‘Hide and Seek’ (Edexcel IGCSE English Literature)
Revision Note
Written by: Nadia Ambreen
Reviewed by: Kate Lee
‘Hide and Seek’
Below you will find a guide to Vernon Scannell’s poem titled ‘Hide and Seek’’ from the Edexcel International GCSE English Anthology (part 3: unit 1, section B). This guide includes:
Overview: a line-by-line breakdown of the poem
Form, structure and language: an exploration of Vernon Scannell’s use of techniques and poetic choices
Understanding the text: an exploration of the themes and ideas in the poem
What to compare it to: suggestions on which poems to compare it to
Overview
To answer an essay question on any poem, you must understand what it is about. This section includes:
A summary of the poem
A “translation” of the poem, section-by-section
A commentary of each of these sections, outlining Scannell’s intention and message
A summary of the poem ‘Hide and Seek’
‘Hide and Seek’ is a poem written by Vernon Scannell and published in 1965. It is written in the third person and is instructing a child on how to win at a game of ‘hide-and-seek’ while the child hides in a garden shed. As the child comes out of the hiding place triumphant, he realises all the seekers have gone and he is all alone.
‘Hide and Seek’ analysis
Lines 1–4
“Call out. Call loud: ‘I’m ready! Come and find me!’
The sacks in the toolshed smell like the seaside.
They’ll never find you in this salty dark,
But be careful that your feet aren’t sticking out.”
Translation
The speaker is telling the child, which they refer to as “you”, to be careful and hide
Scannell’s intention
These first lines establish the poem’s setting and scenario:
The speaker is directly addressing a child and is advising them on how to hide
The poem begins with the child having already chosen their hiding place and being hidden beside “sacks in the toolshed”
In the first line, the speaker tells the child to “call out”:
This suggests this particular game of hide-and-seek is unconventional as the one who is hiding is calling out rather than the seeker
Line 2 uses sibilance in “sacks”, “smell” and “seaside”:
This could mimic the sound of waves and may also reflect the child’s excitement
In line 3, the speaker declares that “they’ll never find you” suggesting there are multiple seekers:
However, there is no mention of any more hiders so it could be assumed this child is the only one
The metaphor of “salty dark” is sensory as it uses both the sight and sense of taste, suggesting his senses are more alert than normal
The child’s energy and excitement is felt as he waits for people to come find him
However, the game of hide-and-seek could be a metaphor for life:
The child hiding could represent an individual’s desire to hide his true self
The “toolshed” could represent isolation
It could be inferred that the speaker is an older version of the child who is looking back at the incident
Lines 5–8
“Wiser not to risk another shout.
The floor is cold. They’ll probably be searching
The bushes near the swing. Whatever happens
You mustn’t sneeze when they come prowling in.”
Translation
The speaker advises the child to stay silent
Scannell’s intention
Lines 5–8 are random sentences that do not seem to follow a logical order:
This is called parataxis and could reflect the child’s heightened senses and excitement as he is thinking of many things in a short space of time
The random shifts mimics the child’s scattered thoughts
The speaker describes the floor as “cold”, which creates an uncomfortable atmosphere
The use of the word “prowling” makes the seekers seem predatory and animalistic in their pursuit of their prey, which is the child:
This turns the child hiding into a victim who is in danger
Lines 9–13
“And here they are, whispering at the door;
You’ve never heard them sound so hushed before.
Don’t breathe. Don’t move. Stay dumb. Hide in your blindness.
They’re moving closer, someone stumbles, mutters;
Their words and laughter scuffle, and they’re gone.”
Translation
The seekers are outside the toolshed and then they leave
Scannell’s intention
Line 9 begins with a connective “and” to connect this sentence to the previous one:
The connective also indicates the abruptness of the seekers arriving and surprising the child
The speaker claims the seekers are “whispering” and that the child has never heard them sound “hushed” before:
This could indicate something sinister
The word “whispering” suggests they are discussing something secretive, while excluding the child who is hiding
The three short imperatives in line 11 tell the child how to behave in order to avoid getting caught, which builds the tension:
Also, the caesura in line 11, which happens after each of the line’s iambic feet, create a rhythm that sounds like a pounding heartbeat
It suggests the child is nervous at the thought of the seekers being so close
The phrase “stay dumb” could have a double meaning:
It could mean to remain silent or it could mean to remain ignorant
The idea of staying “dumb” is reinforced in the next sentence when the speaker tells the child to “hide in your blindness”:
The speaker may be suggesting the children are playing a cruel prank on him and the child is unaware of it
The word “blindness” suggests the child does not realise that he is the victim
The speaker mentions the seeker’s “laughter”, which could suggest that they may know the child is hiding in the shed and are not finding him on purpose
The seekers do not search the shed but leave instead
Lines 14–17
“But don’t come out just yet; they’ll try the lane
And then the greenhouse and back here again.
They must be thinking that you’re very clever,
Getting more puzzled as they search all over.”
Translation
The child thinks he is winning as the seekers cannot find him
Scannell’s intention
The child is told to stay hidden and both the speaker and child believe that the seekers are still actively searching for him
The phrase “back here again” suggests the speaker and child believe that the seekers are determined to find him
Line 16 indicates the child’s pride as he believes he is excelling in the game
Line 18–22
“It seems a long time since they went away.
Your legs are stiff, the cold bites through your coat;
The dark damp smell of sand moves in your throat.
It’s time to let them know that you’re the winner.
Push off the sacks. Uncurl and stretch. That’s better!”
Translation
The child gets tired of hiding and decides to come out to declare his victory
Scannell’s intention
Line 18 highlights the child’s confusion as he feels the game has lasted longer than expected:
As readers, we realise that the child may have been abandoned
The setting now takes on a sinister description as the child’s legs are now “stiff” and the “cold” is personified as biting through the child’s “coat” and into his flesh:
This creates a sinister impression of the child’s setting
The “dark damp smell of sand moves in your throat” uses alliteration to highlight how the smell of the sand, which may have once seemed pleasant, is now stuck in the child’s throat
There are rhyming couplets in every fourth and fifth line in the poem up until line 22 but it does not continue after this:
This could reflect the child’s loss of innocence as he realises that no one was searching for him
Lines 23–27
“Out of the shed and call to them: ‘I’ve won!
Here I am! Come and own up I’ve caught you!;
The darkening garden watches. Nothing stirs.
The bushes hold their breath; the sun is gone.
Yes, here you are. But where are they who sought you?”
Translation
The child runs out of the shed to declare his victory only to realise no one is there and he is all alone
Scannell’s intention
The child emerges from the shed to declare his victory and that he has “caught” the seekers:
The phrasing is unusual, which could reflect the child’s age and innocence as he still thinks he is playing a game
The personification of the “darkening garden” watching adds to the child’s sense of isolation and loneliness
The phrase “nothing stirs” emphasises the child’s sense of emptiness and complete isolation
The personification of the “bushes” holding “their breath” creates tension, as if the bushes are waiting for something to happen
The description of the sun being “gone” is powerful:
The darkness could highlight how long the game lasted but also the child’s loss of innocence as he realises he has been abandoned
The use of a rhetorical question at the end makes the speaker, who was confident throughout the poem, seem unsure and vulnerable in addition to the child:
This incident could reflect the difficulty of growing up and realising that those you trust may end up abandoning you
Form, structure and language
When you consider how Vernon Scannell uses form, structure and language, try to link your analysis of these elements to focus on how he presents his ideas and why he has made these choices in ‘Hide and Seek’. You will gain more marks if you focus on Scannell’s themes rather than on individual poetic techniques.
Here are some suggestions for key aspects of the poem you might want to consider:
Form
The poem consists of one long stanza which is written in iambic pentameter
Theme | Evidence | Poet’s intention |
Childlike innocence | The poem is written in iambic pentameter which is one unstressed syllable followed by a stressed syllable five times in a line | The use of iambic pentameter could:
|
While the poem does not have a consistent rhyme scheme, it does include some rhyme:
| The use of occasional rhyme adds a rhythm to the poem that could reflect childlike innocence and excitement:
|
Structure
The poem consists of 27 lines and is written in one long stanza with a variation in line lengths.
Theme | Evidence | Poet’s intention |
Isolation, withdrawal and abandonment | The writer uses caesura throughout the poem:
“Don’t breathe. Don’t move. Stay dumb…” | The caesura in this poem is used to effectively indicate a command that the speaker is directing towards the child:
|
Language
The writer uses imagery and language devices throughout to contribute to the poem’s themes and ideas.
Theme | Evidence | Poet’s intention |
Isolation, withdrawal and abandonment | The poem uses descriptive language that is linked to every sense:
| The use of sensory language is effective:
|
Childlike innocence | Alliteration has been used for dramatic effect:
| The alliteration reflects the child’s excitement at hiding and the thought of being found |
Isolation, withdrawal and abandonment | However, alliteration is also used at the end of the poem:
“Your legs are stiff, the cold bites through your coat/The dark damp smell of sand…” | The use of alliteration at the end of the poem with the harsh “c” and “d” sounds reflects a sense of abandonment and isolation |
Personification is used at the end of the poem:
| The use of personification creates a harsh and sinister environment:
|
Themes
While knowing the poem is important, you also need to show the examiner that you can write an informed, personal response. Understanding the main themes, ideas, setting and events depicted can help you to form your own ideas about what you think the poet is trying to achieve.
While you are not explicitly assessed on context, it is still important that you have an awareness of any background information that is relevant to the main themes in the poem. This can help you to demonstrate a sustained, critical understanding of the text.
To help you do this, the section below has been divided into two main themes that Scannell explores in 'Hide and Seek':
Isolation, withdrawal and abandonment
Childlike innocence
Isolation, Withdrawal and Abandonment
Vernon Scannell served in the British Army during World War II and took part in the D-Day landings:
However, he was later arrested for desertion
After his desertion, Scannell spent two years evading capture and during this time he wrote poetry
In 1947, he was arrested and sent to Northfield Military Hospital, which was a mental institution:
Upon his discharge, he settled down to writing while supporting himself with teaching jobs and boxing
Scannell’s poems were influenced by his experiences of the war as well as his time teaching young children
It could be inferred that the poem’s themes of isolation, withdrawal and abandonment are a reflection of Scannell’s time as a soldier:
The “tool shed” could represent isolation and the darkness could imply the acute sense of loneliness a soldier feels when in battle
The seekers could represent soldiers who are searching for their fellow soldier who has abandoned them:
However, the seekers could also represent the enemy who is searching for soldiers from an opposing force
“Sand” and the smell of “salt” could reflect the idea of sandbags being used as barriers during the war:
They could reflect a person’s desire to hide for self-protection and defence against hostility
Therefore the game of hide-and-seek could be psychological
Childlike Innocence
The writer uses imagery to describe the child’s surroundings:
At first, the child’s surroundings appear exciting and pleasant as the “toolshed” smells like the “seaside”
This reflects the child’s innocence as he links the smell to a pleasant memory
Similarly, the “salty dark” seems safe and comforting as the child excitedly waits for the seekers to find him
Near the end of the poem, the same setting becomes more sinister as the “dark damp smell of sand moves in” his “throat” and the “cold bites through” the child’s “coat”:
His surroundings are beginning to suffocate him
As the child leaves the toolshed and comes to the realisation that he is all alone, it is evident that his childlike innocence leaves him:
The rhyming couplets that occurred earlier in the poem disappear
Personification describes the garden as watching and the bushes holding “their breath” in anticipation or shock:
It suggests the garden is witnessing the loss of this child’s innocence as he is left alone in the darkness
Examiner Tips and Tricks
When answering a question that asks you to compare two poems, you need to make sure you’re writing about both poems in a balanced way. Do not focus on one more than the other. To help you with this, try to integrate your comparisons through your responses rather than focusing on one poem first and then the next as this will ensure you achieve more marks.
You can begin by comparing and explaining what the poems are about and then moving on to comparing an idea in the two poems. Don’t move on to another point until you have made your comparison. This ensures that you achieve marks, even if you run out of time as you have been comparing throughout.
Comparing poems
In your exam, you will be required to compare two poems from the anthology so you must have a good knowledge of poetic form, content and meaning to compare the poems effectively.
You must be able to explore links and connections between texts, which includes looking at both poets’ use of language, form and structure.
In ‘Hide and Seek’, Scannell’s main ideas are centred around loss of innocence and isolation, therefore, the following comparisons would be a good starting point:
‘Hide and Seek’ and ‘Prayer Before Birth’
‘Hide and Seek’ and ‘Half-Past Two’
For each pair of poems, you will find:
Comparison summary
Similarities and differences between the ideas presented in each poem
Evidence and analysis of these similarities and differences
‘Hide and Seek’ and ‘Prayer Before Birth’
Comparison summary:
Both poems are about children and their experiences in life. In ‘Hide and Seek’ the child is playing a game of hide-and-seek but realises that no one is looking for him. However, in ‘Prayer Before Birth’, the speaker is an unborn child who is afraid of being born and experiencing cruelty.
Similarities:
Topic sentence | Both poems are written from the perspective of vulnerable children | |
Evidence and analysis | ‘Hide and Seek’ | ‘Prayer Before Birth’ |
In ‘Hide and Seek’, the speaker of the poem narrates the game of hide-and-seek in second person and offers the child advice on how to hide | In ‘Prayer Before Birth’, the speaker is an unborn child in the safety of the womb | |
Caesura is used in ‘Hide and Seek’ to give the lines a tense rhythm that mirrors the nervous excitement of the child as he plays the game:
| Caesura is also used in ‘Prayer Before Birth’ to add rhythm and momentum:
| |
‘Hide and Seek’ is a poem that deals with the cruelty and neglect the child faces at the hands of other children | Similarly, ‘Prayer Before Birth’ deals with the prospect of a life filled with cruelty and neglect | |
Differences:
Topic sentence | Although both poems are written from the perspective of children, their experiences and fears differ | |
Evidence and analysis | ‘Hide and Seek’ | ‘Prayer Before Birth’ |
The poem is written in second person and addresses the child as “you”:
| The speaker is unborn in ‘Prayer Before Birth’ but he is already afraid of what he will face when born | |
The poem is written in mostly iambic pentameter which could mimic the tight rules and excitement present in a game of hide-and-seek | The poem does not follow a meter but the refrain gives it rhythm and likens it to a prayer | |
The rhyme scheme in ‘Hide and Seek’ is not consistent:
| The first and last line of each stanza in this poem rhymes:
| |
The initial setting of the poem is the toolshed in a garden:
| The setting of the poem is the mother’s womb, where the unborn child is talking from:
| |
‘Hide and Seek’ and ‘Half-past Two’
Comparison summary:
Both poems are about childhood experiences. In ‘Hide and Seek’, the child experiences loneliness and isolation after being abandoned during a game of hide-and-seek. However, in ‘Half-past Two’, the boy is left by adults who are trying to teach him a lesson.
Similarities:
Topic sentence | Both poems try to capture a child’s experience of the world and their sense of loneliness as a result | |
Evidence and analysis | ‘Hide and Seek’ | ‘Half-past Two’ |
The speaker in ‘Hide and Seek’ is observing the movements of the child and instructing him on what to do:
| The reader is never told who the speaker of the poem is, however, he knows many details of the child:
| |
The poem does not have a consistent rhyme scheme but there are some rhyming couplets and slant rhymes in the poem | However, ‘Half-past Two’ does not use a rhyme scheme at all, which could reflect the fact that it is an adult speaking rather than a child | |
The poem uses personification to reflect the child’s isolation and loneliness:
| Personification has also been used in ‘Half-past Two’ as the child views the clock as a face:
| |
The poem uses sensory language to describe the child’s environment:
| The speaker also uses sensory language to make the child’s surroundings appear real:
| |
Differences:
Topic sentence | Although both poems are about childhood experiences, the lesson that the child in ‘Hide and Seek’ learns is harsher than in ‘Half-past Two’ | |
Evidence and analysis | ‘Hide and Seek’ | ‘Half-past Two’ |
The child’s excitement in ‘Hide and Seek’ is evident at the beginning of the poem:
| The child in ‘Half-past Two’ is in trouble and so is being punished by being isolated in a room:
| |
The poem is made up of one stanza, which is 27 lines long:
| This poem consists of 33 lines, which are broken up into 11 three-line stanzas, also known as tercets:
| |
The speaker uses personification to highlight the child’s loneliness and abandonment:
| The speaker uses hyperbole throughout the poem:
| |
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