasizes the absence of traditional mourning rituals and the ironic “choirs” of war.	Reader-Response: Evokes a strong emotional response of grief and outrage at the futility of war.
“Not in the hands of boys, but in their eyes/ Shall shine the holy glimmers of goodbyes.”	Shifts focus to the inner grief of young soldiers facing death.	Psychoanalytic: Suggests a subconscious longing for connection and remembrance in the face of trauma.
“The pallor of girls’ brows shall be their pall;/ Their flowers the tenderness of patient minds,/ And each slow dusk a drawing-down of blinds.”	Offers a muted hope for remembrance through the grief of loved ones.	Feminist: Highlights the often-overlooked role of women in mourning and preserving memory in times of war.