Classic and Contemporary Poetry: Explained

Robert Wrigley’s "What My Father Believed" delves into generational and ideological conflict, using the speaker’s reflections on his father to explore themes of faith, disillusionment, and the complexities of national identity. The poem juxtaposes the father’s steadfast belief in the material and technological achievements of his time with the son’s youthful rebellion and the eventual evolution of his own perspective. Wrigley’s intricate weaving of personal and historical contexts reveals the emotional depths of familial relationships and the broader societal shifts that define them.

The poem begins by anchoring the father’s worldview in the ethos of the mid-20th century: "Man of his age, he believed in the things built by men." This line encapsulates the optimism and pride that characterized an era of technological triumphs, from rockets and bombs to the industrial marvels of dams and assembly lines. For the father, these creations were symbols of progress and human ingenuity, offering a sense of purpose and collective achievement. However, Wrigley does not shy away from the darker implications of this belief system, subtly critiquing the "mind-killing efficiency of assembly lines," which dehumanized workers in the pursuit of productivity.

The father’s disillusionment becomes a focal point, marking a pivotal shift in his understanding of the world and his place within it. This loss of faith is juxtaposed with the speaker’s own youthful defiance, exemplified by the provocative image of Malcolm X’s poster in his room. The choice of Malcolm X—a figure emblematic of resistance and empowerment—underscores the speaker’s challenge to his father’s ideals. The poster’s ambiguity, with lips poised around "freedom or fight or fuck," mirrors the tension between generational values and the inarticulate frustrations of both parties.

A turning point occurs during a heated argument about war, a subject that encapsulates the father’s struggles with duty, morality, and personal trauma. The father’s attempt to justify war as a necessary evil—"we should not expect to love war, but to know sometimes there was no way around it"—is met with the son’s dismissive laughter. This reaction underscores the speaker’s youthful certainty and inability to grasp the depth of his father’s internal conflict. The father’s subsequent muttered curse, a rare moment of emotional vulnerability, reveals the weight of his experiences and the pain he has long carried. The speaker’s retrospective acknowledgment of this moment, recognizing the "blade of pain" his father suffered, underscores the poem’s central theme of understanding and reconciliation.

The classroom setting in the latter half of the poem serves as a microcosm for broader societal debates about history and identity. The students’ questions about systemic injustices—racism, slavery, and the theft of Indigenous lands—reflect a contemporary consciousness that challenges the myths of national greatness. These inquiries leave the speaker feeling inadequate, unable to provide answers that satisfy the critical minds of his students. The shift in power dynamics, with the once-rebellious son now in the position of authority and yet unable to defend his father’s beliefs, underscores the cyclical nature of ideological conflict and the complexity of historical accountability.

Stylistically, Wrigley’s use of plainspoken yet evocative language mirrors the generational dichotomy at the heart of the poem. The father’s world is described with sturdy, utilitarian imagery—"rockets," "bombs," "dams," and "assembly lines"—reflecting his pragmatic and industrious outlook. In contrast, the son’s world is infused with a sense of emotional turbulence and ideological fervor, exemplified by the tension-filled argument and the visceral description of the father’s anguish. The poem’s structure, with its seamless transition from personal memory to contemporary reflection, reinforces the interconnectedness of past and present.

The concluding lines encapsulate the poem’s emotional core: "My father believed in the nation, I in my father." This admission reflects the speaker’s enduring respect and admiration for his father, despite their ideological differences. At the same time, the speaker’s acknowledgment of his students’ criticisms highlights the evolving nature of historical understanding and the challenges of reconciling personal loyalty with collective accountability. The father, as a man "of whom my students have not the slightest notion," becomes a symbol of a generation whose faith in the nation has been overshadowed by the harsh realities of history.

"What My Father Believed" is a poignant exploration of the tensions between personal and national identities, as well as the intergenerational struggles that define our understanding of history. Through its nuanced portrayal of a father-son relationship, the poem invites readers to grapple with the complexities of belief, loyalty, and the ever-changing landscape of moral and historical truth.

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