“Home Burial” by Robert Frost: A Critical Analysis

“Home Burial” by Robert Frost, first published in 1914 in his collection North of Boston, is a dramatic dialogue between a bereaved couple struggling to cope with the loss of their child.

"Home Burial" by Robert Frost: A Critical Analysis
Introduction: “Home Burial” by Robert Frost

“Home Burial” by Robert Frost, first published in 1914 in his collection North of Boston, is a dramatic dialogue between a bereaved couple struggling to cope with the loss of their child. Frost masterfully captures the raw emotions and unspoken tensions in their relationship, highlighting the vast gulf that grief has created between them. The poem’s stark realism, use of vernacular language, and focus on the nuances of human interaction are hallmarks of Frost’s poetic style, making “Home Burial” a poignant exploration of loss, communication breakdown, and the complexities of human relationships.

Text: “Home Burial” by Robert Frost

He saw her from the bottom of the stairs

Before she saw him. She was starting down,

Looking back over her shoulder at some fear.

She took a doubtful step and then undid it

To raise herself and look again. He spoke

Advancing toward her: ‘What is it you see

From up there always—for I want to know.’

She turned and sank upon her skirts at that,

And her face changed from terrified to dull.

He said to gain time: ‘What is it you see,’

Mounting until she cowered under him.

‘I will find out now—you must tell me, dear.’

She, in her place, refused him any help

With the least stiffening of her neck and silence.

She let him look, sure that he wouldn’t see,

Blind creature; and awhile he didn’t see.

But at last he murmured, ‘Oh,’ and again, ‘Oh.’

‘What is it—what?’ she said.

                                          ‘Just that I see.’

‘You don’t,’ she challenged. ‘Tell me what it is.’

‘The wonder is I didn’t see at once.

I never noticed it from here before.

I must be wonted to it—that’s the reason.

The little graveyard where my people are!

So small the window frames the whole of it.

Not so much larger than a bedroom, is it?

There are three stones of slate and one of marble,

Broad-shouldered little slabs there in the sunlight

On the sidehill. We haven’t to mind those.

But I understand: it is not the stones,

But the child’s mound—’

                             ‘Don’t, don’t, don’t, don’t,’ she cried.

She withdrew shrinking from beneath his arm

That rested on the banister, and slid downstairs;

And turned on him with such a daunting look,

He said twice over before he knew himself:

‘Can’t a man speak of his own child he’s lost?’

‘Not you! Oh, where’s my hat? Oh, I don’t need it!

I must get out of here. I must get air.

I don’t know rightly whether any man can.’

‘Amy! Don’t go to someone else this time.

Listen to me. I won’t come down the stairs.’

He sat and fixed his chin between his fists.

‘There’s something I should like to ask you, dear.’

‘You don’t know how to ask it.’

                                              ‘Help me, then.’

Her fingers moved the latch for all reply.

‘My words are nearly always an offense.

I don’t know how to speak of anything

So as to please you. But I might be taught

I should suppose. I can’t say I see how.

A man must partly give up being a man

With women-folk. We could have some arrangement

By which I’d bind myself to keep hands off

Anything special you’re a-mind to name.

Though I don’t like such things ’twixt those that love.

Two that don’t love can’t live together without them.

But two that do can’t live together with them.’

She moved the latch a little. ‘Don’t—don’t go.

Don’t carry it to someone else this time.

Tell me about it if it’s something human.

Let me into your grief. I’m not so much

Unlike other folks as your standing there

Apart would make me out. Give me my chance.

I do think, though, you overdo it a little.

What was it brought you up to think it the thing

To take your mother-loss of a first child

So inconsolably—in the face of love.

You’d think his memory might be satisfied—’

‘There you go sneering now!’

                                           ‘I’m not, I’m not!

You make me angry. I’ll come down to you.

God, what a woman! And it’s come to this,

A man can’t speak of his own child that’s dead.’

‘You can’t because you don’t know how to speak.

If you had any feelings, you that dug

With your own hand—how could you?—his little grave;

I saw you from that very window there,

Making the gravel leap and leap in air,

Leap up, like that, like that, and land so lightly

And roll back down the mound beside the hole.

I thought, Who is that man? I didn’t know you.

And I crept down the stairs and up the stairs

To look again, and still your spade kept lifting.

Then you came in. I heard your rumbling voice

Out in the kitchen, and I don’t know why,

But I went near to see with my own eyes.

You could sit there with the stains on your shoes

Of the fresh earth from your own baby’s grave

And talk about your everyday concerns.

You had stood the spade up against the wall

Outside there in the entry, for I saw it.’

‘I shall laugh the worst laugh I ever laughed.

I’m cursed. God, if I don’t believe I’m cursed.’

‘I can repeat the very words you were saying:

“Three foggy mornings and one rainy day

Will rot the best birch fence a man can build.”

Think of it, talk like that at such a time!

What had how long it takes a birch to rot

To do with what was in the darkened parlor?

You couldn’t care! The nearest friends can go

With anyone to death, comes so far short

They might as well not try to go at all.

No, from the time when one is sick to death,

One is alone, and he dies more alone.

Friends make pretense of following to the grave,

But before one is in it, their minds are turned

And making the best of their way back to life

And living people, and things they understand.

But the world’s evil. I won’t have grief so

If I can change it. Oh, I won’t, I won’t!’

‘There, you have said it all and you feel better.

You won’t go now. You’re crying. Close the door.

The heart’s gone out of it: why keep it up.

Amy! There’s someone coming down the road!’

You—oh, you think the talk is all. I must go—

Somewhere out of this house. How can I make you—’

‘If—you—do!’ She was opening the door wider.

‘Where do you mean to go?  First tell me that.

I’ll follow and bring you back by force.  I will!—’

Annotations: “Home Burial” by Robert Frost
StanzaAnnotation
1The poem begins with a tense encounter. The husband sees his wife at the top of the stairs, looking back in fear. She hesitates, retreats, and he approaches her, asking what she is always looking at. Her demeanor shifts from terror to dullness as he presses her for an answer.
2The husband tries to understand what his wife is seeing from the window. She remains silent and refuses to help him understand, believing he won’t comprehend. He finally sees what she is looking at – the family graveyard.
3The husband expresses surprise that he never noticed the graveyard from this perspective before. He describes the graveyard’s small size and its significance, pointing out the gravestones and then the child’s grave. His wife reacts strongly to his mention of the child’s grave.
4The wife recoils from his touch, moves downstairs, and angrily questions his right to speak about their dead child. He responds with frustration, questioning whether any man could talk about such a loss.
5The wife prepares to leave the house, overwhelmed. The husband pleads with her to stay and talk to him instead of leaving. He acknowledges his difficulty in communicating and asks for her help in understanding her grief.
6The husband admits his words often offend her and offers to make an arrangement to avoid such conflicts. He expresses a desire for genuine communication and connection despite his limitations. The wife hesitates but moves the latch as if to leave.
7The husband continues to plead for understanding and connection, urging her not to take her grief elsewhere. He tries to relate to her pain and asks for a chance to share in her sorrow. He criticizes her for being inconsolable despite his love and support.
8The wife accuses him of sneering, which he denies. He grows frustrated and insists on his right to speak about their lost child. The argument intensifies, revealing deep-seated misunderstandings and emotions.
9The wife recounts the day their child was buried, criticizing the husband’s behavior and detachment. She observed him digging the grave and felt alienated by his composure and practical concerns. She questions his ability to feel the depth of their loss.
10The husband reacts with a mix of disbelief and bitter humor, feeling cursed. He recalls the mundane conversation he had during the burial, highlighting their different ways of coping with grief.
11The wife condemns the husband’s detachment, arguing that even close friends cannot truly share in another’s death. She expresses her determination to resist such grief and her anger at the world’s indifference.
12The husband tries to comfort her, suggesting that expressing her feelings has helped. He points out someone approaching the house, urging her to stay. The wife, however, feels the need to escape, unable to reconcile with his perspective.
13The wife insists on leaving the house, feeling desperate. The husband demands to know where she plans to go, threatening to follow and forcibly bring her back. The poem ends with a sense of unresolved conflict and deep emotional rift.
Literary And Poetic Devices: “Home Burial” by Robert Frost
DeviceExampleExplanation
AlliterationBefore she saw him. She was starting downRepetition of the ‘s’ sound emphasizes the wife’s view of her husband’s insensitivity.
Allusion“the little graveyard where my people are”References to family graves, suggesting a legacy of loss and familial connection to death.
Anaphora“Don’t, don’t, don’t, don’t”Repetition of “don’t” conveys the wife’s desperation and emotional intensity.
Assonance“stairs” and “there”Repetition of vowel sounds in close proximity, creating a musical quality.
Caesura“‘What is it you see,’”A pause within a line, creating a natural rhythm and emphasizing the husband’s demand for answers.
DialogueThe conversation between the husband and wifeDirect speech between characters enhances realism and reveals emotional tension.
Dramatic IronyThe husband doesn’t understand the wife’s griefThe audience understands the depth of the wife’s grief more than the husband, creating a sense of irony.
Enjambment“She withdrew shrinking from beneath his arm / That rested on the banister”Continuation of a sentence without a pause beyond the end of a line, emphasizing the wife’s movement and emotional withdrawal.
Foreshadowing“There’s someone coming down the road!”Hints at an approaching confrontation or resolution, adding to the tension.
Hyperbole“The worst laugh I ever laughed”Exaggeration to emphasize the husband’s frustration and disbelief.
Imagery“Broad-shouldered little slabs there in the sunlight”Vivid description that helps readers visualize the graveyard, enhancing the emotional impact.
IronyThe husband’s practical talk about the fenceThe husband’s focus on mundane topics contrasts sharply with the gravity of their child’s death, highlighting their emotional disconnect.
Metaphor“Making the gravel leap and leap in air”Comparing the gravel to something that leaps, emphasizing the husband’s mechanical, detached actions during the burial.
MoodThe overall feeling of grief and tensionThe emotional atmosphere created through descriptions and dialogue, reflecting the couple’s profound sorrow and conflict.
Repetition“Oh, don’t, don’t, don’t, don’t”Repeating words or phrases for emphasis, showing the wife’s intense emotional response.
Simile“Leap up, like that, like that, and land so lightly”Comparing the gravel’s movement to something light and repetitive, highlighting the mechanical nature of the husband’s actions.
SymbolismThe graveyard windowThe window symbolizes the wife’s perspective on loss and grief, as well as the barrier between the couple’s emotional worlds.
ThemeGrief and communicationCentral idea exploring how individuals cope with loss and the difficulties of expressing and understanding each other’s emotions.
ToneThe husband’s frustration and the wife’s despairThe attitude conveyed through the characters’ speech and actions, reflecting their emotional states and the underlying tension in their relationship.
Tragic FlawThe husband’s inability to understand his wife’s griefHis lack of empathy and practical demeanor contribute to the tragic breakdown of their communication and relationship.
Themes: “Home Burial” by Robert Frost
  • Grief and Loss: The poem centrally explores the theme of grief and loss, particularly the different ways in which the husband and wife deal with the death of their child. The wife’s grief is raw, open, and all-consuming, while the husband’s grief is more internalized and expressed through his attempt to maintain normalcy. This is evident in lines like “Can’t a man speak of his own child he’s lost?” and “You couldn’t care! The nearest friends can go / With anyone to death, comes so far short.” The poem highlights the isolation and misunderstanding that can arise from different grieving processes.
  • Communication and Misunderstanding: The couple’s inability to communicate their grief effectively is a major theme. Their dialogue is filled with accusations, misunderstandings, and a lack of empathy. The husband’s attempts to comfort his wife are clumsy and insensitive, as seen in “I must be wonted to it – that’s the reason.” The wife’s refusal to let him into her grief further widens the gap between them. The poem serves as a commentary on the breakdown of communication that can occur in the face of overwhelming sorrow.
  • Gender Roles and Expectations: The poem subtly touches upon the societal expectations and gender roles of the early 20th century. The husband is expected to be stoic and reserved in his grief, while the wife is expected to be emotional and expressive. This is evident in the husband’s frustration when he asks, “Can’t a man speak of his own child he’s lost?” and the wife’s accusation that he doesn’t know how to speak because he is a man. The poem suggests that these rigid gender roles hinder open communication and emotional connection.
  • Isolation and Loneliness: The poem explores the theme of isolation and loneliness that can accompany grief. Both the husband and wife feel alone in their sorrow, unable to bridge the gap between them. The wife’s insistence on leaving the house and the husband’s plea for her to stay highlight their desperate need for connection, even as they push each other away. The closing lines, “Where do you mean to go? First tell me that. / I’ll follow and bring you back by force. I will!-” underscore the desperation and isolation that permeate their relationship.
Literary Theories and “Home Burial” by Robert Frost

Theory 1: Freudian Psychoanalysis

  • Reference: “She let him look, sure that he wouldn’t see, / Blind creature; and awhile he didn’t see.” (Lines 15-16)
  • Analysis: The poem explores the theme of grief and the inability to confront it. The speaker’s wife is unable to share her grief with her husband, and he is unable to understand her perspective. This reflects the Freudian concept of the unconscious mind and the repression of emotions.

Theory 2: Gender Studies

  • Reference: “A man must partly give up being a man / With women-folk.” (Lines 65-66)
  • Analysis: The poem highlights the gender roles and expectations in a relationship. The husband’s inability to understand his wife’s grief and his insistence on speaking about their child’s death reflect traditional masculine roles. The wife’s emotional expression and need for comfort reflect traditional feminine roles.

Theory 3: Existentialism

  • Reference: “No, from the time when one is sick to death, / One is alone, and he dies more alone.” (Lines 107-108)
  • Analysis: The poem explores the theme of existential isolation and the individual’s experience of death and grief. The speaker’s wife feels alone in her grief, and the poem highlights the existential idea that individuals must confront their own mortality and the absurdity of life alone.
Critical Questions about “Home Burial” by Robert Frost
  • Question 1: How does the poem portray the theme of grief and mourning?
  • The poem portrays grief and mourning as a complex and individualized experience. The speaker’s wife is overwhelmed by her grief, while the speaker himself struggles to understand and share her emotions. The poem highlights the tension between the two characters, with the wife feeling alone in her grief and the speaker trying to rationalize their loss. As the poem states, “She let him look, sure that he wouldn’t see, / Blind creature; and awhile he didn’t see” (Lines 15-16). This highlights the wife’s feeling of isolation and the speaker’s inability to truly understand her emotions.
  • Question 2: How does the poem explore the relationship between the speaker and his wife?
  • The poem explores the relationship between the speaker and his wife as strained and distant. The speaker tries to reach out to his wife, but she pushes him away, feeling that he cannot understand her grief. The poem highlights the gender roles and expectations in their relationship, with the speaker trying to be rational and stoic, while the wife is emotional and expressive. As the poem states, “A man must partly give up being a man / With women-folk” (Lines 65-66). This highlights the tension between the two characters and their inability to connect in their grief.
  • Question 3: How does the poem use imagery and symbolism to convey its themes?
  • The poem uses imagery and symbolism to convey its themes of grief, mourning, and isolation. The image of the child’s grave and the “little graveyard” (Line 23) serves as a symbol of the couple’s loss and grief. The window and the stairs also serve as symbols of the distance and separation between the couple. As the poem states, “She was starting down, / Looking back over her shoulder at some fear” (Lines 2-3). This highlights the wife’s fear and anxiety, as well as her feeling of being trapped in her grief.
  • Question 4: How does the poem’s structure and form contribute to its meaning?
  • The poem’s structure and form contribute to its meaning by creating a sense of tension and fragmentation. The poem is written in blank verse, with no rhyme or meter, which creates a sense of natural speech and conversation. The poem’s use of enjambment and caesura also creates a sense of tension and fragmentation, highlighting the couple’s strained relationship and their inability to connect in their grief. As the poem states, “I won’t go now. You’re crying. Close the door. / The heart’s gone out of it: why keep it up” (Lines 113-114). This highlights the speaker’s frustration and the couple’s inability to move forward in their grief.
Literary Works Similar to “Home Burial” by Robert Frost
  • “My Papa’s Waltz” by Theodore Roethke: This poem also explores the complexities of a parent-child relationship, though with a focus on the nuances of memory and the potential for both love and pain within familial bonds.
  • Do Not Go Gentle into That Good Night” by Dylan Thomas: Similar to “Home Burial,” this poem grapples with the theme of death and the emotional turmoil it brings, urging resistance against the inevitability of mortality.
  • “Mid-Term Break” by Seamus Heaney: This poem deals with the sudden death of a young sibling, capturing the shock, numbness, and gradual realization of grief in a poignant and personal manner.
  • Because I could not stop for Death” by Emily Dickinson: Like “Home Burial,” this poem explores the theme of death, though through a more metaphorical and allegorical lens, personifying Death as a suitor and reflecting on the journey towards the afterlife.
  • “Funeral Blues” by W. H. Auden: This poem is a lament for a deceased lover, expressing profound grief and a sense of loss that resonates with the emotional intensity of “Home Burial.”
Suggested Readings: “Home Burial” by Robert Frost
  1. Bloom, Harold, editor. Bloom’s Modern Critical Views: Robert Frost. Updated ed., Bloom’s Literary Criticism, 2008.
  2. Cramer, Jeffrey S. Robert Frost Among His Poems: A Literary Companion to the Poet’s Own Biographical Contexts and Associations. McFarland & Company, Inc., 2015.
  3. Gray, Richard. American Poetry of the Twentieth Century. Longman Group UK Limited, 1990.
  4. Jarrell, Randall. “Robert Frost’s ‘Home Burial.'” The Kenyon Review, vol. 5, no. 4, 1943, pp. 682-689, JSTOR, www.jstor.org/stable/4332562. Accessed 14 June 2024.
  5. Lynen, John F. The Pastoral Art of Robert Frost. Yale University Press, 1960.
  6. Thompson, Lawrance. Robert Frost: The Years of Triumph, 1915-1938. Henry Holt and Company, 1970.
  7. “Home Burial.” Modern American Poetry, University of Illinois, https://www.modernamericanpoetry.org/about-maps, accessed 14 June 2024.
Representative Quotations of “Home Burial” by Robert Frost
QuotationContextTheoretical Perspective (in bold)
“She was starting down, / Looking back over her shoulder at some fear.”The poem opens with Amy, the mother, coming downstairs, lost in thought, and fearful.Grief and Trauma: Amy’s fear and hesitation reflect her trauma and grief over her son’s death.
“The little graveyard where my people are! / So small the window frames the whole of it.”The husband notices the graveyard and comments on its size.Symbolism: The graveyard represents the couple’s loss and grief, while the window frames their different perspectives on the same reality.
“Can’t a man speak of his own child he’s lost?”The husband asks Amy why she won’t let him talk about their dead child.Gender Roles and Communication: The husband’s question highlights the gender roles and communication breakdown in their relationship.
“You couldn’t care! The nearest friends can go / With anyone to death, comes so far short.”Amy accuses her husband of not caring about their son’s death and criticizes how friends respond to grief.Grief and Isolation: Amy feels isolated in her grief, and her words reflect her sense of disconnection from her husband and society.
“But the world’s evil. I won’t have grief so / If I can change it. Oh, I won’t, I won’t!”Amy expresses her frustration with the world’s response to grief and her determination to resist it.Resistance and Defiance: Amy’s words show her resistance to the societal norms that dictate how one should grieve and her defiance in the face of her husband’s inability to understand her emotions.

“Hanging Fire” by Audre Lorde: A Critical Analysis

“Hanging Fire” by Audre Lorde was first written in 1978 and published in her collection The Black Unicorn.

"Hanging Fire" by Audre Lorde: A Critical Analysis
Introduction: “Hanging Fire” by Audre Lorde

“Hanging Fire” by Audre Lorde was first written in 1978 and published in her collection The Black Unicorn. The poem captures the angst and uncertainty of a 14-year-old Black girl grappling with issues of identity, self-doubt, and the complexities of growing up. Lorde’s use of free verse and direct language creates an authentic voice that resonates with readers. The poem’s repetitive refrain “and momma’s in the bedroom/ with the door closed” emphasizes the speaker’s isolation and longing for connection. “Hanging Fire” is a powerful exploration of adolescence, race, and the search for self-acceptance.

Text: “Hanging Fire” by Audre Lorde

I am fourteen

and my skin has betrayed me  

the boy I cannot live without  

still sucks his thumb

in secret

how come my knees are

always so ashy

what if I die

before morning

and momma’s in the bedroom  

with the door closed.

I have to learn how to dance  

in time for the next party  

my room is too small for me  

suppose I die before graduation  

they will sing sad melodies  

but finally

tell the truth about me

There is nothing I want to do  

and too much

that has to be done

and momma’s in the bedroom  

with the door closed.

Nobody even stops to think  

about my side of it

I should have been on Math Team  

my marks were better than his  

why do I have to be

the one

wearing braces

I have nothing to wear tomorrow  

will I live long enough

to grow up

and momma’s in the bedroom  

with the door closed.

Annotations: “Hanging Fire” by Audre Lorde
LineAnnotation
I am fourteenThe speaker’s age, emphasizing their adolescence and vulnerability.
and my skin has betrayed meReference to acne or other skin issues, symbolizing bodily changes and self-consciousness.
the boy I cannot live withoutUnrequited love or intense crush, highlighting emotional turmoil.
still sucks his thumbImmaturity or childish behavior, contrasting with the speaker’s growing awareness.
in secretHidden habits or desires, indicating shame or insecurity.
how come my knees are always so ashyDry skin, symbolizing neglect or self-care struggles.
what if I die before morningFear of mortality, highlighting anxiety and existential concerns.
and momma’s in the bedroom with the door closedMother’s absence or unavailability, emphasizing feelings of isolation.
I have to learn how to dance in time for the next partyPressure to conform to social expectations, highlighting self-doubt.
my room is too small for meMetaphorical constraint, symbolizing feelings of suffocation or limitation.
suppose I die before graduationFear of not fulfilling potential or meeting expectations.
they will sing sad melodies but finally tell the truth about mePosthumous recognition, highlighting the desire for authenticity and understanding.
There is nothing I want to do and too much that has to be doneFeeling overwhelmed by responsibilities and lacking personal desire.
and momma’s in the bedroom with the door closedRepetition emphasizes the mother’s absence and the speaker’s feelings of abandonment.
Nobody even stops to think about my side of itFeeling unheard or invalidated, highlighting the need for empathy.
I should have been on Math TeamUnfulfilled potential or missed opportunities, emphasizing self-doubt.
my marks were better than hisComparison to peers, highlighting competitiveness and insecurity.
why do I have to be the one wearing bracesPhysical imperfections, symbolizing self-consciousness and insecurity.
I have nothing to wear tomorrowPressure to present oneself, highlighting anxiety about appearance.
will I live long enough to grow upFear of mortality, emphasizing the desire for growth and self-actualization.
and momma’s in the bedroom with the door closedFinal repetition, emphasizing the speaker’s sense of isolation and abandonment.

Literary And Poetic Devices: “Hanging Fire” by Audre Lorde

DeviceExample from “Hanging Fire”Explanation
Alliteration“my marks were better”Repetition of the ‘m’ sound creates a rhythmic effect.
Allusion“I should have been on Math Team”References a typical school activity, indicating the speaker’s missed opportunities.
Anaphora“and momma’s in the bedroom with the door closed.”Repetition of this line emphasizes the mother’s absence and the speaker’s isolation.
Assonance“my knees are always so ashy”Repetition of the ‘a’ sound creates a musical quality.
Consonance“suppose I die before graduation”Repetition of the ‘s’ sound in “suppose” and “grads” provides a subtle rhyme.
Enjambment“in secret / how come my knees are / always so ashy”The continuation of a sentence without a pause beyond the end of a line, adding to the flow.
Epistrophe“with the door closed.”Repetition of this phrase at the end of multiple stanzas emphasizes a sense of finality.
Hyperbole“what if I die before morning”Exaggeration to express the speaker’s dramatic feelings of anxiety.
Imagery“my knees are always so ashy”Vivid description that appeals to the senses, creating a clear image of the speaker’s concerns.
Irony“I should have been on Math Team”The speaker’s achievements are ignored despite their potential, contrasting with their reality.
Juxtaposition“There is nothing I want to do / and too much that has to be done”Placing contrasting ideas close together highlights the speaker’s conflicting feelings.
Metaphor“my skin has betrayed me”Comparing skin to a traitor to express feelings of puberty and body image issues.
MoodOverall melancholic and anxious toneThe use of language and imagery creates a sense of melancholy and anxiety.
Personification“my skin has betrayed me”Giving human traits to skin to express the speaker’s distress with their appearance.
Repetition“and momma’s in the bedroom with the door closed.”Repeated to emphasize the speaker’s sense of abandonment.
Rhetorical Question“how come my knees are always so ashy”Questions posed to reflect the speaker’s internal struggles and uncertainties.
Symbolism“braces”Braces symbolize the speaker’s discomfort with their appearance and the transition of growing up.
ThemeAdolescent anxiety and isolationThe poem explores themes of teenage angst, insecurity, and the longing for connection.
ToneReflective and anxiousThe poet’s choice of words and structure reflects the speaker’s anxious and contemplative state.
Themes: “Hanging Fire” by Audre Lorde
  • Adolescent Angst and the Search for Identity:
  • The 14-year-old speaker grapples with the insecurities and anxieties of adolescence, feeling betrayed by her own body and desperate for acceptance. Her concerns about ashy knees and having nothing to wear reveal a preoccupation with fitting in and meeting societal expectations of beauty. The cramped feeling of her room mirrors her inner turmoil as she navigates the complexities of self-discovery and yearns for a space to grow into her own identity.
  • Fear of Mortality and the Desire for Recognition:
  • The speaker’s repeated fear of dying before morning or graduation underscores a profound anxiety about mortality and the passage of time. This fear is intertwined with a longing for recognition and validation. The hope that others will finally “tell the truth” about her after she’s gone reveals a deep-seated desire to be seen, understood, and appreciated for who she truly is.
  • Parental Absence and Emotional Neglect:
  • The recurring image of the mother in the bedroom with the door closed serves as a powerful symbol of emotional distance and neglect. This physical barrier represents a lack of communication and understanding between mother and daughter, leaving the speaker feeling isolated and unheard. The mother’s absence amplifies the speaker’s adolescent angst and contributes to her feelings of insecurity and loneliness.
  • 4. Gender and Racial Inequality:
  • The poem subtly addresses the intersectional experiences of gender and racial inequality. The speaker’s frustration over being the one who has to wear braces hints at the societal pressures and expectations placed on young girls. Additionally, the mention of being better at math than a boy but not being on the Math Team suggests potential discrimination based on race and gender. These experiences further marginalize the speaker and contribute to her feelings of isolation and frustration.
Literary Theories and “Hanging Fire” by Audre Lorde
Literary TheoryKey ConceptsReferences from “Hanging Fire”
Feminist TheoryFocuses on the representation of women and their experiences in literature, challenging patriarchal norms.1. The speaker’s concerns about appearance and societal expectations regarding femininity. 2. The mother’s absence and its impact on the speaker, reflecting gender roles and family dynamics.
Psychoanalytic TheoryAnalyzes characters’ behaviors and motivations through the lens of psychology, particularly Freudian concepts.1. Anxiety and insecurity related to puberty and body image, reflecting Freud’s theory of psychosexual development. 2. The speaker’s feelings of isolation and abandonment, exploring themes of attachment and separation.
Reader-Response TheoryEmphasizes the role of the reader in interpreting and constructing meaning from a text, focusing on personal responses.1. Readers may empathize with the speaker’s teenage struggles, relating to feelings of uncertainty and longing for acceptance. 2. Different readers may interpret the poem’s themes of adolescence and isolation based on their own experiences.
Critical Questions about “Hanging Fire” by Audre Lorde
  • How does the poem’s structure and use of repetition contribute to its overall meaning?
  • The poem’s free verse structure mirrors the chaotic and unfiltered nature of the speaker’s thoughts and emotions. The repetition of phrases like “and momma’s in the bedroom/with the door closed” and “what if I die before…” emphasizes the speaker’s anxieties and preoccupations, creating a sense of urgency and claustrophobia. The fragmented lines and abrupt shifts in focus reflect the speaker’s scattered thoughts and the disjointed nature of adolescence, heightening the poem’s emotional impact.
  • What is the significance of the mother’s closed bedroom door in the poem?
  • The closed bedroom door serves as a powerful symbol of the emotional and physical distance between mother and daughter. It represents a lack of communication, understanding, and emotional support, leaving the speaker feeling isolated and neglected. The recurring image of the closed door reinforces the speaker’s sense of alienation and the emotional void created by her mother’s absence.
  • How does the poem explore the intersectionality of race, gender, and adolescence?
  • The speaker’s experiences as a young Black girl are central to the poem. Her anxieties about her appearance, fear of discrimination, and desire for acceptance are all shaped by societal expectations and prejudices. The poem subtly touches on the unique challenges faced by Black girls growing up, highlighting the intersection of race, gender, and adolescence in shaping their experiences and self-perception. Lorde’s use of language and imagery effectively conveys the complexities of the speaker’s identity and the social pressures she faces.
  • What is the significance of the title “Hanging Fire” in relation to the poem’s themes?
  • The title “Hanging Fire” suggests a state of suspended animation, uncertainty, and anticipation. It reflects the speaker’s feeling of being stuck between childhood and adulthood, grappling with anxieties about the future while yearning for recognition and connection in the present. The title also alludes to the poem’s central theme of waiting – waiting to grow up, waiting to be seen, waiting for life to begin. This sense of waiting is further emphasized by the poem’s repetitive structure and the speaker’s unanswered questions.
Topics, Questions and Answers about “Hanging Fire” by Audre Lorde
TopicQuestionAnswer
IdentityWhat is the speaker’s main concern about their identity?The speaker is struggling with their adolescent identity, including bodily changes, self-consciousness, and feelings of insecurity.
RelationshipsWhat is the nature of the speaker’s relationship with their mother?The speaker feels abandoned and unheard by their mother, who is physically present but emotionally distant, emphasizing the speaker’s sense of isolation.
MortalityWhat fear does the speaker express repeatedly in the poem?The speaker fears dying young, before achieving their potential or experiencing life fully, highlighting their existential anxiety.
Self-ExpressionWhat does the speaker feel pressured to do, despite lacking personal desire?The speaker feels pressured to conform to social expectations, such as learning to dance for a party, highlighting the tension between external demands and personal authenticity.
Literary Works Similar to “Hanging Fire” by Audre Lorde
  1. “First Fig” by Edna St. Vincent Millay: Both poems explore the anxieties and uncertainties of female adolescence, with a focus on the body and self-image.
  2. “Daddy” by Sylvia Plath: Like “Hanging Fire,” “Daddy” delves into the complexities of a parent-child relationship, though from a darker and more confessional perspective.
  3. “To an Athlete Dying Young” by A.E. Housman: Both poems grapple with the theme of mortality and the fleeting nature of youth, though Housman’s poem focuses on a young athlete’s death, while Lorde’s explores the fear of dying before fulfilling one’s potential.
  4. “The Mother” by Gwendolyn Brooks: Both poems examine the emotional distance and complexities within mother-daughter relationships, though Brooks’ poem focuses on the mother’s perspective and the pain of abortion.
  5. “Nikki-Rosa” by Nikki Giovanni: Both poems explore the experiences of Black girls coming of age, with a focus on identity, family, and societal expectations.
Suggested Readings: “Hanging Fire” by Audre Lorde

Books:

Lorde, Audre. The Black Unicorn. W. W. Norton & Company, 1978.

—. The Collected Poems of Audre Lorde. W. W. Norton & Company, 1997.

Gilbert, Sandra M., and Susan Gubar. The Madwoman in the Attic: The Woman Writer and the Nineteenth-Century Literary Imagination. Yale University Press, 2000.

Web Links:

Poetry Foundation. “Hanging Fire.” Poetry Foundation, [invalid URL removed].

Academy of American Poets. “Audre Lorde.” Poets.org, https://poets.org/poet/audre-lorde.

Representative Quotations of “Hanging Fire” by Audre Lorde
QuotationContextTheoretical Perspective
“and momma’s in the bedroom with the door closed.”The speaker repeatedly mentions the mother’s absence, highlighting a sense of isolation and longing for connection. This line underscores the emotional distance between the speaker and their caregiver.Feminist Theory: This line reflects the patriarchal expectation of mothers as caregivers, often neglecting their own needs and emotional availability, which affects the speaker’s sense of security and identity.
“suppose I die before graduation”The speaker expresses intense anxiety about the future, reflecting the uncertainty and fear of mortality commonly experienced during adolescence. This line reveals the speaker’s preoccupation with mortality and the urgency to navigate life’s challenges.Psychoanalytic Theory: Freudian concepts of death anxiety and the fear of the unknown can be applied to analyze the speaker’s fixation on mortality, which stems from unresolved psychological conflicts associated with adolescence and identity formation.
“Nobody even stops to think about my side of it”The speaker feels disregarded and misunderstood by others, emphasizing a lack of empathy and support from their social environment. This line highlights the speaker’s frustration and the desire for validation and understanding.Reader-Response Theory: This quotation invites readers to consider the speaker’s perspective and empathize with their struggles, emphasizing the role of personal interpretation in understanding the emotional depth of the poem.
“There is nothing I want to do / and too much / that has to be done”The speaker expresses a sense of overwhelm and apathy, grappling with conflicting desires and responsibilities. This line captures the internal tension between the speaker’s lack of motivation and the pressure to fulfill societal expectations.Feminist Theory: The speaker’s struggle reflects gendered expectations and societal pressures on women to balance personal desires with external obligations, highlighting the limitations imposed by patriarchal norms on individual agency and fulfillment.
“my skin has betrayed me”The speaker personifies their skin, suggesting feelings of alienation and dissatisfaction with their changing body during adolescence. This line encapsulates the speaker’s struggle with self-image and the challenges of bodily transformation.Psychoanalytic Theory: This quotation can be analyzed through Freudian theories of body image and identity formation, illustrating the speaker’s psychological discomfort and disconnection from their physical self as they navigate puberty and self-discovery.