Day: April 2, 2024

Introduction: “Live Your Life” by Chief Tecumseh

“Live Your Life” by Chief Tecumseh was likely never published in a traditional sense during his lifetime. The poem is attributed to the Shawnee leader and is thought to be based on his speeches and philosophy. There are no specific collections associated with this poem during Chief Tecumseh’s era. However, it has been widely shared in various anthologies, websites, and inspirational literature. The poem’s qualities include powerful imagery, an emphasis on courage and resilience, and a profound respect for nature and the interconnectedness of life.

Text: “Live Your Life” by Chief Tecumseh

So live your life that the fear of death can never enter your heart.
Trouble no one about their religion; respect others in their view, and demand that they respect yours. Love your life, perfect your life, beautify all things in your life. 

Seek to make your life long and its purpose in the service of your people.
Prepare a noble death song for the day when you go over the great divide.
Always give a word or a sign of salute when meeting or passing a friend, even a stranger, when in a lonely place. Show respect to all people and grovel to none.

When you arise in the morning give thanks for the food and for the joy of living.
If you see no reason for giving thanks, the fault lies only in yourself.
Abuse no one and no thing, for abuse turns the wise ones to fools and robs the spirit of its vision.

When it comes your time to die, be not like those whose hearts are filled with the fear of death, so that when their time comes they weep and pray for a little more time to live their lives over again in a different way. Sing your death song and die like a hero going home.

Annotations: “Live Your Life” by Chief Tecumseh

Literary And Poetic Devices: “Live Your Life” by Chief Tecumseh

Themes: “Live Your Life” by Chief Tecumseh

Courage in the Face of Mortality

• The poem emphasizes living life to the fullest without being consumed by fear of death.
• It promotes approaching death with a sense of acceptance and the preparation of a celebratory “death song.”
• This suggests a philosophy of embracing the natural cycle of life and finding meaning beyond the fear of its end.

Importance of Respect and Tolerance

• The speaker encourages respecting others’ beliefs and demanding the same respect in return.
• There’s an emphasis on treating everyone, even strangers, with dignity and never groveling or elevating oneself above others.
• This highlights the importance of recognizing the inherent worth of each individual and fosters a sense of community.

Gratitude and Finding Joy

• The poem champions giving thanks for life’s blessings, urging the reader to find joy in daily existence.
• It suggests that if one fails to find reasons to be grateful, the problem lies within their own attitude, not in external circumstances.
• This promotes a mindset focused on appreciating what one has.

Self-Improvement and Service to Others

• The poem encourages individuals to strive for betterment and use their gifts in service of their community.
• It emphasizes seeking to live a long life dedicated to a purpose beyond oneself.
• This theme underscores the idea that a meaningful life involves active participation in one’s community and a commitment to the common good.

Literary Theories and “Live Your Life” by Chief Tecumseh

Critical Questions about “Live Your Life” by Chief Tecumseh

1. How does the poem’s origin in oral tradition impact its interpretation and potential for varied meanings? Since a poem originating in oral tradition likely has no single definitive written version, how might the translation process introduce the translator’s own perspective or unintentionally narrow the range of possible meanings? Could the poem’s impact in written form be different from its role in traditional Shawnee storytelling?
2. Can the poem’s philosophy be considered universal, or are certain teachings deeply rooted in specific Shawnee cultural perspectives? While themes like courage and respect have broad resonance, are there elements that might be better understood through knowledge of Shawnee beliefs about the afterlife, community structure, or the natural world?
3. How does the poem’s emphasis on respecting diverse beliefs challenge modern-day religious and cultural conflicts? In a world often marked by intolerance, can this poem’s message offer guidance on creating understanding and peaceful coexistence amidst diverse worldviews? Does it provide a model for accepting differences without compromising one’s own beliefs?
4. In a world frequently focused on material wealth and individual achievement, how does the poem’s emphasis on purpose, gratitude, and service provide a counter-narrative? Does the poem challenge modern notions of success and fulfillment? Can its philosophy promote a shift away from self-centeredness towards a more conscious and community-oriented way of living?

Literary Works Similar to “Live Your Life” by Chief Tecumseh

Potential Areas for Comparative Analysis:

• Ethical/Moral Frameworks: Examine how different texts outline codes of conduct and philosophies of living a meaningful life.
• Spiritual Dimensions: Analyze the role of spirituality, respect for nature, and concepts of the afterlife across these works.
• Views on Adversity: Explore how each text approaches challenges, emphasizing resilience, acceptance, or the potential for personal growth.

Suggested Readings: “Live Your Life” by Chief Tecumseh

Primary Sources on Tecumseh’s Speeches:

• Edmunds, R. David. The Shawnee Prophet. University of Nebraska Press, 1985.
• Sugden, John. Tecumseh: A Life. Holt Paperbacks, 1999.
• Where to find these:
• Library catalogs, interlibrary loan, or online bookseller specializing in history.

General Works on Native American Philosophy and Literature:

• Deloria, Vine. God is Red: A Native View of Religion. 3rd Edition, Fulcrum Publishing, 1994.
• Lincoln, Kenneth. Sing with the Heart of a Bear: Fusions of Native and American Poetry, 1890-1999. University of California Press, 2000.
• Where to find these: Library catalogs, university bookstores

Websites or Online Collections:

• Tecumseh – Poetry – Native American Authors. Native American Authors, . Accessed 2 April 2024. (Includes the poem, basic biographical information)

Introduction: “Checking Out Me History” by John Agard

“Checking Out Me History” by John Agard was first published in 1989 within his collection “Mangoes and Bullets”. The poem challenges the omissions and biases of a Eurocentric education system, highlighting the absence of black historical figures. Agard’s skillful use of both Caribbean Creole and standard English subverts linguistic power structures and underscores the complexity of his cultural identity. With its assertive tone and striking imagery, “Checking Out Me History” stands as a seminal work in discussions surrounding identity, postcolonial education, and the enduring legacies of colonialism.

Text: “Checking Out Me History” by John Agard

Annotations: “Checking Out Me History” by John Agard

Themes and Analysis

• Impact of Colonialism: The poem exposes how systems of power and education can manipulate history, leading to a biased representation of the past.
• Reclaiming Identity: The speaker resists imposed narratives and actively seeks a richer understanding of history, emphasizing the role of Black figures in shaping events.
• Language: Agard utilizes Caribbean Creole, challenging standard English as the ‘correct’ way to express ideas. This reflects the poem’s theme of resisting dominant narratives.

Literary And Poetic Devices: “Checking Out Me History” by John Agard

Themes: “Checking Out Me History” by John Agard

1. Theme 1: The Distortion of History as a Tool of Colonialism: In “Checking Out Me History,” Agard exposes how history can be weaponized by those in power. The speaker laments, “Dem tell me / Wha dem want to tell me / Bandage up me eye with me own history / Blind me to me own identity.” This highlights how the education system functions as a tool of colonial control, creating a bandage of ignorance over the truth of the speaker’s cultural heritage.
2. Theme 2: Reclaiming Suppressed History: The poem underscores the importance of uncovering suppressed histories of Black figures and their resistance. Lines like “Toussaint a slave / with vision / lick back / Napoleon / battalion” showcase figures of Black brilliance intentionally left out of mainstream narratives. Agard contrasts this erasure with the nursery rhyme about “de cow who jump over de moon,” emphasizing the absurdity and injustice of this historical whitewashing.
3. Theme 3: The Search for Identity: The speaker experiences a profound disconnect due to the distorting effects of their education. They declare, “But now I checking out me own history / I carving out me identity.” In this act of defiance, the poem highlights the quest to overcome imposed definitions and form a sense of self rooted in a true and complete understanding of the past.
4. Theme 4: Resistance through Language: Agard’s use of Caribbean Creole is a powerful act of resistance. It defies the expectation of standard English as the sole vehicle for valid thought. Lines like “Dem tell me bout 1066 and all dat” illustrate how the poem’s linguistic choices embody the fight for cultural autonomy. The Creole voice strengthens the poem’s critique and provides a vehicle for the speaker to reclaim their narrative on their own terms.

Literary Theories and “Checking Out Me History” by John Agard

Critical Questions about “Checking Out Me History” by John Agard

1. How does Agard use language to challenge dominant historical narratives? Agard primarily uses Caribbean Creole, defying standard English as the ‘correct’ mode of expression. This embodies the poem’s resistance against imposed narratives. Additionally, repetition (“Dem tell me”) and juxtaposition of Black heroes with trivial rhymes (Toussaint vs. “de cow who jump over de moon”) underscore the absurdity of Eurocentric histories.
2. How does the poem portray the impact of distorted history on individual identity? The speaker feels robbed: “Bandage up me eye with me own history / Blind me to me own identity.” This metaphor suggests the violence of an incomplete education. The quest to check out their own history highlights identity as something actively sought, not passively received, underscoring the harm of erasure.
3. In what ways does the poem function as a form of protest? The poem exposes a system designed to maintain power by obscuring the contributions of Black figures. This awareness is the first step towards resistance. The speaker’s defiant tone (“…but now I checking out me own history”) and the celebration of figures like Toussaint L’Ouverture serve as acts of protest themselves.
4. What is the significance of the figures Agard chooses to highlight? Figures like Nanny of the Maroons and Mary Seacole offer a counter-narrative. Nanny embodies resistance to slavery, while Seacole’s contributions during the Crimean War challenge the erasure of Black women. Their inclusion highlights that Black history IS history, regardless of its suppression in mainstream narratives.

Literary Works Similar to “Checking Out Me History” by John Agard

1. “Telephone Conversation” by Wole Soyinka: This poem employs pointed satire and direct language to address themes of racism and prejudice. Soyinka’s speaker confronts the absurdity of discrimination when a landlady inquires about the color of their skin over the phone.
2. “Half-Caste” by John Agard: Another poem by Agard, “Half-Caste” similarly challenges notions of identity and mixed heritage through its questioning of arbitrary racial categorization and emphasis on a multifaceted sense of self.
3. “Nothing’s Changed” by Tatamkhulu Afrika: This poem explores the persistence of racist attitudes and systems of power that perpetuate inequality, even after superficial legal changes. Afrika’s work highlights the enduring legacy of oppression, resonating with Agard’s examination of deeply ingrained power imbalances.
4. “A Far Cry from Africa” by Derek Walcott: This poem delves into the complexities of a Caribbean identity fractured by colonialism. Walcott, like Agard, expresses a desire to reclaim a severed cultural heritage while grappling with the psychological impact of colonial legacies.

Suggested Readings: “Checking Out Me History” by John Agard

Scholarly Articles

• Bhalla, Anu. “Voices of the Voiceless in the Poetry of John Agard.” IJELLH: International Journal of English Language, Literature in Humanities, vol. 5, no. 8, Aug. 2017, pp. 567–574. [If available through your library or academic database]
  • This article delves into Agard’s language use in representing marginalized figures, offering deeper insight into the poem.
• Yelin, Louise. “From Speaking in Tongues to Speaking Out: Language and the Performance of Identity in John Agard’s Poetry.” Cross/Cultures, no. 91, 2006, (pp. 83-96). JSTOR, http://www.jstor.org. [If you have JSTOR access]
  • This analyzes Agard’s linguistic choices as performative acts of resistance against imposed cultural norms.

Websites

• “Checking Out Me History – John Agard – Poetry – AQA English Literature GCSE – The Coleshill School.” The Coleshill School,https://coleshill.warwickshire.sch.uk/files/2022/04/Checking-Out-Me-History-John-Agard.pdf. Accessed 1 April 2024.
  • Provides a structured breakdown of the poem, with emphasis on context, themes, and language analysis.
• Poetry Foundation. “John Agard”. Poetry Foundation, https://www.poetryfoundation.org/poems/poem-of-the-day. Accessed 1 April 2024.
  • Offers Agard’s biography, a selection of poems, and additional links for further exploration of his work.

Introduction: “Ithaka” by  C. P. Cavafy

“Ithaka” by C. P. Cavafy was first published in 1911, though the initial version was written around 1894. The exact collection in which it first appeared is undetermined, but it is most commonly found in compilations of Cavafy’s translated works. Notably, “Ithaka” is included in the collection Collected Poems, translated by Edmund Keeley and Philip Sherrard and edited by George Savidis (1980). The poem itself is a meditation on the journey of life, urging perseverance and patience. It uses everyday language and imagery to convey the idea that the true value lies not in the destination (Ithaka), but in the experiences and wisdom gained along the way.

Text: “Ithaka” by  C. P. Cavafy

Annotations: “Ithaka” by  C. P. Cavafy

Additional Notes:

• Symbolism: Ithaka isn’t just a physical island but a symbol of goals, aspirations, and our final earthly destination.
• Paradox: Ithaka is both the goal that drives the journey and ultimately less important than the journey itself.
• Universal Theme: The poem speaks to a fundamental human desire for meaning and fulfillment found in life’s journey.

Literary And Poetic Devices: “Ithaka” by  C. P. Cavafy

Themes: “Ithaka” by  C. P. Cavafy

1. Theme 1: The Journey over the Destination: The poem emphasizes that the greatest value lies in the experiences gained along life’s journey rather than the final destination itself. It encourages delaying immediate gratification in favor of a prolonged, enriching journey: “Better if it lasts for years, / so you’re old by the time you reach the island…”
2. Theme 2: Embrace Growth and Learning: The journey to Ithaka is presented as an opportunity to actively seek out new experiences, knowledge, and understanding. The speaker emphasizes a spirit of open-mindedness and curiosity: “…may you stop at Phoenician trading stations / to buy fine things…” and “…and may you visit many Egyptian cities / to learn and go on learning from their scholars.”
3. Theme 3: Internal Obstacles are the True Challenge: One of the poem’s most powerful themes suggests that external obstacles are often less of a threat than one’s own internal hurdles. Fear, doubt, and a lack of elevated thought are the true enemies: “Laistrygonians, Cyclops, / wild Poseidon—you won’t encounter them / unless you bring them along inside your soul…”
4. Theme 4: True Meaning is Found in Perspective: The poem ultimately suggests that it’s the journey itself, with all its difficulties and triumphs, that reveals the true value of our destinations. As the speaker concludes: “Wise as you will have become, so full of experience, / you’ll have understood by then what these Ithakas mean.”

Literary Theories and “Ithaka” by  C. P. Cavafy

Critical Questions about “Ithaka” by  C. P. Cavafy

• How does the poem shape the reader’s perception of time?
• The poem challenges linear notions of time by emphasizing the duration and richness of the journey rather than rushing towards its end (“Better if it lasts for years”). This fosters a sense of patience and appreciation for the present moment as equally valuable to reaching a future goal.
• What is the significance of the internal obstacles mentioned in the poem?
• The Laistrygonians, Cyclops, and Poseidon represent self-doubt, fear, and distractions. Placing them as creations of the soul (“…unless you bring them along inside your soul…”) suggests the greatest challenges on a journey are internal rather than external.
• How does the speaker’s tone shift throughout the poem?
• The initial stanzas are hopeful and eager (“Hope your road is a long one”). Later, there’s a contemplative shift towards wisdom (“Wise as you will become”). This mirrors the anticipation of the journey giving way to the reflective understanding gained through experience.
• Could Ithaka represent something besides a physical destination?
• Absolutely! Ithaka symbolizes any goal, ambition, or final state (retirement, enlightenment, etc.). The poem’s message isn’t so much about a literal place, but how we define meaningful pursuits and find the true ‘riches’ along the way.

Literary Works Similar to “Ithaka” by  C. P. Cavafy

Literary Works with Thematic Similarities to “Ithaka” by C.P. Cavafy:

• “The Road Not Taken” (1916) by Robert Frost: This poem contemplates the implications of life choices and reflects on paths not taken. It aligns with “Ithaka” by emphasizing the importance of the journey itself and how experiences shape self-understanding.
• The Odyssey (c. 8th – 7th centuries BCE) by Homer: Cavafy’s “Ithaka” draws direct inspiration from this epic. Odysseus’s difficult journey home represents life’s obstacles and the desire to return to one’s roots or find fulfillment.
• Ulysses (1833) by Alfred, Lord Tennyson: Tennyson’s dramatic monologue reimagines the mythic Odysseus as restless and eager for further exploration even after returning to Ithaca. This reflects the focus in “Ithaka” on the intrinsic value of experience, not just attaining goals.
• Siddhartha (1922) by Hermann Hesse: This novel charts Siddhartha’s spiritual journey from youthful seeking to self-realization. It shares Cavafy’s emphasis on gaining wisdom through experiences and open-mindedness on the path to understanding one’s purpose.
• “Song of Myself” (1855) by Walt Whitman: This celebratory poem embraces the vastness and diversity of individual lived experience. Its affirmative tone and focus on exploration echo “Ithaka’s” encouragement to engage fully with the richness of life’s journey.

Key Shared Themes

These works, alongside “Ithaka,” address themes including:

• Primacy of the Journey: Emphasizing the inherent value of experiences and growth over achieving a predefined goal.
• Self-Discovery through Experience: The significance of exploration, both internal and external, in shaping understanding.
• Overcoming Internal Obstacles: Suggesting that the greatest challenges are often inner limitations rather than external circumstances.

Suggested Readings: “Ithaka” by  C. P. Cavafy

Scholarly Monographs

• Keeley, Edmund. Cavafy’s Alexandria: Study of a Myth in Progress. Harvard University Press, 1976. (Provides essential biographical and historical context for Cavafy’s work, likely including in-depth analysis of “Ithaka”).
• Savidis, George, editor. C.P. Cavafy: Collected Poems. Translated by Edmund Keeley and Philip Sherrard, Princeton University Press, 1992. (The definitive, authoritative collection of Cavafy’s poetry in English and the recommended source for studying “Ithaka”).

Peer-Reviewed Articles

• Jusdanis, Gregory. “Cavafy’s ‘Ithaka’: Journey without End.” The Journal of Modern Greek Studies, vol. 10, no. 2, 1992, pp. 255-268. (Offers rigorous literary analysis and interpretation of the poem’s enduring themes).
• Stallworthy, Jon. “Ithakas.” London Review of Books, vol. 16, no. 21, 1994, pp. 7-8. (Critical essay comparing different translations of the poem and their impact on meaning. Demonstrates the value of considering multiple interpretations).

Reputable Websites

• The Cavafy Archive: [invalid URL removed] (Comprehensive digital archive of Cavafy’s life, works, scholarly commentary, and historical materials. An excellent resource for further research).
• Modern Greek Studies Association (MGSA) Website: https://www.mgsa.org/ (Provides access to scholarly publications, conferences, and current research related to Cavafy, including potential analyses of “Ithaka”).