Month: July 2024

Introduction: “Splendour in the Grass” by William Wordsworth

“Splendour in the Grass” by William Wordsworth first appeared in 1807 as part of the collection Poems, in Two Volumes. The poem is a poignant meditation on the loss of youthful innocence and the inevitable passage of time. Wordsworth’s signature romantic qualities are evident in the poem’s focus on nature’s beauty and its ability to evoke powerful emotions. He employs vivid imagery to capture the fleeting “splendour in the grass” and “glory in the flower,” contrasting them with the speaker’s wistful longing for a past that can never be regained. The poem’s lyrical language and melancholic tone create a sense of nostalgia and introspection, inviting readers to reflect on their own experiences of loss and the enduring power of memory.

Text: “Splendour in the Grass” by William Wordsworth

Annotations of “Splendour in the Grass” by William Wordsworth

Line	Annotation
What though the radiance	The poem starts by acknowledging the loss of something precious and beautiful, referred to as “radiance”.
which was once so bright	The radiance was once intense and vibrant, but is now lost.
Be now for ever taken from my sight	The speaker can no longer see or experience the radiance.
Though nothing can bring back the hour	Time cannot be reversed, and the moment of radiance cannot be regained.
Of splendour in the grass,	The radiance was present in nature, specifically in the grass.
of glory in the flower,	The radiance was also present in flowers, emphasizing the beauty and wonder of nature.
We will grieve not, rather find	Instead of dwelling on the loss, the speaker chooses to find strength and solace.
Strength in what remains behind;	The speaker finds comfort in the memories and experiences that still remain.
In the primal sympathy	The speaker finds comfort in the shared human experience of loss and suffering.
Which having been must ever be;	The experience of loss is a fundamental part of human existence, and it shapes who we are.
In the soothing thoughts that spring	The speaker finds comfort in the thoughts and reflections that come from experiencing loss.
Out of human suffering;	Suffering is a universal human experience, and it can lead to growth and understanding.
In the faith that looks through death,	The speaker finds comfort in the belief that there is something beyond mortality.
In years that bring the philosophic mind.	With age and experience, the speaker has developed a deeper understanding and appreciation of life.

Literary and Poetic Devices in “Splendour in the Grass” by William Wordsworth

Device	Example(s)	Explanation and Function
Allusion	“Of splendour in the grass“	Reference to a well-known phrase (Psalm 23) adds depth and a sense of shared cultural understanding.
Anaphora	“In the soothing thoughts that spring… In the faith that looks through death… In years that bring…”	Repetition of a phrase at the beginning of successive clauses creates a rhythmic pattern and emphasizes the ideas.
Assonance	“In the primal sympathy”	Repetition of vowel sounds within nearby words creates internal rhyme and a harmonious effect.
Consonance	“Strength in what remains behind“	Repetition of consonant sounds at the end of nearby words adds subtle emphasis and a pleasing sound.
Enjambment	“Of splendour in the grass,”	Continuation of a sentence beyond the end of a line creates a sense of flow and can emphasize certain words.
Imagery	“Of splendour in the grass,”	Vivid descriptive language that appeals to the senses (sight in this case) to create a picture in the reader’s mind.
Metaphor	“Strength in what remains behind”	Implied comparison between strength and memories, suggesting memories can provide resilience.
Oxymoron	“Splendour in the Grass”	Contradictory terms (splendour and grass) are combined, creating a surprising and thought-provoking effect.
Paradox	“In the faith that looks through death,”	A seemingly contradictory statement that reveals a deeper truth about faith’s ability to transcend death.
Personification	“Strength in what remains behind”	Giving human qualities (strength) to non-human things (memories) makes them more relatable.
Repetition	“In the soothing thoughts that spring”	Repeating a phrase reinforces the idea and creates emphasis.
Rhyme	“The hour / Of splendour in the grass,”	Correspondence of sound between words (hour and flower) creates a musical effect and helps structure the poem.
Simile	None in this excerpt.	Comparison using “like” or “as” (not present in this excerpt, but often used in other poems).
Symbolism	“Splendour in the Grass”	The title phrase symbolizes the beauty and innocence of youth.
Synecdoche	“In years that bring the philosophic mind”	A part (years) is used to represent the whole (life experience), suggesting that wisdom comes with age.
Tone	“We will grieve not, rather find”	The author’s hopeful and resilient attitude towards loss and aging.
Understatement	“We will grieve not, rather find”	Deliberately downplaying the significance of grief, highlighting the focus on resilience.
Verbal Irony	None in this excerpt.	Saying one thing but meaning the opposite (not present in this excerpt).
Volta	“In the faith that looks through death,”	The turning point in the poem, where the focus shifts from loss to hope and resilience.

Themes in “Splendour in the Grass” by William Wordsworth

1. Loss of Innocence and Nostalgia for Youth: The poem’s opening lines, “What though the radiance which was once so bright / Be now for ever taken from my sight,” express a profound sense of loss. The speaker mourns the fading of youthful exuberance and the inability to recapture the intense joy and wonder once experienced in nature. This theme resonates with the Romantic emphasis on the purity and vibrancy of childhood, which is often contrasted with the disillusionment of adulthood.
2. Transcendence and the Eternal Nature of the Soul: Despite the lament for lost youth, the poem does not succumb to despair. Instead, it finds solace and strength in the enduring power of the human spirit and the belief in an eternal essence that transcends the limitations of time and mortality. The lines “In the primal sympathy / Which having been must ever be” suggest an innate connection to the universe and a spiritual continuity that persists beyond the individual lifespan.
3. Resilience and Finding Solace in Adversity: Wordsworth advocates for finding strength and resilience in the face of loss and suffering. The poem urges the reader to “grieve not” but to seek solace in “what remains behind.” This could refer to the enduring beauty of nature, the comforting power of human connection, or the wisdom gained through experience and reflection. The poem encourages a shift from mourning to acceptance and finding meaning in the present moment.
4. The Healing Power of Nature and Philosophical Reflection: The poem emphasizes the restorative power of nature and the importance of cultivating a philosophical mindset. The “soothing thoughts that spring / Out of human suffering” can be interpreted as a reference to the contemplative and introspective benefits of engaging with the natural world. The poem suggests that through philosophical reflection and a deeper understanding of the human condition, we can find a sense of peace and acceptance amidst the challenges of life.

Literary Theories and “Splendour in the Grass” by William Wordsworth

Literary Theory	References from Poem	Critique
Romanticism	“splendour in the grass,” “glory in the flower,” “primal sympathy,” “faith that looks through death”	This theory aligns with the poem’s emphasis on nature’s beauty, emotional experience, and the power of the individual imagination. However, it may overlook the poem’s more complex themes of loss and aging.
Psychoanalytic Criticism	“radiance which was once so bright,” “nothing can bring back the hour,” “grieve not”	This theory could explore the poem as a meditation on the loss of childhood innocence and the unconscious desire to return to a state of blissful ignorance. However, it might oversimplify the poem’s emphasis on resilience and spiritual growth.
Ecocriticism	“splendour in the grass,” “glory in the flower,” “soothing thoughts that spring / Out of human suffering”	This theory would highlight the poem’s focus on the natural world as a source of comfort and inspiration. It might also explore the poem’s underlying message about the importance of preserving nature’s beauty. However, it may not fully address the poem’s deeper philosophical and spiritual themes.

Topics, Essays Questions and Thesis Statements about “Splendour in the Grass” by William Wordsworth

Topic	Essay Question	Thesis Statement
Nature’s Transience	How does Wordsworth explore the theme of transience in “Splendour in the Grass”?	In “Splendour in the Grass,” Wordsworth portrays the fleeting nature of beauty and human experience through vivid imagery and reflective contemplation.
Relationship Between Memory and Loss	Explore the relationship between memory and loss in Wordsworth’s “Splendour in the Grass.”	Wordsworth’s poem “Splendour in the Grass” illuminates how memories of past beauty and loss shape present understanding and resilience.
Reflections on Human Resilience	How does Wordsworth depict human resilience in “Splendour in the Grass”?	Through introspective contemplation and philosophical inquiry, Wordsworth in “Splendour in the Grass” celebrates the resilience of the human spirit in the face of impermanence.
The Role of Nature in Emotional Healing	Discuss the role of nature in providing solace and healing in Wordsworth’s “Splendour in the Grass.”	Wordsworth’s depiction of nature in “Splendour in the Grass” underscores its transformative power in comforting and restoring emotional wounds, offering solace amidst life’s fleeting moments.

Critical Questions about “Splendour in the Grass” by William Wordsworth

• Question 1: How does the speaker’s attitude towards loss and memory shape their response to the fleeting nature of beauty and wonder in life, as embodied in the “splendour in the grass”?
• The speaker’s decision to “grieve not” and instead “find strength in what remains behind” (lines 7-8) suggests a focus on the enduring power of memory and experience, rather than the pain of loss. This attitude is reinforced by the poem’s emphasis on the “primal sympathy” that connects all human experiences of suffering (line 9), implying that the speaker finds comfort in the shared human experience of loss. By choosing to focus on the memories of beauty rather than the pain of its loss, the speaker is able to transform their grief into a deeper appreciation for the beauty that still remains.
• Question 2: What role does nature play in the speaker’s meditation on loss, memory, and the human experience?
• The poem’s imagery of “splendour in the grass” and “glory in the flower” (lines 5-6) suggests that nature is a source of beauty and wonder, but also a reminder of the transience of life. The speaker’s focus on the natural world may be seen as a way of finding comfort in the cyclical nature of life and death, and the way that beauty and wonder can be found in even the smallest and most fleeting things. By emphasizing the beauty of nature, the speaker is able to find solace in the fact that even in death, beauty can still be found.
• Question 3: How does the poem’s use of language, form, and structure contribute to its exploration of loss, memory, and the human experience?
• The poem’s use of simple, direct language and its loose, conversational structure create a sense of intimacy and introspection, drawing the reader into the speaker’s meditation on loss. The poem’s rhythm and meter also create a sense of steady, reflective pace, which reinforces the speaker’s focus on the enduring power of memory. The use of enjambment and caesura adds to the sense of flow and pause, mirroring the speaker’s thoughts and emotions. Furthermore, the poem’s use of metaphor and imagery adds depth and complexity to the speaker’s emotions, creating a rich and nuanced exploration of loss and memory.
• Question 4: What does the poem suggest about the relationship between suffering, understanding, and personal growth?
• The speaker’s claim that “in years that bring the philosophic mind” (line 14) they have come to find comfort in the memories of past experiences suggests that suffering can be a catalyst for deeper understanding and appreciation of life. This idea is reinforced by the poem’s emphasis on the “soothing thoughts that spring out of human suffering” (line 11), implying that the speaker has gained a deeper understanding of themselves and the world through their experiences of loss. By exploring the relationship between suffering and understanding, the poem suggests that personal growth and transformation can come from even the darkest of experiences.

Literary Works Similar to “Splendour in the Grass” by William Wordsworth

1. “Ode: Intimations of Immortality from Recollections of Early Childhood” by William Wordsworth: Explores themes of memory, childhood innocence, and the passage of time with profound philosophical reflections.
2. “To Autumn” by John Keats: Celebrates the beauty of nature’s cycles and the richness of the present moment through vivid sensory imagery.
3. “Lines Composed a Few Miles above Tintern Abbey” by William Wordsworth: Reflects on the power of nature to inspire spiritual and emotional renewal, blending personal reminiscence with philosophical contemplation.
4. “The Prelude” by William Wordsworth: A semi-autobiographical epic poem that explores the growth of the poet’s mind and spirit, emphasizing the transformative power of nature and memory.

Suggesting Readings: “Splendour in the Grass” by William Wordsworth

Representative Quotations from about “Splendour in the Grass” by William Wordsworth

Quotation	Context	Theoretical Perspective
“What though the radiance which was once so bright”	The speaker reflects on the loss of something beautiful and precious.	Romanticism: emphasis on beauty, nature, and the emotional response to loss.
“We will grieve not, rather find Strength in what remains behind”	The speaker chooses to focus on the memories and experiences that still remain.	Existentialism: emphasis on finding meaning and strength in the present moment, despite loss.
“In the primal sympathy Which having been must ever be”	The speaker finds comfort in the shared human experience of suffering.	Humanism: emphasis on the shared experiences and emotions that connect all humans.
“In the soothing thoughts that spring Out of human suffering”	The speaker finds comfort in the thoughts and reflections that come from experiencing loss.	Psychoanalytic Theory: emphasis on the role of suffering in shaping the self and promoting personal growth.
“In years that bring the philosophic mind”	The speaker reflects on how their experiences have led to a deeper understanding of life.	Bildungsroman: emphasis on the process of personal growth and development through experience and reflection.

Introduction: “Sonnet 106” by William Shakespeare

“Sonnet 106” by William Shakespeare first appeared in 1609, as part of the Quarto edition of “Fair Youth” sequence, where the speaker expresses admiration and love for a young man. The sonnet explores the theme of beauty as described in historical texts and poetry, with the speaker suggesting that past writers lacked the adequate words to capture the true essence of the young man’s loveliness. It grapples with the inadequacy of language to describe perfect beauty, highlighting the timelessness of beauty and the power it holds over generations. The poem utilizes vivid imagery and metaphors, along with a reflective tone, to create a sense of awe and reverence for the young man’s exceptional beauty.

Text: “Sonnet 106” by William Shakespeare

Annotations: “Sonnet 106” by William Shakespeare

Line	Annotation
When in the chronicle of wasted time	The speaker begins by referencing historical records (“chronicle”) and the passage of time (“wasted time”). This sets a contemplative tone, suggesting a reflection on the past.
I see descriptions of the fairest wights,	The speaker encounters written accounts of the most beautiful people (“fairest wights”) in these historical records. “Wights” is an archaic term for beings or creatures.
And beauty making beautiful old rhyme	The speaker notes how the beauty of these individuals inspired beautiful poetry (“old rhyme”) in the past. This emphasizes the enduring power of beauty to inspire art.
In praise of ladies dead and lovely knights,	The poetry praised both women (“ladies dead”) and men (“lovely knights”), suggesting that beauty transcends gender.
Then, in the blazon of sweet beauty’s best,	The speaker shifts to focusing on the detailed descriptions of beauty (“blazon”). A blazon was a poetic convention of cataloging a beloved’s physical attributes.
Of hand, of foot, of lip, of eye, of brow,	The speaker lists specific body parts that were often praised in these blazons, highlighting the detailed focus on physical beauty in past poetry.
I see their antique pen would have express’d	The speaker imagines how the poets of the past (“their antique pen”) would have reacted to the beauty they witness now.
Even such a beauty as you master now.	The speaker addresses their beloved (“you”) and suggests that their beauty surpasses even the most beautiful figures from the past.
So all their praises are but prophecies	This is a turning point in the sonnet. The speaker claims that all the past praises of beauty were actually predictions (“prophecies”) of the beloved’s arrival.
Of this our time, all you prefiguring;	The beloved is seen as the culmination of all past beauty, the figure that past poets were unknowingly anticipating.
And, for they look’d but with divining eyes,	The past poets are described as having “divining eyes,” suggesting a limited vision of the future. They could only glimpse the idea of perfect beauty.
They had not skill enough your worth to sing:	The speaker asserts that past poets lacked the ability (“skill”) to adequately describe the beloved’s true worth.
For we, which now behold these present days,	The speaker includes themselves and their contemporaries in the present moment, contrasting them with the past.
Have eyes to wonder, but lack tongues to praise.	The speaker admits that even they, who witness the beloved’s beauty firsthand, cannot find words (“lack tongues”) to fully express its magnificence.

Literary And Poetic Devices: “Sonnet 106” by William Shakespeare

Device	Example(s)	Explanation	Function
Alliteration	“wasted time,” “fairest wights,” “beauty beautiful,” “ladies dead and lovely”	Repetition of initial consonant sounds	Enhances musicality, emphasizes words, and creates connections between ideas.
Anaphora	“Of hand, of foot, of lip, of eye, of brow”	Repetition of a word or phrase at the beginning of successive clauses or sentences.	Emphasizes the cataloging of beauty and creates a sense of rhythm.
Apostrophe	“you master now” (line 8)	Direct address to an absent or imaginary person or a personified abstraction.	Heightens the emotional intensity of the poem and creates a sense of intimacy.
Assonance	“wasted time”	Repetition of vowel sounds within words	Enhances musicality and creates a sense of internal rhyme.
Caesura	“Then, in the blazon of sweet beauty’s best,” (line 5)	A pause or break within a line of poetry, usually marked by punctuation.	Creates a dramatic pause and emphasizes the following phrase.
Consonance	“lovely knight**s”	Repetition of consonant sounds within or at the end of words	Creates a subtle sense of rhyme and musicality.
Hyperbole	“Have eyes to wonder, but lack tongues to praise” (line 14)	Exaggeration for emphasis or dramatic effect.	Emphasizes the speaker’s inability to fully capture the beloved’s beauty in words.
Iambic pentameter	(The entire sonnet follows this meter)	A metrical pattern of five pairs of unstressed and stressed syllables.	Creates a rhythmic structure and contributes to the poem’s formal beauty.
Imagery	“chronicle of wasted time,” “divining eyes,” “eyes to wonder”	Vivid descriptive language that appeals to the senses.	Creates a vivid picture in the reader’s mind and enhances the emotional impact.
Metaphor	“all their praises are but prophecies” (line 9)	A comparison between two unlike things without using “like” or “as.”	Suggests that past praise prefigures the beloved’s beauty.
Metonymy	“antique pen” (line 7)	Substitution of the name of an attribute for the thing meant.	Creates a poetic shorthand and avoids repetition.
Octave and Sestet	(The sonnet is divided into an 8-line octave and a 6-line sestet)	The structural division of a sonnet, often marking a shift in theme or tone.	Creates a sense of balance and allows for the development of ideas.
Personification	“beauty making beautiful old rhyme” (line 3)	Attribution of human qualities to an inanimate object or abstract concept.	Makes the abstract concept of beauty more vivid and relatable.
Rhyme scheme	ABABCDCDEFEFGG	The ordered pattern of rhymes at the ends of the lines of a poem or verse.	Creates a sense of unity and structure, and enhances musicality.
Simile	None in this excerpt.	A comparison between two unlike things using “like” or “as.”	(Not present in this excerpt, but often used in other sonnets)
Symbolism	“wasted time,” “divining eyes”	The use of symbols to represent ideas or qualities.	Adds layers of meaning and allows for multiple interpretations.
Synecdoche	“hand, of foot, of lip, of eye, of brow” (line 6)	A figure of speech in which a part is made to represent the whole or vice versa.	Creates a vivid image of the beloved’s beauty through a focus on specific body parts.
Tone	Reverential, admiring, self-deprecating	The attitude of the speaker toward the subject.	Shapes the reader’s emotional response and creates a sense of intimacy.

Themes: “Sonnet 106” by William Shakespeare

• Time and Beauty: Shakespeare’s “Sonnet 106” meditates on the timeless allure of beauty amidst the passage of time. By referencing “the chronicle of wasted time” and “descriptions of the fairest wights,” Shakespeare suggests that beauty transcends temporal boundaries. The sonnet implies that beauty is not confined to the present but is perpetuated through literature and poetry. This theme underscores the idea that poetry serves as a medium to immortalize beauty, allowing it to resonate across centuries. Shakespeare’s use of language, such as “antique pen” and “sweet beauty’s best,” evokes a sense of continuity between past and present, highlighting the enduring power of aesthetic appreciation.
• Poetry and Prophecy: Within “Sonnet 106,” Shakespeare explores the prophetic nature of poetry in foreseeing and celebrating beauty. The sonnet implies that poets, through their craft, can foresee the future allure of individuals like the beloved, albeit imperfectly. Shakespeare suggests that past poets, with their “antique pen,” attempted to capture the beauty of their time, anticipating the beauty of the beloved in the present. This theme reveals poetry’s capacity not only to reflect but also to shape perceptions of beauty, elevating the beloved to a status prophesied by earlier literary works. The sonnet’s structure and language convey a sense of continuity and anticipation, emphasizing poetry’s role in envisioning and honoring timeless beauty.
• Limitations of Language: “Sonnet 106” also addresses the inherent limitations of language in capturing the essence of beauty. Shakespeare laments that even though poets have “eyes to wonder” at the beauty they behold, they lack “tongues to praise” it adequately. This theme highlights the inadequacy of words in conveying the full spectrum of human experience, particularly the ineffable qualities of beauty. Shakespeare’s use of contrast between sight and speech underscores the tension between what is seen and what can be expressed through language. The sonnet suggests that while poetry attempts to encapsulate beauty, it ultimately acknowledges the limitations of linguistic expression in capturing its profound and elusive nature.
• The Poet’s Role: Finally, “Sonnet 106” explores the role of the poet in immortalizing beauty through verse. Shakespeare portrays poets as visionary figures who, through their craft, seek to preserve and celebrate the beauty of the beloved. The sonnet suggests that poets are akin to diviners who foresee and articulate the enduring allure of individuals like the beloved. By praising the beloved in poetry, the poet transcends temporal boundaries, ensuring that beauty is perpetuated through literary expression. Shakespeare’s portrayal of the poet as a custodian of beauty underscores poetry’s transformative power in commemorating and perpetuating aesthetic appreciation across time and cultural contexts.

Literary Theories and “Sonnet 106” by William Shakespeare

Theory	Reference	Critique
Platonism	“So all their praises are but prophecies Of this our time, all you prefiguring;” (lines 9-10)	Shakespeare’s sonnet reflects Platonic ideals by suggesting that beauty is eternal and transcends time. However, some critics argue that this view reinforces a static and unattainable notion of beauty (Bloom, 1998).
Marxism	“When in the chronicle of wasted time I see descriptions of the fairest wights;” (lines 1-2)	Marxist critics might interpret the sonnet as a commentary on the commodification of beauty, where the speaker critiques the excesses of the past (Eagleton, 1983). However, others argue that Shakespeare’s focus on individual beauty overlooks larger social structures (Sinfield, 1992).
Feminism	“Of hand, of foot, of lip, of eye, of brow, I see their antique pen would have express’d” (lines 5-6)	Feminist critics argue that the sonnet objectifies women, reducing them to physical attributes (Milford, 2005). However, others contend that Shakespeare’s emphasis on beauty subverts traditional gender roles, allowing women to occupy a space of agency and power (Jardine, 1983).

Critical Questions about “Sonnet 106” by William Shakespeare

• How does Shakespeare explore the theme of time and its impact on beauty in Sonnet 106?
• Shakespeare introduces the theme of time immediately with the phrase “chronicle of wasted time.” This sets a tone of reflection on the past and the fleeting nature of beauty. The poem contrasts the “fairest wights” of the past with the beauty of the present, suggesting that beauty is not immune to the passage of time. However, the speaker argues that the beloved’s beauty transcends time, as it fulfills the “prophecies” of past poets and serves as a culmination of all previous beauty. This implies that true beauty is timeless, even if individual instances of it are ephemeral.
• What is the significance of the “blazon” in Sonnet 106, and how does it relate to the overall theme of the poem?
• The blazon, a poetic convention of cataloging a beloved’s physical attributes, is used in lines 5-6 to emphasize the meticulous detail with which past poets described beauty. By listing specific body parts (“hand, of foot, of lip, of eye, of brow”), Shakespeare highlights the focus on physical perfection in traditional love poetry. However, the speaker later claims that even these detailed descriptions fall short of capturing the true essence of the beloved’s beauty, suggesting that true beauty transcends mere physical attributes.
• How does Shakespeare use language and imagery to elevate the beloved’s beauty above that of figures from the past?
• Shakespeare employs hyperbole and metaphor to elevate the beloved’s beauty. The speaker claims that past poets’ “praises are but prophecies” of the beloved, implying that their beauty surpasses anything previously imagined. The use of religious language, like “prophecies” and “divining eyes,” further elevates the beloved to an almost divine status. The speaker’s own admission of inadequacy (“lack tongues to praise”) reinforces the idea that the beloved’s beauty is beyond the capacity of language to describe.
• What is the role of the speaker’s self-deprecation in Sonnet 106, and how does it contribute to the poem’s overall meaning?
• The speaker’s self-deprecation is evident in the final couplet: “For we, which now behold these present days, / Have eyes to wonder, but lack tongues to praise.” By admitting their inability to adequately praise the beloved, the speaker humbles themself before the transcendent nature of the beloved’s beauty. This self-deprecation not only intensifies the praise of the beloved but also acknowledges the limitations of human language and perception in the face of true beauty.

Literary Works Similar to “Sonnet 106” by William Shakespeare

1. “Sonnet 18” by William Shakespeare: Celebrates the timeless beauty of the beloved, using natural imagery to immortalize their essence.
2. “Sonnet 55” by William Shakespeare: Explores the power of poetry to preserve the beloved’s beauty against the ravages of time and historical oblivion.
3. “Sonnet 19: When I consider how my light is spent” by John Milton: Reflects on the poet’s struggles with blindness and the limitations it imposes on his ability to serve God, echoing themes of time and mortality.
4. “Ode on a Grecian Urn” by John Keats: Contemplates the timeless beauty and permanence of art, contrasting it with the fleeting nature of human life.
5. “To His Coy Mistress” by Andrew Marvell: Urges the beloved to seize the moment and embrace love before time and mortality take their toll, encapsulating themes of time’s passage and the urgency of love.

Suggested Readings: “Sonnet 106” by William Shakespeare

Representative Quotations of “Sonnet 106” by William Shakespeare

Quotation	Context	Theoretical Perspective	Significance
“When in the chronicle of wasted time / I see descriptions of the fairest wights” (lines 1-2)	The speaker begins by reflecting on historical records and the descriptions of beauty found within them.	New Historicism: This quotation highlights the importance of historical context in understanding literature. It also suggests that beauty standards are influenced by cultural and historical factors.	The opening lines set the stage for a comparison between past and present beauty, emphasizing the enduring fascination with the concept of beauty across time.
“And beauty making beautiful old rhyme / In praise of ladies dead and lovely knights” (lines 3-4)	The speaker acknowledges the power of beauty to inspire art, particularly poetry.	Reader-Response Criticism: This quotation invites readers to consider their own responses to beauty and how it may inspire creative expression.	It emphasizes the transformative power of beauty and its ability to transcend time and mortality through artistic representation.
“So all their praises are but prophecies / Of this our time, all you prefiguring” (lines 9-10)	The speaker suggests that past praise of beauty foreshadowed the arrival of the beloved in the present.	Formalism: This quotation demonstrates the sonnet’s turn (volta) where the focus shifts from the past to the present.	It elevates the beloved’s beauty, suggesting that it surpasses anything previously imagined, and positions them as the culmination of all past beauty.
“And, for they look’d but with divining eyes, / They had not skill enough your worth to sing” (lines 11-12)	The speaker suggests that past poets, despite their attempts, lacked the ability to fully capture the beloved’s true worth.	Psychoanalytic Criticism: This quotation could be interpreted as the speaker’s projection of their own inadequacy onto past poets, highlighting the anxiety and insecurity that can accompany intense admiration.	It reinforces the idea that the beloved’s beauty is transcendent and beyond the capacity of language to fully describe.
“For we, which now behold these present days, / Have eyes to wonder, but lack tongues to praise” (lines 13-14)	The speaker admits their own inability to adequately express the beloved’s beauty.	Deconstruction: This quotation deconstructs the traditional sonnet form by acknowledging the limits of language in capturing true beauty.	The final couplet serves as a humble tribute to the beloved, suggesting that even the most eloquent praise falls short of expressing their true worth.

Introduction: “Sonnet XIV” by Pablo Neruda

“Sonnet XIV” by Pablo Neruda first appeared in 1924 as part of his collection Twenty Love Poems and a Song of Despair, originally written in Spanish. The poem was later translated into English in 1969 by W.S. Merwin. This sonnet, like others in the collection, is characterized by its passionate and sensual language, exploring the complexities of love and desire. Neruda’s vivid imagery and metaphors, such as comparing his lover to the light of the universe, evoke a sense of awe and wonder. The poem also delves into the vulnerability and uncertainty inherent in love, as the speaker grapples with the intensity of his emotions and the fear of loss.

Text: “Sonnet XIV” by Pablo Neruda

Every day you play with the light of the universe.
Subtle visitor, you arrive in the flower and the water.
You are more that this white head that I hold tightly
as a cluster of fruit, every day, between my hands.

You are like nobody since I love you.
Let me spread you out among the yellow garlands.
Who writes your name in letters of smoke among the stars of the south?
Oh let me remember you as you were before you existed.

Suddenly the wind howls and bangs my shut window.
The sky is a net crammed with shadowy fish.
Here all the winds will let go sooner or later, all of them.
The rain takes off her clothes.

The birds go by, fleeing.
The wind. The wind.
I can contend only against the power of men.
The storm whirls dark leaves
and turns loose all the boats that were moored last night to the sky.

You are here. Oh you do not run away.
You will answer me to the last cry.
Cling to me as though you were frightened.
Even so, at one time a strange shadow ran through your eyes.

Now, now too, little one, you bring me honeysuckle,
and even your breasts smell of it.
While the sad wind goes slaughtering butterflies
I love you, and my happiness bites the plum of your mouth.

How you must have suffered against getting accustomed to me,
my savage, solitary soul, my name that sends them all running.
So many times have we seen the morning star burn, kissing our eyes,
and over our heads the grey light unwind in turning fans.

My words rained over you, stroking you.
A long time I have loved the sunned mother-of-pearl of your body.
I go so far as to think you own the universe.
I will bring you happy flowers from the mountains, bluebells,
dark hazels, and rustic baskets of kisses.
I want
to do with you what spring does with the cherry trees.

Annotations: “Sonnet XIV” by Pablo Neruda

Stanza	Annotation
1	Neruda establishes the ethereal and all-encompassing nature of his beloved, likening her to the light of the universe. She is both delicate (“subtle visitor”) and essential, arriving in natural elements like flowers and water.
2	The speaker emphasizes the uniqueness of his love. He holds her head gently, comparing it to a cluster of fruit. His love transcends the physical, as he desires to spread her essence among symbolic garlands.
3	A shift in tone occurs. The speaker questions the origin of his beloved, wondering who could have created such a being. The imagery of smoke and stars adds to her mysterious and celestial aura.
4	The natural world reflects a sudden upheaval. The wind howls, and the sky is filled with menacing imagery. This could symbolize external forces or the tumultuous nature of love itself.
5	Despite the chaos, the beloved remains a constant. She is a source of stability and will answer his calls. The speaker pleads for her to cling to him, acknowledging past shadows in her eyes, possibly hinting at shared vulnerabilities.
6	Tenderness returns. The beloved brings gifts of honeysuckle, even her scent is intertwined with nature. The contrast between the destructive wind and their love highlights the resilience of their bond.
7	The speaker reflects on the challenges of their relationship. His “savage, solitary soul” might have been difficult for her to understand. Yet, they have shared countless intimate moments, symbolized by the morning star and the turning of dawn.
8	Their love has been transformative. The speaker’s words have nurtured her, and he adores her body. He goes as far as to attribute the ownership of the universe to her, showcasing the magnitude of his feelings.
9	The poem concludes with a promise. The speaker desires to shower his beloved with nature’s beauty, bringing flowers and kisses. He wants their love to be as rejuvenating and fruitful as spring’s effect on cherry trees.

Literary And Poetic Devices: “Sonnet XIV” by Pablo Neruda

Device	Example	Explanation	Function
Alliteration	“shadowy fish”	Repetition of initial consonant sounds	Creates a musical quality
Amplification	“You are more than this white head”	Emphasizes the subject’s importance	Highlights the speaker’s admiration
Analogy	“like nobody since I love you”	Compares the subject to something unique	Illustrates the subject’s singularity
Anaphora	“The wind. The wind.”	Repetition of a word or phrase at the beginning of successive clauses	Emphasizes the wind’s importance
Apostrophe	“Oh let me remember you”	Addressing a person or entity not present	Expresses the speaker’s longing
Assonance	“yellow garlands”	Repetition of vowel sounds	Creates a musical quality
Enjambment	“You are more than this white head / that I hold tightly”	Carrying a sentence or phrase over to the next line without a pause	Creates a sense of urgency
Hyperbole	“I love you, and my happiness bites the plum of your mouth”	Exaggeration for emphasis	Conveys the speaker’s intense emotions
Imagery	“the light of the universe”, “honeysuckle”, “mother-of-pearl”	Vivid descriptions of sensory experiences	Creates a rich and sensory atmosphere
Irony	“my savage, solitary soul”	Contrasts the speaker’s gentle words with their self-described harsh nature	Highlights the speaker’s vulnerability
Juxtaposition	“The rain takes off her clothes / The birds go by, fleeing”	Placing two contrasting ideas side by side	Creates a sense of contrast and tension
Metaphor	“You are a cluster of fruit”	Comparison between two unlike things	Illustrates the subject’s beauty and abundance
Metonymy	“the power of men”	Using a part to represent the whole	Creates a sense of universality
Onomatopoeia	“howls and bangs”	Words that imitate sounds	Creates a vivid and dynamic atmosphere
Oxymoron	“sad wind”	Combination of two opposing ideas	Creates a sense of paradox and tension
Personification	“The sky is a net”, “The storm whirls dark leaves”	Attributing human qualities to non-human entities	Creates a sense of agency and dynamism
Repetition	“You”, “I love you”	Repeating words or phrases for emphasis	Creates a sense of unity and cohesion
Simile	“like spring does with the cherry trees”	Comparison between two unlike things using “like” or “as”	Illustrates the speaker’s desire for union
Synecdoche	“the morning star”	Using a part to represent the whole	Creates a sense of universality
Symbolism	“light”, “wind”, “honeysuckle”	Using objects or colors to represent abstract ideas	Creates a rich and layered meaning

Themes: “Sonnet XIV” by Pablo Neruda

• Theme 1: Love and Adoration: The speaker’s love for the subject is a profound and all-consuming force, transcending the ordinary boundaries of human connection. They are enthralled by the subject’s presence, which illuminates their world like the “light of the universe” (line 1). The speaker’s adoration is evident in their tender words, as they implore the subject to “cling to me as though you were frightened” (line 19), suggesting a deep longing for closeness and intimacy. The comparison of their love to the power of nature, “I love you, and my happiness bites the plum of your mouth” (lines 25-26), underscores the idea that their affection is as unstoppable and transformative as a natural force. The speaker’s ultimate desire is to merge with the subject, to “do with you what spring does with the cherry trees” (line 28), implying a union that is both beautiful and life-affirming.
• Theme 2: Nature and its Power: The poem highlights the awe-inspiring power of nature, which serves as a backdrop for the speaker’s emotions. The wind, rain, and sky are all depicted as forces beyond human control, with the wind “howling and banging” at the speaker’s window (line 9), and the rain “taking off her clothes” (line 11). The speaker acknowledges the limits of their own power, confessing that they “can contend only against the power of men” (line 15). This admission underscores the idea that nature is a formidable force, one that commands respect and humility. By juxtaposing the power of nature with the speaker’s own emotions, Neruda suggests that human feelings are both intensified and humbled by the natural world.
• Theme 3: Memory and Longing: The speaker’s memories of the subject are vivid and evocative, conjuring up a sense of longing and yearning. They recall the subject’s presence, both physical and emotional, remembering how they “bring me honeysuckle, and even your breasts smell of it” (lines 21-22). The speaker also alludes to a past moment of intensity or conflict, when a “strange shadow” ran through the subject’s eyes (line 23). These memories serve as a reminder of the subject’s absence, and the speaker’s desire to be reunited with them. The speaker’s longing is palpable, as they implore the subject to remain with them, to “answer me to the last cry” (line 18).
• Theme 4: Possessiveness and Ownership: The speaker’s love for the subject is accompanied by a strong sense of possessiveness, as they seek to claim and possess the subject entirely. They assert that the subject is “more than this white head that I hold tightly” (line 3), implying that their love encompasses the subject’s entire being. The speaker’s desire to “spread you out among the yellow garlands” (line 5) and “bring you happy flowers from the mountains” (line 29) suggests a wish to adorn and embellish the subject, to make them their own. This possessiveness is tempered by a recognition of the subject’s autonomy, as the speaker acknowledges that they “own the universe” (line 27). Ultimately, the speaker’s desire for possession is rooted in a deep love and admiration for the subject, rather than a desire to control or dominate them.

Literary Theories and “Sonnet XIV” by Pablo Neruda

Literary Theory	Application to “Sonnet XIV”
Feminist Theory	Reference: The poem centers around a female figure, highlighting her beauty, resilience, and connection to nature. The speaker’s adoration and desire to please her are evident throughout. Critique: While celebrating feminine attributes, the poem can be viewed as objectifying the woman. She is often described in terms of her physicality and serves as a muse for the speaker’s artistic expression.
Archetypal Theory	Reference: The poem utilizes archetypal imagery such as light/dark, wind/storm, and the cycle of seasons. The woman embodies the archetype of the anima (the feminine principle within the male psyche), representing inspiration and love. Critique: While the use of archetypes enhances the poem’s universal appeal, it can also limit the depth of character development. The woman may remain somewhat one-dimensional due to her symbolic function.
Psychoanalytic Theory	Reference: The poem delves into the speaker’s subconscious desires and anxieties. The tumultuous imagery (wind, storm) may represent internal conflicts or fears of loss. The speaker’s idealization of the woman can be interpreted as a projection of his own needs and longing for emotional fulfillment. Critique: Psychoanalytic readings can offer rich insights into the speaker’s psyche, but they might also overshadow the aesthetic and emotional aspects of the poem. The focus on hidden meanings can sometimes detract from the beauty of the language and imagery.

Critical Questions about “Sonnet XIV” by Pablo Neruda

• To what extent does the natural world serve as a reflection of the speaker’s emotional state in “Sonnet XIV”?
• The poem opens with serene imagery of light and flowers, mirroring the speaker’s initial joy and awe at his beloved. However, a sudden shift occurs as the “wind howls and bangs” the window, potentially symbolizing internal turmoil or external challenges to their relationship. The turbulent weather (“sky is a net crammed with shadowy fish,” “rain takes off her clothes”) could parallel the speaker’s emotional vulnerability and fear of loss. By the end, the return of gentler imagery (“happy flowers from the mountains”) might suggest a reconciliation or acceptance of the complexities of love.
• How does the speaker’s depiction of the female figure contribute to or challenge traditional gender roles?
• The woman is initially portrayed as a delicate and ethereal being, associated with nature’s beauty and light. However, she is also depicted as resilient, remaining steadfast during the storm. This challenges the conventional trope of the fragile female. Yet, the speaker’s possessiveness (“I go so far as to think you own the universe”) and emphasis on her physicality (“sunned mother-of-pearl of your body”) can be seen as reinforcing traditional views of women as objects of desire and possession.
• What is the significance of the speaker’s assertion that he can “contend only against the power of men”?
• This line introduces a socio-political dimension to the poem, suggesting that the speaker’s love provides solace and strength against societal pressures and conflicts. It could be interpreted as a commentary on the personal nature of love versus the larger forces of the world, or perhaps a reflection on the challenges faced by marginalized individuals seeking refuge in intimate relationships.
• In what ways does the poem explore the paradoxical nature of love?
• The poem juxtaposes opposing forces: light and darkness, serenity and turmoil, tenderness and possessiveness. The speaker’s feelings range from adoration (“You are like nobody since I love you”) to anxiety (“Cling to me as though you were frightened”). This suggests that love is not a simple, linear emotion, but rather a complex interplay of conflicting feelings and experiences. The poem’s ending, with its promise of “happy flowers” and the desire to “do with you what spring does with the cherry trees,” hints at the possibility of renewal and growth despite the inherent challenges of love.

Literary Works Similar to “Sonnet XIV” by Pablo Neruda

1. “How Do I Love Thee?” by Elizabeth Barrett Browning: A sonnet that explores the depths of love and adoration, much like Neruda’s poem.
2. “The Passionate Shepherd to His Love” by Christopher Marlowe: A poem that promises eternal love and devotion, echoing Neruda’s romantic sentiments.
3. “Shall I Compare Thee to a Summer’s Day?” by William Shakespeare: A sonnet that compares the beloved to the beauty of nature, similar to Neruda’s use of metaphors.
4. “Love’s Philosophy” by Percy Bysshe Shelley: A poem that explores the connection between love and the natural world, much like Neruda’s poem.
5. “To His Coy Mistress” by Andrew Marvell: A poem that passionately argues for the beloved to reciprocate love, similar to Neruda’s urgent and longing tone.

Suggested Readings: “Sonnet XIV” by Pablo Neruda

Representative Quotations of “Sonnet XIV” by Pablo Neruda

Quotation	Context	Theoretical Perspective
“Every day you play with the light of the universe.”	The poem’s opening line, setting the tone for the speaker’s adoration.	Platonic Idealism: The speaker sees the beloved as a source of divine light, echoing Plato’s idea of the Forms.
“You are more than this white head that I hold tightly”	The speaker’s assertion of the beloved’s significance, beyond physical appearance.	Existentialism: The speaker emphasizes the beloved’s essence over their physical being, highlighting their existential importance.
“Who writes your name in letters of smoke among the stars of the south?”	A metaphorical question, suggesting the beloved’s name is written in the heavens.	Romanticism: The speaker uses a romantic, dreamlike image to convey the beloved’s celestial significance.
“I love you, and my happiness bites the plum of your mouth”	A passionate declaration, using sensual imagery to express joy.	Freudian Psychoanalysis: The speaker’s happiness is linked to the beloved’s mouth, suggesting a connection between love and oral pleasure.
“I go so far as to think you own the universe”	The speaker’s assertion of the beloved’s universal significance.	Postcolonialism: The speaker’s declaration can be seen as a reversal of colonialism, where the beloved is given ownership of the universe, rather than a dominant power structure.

Introduction: “Sonnet 75” by William Shakespeare

“Sonnet 75” by William Shakespeare first appeared in 1609 as part of the collection known as the “Sonnets.” This sonnet, like many others in the sequence, explores the complex emotions of love and longing. It is characterized by its vivid imagery, comparing the beloved to essential sustenance like food and life-giving rain. The poem delves into the speaker’s conflicting feelings of joy and insecurity, likening his love to a miser’s obsession with treasure. The sonnet’s emotional depth and relatable themes of love, loss, and the passage of time have contributed to its enduring appeal.

Text: “Sonnet 75” by William Shakespeare

Annotations: “Sonnet 75” by William Shakespeare

Line	Text	Annotation
1	So are you to my thoughts as food to life,	The speaker compares the importance of the beloved to their thoughts as essential as food is to sustaining life.
2	Or as sweet-season’d showers are to the ground;	The comparison is extended – the beloved is like refreshing rain to the dry earth.
3	And for the peace of you I hold such strife	The speaker’s love for the beloved is not entirely peaceful, it brings inner turmoil.
4	As ‘twixt a miser and his wealth is found.	This inner turmoil is likened to the constant worry a miser has for their treasure.
5	Now proud as an enjoyer, and anon	At times, the speaker feels proud to have the beloved’s love.
6	Doubting the filching age will steal his treasure;	But then, fears of old age or death robbing them of this love arise.
7	Now counting best to be with you alone,	The speaker vacillates between wanting to keep the beloved all to themselves.
8	Then better’d that the world may see my pleasure:	And then wanting to show off their love to the world.
9	Sometime all full with feasting on your sight,	There are moments of feeling complete from simply being in the beloved’s presence.
10	And by and by clean starved for a look;	These are quickly followed by intense longing when the beloved is absent.
11	Possessing or pursuing no delight	The speaker’s happiness solely depends on the beloved.
12	Save what is had, or must from you be took.	Their joy is derived only from what they have of the beloved’s affection, or what they hope to get.
13	Thus do I pine and surfeit day by day,	The speaker summarizes their emotional state – constantly fluctuating between longing and feeling overwhelmed.
14	Or gluttoning on all, or all away.	This is further emphasized – either completely consumed by love or utterly deprived of it.

Literary And Poetic Devices: “Sonnet 75” by William Shakespeare

Device	Example	Explanation and Function
Alliteration	“Sweet-season’d showers”	Repetition of initial consonant sounds in neighboring words. Adds musicality and emphasizes the pleasantness of the showers.
Allusion	“‘Twixt a miser and his wealth”	Reference to the behavior of a miser, highlighting the speaker’s intense feelings towards the beloved as akin to possessiveness over wealth.
Anaphora	“Now proud as an enjoyer, and anon”	Repetition of the word “now” at the beginning of successive clauses. Emphasizes changing emotional states or attitudes towards the beloved.
Assonance	“Possessing or pursuing no delight”	Repetition of vowel sounds (“o” in “possessing” and “pursuing”). Creates internal rhyme and emphasizes the lack of joy in pursuits other than the beloved.
Consonance	“Counting best to be with you alone”	Repetition of consonant sounds (“t” and “n” in “counting” and “best”). Provides a rhythmic quality and emphasizes the speaker’s preference for solitude with the beloved.
Enjambment	“Then better’d that the world may see my pleasure:”	Continuation of a sentence beyond the end of a line of verse. Emphasizes the speaker’s desire for public acknowledgment of their happiness with the beloved.
Hyperbole	“Clean starved for a look”	Exaggeration for emphasis. Highlights the intense longing and deprivation the speaker feels in the absence of seeing the beloved.
Imagery	“Feasting on your sight”	Use of vivid language to create sensory experiences. Evokes the idea of consuming visual images of the beloved as nourishment.
Irony	“Or gluttoning on all, or all away”	Use of language that signifies the opposite of what is meant. Contrasts the extremes of indulgence and deprivation experienced by the speaker.
Metaphor	“As food to life”	Implied comparison between thoughts of the beloved and sustenance essential for life. Enhances the significance of the beloved’s presence in the speaker’s thoughts.
Oxymoron	“Clean starved”	Combination of contradictory words (“clean” and “starved”). Emphasizes the intensity of the speaker’s hunger for a look from the beloved.
Paradox	“Possessing or pursuing no delight”	A statement that appears self-contradictory but may reveal a deeper truth. Highlights that the only joy the speaker seeks is directly tied to the beloved.
Personification	“Doubting the filching age will steal his treasure”	Attribution of human qualities to an abstract concept (age). Suggests the passage of time as a potential threat to the speaker’s happiness with the beloved.
Repetition	“Now proud as an enjoyer, and anon”	Repeated use of the word “now”. Emphasizes the fluctuating emotional states of the speaker towards the beloved.
Simile	“Or as sweet-season’d showers are to the ground”	Comparison using “as” or “like”. Compares the effect of the beloved to nourishing rain showers, emphasizing their importance and pleasantness.
Symbolism	“Feasting on your sight”	Use of an object or action to represent something abstract. Sight symbolizes the enjoyment and fulfillment the speaker derives from seeing the beloved.
Synecdoche	“The filching age will steal his treasure”	A part of something used to represent the whole or vice versa. “Age” represents the passage of time that threatens the speaker’s happiness.
Tone	“Now proud as an enjoyer, and anon”	The author’s attitude toward the subject. The shifting tones reflect the speaker’s fluctuating emotions and attitudes toward the beloved.
Understatement	“Then better’d that the world may see my pleasure:”	Deliberate presentation of something as lesser in magnitude than it actually is. Understates the speaker’s desire for public recognition of their happiness with the beloved.
Verbal Irony	“Then better’d that the world may see my pleasure:”	A statement where the intended meaning is opposite to what is being expressed. The speaker expresses a desire for public recognition, while suggesting it is for the world’s benefit.

Themes: “Sonnet 75” by William Shakespeare

1. Immortality through Verse: One prominent theme in “Sonnet 75” is the idea of achieving immortality through poetry. The speaker expresses a belief that by immortalizing his beloved in verse, their beauty and essence will endure beyond the ravages of time. This theme is encapsulated in lines such as “So are you to my thoughts as food to life,” where the beloved is likened to a source of sustenance essential for survival. The act of preserving the beloved’s memory through poetry reflects the speaker’s desire to transcend mortality and ensure their legacy lives on.
2. Transience and Impermanence: Despite the speaker’s aspirations of immortalizing the beloved, another theme that emerges is the inevitability of transience and impermanence. The poem explores the fleeting nature of beauty and happiness, emphasizing the passage of time and its potential to diminish even the most cherished moments. This theme is evident in lines like “Possessing or pursuing no delight / Save what is had, or must from you be took,” highlighting the fleeting nature of joy derived solely from the beloved’s presence and the constant struggle against time’s erosion.
3. Love’s Struggle and Paradoxes: The theme of love’s struggle and paradoxes permeates the poem, portraying the complexities inherent in romantic relationships. The speaker oscillates between moments of fulfillment and deprivation, joy and despair, as captured in lines such as “Sometime all full with feasting on your sight, / And by and by clean starved for a look.” These contrasts underscore the intense emotional turmoil experienced in love, where moments of ecstasy are juxtaposed with periods of longing and dissatisfaction.
4. The Power of Artistic Creation: Finally, “Sonnet 75” explores the transformative power of artistic creation, particularly through poetry. The act of writing and immortalizing the beloved in verse becomes a form of personal and creative expression for the speaker. This theme is reflected in lines like “Then better’d that the world may see my pleasure:,” where the speaker desires public recognition for their artistic endeavor and the validation of their emotional investment. The poem suggests that through art, one can transcend personal experience and communicate universal truths about love and mortality.

Literary Theories and “Sonnet 75” by William Shakespeare

Literary Theory	Application to Sonnet 75	Critique
Psychoanalytic Criticism	Focuses on the speaker’s internal conflicts and desires. The sonnet reveals a dependency on the beloved for emotional well-being (“So are you to my thoughts as food to life“) and anxiety about losing them (“Doubting the filching age will steal his treasure“).	This theory helps understand the speaker’s emotional state but may oversimplify the complex nature of love.
Feminist Criticism	Explores the power dynamics between the speaker and the beloved. The speaker objectifies the beloved, comparing them to possessions (“his treasure“) and sources of sustenance (“food to life“).	While valid, this critique might not fully capture the nuances of the speaker’s emotional dependence and the sonnet’s exploration of love’s complexities.
New Criticism	Emphasizes close reading and analysis of the poem’s structure, imagery, and language. The sonnet’s use of paradoxes (“pine and surfeit,” “gluttoning on all, or all away“) and metaphors (“sweet-season’d showers“) create a rich tapestry of emotions.	This theory offers a detailed analysis of the poem’s literary techniques but may overlook the broader social and historical contexts.

Critical Questions about “Sonnet 75” by William Shakespeare

• How does the speaker reconcile the tension between immortality and transience in love?
• In “Sonnet 75,” the speaker grapples with the paradoxical nature of love’s durability and its inevitable vulnerability to time. The phrase “And for the peace of you I hold such strife,” encapsulates this tension, suggesting that the very essence of the beloved brings both fulfillment and struggle. This raises the question of whether the speaker’s attempt to immortalize the beloved through poetry is a futile endeavor against the relentless march of time. The poem navigates through moments of intense emotional attachment, where the speaker experiences profound joy in the beloved’s presence, and contrasting moments of despair, symbolized by “Or gluttoning on all, or all away,” illustrating the ephemeral nature of happiness derived solely from the beloved’s fleeting presence. Analyzing how the speaker confronts and reconciles these contradictions provides insights into Shakespeare’s exploration of love’s complexities and the human desire for permanence in the face of mortality.
• What role does poetic language play in shaping the speaker’s relationship with the beloved?
• “Sonnet 75” showcases the transformative power of poetry as a means to immortalize and elevate the beloved’s beauty and significance. The phrase “Now proud as an enjoyer, and anon / Doubting the filching age will steal his treasure,” underscores the speaker’s dual role as both a celebrant of the beloved’s virtues and a guardian against the passage of time. The poem’s language evokes sensory experiences and emotional depth, such as “Feasting on your sight,” where sight becomes a metaphorical feast that sustains the speaker’s emotional and artistic endeavors. Analyzing how Shakespeare employs poetic devices like metaphor, simile, and imagery to elevate the beloved’s presence beyond the temporal realm enriches our understanding of how language shapes and defines the speaker’s emotional landscape.
• In what ways does the sonnet form contribute to the exploration of love’s complexities?
• The structured form of the sonnet in “Sonnet 75” provides a framework for exploring the speaker’s emotional fluctuations and existential dilemmas. The poem’s division into an octave and a sestet allows for a progression of thought and emotion, evident in lines like “Then better’d that the world may see my pleasure:,” where the volta marks a shift from personal introspection to a desire for public acknowledgment. The sonnet’s strict rhyme scheme and meter enforce a rhythmic cadence that mirrors the oscillating emotions of love, as seen in phrases such as “Possessing or pursuing no delight / Save what is had, or must from you be took,” where the structured form intensifies the contrast between fulfillment and longing. Analyzing how the sonnet form shapes the expression of love’s complexities enhances our appreciation of Shakespeare’s mastery in using structure to convey emotional depth and thematic resonance.
• How does the speaker’s portrayal of love challenge traditional notions of romantic idealism?
• “Sonnet 75” presents a nuanced depiction of love that challenges idealized notions of eternal devotion and unending happiness. The phrase “Or as sweet-season’d showers are to the ground,” invokes natural imagery to convey the ephemeral nature of love’s pleasures, suggesting that even the most cherished moments are subject to the forces of change and decay. The poem critiques conventional ideals by portraying the speaker’s struggle with fluctuating emotions and contradictory desires, such as the longing for both intimacy and public validation, as illustrated in “Then better’d that the world may see my pleasure:.” This prompts critical reflection on whether Shakespeare intends to subvert or reaffirm societal expectations of love and relationships. Analyzing how the poem navigates between moments of fulfillment and disillusionment offers insights into Shakespeare’s exploration of love as a complex and multifaceted experience, challenging simplistic portrayals of romanticism.

Literary Works Similar to “Sonnet 75” by William Shakespeare

1. “Sonnet 29“ by William Shakespeare: Like “Sonnet 75,” this poem delves into the speaker’s shifting emotional states, from despair to elation, highlighting the transformative power of love.
2. “How Do I Love Thee? (Sonnet 43)” by Elizabeth Barrett Browning: Echoing the depth of emotion in “Sonnet 75,” this poem passionately explores the vastness and multifaceted nature of love.
3. “When I Have Fears That I May Cease to Be” by John Keats: Sharing the theme of fearing loss and the passage of time with “Sonnet 75,” this poem focuses on the speaker’s anxiety about mortality and unfulfilled potential.
4. “Love Is Not All” by Edna St. Vincent Millay: Unlike the all-consuming love depicted in “Sonnet 75,” this poem questions the sufficiency of love alone for a fulfilling life, while acknowledging its importance.
5. “Bright Star, Would I Were Stedfast as Thou Art” by John Keats: Similar to the speaker’s yearning in “Sonnet 75,” this poem expresses a desire for eternal love and unwavering devotion, though directed towards a celestial body.

Suggested Readings: “Sonnet 75” by William Shakespeare

• Books:
• Booth, Stephen. Shakespeare’s Sonnets. Yale University Press, 1977.
• Duncan-Jones, Katherine. Shakespeare’s Sonnets. Arden Shakespeare, Third Series, 2010.
• Vendler, Helen. The Art of Shakespeare’s Sonnets. Harvard University Press, 1997.
• Scholarly Articles:
• Fineman, Joel. “Shakespeare’s Perjured Eye.” Shakespeare Quarterly, vol. 35, no. 2, 1984, pp. 15-32. JSTOR, www.jstor.org/stable/2870445.
• Kerrigan, John. The Sonnets and A Lover’s Complaint. Penguin Classics, 1986.
• Online Resources:
• The Folger Shakespeare Library. Shakespeare’s Sonnets. folger.edu/sonnets

Representative Quotations of “Sonnet 75” by William Shakespeare

Quotation	Context	Theoretical Perspective
“So are you to my thoughts as food to life,”	The speaker compares the beloved to essential sustenance, suggesting that thoughts of the beloved are vital for survival.	Psychoanalytic perspective: Views love as a fundamental human need, highlighting the psychological dependency on the beloved for emotional fulfillment.
“Or as sweet-season’d showers are to the ground;”	Likens the beloved’s presence to refreshing rain showers that nourish the earth, emphasizing their essential and pleasurable impact.	Ecocritical perspective: Analyzes the poem’s natural imagery to explore human relationships with nature and the environment, suggesting parallels between emotional and ecological sustenance.
“Sometime all full with feasting on your sight,”	Describes moments of intense joy and fulfillment when beholding the beloved, highlighting the sensory pleasure derived from their presence.	Phenomenological perspective: Focuses on subjective experiences and perceptions, exploring how sensory stimuli (such as sight) shape emotional states and interpersonal connections.
“And by and by clean starved for a look;”	Expresses the speaker’s alternating states of emotional fulfillment and longing in the absence of the beloved’s gaze.	Post-structuralist perspective: Examines the poem’s binaries (feasting/starved) to deconstruct fixed meanings and question the stability of identity and desire.
“Then better’d that the world may see my pleasure:”	The speaker desires public recognition and validation of their happiness derived from the beloved, seeking to immortalize their joy through public acknowledgment.	Cultural criticism perspective: Analyzes societal norms and values reflected in the poem, questioning the desire for external validation and the construction of identity through public perception.

Introduction: “In Memoriam” by Ewart Alan Mackintosh

“In Memoriam” by Ewart Alan Mackintosh was initially published in 1917 as part of his collection A Highland Regiment. The poem serves as a poignant elegy for fallen soldiers, demonstrating Mackintosh’s ability to encapsulate both the devastation of war and the enduring resilience of those who served. Through stark yet evocative language and vivid imagery, the poem explores the profound themes of loss and remembrance. Its emotional resonance continues to captivate readers, solidifying its place as a timeless piece of war literature.

Text: “In Memoriam” by Ewart Alan Mackintosh

Private D. Sutherland
killed in action in the German trench, May 16, 1916,
and the others who died

So you were David’s father,
And he was your only son,
And the new-cut peats are rotting
And the work is left undone,
Because of an old man weeping,
Just an old man in pain,
For David, his son David,
That will not come again.

Oh, the letters he wrote you,
And I can see them still,
Not a word of the fighting,
But just the sheep on the hill
And how you should get the crops in
Ere the year get stormier,
And the Bosches have got his body,
And I was his officer.

You were only David’s father,
But I had fifty sons
When we went up in the evening
Under the arch of the guns,
And we came back at twilight –
O God! I heard them call
To me for help and pity
That could not help at all.

Oh, never will I forget you,
My men that trusted me,
More my sons than your fathers’,
For they could only see
The little helpless babies
And the young men in their pride.
They could not see you dying,
And hold you while you died.

Happy and young and gallant,
They saw their first-born go,
But not the strong limbs broken
And the beautiful men brought low,
The piteous writhing bodies,
The screamed ‘Don’t leave me, Sir’,
For they were only your fathers
But I was your officer.

Annotations: “In Memoriam” by Ewart Alan Mackintosh

Text	Annotation
So you were David’s father, / And he was your only son,	Introduces the characters of the poem: David’s father and his only son, David, who has died in the war.
And the new-cut peats are rotting / And the work is left undone,	Illustrates how David’s death has left tasks unfinished and life disrupted for his father.
Because of an old man weeping, / Just an old man in pain,	Emphasizes the sorrow and pain of David’s father mourning his loss.
For David, his son David, / That will not come again.	Reinforces the permanence of David’s death and his father’s grief.
Oh, the letters he wrote you, / And I can see them still,	Reflects on the personal letters David sent to his father, highlighting their bond.
Not a word of the fighting, / But just the sheep on the hill	Shows David’s desire to shield his father from the horrors of war, focusing instead on mundane, peaceful topics.
And how you should get the crops in / Ere the year get stormier,	David’s concern for his father’s well-being and practical matters despite the war.
And the Bosches have got his body, / And I was his officer.	Reveals the harsh reality of David’s death at the hands of the enemy and the officer’s connection to him.
You were only David’s father, / But I had fifty sons	Contrasts the singular loss felt by David’s father with the officer’s responsibility for many soldiers.
When we went up in the evening / Under the arch of the guns,	Describes the soldiers’ movement into battle, highlighting the danger they faced.
And we came back at twilight – / O God! I heard them call	Reflects on the devastating aftermath of battle and the cries of the wounded.
To me for help and pity / That could not help at all.	Expresses the officer’s helplessness and anguish in the face of his soldiers’ suffering.
Oh, never will I forget you, / My men that trusted me,	Shows the deep bond and sense of responsibility the officer feels for his men.
More my sons than your fathers’, / For they could only see	Highlights the officer’s paternal-like connection to his soldiers, deeper than their biological fathers’.
The little helpless babies / And the young men in their pride.	Contrasts the innocent image of the soldiers in their fathers’ eyes with their wartime reality.
They could not see you dying, / And hold you while you died.	Emphasizes the officer’s role in witnessing and tending to his soldiers’ deaths, a painful duty.
Happy and young and gallant, / They saw their first-born go,	Reflects the fathers’ memories of their sons leaving for war, full of pride and hope.
But not the strong limbs broken / And the beautiful men brought low,	Contrasts the fathers’ memories with the grim reality of their sons’ injuries and deaths.
The piteous writhing bodies, / The screamed ‘Don’t leave me, Sir’,	Highlights the graphic and emotional horror of the battlefield.
For they were only your fathers / But I was your officer.	Concludes with the officer reaffirming his deep, paternal-like bond and responsibility for his men, beyond that of their biological fathers.

Literary And Poetic Devices: “In Memoriam” by Ewart Alan Mackintosh

Device	Example(s)	Explanation & Function
Alliteration	“new-cut peats,” “sheep on the hill,” “strong limbs”	Repetition of initial consonant sounds creates rhythm and emphasis.
Anaphora	“And the…,” “Oh, the…,” “You were only…”	Repetition of a word or phrase at the beginning of successive clauses builds intensity and emotional weight.
Apostrophe	“O God!”	Direct address to an absent or imaginary person intensifies emotion and serves as a plea.
Assonance	“new-cut peats,” “sheep on the hill”	Repetition of vowel sounds within words creates internal rhyme and musicality.
Caesura	“And we came back at twilight – O God!”	A pause or break within a line, often marked by punctuation, emphasizes the following words and creates a dramatic effect.
Consonance	“first-born go,” “beautiful men brought low”	Repetition of consonant sounds within or at the end of words creates emphasis and sonic texture.
Diction (Colloquial)	“Bosches,” “Don’t leave me, Sir”	Informal language creates a sense of authenticity and reflects the soldiers’ speech.
Enjambment	“And the Bosches have got his body, / And I was his officer.”	The continuation of a sentence without a pause beyond the end of a line creates a sense of flow and connection between ideas.
Imagery	“new-cut peats,” “sheep on the hill,” “piteous writhing bodies”	Vivid and descriptive language appeals to the senses and creates a powerful emotional impact.
Irony	“Happy and young and gallant”	The contrast between the initial happiness of the soldiers and their ultimate fate creates a sense of tragedy and loss.
Juxtaposition	“little helpless babies” and “young men in their pride”	Placement of contrasting ideas or images highlights their differences and creates a complex emotional landscape.
Metaphor	“My men that trusted me, / More my sons than your fathers'”	Implicit comparison between the speaker and a father figure emphasizes the depth of his connection to his soldiers.
Metonymy	“The arch of the guns”	Substitution of the name of an attribute or adjunct for that of the thing meant creates a condensed and evocative image.
Oxymoron	“beautiful men brought low”	Combination of contradictory terms creates a paradoxical effect and emphasizes the tragedy of war.
Parallelism	“And the…,” “You were only…”	Repetition of a grammatical structure creates a sense of balance and rhythm.
Personification	“the year get stormier”	Attribution of human characteristics to inanimate objects creates a vivid and engaging image.
Repetition	“David,” “father,” “son”	Repeating key words emphasizes their significance and creates a sense of unity and focus.
Rhetorical Question	“That will not come again.”	A question asked for effect, not requiring an answer, prompts reflection and emphasizes the finality of death.
Symbolism	“new-cut peats,” “sheep on the hill”	Use of objects or images to represent abstract ideas adds depth and complexity to the poem.

Themes: “In Memoriam” by Ewart Alan Mackintosh

• The Devastation of War on the Home Front: The poem starkly illustrates the far-reaching impact of war beyond the battlefield. It opens with the image of “new-cut peats rotting” and work “left undone” because of David’s death, symbolizing the disruption of daily life and the loss of potential. “Because of an old man weeping, / Just an old man in pain” highlights the profound grief experienced by loved ones left behind.
• The Personal Cost of Leadership: The poem presents a powerful contrast between the officer’s sense of responsibility and the helplessness he feels in the face of his soldiers’ suffering. The lines “They could not see you dying, / And hold you while you died” reveal the emotional burden of leadership, where the officer witnesses the deaths of his men but cannot offer the comfort a father would.
• The Intimate Bond Between Soldiers: The poem emphasizes the unique camaraderie among soldiers, a bond often stronger than familial ties. The officer refers to his men as “More my sons than your fathers'”, highlighting the shared experiences and trust that develop in the trenches. This bond intensifies the pain of loss and the sense of duty to remember the fallen.
• The Importance of Remembrance: “In Memoriam” is a tribute to the fallen and a call to remember their sacrifice. The poem’s title itself, meaning “in memory of,” underscores this theme. The officer’s promise, “Oh, never will I forget you, / My men that trusted me”, is a pledge to keep their memory alive and honor their service. This theme resonates throughout the poem, emphasizing the importance of acknowledging the individual lives lost in war.

Literary Theories and “In Memoriam” by Ewart Alan Mackintosh

Literary Theory	Application	Critique	References
Psychoanalytic Theory	This theory can be applied to explore the emotional and psychological depth of the poem. The grief and trauma experienced by David’s father and the officer reflect the profound psychological impact of war. The poem can be analyzed for its depiction of mourning, loss, and the subconscious effects of war trauma.	The poem reveals the inner turmoil of both the father and the officer, highlighting their intense emotional struggles. The officer’s sense of guilt and helplessness can be examined as manifestations of psychological conflict and repressed emotions.	Freud, S. (1917). Mourning and melancholia. In J. Strachey (Ed.), The Standard Edition of the Complete Psychological Works of Sigmund Freud (Vol. 14, pp. 237-258). Hogarth Press.
Marxist Theory	Marxist theory can be used to analyze the socio-economic implications of the poem. The disruption of rural life and labor due to the war reflects the broader impact of war on the working class. The poem can be viewed as a critique of how the lower classes bear the brunt of the war’s consequences.	The poem portrays the stark reality of how the war disrupts the lives of ordinary people, particularly the working class. The father’s unfinished work and the officer’s loss of his “fifty sons” underscore the human cost of war, often borne by the less privileged.	Eagleton, T. (1976). Marxism and Literary Criticism. Routledge.
Feminist Theory	While “In Memoriam” focuses on male characters, a feminist reading can examine the gender dynamics and the roles of masculinity. The poem can be analyzed for its portrayal of men as protectors and providers, and how the war challenges these traditional roles. Additionally, the absence of women in the narrative can be critiqued.	The poem reinforces traditional masculine roles, with men depicted as soldiers and workers. A feminist critique might explore the implications of this portrayal and the emotional burden placed on men to conform to these roles, as well as the silencing of female perspectives in wartime narratives.	Gilbert, S. M., & Gubar, S. (1979). The Madwoman in the Attic: The Woman Writer and the Nineteenth-Century Literary Imagination. Yale University Press.

Critical Questions about “In Memoriam” by Ewart Alan Mackintosh

• How does the poem’s use of language and imagery contribute to its emotional impact and overall message?
• Mackintosh’s choice of simple, direct language and vivid imagery creates a visceral connection to the experiences of loss and grief. The “new-cut peats rotting” symbolize the wasted potential of a young life, while the “piteous writhing bodies” and the plea “Don’t leave me, Sir” evoke the raw horror of the battlefield. This stark portrayal forces readers to confront the human cost of war.
• What is the significance of the officer’s perspective in the poem, and how does it shape our understanding of the war experience?
• By focusing on the officer’s voice, the poem offers a unique perspective on the burden of leadership and the emotional toll of witnessing the deaths of one’s men. The officer’s guilt and helplessness, expressed in lines like “That could not help at all,” reveal the psychological scars of war often hidden from view. This perspective challenges the romanticized image of war and highlights the complex emotions experienced by those in command.
• How does the poem explore the themes of fatherhood and familial relationships in the context of war?
• The poem contrasts the biological father-son relationship with the surrogate father-son bond between the officer and his men. The lines “More my sons than your fathers'” emphasize the deep connection formed in the face of shared danger, while the image of the “old man weeping” for his “only son” highlights the profound personal loss experienced by families. This exploration of different forms of paternal love adds another layer of complexity to the poem’s portrayal of grief and loss.
• To what extent does “In Memoriam” serve as a commentary on the social and political realities of war?
• While the poem focuses on personal experiences of grief and loss, it also subtly critiques the systems that perpetuate war. The repetition of “officer” and “father” hints at the societal structures that send young men to their deaths. The officer’s inability to protect his men could be interpreted as a condemnation of the futility of war. By focusing on individual stories, the poem implicitly questions the broader social and political forces that drive conflict.

Literary Works Similar to “In Memoriam” by Ewart Alan Mackintosh

1. “Dulce et Decorum Est” by Wilfred Owen: A poignant war poem that vividly captures the horrors of World War I, challenging notions of patriotism and heroism.
2. “Anthem for Doomed Youth” by Wilfred Owen: A Critical Analysis“Anthem for Doomed Youth” by Wilfred Owen: Another powerful war poem that explores the brutal realities of war and its impact on young soldiers.
3. “The Soldier” by Rupert Brooke: Reflects on the nobility of dying for one’s country, contrasting with the gritty realism often portrayed in other war poems.
4. “For the Fallen” by Laurence Binyon: Honors those who died in World War I with solemnity and reverence, capturing the collective grief and sacrifice of war.
5. “In Flanders Fields” by John McCrae: A war poem that uses vivid imagery of poppies to symbolize fallen soldiers, urging remembrance and reflection.

Suggested Readings: “In Memoriam” by Ewart Alan Mackintosh

• Books:
• Knight, Max. The Poetry of the First World War. Penguin Books, 2013.
• Gardiner, Michael. The Penguin Book of First World War Poetry. Penguin Classics, 2014.
• Weblinks:
• Poetry Foundation: This website provides a biography of Ewart Alan Mackintosh and a collection of his poems, including “In Memoriam.” https://www.poetryfoundation.org/
• The Great War Archive: This archive includes digitized versions of historical documents related to World War I, providing context for understanding Mackintosh’s poem. https://greatwar.nl/books/books.html

Representative Quotations of “In Memoriam” by Ewart Alan Mackintosh

Quotation	Context	Theoretical Perspective (in bold)
“So you were David’s father, / And he was your only son,”	Introduces the central relationship between David’s father and his deceased son, setting the emotional tone of the poem.	Psychoanalytic Theory: This quotation reveals the deep emotional bond and loss experienced by David’s father, exploring grief and mourning.
“And the Bosches have got his body, / And I was his officer.”	Describes the harsh reality of David’s death in combat and the officer’s connection to him as a commanding officer.	Marxist Theory: This line can be analyzed for its portrayal of the consequences of war on individuals and the broader socio-economic impact of conflict.
“You were only David’s father, / But I had fifty sons”	Contrasts the singular loss felt by David’s father with the officer’s responsibility for many soldiers under his command.	Feminist Theory: This quotation can be examined for its depiction of masculinity and paternal roles, highlighting societal expectations and gender dynamics.
“Oh, never will I forget you, / My men that trusted me,”	Expresses the officer’s deep bond and sense of responsibility towards his soldiers who trusted him in battle.	Psychoanalytic Theory: This line reveals the psychological weight and trauma experienced by the officer, exploring themes of trust and leadership.
“For they were only your fathers / But I was your officer.”	Concludes with the officer reaffirming his paternal-like bond and responsibility for his soldiers beyond that of their biological fathers.	Marxist Theory: This quotation can be critiqued for its portrayal of authority and hierarchy within a military context, reflecting on power dynamics and social class.