A Child to his Sick Grandfather (Edexcel GCSE English Literature)
Revision Note
A Child to his Sick Grandfather
The Edexcel GCSE English Literature Relationships Anthology contains 15 poems, and in your exam question you will be given one poem and asked to compare this printed poem to a second poem. The exam is closed-book, which means you will not have access to the second poem.
Revising and memorising the key elements of a poem will help you to produce a top-grade response in the exam:
The meaning of the poem
The ideas and messages of the poet
How the poet conveys these ideas through their methods
How these ideas compare and contrast with the ideas of other poets in the anthology
Below is a guide to Joanna Baillie’s poem 'A Child to his Sick Grandfather', from the Edexcel GCSE English Literature Relationships Anthology. It includes:
Overview: a breakdown of the poem, including its possible meanings and interpretations
Writer’s methods: an exploration of the poet’s techniques and methods
Context: an exploration of the context of the poem, relevant to its themes
What to compare it to: ideas about which poems to compare it to in the exam
Examiner Tips and Tricks
As part of the Relationships Anthology, 'A Child to his Sick Grandfather' examines themes related to family love and feelings of powerlessness in a relationship. The exam question asks you to compare the way poets have presented these particular ideas across two anthology poems. It is therefore as important that you learn how themes in 'A Child to his Sick Grandfather' compare and contrast with other poems in the anthology rather than understanding the poem in isolation.
See the section below on “What to compare it to” for detailed comparisons of 'A Child to his Sick Grandfather' and other poems in the Relationships Anthology.
Overview
To confidently answer an essay question on any poem it is vital that you understand what it is about. This section includes:
The poem in a nutshell
A “translation” of the poem, section-by-section
A commentary of each of these sections, outlining Joanna Baillie’s intention and message
'A Child to his Sick Grandfather' in a nutshell
'A Child to his Sick Grandfather', written by the poet Joanna Baillie, explores family relationships by presenting a child’s emotions towards their grandfather. The poem also examines changes and loss within loving relationships.
'A Child to his Sick Grandfather' breakdown
Lines 1–6
“Grand-dad, they say you’re old and frail,
Your stocked legs begin to fail:
Your knobbed stick (that was my horse)
Can scarce support your bended corse,
While back to wall, you lean so sad,
I’m vexed to see you, dad.”
Translation
The first stanza begins with a form of direct address to the speaker’s grandfather
The speaker relates to the grandfather that people say he is old and weak (“frail”)
The grandfather’s legs are “stocked” (implying swollen) and he needs a walking stick:
The child’s voice is noticeable here as they refer to pretending the stick is a horse
The speaker says the old man leans against the wall sadly and has a bent body (“corse” may allude to the word “corpse”)
This upset (“vexed”) the speaker
Baillie’s intention
Baillie’s poem is a personal and intimate address from a child to their grandfather
The poet emphasises the grandfather’s age and fragility to present ideas about changes in life that affect relationships
Lines 7–12
“You used to smile and stroke my head,
And tell me how good children did;
But now, I wot not how it be,
You take me seldom on your knee,
Yet ne’ertheless I am right glad,
To sit beside you, dad.”
Translation
The child recalls when the grandfather was able to comfort them
They imply the grandfather used to teach them things on his “knee” and that they miss those moments now he is old
The speaker adds, though, that they are happy enough to just sit with them
The colloquial term of address, “dad”, still refers to the grandfather
Baillie’s intention
Baillie adds a nostalgic tone to the poem as the child remembers the guidance their grandfather was able to provide
This reverses the roles and presents ideas about changes in family relationships
The speaker’s colloquial language creates an informal, more intimate mood, and emphasises the speaker’s innocence
Lines 13–18
“How lank and thin your beard hangs down!
Scant are the white hairs on your crown;
How wan and hollow are your cheeks!
Your brow is rough with crossing breaks;
But yet, for all his strength be fled,
I love my own old dad.”
Translation
These lines describe the grandfather’s thin (“lank”) beard and hair
The speaker continues, describing how pale (“wan”) his cheeks are and how wrinkled (“rough” and “crossing”) his forehead is
Yet, the speaker says, even though their grandfather’s strength has left him (“fled”), they still love him
Baillie’s intention
These exclamatory lines show the speaker’s dismay at their grandfather’s changed condition
This conveys ideas about the inevitability of change and the impact of time:
Baillie contrasts the grandfather’s former “strength” to highlight his changed state
The last line, a refrain, confirms the speaker’s never-ending devotion
Lines 19–24
“The housewives round their potions brew,
And gossips come to ask for you;
And for your weal each neighbour cares,
And good men kneel, and say their prayers;
And everybody looks so sad,
When you are ailing, dad.”
Translation
The speaker tells the grandfather how much the people in the community care for him
They say that the women speak of him as they “brew” their “potions”
The “gossips” ask for news, and his neighbours really care about his well-being
The speaker relates the general concern in the town as men pray for him and everyone is sad that he is sick (“ailing”)
Baillie’s intention
Baillie alludes to the town’s respect for the old man as he seems to be loved by all:
This may be seen as a tribute to age and wisdom
The child’s kind, comforting words convey the affection between child and grandfather
Lines 25–30
“You will not die and leave us then?
Rouse up and be our dad again.
When you are quiet and laid in bed,
We’ll doff our shoes and softly tread;
And when you wake we’ll aye be near
To fill old dad his cheer.”
Translation
These lines address the grandfather directly as the child asks him not to die
The speaker instructs the old man to stand (“Rouse up”) and take back his position in the family
This changes to a softer tone as the speaker says everyone will take off their shoes and be sure to “tread” quietly when he rests
Once the grandfather wakes up they will all be there to cheer him up
Baillie’s intention
The child’s desperation is portrayed here as their voice takes on urgency
However, this is immediately juxtaposed with the gentle reassurance that they will allow the grandfather to rest and be sure to be there when he awakes
The speaker’s commitment to the grandfather’s care presents devoted family love
Lines 31–36
“When through the house you shift your stand,
I’ll lead you kindly by the hand;
When dinner’s set I’ll with you bide,
And aye be serving at your side;
And when the weary fire turns blue,
I’ll sit and talk with you.”
Translation
The speaker’s reassuring care extends to guiding the grandfather carefully around the house when they tire or stumble (“shift your stand”)
They will also sit with them while they eat dinner and serve them at their side
They will talk with the grandfather until the fire goes out
Baillie’s intention
The child is determined to reassure their grandfather of their constant attention
Baillie portrays a tender and loving family relationship where the elderly are loved and cared for
Lines 37–42
“I have a tale both long and good,
About a partlet and her brood,
And cunning greedy fox that stole
By dead of midnight through a hole,
Which slyly to the hen-roost led –
You love a story, dad?”
Translation
The speaker says they can tell the grandfather a story that is long and interesting
They have a story about a hen and her chicks (“partlet and her brood”) and a sly fox who creeps through a hole in the middle of the night to get to the hens
The last line asks the grandfather if this will entertain him
Baillie’s intention
Baillie’s innocent child speaker portrays an intimate relationship, which powerfully conveys the profound love the child has for their grandfather:
The child seems determined to please him (and perhaps keep him awake) with an exciting story
Line 43–48
“And then I have a wondrous tale
Of men all clad in coats of mail,
With glittering swords – you nod, I think?
Your fixed eyes begin to wink;
Down on your bosom sinks your head –
You do not hear me, dad.”
Translation
The speaker adds that they have a wonderful story about knights in armour (“coats of mail”) with bright swords
At this, the speaker thinks the grandfather responds with a nod but they are not sure
The grandfather’s “fixed” stare appears to change to a “wink”
But then the old man’s head drops to his chest (“bosom”) and the speaker checks if he is still awake
Baillie’s intention
Baillie’s poem ends rather abruptly to portray the child’s experience as the grandfather suddenly falls asleep in the middle of the conversation
The poem’s ambiguous ending is chilling:
It is unclear if the old man has fallen asleep or if this is the moment of his death
The sad moment is juxtaposed with the child’s innocent exuberance to highlight the differences between the young child and the old man
Examiner Tips and Tricks
In the exam, you will be given a poem from the Relationships Anthology and asked to compare how this poem and another from the cluster present a key theme. It is always worth starting your answer by referring to the theme in the question. This demonstrates that you have understood what the question is asking of you.
For example, “‘A Child to his Sick Grandfather' explores key themes about parental relationships. This theme can be linked to…”
See the section “What to compare it to” for further suggestions.
Writer’s methods
Although this section is organised into three separate sections – form, structure and language – it is important to take an Integrated approach, focusing on the main themes and ideas of the poem and then evaluating how Baillie’s choices of language, structure and form contribute to these ideas. In essence, you need to consider how and why the poet has made the choices they have, in relation to their intentions and message.
Focusing on the poet’s main ideas, rather than individual poetic techniques, will gain you far more marks. In the below sections, all analysis is arranged by theme, and includes Baillie’s intentions behind her choices in terms of:
Form
Structure
Language
Examiner Tips and Tricks
The best answers build convincing arguments by choosing supporting evidence judiciously. This means selecting quotations and examples from the poem(s) to support your analysis. Remember, it can be useful to include the poems’ titles in your analysis, and it is almost always relevant to compare the perspectives and forms across poems too.
Form
The form of 'A Child to his Sick Grandfather' conveys ideas about strong family love in a sentimental depiction of a child’s loving address to an elderly grandfather.
Theme | Evidence | Poet's intention |
Intimate relationships | The first-person persona or speaker, a child, expresses their devotion to their grandfather in a dramatic monologue:
| Baillie’s sentimental poem repeats a refrain as the child tries to engage their sick grandfather:
|
The poem is mostly in present tense to create immediacy
| Baillie’s poem also has a nostalgic quality | |
Baillie explores a child’s deep love for their grandfather and the strong family bond | ||
Structure
The poem’s regular structure reflects the child’s attention to their grandfather and presents a loving and dependable relationship. However, at times the child’s interrogative tone conveys a sense of urgency and concern.
Theme | Evidence | Poet's intention |
Complex love | The stanzas each have 6 lines and the poem maintains a regular aabbcc rhyme scheme | Baillie’s steady rhythm reflects the speaker’s long-lasting love:
|
Refrains at the ends of stanzas create an interrogative tone: “You love a story, dad?” | As the child repeatedly addresses “dad”, their voice sounds casual and intimate, yet persistent | |
The poem breaks the rhythm at the end, marked by two dashes:
| Baillie presents the child’s unspoken fears as the grandfather falls asleep:
| |
Baillie structures the poem as if the child is desperately prompting their grandfather to engage, and anxiously trying to keep him awake (or alive) | ||
Language
Baillie’s poem uses contrasting imagery to convey the child’s mixed emotions as they care for their grandfather. Baillie uses casual language to present the child’s innocent optimism and downplay their emotional appeal.
Theme | Evidence | Poet's intention |
Family relationships
| Baillie uses alliteration to highlight the old man’s age:
| Imagery throughout the poem shows the man as physically vulnerable:
|
Exclamations are used to describe the grandfather: “How lank and thin your beard hangs down!” and “How wan and hollow are your cheeks!” | Baillie shows the child’s dismay at their grandfather’s appearance to raise questions about change and loss in family relationships | |
Eclectic imagery reflects the child’s rambling address:
| Baillie’s poem is playful and excited, yet behind this is the child’s urgent desire for the grandfather to “Rouse”:
| |
| Baillie portrays the child’s tender interaction to show their devoted commitment and the strength of family love | |
Context
Examiners repeatedly state that context should not be considered as additional factual information. In the case of this poem, you should not include biographical information about the poet, Joanna Baillie, or facts unrelated to the ideas in 'A Child to his Sick Grandfather’.
The best way to explore context in this poem is to consider the ideas and perspectives the poet explores:
Complex love
Family relationships
Complex love
Baillie can be considered a romantic poet: typically, she highlights the innocence of youth and praises it for its hopeful optimism
Baillie’s poem ‘A Child to his Sick Grandfather’ presents a troubled child speaking to his sick grandfather, expressing an anxious need for him to stay alive:
The child innocently instructs the old man to “Rouse up” (stand up)
Baillie highlights the child’s dismay that their grandfather can no longer lift them onto his knee and “stroke” their head
She foregrounds the boy’s memories to convey his feelings about their bond
Baillie was raised with strict religious values that encouraged modest displays of emotion
The poet’s father was a presbyterian minister and a Professor of Divinity at the University of Glasgow
At a Glasgow boarding school that aimed to turn badly-behaved girls into polite ladies, Baillie began to write about her emotional experiences
In 1791, while living in England, Baillie wrote Plays on the Passions, which expressed ideas related to deep unexplored emotion
The poem ‘A Child to his Sick Grandfather’ explores a child’s pain at his grandfather’s imminent death
Her 1821 work Metrical Legends of Exalted Characters focused on legendary tales of heroism, perhaps alluding to traditional presentations of intense love:
In ‘A Child to his Sick Grandfather’, Baillie refers to knights in “coats of mail” and “glittering swords”, alluding to classical Romantic traditions
In this way, Baillie elevates the poem’s portrayal of deep emotion
Family relationships
Joanna Baillie, born in 1762 in Scotland, is a well-known dramatist and poet who is praised for raising the profile of Scottish literature:
The poem ‘A Child to his Sick Grandfather’ uses colloquial language such as “for your weal each neighbour cares” (they care for his well-being)
Typical of Romantic poetry, Baillie uses simple language to express intense love
The child says “But now, I wot not how it be,” and addresses him with the eighteenth century word “dad’ (meaning Granddad)
Joanna Baillie was confronted with death at an early age as her sister died when she was a baby and her mother died when she was 16:
In 1790 she published ‘A Child to his Sick Grandfather’, a poem that can be considered an elegy, a poem about grief and death:
The poem ends with the child asking the grandfather, whose head has dropped to his chest, if he can still hear him, implying he may have died
In Britain in the eighteenth century, a child was expected to show a great deal of respect to their elders and be dutiful to their family:
The child in ‘A Child to his Sick Grandfather’ shows commitment and respect:
They offer to help the grandfather walk and eat, be quiet while they rest and talk to them when they awake
They ask the grandfather to regain his position in the family, “be our dad again”
What to compare it to
The essay you are required to write in your exam is a comparison of the ideas and themes explored in two of your anthology poems. It is therefore essential that you revise the poems together, in pairs, to understand how each poet presents ideas about love or relationships in comparison to other poets in the anthology. Given that 'A Child to his Sick Grandfather' explores ideas related to family relationships and complex love, the following comparisons are the most appropriate:
'A Child to his Sick Grandfather' and 'One Flesh’
‘A Child to his Sick Grandfather’ and 'Nettles'
'A Child to his Sick Grandfather' and 'My Father Would Not Show Us’
For each pair of poems, you will find:
The comparison in a nutshell
Similarities between the ideas presented in each poem
Differences between the ideas presented in each poem
Evidence and analysis of these similarities and differences
Examiner Tips and Tricks
Examiners will reward answers that make convincing arguments about the presentation of the theme in the question across two poems in the Relationships cluster. Therefore, it is better to revise poems according to theme, rather than trying to remember each poem in isolation.
Remember, it is essential that you not only write about the named poem, but compare it to one other in the anthology. Only writing about the poem given on the paper will severely limit your marks.
‘A Child to his Sick Grandfather' and ‘One Flesh’
Comparison in a nutshell:
Both poems explore family relationships through troubled speakers who reflect on the complexities of love. However, while Baillie describes the strong connection between a child and a dying grandfather, Jennings portrays a child's frustration at their parent’s distant relationship.
Similarities:
Topic sentence | Both poems describe intimate yet tense moments in a close relationship | |
Evidence and analysis | ‘A Child to his Sick Grandfather' | 'One Flesh' |
Baillie’s direct address depicts a child comforting their dying grandfather:
| Jennings depicts a married couple at bedtime:
| |
Baillie alters the steady rhythm of the poem to allude to the child’s underlying nervousness:
| Jennings similarly breaks the constant rhythm of the poem to imply unease in the relationship: “How cool they lie. They hardly ever touch,” | |
Baillie portrays a child who attempts to hide their concern and remain optimistic and hopeful:
| In Jennings’s poem the couple are silent and withhold their feelings:
| |
The poets both examine hidden feelings in troubled yet loving relationships | ||
Topic sentence | Both poets explore changing family relationships as a result of loss | |
Evidence and analysis | ‘My Father Would Not Show Us’ | 'One Flesh' |
Baillie presents the relationship between the child and grandfather as traditional:
| Jennings refers to traditional attitudes to marriage, and says the couple’s “whole lives were a preparation”:
| |
Baillie reflects the constant and dependable relationship with a steady rhythm and a regular rhyme scheme:
| Jennings’s speaker describes the couple’s bedtime routine with a regular rhythm to allude to the relationship’s traditional nature:
| |
Baillie’s poem ends sadly and implies the grandfather has died:
| Jennings ends with a rhetorical questions to convey similar distress:
| |
Both poets explore changes in family relationships | ||
Differences:
Topic sentence | Baillie shows the hopeful determination of a child engaging with a sick grandfather, while Jennings’s speaker laments the decline of their parent’s relationship | |
Evidence and analysis | ‘A Child to his Sick Grandfather’ | 'One Flesh' |
Baillie’s poem consists of eight regular stanzas to convey the speaker’s persistence:
| Jennings, in contrast, shows the reliable routine of marriage as stagnant with regular line lengths and rhythm:
| |
Baillie’s poem is a direct address that shows intimacy in the relationship:
| Jennings’s married couple do not speak to each other:
| |
Baillie describes a child’s determined actions to keep their grandfather awake and alive:
| In contrast, Jennings’s speaker seems to comment from afar:
| |
Baillie portrays a small child taking desperate measures to prevent their loved one’s death, whereas Jennings’s poem conveys distance and cold passivity in the relationship | ||
Examiner Tips and Tricks
It is a good idea to begin your answer with a clear overview of the theme/s in the question, and to make sure you discuss how it is presented within both poems. This means you should outline your choice of second poem in your introduction, and ideally form an argument about how each poet presents the theme.
You can then use the theme to move between both poems as you support your arguments. As long as the comparison is embedded and ideas for both texts are well-developed without too much repetition, examiners do not mind how you structure your response.
'A Child to his Sick Grandfather' and ‘Nettles’
Comparison in a nutshell:
Both Joanna Baillie’s ‘A Child to his Sick Grandfather’ and Vernon Scannell’s ‘Nettles’ explore close family relationships through poignant dramatic monologues. However, while Baillie presents the voice of an optimistic child, lovingly addressing their grandfather, Scannell’s poem portrays the melancholy feelings of a frustrated parent.
Similarities:
Topic sentence | Both poems depict intimate moments in family relationships | |
Evidence and analysis | ‘A Child to his Sick Grandfather’ | ‘Nettles’ |
Baillie presents a child speaker’s touching address to their grandfather: “You used to smile and stroke my head” | Scannell describes a tender moment as parents care for their son’s injury: “We soothed him” | |
Baillie emphasises the loved one’s vulnerability and weakness:
| Scannell, too, uses imagery to describe the moment the “boy came seeking comfort”:
| |
Baillie’s poem is a long address to a grandfather, implying patient, devoted love:
| Scannell shows the parents’ patience and commitment:
| |
| The poems both portray poignant moments as speakers express their deep love for a family member | |
Topic sentence | Both poems explore the pain that comes from deep bonds | |
Evidence and analysis | 'A Child to his Sick Grandfather' | ‘Nettles’ |
Baillie describes the impact of the grandfather’s poor health on the community:
| Scannell uses Metaphorical imagery related to the military to show the impact of external forces on a relationship:
| |
Baillie conveys the speaker’s frustration with a rhetorical question: “You will not die and leave us then?”
| Similarly, Scannell describes the parents’ frustration:
| |
Baillie ends her poem with a sense of sadness at the inevitability of life: “Down on your bosom sinks your head –/You do not hear me, dad.” | 'Nettles', too, concludes with an emotional and melancholy speaker: “My son would often feel sharp wounds again” | |
| The poets present speakers who are determined to protect their loved one | |
Differences:
Topic sentence | While Baillie portrays hopeful innocence, Scannell’s poem expresses feelings of hopelessness and futility | |
Evidence and analysis | 'A Child to his Sick Grandfather’ | ‘Nettles ’ |
Baillie’s child speaker brings a light-hearted quality to the poem:
| In contrast, Scannell portrays a tense, frustrated speaker:
| |
Baillie’s speaker gently reassures the grandfather, offers their company and assistance and tells adventure stories to keep him alert | In contrast, Scannell describes the furious actions of the speaker using dark imagery:
| |
Baillie’s speaker is optimistic and resolute:
| Scannell examines a parent’s futile attempts to protect and care for their child:
| |
Baillie’s conversational poem is cheerful and unwavering while Scannell’s extended metaphor is a sophisticated yet detached reflection on family love | ||
'A Child to his Sick Grandfather' and 'My Father Would Not Show Us'
Comparison in a nutshell:
Both poems are dramatic monologues that explore the pain that comes with loss in a family. However, Baillie’s direct address is personal and intimate whereas Ingrid de Kok’s poem has a more wistful, melancholic quality.
Similarities:
Topic sentence | Both poems describe changes in a family relationship | |
Evidence and analysis | 'A Child to his Sick Grandfather’ | 'My Father Would Not Show Us' |
Baillie’s poem explores the ageing process:
| Ingird de Kok also draws attention to a father’s vulnerable age with imagery such as “everything he hears is white” and “unfrozen collar of his striped pyjamas” | |
Baillie’s speaker describes their grandfather as they sit and comfort them:
| Ingrid de Kok’s poem similarly presents a speaker who is a child (although it is implied they are an adult) who stands near their father’s body and reflects on his life:
| |
The poem is nostalgic:
| Similarly, Ingrid de Kok creates a sentimental tone as the speaker imagines a “childhood” where the past was a “louder, braver place”:
| |
The poets both present speakers who reflect sadly on changes in their family relationships | ||
Topic sentence | Both poets present painful emotions that come from loss | |
Evidence and analysis | 'A Child to his Sick Grandfather’ | 'My Father Would Not Show Us' |
Baillie’s refrain conveys the child’s nervous anticipation for the Grandfather's replies, such as “When you are ailing, dad.”
| Ingrid de Kok creates a similarly uneasy mood as the speaker implies an uncomfortable silence in the relationship: “without one call/ or word or name” | |
Baillie’s poem depicts the moment a grandfather falls asleep or dies:
| Ingrid de Kok’s poem similarly conveys loss:
| |
While the child speaker in Baillie’s poem is optimistic and hopeful, questions convey their uncertainty: “You love a story, dad?” and “you nod, I think?” | Sensory language conveys feelings of uncertainty in de Kok’s poem:
| |
Both poets portray the uncertainty and sadness felt by their speakers as they come to terms with loss | ||
Differences:
Topic sentence | While Joanna Baillie’s direct address is personal and presents an innocent child’s perspective, Ingrid de Kok’s poem is a more detached dramatic monologue | |
Evidence and analysis | 'A Child to his Sick Grandfather’ | 'My Father Would Not Show Us' |
Baillie’s poem is written in the form of direct address: “I’ll sit and talk with you” | However, Ingrid de Kok’s poem describes the father in third-person: “his half-turned face” | |
Baillie’s poem is informal, using colloquial language to create an intimate tone: “We’ll doff our shoes” and “we’ll aye be near”
| In contrast, Ingrid de Kok creates a sense of detachment as the speaker uses more formal language such as “My father”:
| |
Baillie’s poem maintains consistent rhyme to create a steady rhythm as the child prompts their grandfather:
| In contrast, Ingrid de Kok’s poem is written in free verse with an irregular structure, making it sound introspective and distant | |
Baillie ends the poem with a touching image of an old man’s head dropping as if he is napping | Ingrid de Kok, however, repeats that the father “lay inside” (a coffin):
| |
Baillie depicts a child’s desperate appeal to their sick grandfather, while Ingrid de Kok presents melancholy reflections on a father’s death | ||
Examiner Tips and Tricks
It is best to choose poems that clearly explore the theme. Be as specific as you can when considering similarities and differences, but make sure you are comparing ideas, not techniques.
For example, you could choose to compare the presentation of troubled relationships in ‘A Child to his Sick Grandfather’ and ‘One Flesh’. Alternatively, you might wish to explore the idea of family love in ‘A Child to his Sick Grandfather’ and ‘Nettles’.
What is important is that you view the poems thematically, with a clear emphasis on relationships. This will give you a better framework in which to write your response in the exam.
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