Top 10 Best Analytical Essays on the Short Story "I Go to School" by Thanh Tịnh

Life is a series of long, consecutive days, where we live and grow, facing countless challenges and storms to walk our path. However, life is not just about relentlessly moving forward and forgetting the old things, which still hold immense meaning.

Indeed, despite life's ups and downs, things deeply etched in the subconscious cannot fade away. Everyone has such simple things, and perhaps Thanh Tịnh is no exception. Could it be that after decades, even though life’s trials have left their marks, the memories of that first day at school remain vivid? They continue to stir in him emotions, leaving him with a lump in his throat and slow thoughts that harmonize with the beating of his heart.

Autumn is the season of school openings, bringing with it a sense of deep emotion that's hard to describe. Autumn often evokes a chill, a sense of solitude, and a vague sadness, and it is also a season of reflection and memories. Indeed, about 30 years ago, a boy held his mother's hand as she led him to school. Those sweet memories are unforgettable, and even now, as he has grown up, he still cannot forget them. Those feelings still carry him back to the past, making him feel the same excitement and nervousness as on that first day.

The short story “I Go to School” is narrated based on the writer’s memories of that school day. Even though 30 years have passed, the details of the story are still clear, following a chronological order, and the events described, though they occurred decades ago, feel as if they just happened recently.

The narrator maintains the flow of the story, with every detail presented clearly and meticulously: from the boy being led to school by his mother, admiring the vast school grounds, to the moment when the teacher calls his name and he enters the classroom. The story is not simply a recollection; the character places himself in the past, letting the memories drift as they stir his heart with nostalgia.

Human emotions can change, influenced by time and space. Indeed, every autumn, the artist opens his heart to reminisce, to relive the gentle years of childhood. “Every year, as autumn ends, the leaves fall heavily on the ground and the sky is filled with light, drifting clouds. My heart stirs with the sweet memories of the school opening day...”

“Every year” refers to a recurring period, a time when people inevitably reflect on their youthful innocence, causing them to feel a little melancholy. Life is exhausting with its constant cycle of remembering and forgetting. People tend to focus on new, unfamiliar things and forget the familiar and simple ones. But amidst the hustle and bustle, there is always one person, every autumn, who feels a flood of emotion, igniting the spark of the school days in their heart.

But the memories do not resurface by chance. They truly come alive when the author sees small, timid children, hiding behind their mother's hats on their first day to school. Then, a man who has lived for decades suddenly becomes that shy child, led by his mother along the familiar village path. The path, so well-known, now feels unfamiliar, each step feels strange, and the surroundings seem to change in an unusual way. The boy realizes that the feeling of strangeness comes from his own changing awareness, as today he is going to school.

The thoughts of a child are always curious and innocent. Simply putting on a new outfit makes the child feel grown-up, as if they carry some heavy responsibility. “I am going to school; today, I am grown up. I will no longer play like I did as a child, and I can't be mischievous with my friends like before.” Yet, when faced with the responsibility of carrying their own books, the child hesitates, and thinks, “Only the experienced can carry the pen and ruler.”

Everything in life happens without a set pattern, and only through personal experience do we realize its true value. For that boy, just a few days ago, he was playing with his friends, passing by the school and thinking it was just a clean and well-maintained building, far from anything significant. But today, as he wears his new clothes and prepares to become part of the school, he realizes how grand and solemn the school is.

The once unfamiliar school now seems “both beautiful and dignified, like the Hoà Ấp temple.” The people and the environment are all strange, and everything is new, causing the little boy to feel lost and scared, and he shyly hides behind his parents, just like any other child. It’s as if every new student wishes to be part of the school, wanting to know the teachers and their classmates, to avoid feeling shy in this strange new world.

The confusion and anxiety make the boy’s steps falter. He cannot find the courage to move forward, his heart pounds erratically, and his legs shake with every hesitant step. The pinnacle of this internal chaos is when the headmaster of Mỹ Lý School calls out each name. At that moment, it feels like his heart has stopped, burdened by the confusion.

The anxiety and fear weigh heavily on him, and he struggles with the idea of parting from his mother to enter the classroom. His feet refuse to move, the child still apprehensive about this new school life, feeling disoriented and lost among strangers. Eventually, the inevitable happens, and like everyone else, the boy must experience this to grow up. In the end, he steps into his first lesson.

He feels awkward and unfamiliar with everything, but his curiosity and excitement keep him going. He notices a strange scent in the classroom and sees the unusual decorations on the walls. Gradually, he adapts to his new environment, and before he knows it, the boy starts his first class, beginning a new journey.

“I Go to School” is a short story full of emotions and meaning. Surely, everyone has experienced that awkward and anxious first day of school. Time may cause people to forget many things, but the memories of the first day of school can never fade. These memories stay with us throughout our lives, and whenever we recall them, we feel nostalgic, realizing we too once had such moments.

“I Go to School” is one of Thanh Tịnh’s most beautiful short stories, capturing the pure, innocent emotions of the first day of school.

At the beginning of grade 7, studying the lesson "The School Gate Opens", we surely cannot forget the deep emotions of the mother on the first day of taking her child to school. That mother feels nostalgic as she relives her own first day of school: "Every year, at the end of autumn... My mother gently held my hand and led me along the long, narrow village road...".

The sentence, filled with childhood memories, resonates deeply with the mother and lingers in the hearts of students. Many wonder: Who wrote this, and in which work? Now, we turn to the first page of the 7th-grade literature book and find the origin and author of this sentence. How exciting! Even more intriguing is how, through the deeply autobiographical short story *I Go to School* by Thanh Tịnh, we are invited to revisit the gentle, innocent memories of the first school day.

Right at the start of the story, the author makes a striking comparison: "How could I forget the pure feelings that bloomed in my heart like fresh flowers smiling under the clear sky?" This sentence opens the door gently, guiding readers into a world filled with beautiful events, people, and emotions—innocent and unforgettable. At the center of this world is the young student on his first day at school, with a heart full of new, stirring thoughts and feelings that will stay with him forever.

As the character "I" – the young boy on his first day at school – walks with his mother, how does he perceive his surroundings? On that particular morning, filled with autumn mist and cold winds, the once familiar village road seems strange to him, as everything around him appears to have changed. Why? Because "my heart was undergoing a big change: today, I am going to school."

For a child who has only known play—chasing kites across the river, running through fields with friends—going to school is a momentous event, a significant change marking the transition of childhood. Hence, "I" feel a sense of solemnity and seriousness with my new clothes and books in hand. "I" even want to try out a pen and ruler, just like the other children. A naive thought crosses my mind: "Only someone skilled can handle a pen and ruler."

This fleeting thought drifts by, as light as a cloud floating over a mountain. Another fascinating comparison! The thought of a child, new to school, wanting to understand a new role in life, is imagined as "a cloud passing over a mountain," representing the gentle, innocent longing of a young soul striving to reach for something greater.

After walking the village road, the young student reaches the school yard. Upon seeing the school and hearing his name called, when he has to leave his mother's hand and enter the classroom, his emotions become unsettled. The author uses various images and details to express the boy's inner turmoil. First, he notices how "the school appears both charming and dignified... the yard is large, the building stands tall," towering "like the village's communal house."

Then, he feels how small he is and "becomes nervous for no reason." Later, he sees other students, teachers, and the crowd of people, feeling just as nervous and unsure as he does. "They are like young birds standing by the nest, looking at the wide sky and wanting to fly, but still hesitating and afraid." This third comparison is incredibly delicate. It not only captures the character's mood but also evokes memories of childhood, standing in the familiar schoolyard.

The school, like a cozy nest, and the students, innocent and full of hopes like birds, look at the vast sky, thinking about the endless horizons of knowledge. Therefore, when his name is called, the boy "suddenly starts and feels awkward." The author uses many verbs to express the character's emotions: hesitating, fearing, shrinking, feeling awkward, lagging behind, trembling.

Particularly, the word "awkward" is repeated four times: "Around me are those boys... awkward"; "Hearing my name called, I suddenly start and feel awkward"; "We are being looked at... we feel even more awkward,"... This word serves as a general expression, used by the author precisely to depict the various emotions, thoughts, and feelings—innocent and pure—that the boy experiences on his first school day.

It reminds the readers of their own beautiful childhood memories. It helps us understand the character's emotions and the author's exceptional storytelling talent. The pinnacle of awkwardness is when the children must part from their parents and stand in line to enter the classroom... "one boy hugs his face and cries," "I bury my head in my mother's arms and sob with him..." and... "amidst the new students, a few are sobbing, hesitating...".

How interesting! Just moments ago, on the way to school, these boys and girls eagerly tried to show they were grown up, proud to be noticed by others, yet now they cry. The crying is like a chain reaction, completely natural, innocent, and full of meaning. It reflects the sadness of leaving carefree play, the attachment to loved ones,...

It also signifies the fear of a challenging period ahead or perhaps a joyful determination to step into an exciting new world. The author vividly describes three types of crying: "hugging the face and crying," "sobbing," and "whimpering," once again capturing the emotional depth of Thanh Tịnh's prose, full of tenderness, lyricism, and a deep understanding of the human heart. In truth, it is not just a story being told—it is the author reliving his own childhood memories, expressing his own youth. These memories are pure and incredibly authentic.

In the final moments of the first day of school, the author's (and the character's) emotions are even more sincere and genuine. Sitting in the classroom, the young student experiences a mix of strange yet familiar feelings. He notices "a strange scent rising in the classroom," "every picture on the wall seems unfamiliar," but when he looks at the desk where he sits, "it somehow feels like it belongs to me," and when he glances at his friend beside him, "I no longer feel strange at all."

The closing passage of the story is brief yet filled with beautiful and meaningful imagery. A small bird chirps a few hesitant notes and flaps its wings, soaring high. My "eyes" longingly follow... Memories of bird traps in the rice field beckon... The sound of chalk and the teacher's writing reminds and draws us back...

Finally, "I raise my hand to the desk, diligently watching the teacher write and quietly sounding out the words..." Could this be the moment of transition for a young soul, bidding farewell to the carefree world of childhood play, and stepping into the more serious, challenging world of school with its many attractions?

Leading the way into this new world are mothers, parents, and teachers. My "mother" holds my hand, leading me from home to school. Other parents have prepared everything for their children, eagerly attending the opening ceremony.

Each person's heart seems to beat in sync with the hearts of their children. And the teachers, from the "headmaster" to the young teacher in charge of the fifth-grade class and the other teachers, greet and encourage the students to enter the school with kindness, patience, and warmth.

If we compare the children on their first day of school to little birds cautiously leaving the nest to fly into the vast, sunny sky, then the parents and teachers are like hands that lift them up, winds that guide them, and rays of sunshine lighting the way, so that the birds can soar confidently in the open sky.

Thanks to these steady hands, these gentle winds, and these rays of warmth filled with love and responsibility, the young student in the story quickly adapts to the magical world of school. And as readers, we, too, are delighted to revisit those innocent childhood memories on the first day of school.

Thus, studying the short story *I Go to School* at the beginning of the school year reminds us that: in each person's life, the pure memories of childhood, especially on the first day of school, are often unforgettable. Author Thanh Tịnh conveys this feeling with a passionate, sensitive soul, a poetic writing style, and a cohesive structure, with emotions, characters, events, details, images, and rhetorical techniques beautifully intertwined around the theme of the story.

"I Went to School" is a short story by the author Thanh Tinh, published in the collection "Quê Mẹ" in 1941. This story vividly captures the unique writing style of the author: rich in lyrical qualities, tender, gentle, pure, and full of poetic essence. The story powerfully conveys the nervousness and uncertainty felt by the narrator, a young boy who is brought by his mother to school for the first time on his first day of school.

The emotions begin with the present, as autumn leaves fall. It is a misty morning, with the chill of autumn and the breeze: the first day of school is unforgettable. The little boy, lovingly held by his mother, walks down the narrow village road. Though this road is familiar to him, it suddenly feels unfamiliar, as if the landscape has changed because the boy's own heart is undergoing a major transformation. At the age of seven or eight, the boy feels grown-up, no longer playing around or swimming across rivers and flying kites like Quý, nor running off to the fields to play like Sơn.

How could he forget that first day of school? The boy feels proud and grown-up in his long black nylon coat, holding two new notebooks in his hand. He notices other boys his age dressed neatly, cheerfully calling each other's names and sharing books. He holds only two notebooks, which, despite being tightly gripped, feel heavy, and one slips out of his hand and falls to the ground.

Seeing other boys with more books, some even holding pens and rulers, the boy innocently thinks that only experienced students can manage to carry pens and rulers. This thought of his, comparing the idea to a cloud drifting across a mountain top, is a beautiful and fresh metaphor that highlights his naïve and pure thoughts.

As he stands before the school, the boy becomes more nervous and uncertain. He is amazed at the crowded scene in front of the school yard, where everyone is dressed neatly, and their faces are cheerful and bright. He had once walked by the school with Minh, and although he had been around the classrooms before, the school felt strange, tall, and cleaner than the houses in his village. But today, on the first day of school, he finds his school, Mỹ Lí, both charming and dignified, like the village shrine at Hòa ấp. Standing in the wide school yard, the boy becomes anxious. Is it not true that nervousness and uncertainty are universal feelings for children on their first day of school?

Just like the other students, the boy stands nervously beside his family, much like a bird standing at the edge of its nest, longing to fly but hesitating and afraid. The metaphor is striking, symbolizing the boy's desire to learn, his dreams of flying to far-off horizons. Those horizons of dreams and hope appear vividly in the mind of a child on his first day of school.

The sound of the school drum, the drum at the opening ceremony, whether in any time or place, always creates a strange, thrilling excitement. The sound of the drum at Mỹ Lí School reverberates in the boy's heart. As the students line up to enter the classroom, the boy feels lost and out of place. It feels as though he is being pulled forward, unsure of himself, his body trembling with each step as the students bustle around him. When the headmaster calls the names of the students, the boy becomes even more awkward.

Many students cry, some sob quietly. As for the boy, despite his mother's gentle hand pushing him forward, he buries his head in her chest, crying uncontrollably. Will he ever forget the loving hand of his mother gently caressing his hair? Even though the boy is welcomed by a young, smiling teacher at the classroom door, he still feels lonely. It is the first time in his childhood that he feels so far from his mother.

The feeling of nervousness lingers as he sits in the classroom, the scent of something unfamiliar fills the air. He notices the strange decorations on the walls and begins to think that the seat next to him belongs to him, and the little friend sitting beside him doesn’t feel distant but naturally friendly. At times, he looks longingly at a bird outside... He places his hands on the desk, absentmindedly reading his lesson. The sound of the teacher’s chalk on the board brings him back to reality.

Through this recollection, Thanh Tinh beautifully portrays the memories and emotional developments of the narrator during his first day of school, unfolding in the order of time and space: first, the morning walk with his mother down the village road, then standing in the school yard, the sound of the drum, the headmaster calling the names, and finally, when the young teacher ushers the students into the classroom.

"I Went to School" is a piece full of poetry, the poetry of childhood memories on the first day of school. The poetry lies in the gentle, evocative tone of the writing, as well as the deep emotional connection to the memories of a time when we carried our books to school. This story is a wistful and nostalgic reflection of a time we cherish and love. Those memories are beautiful and profound, and every autumn, when the leaves fall and the sky is filled with soft clouds, the boy’s heart longs for the nostalgic memories of his first day of school.

We all have cherished memories of our innocent, pure school days. One of those unforgettable moments is the excitement of the first day of school. These emotions are vividly depicted by Thanh Tịnh in his remarkable work, "I Went to School".

In the opening lines of the story, the author makes an impressive comparison: “How could I forget the pure feelings that blossomed in my heart like fresh flowers smiling in the clear sky.” This sentence acts as a gentle gateway, drawing the reader into a world filled with beautiful, innocent, and unforgettable moments that are worth sharing and cherishing.

The flow of emotions is expressed in such a natural way. The author skillfully uses metaphors, combined with evocative imagery, to paint a picture of a poetic autumn landscape, with yellowing leaves and silver clouds drifting across a vast, deep blue sky. The image of timid children hiding behind their mother's hats on their first trip to school makes the author reflect on his own unforgettable first day of school.

The boy’s nervousness and the freshness of his feelings as his mother leads him down the road to school are delicately portrayed: “This road I had walked many times before, but today it seemed strange... everything around me felt different. I quickly realized the reason for this strange feeling: because my heart was undergoing a great change today... I was going to school.”

From this “great change,” the author transitions into describing the journey to school, mixing vivid imagery with emotions. The images are woven together in a chain-like progression through the boy's sensitive observations. “I saw some boys around my age exchanging books with each other.” They “carried many books, with pens and rulers as well,” and yet I felt burdened by just two new notebooks that seemed heavy in my hands.

I tightly gripped them, but one slipped out of my hand and fell to the ground. I picked it up carefully. In this passage, the author mirrors the boy’s perception of the world and his emotional responses. This is a wonderfully innocent and naive thought that can only appear in the mind of a child.

After walking down the village road, the boy arrives at the school yard. Upon seeing the school and hearing his name called, and then having to part from his mother to enter the classroom, the boy’s emotions are stirred. Before him lies an entirely new, strange world. He and his peers are like birds perched at the edge of their nests, gazing at the vast sky, eager to fly but still hesitant and afraid... longing to be like the older students who know their classes and teachers so they wouldn't feel so awkward in such an unfamiliar setting.

In this moment of uncertainty, the “headmaster” (the principal) appears. He calls each student's name and reminds them to study hard. He then “looked at us with kind and emotional eyes.” From outside the street and within the classroom, everyone watched, making the new students feel “even more nervous.” The peak of the boy’s emotional state occurs when the headmaster says: “Alright, everyone, come here and line up to enter the classroom.”

This was the moment when the boy felt, “In my childhood, I had never felt as far from my mother as I did then.” And because of this feeling, “One boy at the front started crying. I instinctively turned around and buried my head in my mother’s arms, crying along with him. I could hear a few quiet sobs coming from the other new students, uncertain and choked.” “They were like baby birds on the edge of the nest, looking at the vast sky and wanting to fly but still hesitating in fear.”

This third comparison by the author is incredibly subtle. It not only accurately captures the character’s emotions but also evokes in the reader memories of their own school days. If the new students are like birds just learning to leave the nest, flying into the vast, sunny sky, then teachers are the hands that support them, the gentle winds that guide them, the rays of sunlight that illuminate their way, helping them soar confidently into the sky. Thanks to these steady hands, cool winds, and warm rays filled with love and responsibility, the boy in the story soon embraced the magical world of school.

The short story "I Went to School" remains timeless because it is built upon pure, innocent emotions and the author’s delicate art of portraying the character's psychological state. Through his story, Thanh Tịnh conveys the wonderful feelings of the first day of school, which becomes a beautiful memory, leaving a deep impression on each of our lives.

The short story "I Went to School" by Thanh Tịnh, published in the collection "Quê mẹ" in 1941, is filled with nostalgia and rich poetic qualities. Through a journey of recollection, the author recounts the tender and deeply moving memories of childhood during his first day of school, when his mother accompanied him to the first grade at a Franco-Vietnamese school before 1945.

The story opens with two highly evocative sentences that create two distinct images: Every year, as autumn comes to a close, the leaves on the streets fall in abundance, and the sky is filled with pale clouds, my heart stirs with memories of the first day of school. How could I forget those innocent feelings, blooming in my heart like fresh flowers, smiling beneath the clear sky?

Each autumn, when the air turns cool and golden leaves fall, the pale clouds appear, and the soft, wistful memories of the first school day return to the author's mind, as well as to anyone who has ever carried books to school. Those pure emotions bloom in the heart like fresh flowers, smiling in the clear sky. The personification and simile in these images are striking and full of emotional power.

The sentence opens like a gentle door, leading the reader into a world full of events, people, and beautiful, innocent feelings that are unforgettable and meant to be shared and cherished. At the heart of this world is the young student on his first day at school, whose heart is filled with new, stirring emotions that will never fade.

That long-ago day is unforgettable. As the boy walks with his mother to school, he looks around, and his feelings are hard to describe. On that autumn morning, with its mist and chilly breeze, the narrow village path, which he was so familiar with, suddenly feels strange. Why? Because my heart is undergoing a significant change: today, I am going to school.

Going to school is truly a big event, a momentous change that marks a milestone in childhood. Especially for a child who, only yesterday, was playing and flying kites by the river, running around the fields with friends. Therefore, I feel a sense of dignity, standing tall in my new clothes, holding my books in my hands. I wanted to try my hand at using a pen and ruler like the others. This thought, innocent and naïve, arose in my mind, and I believed that only the skilled could use the pen and ruler.

This fleeting thought passed by, as light as a cloud drifting over a mountain peak. The comparison of the abstract (the thought) with the concrete (the cloud) does not detract from its charm and delicacy. It captures the gentle, innocent beauty and the yearning of a child’s spirit.

After reaching the schoolyard, the young student is overwhelmed by the unfamiliar sight of the school. He feels small and apprehensive, surrounded by a crowd of teachers, students, and adults. He notices that his new classmates are also shy, hesitant, just like him. They are like fledgling birds standing at the edge of their nests, looking at the wide sky, yearning to fly but too hesitant to take the leap. Another delightful simile!

This simile not only accurately depicts the character's emotions but also evokes for the reader the image of childhood, standing in the beloved school, feeling small and innocent like a bird, filled with hopes and anxieties while gazing at the vast sky, thinking of the boundless horizons of knowledge ahead.

When his name is called, the boy is suddenly startled and feels awkward. The author uses a series of verbs to describe his emotional state: hesitant, scared, shy, awkward, slow, trembling… The repetition of the word "awkward" four times: The boys around him were... awkward. When my name was called, I was startled and awkward. We were stared at... and became even more awkward.

The repetition of words expresses the character's emotions, capturing the natural, innocent, and pure feelings of the boy on his first day of school. It evokes the readers' own childhood memories. It helps us understand the character’s inner turmoil and the storytelling prowess of the author.

The climax of his awkwardness comes when the students, separating from their families, stand in line to enter the classroom. One boy buries his face in his hands and cries, and I, without thinking, bury my head in my mother’s arms and sob along. In the crowd of new students, there were a few quiet sobs as well. It's so funny, yet endearing! Just a moment ago, I felt proud to be the center of attention, but now I was crying.

The crying is like a chain reaction—natural, innocent, and full of emotions. It is a longing for the carefree days of play, a sadness for parting from loved ones... It is also a mixture of fear and excitement before stepping into a new world full of challenges. The different degrees of crying—covering one’s face, sobbing, and crying quietly—are expressed beautifully in Thanh Tịnh’s prose, full of emotion and insight into the human heart. Perhaps Thanh Tịnh is reliving his own memories, expressing his own childhood, which makes these words so moving for the reader.

Sitting in the classroom, these final moments of the first school day feel even more pure and real. A strange, yet familiar feeling emerges—something new and something old, intertwined. I smell a new scent in the classroom. Everything around me seems unfamiliar, the posters on the wall seem strange. I see my classmates sitting at their desks, and yet they do not feel like strangers to me. They feel like friends already.

The story ends succinctly but is filled with beautiful, meaningful images. A little bird sings timidly, flapping its wings to soar higher. My eyes long to follow its flight... The memory of the birds in the rice field calls to me. The teacher’s voice brings me back to the present as I sit, hands on the desk, focused on the lesson. This is the first lesson of my childhood school days, a memory that will forever shine brightly in my heart.

"I Went to School" is a nostalgic recollection of the first day of school in childhood, poetic and moving. Perhaps it is not the writer who is narrating, but the memories of his own childhood coming to life, a bittersweet feeling, full of longing for the first day of school. This is why, even after more than 60 years, the story still endures and will continue to live on.

During every student's life, there's probably a moment when a parent holds their hand and takes them to school, feeling nervous and anxious. That memory stays with us forever. Every year, when school season arrives, that memory is reignited in each of us. But to have those beautiful, touching memories captured in writing, it seems only Thanh Tịnh could do so with his short story 'I Went to School.'

In four pages, Thanh Tịnh recalls his own memory of a fall morning, walking from home to the village school on his first day, in such a gentle way, filled with adorable details of a child going to school for the first time with their mother.

First, Thanh Tịnh provides a reason, which can be seen as the motivation behind writing this short story. In his narrative, the setting includes the time 'every year at the end of autumn,' the surroundings 'where leaves fall on the road and the sky has pale clouds,' and people, 'young children shyly hiding under their mothers' hats, going to school for the first time.'

The vivid images described in a poetic style stirred the author’s emotions, making him 'excitedly recall the tender memories,' and he felt his emotions 'lively and bubbling up' for the first school day. The memories appeared like a slow-motion film, in sequence, starting from 'That morning, a morning full of autumn mist and cold wind…'

That was a turning point in childhood and the writer’s life (and perhaps for everyone) that’s hard to forget. As for the emotional changes, from the village road to the classroom, Thanh Tịnh has captured everything through the art of narrative writing. The rural scene, on a narrow and familiar path, is described as: 'I had walked this path many times, but today it felt strangely different. Everything around me had changed because my heart was experiencing a great change: today, I was going to school.'

Every glance had changed, and the emotions were constantly evolving, all conveyed through the short, clear sentence: 'Today, I am going to school.' It was the same village river, but now 'I' couldn’t 'wade across the river to fly kites like Quý.' It was the same village field, but 'I' couldn’t play there like Sơn. The act of 'going to school' had changed 'me.' From a child who loved wading across the river, flying kites, playing in the fields, and trapping birds, this morning 'In my long black raincoat, I felt dignified and grown-up.'

The changes in appearance and behavior reflect a 'great change,' don’t they?! The beauty of the author is in how he highlights the emotions of the reader. Even though the circumstances, places, and times may differ from the character’s experience, millions of readers still find themselves in these words.

From this 'great change,' the author shifts to describing the journey to school with a mix of imagery and emotions. The images are described in a chain-like fashion with keen observations. 'I saw several children my age… passing their books to each other to look at.' They 'carried books and pencils, yet didn’t seem troubled, while I, holding just two new notebooks, already felt the weight.'

I clenched my hands tightly, but one notebook still slipped out and nearly fell. I quickly picked it up and held it carefully. In this passage, the author observes the actions and feelings of others and then reflects them in his own experience. Seeing their books made him want to hold a pencil too. When his mother offered to carry it for him, he thought: 'Only an expert could carry pencils.' This 'naive and innocent' thought is a charming reflection of childhood.

As time passed and they walked further, 'I' and my mother arrived at the school. The first thing 'I' saw was 'a crowd of people in front of the school yard.' Then 'I' recalled that just a few days ago, while setting bird traps with a friend, 'I' had observed the school closely, and my only impression was that 'the school looked taller and cleaner than the other houses in the village.' That was the correct observation.

Back then, in central villages, most houses were made of thatch and clay, and occasionally there were one or two small tiled houses. Only the temple and school had a higher, cleaner appearance compared to the other homes. But now it felt different. 'The Mĩ Lí school seemed not only cute but also solemn, like the Hòa Ắp village temple. The large, quiet yard made it stand out on a hot summer afternoon.'

I felt anxious for no reason. Why was this so? It was the same school! This was the perspective of childhood, viewing the same place at two different moments. In 'those days,' 'I' had visited Mĩ Lí school during quiet summer days when flying kites and trapping birds were the usual activities, so it appeared only cleaner and taller than other houses. But now it felt different.

The biggest difference was in the boy. He was about to become a student. He had started changing from the family environment to the school environment, from the freedom of running around under the house and the village fields to the classroom of this school where he would learn to read, write, and calculate. To 'know three characters, just like they wanted him to.' The second difference was the crowd in front of the school.

And 'like me, many new students stood hesitantly beside their relatives, only daring to glance around or take small steps. They were like baby birds standing near their nest, looking at the wide sky, wanting to fly, but still hesitant.' The author compares childhood in that moment 'like a baby bird,' always uncertain before the unknown. The school environment affected the children’s psychology. It was a place where one must follow the rules, 'first learn manners, then learn literature.' Even adults followed these rules, let alone children.

The author remembers and describes the scene with such delicacy, especially the feelings of 'unfounded anxiety' experienced by the 'new students,' including 'me.' This anxiety, this hesitation, grew as 'I heard the sound of a drumbeat echoing through my heart, as old students lined up and entered the classroom,' making 'me' feel 'isolated.' All the new students, like 'me,' felt passive. This passage is perhaps the best depiction of both the scene and the psychology in the entire story.

The psychology is 'anxiety and hesitation,' the actions are 'pulling my legs together and stretching them out,' 'my whole body trembling to the rhythm of footsteps in the classroom.' In this state, 'the principal' appeared. He called each student's name and reminded them to study hard. Then, 'he looked at us kindly and emotionally.' From outside, from inside the classroom, everyone looked at us, making the new students 'even more embarrassed.'

The peak of emotion came when the principal said: '-Alright, children, line up here to enter the class.' At that moment, 'in my childhood, I had never felt as far from my mother as I did now.' And because of this feeling, 'a boy at the front of the line cried, and I instinctively turned around and buried my head in my mother’s arms, crying with him. I could hear a few sniffles from the other new students.'

However, the anxiety and embarrassment gradually faded, thanks to the support of loved ones, the kind principal, and the 'young teacher, smiling, waiting for us at the classroom door.' Thanks to the comfort from my mother, the principal, and the young teacher, 'I' moved from nervousness and hesitation to curiosity and warmth as I sat in the classroom.

Everything felt new and fascinating, from the scent to the pictures. From the feeling of 'this seat is mine' to watching a new classmate, 'a friend I had never met before, yet I felt no sense of distance.' In less than a morning, 'I' had completely changed due to the change in environment. School created a friendly and pure atmosphere.

More than 70 years after 'I Went to School' was first published, reading the story still moves everyone. In addition to the delicate, poetic language and the seamless combination of description and emotions, the story’s strength lies in its ability to recall, select, and arrange details of 'I' as a new student, creating a short, narrative, and lyrical story.

Everyone finds traces of their first school day in the story, especially the image of 'I, arms crossed on the desk, diligently watching the teacher write and mumbling the alphabet' that remains at the end of the page.

Strongly etched in the memories of school days are likely to be the most beautiful moments of one's life. It is a time when we can truly be ourselves, a time of innocence and carefree joy, still shining through a child's face. And it undoubtedly holds the entire sky of memories of our very first day at school. That unforgettable moment is powerfully depicted by the author Thanh Tịnh in his short story "I Went to School".

Thanh Tịnh, born Trần Văn Ninh (1911-1988) in Huế, had a natural talent for literature, which led him to begin writing as early as 1933. He created works in many genres, but his most successful achievements came through short stories and poetry. His short stories are filled with tender emotions, sweetness, and a gentle sorrow, often written in a soft, intimate tone that resonates deeply with readers. Thanh Tịnh’s writings are known for leaving a lingering sense of wistfulness in the hearts of those who read them.

Among them, the short story "I Went to School," published in the 1941 collection Quê mẹ, stands out as a poignant reflection on the memories of a school’s first day, thirty years ago. The story is structured chronologically, with the character’s emotions unfolding in parallel with the events of that first school day.

From the scene where the boy is lovingly escorted by his mother along the path to school, to the moment where he gazes in fascination at the school, from the anxious anticipation as the teacher calls his name, to the anxiety of having to leave his mother's comforting embrace to find his place in the new classroom during the first lesson.

Using a deeply emotional writing style combined with a skillful mix of self-reflection, description, and expression of feelings, the author has created a rich lyrical quality in the essay. At the beginning of the short story, Thanh Tịnh describes the natural scenery, which triggers a stream of nostalgic memories. The autumn season, often associated with beauty and sadness, stirs the author’s recollection of long-past days: "Each year, as autumn ends, the leaves fall on the road, and the sky fills with silver clouds, I am once again filled with the fluttering memories of that first day of school..."

The emotional progression is presented naturally, yet with great poetic beauty. The author’s use of comparisons, alongside vivid and evocative imagery, paints a picture of the natural world in autumn, with its fading yellow leaves and drifting silver clouds, capturing the romantic and dreamy essence of the changing sky.

The image of the timid children hiding beneath their mothers' hats on their first trip to school brings the author back to his own unforgettable first day of school. Despite the passage of decades, the author – once a boy – still remembers clearly: that morning, a chilly autumn morning with mist and cold wind. His mother tenderly held his hand, leading him down the narrow, familiar village road. The boy’s nervous excitement and his sense of novelty as his mother guided him to school are depicted with great subtlety.

Though he had walked this road many times, on this day, everything seemed different. The boy quickly realized the source of this unfamiliar feeling: it was his own inner change. Today, he was going to school. Going to school was a significant milestone in life, signifying that he was no longer a carefree child. No more running through the fields like his friends Quý and Sơn.

The innocent and earnest thoughts of the young student on his first day of school are both charming and endearing. He not only notices the changes in the world around him but also the significant transformation within himself. The passage describing the boy’s thoughts and actions on his way to school is realistic and touching: "In my long black raincoat, I felt dignified and serious."

Along the way, he notices other boys his age, neatly dressed, excitedly calling each other’s names or exchanging books, and he feels a desire to be like them. The two new notebooks in his hands felt heavy. He tightly clenched his hands, but one of the notebooks slipped out, tilting toward the ground. He quickly adjusted it, gripping it carefully. The other boys, loaded with books and pens, didn’t seem to have trouble at all.

On his first day of school, dressed in new clothes, the boy felt grown-up, and everything around him seemed to change. This shift in perception made his actions appear awkward and uncertain. Though the boy didn’t think of going to school as a terrifying experience, he knew that from then on, he couldn’t run freely anymore. Watching the older students frolicking, he tried to hold back even more.

Though the two notebooks seemed insignificant, he felt their weight, while others carrying more books didn’t seem to struggle. Wanting to appear grown-up, he asked his mother to let him carry the pens and ruler. When his mother insisted on carrying them, the boy, with childlike logic, thought that perhaps only those who were skilled could carry them. Reflecting on his thoughts at the time, the author fondly remarks: "That thought passed through my mind like a soft cloud drifting across the mountain peak."

This simile is both pure and beautiful, perfectly capturing the psychology of a child. The boy was overwhelmed by the sight of the schoolyard, packed with people, everyone dressed neatly and smiling. He remembered his previous indifference to the school when he passed by the village of Hòa An with Minh, setting bird traps. At that time, the school seemed distant, foreign: "A few days before, while passing by Hòa An village, setting bird traps with Minh, I stopped at the school for a moment, and at that time, the school felt like a stranger to me..."

But now, as he was about to become a student, the school seemed different – beautiful and imposing, and he felt small in comparison. He became anxious and confused. Before him lay an entirely new world, with classmates who, like young birds perched at the edge of their nests, were eager yet hesitant to soar. His young mind couldn’t imagine what would happen in this beautiful school, and his heart beat faster as he longed to understand his teachers and classmates on this first day: "After a long drumbeat echoed in my heart..."

The passage’s vivid imagery brings the first day of school to life. The moment of waiting for his name to be called was full of anxiety: "As the teacher called each name, I felt as though my heart stopped. I forgot that my mother was standing behind me..." The boy was fearful of leaving his mother’s embrace, but the moment soon came. As he settled into the classroom for his first lesson, he found the surroundings both unfamiliar and yet strangely comforting: "A strange smell filled the classroom."

Everything around him seemed new and interesting. The boy sat down, determined and focused, ready to begin his first lesson: "I placed my hands on the desk and attentively watched the teacher write, quietly mouthing the words." Thus, the short story "I Went to School" leaves us with a sense of nostalgia and longing for that unforgettable first day of school, a memory that will never fade from the heart.

The short story 'I Went to School' is a deeply lyrical piece by the author Thanh Tịnh. Unlike stories that delve into intense social conflicts, this tale explores the various emotional states of the narrator on their first day at school. Though light in tone, the story leaves a profound and lasting impact on the reader.

The story begins with a poetic atmosphere, set against the backdrop of the school bell ringing and the annual return to school: 'Every year, as late autumn approaches, the leaves fall along the streets and the clouds drift overhead, I feel a stir of memories of that first day back at school.'

From the present day, the narrator eagerly recalls the past, especially the first day at school. The shift in their emotions and understanding unfolds step by step, reflecting how children think and feel, yet still moving the adults who read it as they recall their own first day at school.

The first change occurs as the narrator notices the school path: 'I have walked this road countless times, but today it feels different. The surroundings have changed because my heart is changing—today, I am going to school.' The narrator realizes they have grown and matured, as even their daily activities like flying kites and playing in the fields with friends have come to an end. In their youthful mind, they recognize that they are now stepping into a new chapter of life, having outgrown their childhood.

Dressed in the black canvas outfit carefully prepared by their mother, the narrator feels more dignified and grown-up. The author subtly uses the words 'dignified' and 'grown-up' to express the narrator's emotional maturity. This transformation is further depicted in a tender moment when the narrator feels the weight of their two notebooks and requests, 'Mother, can you give me the pencil and ruler to carry?' with the innocent thought, 'Only adults can carry a pencil and ruler.' This naïve thought is both endearing and worth cherishing.

Arriving at school, the narrator experiences a whirlwind of emotions, revealing a sensitive and perceptive soul. The school yard is crowded with neatly dressed children, their faces bright and cheerful, which causes the narrator to feel uneasy. This is a universal feeling on the first day of school—loneliness and uncertainty, wanting to fit in but also feeling afraid. But it’s not just the narrator who feels this way; the other children, like little birds, also huddle close to their parents.

Standing in the school yard, the sense of 'loneliness' intensifies. When the principal calls out the narrator’s name, they freeze in panic, their heart seeming to stop. The most touching moment comes when the narrator, overwhelmed by the thought of leaving their mother, unexpectedly bursts into tears. They are stepping into a new world, leaving behind the familiar, protective presence of their mother.

Entering the classroom is a mix of familiarity and strangeness, an astonished but confident feeling. The narrator smells a strange scent in the room, and everything feels unfamiliar, yet they instinctively claim their seat. Even the new classmates don't seem strange anymore. The narrator captures the full spectrum of emotions on that first school day with remarkable authenticity. In an entirely natural way, we all seem to relive that first day of school atmosphere through their words.

The work not only reflects the emotions of children on their first school day but also highlights the role of parents and teachers in emphasizing the importance of education for the younger generation. Parents carefully prepare their children for school: clothing, books, and supplies; helping them carry their items; attending the opening ceremony.

The teachers are gentle, kind, and patient, especially with the new students. The principal speaks calmly and reassuringly, encouraging the children: 'Don’t cry. You’ll be going home later this afternoon.' This shows that the principal understands the psychology of children attending school for the first time, helping them feel less anxious. The young teacher is cheerful, full of affection, always smiling and kind to the students.

The story creates a truly special narrative situation—the first day of school, filled with a range of emotions, marking a pivotal moment in everyone’s life. The structure of the story is fitting, unfolding through memories. The narrative skillfully blends storytelling, description, and emotional expression to fully and sensibly convey the narrator's feelings. The language is gentle, deep, and poetic, crafted with great subtlety.

With its naturally flowing, gentle, and poetic narrative, the story brings to life the emotions of that first school day. The first day of school will always be a memorable and lasting experience for everyone. It also underscores the crucial role of education for the future generation.

Thanh Tịnh's real name was Trần Văn Ninh. He was born on December 11, 1911, and passed away on July 17, 1988, in the village of Gia Lạc, near the Perfume River. He completed his primary and secondary education in Huế. With a natural gift for literature, he began his writing career in 1933.

Though he wrote in various genres, his most notable successes were in short stories and poetry. His short stories often resonate with a gentle, serene feeling, blending sadness and sweetness in a way that remains unforgettable. His soft-spoken narrative voice conveys a deep, lasting impact.

One of his remarkable works is the short story "I Went to School," published in the collection "Quê Mẹ" in 1941. It is a deeply emotional reminiscence about the author's school days, especially his first day of school thirty years earlier. In every person's memories, the joys and sorrows of their student years tend to last the longest, particularly the impression of their first day of school. Thanh Tịnh recalls that day with a heart full of nostalgia, his soul still trembling with the same emotions as when he was a child. Using a pen full of poetic qualities, the author evokes an indescribable sense of longing in the reader's heart.

The narrative structure of the essay follows a chronological order. The main character's emotions evolve alongside the key events of his first day at school, from being gently led by his mother down the path to school, to watching the school with fascination, to anxiously waiting for the teacher to call his name, and feeling reluctant to leave his mother's hand to join his classmates in the classroom.

The seamless blend of narrative, description, and emotional expression creates a poetic quality in the essay. The author begins by describing the natural scenery, which serves as a trigger for the flashback. The autumn season, often beautiful and melancholic, triggers memories of the distant past:

Every year, as late autumn arrives, the leaves fall, and the sky is filled with pale clouds. My heart stirs with memories of my first day of school. How could I forget those pure feelings, blooming in my heart like fresh flowers smiling under a clear sky.

The emotional flow is expressed very naturally. Thanh Tịnh skillfully employs the art of comparison and uses vivid, evocative imagery to paint a picture of the dreamy autumn landscape, with its fading yellow leaves and pale clouds floating across the vast blue sky. The image of young children, shyly hiding under their mothers' hats on their way to school, evokes the author's unforgettable memories of his own first day of school.

Decades later, Thanh Tịnh, as that same child, recalls: "That morning, a morning full of autumn mist and cold winds. My mother lovingly held my hand and led me down the long, narrow village road. Although I had walked this road many times before, this time it felt strangely unfamiliar... The surrounding scenery had changed. I realized the reason: because I was about to go to school today."

Going to school is a significant milestone in life. It means that the child has grown up and will no longer play by the river or roam the fields with his friends. The innocent and serious thoughts of the young student on his first day of school are both naïve and adorable!

The child notices not only the changes in the scenery but also the profound transformation within himself. The passage that describes his psychological state and actions on his way to school is deeply moving and realistic: "In my long black cloth coat, I felt dignified and grown-up."

Along the way, he encounters other boys about his age, well-dressed and chatting happily while sharing books. He feels a pang of envy. His two new notebooks already feel heavy in his hands. He tightly grips them, but one of the notebooks slips and nearly falls to the ground. He quickly picks it up and holds it carefully. The other boys carry even more books, including pens and rulers, but they don't seem to struggle.

On his first day of school, dressed in his new clothes, he feels grown-up, and everything around him should change. This thought makes his actions appear awkward and clumsy.

For him, going to school feels like a serious and momentous event. He believes that from now on, he won't be able to run freely as he did before. Watching the older students laughing and playing, he tries to suppress his own desire to join them. The two notebooks he carries, though seemingly light, now feel heavy, and he clutches them tightly. Meanwhile, his classmates carry more books, including pens and rulers, but they do not seem to struggle at all.

Not wanting to fall behind, he asks his mother if he can carry a pen and ruler too. His mother suggests she carry them, but the boy, with his innocent thought, believes only those who are skilled can carry them. Reflecting on his mindset at that time, the author amusingly notes: "That thought flitted through my mind like a soft cloud drifting over the mountain." The comparison is both beautiful and fitting for the child's psychology.

The boy is overwhelmed as he sees the crowded schoolyard. All the children are neatly dressed, their faces bright and cheerful. He remembers his earlier indifference to the school. A few days earlier, while walking with his friend Minh, he had passed by the school and looked through the windows at the maps on the walls. At that time, the school seemed like a distant, unfamiliar place to him. He thought it was just a building that was cleaner and taller than the other houses in the village.

Now, standing on the threshold of becoming a student, the school appears different to him – small but majestic, and he feels tiny in comparison. This thought makes him anxious. The school seems like a vast, unfamiliar world. He and his peers are like birds standing at the edge of their nests, longing to fly but hesitant, afraid...

At this moment, after the bell rings, older students step forward to line up under the eaves and walk into the classroom. The boy feels utterly lost. But when he looks around, he realizes that his classmates are just as awkward and hesitant as he is. They do not walk; they are almost dragged forward by the force of circumstance.

At this point, the boy and his classmates are in the same boat. Their legs are shaky, and they struggle with every step. It is a fitting metaphor for the nervousness of young students in their first day of school.

The descriptions in the passage are vivid and precise. The first day of school is a test of courage for the young students, who are filled with excitement, apprehension, and anticipation:

The school principal calls the children up to stand before the third-grade classroom. The school is small, and there is no separate office for the principal. As the principal calls each name, the boy's heart skips a beat. He forgets about his mother standing behind him. When his name is called, he is startled and flustered.

The boy is frightened as he is about to leave his mother's comforting hand. Among the children, the sound of crying fills the air, and he instinctively turns to his mother and buries his head in her lap, sobbing along with them. He is overwhelmed, as he has never been so far from his mother before.

Once seated in the classroom, ready for his first lesson, the boy feels both foreign and familiar with the surroundings. He notices everything with a new perspective:

A strange scent fills the room. Every picture on the walls seems new and intriguing. He examines his desk carefully, thinking of it as his personal possession. He looks at the tiny boy sitting next to him, a boy he has never met before, but somehow, he feels a natural bond with him. This spontaneous affection is so strong that he almost cannot believe it is real.

Surprised and full of newfound confidence, the boy prepares for his first lesson. He gazes longingly at the birds flying overhead, a memory of his days chasing birds across the fields or by the river. But the sound of the teacher's chalk scratching on the blackboard brings him back to the present.

With both hands on the desk, he focuses intently on the teacher's writing, muttering the letters of the alphabet. The story of "I Went to School" lives on because it captures the pure, innocent emotions of that first school day and Thanh Tịnh's subtle depiction of the child's psychological journey.

Through his story, Thanh Tịnh shares with us the miraculous feeling of the first day of school, a memory that becomes a cherished milestone, leaving a deep impression on everyone who experiences it. This is why the story has touched the hearts of readers for over half a century.