- a. Human beings
- b. Machines
In the poem the speakers are the machines themselves; therefore 'we' in the first stanza refers to the machines.
b
The poem is written from the machines' point of view; they address humans—engineers, workers and users—who build and use them.
The speakers in this poem are the machines themselves, who voice their thoughts, concerns, and perspective about their relationship with humanity. The listeners are human beings, specifically the makers and users of the machines. Through this unique narrative device, the poem presents the machines' point of view, allowing them to communicate directly with their human creators and operators about their role, capabilities, and the nature of their dependence on humans.
Ores and mines yield metals such as iron (from iron ore), copper, tin, lead, and precious metals like silver and gold. (If the textbook lists specific metals, use those exact names.)
Common metals obtained from ores and mines include iron, copper, tin, lead, silver and gold. Iron is extracted from iron ore and is one of the most widely used metals in industry and construction. Copper is valued for its electrical conductivity and is used in wiring and various industrial applications. Tin and lead have been historically important metals used in alloys and manufacturing. Silver and gold are precious metals that have been prized for both ornamental and industrial purposes throughout human history. These metals form the foundation of modern industrial society and are essential raw materials for countless manufacturing processes.
Machines or machine parts that are formed by hammering/forging include parts made in a blacksmith's shop—tools, fittings, and some metal components that are hammered to shape. (If the textbook poem names specific machines, prefer those names.)
Several machines are shaped and designed through the process of hammering. Hand-forged tools such as hammers, chisels, and axes are traditionally created by blacksmiths who heat metal and then hammer it into the desired shape. Anvils themselves, which are used as the base for hammering other metals, are also forged through hammering. Many machine parts and components, particularly those requiring strength and durability, are shaped using forging techniques where heated metal is repeatedly struck with hammers to achieve the final design. This method of hammering allows craftsmen to create tools and machine parts with precise shapes and properties suited to their intended functions.
Examples: water-powered mills or hydro turbines (water), steam engines or steamships (coal), and diesel/petrol engines, oil-fired generators (oil).
Machines that run on water include water wheels and hydro turbines, which harness the power of flowing or falling water to generate energy. Machines powered by coal include steam engines and steam locomotives, which burn coal to heat water and create steam that drives pistons and wheels. Machines that run on oil include diesel engines and internal-combustion engines, which burn oil or petroleum products to create controlled explosions that power mechanical movement. These three energy sources—water, coal, and oil—have been fundamental to industrial development and continue to power various machines and transportation systems.
Give examples for each function: pulling/pushing—tractors and tow-trucks; lifting—cranes and forklifts; driving—cars and trains; printing—printing presses and laser printers; ploughing—tractor-driven ploughs; reading/writing—computers, e-readers, typewriters.
Machines designed for pulling and pushing include tractors and tugboats. Machines used for lifting include cranes and hoists, which can raise heavy objects to great heights. Machines for driving include cars and locomotives, which transport people and goods. The printing press is the primary machine used for printing, enabling mass production of written material. Tractors and ploughs are machines used for ploughing agricultural land. Machines used for reading and writing include computers, typewriters, and printers, which have revolutionized how we process and communicate information. Each of these machines is specifically designed to perform its particular function efficiently and effectively.
The poem gives machines a voice but they are tools without emotions. They 'accept' human evolution because humans designed and direct them; machines simply perform the tasks set by human intellect.
Machines do not possess feelings or emotions such as humility, as they are inanimate objects created by human intelligence and engineering. Machines accept and follow human intelligence not out of humility but because they are designed, programmed, and controlled by humans. They have no consciousness or will of their own and therefore must obey the instructions and commands given to them by their operators and creators. The machines in the poem are portrayed as willing servants, but this willingness is not a genuine emotional quality; rather, it reflects the fundamental nature of machines as tools created to serve human purposes. Machines have no choice but to accept human control because they lack the autonomy and consciousness that would allow them to resist or question human direction.
Readers feel amazement at the machines' capabilities, respect for technological skill, and sometimes apprehension about how much control humans cede to machines—mixed admiration and warning.
The poem evokes a complex mixture of feelings toward machines. There is a sense of wonder and admiration at the remarkable power, precision, and efficiency that machines possess and demonstrate in their various functions. The poem also conveys respect for the tireless dedication of machines, which are willing to work continuously without complaint. However, alongside this admiration, the poem also evokes a subtle sense of caution and unease about humanity's growing dependence on machines and the potential consequences of relying too heavily on mechanical power. There is an underlying tension in the poem between celebrating machine capability and questioning whether humans should become so dependent on them.
- a. Once Machines are fed with fuel, they take a very long time to start.
- b. Once Machines are fed with fuel, they start quickly.
The phrase about a 'thousandth of an inch' refers to precise tolerances and quick responsiveness—machines start and work promptly when given fuel and the correct settings.
b
a) The human operators or masters. b) The jobs the humans set the machines to do. c) Using 'will' in both clauses expresses the machines' readiness and the promise of continuous service; in poetic usage it emphasizes willingness. d) Practically no; machines require downtime for repair and servicing. e) Rewritten line given above.
a) The pronoun 'you' refers to human beings, specifically the users and masters of machines who control and direct their work. b) 'Our task' refers to the work and functions that are assigned to the machines by humans; it is the purpose for which machines are created and operated. c) The future tense 'will set' in the if-clause and 'will serve' in the main clause are both used to express willingness, promise, and a conditional commitment. In older and poetic usage, 'will' in the if-clause can indicate volition, intention, or a polite conditional statement rather than simple futurity, emphasizing the machines' eager readiness to serve. d) No, machines do not literally serve us twenty-four hours a day without interruption. While machines can theoretically run continuously, in practice they require regular maintenance, fuel replenishment, repairs, and periodic rest periods to function properly and safely. e) And now, if you will set us to our task, we will serve you four and twenty hours a day, 365 days a year.
Example procedure: 1) Select a stanza and write its lines. 2) Note the final word of each line. 3) Assign 'a' to the first line's end word, then 'b' to the next different end sound, etc.; repeated end sounds get the same letter. (Since this is a personal activity, provide the stanza from the textbook and apply this method to get the rhyme scheme.)
Student's personal response required. Method: copy the chosen stanza exactly, label end words of lines (a, b, c...) to determine the rhyme scheme (e.g., ABAB, AABB).
How to do it: 1) Re-read the poem and mark lines with sound patterns or comparisons. 2) Example templates (replace with exact textbook lines): Alliteration: 'made me mighty' (repetition of 'm' sound). Assonance: repetition of vowel sound in words close together. Personification: any line where a machine 'speaks' or 'feels' (machines claiming to 'serve' or 'hate'). Simile: any explicit comparison using 'like' or 'as' (e.g., 'as swift as ...'). Use the poem's exact lines for submission.
Students should locate lines in the poem that illustrate each device. Guidance/examples: Alliteration — repetition of initial consonant sounds in nearby words; Assonance — repetition of vowel sounds; Personification — giving human qualities to machines; Simile — a comparison using 'like' or 'as'.