The Charge of the Light Brigade – Alfred Lord Tennyson
AQA Power and Conflict Essay
The poem:
‘
The Charge of the Light Brigade by Alfred, Lord Tennyson
I
Half a league, half a league,
Half a league onward,
All in the valley of Death
Rode the six hundred.
“Forward, the Light Brigade!
Charge for the guns!” he said.
Into the valley of Death
Rode the six hundred.
II
“Forward, the Light Brigade!”
Was there a man dismayed?
Not though the soldier knew
Someone had blundered.
Theirs not to make reply,
Theirs not to reason why,
Theirs but to do and die.
Into the valley of Death
Rode the six hundred.
III
Cannon to right of them,
Cannon to left of them,
Cannon in front of them
Volleyed and thundered;
Stormed at with shot and shell,
Boldly they rode and well,
Into the jaws of Death,
Into the mouth of hell
Rode the six hundred.
IV
Flashed all their sabres bare,
Flashed as they turned in air
Sabring the gunners there,
Charging an army, while
All the world wondered.
Plunged in the battery-smoke
Right through the line they broke;
Cossack and Russian
Reeled from the sabre stroke
Shattered and sundered.
Then they rode back, but not
Not the six hundred.
V
Cannon to right of them,
Cannon to left of them,
Cannon behind them
Volleyed and thundered;
Stormed at with shot and shell,
While horse and hero fell.
They that had fought so well
Came through the jaws of Death,
Back from the mouth of hell,
All that was left of them,
Left of six hundred.
VI
When can their glory fade?
O the wild charge they made!
All the world wondered.
Honour the charge they made!
Honour the Light Brigade,
Noble six hundred!’
Introduction
Alfred Lord Tennyson’s “The Charge of the Light Brigade” (1854) is one of the most famous war poems in the English language, written as a tribute to a real-life military disaster during the Crimean War. The poem commemorates the heroic but tragic charge of a British cavalry unit into the “valley of death,” celebrating the bravery of soldiers while subtly questioning the decisions of those in power. Part of the AQA GCSE Power and Conflict poetry anthology, the poem provides rich material for exploring war, honour, patriotism, leadership, and sacrifice.
To achieve a Grade 9, students must provide a perceptive analysis of language, structure, and form, show a critical understanding of context, and make insightful comparisons with other poems in the anthology.
Historical Context
The Charge of the Light Brigade occurred during the Battle of Balaclava on 25 October 1854, in the Crimean War between Britain and its allies (France and the Ottoman Empire) and Russia. Due to a miscommunication in orders, around 600 British cavalrymen were mistakenly sent on a frontal assault against heavily armed Russian forces. The result was devastating: many were killed or wounded, and the event became a symbol of both military mismanagement and individual heroism.
Tennyson, then Poet Laureate, wrote the poem shortly after reading about the event in The Times newspaper. His poem aimed to honour the bravery of the soldiers rather than critique military leadership directly, though underlying tones of ambiguity and injustice still persist.
Themes
1. Heroism and Patriotism
The poem is a celebration of bravery. Despite knowing the odds were against them, the soldiers obeyed orders and charged ahead.
“Theirs not to make reply, / Theirs not to reason why, / Theirs but to do and die.”
This quote glorifies their duty and discipline, even in the face of death, promoting a romanticised view of war that was common in Victorian England.
2. Obedience and Duty
The poem repeatedly emphasises the unquestioning loyalty of the soldiers.
“Forward, the Light Brigade! / Was there a man dismay’d?”
No man hesitated, even though the soldiers knew the order might be flawed. Tennyson implies a tension between human instinct and military discipline.
3. Violence and Chaos of War
Vivid imagery paints a picture of the battlefield’s danger and horror.
“Storm’d at with shot and shell, / Boldly they rode and well.”
The repeated ‘s’ sounds mimic the sound of cannon fire, intensifying the violent setting.
4. Criticism of Leadership
While the poem avoids direct condemnation, the phrase:
“Someone had blunder’d”
introduces critical undertones. It’s a rare use of conversational diction that subtly challenges those in command.
Literary Devices and Techniques
Tennyson uses a wide range of poetic techniques to create rhythm, atmosphere, and emotion.
1. Repetition
Repetition drives the poem’s rhythm and reinforces key ideas.
“Half a league, half a league, / Half a league onward,”
The use of dactylic dimeter (a stressed syllable followed by two unstressed ones) mimics the sound of galloping horses, creating urgency.
“Cannon to right of them, / Cannon to left of them, / Cannon in front of them”
This tricolon and anaphora structure builds tension, surrounding the soldiers from all directions.
2. Metaphor and Imagery
Tennyson uses vivid and symbolic imagery:
“Into the valley of Death”
This biblical allusion (Psalm 23) gives the charge a spiritual dimension, casting the soldiers as martyrs.
“Jaws of Death” and “mouth of Hell”
These personifications evoke a monstrous, inevitable fate. War becomes a living, consuming entity.
3. Sound and Rhythm
The poem’s dactylic rhythm drives the action forward, with irregularities that mirror the chaos of war.
“Flash’d all their sabres bare, / Flash’d as they turn’d in air”
Alliteration (‘Flash’d’ and ‘bare’) and rhythm reinforce the speed and violence of the encounter.
4. Structure
The poem has six stanzas, each echoing the six hundred cavalrymen. The structure moves from anticipation, to action, to reflection. The final stanza is elegiac, focusing on memory and legacy.
“Honour the Light Brigade, / Noble six hundred!”
This command to remember them transforms the soldiers into symbols of national pride.
Language – Difficult Words Explained
Teenagers may struggle with some archaic or military-specific vocabulary. Here’s a guide:
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“League” – a unit of distance (roughly 3 miles). So “half a league” is about 1.5 miles.
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“Blunder’d” – made a foolish or careless mistake.
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“Dismay’d” – distressed or alarmed.
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“Battery-smoke” – the smoke from firing artillery.
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“Sabres” – curved cavalry swords.
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“Shell” – an explosive artillery projectile.
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“Volley’d” – fired in unison (as in a volley of gunfire).
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“Reel’d” – staggered or swayed (often due to impact).
Understanding these terms deepens comprehension and helps students write with technical accuracy.
Comparison with Other Poems in the Anthology
To get a top mark, students must compare poems effectively. Here’s how “The Charge of the Light Brigade” compares to key Power and Conflict poems:
1. Bayonet Charge – Ted Hughes
Similarities:
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Both depict the chaos of war.
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Both use violent imagery: “Bullets smacking the belly out of the air” vs. “Storm’d at with shot and shell”.
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Both focus on a single soldier’s or group’s experience.
Differences:
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Bayonet Charge presents a more anti-war tone, questioning patriotism.
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Tennyson focuses on honour, whereas Hughes explores fear and survival.
2. Exposure – Wilfred Owen
Similarities:
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Both are war poems that highlight soldier suffering.
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Use of repeated lines for effect (“But nothing happens” vs. “Rode the six hundred”).
Differences:
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Exposure focuses on the futility and stagnation of war.
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Tennyson glorifies action; Owen critiques inaction and government failure.
3. Kamikaze – Beatrice Garland
Similarities:
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Both explore honour and duty.
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In both, soldiers face death for their country.
Differences:
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Kamikaze presents the internal conflict and psychological cost.
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Tennyson avoids personal reflection, focusing on collective honour.
4. Remains – Simon Armitage
Similarities:
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Both discuss the lasting effects of war.
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Brutality and trauma are evident.
Differences:
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Remains is about guilt and PTSD, personal and modern.
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Tennyson’s poem is more public, nationalistic, and celebratory.
Getting a Grade 9 – Tips
Achieving a Grade 9 means going beyond the basics and showing original, perceptive insight. Here’s how:
1. Critical Analysis, Not Just Description
Avoid summarising the poem. Instead, explain how language creates effect and why Tennyson uses specific techniques.
Grade 6: “The soldiers are brave, shown in ‘Theirs not to reason why.’”
Grade 9: “Tennyson’s use of monosyllabic, declarative phrases (‘Theirs not to reason why’) mimics a military command and underscores the soldiers’ blind obedience—an obedience that, while heroic, hints at the dehumanising nature of war.”
2. Zoom in on Language
Pick apart individual words, sounds, and punctuation.
“The repetition of ‘Cannon to right of them’ mirrors the inescapable onslaught of firepower, visually surrounding the soldiers with death.”
3. Make Sophisticated Comparisons
Avoid vague statements like “This poem is similar to… because they are both about war.”
Instead:
“While The Charge of the Light Brigade romanticises duty, Exposure starkly questions the purpose of sacrifice through the refrain ‘But nothing happens,’ making Owen’s tone more disillusioned than Tennyson’s patriotic fervour.”
4. Contextual Understanding
Use historical context to enrich analysis, not as filler.
“Tennyson wrote at a time when Britain’s imperial power was seen as a moral force. His poem aligns with Victorian ideals of stoic heroism, yet the phrase ‘Someone had blunder’d’ hints at underlying critique.”
5. Plan and Structure
Use a clear introduction, analytical body paragraphs, and a strong conclusion.
Paragraph structure: Point → Evidence → Technique → Effect → Context/Comparison → Personal Insight
Conclusion
“The Charge of the Light Brigade” is a masterful example of Victorian poetry that blends patriotic fervour with subtle critique. Tennyson uses a rich array of techniques—rhythmic control, metaphorical imagery, repetition—to bring to life a moment of tragic heroism. Though firmly rooted in the 19th century, the poem’s themes of duty, obedience, honour, and sacrifice resonate across time, allowing meaningful comparison with modern war poetry.
For students studying the AQA Power and Conflict anthology, this poem provides a compelling contrast to works like Exposure or Bayonet Charge, helping develop the comparative skills needed for a Grade 9. By blending precise language analysis with contextual awareness and thoughtful comparisons, students can elevate their essays from competent to exceptional.