'If-' (Edexcel IGCSE English Literature)
Revision Note
Written by: Nadia Ambreen
Reviewed by: Kate Lee
‘If–’
This revision guide to Rudyard Kipling’s poem titled 'If–' from the Edexcel International GCSE English Anthology (part 3: unit 1, section B) includes:
Overview: a line-by-line breakdown of the poem
Form, structure and language: an exploration of Rudyard Kipling’s use of techniques and poetic choices
Themes: a summary of the key themes and ideas in the poem
Comparing poems: suggestions for anthology poems to compare ’If–’ 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 Kipling’s intention and message
A summary of the poem 'If–'
'If–' is a poem written by Rudyard Kipling in 1896 and was published in 1910. Consistently ranked as one of his greatest works of poetry, the poem’s speaker offers advice to his son on what it means to be a man. The advice is presented in a series of conditional statements beginning with the word “if” and is written in the form of a direct address (from a father to a son).
'If–' analysis
Lines 1–4
“If you can keep your head when all about you
Are losing theirs and blaming it on you,
If you can trust yourself when all men doubt you,
But make allowance for their doubting too;”
Translation
The poem begins with the speaker giving self-belief advice to their son
Kipling’s intention
The poem begins with the word “if” which forms a repeated refrain throughout the poem
The informality of the idiom “keep your head” adds immediacy and an intimacy of tone
The speaker suggests that “when all men doubt you”, self-belief will help to meet the challenges of life:
He also underscores the importance of empathy and understanding towards those who “doubt you”, recognising that their doubt should not affect his son’s self-worth
Lines 5–8
“If you can wait and not be tired by waiting,
Or being lied about, don’t deal in lies,
Or being hated, don’t give way to hating,
And yet don’t look too good, nor talk too wise:”
Translation
The speaker highlights the virtues of being patient, honest, compassionate and modest
Kipling’s intention
Kipling’s use of polyptoton in these lines emphasises his message about the core virtues he admires
The speaker advises the assumed listener that patience and honesty are virtues that should be adhered to:
The informality of the phrase “don’t deal in lies” implies that honesty and deceit are transactional
The informal style of these lines gives the poem an intimate quality as lines start with “And” and contractions and elliptical sentences are used
The speaker also emphasises the importance of being modest and humble in both looks and speech through repetition: “don’t look too good, nor talk too wise”
Lines 9–12
“If you can dream - and not make dreams your master;
If you can think - and not make thoughts your aim;
If you can meet with Triumph and Disaster
And treat those two impostors just the same;”
Translation
The speaker recommends mental strength and agility in the face of success or misfortune
Kipling’s intention
The poet’s use of repetition, polyptoton, dashes and contrasting diction strengthens the power of the advice given:
The speaker begins with the idea of “dreams” and “thoughts” but underscores the importance of not being driven or consumed by ambition: it should not “master” you
The speaker emphasises the importance of being rational and balanced by personifying success and failure, as “Triumph” and “Disaster”, described metaphorically as “imposters”
Lines 13–16
“If you can bear to hear the truth you’ve spoken
Twisted by knaves to make a trap for fools,
Or watch the things you gave your life to, broken,
And stoop and build ‘em up with worn-out tools:”
Translation
The speaker highlights the importance of determination and the ability to deal with failure and betrayal
Kipling’s intention
The speaker states that one must be prepared to hear their words being twisted in order to help “knaves” who have their own agendas:
The word “knave” means a dishonest and deceitful person
The speaker then concludes the stanza by highlighting how determination and strength are necessary when faced with failure:
The imagery used of “worn-out tools” is masculine and the speaker is using a metaphor of success being a building that can be “broken”
The speaker uses the word “stoop”, meaning to bend forward, which creates an image of an individual being prepared to humble themselves by bending down and rebuilding what has been broken
The use of the phrase “worn-out tools” creates an image of an individual rebuilding what has been broken continuously with the same tools and processes:
The speaker is implying that setbacks are a natural part of life and that it is imperative to rebuild and persevere despite the challenges, even if the tools they are using are now “worn-out”
Lines 17–20
“If you can make one heap of all your winnings
And risk it on one turn of pitch-and-toss,
And lose, and then start again at your beginnings
And never breathe a word about your loss;”
Translation
This stanza begins with the idea of being able to take risks and being daring
Kipling’s intention
The speaker begins by suggesting that a person must be willing to risk their success or “winnings” on a toss of a coin:
Therefore, an individual must be willing and brave enough to risk their “winnings” from time to time
However, the speaker then goes on to suggest that an individual must be prepared to “lose” and, once again, the image of starting again from scratch is used:
Much like the end of the previous stanza, Kipling is highlighting how failure is inevitable and a part of life
That an individual must not only be ready for failure, but be able to “start again”
The final line suggests that the speaker wants the individual to move on rather than fixate or share their failure with others
Kipling is highlighting the importance of being prepared for failure and loss and is emphasising the importance of being able to deal with the outcome while remaining stoic
Lines 21–24
“If you can force your heart and nerve and sinew
To serve your turn long after they are gone,
And so hold on when there is nothing in you
Except the Will which says to them: ‘Hold on!’”
Translation
The speaker emphasises the importance of willpower and self-belief
Kipling’s intention
The writer uses polysyndeton to emphasise the qualities necessary for strength and self-belief:
The use of the word “heart” represents emotions while “nerve” could suggest bravery and “sinew”, which is associated with muscles and strength
The speaker is emphasising all of the qualities necessary for an individual to be powerful and strong
The repetition of the word “hold on” emphasises the importance of persevering and being resilient even when there is “nothing” left
The writer has used a capital letter for “Will”, which could suggest that this characteristic is separate from the others:
It could refer to a human being’s ability to control their emotions and actions and so could therefore represent the power of the human mind
In these lines, the speaker is highlighting the importance of self-belief and resilience when faced with adversity, while also acknowledging the strength needed to be able to persevere
Lines 25–28
“If you can talk with crowds and keep your virtue,
Or walk with Kings - nor lose the common touch,
If neither foes nor loving friends can hurt you,
If all men count with you, but none too much;”
Translation
The speaker is now focusing on an individual’s relationship with others around him
Kipling’s intention
The first two lines of the final stanza highlight the importance of being able to converse with individuals and people from different walks of life without being corrupted by their beliefs or their position in society
The first line suggests that one should be able to talk to the masses without being influenced by them and losing morals
The speaker advises to have the ability to converse with “Kings” but still remain humble despite their connections
The speaker then goes on to relationships and advises that one must not allow themselves to be “hurt” by those around them:
This means that one must not allow themselves to become too close to people as it will leave them vulnerable to pain
Lines 29–32
“If you can fill the unforgiving minute
With sixty seconds’ worth of distance run,
Yours is the Earth and everything that’s in it,
And - which is more - you’ll be a Man, my son!”
Translation
The speaker reaches their conclusion
Kipling’s intention
The speaker emphasises the importance of making use of every minute that an individual is given:
The use of the word “unforgiving” highlights how time does not change for anyone:
No-one is given any more or any less and so it is up to the individual to fill every second with something worthwhile
The phrase “distance run” could reflect the action of moving forward and excelling rather than remaining stationary or stagnant
The speaker concludes the poem by suggesting that if the individual possesses all of the qualities listed in the poem, they have the “Earth and everything that’s in it” implying that they have the world at their disposal
The final line begins with a conjunction “And”, which joins all of the qualities listed together and concludes that it will make them “a Man”
It is evident that the speaker is placing more importance on being “a Man” than possessing everything that the world contains:
The capitalisation of the word “Man” could reflect the speaker’s view that not every man is able to achieve this level of masculinity, as it is earned by perfecting the qualities listed in the poem
We are finally given an insight into the intended reader of the poem, which is the speaker’s son:
We can therefore conclude that the speaker of the poem is a father who is talking to his son and offering advice
Form, structure and language
You need to think about how Kipling’s form, structure and language contribute to the themes and messages in 'If–'.
You will gain more marks if you focus on Kipling’s themes than on individual poetic techniques.
Here are some suggestions for key aspects of the poem you might want to consider:
Form
'If–' is formed of a single sentence carried across four stanzas. Each stanza is eight lines long and is structured as a conditional sentence. The first half of the sentence presents a hypothetical situation, and the second half of the sentence reveals the consequence of those hypothetical situations.
Theme | Evidence | Poet’s intention |
|---|---|---|
Masculinity | The poem is largely written in iambic pentameter | The use of iambic pentameter mimics the patterns of natural speech but its rhythmic quality also adds momentum:
|
However, the poem breaks away from iambic pentameter in lines 1 and 3 in each stanza by adding another unstressed syllable at the end | The addition of the unstressed syllable allows for the continuation of the poem and encourages the reader to read on to the next line:
|
Structure
The poem is written in one long sentence that is split into four stanzas of eight lines or octaves. The first seven stanzas present hypothetical situations with the final stanza presenting the conclusion.
Theme | Evidence | Poet’s intention |
|---|---|---|
Self-control and balance | The poem follows the regular rhyme scheme of ABABCDCD with both masculine and feminine rhymes | The poet uses a regular rhyme scheme to mirror the advice that the speaker is giving to the listener (practising self-control and composure):
|
Stoicism and endurance | The poem consists of a repeated conditional statement with the conclusion at the end of the poem | The poet uses the premise of a conditional statement to build a number of hypotheses:
|
Language
Kipling uses a range of poetic devices and figurative language to put forward his ideals of masculinity.
Theme | Evidence | Poet’s intention |
|---|---|---|
Self-control and balance | Polyptoton is used throughout the poem | The use of polyptoton is an effective technique to use as it helps the speaker reinforce the idea of self-control:
|
Stoicism and endurance | The poem uses a range of metaphors throughout | The metaphor of using “worn out tools” suggests that the son can use the skills he has acquired throughout his life to help rebuild what he has lost:
|
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 Kipling explores in 'If–':
Masculinity
Self-control and balance
Masculinity
‘If–’ was published by Rudyard Kipling in 1910:
However, it was written in 1896 when Kipling was inspired by the actions of Leander Starr Jameson who led a British military operation in South Africa
Kipling admired Jameson’s tenacity and bravery during the operation and this inspired the masculine images within the poem
It has also been noted that Kipling wrote the poem in dedication to his son
The poem is a reflection of Edwardian ideals and views of masculinity at the time the poem was written
The speaker suggest these masculine virtues are something that men must strive for
The speaker of the poem is a father who is giving his son advice on how to become “a Man”:
The speaker states that their son will have the “Earth and everything that’s in it”
However, from a critical perspective, it could be suggested that the speaker, who is a father, is creating impossible ideals and goals for the son to try and achieve
Self-control and balance
The premise of the poem is built upon the idea of moderation and balance:
The very structure of the poem and the rhyme scheme all reflect the idea of balance with the use of feminine and masculine rhyme emphasising this
The poem uses polyptoton and juxtaposition, emphasising the speaker’s belief that balance, moderation and self-control are essential qualities that a man should possess:
The son, for example, should be able to “wait” but not become exhausted by the “waiting”: he must remain balanced and composed
The speaker also advises his son to “...keep your head when all about you/Are losing theirs and blaming it on you”, underscoring the importance of self-control
The use of the words “if” and “when” clearly show the juxtaposition between the ideal version of a man and the unacceptable version
The speaker also advises the son to never “look too good, nor talk too wise”:
The word “too” is repeated throughout the poem and it could be suggested that the speaker is advising his son to find a balance between being confident and humble
It could be suggested that this idea of self-control and balance could reflect the stereotypical view of being controlled and stoic, a popular view held by society during the late 19th and early 20th century
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 ‘If–’, Kipling’s main ideas are centred around stoicism and endurance; therefore, the following comparisons would be a good starting point:
‘If–’ and ‘Prayer Before Birth’
‘If–’ and ‘Poem at Thirty-Nine’
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
‘If–’ and ‘Prayer Before Birth’
Comparison summary:
Both poems are about experiences in the world but they both offer very different perspectives. Kipling shows that, with the right qualities, a man has endless possibilities and can thrive. However, MacNeice, the writer of ‘Prayer Before Birth’ shows that life is challenging and cruel.
Similarities:
Topic sentence | Both poems present the speakers’ views on life and their fears. | |
|---|---|---|
Evidence and analysis | ‘If–’ | ‘Prayer Before Birth’ |
In ‘If–’, the speaker is giving their perspective on the challenges of life | In ‘Prayer Before Birth’, the speaker is an unborn child who is afraid of being born | |
The speaker uses apostrophe throughout the poem and it does not become clear that he is speaking about his son until the final stanza | The speaker also uses apostrophe as the speaker, who we can interpret is an unborn child, is talking to an unknown listener, presumably God, but it could also be humanity | |
The writer uses assonance in some parts of the poem to add a musical quality to the language and to convey what is being said:
| Assonance is also used in ‘Prayer Before Birth’ and is used significantly more than in ‘If–’:
| |
Differences:
Topic sentence | Although both poems present the speakers’ views on life, their perspectives differ. | |
|---|---|---|
Evidence and analysis | ‘If–’ | ‘Prayer Before Birth’ |
The speaker is optimistic about life and experiences in the poem (if their advice is followed) | However, the speaker in MacNeice’s poem is pessimistic and is imagining terrifying scenarios that they might experience | |
In ‘If–’ the speaker is hopeful about life and feels that, with the right virtues and qualities, their son could achieve anything | In ‘Prayer Before Birth’ the speaker, an unborn child, is afraid of being exposed to the world’s evils and says that, if they cannot be protected, they wish to be killed | |
The poem is made up of 32 lines divided into four octaves, which reflects the speaker’s views on a measured and balanced life | The poem is made up of 39 lines, which are split into eight stanzas of varying lengths:
| |
The poem is one long sentence filled with hypothetical situations:
| The poem uses repetition through a refrain in every stanza, except the last, to remind the reader that the speaker is a vulnerable child as they are “not yet born”:
| |
The poem is largely written in iambic pentameter, which creates a lively and hopeful rhythm reflecting the speaker's outlook:
| Caesura and enjambment are used throughout the poem to control the pace and emotion:
| |
‘If–’ and ‘Poem at Thirty-Nine’
Comparison summary:
Both poems are about a child’s relationship with their father. However, in Kipling’s ‘If–’, the speaker is a father advising his son. However, in ‘Poem at Thirty-Nine’, the speaker is reminiscing and reflecting on what she has learned from her father.
Similarities:
Topic sentence | Both poems are about a father who has shared life lessons and advice with their child. | |
|---|---|---|
Evidence and analysis | 'If–' | ‘Poem at Thirty-Nine’ |
In ‘If–’, the speaker wishes to see his child prosper in life and his advice is his attempt to help his son | In ‘Poem at Thirty-Nine’, it is clear that the speaker’s father also wished to see his child prosper and succeed:
| |
The speaker has used metaphors to help give his son advice:
| The speaker also uses metaphors throughout the poem to highlight the influence her father had on her life:
| |
Anaphora is used throughout the poem as a way of imparting advice:
| The speaker uses repetition with the line, “How I miss my father” to help set the tone and highlight the impact her father has had on her life | |
Differences:
Topic sentence | While ‘If–’ foregrounds the advice of a parent to their son, ‘Poem at Thirty-Nine’ focuses on the positive impact of a parent on the life of a child. | |
|---|---|---|
Evidence and analysis | ‘If–’ | ‘Poem at Thirty-Nine’ |
‘If–’ is written from the perspective of a father who wishes to see his son succeed:
| ‘Poem at Thirty-Nine’ is written from the perspective of a child who is reflecting on the positive impact her father had on her life:
| |
The poem is generally written in iambic pentameter to create rhythm and momentum:
| The poem is written in free verse and does not have a consistent meter:
| |
The poem follows an alternating rhyme scheme: ABABCDCD:
| The poem does not follow a rhyme scheme, which makes the poem feel more organic and free-flowing:
| |
The poem is speaking broadly about qualities that his son needs to lead a successful life:
| ‘Poem at Thirty-Nine’ is slightly more intimate and personal as the speaker is recalling memories with her father and her relationship with him:
| |
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