‘Kamikaze‘ by Beatrice Garland explores the memories of the daughter of a kamikaze pilot. The girl’s father had flown a suicide plane during WWII but during the flight, changed his mind and returned home. The rest of the poem tells the tale of the community that rejected him as a result of his failure to complete the mission.
This study guide is written for students and teachers of English Literature, particularly those studying AQA’s GCSE English Literature Power and Conflict Anthology. For more study guides from this anthology, check out the Power and Conflict page, or the list of poems in the series at the bottom of this guide.
Kamikaze
Her father embarked at sunrise
with a flask of water, a samurai sword
in the cockpit, a shaven head
full of powerful incantations
and enough fuel for a one-way
journey into history
but half way there, she thought,
recounting it later to her children,
he must have looked far down
at the little fishing boats
strung out like bunting
on a green-blue translucent sea
and beneath them, arcing in swathes
like a huge flag waved first one way
then the other in a figure of eight,
the dark shoals of fishes
flashing silver as their bellies
swivelled towards the sun
and remembered how he
and his brothers waiting on the shore
built cairns of pearl-grey pebbles
to see whose withstood longest
the turbulent inrush of breakers
bringing their father’s boat safe
– yes, grandfather’s boat – safe
to the shore, salt-sodden, awash
with cloud-marked mackerel,
black crabs, feathery prawns,
the loose silver of whitebait and once
a tuna, the dark prince, muscular, dangerous.
And though he came back
my mother never spoke again
in his presence, nor did she meet his eyes
and the neighbours too, they treated him
as though he no longer existed,
only we children still chattered and laughed
till gradually we too learned
to be silent, to live as though
he had never returned, that this
was no longer the father we loved.
And sometimes, she said, he must have wondered
which had been the better way to die.
What is 'Kamikaze' all about?
Summary of stanza 1
The poem starts by revealing the speaker’s identity: she is the daughter of a WWII Japanese fighter pilot. She briefly explains the context of the poem: her father is setting off on a suicide mission with a samurai sword and enough fuel for a one-way journey. The poem is recounted in the past, and as the poem progresses, we learn that there has been a long time between the kamikaze flight and the present day.
Summary of stanza 2
Many years after WWII, the speaker imagines what her father might have seen halfway through his journey: small fishing boats on the sea in familiar harbours. The speaker somewhat romanticises this account for the benefit of telling the story to her children, as these memories are not his memories, but rather her imagined version of his experience.
Summary of stanza 3
This verse runs on straight after verse 2, as the speaker describes the movement of fish underneath the sea as her father flew above. She recalls these images as if they are her own memories, creating imagery of the movement of the shoals of fish.
Summary of stanza 4
In verse 4, she imagines her father remembering his childhood with his father and brother (the speaker’s grandfather and uncle). These ‘memories’ seem like frequently told family stories of the brothers playing on the beach, waiting for their father’s fishing boat to return to shore. Until now, except for the mention of the samurai sword and the title ‘Kamikaze’, the poem shows no hint of conflict. Instead, it is a fond, affectionate recollection of childhood memories and family experiences over several generations.
Summary of stanza 5
In stanza 5, the speaker seems to draw on her own memories more, as she remembers her grandfather’s boat coming in. She describes the most frequent catches, and the time he had a big catch: a tuna. She lingers over these memories fondly, as though she knows the story is about to take a darker turn. The description of the tuns as “the dark prince, muscular, dangerous” is foreboding, hinting at the darkness of the final two verses.
Summary of stanza 6
Stanza 6 reveals the darkness of the poem: the speaker’s father decided to turn back and did not complete his mission. As a result, he is shunned by his community and ignored completely by his wife for the rest of his life. He effectively becomes invisible to his family and friends, with the exception of the children who are too young and innocent to shun him for his actions, as they did not understand the significance of what he had done.
Summary of stanza 7
In the final stanza, the speaker reveals that as the children grow, they too learn not to speak to him. They shun him and reject his presence. The poem ends with a move back into the third person voice of an observer who recounts the daughter’s thought: would it have been better for him to die in the kamikaze flight, or to die a slower, silent death by being rejected by all those he loved.
Context of 'Kamikaze'
Beatrice Garland's life, education and career
Beatrice Garland (born in 1938) is a British poet and writer, born in Surrey, England.
Garland worked as a clinician for the NHS (National Health Service). Her love of reading and writing poetry provides a healthy balance to her day job. “Kamikaze,” one of her most acclaimed works, showcases her ability to intertwine personal narratives with historical events, a skill honed through years of observation and reflection personally and professionally.
In 2001, Garland won the National Poetry Competition for her poem ‘undressed’.
Context of 'Kamikaze': kamikaze pilots in WWII
During World War II, the kamikaze pilots were a part of Japan’s defence strategy against Allied forces in the Pacific. Drawing on the Bushido code, which emphasises loyalty, self-sacrifice, and honour, these pilots volunteered for suicide missions, believing it was their duty to defend their homeland at any cost. Kamikaze attacks were particularly devastating, as pilots would intentionally crash their aircraft into enemy ships, causing significant damage and casualties.
The kamikaze strategy emerged as a response to Japan’s deteriorating military situation and the belief that sacrificing oneself for the Emperor and the nation would ensure eternal honour. Despite the effectiveness of Kamikaze attacks in causing destruction and instilling fear among Allied forces, they ultimately failed to alter the course of the war. The kamikaze pilots’ unwavering devotion to their cause has since been a subject of both admiration and controversy, reflecting the complexities of wartime ideologies and the human cost of conflict.
Context of 'Kamikaze': honour and shame in Japanese culture
‘Kamikaze’ explores the complexities of Japanese culture, particularly the notions of honour and shame which are deeply embedded in society. The poem is set in the context of Japan during World War II, where the concept of honour is closely tied to one’s duty and loyalty, and is often prioritised over individual desires. The kamikaze pilots epitomise this cultural expectation by sacrificing their lives for their country’s cause, viewing it as the ultimate act of honour.
However, the poem also explores the consequences of such extreme devotion to honour. The pilot’s return from his kamikaze mission brings shame upon him and his family. The silence and ostracisation he faces on his return reflect the societal stigma associated with failure to show honour. And as the poem describes, there is no turning back for society: once this shame has been brought, forgiveness and restoration seem impossible.
Line-by-line analysis
Stanza 1
Her father embarked at sunrise
- The speaker: in the beginning of the poem, the speaker is neither the pilot himself nor his daughter but rather a third-person omniscient speaker who is focused particularly on retelling the daughter’s story. This changes in stanza 5 which shifts into the first person speaker from the daughter’s point of view.
- The setting of the poem is described, with ‘sunrise’ suggesting a positive atmosphere, creating connotations of new starts and opportunity.
with a flask of water, a samurai sword
- Symbolism is used in the inclusion of the ‘samurai sword’ which reminds us of the theme of conflict, but also of the importance the culture and heritage for the Japanese kamikaze pilots. The pilot is not intending to use the sword for combat, as he is flying a suicide plane, so its presence is symbolic, emphasising the preparation and ritualistic nature of the pilot’s mission.
- The flask of water may symbolise the basic necessities of life, while the samurai sword represents honor, duty, and the warrior ethos.
- The pilot brings only a flask of water in terms of practical supplies. Really, little else is needed for this mission, as his comfort and needs are not paramount.Â
in the cockpit, a shaven head
- The mention of the setting of the “cockpit” helps the reader to visualise the context of the poem more clearly, highlighting the pilot’s role and imminent journey.
- The image of the “shaven head” suggests the pilot’s adherence to military discipline and the traditional practice of shaving one’s head before battle, symbolising commitment and sacrifice.
full of powerful incantations
- The pilot is also mentally prepared, with “powerful incantations” that evoke a sense of spiritual preparation.
- These incantations also reflect the importance of the culture the pilot represents. These incantations are shared over many generations and valued highly for the kamikaze pilot. It also conveys the intensity of emotions and convictions driving the pilot forward.
and enough fuel for a one-way
- This line carries a double meaning. On a literal level, it refers to the practical aspect of having sufficient fuel for the journey. However, it also symbolises the pilot’s acceptance of his fate, as a “one-way” journey implies there will be no return. This foreshadows the themes of sacrifice and mortality that pervade the poem.
- The mix of the practical preparations (flask of water, enough fuel) along with the mental, spiritual and symbolic preparations (samurai sword, shaved head full of incantations) speaks of the importance of the mission.
journey into history
- The phrase “journey into history” underscores the significance of the pilot’s mission, positioning it within the broader context of historical events. It suggests that the pilot’s actions will be remembered and commemorated, highlighting the gravity of his sacrifice. Additionally, it hints at the theme of legacy and the lasting impact of individual choices on collective memory.
- Enjambment is used to run this line straight into the next verse, creating both the conversational feel of the poem (a daughter passing on her father’s story to her own children) and the sense of the journey which is underway.
Stanza 2
but half way there, she thought,
- The phrase “halfway there” marks a pivotal moment in the pilot’s journey, suggesting a point of reflection or hesitation.Â
- The use of “she thought” indicates that the speaker is imagining the pilot’s perspective from a later vantage point, adding a layer of retrospection to the narrative.
recounting it later to her children,
- This line introduces the framing device of the poem, where the speaker recalls and recounts the pilot’s experiences to her children, putting all of his thoughts into her own words. It implies a sense of distance and detachment from the events and the person being described, as they are being relayed secondhand to future generations. No-one ever speaks to her father directly, nor quotes his voice. This distance symbolises the rejection of him from his community.
he must have looked far down
- “looked far down” conveys a sense of introspection or contemplation, as the pilot gazes below at the scene unfolding beneath him.
at the little fishing boats
- The imagery of “little fishing boats” evokes a sense of tranquillity and everyday life amidst the vastness of the sea. The juxtaposition of the small, mundane boats against the grandeur of the pilot’s aerial view highlights the contrast between ordinary existence and the extraordinary circumstances of war.
strung out like bunting
- The simile “strung out like bunting” creates a visual image of the fishing boats arranged in a line, resembling festive decorations hung for celebration. This comparison gives the scene a sense of beauty and order, while also making it seem fragile, like bunting.
on a green-blue translucent sea
- The adjectives “green-blue translucent” vividly describe the colour and clarity of the sea, adding to the sensory richness of the imagery.
- The use of “translucent” suggests a sense of transparency or visibility, emphasising the pilot’s clear view of the scene below.Â
- Metaphorically, the pilot has a moment of “translucent” sight i.e. he has clarity which causes a change of mind in the next verse. Swayed by the power of nature, the pilot changes his mind and returns home, not completing his mission.
Stanza 3
and beneath them, arcing in swathes
- Enjambment is used in “And beneath them” to continue from the previous verse, focusing on what lies below the fishing boats.
- The verb “arcing” suggests a graceful, curved movement, while “in swathes” conveys a sense of large, sweeping motions. This line introduces the dynamic activity beneath the tranquil surface.
like a huge flag waved first one way
- This simile compares the movement of the fish to a “huge flag” being waved. The comparison to a flag suggests both the visual spectacle of the fish and a sense of signalling or communication.
- The phrase “first one way” indicates the beginning of a fluid, rhythmic motion.
then the other in a figure of eight,
- “Then the other” completes the motion described previously, emphasising the continuous, flowing movement. It also implies the chancing of direction that the pilot chooses: he goes first one way and then another to return home.
- The “figure of eight” adds to the complexity of the motion, suggesting infinity or continuity. This movement evokes a sense of harmony and natural beauty in the underwater scene.
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the dark shoals of fishes
- “Dark shoals of fishes” shifts the focus to the fish themselves. “Shoals” refers to groups of fish, and “dark” may suggest their colouration or the shadows they cast.
- The use of “dark” contrasts with the later mention of “flashing silver,” highlighting the play of light and dark in the water. These intricate images highlight to the reader that nature is complex and beautiful, making it clear the power nature has over the pilot to change his course.
flashing silver as their bellies
- “Flashing silver” describes the fish’s reflective, shiny appearance. This vivid visual imagery captures the gleaming appearance of the fish as they move.
- The word “flashing” suggests quick, bright movements, reminding the reader of the samurai sword the pilot brought with him, and of the wider context of war and conflict.
swivelled towards the sun
- “Swivelled” indicates a turning or rotating motion, adding to the sense of dynamic activity.
- “Towards the sun” suggests the fish are oriented towards the light, enhancing the image of their silver bellies catching the sunlight. This line ties back to the natural world, emphasising the interplay between light and water.
- The idea of turning toward the sun reminds the reader again of the power of nature to change our direction, whether emotionally or in the case of the pilot, physically to alter his course.
Stanza 4
and remembered how he
- This line signals a further shift into the imagined memory of the girl’s father as she attempts to make sense of his decision that day.Â
- It is worth noting that this sentence began at the start of verse one and has not yet ended. The crucial phrase missing here is “he must have (remembered how he and his brothers …)”.Â
- The word “remembered” introduces a nostalgic tone, suggesting that the memories hold significance for the pilot, although these memories are not being described by the pilot himself.
and his brothers waiting on the shore
- The inclusion of “his brothers” emphasises family bonds and shared experiences which are so important when we later learn how the pilot is ostracised from his family.
- “Waiting on the shore” evokes a sense of anticipation and excitement.
built cairns of pearl-grey pebbles
- “Built cairns” refers to the act of stacking stones, a practice often associated with marking a place or serving as a memorial. In this case, perhaps his daughter concludes that these cairns reminded her father of a gravestone, bringing home to him the reality of what he is about to do in flying a kamikaze plane.
- “Pearl-grey pebbles” uses colour imagery to describe the stones, adding a layer of beauty and specificity to the memory. The choice of “pearl-grey” suggests a natural, delicate beauty.
to see whose withstood longest
- This line conveys a sense of competition or challenge among the brothers.
- The phrase “withstood longest” implies a competition for resilience and endurance, both in the physical cairns they build and metaphorically in their lives. It is worth noting that a kamikaze pilot was rarely the first-born son, who would have been too important to sacrifice for a cause.Â
the turbulent inrush of breakers
- The word “turbulent inrush of breakers” describes the chaotic, forceful nature of the waves crashing onto the shore. This imagery contrasts the calm act of building cairns with the powerful, unpredictable force of nature.
- The power of nature is an important theme in this poem, as in others in the AQA Power and Conflict anthology (see below for links to other poems in the anthology)
bringing their father’s boat safe
- This line ties the memory back to their father’s return from the sea. The word “safe” suggests relief and security, highlighting the successful return of their father’s boat. It emphasises the protective role of the father and the importance of family unity and safety.
- The irony in this verse is that the power of nature brought the pilot’s father safely back to shore, which was welcomed by his family. But for the pilot who is also drawn back home by the power of nature, it is rejection and hatred that greets him.
Stanza 5
– yes, grandfather’s boat – safe
- The hyphen and the interjection “yes” add a conversational tone, as if the speaker is confirming or clarifying the detail.
- The phrase “grandfather’s boat” emphasises family heritage and community, which are important in this culture.Â
- The repetition of “safe” underscores the importance of the boat’s return, linking it to themes of protection and security.
- The term ‘grandfather’ signifies a shift in narrative perspective, from the third person to the first person: the daughter becomes the speaker as it is her grandfather who is being referred to.
to the shore, salt-sodden, awash
- “To the shore” completes the action of the boat returning. Both the pilot and his father embark on return journeys in this poem; one is seen as a welcome return, the other unwelcome.
- “Salt-sodden” and “awash” use vivid imagery to convey the state of the boat after its journey. “Salt-sodden” suggests it is heavily soaked with seawater, while “awash” implies it has been a successful journey, gleaning much harvest from the sea. And here is the difference between this journey in the boat and the pilot’s journey in the plane: one is fruitful and the other fruitless.
with cloud-marked mackerel,
- The phrase “cloud-marked mackerel” uses visual imagery to describe the fish. The “cloud-marked” pattern on the mackerel’s skin evokes the appearance of clouds, adding a poetic touch and connecting the fish to natural elements like the sky and sea.
- The connection between sea and sky is crucial in linking the story of the pilot’s family heritage (fishing and the sea) to the pilot’s destiny, to fly a kamikaze plane.
black crabs, feathery prawns,
- The adjective “black” highlights the contrast with other colours, while “feathery” suggests the delicate texture of the prawns, enhancing the sensory detail.
the loose silver of whitebait and once
- “Loose silver of whitebait” uses colour and light imagery to describe the appearance of small fish. “Loose silver” is a shimmering, scattered effect, capturing the movement and reflective quality of the whitebait.Â
- The adverb “once” sets up the rare and special event described in the next line, its importance emphasised through enjambment to create a long phrase.
a tuna, the dark prince, muscular, dangerous
- The description of the tuna as “the dark prince, muscular, dangerous” uses metaphor and vivid imagery to remind the reader of the majesty of nature and the natural order of the sea, where the tuna commands more respect than the whitebait.
- “The dark prince” personifies the tuna, giving it a noble, imposing character.
- “Muscular” emphasises its physical strength, while “dangerous” highlights its potential threat, adding a sense of respect and awe.
- In all ways, nature is presented as a power to be respected. This respect for nature is emphasised with the long-awaited end of the sentence. So far in the first five verses, there has only been one long sentence.
Stanza 6
And though he came back
- This line marks a significant turn in the poem. The phrase “he came back” indicates that the pilot did not complete his kamikaze mission, choosing instead to return home. This decision is pivotal and carries deep implications for his honour and the way he is perceived.
- Despite the full stop at the end of the previous verse, this sentence opens with “And”, adding to the continuity, reminding us that the whole poem is recounted many years later by the pilot’s daughter to her children. The conversational tone contrasts with the silence from the pilot’s wife (the speaker’s mother) as explained in the next line.
my mother never spoke again
- Her silence is a powerful response, indicating deep disapproval and shame at his betrayal.
- The starkness of the adverb ‘never’ reminds us of the power of the tuna described in the previous verse (‘muscular, dangerous’) indicating the power of the community to reward or banish its members.
in his presence, nor did she meet his eyes
- “Nor did she meet his eyes” adds another layer of alienation, showing that she cannot even look at him. This avoidance emphasises the depth of her disappointment or shame.
and the neighbours too, they treated him
- The inclusion of “the neighbours” broadens the scope of the pilot’s ostracisation beyond his immediate family to the wider community. This line indicates the social stigma of his incomplete mission and is emphasised by the adverb ‘too’.
as though he no longer existed,
- This simile captures the extreme nature of his ostracisation. Being treated “as though he no longer existed” suggests complete social exile, reflecting the community’s harsh judgment and the erasure of his identity due to his perceived failure.
only we children still chattered and laughed
- The word “only” isolates the children as the exception.
- “Chattered and laughed” conveys innocence of childhood, contrasting sharply with the adults’ severe reactions. This behaviour suggests that the children do not fully understand the gravity of the situation or the reasons for their father’s ostracisation, as well as the fact that the children have not yet been powerfully influenced by their culture and its expectations.
Stanza 7
till gradually we too learned
- The word “gradually” indicates that this change happened over time. This is emphasised through the use of enjambment to extend the sentence.
- The phrase “we too learned” shows that the children, who initially continued to chatter and laugh, eventually adapted to the behaviour of the adults, signifying the loss of their innocence and the adoption of societal norms.
to be silent, to live as though
- “To be silent” mirrors the earlier silence of the mother and the community. The repetition emphasises the spread of this silence, suggesting a learned behavior enforced by society.
- “To live as though” suggests a pretence, highlighting the denial of the pilot’s presence and the erasure of his identity within the family.
he had never returned, that this
- The use of the impersonal “this” rather than a more personal ‘he’ distances the speaker from the pilot, showing how his return altered their perception of him and created a barrier between the pilot and his children.
was no longer the father we loved.
- This line is poignant and tragic, indicating a fundamental change in the family’s perception of the pilot.
- The past tense “we loved” suggests that their affection for him is a thing of the past, replaced by shame or disappointment due to his return.
- The poignancy is emphasised by the end stop, bringing the second sentence to an end at a significant moment.
And sometimes, she said, he must have wondered
- The phrase “And sometimes, she said” introduces a reflective and contemplative tone.
- “He must have wondered” implies that the pilot himself questioned his decision, suggesting internal conflict and regret.
- The focus on reported thoughts and reported speech (“she said” and “he must have wondered”) reminds us that the daughter does not know what her father thought or wondered as she did not know him or speak to him.
which had been the better way to die.
- This final line is powerful and thought-provoking. It presents a stark choice: the literal death expected from his kamikaze mission, which would have preserved his honour, or the metaphorical death of his identity and relationships due to his return.
- The comparative adjective “better” indicates that neither option is good, highlighting the tragedy of his situation and the harshness of the cultural expectations placed upon him.
Analysis of form and structure
Verse structure
‘Kamikaze’ is composed of seven sestets (six-line verses). Each verse has a regular structure, although the poem flows as one continuous narrative as a result of the frequent enjambment from one verse into the next. The overall effect of the verse structure is to add sequence to the story telling and to quietly structure the story’s history.
Rhyme
‘Kamikaze’ is written in free verse; it has no regular pattern of rhymes, and indeed very little rhyme at all. There are moments of repeated sounds, for example in verse 3 there is a similarity in the sounds of ‘swathes’ and ‘way’. However, the poem holds back from anything other than moments like these, creating a conversational and melancholic tone throughout.
Rhythm
As with the rhyme scheme, the poem does not have a regular rhythm or metrical pattern either. The closest resemblance to a regular structure is that many lines have eight syllables, however, they are not organised into similar patterns of stressed and unstressed syllables. This free verse rhythm further adds to the conversational tone of the poem, mimicking the oral tradition and storytelling common in communities.
Themes in 'Kamikaze'
Honour and shame
The poem explores the concept of honour, duty and shame, particularly in the context of the kamikaze pilots who sacrificed their lives for their country during World War II. The poem also explores the significance in honour as a ruling principle in the community of the kamikaze pilot. The community rejects him completely as he has brought shame to himself and the wider community.
Family
Memory and family play significant roles in the poem, as the speaker reflects on the pilot’s memories of his family and their life before his mission, as well as the impact of his return on his family. In the poem, four generations of one family are presented, from the great-grandfather who fishes, his sons who wait on the shore for him (one of whom becomes a kamikaze pilot), the pilot’s daughter who becomes the speaker of the poem, and her own children, to whom she recounts these tales. The power of the family is strong and presented as strongly linked in to the community it is part of.
The power of nature
The serene and majestic portrayal of nature contrasts sharply with the human constructs of war and duty. The pilot’s mission is described with objects like “a flask of water, a samurai sword,” which symbolise human traditions and values, yet these treasures are not enough to spur him on. It is the power of nature which reminds him of his past and the family waiting for him, presenting more power to change his mind. The contrast between these objects and the vibrant natural world underscores the tension between the beauty of life and the destructiveness of war.
The sea is a powerful symbol throughout the poem. It represents both the literal journey of the pilot and the broader journey of life. The “green-blue translucent sea” is a space of beauty and danger, symbolising the unknown and the pilot’s internal conflict. The sea’s relentless waves, described as “the turbulent inrush of breakers,” symbolise the challenges and forces that shape human lives, further highlighting nature’s formidable power.
Quiz
Kamikaze by Beatrice Garland
Test your knowledge of the poem 'Kamikaze' by Beatrice Garland
Comprehension Questions
- What is the significance of the pilot’s samurai sword in the poem?
- Describe the scene halfway through the pilot’s journey as imagined by the speaker. What does it reveal about the pilot’s state of mind?
- How does the speaker describe the reaction of her mother and neighbors upon the pilot’s return?
- Why do you think the children in the poem continue to chatter and laugh despite the tense atmosphere at home?
- What role do memories of the past play in the poem, particularly in relation to the pilot’s family?
- How does the poem portray the concept of honour in Japanese culture, especially in the context of the kamikaze pilots?
- What emotions do you think the pilot experiences upon his return, based on the details provided in the poem?
- Describe the transformation in the family dynamics after the pilot’s return. How do the relationships between family members change?
- Reflecting on the poem’s ending, what do you think the speaker means by questioning “which had been the better way to die”?
- Which poem from your anthology shares common themes, voices, messages or poetic devices with this poem? Plan an essay to compare and contrast the features, form, structure, language and contexts of these two poems.
In Kamikaze, nature’s power is depicted through imagery of the sea, emphasising nature’s influence over the pilot, prompting him to reconsider his mission. In The Prelude, nature’s power is shown through the overwhelming presence of the landscape. The young Wordsworth feels awe and fear, experiencing nature’s grandeur through “huge and mighty forms” that haunt him. Another strong connection is the importance of reflection. The pilot’s reflections are triggered by the natural scene below him.  Likewise, in The Prelude Wordsworth’s introspection is driven by his experience of awe in the face of nature.
Both ‘Kamikaze‘ and ‘Storm on the Island‘ reflect on the impact of conflict on communities. While Heaney’s poem is much more of a metaphorical reflection, the meaning is clear, that conflict causes long-term harm to the very community it comes from. Similarly, Garland’s poem explores the community’s response to perceived weakness, which also could be seen to cause long-term harm. In both poems, enjambment and free verse are used to create conversational tones, and there is much to contrast in the poems’ different contexts.
In their structure and subject matter, these poems have very little in common, but in their layering of the voice of the speaker, there are interesting comparisons to make. Ozymandias‘ voice is carved onto the statue and then repeated through history. Even within the poem itself it is spoken to the speaker who then tells the reader. Similarly, in ‘Kamikaze‘ the voice of the speaker seems distanced by time and by retelling of the story. The original subject matter does not speak, and yet the whole poem is about him. The voices of history seem to speak louder, and matter more, than he does.
