Caleb Femi‘s poem ‘Thirteen‘ is a powerful and thought-provoking exploration of identity, racial profiling, and the enduring impact of childhood experiences. In this poem, Femi delves into the life of a young individual who faces an encounter with law enforcement. Through vivid imagery and poignant storytelling, he highlights the complexities of identity and the way society perceives young Black individuals. The poem’s structure, rhyme scheme, and meter work in harmony to convey the emotional depth of the narrative.

 Thirteen | Summary & Analysis

Caleb Femi’s ‘Thirteen’ is a striking poem that addresses themes of identity, profiling, and childhood experiences in a powerful and emotionally resonant manner. Its structure and form enhance the impact of the narrative, making it a compelling piece of contemporary poetry. The poem is structured as a series of compact stanzas, each containing a snapshot of a specific moment or encounter. This structure allows for a quick progression of events and emotions, creating a sense of immediacy in the narrative. The poem doesn’t adhere to a consistent rhyme scheme, which contributes to its conversational and narrative style. While some lines rhyme (e.g., ‘man’ and ‘thirteen’), others do not, allowing for a natural flow of storytelling.

The poem is written in free verse, meaning it lacks a strict pattern of rhyme or meter. This allows the poet to focus on the narrative and the emotional impact of the story, emphasizing the authenticity of the speaker’s voice. The poem doesn’t follow a regular metrical pattern. Instead, it uses natural speech rhythms and pauses to convey the emotions and experiences of the speaker. This lends the poem an immediacy and authenticity that aligns with its storytelling approach.

 Thirteen | Analysis, Lines 1-6

‘You will be four minutes from home

when you are cornered by an officer

who will tell you of a robbery, forty

minutes ago in the area. You fit

the description of a man? – You’ll laugh.

Thirteen, you’ll tell him: you’re thirteen.’

In these lines, Caleb Femi presents a troubling encounter between a young boy and a police officer. The boy is merely ‘four minutes from home’ when he is confronted by the officer, who accuses him of fitting the description of a robbery suspect from forty minutes ago.The question, ‘You fit the description of a man?’ reflects the officer’s bias and racial profiling, assuming that a Black teenager could be mistaken for an adult suspect. The boy’s response, ‘Thirteen, you’ll tell him: you’re thirteen,’ is both an assertion of his youth and a critique of the officer’s prejudiced assumption. This interaction highlights the impact of racial profiling on young Black individuals and the constant need for them to assert their innocence and age in the face of unwarranted suspicion. The poem captures the frustration and absurdity of such encounters, where innocence is challenged based on stereotypes.

These lines confront issues of racial bias, youth, and the unjust scrutiny that young Black individuals often face from law enforcement, shedding light on the complexities of identity and discrimination in society. The lines are concise and straightforward, creating a sense of immediacy and directness. The dialogue between the officer and the young person is emphasized, highlighting the tension and misunderstanding in the encounter. The young person’s response to the officer’s question, ‘You fit the description of a man?’ is ironic and poignant. Instead of defending himself, he responds with his age, ‘Thirteen,’ which contrasts sharply with the officer’s assumption that he’s an adult. The lines use dialogue to convey the interaction between the officer and the young person. The question and response format highlights the disconnect between the officer’s perception and the reality of the boy’s age.

 Thirteen | Analysis, Lines 7-13

‘You’ll be patted on the shoulder, then, by another fed

whose face takes you back to Gloucester Primary School,

a Wednesday assembly about being little stars.

This same officer had an horizon in the east

of his smile when he told your class that

you were all supernovas,

the biggest and brightest stars.’

In these lines, Caleb Femi introduces a surprising twist to the encounter. After being stopped by one officer, the young person is patted on the shoulder by another officer whose face triggers memories of their primary school days. The speaker vividly recalls a Wednesday assembly where they were told they were ‘little stars’ and ‘supernovas,’ the biggest and brightest stars. This juxtaposition is poignant and serves to highlight the contrast between the innocence and potential of childhood and the harsher realities of adulthood, where the same person who once celebrated their brightness now questions their innocence.

The officer’s smile, which used to symbolize hope and encouragement, now takes on a more complex meaning. These lines explore the idea that society’s perceptions and expectations can change dramatically as one grows older and how childhood innocence can be overshadowed by societal biases and judgments. It also reflects the impact of such encounters on an individual’s sense of self and identity. These lines capture the emotional complexity of the encounter and touch on themes of nostalgia, lost innocence, and the enduring impact of childhood memories in the face of adversity.

In these lines, the poem continues to explore the encounter between the young person and a police officer. It reveals an unexpected connection between the officer and the speaker, who recalls a positive memory from their primary school days. These lines touch on themes of innocence, nostalgia, and the contrast between childhood and the harsh realities of adulthood. The lines maintain a direct and personal tone, allowing the reader to connect with the speaker’s memories and emotions.

The use of vivid imagery helps convey the impact of the encounter. The mention of ‘Gloucester Primary School’ and the memory of a Wednesday assembly about ‘being little stars’ symbolizes the innocence and optimism of childhood. It contrasts with the current situation, where the young person is being questioned by an officer. The officer’s smile is described as having ‘an horizon in the east,’ which metaphorically suggests a bright and promising future. This contrasts with the darker reality of the present moment.

 Thirteen | Analysis, Lines 14-17

‘You will show the warmth of your teeth

praying he remembers the heat of your supernova;

he will see you powerless – plump.

You will watch the two men cast lots for your organs.’

In these lines, Caleb Femi paints a harrowing picture of a vulnerable individual trying to navigate a dangerous and life-threatening situation. The speaker attempts to use their charm and appeal to humanity by ‘showing the warmth of [their] teeth’ in the hope that the person they are addressing will remember their inner strength and value. However, despite their efforts, the person perceives the speaker as ‘powerless’ and ‘plump,’ suggesting a lack of empathy or disregard for the individual’s humanity.

The final line, ‘You will watch the two men cast lots for your organs,’ is chilling and suggests the commodification of the speaker’s body, possibly in the context of human trafficking or exploitation. These lines evoke a sense of powerlessness, desperation, and the dehumanizing nature of certain situations where individuals are reduced to mere objects for profit. The use of vivid and disturbing imagery serves to create a strong emotional impact and shed light on the harsh realities faced by vulnerable individuals in society.

These lines highlight the vulnerability of the speaker and the inhumanity of those who would exploit others for their own gain, addressing complex and troubling themes within society. The lines are structured with a sense of urgency and desperation, with the speaker trying to convey a message or plea in a dire circumstance. The use of vivid imagery creates a strong emotional impact.

The reference to the ‘heat of your supernova’ metaphorically represents the inner strength, brightness, or potential within the speaker. It contrasts with the sense of powerlessness conveyed in the subsequent lines. The imagery of ‘showing the warmth of your teeth’ suggests a forced smile or an attempt to appear friendly and cooperative despite the danger. It evokes a sense of powerlessness in the face of a threatening situation. The act of ‘watching the two men cast lots for your organs’ symbolizes a horrifying and dehumanizing situation where the speaker’s body and well-being are at stake, reduced to a commodity to be traded.

 Thirteen | Analysis, Lines 18-24

‘Don’t you remember me? you will ask.

You gave a talk at my primary school.

While fear condenses on your lips,

you will remember that Wednesday, after the assembly,

your teacher speaking more about supernovas:

how they are, in fact, dying stars

on the verge of becoming black holes.’

In these lines, the speaker confronts someone who had given a talk at their primary school in the past. The speaker’s question, ‘Don’t you remember me?’ suggests a desire for recognition and connection, possibly in the face of a difficult or troubling situation. The mention of the primary school talk and the subsequent discussion about supernovas in the assembly triggers memories of childhood wonder and curiosity. However, there’s an underlying sense of fear and apprehension that ‘condenses on [the person’s] lips.’ This fear could stem from the challenging circumstances or the disconnect between the innocence of childhood and the harsh realities of adulthood.

The metaphor of supernovas as ‘dying stars on the verge of becoming black holes’ carries symbolic weight. It represents the transition from a time of wonder and potential to a more complicated and challenging phase in life. It also implies that the speaker, like a dying star, maybe on the brink of a significant change or transformation.

These lines explore the intersection of memory, childhood innocence, and the complexities of adulthood. They convey a sense of longing for connection and recognition while acknowledging the weight of fear and change in the speaker’s life. The lines are structured as a dialogue or an inner monologue, with the speaker addressing the person who gave a talk at their school. The use of vivid imagery and descriptive language creates a sense of introspection and reflection. The speaker directly addresses the person they are speaking to, asking, ‘Don’t you remember me?’ This direct engagement adds a personal and confrontational dimension to the lines. The lines evoke a sense of fear and apprehension with phrases like ‘fear condenses on your lips.’ This imagery portrays the emotional state of both the speaker and the person being addressed. The mention of supernovas as ‘dying stars on the verge of becoming black holes’ serves as a metaphor that contrasts with the speaker’s childhood memory. It symbolizes the loss of innocence and wonder as one grows older.

Thirteen | About the Author 

Caleb Femi is a British-Nigerian poet and filmmaker known for his evocative and socially conscious works. He has been recognized for his contributions to contemporary poetry, particularly in addressing issues of race, identity, and youth experiences in the UK. Femi’s poetry often combines vivid storytelling with a keen awareness of social issues, making his work both accessible and thought-provoking.