The Full Text of “Education For Leisure”
The Full Text of “Education For Leisure”
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“Education For Leisure” Introduction
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“Education for Leisure” was written in 1985 by the British poet Carol Ann Duffy. It depicts the inner life of a disturbed teenager as he tortures and kills animals while proclaiming his genius. This twisted “education for leisure” ultimately culminates in the teenager stealing a kitchen knife and going on a violent rampage. Duffy wrote the poem as a social commentary while teaching in a school in London’s East End, and its subject matter has long been controversial. In 2008, protestors successfully lobbied to have the poem removed from a school anthology in the United Kingdom, although some schools have continued to teach the poem.
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“Education For Leisure” Summary
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The speaker describes wanting to kill something—it doesn't matter what. He is tired of being ignored and announces that today, he's going to pretend to be God. It's a regular day, with gray skies and a bored feeling pervading the streets.
He kills a fly by squashing it against the window. This reminds him of a line from Shakespeare that he read in school. He couldn't understand much of the language, just like this fly now exists in another language that the living can't understand. He fogs up the glass by breathing on it and writes his name, thinking that he's breathing out his extraordinary talent.
The speaker thinks he's a genius and the world is his oyster, if he could just have a bit of luck. Today he plans to change the world, at least from some creature's perspective. He notices that the cat is avoiding him. He thinks that this is because the cat knows he's a genius.
He kills the pet goldfish by flushing it down the toilet. He quotes the Bible: "I see that it is good." The parrot squawks in fear. Once every two weeks, he walks two miles into town to sign unemployment papers and receive benefits. The people there don't seem happy to be getting his autograph.
The speaker has now killed everything in the house. He calls a local radio station and tells the host that he, the speaker, is a superstar. The host hangs up on him. The speaker takes a bread knife from the kitchen and goes out into the street. The sidewalk seems to sparkle. He touches the arm of someone in the street.
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“Education For Leisure” Themes
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Alienation vs. Desire for Connection
The speaker of “Education for Leisure” is profoundly alienated from the world around him. (From his references to “school,” he seems to be a teenager, although the poem never makes this explicit.) His murderous psychosis is rooted in a sense that no one can understand him—and perhaps that no one wants to understand him—and he has increasingly grand and narcissistic fantasies of his own genius which cannot be reconciled with the realities of his ordinary life. At the same time, however, the speaker seems to desire connection with others and at various points tries to make people understand his (admittedly twisted) point of view. This double-edged and perverse desire for intimacy comes to a painful end at the poem’s implied violent conclusion.
The speaker depicts himself as unjustly neglected, isolated, and misunderstood by others. He declares that “I have had enough of being ignored,” suggesting that he thinks performing some sort of dramatic act will force people to notice him, to realize his significance. Throughout the poem, the speaker seems isolated from others; even animals hide from him, as when he remarks that “The cat / knows I am a genius, and has hidden itself.” The fact that he attributes his isolation to his “genius” rather than his violent tendencies indicates his growing detachment from reality. His delusions are also self-protective: he justifies his isolation by asserting that it is a result of his genius and talent, rather than his own failings. His conviction that he is a misunderstood genius thus allows him to blame the world (and not himself) for his sense of estrangement from others.
However, the speaker’s self-protective delusions force him into a further cycle of isolation and anger. When the speaker makes attempts to connect with other people, his efforts often end in failure when people fail to understand what he sees as his “genius” or inherent greatness. For instance, when he goes into town to sign his unemployment papers, he complains that the people there “don’t appreciate my autograph.” The speaker’s delusion extends to thinking that people should be asking for his autograph—a desire that is thwarted when no one sees him as he thinks he deserves to be seen. The speaker calls in to a radio station, an act of reaching out to the world that also ends in disappointment for him. When he tells the radio host that “he’s talking to a superstar,” he is angry when the host “cuts him off.” The speaker’s attempts to communicate his narcissistic fantasies are continually frustrated.
Even as the speaker becomes increasingly alienated, the desire for connection seems to remain. Apparently enraged by his encounter with the man on the radio, he goes out into the streets with a knife and narrates a simple description that ends the poem: “I touch your arm.” This moment is chilling because it is heavily implied that the speaker goes on to stab the “you” whose arm he has touched. But the fact that the poem ends with an act of physical touch and connection is significant, given that it is the first instance of such human touch in the poem. The speaker does still seem to be “reaching out” to the world from his isolation, even if his interactions with the world inflict violence on others.
The poem does not simply depict the protagonist as an isolated and violent loner. Rather, it demonstrates the way that alienation is interwoven in complex ways with desire for human connection. The speaker’s extreme self-obsession, grandiosity, and inability to connect with others result in dark and violent ends—the destruction of other human lives—even as, perversely, the speaker still seems to want others to understand him.
Where this theme appears in the poem:- Lines 2-3
- Line 8
- Lines 9-12
- Lines 15-16
- Lines 17-19
- Line 20
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The Failures of Education
The poem is titled “Education for Leisure,” and thus education is a theme in the work from the beginning. In the most literal sense, the protagonist is a teenager who has only recently left school or perhaps been expelled, and so scenes of teaching and learning are prominent in the poem. However, it becomes clear that this more conventional education has failed to leave a positive mark on the speaker: in fact, he seems to have learned all the wrong lessons. Moreover, as the poem continues the speaker embarks on a different, darker kind of education “for leisure,” in which the killing and maiming of animals teaches and accustoms him to performing even more violent actions.
Like other teenagers, the speaker has received an education: he recalls attending school and in fact seems to have a fairly clear memory of what he learned and read there. For instance, when the speaker kills a fly by squashing it against the window, he is able to make the leap to remembering a line from Shakespeare that he read in school, remarking that “We did that at school. Shakespeare.” The line the speaker is alluding to is from King Lear, when a character laments: “As flies to wanton boys are we to the gods; / They kill us for their sport.” The line in King Lear refers to the cruelty of fate, comparing humans to flies squashed by the gods. However, the speaker has taken a different lesson entirely from reading the play: rather than empathizing with the powerless, he places himself in the role of the cruel god who squashes flies.
Although the speaker read the same texts as everyone else in school and received the same education, the supposed power of literature to build empathy does not seem to have had much effect on him. His imperviousness to sympathetic feeling also seems to apply to his reading of religious texts such as the Bible. He paraphrases the words of God when, in Genesis, God creates the world—“I see that it is good.” However, the speaker echoes these words in the context of flushing a goldfish down the toilet. Once again, the speaker places himself in the role of an all-powerful and vengeful god, using his education in canonical Western literary texts (like Shakespeare and the Bible) to prop up his own delusional claims of grandiosity. The speaker even echoes a common inspirational phrase often taught to schoolchildren: "I could be anything at all." But clearly, the speaker has taken that seemingly positive belief to disastrous conclusions.
Even as his traditional education seems to have failed, the poem depicts the speaker engaging in another kind of education, in which his habit of killing and torturing animals prepares him to perform similarly violent acts against humans. The speaker abuses a range of animals throughout the poem, from smaller (the fly that he squashes against the window) to larger: the cat (which hides from him), the goldfish (which he flushes down the toilet), and the budgie, or bird (which he describes as “panicking”). He continues to torment animals until, in his words, “there is nothing left to kill.” It is only then that he goes out into the street with a knife, suggesting that his killing of animals has been an “education” in violence that prepares him for the next step: killing humans.
The poem’s title, “Education for Leisure,” thus points to both the failures of the speaker’s education in school—reading, for instance, doesn’t seem to have taught him much about empathy and care for others—and his choice to educate himself in an entirely different way. By killing animals, the speaker self-educates and prepares himself for a very dark form of “leisure,” or recreation: violent acts against other people.
Where this theme appears in the poem:- Line 5
- Lines 6-7
- Lines 9-10
- Line 11
- Lines 11-12
- Line 13
- Line 14
- Line 17
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The Banality of Evil
In 1963, the philosopher Hannah Arendt coined the phrase “the banality of evil” to describe the way that evil deeds can take place in the context of everyday life and normal activities. Arendt's point is that evil doesn’t always look extraordinary; it can also be “banal”—which is to say, dull or ordinary. Although written in a very different context (Arendt was writing about the dutiful German bureaucrats and order-obeying German soldiers who facilitated the Holocaust of World War II), Duffy’s “Education for Leisure” is similarly interested in the way that astonishing evil can develop and flourish within the rhythms of an ordinary life. The poem explores this tension between the banal and the extraordinary: the protagonist is a psychotic killer in the making, and yet he also in many ways lives the life of a normal teenager.
From the first word—“today”—the poem signals its situation within an ordinary life: today might be a day like any other. In short order, however, the poem subverts this expectation. “Today,” the speaker continues, “I am going to kill something.” The factual, colloquial manner of this pronouncement drives home the incongruity of the statement. The speaker describes his intention to “kill something” with the same matter-of-fact tone someone might use to announce an intention to, for instance, buy milk at the grocery store. This tension between the ordinary and extraordinary is made explicit when the speaker describes today as “an ordinary day, / a sort of grey with boredom stirring in the streets.” The speaker clearly dislikes the “ordinary”; he describes the world as “grey” and his personal boredom seems to pervade the outside world. The description of boredom as “stirring” makes this banal, ordinary emotion seem somewhat sinister, as if violence is brewing from the simple fact of the speaker being bored.
As it goes on, the poem registers the increasingly vast distance between the grand, extraordinary narrative the speaker is spinning in his head and the banal, ordinary surroundings in which he finds himself—even if this incongruity is lost on the speaker. For instance, when the speaker declares that “today I am going to change the world,” this an impossibly ambitious claim that is comically implausible given the bland suburban world he inhabits. Sometimes this incongruity even takes on a comic register. For instance, noticing that “the cat avoids me,” the speaker suggests that this is because “the cat knows I am a genius”—an obviously inflated self-assessment that is almost humorous in its narcissistic grandiosity, even as it links the speaker’s sense of his own “genius” with a capacity for malevolent violence.
At the end of the poem, even the speaker’s murderous rampage maintains elements of the banal. For example, when the speaker goes out into the street, he “get[s] our bread-knife.” One of the most ordinary and unremarkable objects in a kitchen is thus weaponized as an instrument of violence, a transformation that thematically echoes the shift from the banal to the incomprehensibly evil that pervades the entire poem.
Where this theme appears in the poem:- Line 1
- Lines 3-4
- Line 10
- Lines 11-12
- Lines 15-16
- Line 19
- Line 20
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Line-by-Line Explanation & Analysis of “Education For Leisure”
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Lines 1-3
Today I am ...
... to play God.The poem begins with the word “today,” which seems to suggest that today might be an ordinary day like any other—but the speaker announces that “Today I am going to kill something,” subverting the reader’s expectation of normalcy. This pronouncement is chillingly matter-of-fact, delivered in the colloquial tone of everyday speech. For example, the speaker uses a caesura after “something,” which he qualifies with “Anything.” In other words, the speaker uses the rhythms of the poem to make killing seem normal.
The speaker also seems to feel that he has been unjustly overlooked by society, and announces: “I have had enough of being ignored.” These first two lines, read together, suggest the speaker hopes that acts of violence will garner him the respect and attention that he feels he deserves. By declaring that “today I am going to play God,” he also suggests that he sees his violent tendencies as expressions of control over others. By wielding power over life and death, he hopes to get people to notice and respect him. In contrast to the first line, these second two lines are enjambed. Where the first line is staccato and choppy, the second two lines form one long, fluid sentence (“I have had enough of being ignored and today / I am going to play God”), giving the impression that the speaker has gotten carried away in his enthusiasm for what he calls “playing God.”
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Lines 3-4
It is an ...
... in the streets. -
Lines 5-7
I squash a ...
... in another language. -
Lines 8-10
I breathe out ...
... the chance. -
Lines 10-12
But today I ...
... has hidden itself. -
Lines 13-14
I pour the ...
... budgie is panicking. -
Lines 15-16
Once a fortnight, ...
... appreciate my autograph. -
Lines 17-19
There is nothing ...
... cuts me off. -
Lines 19-20
I get our ...
... touch your arm.
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“Education For Leisure” Symbols
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The Fly
The fly is the first animal that the speaker kills in the poem, by squashing it against the window. Although it is only a small insect, the speaker’s killing of the fly foreshadows his torture and killing of other, larger animals later in the poem. The fly is also symbolically important because its death makes the speaker think of a line from King Lear: “As flies to wanton boys are we to the gods; / They kill us for their sport.” However, the speaker doesn’t identify with the helpless fly killed for “sport,” or amusement; rather, he becomes the callous god who kills the fly for fun. In this sense, the speaker’s killing of the fly symbolically marks his increasing lack of empathy and appetite for killing. The related allusion to King Lear also symbolizes how the speaker's education has failed him; he paid attention in school, but he clearly took away all the wrong lessons.
Where this symbol appears in the poem:- Line 5: “I squash a fly against the window with my thumb.”
- Lines 6-7: “We did that at school. Shakespeare. It was in / another language and now the fly is in another language.”
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The Bread-Knife
When the speaker goes out on his murderous rampage at the end of the poem, he uses a bread knife stolen from the kitchen of his family house. The fact that he refers to it as "our bread-knife" suggests the presence of his family, although they are conspicuously absent from his life (perhaps suggesting a lack of parental care). This knife is thus a symbol of the home—it is a banal, ordinary object found in nearly every kitchen—but also of the speaker’s capacity for violence and destruction, because he turns it into a weapon. The use of such a commonplace object as a lethal weapon highlights the way that evil can turn up anywhere, at any time. In Duffy’s broader social commentary, the bread knife also symbolizes a pervasive social ill in 1980s Britain, a time when crimes committed with knives were on the rise.
Where this symbol appears in the poem:- Line 19: “I get our bread-knife and go out.”
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“Education For Leisure” Poetic Devices & Figurative Language
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End-Stopped Line
The poem makes heavy use of end-stopped lines, a formal feature that reflects the speaker's preference for short, direct statements without much adornment. For instance, he begins his narration in line 1 with one short sentence ("Today I am going to kill something.") followed by an even shorter one ("Anything.").
This pointed, forceful style continues as he describes his violent actions, as in lines 13-14:
I pour the goldfish down the bog. I pull the chain.
I see that it is good. The budgie is panicking.The end-stops here, especially in combination with the caesuras in the middle of each line, give the impression that the speaker is narrating his actions in a matter-of-fact way, without reflection, emotion, or justification. His descent into psychopathy is thus reflected in the formal characteristics of the poem, particularly its use of end-stops.
Although end-stops are prevalent throughout the poem, they increase in number and cluster in intensity as the poem reaches its conclusion. While the earlier stanzas feature some enjambment, the fifth and final stanza has three end-stopped lines in a row. The final progression of actions is narrated entirely in end-stops, again with caesuras as well:
He cuts me off. I get our bread-knife and go out.
The pavements glitter suddenly. I touch your arm.It is no coincidence that this is the climactic moment of the poem, in which the speaker seems to have graduated from killing animals to killing (or at least attacking) humans. As he becomes more violent and unpredictable, the language of the poem becomes correspondingly choppier. In this sense, the end-stop in the poem comes to reflect a world in which violence is inevitable, and in which the speaker takes irrevocable actions without consideration or empathy.
Where end-stopped line appears in the poem:- Line 1: “Anything.”
- Line 3: “day,”
- Line 4: “streets.”
- Line 5: “thumb.”
- Line 7: “language.”
- Line 8: “name.”
- Line 10: “world.”
- Line 12: “itself.”
- Line 13: “chain.”
- Line 14: “panicking.”
- Line 16: “autograph.”
- Line 18: “superstar.”
- Line 19: “out.”
- Line 20: “arm.”
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Enjambment
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Pathetic Fallacy
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Allusion
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Anthropomorphism
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Caesura
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Colloquialism
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Metaphor
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"Education For Leisure" Vocabulary
Select any word below to get its definition in the context of the poem. The words are listed in the order in which they appear in the poem.
- Shakespeare
- Bog
- Budgie
- Fortnight
- Signing on
- Pavements
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(Location in poem: Line 6: “Shakespeare”)
William Shakespeare (1564-1616) was an English playwright and poet. He is perhaps the most famous and frequently-taught English writer, so it is fitting that the speaker recalls reading one of his plays in school. The speaker alludes to a line from Shakespeare's King Lear, although he seems to have had trouble understanding the language of the 17th-century play and describes it as written "in another language."
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Form, Meter, & Rhyme Scheme of “Education For Leisure”
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Form
"Education for Leisure" is a dramatic monologue written in five quatrains (four-line stanzas), with a mix of enjambed and end-stopped lines.
The simplicity of the form, along with the prevalence of end-stops and period caesuras, lends the poem a colloquial, conversational tone. The poem thus gives the impression that the speaker is directly addressing the reader in the language of ordinary speech. This is fitting given that it is a dramatic monologue, in which the speaker narrates his experiences and inner thoughts in the first person. A second person is introduced in the final line—"I touch your arm"—to chilling effect, since the "you" makes the disturbing monologue of the preceding five stanzas feel suddenly personal and threatening to the reader.
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Meter
The poem is written in free verse. It thus has no regular meter, and is in fact somewhat choppy rather than melodic or flowing, reflecting the speaker's habit of using casual, direct speech. Frequent uses of end-stops and caesuras break up the lines of the poem into short sentences. For example, the caesuras in lines 6-7 make it difficult to maintain a consistent meter when reading the poem aloud:
We did that at school. Shakespeare. It was in
another language and now the fly is in another language.Other lines with this particularly choppy quality include 1, 10-11 ("the chance ... The cat"), and 15-16 (Once a fortnight ... autograph.").
However, the poem is not completely devoid of meter. There are some lines with iambic meter, in which the stressed syllable follows the unstressed syllable in a regular da-DUM pattern. Consider line 4, for example:
a sort of grey with boredom stirring in the streets.
Or line 13:
I pour the goldfish down the bog. I pull the chain.
In this sense, the poem is not as simple or artless as it might at first seem to be. The poem does have some meter, and when it shows up, it subtly indicates that there's an underlying logic, however twisted, to the speaker's plans. The lack of meter in the rest of the poem also serves an important function, which is to reinforce the speaker's casual habits of speech within the form of the poem itself.
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Rhyme Scheme
"Education for Leisure" has no consistent rhyme scheme; rather, it is written in free verse. The lack of a rhyme scheme furthers the impression that the poem is an act of free, direct speech addressed from the speaker to the reader. Indeed, the absence of rhymes or many of the other common features of poetic language makes it seem as if this is less a poem at all, and more a conversation or monologue. The poem's lack of rhymes is fitting for a speaker who generally (with a few exceptions) does not seem interested in poetic language and prefers short, simple statements, as in lines 1, 10-11 ("the chance ... The cat"), and 13-14 ("I pour ... panicking.").
However, the poet does highlight the speaker's direct and even simplistic speech patterns by occasionally using rime riche, a French term for "identical rhyme." Rime riche occurs when a poet deliberately repeats the same-sounding word (either a homonym or the same word). This occurs in the poem in lines 2-3:
I have had enough of being ignored and today
I am going to play God. It is an ordinary day,There's also some internal rhyme in those lines, with the word "play." These forms of rhyme aren't exactly sophisticated, but they are deliberate formal techniques that reflect the speaker's lack of poetic polish. In this sense, the poem's lack of rhyme is central to its themes and characterization of the protagonist.
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“Education For Leisure” Speaker
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Although the poem delves into the mind of its protagonist, a disturbed individual who ultimately brings a knife into the street and seems prepared to kill a passer-by, much remains mysterious about the speaker. Readers of the poem have generally assumed that the speaker is male, perhaps because the vast majority of crimes of the sort depicted in the poem are committed by men. This guide uses male pronouns to refer to the speaker for simplicity's sake, but the speaker's gender is never explicitly stated within the poem itself. Similarly, the speaker is usually assumed to be a teenager, given the references to school and the fact that he seems to live in a family home with pets and kitchenware (he refers to his weapon as "our bread-knife"), but he could be older.
Certainly the poem's title—"Education for Leisure"—seems to make education and adolescence central themes of the poem. However, the circumstances of the speaker's departure from school are unclear. He may have graduated, or he may have dropped out or been expelled. If the latter, then the poem's depiction of the speaker's aimlessness and descent into delusion and violence makes for a pointed social critique. It may be that Duffy is depicting the effects of expulsion and school truancy on a disturbed teenager who is forced to entertain himself (the "leisure" of the title) at home, without a job or economic prospects.
Despite his bleak circumstances—he does't go to school, lives two miles from the nearest town, and is receiving unemployment benefits—the speaker is characterized as possessing immense self-confidence and delusions of grandeur. He describes himself as a "genius" who is misunderstood and "ignored" by others. He seems to see acts of violence as a way of proving his worth and gaining the attention and interpersonal connection that he thinks he deserves. He is also engaged in a dark sort of education at home in which he tortures and kills animals, behaviors that the poem depicts as gateways to more serious acts of violence against humans.
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“Education For Leisure” Setting
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"Education for Leisure" is set in a deliberately nondescript environment: it feels as if the poem could take place almost anywhere, which is fitting given the poem's focus on social critique and social problems. Since the speaker's actions are not located anywhere specific, the reader gets the sense that evil can crop up anywhere, even places that are usually viewed as commonplace and uninteresting.
The world outside the protagonist's home is described as an "ordinary" landscape with dull, gray skies. The speaker clearly feels bored by his environment and desires more excitement and stimulation. He lives in a suburban or perhaps rural area two miles from a bigger town, where he goes to receive his unemployment benefits. He seems to live in a family home with pets, although the poem provides little contextual information about his family or the home itself. This dull, colorless world only comes alive in the final line, when the speaker goes outside with a knife and imagines that "the pavements glitter suddenly." Whether this is a genuine change in the weather or a result of the speaker's fevered imagination, the physical setting of the poem seems to mirror the speaker's inner life and moods.
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Literary and Historical Context of “Education For Leisure”
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Literary Context
Carol Ann Duffy is a Scottish poet who was Poet Laureate of the United Kingdom from 2009 to 2019. She is considered one of the foremost living poets in the UK, and is often mentioned alongside other famous British poets of the 20th and 21st centuries like Ted Hughes, Seamus Heaney, Simon Armitage, and Gillian Clarke. “Education for Leisure” appeared in Duffy’s first collection of poems, Standing Female Nude (1985). The poem's disturbing themes have attracted significant critical attention (and sometimes protest), but the poem is consistent with the provocative tenor of Duffy's work. Her poems often respond to topical issues and have a strong element of political and social critique. For instance, her first poem as poet laureate addressed a political scandal involving fraudulent expenses claimed by members of Parliament, and she has also written about climate change and the war in Afghanistan.
“Education for Leisure” was once a set text for the GCSE exams in the UK, which are standardized tests taken by British high school students. However, it was banned from school textbooks in 2008, after some claimed that it glamorized knife violence. The ban set off a debate about artistic freedom and depictions of violence in literature. Although some schools banned the poem, many teachers and writers spoke up in Duffy's defense, writing editorials that argued for the poem's value as an educational tool. Duffy herself responded to the ban and the critique of the poem by stating: "It's an anti-violence poem. It is a plea for education rather than violence." Her statement suggests that the lack of education depicted in the poem is a cautionary tale and a social critique, inviting readers to reflect on the importance of education in a just and peaceful society.
Historical Context
“Education for Leisure” was written in 1985, and the poem appears to be set around the same time. In mid-1980s Britain, Margaret Thatcher was Prime Minister and prosperity for some increased, even as the same period also saw a rise in economic inequality and social unrest. Carol Ann Duffy wrote "Education for Leisure" while teaching at a school in an underprivileged area of East London, and the poem responds to the social conditions she observed in schools there.
The poem dramatizes the experiences of a discontented young person who has clearly not been a beneficiary of the economic boom of the 1980s. The speaker lives two miles from the nearest town and receives unemployment benefits. It is implied that the teenager has left school early or been expelled. The title "Education for Leisure" might be seen as a commentary on school truancy and harsh disciplinary measures against troubled students, nodding to the ways in which lack of access to education isolates teenagers (especially those who may be dealing with mental health issues) and increases their propensity for violence and antisocial behavior. The failures of education—and the broader failure of society to care for its most vulnerable members—are thus central themes in "Education for Leisure" and in Duffy's critique of 1980s Britain.
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More “Education For Leisure” Resources
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External Resources
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More About the Poem — From the BBC, helpful analysis and context for Duffy's poem, including a performance of the poem and a list of writing prompt ideas.
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Additional Annotations — The text of the poem with helpful crowd-sourced annotations, from the lyric analysis encyclopedia Genius.
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Curriculum Controversy — Read an op-ed from an English teacher in response to the controversial ban of the poem from the school curriculum in 2008.
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The Ban of "Education for Leisure" — Read a summary of the original controversy around the banning of the poem in 2008.
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A Live Reading — Watch a clip of the poem performed by actor Russell Tovey.
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LitCharts on Other Poems by Carol Ann Duffy
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