Vitaï Lampada by Henry Newbolt

Vitaï Lampada by Henry Newbolt is a stirring tribute to the virtues of courage and duty, and the values of the British Empire. Using an extended cricket metaphor, Newbolt extols the virtues of camaraderie and sportsmanship in this pro-war poem.

This study guide is written for students and teachers of English Literature, particularly those studying CCEA’s GCSE English Literature Conflict Anthology. For more study guides from this anthology, check out the Conflict page, or the list of poems in the series at the bottom of this guide.

Vitaï Lampada

There’s a breathless hush in the Close to-night―
Ten to make and the match to win –
A bumping pitch and a blinding light,
An hour to play and the last man in.
And it’s not for the sake of a ribboned coat,
Or the selfish hope of a season’s fame,
But his captain’s hand on his shoulder smote
‘Play up! play up! and play the game!’

The sand of the desert is sodden red,―
Red with the wreck of a square that broke; ―
The Gatling’s jammed and the Colonel dead,
And the regiment blind with dust and smoke.
The river of death has brimmed his banks,
And England’s far, and Honour a name,
But the voice of a schoolboy rallies the ranks:
‘Play up! play up! and play the game!’

This is the word that year by year,
While in her place the school is set,
Every one of her sons must hear,
And none that hears it dare forget.
This they all with a joyful mind
Bear through life like a torch in flame,
And falling fling to the host behind―
‘Play up! play up! and play the game!’

What is 'Vitaï Lampada' all about?

“Vitaï Lampada” describes a game of cricket played by British school boys, against the backdrop of a war in Africa during the Boer War. The poem is divided into four stanzas, each of which tells a different part of the story.

Summary of stanza 1

In the first stanza, the students are playing cricket at their English public school. They are described as being young and eager, and they are excited to be playing a game. They are led by their cricket captain, who encourages them to ‘Play up! play up! and play the game!’ The team responds positively, not for fame or success, but for the joy and duty of playing well for their team.

Summary of stanza 2

The second stanza moves setting from the safety of the school cricket pitch to the red, desert sand of the Boer War. Now, the players are not students but soldiers. The game is not cricket but fighting against an enemy army. In stanza two, their battle is not going well: the lines are broken, weapons are jammed and there is blood and death all around. When they seem to be losing and it is tempting to give up, a young voice calls to ‘Play up! play up! and play the game!’

Summary of stanza 3

The final stanza describes the ethos of those who fight: the message taught in schools and on the battlefield is that it is honourable to pass on the torch to the man behind in a final act of heroism before death. Newbolt’s poem reflects the prevailing atmosphere of patriotism and duty that characterised this late Victorian era, moving into the Edwardian era. His poem focuses on the virtues instilled by the British public school system of camaraderie, patriotism and duty at any cost.

Context of 'Vitaï Lampada'

Sir Henry Newbolt's life, education and career

Henry Newbolt was an English poet, novelist, and historian, born on June 6, 1862, in Bilston, Staffordshire. He was the son of the vicar of St. Mary’s Church, Bilston. After completing his education at Clifton College, he went to Oxford University, where he studied Classics.

At Oxford, Newbolt was a member of the literary society, the Oxford Union, and was a friend of the poet, William Butler Yeats. After graduating with a degree in Classics, he entered the legal profession, becoming a barrister in 1887. However, he soon gave up his legal career to become a writer.

Newbolt’s early poetry was influenced by the Romantic poets, particularly Wordsworth and Tennyson. His most famous poem, “Vitaï Lampada,” was published in 1892 and is an ode to the game of cricket. The poem became popular with the public and was frequently recited in schools.

In addition to his poetry, Newbolt wrote several novels and works of history, including “Sir Francis Drake” and “The Naval History of the Great War.” He also served as the editor of the “Oxford Book of English Verse” and was awarded a knighthood in 1915 for his services to literature.

Context of 'Vitaï Lampada'

“Vitaï Lampada” was first published in 1892, a time when the British Empire was at its height, in a collection of Newbolt’s works titled “Poems: New and Old”.

The poem is set in the context of the Boer War, which was fought between the British Empire and two Boer states in South Africa from 1899 to 1902. The poem reflects the patriotic fervour of the time, which was characterised by a strong sense of duty and sacrifice for the British Empire. After the Boer war, it was only a little more than a decade until the outbreak of World War I.

The title of the poem, “Vitaï Lampada”, is Latin for “the torch of life”. The poem uses the metaphor of a torch to symbolise the responsibility of soldiers to pass on the torch of duty and sacrifice to the next generation.

Newbolt’s poem was widely popular during the Boer War and became an anthem for British soldiers. The poem’s message of duty and sacrifice resonated with the public and helped to boost morale during the war.

Another poem from the CCEA Conflict Anthology, Thomas Hardy’s ‘The Man He Killed’, is also written during the Boer War and so shares a similar context.

Line-by-line analysis

Stanza 1

There’s a breathless hush in the Close to-night―

The use of “breathless” creates a sense of anticipation and tension.
The word “Close” likely refers to a cricket field, emphasising the gravity of the moment.
The use of the word “hush” suggests a quiet before a storm, implying a sense of excitement and expectation.

Ten to make and the match to win -

The number “ten” and the word ‘match’ set the scene for the cricket match and establish the stakes involved.

A bumping pitch and a blinding light,

The choice of adjectives like “bumping” and “blinding” adds to the intensity and difficulty of the cricket match. It creates a vivid image of the challenging conditions faced by the players.

An hour to play and the last man in.

This line emphasises the limited time and the pressure on the last player. The use of “last man in” hints at the potential for victory or defeat resting on a single individual.

And it’s not for the sake of a ribboned coat,

The rejection of superficial rewards like a “ribboned coat” suggests that the motivation for playing is deeper and more meaningful than mere material or personal gains.

Or the selfish hope of a season’s fame,

The emphasis on “selfish hope” contrasts with the selflessness advocated later in the poem. It underscores the higher values the poet wants to highlight.

But his captain’s hand on his shoulder smote

The word “smote” conveys a forceful impact, emphasising the captain’s influence and the importance of leadership.

‘Play up! play up! and play the game!’

The repetition of “play up” and “play the game” serves as a powerful refrain, reinforcing the central theme of sportsmanship and fair play.
The imperative tone, created through the imperative verb ‘play’ adds to the motivational aspect of the poem.

Stanza 2

The sand of the desert is sodden red,―

The vivid imagery of “sodden red” suggests blood and violence, creating a stark contrast to the cricket match. This transition to war-related imagery introduces a different context and setting: that of the Boer War in South Africa, where British soldiers fought in unfamiliar territory, whist trying to keep their values from home.

Red with the wreck of a square that broke; ―

The mention of a “square that broke” suggests a military formation falling apart, contributing to the war imagery and conveying a sense of chaos and destruction.
The chaos of war is in complete contrast to the organisation and structure of the cricket match of stanza one.

The Gatling’s jammed and the Colonel dead,

The use of specific details like a jammed Gatling gun and a dead Colonel adds realism to the war scene, heightening the gravity of the situation.

And the regiment blind with dust and smoke.

The imagery of a regiment being “blind” reinforces the chaos and confusion on the battlefield, emphasising the challenges faced by the soldiers.

The river of death has brimmed his banks,

The metaphor of the “river of death” overflowing its banks suggests the overwhelming nature of the conflict and the loss of life on a massive scale.

And England’s far, and Honour a name,

The distance from England and the abstract nature of “Honour” highlight the isolation and perhaps futility of the soldiers’ sacrifice.

But the voice of a schoolboy rallies the ranks:

The juxtaposition of a “schoolboy” against the backdrop of war emphasises the enduring spirit and resilience found in unexpected places.
The mention of the schoolboy links the first and second stanzas together. The reader is reminded of the innocence of the values of stanza one which the schoolboy holds to in the middle of horrifying battle scenes.

‘Play up! play up! and play the game!’

The repetition of the refrain brings the poem full circle, connecting the themes of sportsmanship and courage in both the cricket match and the war. It reinforces the idea that the principles of fair play are applicable in various challenging situations.

Stanza 3

This is the word that year by year,

The phrase “year by year” suggests the timeless and enduring nature of the message being conveyed.

While in her place the school is set,

The school setting reinforces the idea that these values are instilled and passed down through generations within an educational context.

Every one of her sons must hear,

The use of “sons” is not necessarily gender-specific but refers to the students of the school, emphasising the universality of the message.
The personification of Britain as female in ‘her sons’ highlights the traditional view of Britainia as female.

And none that hears it dare forget.

The strong assertion that none should forget underscores the importance of the lesson and its lasting impact on individuals.
This line reminds us of the importance of this poem in encouraging the war effort. The poem was used widely as pro-war propaganda during WWI.

This they all with a joyful mind

The phrase “joyful mind” suggests that carrying this lesson brings a sense of fulfilment and purpose.
The pronoun ‘all’ is useful in supporting the sweeping statements of this poem.

Bear through life like a torch in flame,

The metaphor of a “torch in flame” (Vitaï Lampada) conveys the idea that the values learned in youth illuminate and guide individuals throughout their lives.

And falling fling to the host behind―

The act of “falling” suggests mortality, and “fling to the host behind” implies passing on the torch of values to future generations.
The fricative alliteration of ‘falling’ and ‘fling’ emphasise the emotion of passing on the baton, literally, in the final moments of life. Here, the individual is not of the highest importance, rather the torch itself, the victory is more important than the individuals who fight.

‘Play up! play up! and play the game!’

The final repetition of the refrain provides a resounding conclusion and a rhetorical high, reiterating the central theme and leaving a lasting impression on the reader.

Analysis of form and structure in 'Vitaï Lampada'

Verse structure

The poem is structured in three octaves (eight-line stanzas), creating a very regular structure.

In each stanza, the rhyme scheme is also regular, and there is an overall sense of the structure and hierarchy of the institutions described in the poem: that of school life, military life, and sporting activities.

Rhyme

Within each octave, there is a very regular rhyme scheme of alternate rhyming pairs: ABABCDCD.

The consistent, ordered stanza length and rhyme scheme reflect the ordered, structured nature of both sporting events such as cricket, and of the highly structured nature of army and war life.

The full rhyme sounds, such as tonight/light, win/in, red/dead and smoke/broke, etc.

Rhythm

Vitaï Lampada has an upbeat rhythm, reinforcing the message of the poem which is the glory and honour of playing hard and playing well. Despite the regular rhyme scheme and verse structure, the rhythm is inconsistent, perhaps reflecting the chaos of war. The consistency in the poem is the number of stressed syllables: there are 4 stressed syllables per line, creating tetrameter.

In the final line of each stanza, the repeated refrain, we see the most regular rhythm of the poem. In these lines, the stressed syllable falls second in each pair of syllables, creating a rhythm which is iambic tetrameter.

Play up! / play up! / and play / the game!

Themes in 'Vitaï Lampada'

Duty and honour

One of the main themes in Vitaï Lampada is duty and honour. The poem describes how soldiers are expected to fight for their country, even if it means sacrificing their lives. The soldiers are portrayed as heroes who are willing to do whatever it takes to defend their country. The poem suggests that duty and honour are more important than personal gain or glory.

Camaraderie and brotherhood

Another theme that is explored in the poem is brotherhood. The soldiers are described as a team who are fighting together for a common cause, both on the cricket pitch and on the battlefield. They are shown to be loyal to each other and willing to support each other in times of need. The poem suggests that the bonds of brotherhood are strong and that a rallying call from a trusted friend can have a big impact.

Symbolism

The torch of life

The extended metaphor of the torch of life, vitaï lampada, is a strong symbol in the poem. The image is realised more fully in the final stanza when this torch is literally passed on to the next man, like a baton in a relay race.

Quiz

Quiz on ‘Vitaï Lampada’ by Sir Henry Newbolt

Test your knowledge of the poem 'Vitaï Lampada' by Henry Newbolt

Comprehension Questions:

What is the central theme or message conveyed in ‘Vitai Lampada’?
Describe the metaphorical significance of ‘the torch of life’/’vitaï lampada’ in the poem.
How does the poem depict the values of teamwork and camaraderie among soldiers?
Explain the importance of sports and games in preparing individuals for the challenges of life, as suggested in the poem.
What is the significance of the line ‘Play up! play up! and play the game!’ within the context of the poem?
How does Newbolt use vivid imagery to depict the scenes of a cricket match in the poem?
Discuss the contrast between the peaceful setting of a cricket match and the chaos of warfare portrayed in the poem.
How does the poem celebrate the virtues of courage and resilience in the face of adversity?
Do you agree with the message of the poem, and do you think it is still relevant today?
Which poem from your anthology would you choose as a companion poem for a compare and contrast essay on Vitaï Lampada?

Other poems from the CCEA Conflict Anthology to pair with 'Vitaï Lampada'

Who's for the Game? by Jessie Pope

Pope’s propaganda poem ‘Who’s for the Game?’ extols the glory and virtue of war, and was used to encourage men to enlist in the army. There are differences in tone, structure and imagery, providing students with plenty of opportunities for contrast.

The Charge of the Light Brigade by Alfred, Lord Tennyson

The message of dying for your country and cause, without questioning why, for the greater good, is the same message across both The Charge of the Light Brigade and Vitaï Lampada. These poems are very different in form, rhythm and structure, but there is plenty to compare in the use of repetition, the message and the themes used.