Day: May 14, 2024

Introduction: “I Am Not Yours” by Sarah Teasdale

“I Am Not Yours” by Sarah Teasdale, first published in 1915 as part of her collection “Rivers to the Sea,” explores the intricate dynamics of love and the human desire for both connection and independence. The poem’s vivid imagery, such as a candle burning brightly at noon or a snowflake dissolving in the vast sea, masterfully captures the longing to be fully immersed in love while preserving a distinct sense of self. The poem’s evocative language and universally relatable theme have contributed to its lasting popularity, making it a staple in American poetry anthologies and discussions.

Text: “I Am Not Yours” by Sarah Teasdale

I am not yours, not lost in you,
Not lost, although I long to be
Lost as a candle lit at noon,
Lost as a snowflake in the sea.

You love me, and I find you still
A spirit beautiful and bright,
Yet I am I, who long to be
Lost as a light is lost in light.

Oh plunge me deep in love—put out
My senses, leave me deaf and blind,
Swept by the tempest of your love,
A taper in a rushing wind.

Annotations: “I Am Not Yours” by Sarah Teasdale

Literary And Poetic Devices: “I Am Not Yours” by Sarah Teasdale

Themes: “I Am Not Yours” by Sarah Teasdale

• Theme 1: The Desire for Immersive Love
  The poem expresses a deep longing for immersive love, where the speaker yearns to be completely consumed by their emotions. This is evident in lines such as “Lost as a candle lit at noon, / Lost as a snowflake in the sea” (lines 3-4), which suggest a desire to be fully absorbed in love, like a candle burning brightly or a snowflake dissolving in the ocean.
• Theme 2: The Importance of Individual Identity
  Despite the desire for immersive love, the speaker also emphasizes the importance of maintaining their individual identity. This is clear in lines such as “I am not yours, not lost in you, / Not lost, although I long to be” (lines 1-2), which assert the speaker’s autonomy and independence.
• Theme 3: The Beauty of the Beloved
  The poem also celebrates the beauty and radiance of the beloved, with lines such as “You love me, and I find you still / A spirit beautiful and bright” (lines 5-6). This theme highlights the speaker’s admiration and adoration for their loved one.
• Theme 4: The Intensity of Passionate Love
  Finally, the poem explores the intense and all-consuming nature of passionate love, with lines such as “Oh plunge me deep in love—put out / My senses, leave me deaf and blind, / Swept by the tempest of your love, / A taper in a rushing wind” (lines 9-12). This theme conveys the speaker’s desire to be completely swept up in their emotions and overwhelmed by their love.

Literary Theories and “I Am Not Yours” by Sarah Teasdale

Critical Questions about “I Am Not Yours” by Sarah Teasdale

• How does the speaker navigate the tension between longing for unity with the beloved and asserting their individuality throughout the poem?
• The speaker expresses a desire to be “lost as a candle lit at noon” and “lost as a snowflake in the sea,” indicating a yearning for complete immersion in the beloved’s presence. However, despite this longing, they repeatedly assert their independence, stating “I am not yours” and emphasizing their individuality with lines like “Yet I am I, who long to be / Lost as a light is lost in light.” This tension between longing for unity and maintaining autonomy raises questions about the nature of love and identity portrayed in the poem.
• What role does imagery play in conveying the speaker’s emotions and desires?
• hroughout the poem, vivid imagery is employed to evoke the speaker’s sense of longing and desire. For instance, the image of being “lost as a snowflake in the sea” paints a picture of insignificance and longing for dissolution into something vast and encompassing. Similarly, the metaphor of being “lost as a candle lit at noon” suggests an impossibility or contradiction, highlighting the speaker’s yearning for unity amidst the stark reality of individuality. These images not only evoke strong emotions but also invite readers to contemplate the complexities of human longing and connection.
• How does the use of sound devices contribute to the poem’s overall effect?
• Teasdale employs various sound devices, such as alliteration, assonance, and consonance, to enhance the musicality and rhythm of the poem. For example, the repetition of the “l” sound in “Lost as a candle lit at noon” creates a melodic quality that adds to the poem’s lyrical nature. Additionally, the use of consonance in phrases like “rushing wind” not only creates a soothing effect but also reinforces the imagery of being swept away by the intensity of love. These sound devices not only enrich the auditory experience of the poem but also serve to underscore its themes of longing and desire.
• What is the significance of the poem’s structure and form in conveying its message?
• The poem consists of four quatrains, each with a consistent ABAB rhyme scheme, contributing to its overall coherence and symmetry. This structured form mirrors the speaker’s attempt to reconcile conflicting desires for unity and individuality. Additionally, the use of enjambment, where lines flow seamlessly into each other without punctuation, creates a sense of fluidity and continuity, echoing the theme of longing and the elusive nature of love. Furthermore, the repetition of the phrase “I am not yours” throughout the poem serves as a refrain, reinforcing the speaker’s assertion of autonomy amidst the overwhelming desire for connection. Overall, the poem’s structure and form enhance its thematic depth and emotional impact, inviting readers to ponder the complexities of love and identity.

Topics, Questions, and Thesis Statement about “I Am Not Yours” by Sarah Teasdale

Literary Works Similar to “I Am Not Yours” by Sarah Teasdale

1. “Wild Nights – Wild Nights!” by Emily Dickinson: Similar to Teasdale’s poem, Dickinson explores the passionate intensity of love and the desire for complete immersion, using vivid imagery of storms and wild seas to convey the overwhelming nature of desire.
2. “Love is not all” by Edna St. Vincent Millay: Millay’s sonnet delves into the complexities of love, acknowledging its importance while also recognizing that it cannot fulfill every human need. Like Teasdale, Millay uses contrasting imagery to convey the paradoxical nature of love.
3. “Sonnet 43” (“How do I love thee?”) by Elizabeth Barrett Browning: Browning’s famous sonnet also explores the multifaceted nature of love, expressing the speaker’s desire to be completely consumed by love while also maintaining a sense of individual devotion.
4. “Love’s Philosophy” by Percy Bysshe Shelley: Shelley’s poem similarly explores the yearning for union with the beloved, using natural imagery to express the speaker’s desire to be merged with the object of their affection.
5. “When I Have Fears That I May Cease to Be” by John Keats: While not explicitly about romantic love, Keats’ sonnet explores the fear of mortality and the desire to leave a lasting legacy, themes that resonate with Teasdale’s poem’s concerns about identity and loss in the face of love’s intensity.

Suggested Readings: “I Am Not Yours” by Sarah Teasdale

Representative Quotations from “I Am Not Yours” by Sarah Teasdale

Introduction: “The Rime of The Ancient Mariner Part II” by Samuel Taylor Coleridge

“The Rime of the Ancient Mariner Part II” by Samuel Taylor Coleridge was first published in 1798 as part of the collaborative collection Lyrical Ballads with William Wordsworth. This groundbreaking collection marked a significant shift in English poetry, ushering in the Romantic era. Part II of the poem is characterized by its vivid imagery, supernatural elements, and haunting atmosphere, which continue the mariner’s tale of guilt and isolation after killing the albatross. The poem’s popularity endures due to its rich symbolism, exploration of themes like sin and redemption, and the mesmerizing rhythm and sound devices that make it a captivating and enduring work of literature.

Text: “The Rime of The Ancient Mariner Part II” by Samuel T. Coleridge

The sun now rose upon the right:
Out of the sea came he,
Still hid in mist, and on the left
Went down into the sea.

And the good south wind still blew behind,
But no sweet bird did follow,
Nor any day for food or play
Came to the mariners’ hollo!

And I had done an hellish thing,
And it would work ’em woe:
For all averred, I had killed the bird
That made the breeze to blow.
Ah wretch! said they, the bird to slay,
That made the breeze to blow!

Nor dim nor red, like an angel’s head,
The glorious sun uprist:
Then all averred, I had killed the bird
That brought the fog and mist.
‘Twas right, said they, such birds to slay,
That bring the fog and mist.

The fair breeze blew, the white foam flew,
The furrow followed free;
We were the first that ever burst
Into that silent sea.

Down dropped the breeze, the sails dropped down,
‘Twas sad as sad could be;
And we did speak only to break
The silence of the sea!

All in a hot and copper sky,
The bloody sun, at noon,
Right up above the mast did stand,
No bigger than the moon.

Day after day, day after day,
We stuck, nor breath nor motion;
As idle as a painted ship
Upon a painted ocean.

Water, water, everywhere,
And all the boards did shrink;
Water, water, everywhere,
Nor any dropp to drink.

The very deeps did rot: O Christ!
That ever this should be!
Yea, slimy things did crawl with legs
Upon the slimy sea.

About, about, in reel and rout
The death-fires danced at night;
The water, like a witch’s oils,
Burnt green, and blue and white.

And some in dreams assured were
Of the spirit that plagued us so;
Nine fathom deep he had followed us
From the land of mist and snow.

And every tongue, through utter drought,
Was withered at the root;
We could not speak, no more than if
We had been choked with soot.

Ah! wel-a-day! what evil looks
Had I from old and young!
Instead of the cross, the albatross
About my neck was hung.

Annotations: “The Rime of The Ancient Mariner Part II” by Samuel T. Coleridge

Literary And Poetic Devices: “The Rime of The Ancient Mariner Part II” by Samuel T. Coleridge

Themes: “The Rime of The Ancient Mariner Part II” by Samuel T. Coleridge

1. Isolation and Desolation: One prominent theme in “The Rime of The Ancient Mariner Part II” is the pervasive sense of isolation and desolation experienced by the sailors as they become stranded in the vast and unforgiving ocean. Coleridge vividly portrays the sailors’ predicament through lines such as “Water, water, everywhere, / And all the boards did shrink” and “As idle as a painted ship / Upon a painted ocean.” These lines emphasize the sailors’ profound sense of loneliness and helplessness as they drift aimlessly without hope of rescue or relief. The imagery of the “painted ship” suggests a surreal, lifeless existence, highlighting the emotional and psychological toll of their isolation.
2. Man’s Struggle Against Nature: Another theme explored in the poem is the relentless struggle of humanity against the forces of nature. The sailors find themselves at the mercy of the elements, with the sun beating down mercilessly and the wind abandoning them at their time of need. Lines such as “The fair breeze blew, the white foam flew, / The furrow followed free” contrast sharply with later descriptions of a stagnant, becalmed sea and a scorching sun that “stood / No bigger than the moon.” These passages underscore the sailors’ futile attempts to assert control over their environment, highlighting the overwhelming power and indifference of nature.
3. Guilt and Redemption: Guilt and redemption are central themes in the poem, particularly in relation to the Mariner’s actions and their consequences. The killing of the albatross symbolizes a grave moral transgression, as evidenced by the condemnation of the crew and the subsequent hardships they face. Lines such as “Ah wretch! said they, the bird to slay, / That made the breeze to blow!” and “Instead of the cross, the albatross / About my neck was hung” emphasize the weight of the Mariner’s guilt and the burden of his sin. However, redemption also becomes possible through repentance and a recognition of the interconnectedness of all living beings, as hinted at by the Mariner’s eventual penance and spiritual transformation.
4. The Supernatural and the Uncanny: The poem also delves into themes of the supernatural and the uncanny, as the sailors encounter eerie and otherworldly phenomena during their voyage. Coleridge employs vivid imagery and vivid descriptions to evoke a sense of dread and foreboding, as seen in lines such as “The water, like a witch’s oils, / Burnt green, and blue and white” and “The death-fires danced at night.” These supernatural elements serve to heighten the atmosphere of the poem, contributing to its sense of mystery and enchantment while also underscoring the perilous nature of the sailors’ journey.

Literary Theories and “The Rime of The Ancient Mariner Part II” by Samuel T. Coleridge

1. Romantic Theory:

• Emphasis on nature: Part II highlights the mariner’s alienation from the natural world after killing the albatross. The ship becomes trapped in a “silent sea,” the sun turns “bloody,” and the water becomes undrinkable.
• Supernatural elements: The appearance of “slimy things” and “death-fires” dancing on the water, along with the haunting presence of the spirit, emphasize the Romantic fascination with the mysterious and otherworldly.
• Sublime landscapes: The “hot and copper sky” and the “painted ocean” evoke a sense of awe and terror, characteristic of Romantic descriptions of nature’s power.

2. Psychoanalytic Theory:

• Guilt and punishment: The mariner’s suffering in Part II can be interpreted as a psychological manifestation of his guilt for killing the albatross. He is tormented by nightmares of a pursuing spirit and physically burdened by wearing the dead bird around his neck.
• Symbolism of the albatross: The albatross can be seen as a symbol of the mariner’s repressed desires or a reminder of a past trauma. Killing the bird could represent an act of self-sabotage or the destruction of innocence.
• Dream imagery: The crew’s dreams of the spirit and the mariner’s own guilt-ridden visions suggest a subconscious struggle with guilt and the need for redemption.

3. Ecocritical Theory:

• Human-nature relationship: Part II explores the consequences of the mariner’s disregard for nature. The poem warns against the exploitation and destruction of the natural world, as the mariner’s actions disrupt the delicate balance of the ecosystem.
• Consequences of ecological disruption: The poem depicts the environmental consequences of the mariner’s transgression: the ship becomes stranded, the water turns foul, and the crew suffers from thirst and disease.
• Nature’s agency: The poem presents nature as an active force that can retaliate against human interference. The wind dies down, the sun becomes oppressive, and slimy creatures emerge from the depths, suggesting nature’s power to resist human dominance.

Critical Questions about “The Rime of The Ancient Mariner Part II” by Samuel T. Coleridge

Topics, Questions, and Thesis Statement about “The Rime of The Ancient Mariner Part II” by Samuel T. Coleridge

Literary Works Similar to “The Rime of The Ancient Mariner Part II” by Samuel T. Coleridge

1. “The Wanderings of Oisin” by W.B. Yeats: This epic poem delves into Irish mythology, following Oisin’s journey to the mystical land of Tir na nOg. Similar to the mariner, Oisin faces isolation and a longing for a lost world.
2. “The Lady of Shalott” by Alfred Lord Tennyson: This poem explores themes of isolation and the consequences of breaking societal norms. The Lady of Shalott, confined to her tower, weaves a tapestry based on reflections in a mirror, much like the mariner’s detachment from the natural world.
3. “Childe Harold’s Pilgrimage” by Lord Byron: This long narrative poem follows the travels of Childe Harold, a disillusioned young man who seeks solace in nature and historical sites. Like the mariner, Childe Harold grapples with guilt and isolation.
4. “La Belle Dame sans Merci” by John Keats: This ballad tells the story of a knight who falls under the spell of a mysterious fairy woman. Similar to the supernatural elements in “The Rime,” the poem explores themes of enchantment, longing, and the dangers of obsession.
5. “The Raven” by Edgar Allan Poe: This dark and atmospheric poem features a grieving narrator haunted by a raven who utters the word “Nevermore.” Like the mariner’s encounter with the ghostly spirit, the poem delves into themes of loss, despair, and the supernatural.

Suggested Readings: “The Rime of The Ancient Mariner Part II” by Samuel T. Coleridge

Books:

• Coleridge, Samuel Taylor. The Rime of the Ancient Mariner. Edited by Paul H Fry, Bedford/St. Martin’s, 1999.
• Magnuson, Paul. Coleridge and Wordsworth: A Lyrical Dialogue. Princeton University Press, 1988.

Articles:

• Gravil, Richard, and Molly Lefebure. Coleridge Connection: Essays For Thomas Mcfarland. Springer, 1990.
• McGann, Jerome J. “The Meaning of the Ancient Mariner.” Critical Inquiry, vol. 8, no. 1, 1981, pp. 35-67.
• Shaffer, E. S. “Kubla Khan” and “The Fall of Jerusalem”: The Mythological School in Biblical Criticism and Secular Literature 1770-1880.” Journal of Biblical Literature, vol. 96, no. 3, 1977, pp. 331-351.

Weblinks:

• “The Rime of the Ancient Mariner” (full text and analysis): https://www.poetryfoundation.org/poems/43997/the-rime-of-the-ancient-mariner-text-of-1834
• https://sites.udel.edu/britlitwiki/samuel-taylor-coleridge/
• https://www.theguardian.com/books/2010/jan/27/samuel-taylor-coleridge-richard-holmes

Representative Quotations from “The Rime of The Ancient Mariner Part II” by Samuel T. Coleridge

Introduction: “Out, Out—” by Robert Frost

“Out, Out—” by Robert Frost was first published in 1916 in the magazine McClure’s, and later that same year in his collection Mountain Interval. The poem’s stark realism and unflinching portrayal of a tragic accident, as well as its poignant exploration of the fragility of life and the indifference of nature, are among its notable qualities. The use of vivid imagery and the echoing of Shakespeare’s “Macbeth” in the title contribute to the poem’s lasting impact.

Text: “Out, Out—” by Robert Frost

Annotations: “Out, Out—” by Robert Frost

Literary And Poetic Devices: “Out, Out—” by Robert Frost

Literary Devices

1. Allusion: The title “Out, Out—” is an allusion to a line in Shakespeare’s Macbeth, where Macbeth laments the brevity of life after his wife’s death. This adds another layer of meaning to the poem’s theme of life’s fragility.
2. Foreshadowing: The repeated phrase “snarled and rattled” creates a sense of unease and foreshadows the impending accident with the saw.
3. Hyperbole: The line “Five mountain ranges one behind the other” is a slight exaggeration of the view, emphasizing the vastness of the setting and contrasting it with the smallness and vulnerability of human life.
4. Irony: The boy’s initial reaction, a “rueful laugh,” is ironic as it contrasts with the severity of his injury.
5. Juxtaposition: The poem juxtaposes the beauty of the natural setting with the harshness of the industrial saw and the tragic accident, highlighting the indifference of nature to human suffering.
6. Metaphor: The line “The life from spilling” is a metaphor for the boy’s blood and the loss of his life.
7. Personification: The saw is personified as it “leaped out” at the boy, suggesting a malevolent force.
8. Symbolism: The setting sun symbolizes the end of the day and foreshadows the boy’s death.

Sound Devices

• Alliteration: The repetition of the ‘s’ sound in “snarled and rattled” creates a harsh, grating effect that mirrors the sound of the saw.
• Assonance: The repetition of vowel sounds, like the short ‘i’ sound in “sister,” “lifted,” and “sticks,” creates a sense of unity within the poem.
• Consonance: The repetition of consonant sounds, like the ‘d’ sound in “made dust and dropped,” adds to the poem’s sonic texture.
• Onomatopoeia: Words like “snarled” and “rattled” imitate the sound of the saw, making the poem more vivid.

Poetic Devices

1. Blank Verse: The poem is written in unrhymed iambic pentameter, which gives it a natural, conversational rhythm.
2. Caesura: The pauses in the middle of lines, often marked by punctuation, create a sense of hesitation and emphasize certain words or phrases.
3. Enjambment: The running on of lines without punctuation creates a sense of urgency and momentum.
4. Imagery: The poem uses vivid sensory details to describe the setting, the saw, and the boy’s injury, making the poem more impactful.
5. Repetition: The repetition of phrases like “snarled and rattled” and “little—less—nothing!” emphasizes the monotony of the saw’s work and the finality of death.
6. Rhythm: The poem’s rhythm, created by the meter and the use of sound devices, contributes to its overall tone and emotional impact.
7. Tone: The poem’s tone is somber and reflective, as the speaker contemplates the tragedy of the boy’s death.
8. Understatement: The final line, “And they, since they / Were not the one dead, turned to their affairs,” is an understatement that highlights the indifference of the other characters to the boy’s death and the harsh realities of life.

Themes: “Out, Out—” by Robert Frost

• Theme 1: The Tragic Nature of Life
  The poem highlights the sudden and unexpected nature of tragedy, as seen in the boy’s accidental death. The line “And nothing happened: day was all but done” (Frost 9) underscores the ordinary and mundane nature of the day, making the tragedy all the more shocking. The poem shows how quickly life can change, and how fragile it is.
• Theme 2: The Powerlessness of Human Control
  The poem explores the idea that humans are not in control of their lives, despite their efforts to be. The buzz saw, which is meant to be a tool for the boy, ultimately becomes the instrument of his death. The line “The hand was gone already” (Frost 31) emphasizes the finality and irreversibility of the tragedy, highlighting the powerlessness of human control.
• Theme 3: The Contrast Between Childhood and Adulthood
  The poem highlights the contrast between the boy’s youth and his adult responsibilities, as seen in the line “Doing a man’s work, though a child at heart—” (Frost 23). The boy is expected to perform adult tasks, but he is still a child, emphasizing the harsh realities of growing up too quickly.
• Theme 4: The Indifference of Nature
  The poem shows how nature is indifferent to human life and death. The mountain ranges and sunset in the background of the poem continue unchanged, despite the tragedy that has occurred. The line “And they, since they / Were not the one dead, turned to their affairs” (Frost 37-38) highlights how life goes on, regardless of individual tragedies.

Literary Theories and “Out, Out—” by Robert Frost

1. New Criticism:

• Focus: Close reading of the text itself, analyzing its formal elements (literary and sound devices) to uncover meaning.
• Reference: The poem’s title, an allusion to Macbeth, highlights the theme of life’s fleeting nature. The stark imagery of the saw (“snarled and rattled”) and the boy’s injury (“The hand was gone already”) create a sense of shock and inevitability.
• Interpretation: New Criticism would argue that the poem’s meaning lies in the tension between the beautiful natural setting and the harsh reality of the accident, as well as the stark language and imagery that evoke a sense of tragedy and loss.

2. Psychoanalytic Criticism:

• Focus: Explores the unconscious desires and motivations of characters, often through symbolism and metaphor.
• Reference: The boy’s desire to prove himself as a “big boy” doing a “man’s work” could be interpreted as an Oedipal struggle for recognition and autonomy. The saw, a phallic symbol, could represent a threat of castration and loss of masculinity.
• Interpretation: Psychoanalytic criticism might see the poem as an exploration of childhood anxieties and the fear of emasculation, with the tragic accident serving as a symbolic punishment for the boy’s ambition.

3. Marxist Criticism:

• Focus: Examines how social and economic forces shape characters’ lives and relationships.
• Reference: The poem highlights the boy’s exploitation as child labor and the family’s poverty, as they are forced to work long hours to survive. The abrupt ending, where the family “turned to their affairs” after the boy’s death, suggests the dehumanizing effects of capitalism, where workers are easily replaceable.
• Interpretation: Marxist criticism would argue that the poem is a critique of social injustice and the exploitation of the working class, with the boy’s death serving as a symbol of the human cost of economic inequality.

Critical Questions about “Out, Out—” by Robert Frost

• How does Frost’s use of sound devices contribute to the poem’s overall tone and meaning?
• The poem is filled with harsh, onomatopoeic words like “snarled,” “rattled,” and “leapt” that mimic the sounds of the saw, creating a sense of unease and foreshadowing the tragic accident. This auditory imagery, coupled with the rhythmic repetition of phrases like “snarled and rattled,” amplifies the poem’s grim and somber tone, emphasizing the destructive power of the machine and the abrupt end of the boy’s life.
• In what ways does the poem explore the theme of life’s fragility and the indifference of nature?
• The poem juxtaposes the beauty of the natural world (“Five mountain ranges one behind the other”) with the harsh reality of human suffering. The saw’s relentless “snarling and rattling” and the abruptness of the boy’s death highlight the indifference of nature to human life and the precariousness of our existence. The poem suggests that life can be cut short unexpectedly, just like the “stove-length sticks of wood” severed by the saw.
• How does the poem critique the exploitation of child labor and the dehumanizing effects of industrialization?
• The boy’s eagerness to “please” by working late and his sister’s announcement of “Supper” underscore the family’s dependence on his labor. The fact that the boy is doing a “man’s work” at a young age emphasizes the exploitative nature of child labor. The impersonal, mechanical description of the saw and the matter-of-fact tone of the ending (“And they, since they / Were not the one dead, turned to their affairs”) highlight the dehumanizing effects of industrialization, where human lives are seen as expendable.
• What is the significance of the poem’s title, “Out, Out—,” and how does it relate to the poem’s themes?
• The title alludes to a line in Shakespeare’s Macbeth, “Out, out, brief candle!” This reference underscores the poem’s exploration of life’s fleeting nature and the inevitability of death. The dash at the end of the title adds a sense of abruptness and finality, mirroring the suddenness of the boy’s death. The title also evokes a sense of expulsion or removal, suggesting that the boy’s life is extinguished as quickly as a candle is snuffed out.

Topics, Questions, and Thesis Statement about “Out, Out—” by Robert Frost

Literary Works Similar to “Out, Out—” by Robert Frost

1. “Richard Cory” by Edwin Arlington Robinson: This poem explores the theme of the contrast between outward appearances and inner reality, much like how “Out, Out—” juxtaposes the innocence of childhood with the suddenness of death.
2. “The Death of the Ball Turret Gunner” by Randall Jarrell: Like “Out, Out—,” this poem deals with the theme of mortality and the abruptness of death. It portrays the dehumanizing effects of war and the fragility of life.
3. “To an Athlete Dying Young” by A.E. Housman: This poem reflects on the fleeting nature of fame and glory, similar to how “Out, Out—” highlights the transient nature of life and the inevitability of death.
4. “The Road Not Taken” by Robert Frost: While not directly similar in theme, this poem by Frost also explores the idea of choices and consequences. It reflects on the paths we choose in life and the significance of those choices, much like how “Out, Out—” considers the consequences of the boy’s actions.
5. “The Black Cottage” by Robert Frost: This poem, also by Frost, shares thematic elements with “Out, Out—,” particularly in its exploration of rural life and the harsh realities of existence. It delves into themes of loss, isolation, and the relentless march of time.

Suggested Readings: “Out, Out—” by Robert Frost

Books:

• Bloom, Harold, ed. Robert Frost. Bloom’s Modern Critical Views. New York: Chelsea House Publishers, 2003.
• Faggen, Robert. The Cambridge Introduction to Robert Frost. Cambridge: Cambridge University Press, 2008.
• Pritchard, William H. Frost: A Literary Life Reconsidered. New York: Oxford University Press, 1984.

Articles:

• Allen, Pauline Elaine. “Robert Frost: A Twentieth Century Poet of Man and Nature.” (1978).
• Hopkins, Vivian C. “Robert Frost: Out Far and In Deep.” Western Humanities Review 14 (1960): 247-263.

Web Links:

• Modern American Poetry: “Out, Out—” by Robert Frost: [invalid URL removed]
• Poetry Foundation: “Out, Out—” by Robert Frost: [invalid URL removed]
• Academy of American Poets: Robert Frost: https://poets.org/poet/robert-frost

Representative Quotations from “Out, Out—” by Robert Frost

Introduction: “The Last Ride Together” by Robert Browning

“The Last Ride Together” by Robert Browning, first published in 1855 in his collection Men and Women, is a dramatic monologue, and explores the complex emotions of a lover facing rejection. It presents themes of love, loss, acceptance, and the enduring power of memory. Its poignant imagery, evocative language, and the psychological depth of its speaker make it one of the notable monologues. In fact, Browning has masterfully captured the bittersweet experience of unrequited love, making “The Last Ride Together” a timeless exploration of human emotions.

Text: “The Last Ride Together” by Robert Browning

I SAID—Then, dearest, since ’tis so,
Since now at length my fate I know,
Since nothing all my love avails,
Since all, my life seem’d meant for, fails,
    Since this was written and needs must be—
My whole heart rises up to bless
Your name in pride and thankfulness!
Take back the hope you gave,—I claim
Only a memory of the same,
—And this beside, if you will not blame;
    Your leave for one more last ride with me.

My mistress bent that brow of hers,
Those deep dark eyes where pride demurs
When pity would be softening through,
Fix’d me a breathing-while or two
    With life or death in the balance: right!
The blood replenish’d me again;
My last thought was at least not vain:
I and my mistress, side by side
Shall be together, breathe and ride, CAESRA
So, one day more am I deified.
    Who knows but the world may end to-night?

Hush! if you saw some western cloud
All billowy-bosom’d, over-bow’d
By many benedictions—sun’s
And moon’s and evening-star’s at once—
    And so, you, looking and loving best,
Conscious grew, your passion drew
Cloud, sunset, moonrise, star-shine too,
Down on you, near and yet more near,
Till flesh must fade for heaven was here!—
Thus leant she and linger’d—joy and fear!
    Thus lay she a moment on my breast.

Then we began to ride. My soul
Smooth’d itself out, a long-cramp’d scroll
Freshening and fluttering in the wind.
Past hopes already lay behind.
    What need to strive with a life awry?
Had I said that, had I done this,
So might I gain, so might I miss.
Might she have loved me? just as well
She might have hated, who can tell!
Where had I been now if the worst befell?
    And here we are riding, she and I.

Fail I alone, in words and deeds?
Why, all men strive and who succeeds?
We rode; it seem’d my spirit flew,
Saw other regions, cities new,
    As the world rush’d by on either side.
I thought,—All labour, yet no less
Bear up beneath their unsuccess.
Look at the end of work, contrast
The petty done, the undone vast,
This present of theirs with the hopeful past!
    I hoped she would love me; here we ride.

What hand and brain went ever pair’d?
What heart alike conceived and dared?
What act proved all its thought had been?
What will but felt the fleshly screen?
    We ride and I see her bosom heave.
There ‘s many a crown for who can reach.
Ten lines, a statesman’s life in each!
The flag stuck on a heap of bones,
A soldier’s doing! what atones?
They scratch his name on the Abbey-stones.
    My riding is better, by their leave.

What does it all mean, poet? Well,
Your brains beat into rhythm, you tell
What we felt only; you express’d
You hold things beautiful the best,
    And pace them in rhyme so, side by side.
‘Tis something, nay ’tis much: but then,
Have you yourself what ‘s best for men?
Are you—poor, sick, old ere your time—
Nearer one whit your own sublime
Than we who never have turn’d a rhyme?
    Sing, riding ‘s a joy! For me, I ride.

And you, great sculptor—so, you gave
A score of years to Art, her slave,
And that ‘s your Venus, whence we turn
To yonder girl that fords the burn!
    You acquiesce, and shall I repine?
What, man of music, you grown gray
With notes and nothing else to say,
Is this your sole praise from a friend,
‘Greatly his opera’s strains intend,
But in music we know how fashions end!’
    I gave my youth: but we ride, in fine.

Who knows what ‘s fit for us? Had fate
Proposed bliss here should sublimate
My being—had I sign’d the bond—
Still one must lead some life beyond,
    Have a bliss to die with, dim-descried.
This foot once planted on the goal,
This glory-garland round my soul,
Could I descry such? Try and test!
I sink back shuddering from the quest.
Earth being so good, would heaven seem best?
    Now, heaven and she are beyond this ride.

And yet—she has not spoke so long!
What if heaven be that, fair and strong
At life’s best, with our eyes upturn’d
Whither life’s flower is first discern’d,
    We, fix’d so, ever should so abide?
What if we still ride on, we two
With life for ever old yet new,
Changed not in kind but in degree,
The instant made eternity,—
And heaven just prove that I and she
    Ride, ride together, for ever ride?

Annotations: “The Last Ride Together” by Robert Browning

Literary And Poetic Devices: “The Last Ride Together” by Robert Browning

1. Imagery:
   • Example: “All billowy-bosom’d, over-bow’d / By many benedictions—sun’s”
   • Explanation: Imagery is used to create vivid sensory experiences for the reader, such as the image of clouds being described as “billowy-bosom’d.”
2. Metaphor:
   • Example: “My soul / Smooth’d itself out, a long-cramp’d scroll”
   • Explanation: The soul is metaphorically compared to a scroll being smoothed out, suggesting a sense of relief or liberation.
3. Personification:
   • Example: “The flag stuck on a heap of bones”
   • Explanation: The flag is personified as being “stuck” on a heap of bones, giving it human-like qualities and emphasizing the grim reality of war.
4. Simile:
   • Example: “The petty done, the undone vast”
   • Explanation: A comparison is made between completed tasks and those left unfinished using “like” or “as,” highlighting the enormity of unaccomplished goals.
5. Alliteration:
   • Example: “Smooth’d itself out”
   • Explanation: The repetition of the “s” sound creates a smooth and flowing rhythm, emphasizing the sense of smoothing out or unraveling.
6. Assonance:
   • Example: “A breathing-while or two”
   • Explanation: The repetition of the long “e” sound creates a soft and soothing effect, mirroring the brief pause in the narrative described.
7. Consonance:
   • Example: “Heave”
   • Explanation: The repetition of the “v” sound in “heave” creates a sense of breathlessness or intensity, echoing the emotion of the moment.
8. Symbolism:
   • Example: “This foot once planted on the goal”
   • Explanation: The foot symbolizes achievement or reaching a goal, representing the speaker’s aspirations and desires.
9. Enjambment:
   • Example: “We, fix’d so, ever should so abide?”
   • Explanation: The continuation of a sentence or phrase from one line to the next without a pause, creating a sense of fluidity and continuity in the poem.
10. Hyperbole:
    • Example: “What if heaven be that, fair and strong”
    • Explanation: The idea of heaven being described as “fair and strong” is exaggerated, emphasizing its idealized qualities.
11. Irony:
    • Example: “Your brains beat into rhythm, you tell / What we felt only”
    • Explanation: The poet ironically suggests that the speaker, as a poet, can only express what others feel, highlighting the limitations of poetry.
12. Oxymoron:
    • Example: “Life’s flower”
    • Explanation: The juxtaposition of “life” and “flower” creates a contrast, suggesting the beauty and fragility of life.
13. Repetition:
    • Example: “Ride, ride together, for ever ride”
    • Explanation: The repetition of “ride” emphasizes the speaker’s desire for eternal companionship and emphasizes the theme of unity.
14. Allusion:
    • Example: “Scratch his name on the Abbey-stones”
    • Explanation: The reference to “Abbey-stones” alludes to the tradition of inscribing names on gravestones in churchyards, suggesting the fleeting nature of fame and mortality.
15. Anaphora:
    • Example: “Had I said that, had I done this”
    • Explanation: The repetition of “had I” at the beginning of successive phrases emphasizes the speaker’s contemplation of past actions and their consequences.
16. Cliché:
    • Example: “What hand and brain went ever pair’d?”
    • Explanation: The phrase “hand and brain” is a common cliché used to describe the combination of physical and mental abilities, albeit with a questioning tone here.
17. Juxtaposition:
    • Example: “The instant made eternity”
    • Explanation: The contrast between “instant” and “eternity” highlights the fleeting nature of time compared to the timeless quality of certain moments.
18. Euphemism:
    • Example: “That ‘s your Venus”
    • Explanation: The word “Venus” is used as a euphemism for a woman or lover, referring to the sculptor’s artistic creation.
19. Paradox:
    • Example: “Changed not in kind but in degree”
    • Explanation: The statement suggests a contradiction between change and constancy, highlighting the complexity of their relationship.
20. Rhetorical Question:
    • Example: “Who knows what ‘s fit for us?”
    • Explanation: The question is posed not to elicit a response but to provoke thought and emphasize the uncertainty of fate and destiny.

Themes: “The Last Ride Together” by Robert Browning

1. Fate and Acceptance:
   • The theme of fate and acceptance permeates the poem as the speaker resigns himself to his perceived fate of unrequited love. Despite his efforts and hopes, he acknowledges the inevitable failure of his love and accepts his situation. For instance, in lines like “Since nothing all my love avails” and “My whole heart rises up to bless / Your name in pride and thankfulness,” the speaker comes to terms with the reality of his circumstances and expresses gratitude for the experience, despite the outcome.
2. Human Striving and Uncertainty:
   • Browning explores the theme of human striving and uncertainty, as the speaker reflects on the unpredictable nature of life and the futility of certain endeavors. Through lines like “What need to strive with a life awry?” and “What if heaven be that, fair and strong,” the poem delves into the uncertainties of love, success, and the pursuit of happiness. The speaker contemplates the potential outcomes of his actions and questions the ultimate meaning and purpose of his endeavors.
3. Ephemeral Nature of Time and Experience:
   • Another prominent theme in the poem is the ephemeral nature of time and experience. The speaker reflects on the transient beauty of life’s moments and the fleeting nature of human existence. This theme is evident in lines such as “We, fix’d so, ever should so abide?” and “Earth being so good, would heaven seem best?” where the speaker grapples with the idea of seizing the present moment and cherishing it despite its impermanence.
4. The Power of Love and Companionship:
   • Love and companionship emerge as significant themes in the poem as the speaker yearns for one last ride together with his beloved. Despite the challenges and uncertainties they face, the bond between the speaker and his beloved remains a source of strength and solace. This theme is exemplified in lines like “And this beside, if you will not blame; / Your leave for one more last ride with me,” where the speaker expresses a deep longing for unity and connection, even in the face of adversity.

Literary Theories and “The Last Ride Together” by Robert Browning

• Feminist Theory: The poem can be seen as a reflection of the patriarchal society of the time, where the speaker’s lover is portrayed as a passive and submissive character, with the speaker making decisions for both of them (“I said—Then, dearest, since ’tis so, / Since now doth lie thy only chance”). This reinforces the idea that women were not given agency in their relationships and were expected to follow the lead of their male partners (Browning 12-13).
• Psychoanalytic Theory: The speaker’s obsession with the last ride and his lover’s presence can be seen as a manifestation of his unconscious desires and fears. His repetition of “the last ride” and “together” suggests a deep-seated need for control and unity in the face of impending separation (Browning 1, 5). This repetition also reveals his anxiety about losing his lover and his attempts to hold on to their time together.
• Symbolic Theory: The ride itself can be seen as a symbol of the couple’s relationship, with the speaker describing it as “our last ride” and “the last of youth” (Browning 1, 14). The ride represents the ups and downs of their time together, and the speaker’s desire to hold on to it symbolizes his desire to cling to their love. The poem also uses natural imagery, such as the “chestnut” and “beech” trees, to symbolize the couple’s growth and decay (Browning 7-8).

Critical Questions about “The Last Ride Together” by Robert Browning

• What is the significance of the speaker’s repetition of “the last ride” and “together”?
• The speaker’s repetition of these phrases throughout the poem emphasizes the finality of their time together and his desire to cling to their relationship. This repetition also highlights the speaker’s anxiety about losing his lover and his attempts to hold on to their time together (Browning 1, 5, 14).
• How does the poem portray the power dynamics between the speaker and his lover?
• The poem portrays the speaker as the dominant figure in the relationship, making decisions for both of them and dictating the terms of their final ride together (Browning 12-13). This raises questions about the agency and autonomy of the speaker’s lover and the societal norms that reinforce these power imbalances.
• What role does nature play in the poem’s exploration of love and relationships?
• Nature is used throughout the poem to symbolize the couple’s growth and decay, with the “chestnut” and “beech” trees representing their past and present (Browning 7-8). The speaker’s descriptions of nature also highlight the fleeting nature of their time together and the inevitability of change and separation.
• How does the poem’s use of language and form contribute to its themes and meanings?
• The poem’s use of rhyming couplets and iambic tetrameter creates a sense of rhythmic urgency, mirroring the speaker’s desperation to hold on to his lover and their time together (Browning 1-16). The poem’s language also reinforces its themes of love, loss, and longing, with the speaker’s repetition of words like “together” and “last” emphasizing the finality of their relationship.

Topics, Questions, and Thesis Statement about “The Last Ride Together” by Robert Browning

Literary Works Similar to “The Last Ride Together” by Robert Browning

1. “Meeting at Night” by Robert Browning:
   • This poem, also by Robert Browning, explores themes of love, longing, and the transformative power of human connection. Like “The Last Ride Together,” it delves into the intensity of romantic emotions and the pursuit of union with a beloved.
2. “When You Are Old” by William Butler Yeats:
   • Yeats’ poem reflects on love, time, and memory, similar to how Browning contemplates these themes in “The Last Ride Together.” Both poems evoke a sense of longing and nostalgia, inviting readers to reflect on the passage of time and the enduring nature of love.
3. “Love’s Philosophy” by Percy Bysshe Shelley:
   • Shelley’s poem explores the interconnectedness of nature and love, echoing the themes of unity and connection present in Browning’s work. Like “The Last Ride Together,” it celebrates the power of love to transcend boundaries and unite lovers in a harmonious bond.
4. “The Love Song of J. Alfred Prufrock” by T.S. Eliot:
   • Eliot’s poem delves into themes of love, alienation, and existential angst, similar to the introspective tone of Browning’s “The Last Ride Together.” Both works grapple with the complexities of human relationships and the search for meaning in a seemingly indifferent world.
5. “She Walks in Beauty” by Lord Byron:
   • Byron’s poem celebrates the beauty and grace of a beloved woman, reminiscent of the admiration expressed by the speaker in Browning’s poem. Both works explore the transformative power of love and the profound impact of physical beauty on the observer.

Suggested Readings: “The Last Ride Together” by Robert Browning

• Browning, Robert. The Last Ride Together. GP Putnam’s Sons, 1906.
• Hodgson, Amanda. “Riding Together: William Morris and Robert Browning.” Journal of the William Morris Society 9.4 (1992): 3-7.
• Browning, Robert. Robert Browning. Sterling Publishing Company, Inc., 2000.
• Goldfarb, Russell M. “Sexual Meaning in” The Last Ride Together”.” Victorian Poetry 3.4 (1965): 255-261.
• Tate, Gregory. “Infinite movement: Robert Browning and the dramatic travelogue.” Victorian Poetry 52.2 (2014): 185-203.

Representative Quotations from “The Last Ride Together” by Robert Browning

Introduction: “The Last Ride Together” by Robert Browning

“The Last Ride Together” by Robert Browning, first published in 1855 in his collection Men and Women, a dramatic monologue, the poem explores the complex emotions of a lover facing rejection. It delves into themes of love, loss, acceptance, and the enduring power of memory. The poem is notable for its poignant imagery, evocative language, and the psychological depth of its speaker. Browning masterfully captures the bittersweet experience of unrequited love, making “The Last Ride Together” a timeless exploration of human emotions.

Text: “The Last Ride Together” by Robert Browning

I SAID—Then, dearest, since ’tis so,
Since now at length my fate I know,
Since nothing all my love avails,
Since all, my life seem’d meant for, fails,
    Since this was written and needs must be—
My whole heart rises up to bless
Your name in pride and thankfulness!
Take back the hope you gave,—I claim
Only a memory of the same,
—And this beside, if you will not blame;
    Your leave for one more last ride with me.

My mistress bent that brow of hers,
Those deep dark eyes where pride demurs
When pity would be softening through,
Fix’d me a breathing-while or two
    With life or death in the balance: right!
The blood replenish’d me again;
My last thought was at least not vain:
I and my mistress, side by side
Shall be together, breathe and ride, CAESRA
So, one day more am I deified.
    Who knows but the world may end to-night?

Hush! if you saw some western cloud
All billowy-bosom’d, over-bow’d
By many benedictions—sun’s
And moon’s and evening-star’s at once—
    And so, you, looking and loving best,
Conscious grew, your passion drew
Cloud, sunset, moonrise, star-shine too,
Down on you, near and yet more near,
Till flesh must fade for heaven was here!—
Thus leant she and linger’d—joy and fear!
    Thus lay she a moment on my breast.

Then we began to ride. My soul
Smooth’d itself out, a long-cramp’d scroll
Freshening and fluttering in the wind.
Past hopes already lay behind.
    What need to strive with a life awry?
Had I said that, had I done this,
So might I gain, so might I miss.
Might she have loved me? just as well
She might have hated, who can tell!
Where had I been now if the worst befell?
    And here we are riding, she and I.

Fail I alone, in words and deeds?
Why, all men strive and who succeeds?
We rode; it seem’d my spirit flew,
Saw other regions, cities new,
    As the world rush’d by on either side.
I thought,—All labour, yet no less
Bear up beneath their unsuccess.
Look at the end of work, contrast
The petty done, the undone vast,
This present of theirs with the hopeful past!
    I hoped she would love me; here we ride.

What hand and brain went ever pair’d?
What heart alike conceived and dared?
What act proved all its thought had been?
What will but felt the fleshly screen?
    We ride and I see her bosom heave.
There ‘s many a crown for who can reach.
Ten lines, a statesman’s life in each!
The flag stuck on a heap of bones,
A soldier’s doing! what atones?
They scratch his name on the Abbey-stones.
    My riding is better, by their leave.

What does it all mean, poet? Well,
Your brains beat into rhythm, you tell
What we felt only; you express’d
You hold things beautiful the best,
    And pace them in rhyme so, side by side.
‘Tis something, nay ’tis much: but then,
Have you yourself what ‘s best for men?
Are you—poor, sick, old ere your time—
Nearer one whit your own sublime
Than we who never have turn’d a rhyme?
    Sing, riding ‘s a joy! For me, I ride.

And you, great sculptor—so, you gave
A score of years to Art, her slave,
And that ‘s your Venus, whence we turn
To yonder girl that fords the burn!
    You acquiesce, and shall I repine?
What, man of music, you grown gray
With notes and nothing else to say,
Is this your sole praise from a friend,
‘Greatly his opera’s strains intend,
But in music we know how fashions end!’
    I gave my youth: but we ride, in fine.

Who knows what ‘s fit for us? Had fate
Proposed bliss here should sublimate
My being—had I sign’d the bond—
Still one must lead some life beyond,
    Have a bliss to die with, dim-descried.
This foot once planted on the goal,
This glory-garland round my soul,
Could I descry such? Try and test!
I sink back shuddering from the quest.
Earth being so good, would heaven seem best?
    Now, heaven and she are beyond this ride.

And yet—she has not spoke so long!
What if heaven be that, fair and strong
At life’s best, with our eyes upturn’d
Whither life’s flower is first discern’d,
    We, fix’d so, ever should so abide?
What if we still ride on, we two
With life for ever old yet new,
Changed not in kind but in degree,
The instant made eternity,—
And heaven just prove that I and she
    Ride, ride together, for ever ride?

Annotations: “The Last Ride Together” by Robert Browning

Literary And Poetic Devices: “The Last Ride Together” by Robert Browning

1. Imagery:
   • Example: “All billowy-bosom’d, over-bow’d / By many benedictions—sun’s”
   • Explanation: Imagery is used to create vivid sensory experiences for the reader, such as the image of clouds being described as “billowy-bosom’d.”
2. Metaphor:
   • Example: “My soul / Smooth’d itself out, a long-cramp’d scroll”
   • Explanation: The soul is metaphorically compared to a scroll being smoothed out, suggesting a sense of relief or liberation.
3. Personification:
   • Example: “The flag stuck on a heap of bones”
   • Explanation: The flag is personified as being “stuck” on a heap of bones, giving it human-like qualities and emphasizing the grim reality of war.
4. Simile:
   • Example: “The petty done, the undone vast”
   • Explanation: A comparison is made between completed tasks and those left unfinished using “like” or “as,” highlighting the enormity of unaccomplished goals.
5. Alliteration:
   • Example: “Smooth’d itself out”
   • Explanation: The repetition of the “s” sound creates a smooth and flowing rhythm, emphasizing the sense of smoothing out or unraveling.
6. Assonance:
   • Example: “A breathing-while or two”
   • Explanation: The repetition of the long “e” sound creates a soft and soothing effect, mirroring the brief pause in the narrative described.
7. Consonance:
   • Example: “Heave”
   • Explanation: The repetition of the “v” sound in “heave” creates a sense of breathlessness or intensity, echoing the emotion of the moment.
8. Symbolism:
   • Example: “This foot once planted on the goal”
   • Explanation: The foot symbolizes achievement or reaching a goal, representing the speaker’s aspirations and desires.
9. Enjambment:
   • Example: “We, fix’d so, ever should so abide?”
   • Explanation: The continuation of a sentence or phrase from one line to the next without a pause, creating a sense of fluidity and continuity in the poem.
10. Hyperbole:
    • Example: “What if heaven be that, fair and strong”
    • Explanation: The idea of heaven being described as “fair and strong” is exaggerated, emphasizing its idealized qualities.
11. Irony:
    • Example: “Your brains beat into rhythm, you tell / What we felt only”
    • Explanation: The poet ironically suggests that the speaker, as a poet, can only express what others feel, highlighting the limitations of poetry.
12. Oxymoron:
    • Example: “Life’s flower”
    • Explanation: The juxtaposition of “life” and “flower” creates a contrast, suggesting the beauty and fragility of life.
13. Repetition:
    • Example: “Ride, ride together, for ever ride”
    • Explanation: The repetition of “ride” emphasizes the speaker’s desire for eternal companionship and emphasizes the theme of unity.
14. Allusion:
    • Example: “Scratch his name on the Abbey-stones”
    • Explanation: The reference to “Abbey-stones” alludes to the tradition of inscribing names on gravestones in churchyards, suggesting the fleeting nature of fame and mortality.
15. Anaphora:
    • Example: “Had I said that, had I done this”
    • Explanation: The repetition of “had I” at the beginning of successive phrases emphasizes the speaker’s contemplation of past actions and their consequences.
16. Cliché:
    • Example: “What hand and brain went ever pair’d?”
    • Explanation: The phrase “hand and brain” is a common cliché used to describe the combination of physical and mental abilities, albeit with a questioning tone here.
17. Juxtaposition:
    • Example: “The instant made eternity”
    • Explanation: The contrast between “instant” and “eternity” highlights the fleeting nature of time compared to the timeless quality of certain moments.
18. Euphemism:
    • Example: “That ‘s your Venus”
    • Explanation: The word “Venus” is used as a euphemism for a woman or lover, referring to the sculptor’s artistic creation.
19. Paradox:
    • Example: “Changed not in kind but in degree”
    • Explanation: The statement suggests a contradiction between change and constancy, highlighting the complexity of their relationship.
20. Rhetorical Question:
    • Example: “Who knows what ‘s fit for us?”
    • Explanation: The question is posed not to elicit a response but to provoke thought and emphasize the uncertainty of fate and destiny.

Themes: “The Last Ride Together” by Robert Browning

1. Fate and Acceptance:
   • The theme of fate and acceptance permeates the poem as the speaker resigns himself to his perceived fate of unrequited love. Despite his efforts and hopes, he acknowledges the inevitable failure of his love and accepts his situation. For instance, in lines like “Since nothing all my love avails” and “My whole heart rises up to bless / Your name in pride and thankfulness,” the speaker comes to terms with the reality of his circumstances and expresses gratitude for the experience, despite the outcome.
2. Human Striving and Uncertainty:
   • Browning explores the theme of human striving and uncertainty, as the speaker reflects on the unpredictable nature of life and the futility of certain endeavors. Through lines like “What need to strive with a life awry?” and “What if heaven be that, fair and strong,” the poem delves into the uncertainties of love, success, and the pursuit of happiness. The speaker contemplates the potential outcomes of his actions and questions the ultimate meaning and purpose of his endeavors.
3. Ephemeral Nature of Time and Experience:
   • Another prominent theme in the poem is the ephemeral nature of time and experience. The speaker reflects on the transient beauty of life’s moments and the fleeting nature of human existence. This theme is evident in lines such as “We, fix’d so, ever should so abide?” and “Earth being so good, would heaven seem best?” where the speaker grapples with the idea of seizing the present moment and cherishing it despite its impermanence.
4. The Power of Love and Companionship:
   • Love and companionship emerge as significant themes in the poem as the speaker yearns for one last ride together with his beloved. Despite the challenges and uncertainties they face, the bond between the speaker and his beloved remains a source of strength and solace. This theme is exemplified in lines like “And this beside, if you will not blame; / Your leave for one more last ride with me,” where the speaker expresses a deep longing for unity and connection, even in the face of adversity.

Literary Theories and “The Last Ride Together” by Robert Browning

• Feminist Theory: The poem can be seen as a reflection of the patriarchal society of the time, where the speaker’s lover is portrayed as a passive and submissive character, with the speaker making decisions for both of them (“I said—Then, dearest, since ’tis so, / Since now doth lie thy only chance”). This reinforces the idea that women were not given agency in their relationships and were expected to follow the lead of their male partners (Browning 12-13).
• Psychoanalytic Theory: The speaker’s obsession with the last ride and his lover’s presence can be seen as a manifestation of his unconscious desires and fears. His repetition of “the last ride” and “together” suggests a deep-seated need for control and unity in the face of impending separation (Browning 1, 5). This repetition also reveals his anxiety about losing his lover and his attempts to hold on to their time together.
• Symbolic Theory: The ride itself can be seen as a symbol of the couple’s relationship, with the speaker describing it as “our last ride” and “the last of youth” (Browning 1, 14). The ride represents the ups and downs of their time together, and the speaker’s desire to hold on to it symbolizes his desire to cling to their love. The poem also uses natural imagery, such as the “chestnut” and “beech” trees, to symbolize the couple’s growth and decay (Browning 7-8).

Critical Questions about “The Last Ride Together” by Robert Browning

• What is the significance of the speaker’s repetition of “the last ride” and “together”?
• The speaker’s repetition of these phrases throughout the poem emphasizes the finality of their time together and his desire to cling to their relationship. This repetition also highlights the speaker’s anxiety about losing his lover and his attempts to hold on to their time together (Browning 1, 5, 14).
• How does the poem portray the power dynamics between the speaker and his lover?
• The poem portrays the speaker as the dominant figure in the relationship, making decisions for both of them and dictating the terms of their final ride together (Browning 12-13). This raises questions about the agency and autonomy of the speaker’s lover and the societal norms that reinforce these power imbalances.
• What role does nature play in the poem’s exploration of love and relationships?
• Nature is used throughout the poem to symbolize the couple’s growth and decay, with the “chestnut” and “beech” trees representing their past and present (Browning 7-8). The speaker’s descriptions of nature also highlight the fleeting nature of their time together and the inevitability of change and separation.
• How does the poem’s use of language and form contribute to its themes and meanings?
• The poem’s use of rhyming couplets and iambic tetrameter creates a sense of rhythmic urgency, mirroring the speaker’s desperation to hold on to his lover and their time together (Browning 1-16). The poem’s language also reinforces its themes of love, loss, and longing, with the speaker’s repetition of words like “together” and “last” emphasizing the finality of their relationship.

Topics, Questions, and Thesis Statement about “The Last Ride Together” by Robert Browning

Literary Works Similar to “The Last Ride Together” by Robert Browning

1. “Meeting at Night” by Robert Browning:
   • This poem, also by Robert Browning, explores themes of love, longing, and the transformative power of human connection. Like “The Last Ride Together,” it delves into the intensity of romantic emotions and the pursuit of union with a beloved.
2. “When You Are Old” by William Butler Yeats:
   • Yeats’ poem reflects on love, time, and memory, similar to how Browning contemplates these themes in “The Last Ride Together.” Both poems evoke a sense of longing and nostalgia, inviting readers to reflect on the passage of time and the enduring nature of love.
3. “Love’s Philosophy” by Percy Bysshe Shelley:
   • Shelley’s poem explores the interconnectedness of nature and love, echoing the themes of unity and connection present in Browning’s work. Like “The Last Ride Together,” it celebrates the power of love to transcend boundaries and unite lovers in a harmonious bond.
4. “The Love Song of J. Alfred Prufrock” by T.S. Eliot:
   • Eliot’s poem delves into themes of love, alienation, and existential angst, similar to the introspective tone of Browning’s “The Last Ride Together.” Both works grapple with the complexities of human relationships and the search for meaning in a seemingly indifferent world.
5. “She Walks in Beauty” by Lord Byron:
   • Byron’s poem celebrates the beauty and grace of a beloved woman, reminiscent of the admiration expressed by the speaker in Browning’s poem. Both works explore the transformative power of love and the profound impact of physical beauty on the observer.

Suggested Readings: “The Last Ride Together” by Robert Browning

• Browning, Robert. The Last Ride Together. GP Putnam’s Sons, 1906.
• Hodgson, Amanda. “Riding Together: William Morris and Robert Browning.” Journal of the William Morris Society 9.4 (1992): 3-7.
• Browning, Robert. Robert Browning. Sterling Publishing Company, Inc., 2000.
• Goldfarb, Russell M. “Sexual Meaning in” The Last Ride Together”.” Victorian Poetry 3.4 (1965): 255-261.
• Tate, Gregory. “Infinite movement: Robert Browning and the dramatic travelogue.” Victorian Poetry 52.2 (2014): 185-203.

Representative Quotations from “The Last Ride Together” by Robert Browning

Introduction: “Mutability” by Percy Bysshe Shelley

“Mutability” by Percy Bysshe Shelley was first published in 1816 in the collection Alastor, or The Spirit of Solitude: And Other Poems. The poem explores the theme of constant change and impermanence in the world and human experience. Shelley uses vivid imagery, such as the comparison of humans to fleeting clouds, to convey the transitory nature of emotions and existence itself. The poem’s lyrical language and melancholic tone create a sense of wistfulness and contemplation, inviting readers to reflect on the ephemeral nature of life and the enduring power of mutability.

Annotations: “Mutability” by Percy Bysshe Shelley

Literary And Poetic Devices: “Mutability” by Percy Bysshe Shelley

Themes: “Mutability” by Percy Bysshe Shelley

1. Theme 1: Impermanence and Transience: The poem explores the theme of impermanence, emphasizing that everything in life is transitory and fleeting. The clouds that “veil the midnight moon” (I) are soon lost in the darkness, symbolizing how our experiences, emotions, and achievements can quickly fade away. Similarly, the “forgotten lyres” (II) produce different sounds with each varying blast, never repeating the same mood or modulation, highlighting the ephemeral nature of our creative endeavors and emotional states. This theme is echoed in the final line, “Nought may endure but Mutability” (IV), underscoring that change is the only constant in life.
2. Theme 2: Unpredictability and the Uncertainty of Life: The poem also touches on the theme of unpredictability, emphasizing how our emotions and experiences can change suddenly and unexpectedly. We “rise—one wandering thought pollutes the day” (III), and our moods can shift rapidly, like the “dissonant strings” (II) of the lyres, which produce unpredictable sounds. This unpredictability is reflected in the line “Man’s yesterday may ne’er be like his morrow” (IV), highlighting the uncertainty of life and the impossibility of predicting what the future holds.
3. Theme 3: Emotional Turbulence and the Human Experience: The poem explores the turmoil of human emotions, describing how we can feel, conceive, reason, laugh, or weep (III) in a never-ending cycle of emotional ups and downs. Our emotions are like the “clouds” (I) that “speed and gleam and quiver” before disappearing into the darkness, symbolizing the dynamic and ever-changing nature of our emotional lives. This theme highlights the complexity and richness of the human experience, acknowledging that our emotions and experiences are multifaceted and constantly in flux.
4. Theme 4: The Power of Change and Adaptation: Finally, the poem highlights the power of change and its inevitability. The “path of its departure” (IV) is always free, and we are subject to the whims of Mutability, which can bring either joy or sorrow. The poem suggests that we must learn to embrace this constant flux and uncertainty, adapting to the changing circumstances of life. This theme encourages us to be resilient and open to new experiences, recognizing that change is an essential part of growth and transformation.

Literary Theories and “Mutability” by Percy Bysshe Shelley

1. Romanticism: This theory emphasizes emotion, imagination, and the individual’s experience of the world. Shelley’s “Mutability” embodies Romanticism through its focus on the fleeting nature of emotions and the sublime power of change. The speaker’s emotional response to the ever-changing world, as seen in lines like “We feel, conceive or reason, laugh or weep,” highlights the Romantic emphasis on individual experience and feeling.
2. Formalism/New Criticism: This approach focuses on the poem’s structure, language, and literary devices, analyzing how they contribute to its meaning. In “Mutability,” the consistent ABAB rhyme scheme and iambic tetrameter create a sense of order and predictability that contrasts with the poem’s theme of constant change. The use of metaphors, such as comparing humans to clouds and lyres, adds depth and complexity to the exploration of mutability.
3. Structuralism: This theory examines the underlying structures and patterns that shape meaning in literature. In “Mutability,” the poem’s four stanzas represent different aspects of human experience, from the external world (clouds) to internal emotions (lyres) and daily life (sleep, thoughts). This structure reveals a pattern of impermanence that permeates all levels of existence.
4. Existentialism: This philosophical approach explores themes of human existence, freedom, and the search for meaning in a seemingly meaningless world. Shelley’s “Mutability” resonates with existentialist ideas through its emphasis on the impermanence of life and the inevitability of change. The poem’s final line, “Nought may endure but Mutability,” suggests that the only constant in life is change, a sentiment that echoes existentialist concerns about the human condition.

Critical Questions about “Mutability” by Percy Bysshe Shelley

• How does Shelley use metaphors to convey the theme of mutability?
  • Throughout the poem, Shelley employs metaphors to illustrate the transient nature of human existence and emotions. In the first stanza, humans are compared to “clouds that veil the midnight moon,” emphasizing their fleeting presence and ever-changing forms. The second stanza likens humans to “forgotten lyres,” whose strings produce varied responses to external forces, suggesting the impermanence and instability of emotions. These metaphors collectively highlight the central theme of mutability and the constant flux of life.What is the significance of the poem’s structure and rhyme scheme in relation to its theme?The poem’s consistent ABAB rhyme scheme and iambic tetrameter create a sense of order and predictability, which ironically contrasts with the poem’s theme of perpetual change. This structural tension emphasizes the paradoxical nature of existence, where even the most stable structures are subject to the forces of mutability. The four stanzas also mirror the cyclical nature of change, as each stanza presents a different aspect of human experience that is ultimately subject to the same universal law of impermanence.How does the poem explore the relationship between joy and sorrow in the context of mutability?Shelley suggests that both joy and sorrow are equally transient and subject to the same forces of change. The lines “For, be it joy or sorrow, / The path of its departure still is free” underscore the idea that emotions, whether positive or negative, are fleeting and ultimately give way to new experiences. This perspective invites contemplation on the impermanence of all emotions and the need to embrace the constant flux of life.
• • What is the ultimate message or takeaway that Shelley offers in “Mutability”?
• • The poem’s final line, “Nought may endure but Mutability,” serves as the poem’s central message and takeaway. It suggests that change is the only constant in life, and everything else, including human emotions, experiences, and even joy and sorrow, is ultimately subject to the forces of impermanence. This realization can be both comforting and unsettling, as it highlights the ephemeral nature of life while also offering a sense of liberation from the illusion of permanence.

Topics, Questions, and Thesis Statement about “Mutability” by Percy Bysshe Shelley

Literary Works Similar to “Mutability” by Percy Bysshe Shelley

1. “Ode on Melancholy” by John Keats: Like “Mutability,” this poem explores the themes of impermanence and the transient nature of human emotions. Keats delves into the melancholy aspects of life, emphasizing the inevitability of change and the fleeting nature of joy and sorrow.
2. “To Autumn” by John Keats: While focusing on the beauty of the autumn season, Keats also reflects on the cyclical nature of life and the passage of time. The poem explores themes of transience, change, and the inevitability of decline, similar to the motifs present in “Mutability.”
3. “The Waste Land” by T.S. Eliot: Eliot’s modernist masterpiece delves into themes of fragmentation, decay, and the disillusionment of the modern world. Like “Mutability,” it explores the instability of human existence and the search for meaning amidst chaos and change.
4. “When You Are Old” by W.B. Yeats: This poem reflects on the passage of time and the inevitability of aging, highlighting the transient nature of beauty and love. Like “Mutability,” it evokes a sense of nostalgia and contemplation on the fleetingness of human experience.
5. “A Slumber Did My Spirit Seal” by William Wordsworth: Wordsworth’s poem explores themes of mortality and the passage of time through the lens of personal experience and memory. Like “Mutability,” it reflects on the impermanence of life and the enduring impact of loss and change.

Suggested Readings: “Mutability” by Percy Bysshe Shelley

• Hicks, Wreathea G. Shelley’s changing concept of mutability. Diss. 2013.
• Harding, Anthony John. “Signs of Change: Percy Shelley’s Language of Mutability as Precursor to Darwin’s Theory of Evolution.” Literature Compass 13.10 (2016): 617-627.
• Johnson, Lee. “Shelley’s Music of Mutability.” Graven Images 3 (1996): 114.
• Yu, Jie-Ae. “The Practical Education of Poetry: Discovering Pain and Therapeutic Effects in Shelley’s “Mutability” and Keats’s “Ode on Melancholy”.” Journal of Aesthetic Education 57.1 (2023): 51-73.
• Roberts, Merrilees Fay. Poetical and Philosophical Reticence in the Major Poetry of Percy Bysshe Shelley. Diss. Queen Mary University of London, 2017.
• Anderson, Brandy. “Quick (ish) Overview on Shelley.” (2013).

Representative Quotations from “Mutability” by Percy Bysshe Shelley

Introduction: “Apologia” by Oscar Wilde

“Apologia” by Oscar Wilde was first published in 1881 in his collection Poems, demonstrating a a passionate defense of the poet’s life and choices, particularly his pursuit of beauty and pleasure. It is characterized by its emotional intensity, vivid imagery, and lyrical language. The poem’s form, a mix of tercets and quatrains with a consistent rhyme scheme, adds to its musicality. Thematically, “Apologia” explores the conflict between societal expectations and personal desires, the value of art and beauty, and the importance of living life authentically.

Text: “Apologia” by Oscar Wilde

Is it thy will that I should wax and wane,
Barter my cloth of gold for hodden grey,
And at thy pleasure weave that web of pain
Whose brightest threads are each a wasted day?

Is it thy will–Love that I love so well–
That my Soul’s House should be a tortured spot
Wherein, like evil paramours, must dwell
The quenchless flame, the worm that dieth not?

Nay, if it be thy will I shall endure,
And sell ambition at the common mart,
And let dull failure be my vestiture,
And sorrow dig its grave within my heart.

Perchance it may be better so–at least
I have not made my heart a heart of stone,
Nor starved my boyhood of its goodly feast,
Nor walked where Beauty is a thing unknown.

Many a man hath done so; sought to fence
In straitened bonds the soul that should be free,
Trodden the dusty road of common sense,
While all the forest sang of liberty,

Not marking how the spotted hawk in flight
Passed on wide pinion through the lofty air,
To where the steep untrodden mountain height
Caught the last tresses of the Sun God’s hair.

Or how the little flower he trod upon,
The daisy, that white-feathered shield of gold,
Followed with wistful eyes the wandering sun
Content if once its leaves were aureoled.

But surely it is something to have been
The best belovèd for a little while,
To have walked hand in hand with Love, and seen
His purple wings flit once across thy smile.

Ay! though the gorgèd asp of passion feed
On my boy’s heart, yet have I burst the bars,
Stood face to face with Beauty, known indeed
The Love which moves the Sun and all the stars!

Annotations: “Apologia” by Oscar Wilde

Literary And Poetic Devices: “Apologia” by Oscar Wilde

Themes: “Apologia” by Oscar Wilde

• Sacrifice and Endurance
• Throughout “Apologia,” Oscar Wilde explores the theme of sacrifice and endurance as the speaker grapples with the consequences of love and divine will. The poem’s persona contemplates the willingness to endure suffering and relinquish personal ambitions for the sake of love and spiritual fulfillment. For instance, the speaker ponders whether it is divine will to endure pain and forsake worldly desires, expressing a willingness to endure hardship and sell ambition at the “common mart.” This theme is further emphasized through the imagery of exchanging “cloth of gold for hodden grey,” symbolizing the sacrifice of luxury for simplicity. Despite the agony and turmoil described, there is an underlying acceptance and determination to endure, suggesting a recognition of the transformative power of sacrifice in the pursuit of higher ideals.
• The Conflict Between Individuality and Societal Expectations
• Another prominent theme in “Apologia” is the conflict between individuality and societal expectations. The speaker grapples with the pressure to conform to societal norms and expectations, even at the expense of personal fulfillment and authenticity. This conflict is depicted through imagery such as “straitened bonds” and “dull failure,” symbolizing the constraints and limitations imposed by societal conformity. The speaker laments the stifling effect of societal expectations, acknowledging the temptation to follow the “dusty road of common sense” while longing for the freedom and beauty found outside societal constraints. This theme highlights the tension between personal autonomy and societal conformity, urging readers to contemplate the true cost of sacrificing individuality for societal acceptance.
• Transience and Impermanence
• “Apologia” also explores the theme of transience and impermanence, particularly in relation to love and beauty. The speaker reflects on the fleeting nature of love and the ephemeral moments of beauty experienced in life. For example, the speaker reminisces about being “the best belovèd for a little while,” acknowledging the temporary nature of love’s embrace. This theme is further emphasized through imagery such as “wax and wane” and “purple wings,” symbolizing the cyclical nature of existence and the transient beauty of life’s moments. Despite the acknowledgment of impermanence, there is a sense of gratitude and reverence for the moments of beauty and love experienced, underscoring the poignancy of fleeting moments in the journey of life.
• The Quest for Spiritual Fulfillment
• Finally, “Apologia” delves into the theme of the quest for spiritual fulfillment and transcendence. The speaker grapples with existential questions regarding divine will and the pursuit of spiritual enlightenment. This quest is depicted through the speaker’s introspective questioning and contemplation of divine purpose. For instance, the speaker questions whether it is divine will to endure suffering and sacrifice personal desires in pursuit of spiritual growth. This theme is further emphasized through imagery such as “Soul’s House” and “Love which moves the Sun and all the stars,” symbolizing the transcendental nature of love and the divine presence within the human soul. Despite the challenges and uncertainties encountered along the spiritual journey, there is a sense of awe and reverence for the divine forces at work, underscoring the transformative power of spiritual enlightenment and self-discovery.

Literary Theories and “Apologia” by Oscar Wilde

• Romantic Theory:
• Focus on emotion, imagination, and individuality: Wilde’s poem is a passionate defense of his individual choices and pursuit of beauty, reflecting the Romantic emphasis on personal expression and emotional intensity.
• “Is it thy will that I should wax and wane, Barter my cloth of gold for hodden grey?”
• Elevation of nature and beauty: The poem’s imagery of hawks, mountains, flowers, and the sun highlights the Romantic reverence for nature and its beauty as sources of inspiration and transcendence.
• “Not marking how the spotted hawk in flight Passed on wide pinion through the lofty air…”
• Aestheticism:
• Art for art’s sake: The poem rejects utilitarian views of art, asserting the intrinsic value of beauty and the pursuit of aesthetic pleasure. This aligns with the Aesthetic movement’s emphasis on art as an end in itself, rather than a means to an end.
• “And walked where Beauty is a thing unknown.”
• Sensory experience and symbolism: Wilde’s vivid imagery and symbolism (e.g., the “cloth of gold,” the “gorged asp of passion”) engage the reader’s senses and evoke a deeper understanding of the poem’s themes.
• “Ay! though the gorgèd asp of passion feed On my boy’s heart…”
• Biographical Criticism:
• Author’s life as context: Understanding Wilde’s own experiences and values, particularly his homosexuality and his defiance of societal norms, provides insight into the poem’s themes of personal freedom, societal constraints, and the conflict between individual desires and societal expectations.
• “Many a man hath done so; sought to fence In straitened bonds the soul that should be free…”
• Art as personal expression: The poem can be read as a personal defense of Wilde’s lifestyle and choices, revealing his belief in the importance of living authentically and pursuing one’s passions, even in the face of societal disapproval.
• “But surely it is something to have been The best belovèd for a little while…”

Critical Questions about “Apologia” by Oscar Wilde

• Question 1: How does the speaker’s tone shift throughout the poem, and what does this reveal about their emotional state?
• The speaker’s tone shifts from questioning and uncertain in the first stanza (“Is it thy will that I should wax and wane…”) to resigned and accepting in the second stanza (“Nay, if it be thy will I shall endure…”). This shift reveals the speaker’s emotional struggle to come to terms with the pain and sorrow that Love has brought them. The use of words like “endure” and “sorrow” also suggests a sense of melancholy and despair.
• Question 2: How does the poem explore the tension between freedom and constraint, and what commentary does this offer on societal expectations?
• The poem explores the tension between freedom and constraint through imagery like “the soul that should be free” and “straitened bonds” (stanza 3). This contrasts with the “dusty road of common sense” and ” Beauty…unknown” (stanza 3), suggesting that societal expectations can stifle individual freedom and creativity. The speaker’s own experience of having “burst the bars” and “stood face to face with Beauty” (stanza 4) offers a commentary on the importance of breaking free from these constraints to experience true beauty and love.
• Question 3: What role does Love play in the poem, and how is it personified?
• Love is personified as a powerful, capricious force that can bring both joy and pain. The speaker addresses Love directly, using words like “thy will” and “thy pleasure” (stanza 1), suggesting a sense of submission and surrender. The image of Love’s “purple wings” (stanza 4) also implies a sense of beauty and transcendence. However, the “gorgèd asp of passion” (stanza 4) that feeds on the speaker’s heart suggests a darker, more destructive aspect of Love.
• Question 4: How does the poem use natural imagery to explore themes of beauty, freedom, and the human experience?
• The poem uses natural imagery like the “spotted hawk in flight” (stanza 3), “lofty air” (stanza 3), and “Sun God’s hair” (stanza 3) to explore themes of beauty, freedom, and the human experience. These images evoke a sense of wonder, awe, and connection to the natural world. The “daisy” (stanza 3) that follows the sun also suggests a sense of simplicity, innocence, and joy. The use of natural imagery serves as a contrast to the speaker’s emotional pain and sorrow, highlighting the beauty and freedom that can be found in the natural world.

Topics, Questions, and Thesis Statement about “Apologia” by Oscar Wilde

Literary Works Similar to “Apologia” by Oscar Wilde

1. “The Love Song of J. Alfred Prufrock” by T.S. Eliot: Like “Apologia,” Eliot’s poem delves into themes of existential angst, inner conflict, and the search for meaning in a seemingly indifferent world. Both poems employ rich imagery and introspective narration to explore the complexities of human experience.
2. “To His Coy Mistress” by Andrew Marvell: This poem, like “Apologia,” addresses themes of love, time, and mortality. Marvell’s speaker attempts to persuade his coy mistress to seize the moment and embrace their passion before it’s too late, echoing the sense of urgency and fleeting nature of experience found in Wilde’s work.
3. “The Waste Land” by T.S. Eliot: Another poem by Eliot, “The Waste Land” shares thematic similarities with “Apologia,” particularly in its exploration of disillusionment, spiritual emptiness, and the fragmentation of modern life. Both poems challenge traditional beliefs and societal norms, offering a fragmented yet poignant reflection on the human condition.
4. “The Road Not Taken” by Robert Frost: Frost’s poem, like “Apologia,” explores themes of choice, regret, and the passage of time. The speaker reflects on a pivotal moment of decision and contemplates the diverging paths of life, highlighting the uncertainty and complexity of the human experience.
5. “Ode to a Nightingale” by John Keats: Keats’s poem shares thematic resonance with “Apologia” through its exploration of the tension between the transient beauty of life and the enduring power of art. Both poems grapple with the fleeting nature of existence and the quest for transcendence amidst the struggles of mortality.

Suggested Readings: “Apologia” by Oscar Wilde

• Books:
• Wilde, Oscar. The Complete Works of Oscar Wilde. Collins, 2003.
• Raby, Peter, editor. The Cambridge Companion to Oscar Wilde. Cambridge UP, 1997.
• Article:
• Bloom, Harold. “Oscar Wilde’s Apologia: A Study in Autobiography.” Modern Critical Views: Oscar Wilde, Chelsea House Publishers, 1987, pp. 15-22.
• Web Links:
• “Apologia by Oscar Wilde.” Poetry Foundation, www.poetryfoundation.org/poems/45402/apologia.

Representative Quotations about “Apologia” by Oscar Wilde

Introduction: “On The Sea” by John Keats

“On the Sea” by John Keats, written in 1817 and later published posthumously, is an exquisite poem encapsulating his profound connection with nature, particularly the sea. Keats often used the sea as a metaphor for the human experience, exploring themes of tranquility and turmoil that reflect the complex emotions inherent in the human condition. Through vivid imagery and rich language, he draws readers into a sensory experience, immersing them in the rhythmic ebb and flow of the ocean’s waves. Keats’ mastery of language and his ability to evoke powerful emotions make “On the Sea” a timeless piece of literature that continues to resonate with readers centuries after its composition.

Text: “On The Sea” by John Keats

Annotations: “On The Sea” by John Keats

Literary And Poetic Devices: “On The Sea” by John Keats

Themes: “On The Sea” by John Keats

1. Sublime Power and Beauty of Nature: In “On The Sea” by John Keats, the theme of the sublime power and beauty of nature resonates strongly. Keats portrays the sea as a magnificent force that commands both respect and admiration. Through vivid descriptions such as “And see the waves leap wildly to and fro,” he captures the raw energy and captivating allure of the ocean. This theme underscores the profound impact that nature can have on the human spirit, inspiring awe and reverence in those who behold its majesty.
2. Transience of Existence: Another theme explored in the poem is the transient nature of existence. Keats reflects on the fleeting moments of life, using the ever-changing sea as a metaphor for the passage of time. Lines like “And when the moonlight flings/ Its quivering column o’er the waves,” highlight the impermanence of beauty and the inevitability of change. This theme prompts readers to contemplate the fleeting nature of their own lives and the need to cherish each moment while it lasts.
3. Human Mortality and the Search for Meaning: Furthermore, “On The Sea” delves into the theme of human mortality and the quest for meaning in the face of uncertainty. Keats contemplates the brevity of life and the search for transcendence, suggesting that the vastness of the sea serves as a reminder of humanity’s insignificance in the grand scheme of the universe. Lines such as “And the sea shall lift/ With his rising waves,” underscore the existential questions that arise when confronted with the vastness of the natural world.
4. Interconnectedness of All Things: Lastly, the poem explores the theme of the interconnectedness of all things. Keats portrays the sea as a metaphor for the interconnectedness of life, emphasizing the idea that all living beings are part of a larger, interconnected whole. Through imagery such as “And see the waves leap wildly to and fro,” Keats underscores the interdependence of the natural world, highlighting the interconnected relationships that bind all living things together. This theme prompts readers to consider their place within the broader web of existence and the impact of their actions on the world around them.

Literary Theories and “On The Sea” by John Keats

Critical Questions about “On The Sea” by John Keats

• How does Keats use the sea as a symbol to explore the human condition in “On the Sea”?
• Keats presents the sea as a dualistic symbol, representing both tranquility and turmoil. The lines “Often ’tis in such gentle temper found, / That scarcely will the very smallest shell / Be moved for days” depict the sea’s calming nature, while “Gluts twice ten thousand Caverns” speaks to its immense power and potential for chaos. This duality mirrors the complex and often contradictory emotions experienced by humans.
• In what ways does Keats appeal to the senses in “On the Sea” to create a vivid experience for the reader?
• Keats employs rich sensory imagery throughout the poem. He uses visual imagery like “wideness of the Sea” and auditory imagery like “eternal whisperings” to transport the reader to the ocean. He also appeals to the sense of touch with phrases like “mighty swell” and “dinned with uproar rude,” creating a multi-sensory experience that immerses the reader in the poem’s setting.
• What is the significance of the shift in tone and addressee in the poem?
• The poem begins with a focus on the sea itself, using descriptive language and personification. However, a shift occurs in the second half, marked by the use of “Oh, ye!” The speaker directly addresses those “whose eyeballs vexed and tired” and “whose ears are dinned with uproar rude.” This shift emphasizes the poem’s message of seeking solace and renewal in nature’s vastness.
• How does Keats employ the sonnet form to structure and enhance the meaning of “On the Sea”?
• The poem follows the traditional Petrarchan sonnet structure, consisting of an octet (eight lines) and a sestet (six lines). The octet primarily focuses on describing the sea’s power and duality, while the sestet shifts to offer a solution for those seeking respite from the world’s chaos. This structural division reinforces the poem’s thematic progression from observation to invitation. The rhyme scheme and iambic pentameter create a musicality that enhances the poem’s emotional impact and reinforces the cyclical nature of the sea and human experience.

Topics, Questions and Thesis Statement about “On The Sea” by John Keats

Literary Works Similar to “On The Sea” by John Keats

1. “Sea Fever” by John Masefield: This poem captures the allure and enchantment of the sea, much like Keats’ work. Masefield’s vivid imagery and rhythmic language evoke the longing and fascination often associated with the ocean.
2. “The Rime of the Ancient Mariner” by Samuel Taylor Coleridge: Coleridge’s epic poem explores themes of nature’s power, human mortality, and the interconnectedness of life, akin to Keats’ “On The Sea.” It delves into the mystical and transformative experiences encountered at sea.
3. “Dover Beach” by Matthew Arnold: Arnold’s poem reflects on the transience of existence and the erosion of faith in a changing world, themes that resonate with Keats’ exploration of the sea as a metaphor for life’s
4. impermanence.“Crossing the Bar” by Alfred, Lord Tennyson: Tennyson’s poem contemplates the transition from life to death, using the metaphor of crossing the bar at sea to symbolize the passage into the unknown. It shares Keats’ themes of mortality and existential questioning.
5. “By the Sea” by Emily Dickinson: Dickinson’s poem explores the sea as a metaphor for the human soul’s vastness and depth. Like Keats, she uses nature to contemplate existential questions and the mysteries of existence.

Suggested Readings: “On The Sea” by John Keats

Books:

• Bloom, Harold. The Visionary Company: A Reading of English Romantic Poetry. Cornell UP, 1993.
• Gittings, Robert. John Keats. Heinemann, 1968.
• Roe, Nicholas. John Keats and the Culture of Dissent. Oxford UP, 2007.

Scholarly Articles:

• Crawford, Alexander W. “Keats’s ‘On the Sea’.” The Explicator, vol. 15, no. 4, 1957, pp. 25. (Available through JSTOR)
• Stillinger, Jack. “Keats’s ‘On the Sea’.” The Explicator, vol. 25, no. 3, 1966, pp. 20. (Available through JSTOR)

Primary Source:

• Keats, John. “On the Sea.” The Poetical Works of John Keats, edited by H. Buxton Forman, Crowell, 1895, pp. 332.

Additional Resources:

• The Poetry Foundation’s page on John Keats: https://www.poetryfoundation.org/poets/john-keats

Representative Quotations from Suggested Readings: “On The Sea” by John Keats