Category: Poem Analysis

Introduction: “The One Girl at the Boys Party” by Sharon Olds

“The One Girl at the Boys Party” by Sharon Olds was first published in 1984 in her collection The Dead and the Living. The poem is celebrated for its vivid imagery, keen observation of gender dynamics, and subtle exploration of burgeoning sexuality. Olds’s use of mathematical language to describe the girl’s intellect and her awareness of the boys’ physicality adds a unique layer to the poem. Its popularity stems from its relatable depiction of adolescence and the complex emotions that accompany the transition from childhood to adulthood. The poem’s enduring appeal lies in its ability to capture a universal experience through a specific and memorable snapshot of a young girl at a pivotal moment in her life.

Text: “The One Girl at the Boys Party” by Sharon Olds

Annotations: “The One Girl at the Boys Party” by Sharon Olds

Literary And Poetic Devices: “The One Girl at the Boys Party” by Sharon Olds

Themes: “The One Girl at the Boys Party” by Sharon Olds

• Theme 1: Gender Dynamics
  The poem explores the dynamics of gender roles and stereotypes, highlighting the contrast between the girl’s smooth and sleek presence among the boisterous boys. The boys “tower and bristle” while she stands out with her “math scores unfolding in the air around her” (They tower and / bristle, she stands there smooth and sleek, / her math scores unfolding in the air around her.). This theme is further emphasized by the boys’ physicality and the girl’s mental calculations.
• Theme 2: Intellectual Power
  The poem celebrates the girl’s intellectual prowess and her ability to think critically, even in a setting dominated by boys. The poem notes that “her body hard and / indivisible as a prime number” (her body hard and / indivisible as a prime number,), suggesting that her mind is sharp and capable. The girl’s mental calculations, such as subtracting her height from ten feet and dividing it into hundreds of gallons of water, demonstrate her intellectual agility.
• Theme 3: Social Awkwardness
  The poem touches on the theme of social awkwardness and the challenges of navigating social situations, particularly for a girl in a predominantly male environment. The girl’s “ponytail will hang its pencil lead / down her back” (her ponytail will hang its pencil lead / down her back,), and her “narrow silk suit / with hamburgers and french fries printed on it” (narrow silk suit / with hamburgers and french fries printed on it) may make her stand out in a way that feels uncomfortable.
• Theme 4: Self-Discovery
  The poem hints at the girl’s growing self-awareness and her ability to observe and analyze her surroundings. The poem notes that “in her head she’ll be doing her / wild multiplying” (in her head she’ll be doing her / wild multiplying,), suggesting that she is processing and making sense of her experiences. The girl’s observation of the boys’ bodies and her own, as well as her mental calculations, indicate a growing understanding of herself and her place in the world.

Literary Theories and “The One Girl at the Boys Party” by Sharon Olds

1. Feminist Theory: This lens focuses on the poem’s portrayal of gender roles and the girl’s unique position within a male-dominated space. The girl’s “math scores unfolding in the air around her” symbolizes her intellectual prowess, challenging traditional notions of femininity. Her body is described as “hard and indivisible as a prime number,” contrasting with the boys’ physicality. The poem celebrates the girl’s individuality and strength, subverting traditional gender stereotypes.
2. Psychoanalytic Theory: This approach delves into the girl’s subconscious thoughts and desires. Her “wild multiplying” could be interpreted as a metaphor for her burgeoning sexuality and a subconscious awareness of the boys’ attraction towards her. The poem explores the complex emotions of a young girl on the cusp of adolescence, navigating the uncharted waters of sexual awakening.
3. New Historicism: This theory examines the poem within its historical and cultural context. Published in 1984, the poem reflects societal expectations and gender norms of that era. The girl’s swimsuit with “hamburgers and french fries printed on it” signifies the commercialization of childhood and the objectification of female bodies. The poem subtly critiques these cultural influences while celebrating the girl’s resilience and unique identity.

Critical Questions about “The One Girl at the Boys Party” by Sharon Olds

• How does the poem explore the theme of gender and difference?
• The poem highlights the stark contrast between the girl and the boys. The boys are described with physical terms like “tower and bristle,” while the girl is “smooth and sleek.” This contrast emphasizes the physical differences between genders. The poem also highlights the girl’s intellectual abilities, symbolized by her “math scores unfolding in the air around her,” which sets her apart from the boys and their more physical focus. This difference is further accentuated by the girl’s swimsuit printed with “hamburgers and french fries,” a symbol of traditional expectations for girls, juxtaposed with her complex mathematical thoughts.
• How does the poem use mathematical imagery to convey the girl’s experience?
• The poem utilizes mathematical language to express the girl’s intellectual prowess and her way of perceiving the world around her. Phrases like “subtract her height,” “divide it into hundreds of gallons of water,” and “wild multiplying” reveal her mathematical mind. The numbers “bouncing in her mind like molecules of chlorine” portray her thoughts as active and dynamic. This mathematical imagery not only reflects the girl’s intelligence but also suggests a sense of detachment and analytical observation of the boys’ world.
• What is the significance of the final lines of the poem?
• The concluding lines, “and in her head she’ll be doing her wild multiplying, as the drops sparkle and fall to the power of a thousand from her body,” are pivotal. They suggest a shift in the girl’s perception. The “wild multiplying” could be interpreted as a metaphor for her burgeoning sexuality and a growing awareness of the boys’ attraction towards her. The sparkling drops falling from her body allude to her emerging womanhood and the power of her own physicality.
• How does the poem portray the girl’s emotional state and inner conflict?
• While the poem doesn’t explicitly state the girl’s emotions, it subtly hints at her complex inner state. Her “sweet face, solemn and sealed” suggests a facade of composure masking a turmoil of thoughts and feelings. The contrast between her “solemn and sealed” exterior and her “wild multiplying” mind reflects her internal conflict between societal expectations and her own emerging identity. The poem captures the complex emotions of a young girl on the cusp of adolescence, navigating the uncharted waters of self-discovery and sexual awakening.

Topics, Questions and Thesis Statement about “The One Girl at the Boys Party” by Sharon Olds

Literary Works Similar to “The One Girl at the Boys Party” by Sharon Olds

1. “Daddy” by Sylvia Plath: Explores themes of gender, identity, and social expectations, similar to Olds’ poem, but with a more personal and emotional tone.
2. “The New Colossus” by Emma Lazarus: Shares a similar focus on the experiences of women and the marginalized, with a strong emphasis on empowerment and resilience.
3. “Mother to Son” by Langston Hughes: Like Olds’ poem, explores themes of identity, growth, and social dynamics, but with a focus on the African American experience.
4. “Girl” by Jamaica Kincaid: Similar in its exploration of gender roles, social expectations, and the struggles of growing up, but with a more lyrical and introspective tone.
5. “Barbie Doll” by Marge Piercy: Also critiques societal expectations of women and femininity, using a similar tone of irony and social commentary.

Suggested Readings: “The One Girl at the Boys Party” by Sharon Olds

1. Olds, Sharon. “The One Girl at the Boys’ Party.” The Dead and the Living, Alfred A. Knopf, 1984.
2. Gilbert, Sandra M., and Susan Gubar, editors. Shakespeare’s Sisters: Feminist Essays on Women Poets. Indiana University Press, 1985.
3. Vendler, Helen. The Music of What Happens: Poems, Poets, Critics. Harvard University Press, 1999.
4. Poetry Foundation. “Sharon Olds.” Poetry Foundation, https://www.poetryfoundation.org/poets/sharon-olds. Accessed 14 May 2024.

Representative Quotations from “The One Girl at the Boys Party” by Sharon Olds

Introduction: “Cat and Mouse” by Ted Hughes

“Cat and Mouse” by Ted Hughes, first published in 1960 in his second collection of poems, Lupercal, captures the predatory relationship between a cat and mouse through vivid imagery and a sense of impending doom. The cat is portrayed as a cunning and patient hunter, while the mouse is depicted as both terrified and accepting of its fate. The poem’s popularity stems from its ability to evoke a primal fear and fascination with the natural world, as well as its exploration of themes like power, vulnerability, and the cycle of life and death. Hughes’ use of language and rhythm creates a tense and dramatic atmosphere, making “Cat and Mouse” a memorable and impactful piece of poetry.

Text: “Cat and Mouse” by Ted Hughes

Annotations: “Cat and Mouse” by Ted Hughes

Literary And Poetic Devices: “Cat and Mouse” by Ted Hughes

Themes: “Cat and Mouse” by Ted Hughes

1. Predation and Vulnerability
   • The constant threat of the cat looms over the mouse, reflecting the predatory nature of the world.
   • Reference: The title itself suggests the predator-prey relationship, and lines such as “Whether in God’s eye or the eye of a cat” underscore the theme of predation.
2. Fear and Hesitation
   • The mouse’s fear and hesitation in taking action symbolize the paralyzing effect of fear in the face of danger.
   • Reference: Lines like “The mouse crouched, staring out the chance / It dared not take” exemplify the theme of fear and hesitation.
3. Immutable Nature of Time and Existence
   • The poem reflects on the unalterable passage of time and the enduring nature of the world, regardless of individual actions.
   • Reference: Lines such as “Time and a world / Too old to alter” directly address the theme of the unchangeable nature of existence.
4. Existential Inquiry and Doubt
   • The poem raises existential questions about the purpose of existence and the efficacy of prayers in the face of uncertainty.
   • Reference: Lines like “Whether to two / Feet or four, how are prayers contracted!” highlight the theme of existential inquiry and doubt.

Literary Theories and “Cat and Mouse” by Ted Hughes

Critical Questions about “Cat and Mouse” by Ted Hughes

• Question: How does the opening line of the poem establish the power dynamic between the cat and the mouse?
• Answer: The opening line, “On the sheep-cropped summit, under hot sun,” immediately sets the scene for the poem’s central conflict. The “sheep-cropped summit” suggests a barren, exposed landscape where the mouse is vulnerable and out in the open. The “hot sun” intensifies the mouse’s discomfort and highlights its helplessness under the harsh conditions. This stark setting emphasizes the mouse’s powerlessness in the face of the impending threat posed by the cat, a predator lurking unseen in the shadows. The mouse is exposed and vulnerable, while the cat holds the advantage of stealth and surprise.
• Question: What is the significance of the line “Time and a world too old to alter”?
• Answer: This line speaks to the inevitability of the predator-prey relationship and the mouse’s acceptance of its fate. The phrase “too old to alter” suggests that this dynamic is deeply ingrained in the natural world and beyond the mouse’s control. The mouse understands that it is part of a larger cycle of life and death, where the cat’s dominance is a natural and unchangeable fact. This realization adds a layer of tragic acceptance to the poem, as the mouse recognizes the futility of resisting its fate.
• Question: How does Hughes use language to convey the mouse’s fear and desperation?
• Answer: Hughes employs vivid imagery and diction to capture the mouse’s emotional state. The words “crouched” and “staring” convey the mouse’s fearful posture and its desperate attempt to assess the danger. The phrase “chance it dared not take” highlights the mouse’s internal conflict between the need to find food and the overwhelming fear of the cat. The description of the surrounding landscape as a “heat-heavy stupor of life” further emphasizes the mouse’s sense of entrapment and impending doom.
• Question: What is the meaning of the final lines, “Whether to two feet or four, how are prayers contracted! Whether in God’s eye or the eye of a cat”?
• Answer: These concluding lines underscore the universality of fear and vulnerability. The phrase “Whether to two feet or four” suggests that all creatures, regardless of their species, experience fear and pray for survival. The question “how are prayers contracted!” implies that prayers are often condensed and desperate pleas for mercy in the face of danger. The final line, “Whether in God’s eye or the eye of a cat,” equates the cat’s power over the mouse with a godlike authority. This comparison emphasizes the cat’s absolute dominance in the mouse’s world and the inevitability of the mouse’s fate. The lines create a sense of existential dread and highlight the fragility of life in the face of overwhelming power.

Topics, Questions, and Thesis Statement about “Cat and Mouse” by Ted Hughes

Literary Works Similar to “Cat and Mouse” by Ted Hughes

1. “Hawk Roosting” by Ted Hughes: This poem also explores the predator’s perspective, presenting a hawk’s arrogant and self-assured view of its power and dominance in the natural world.
2. “The Thought-Fox” by Ted Hughes: While not about predator-prey relationships, this poem shares a similar focus on animal consciousness and the natural world, using the image of a fox to explore the process of poetic creation.
3. “Pike” by Ted Hughes: This poem delves into the primal instincts of a pike, a fish known for its predatory nature, and the fear it evokes in both humans and other creatures.
4. “The Jaguar” by Ted Hughes: This poem contrasts the confined and seemingly powerless existence of a jaguar in a zoo with its inherent wildness and potential for freedom, touching on themes of power, captivity, and the spirit of resistance.
5. “To a Mouse” by Robert Burns: Although written in a different era and style, this poem also examines the relationship between humans and animals, focusing on the mouse’s vulnerability and the compassion we should feel for all creatures.

Suggested Readings: “Cat and Mouse” by Ted Hughes

• Books:
• Sagar, Keith. The Art of Ted Hughes. Cambridge University Press, 1978.
• Bate, Jonathan. Ted Hughes: The Unauthorised Life. HarperCollins, 2015.
• Articles:
• Gifford, Terry. “Ted Hughes and the Animal.” Critical Quarterly, vol. 24, no. 4, 1982, pp. 5-21.
• Scigaj, Leonard. The Poetry of Ted Hughes: A Critical Study. Iowa State University Press, 1991.
• Web Resources:
• “Modern American Poetry: Ted Hughes.” University of Illinois, https://online.illinois.edu/online-programs/programs/modern-american-poetry.
• “Ted Hughes.” The Poetry Foundation, https://www.poetryfoundation.org/poets/ted-hughes.
• “Ted Hughes.” British Library, https://www.theguardian.com/books/2020/nov/25/british-library-apologises-for-linking-ted-hughes-to-slave-trade.

Representative Quotations from “Cat and Mouse” by Ted Hughes

Introduction: “Sonnet 132” by William Shakespeare

“Sonnet 132” by William Shakespeare, first published in 1609 in the collection known as “Shakespeare’s Sonnets, like others in the collection, is written in iambic pentameter and follows the traditional Shakespearean sonnet form with three quatrains and a concluding couplet. “Sonnet 132” is addressed to the “Dark Lady,” a mysterious and alluring figure who appears in several of Shakespeare’s sonnets. The poem explores the speaker’s infatuation with the Dark Lady’s eyes, particularly when they appear to be mourning. It stands out for its vivid imagery, emotional intensity, and the speaker’s willingness to embrace the darkness associated with the Dark Lady’s beauty. The sonnet’s enigmatic subject and passionate tone have contributed to its enduring popularity and fascination among readers and scholars alike.

Text: “Sonnet 132” by William Shakespeare

Annotations: “Sonnet 132” by William Shakespeare

Literary And Poetic Devices: “Sonnet 132” by William Shakespeare

Themes: “Sonnet 132” by William Shakespeare

Literary Theories and “Sonnet 132” by William Shakespeare

Critical Questions about “Sonnet 132” by William Shakespeare

• Question 1
  How does the speaker’s use of personification in “Thine eyes… have put on black and loving mourners be” (lines 2-3) convey the idea that the beloved’s eyes are actively sympathizing with the speaker’s pain?
• The speaker’s personification of the beloved’s eyes as “loving mourners” creates a vivid image of the eyes as actively empathizing with the speaker’s suffering, implying that the beloved is not just aware of the speaker’s pain but is also emotionally invested in it. This reveals the speaker’s desire for a deep emotional connection with the beloved and suggests that the speaker values the beloved’s compassion and understanding.
• Question 2
  In what ways does the comparison of the beloved’s eyes to the “morning sun of heaven” and the “full star that ushers in the even” (lines 5-6) serve to emphasize their beauty and significance?
• The comparison of the beloved’s eyes to celestial bodies emphasizes their beauty and significance by associating them with natural wonders that are awe-inspiring and majestic. The “morning sun of heaven” and the “full star that ushers in the even” are both symbols of hope, guidance, and illumination, implying that the beloved’s eyes possess a similar power to inspire and guide the speaker. This comparison also highlights the speaker’s reverence and admiration for the beloved’s eyes, reinforcing the idea that they are a source of beauty and comfort.
• Question 3
  How does the speaker’s request that the beloved “mourn for me since mourning doth thee grace” (line 10) reveal a desire for mutual understanding and shared emotional experience?
• The speaker’s request that the beloved “mourn for me” reveals a deep desire for empathy and mutual understanding, as the speaker longs for the beloved to share in their emotional experience. The phrase “since mourning doth thee grace” suggests that the speaker believes the beloved’s mourning would not only be a sign of their emotional investment but also a becoming and beautiful quality, implying that the speaker values emotional vulnerability and authenticity in their relationship.
• Question 4
  In what ways does the final couplet, “Then will I swear beauty herself is black, / And all they foul that thy complexion lack” (lines 13-14), subvert traditional notions of beauty and challenge societal beauty standards?
• The final couplet subverts traditional notions of beauty by asserting that beauty is not defined by traditional standards of physical appearance but rather by the beloved’s unique complexion, which is “black”. This challenges societal beauty standards that often privilege whiteness and fair skin, implying that beauty is not fixed or absolute but rather subjective and personal. By declaring that all those who lack the beloved’s complexion are “foul”, the speaker turns traditional beauty standards on their head, celebrating the beloved’s individuality and uniqueness.

Topics, Questions and Thesis Statement about “Sonnet 132” by William Shakespeare

Literary Works Similar to “Sonnet 132” by William Shakespeare

1. “Sonnet 18” by William Shakespeare
   In this famous sonnet, Shakespeare explores themes of love, beauty, and the passage of time, much like in “Sonnet 132.”
2. “When You Are Old” by W.B. Yeats
   Yeats’ poem also addresses the theme of unrequited love and the passage of time, as the speaker reflects on a lost love’s aging and regrets.
3. “The Definition of Love” by Andrew Marvell
   Marvell’s poem delves into the complexities of love and desire, echoing the emotional depth found in Shakespeare’s sonnet.
4. “Remember” by Christina Rossetti
   Rossetti’s poem similarly explores themes of love, loss, and remembrance, resonating with the melancholic tone of “Sonnet 132.”
5. “To His Coy Mistress” by Andrew Marvell
   Like Shakespeare’s sonnet, Marvell’s poem addresses the theme of desire and longing, albeit in a more persuasive and urgent tone, as the speaker urges his beloved to seize the moment.

Suggested Readings: “Sonnet 132” by William Shakespeare

1. Booth, Stephen. Shakespeare’s Sonnets. Yale University Press, 1977.
2. Duncan-Jones, Katherine. “Was the 1609 Shakespeares Sonnets Really Unauthorized?” Review of English Studies, vol. 34, no. 133, 1983, pp. 151-171. JSTOR, www.jstor.org/stable/515829.
3. Fineman, Joel. Shakespeare’s Perjured Eye: The Invention of Poetic Subjectivity in the Sonnets. University of California Press, 1986.
4. Kerrigan, John, editor. The Sonnets and A Lover’s Complaint. Penguin Books, 1986.
5. Shakespeare, William. Shakespeare’s Sonnets. Edited by Stephen Booth, Yale University Press, 1977.
6. Vendler, Helen. The Art of Shakespeare’s Sonnets. Harvard University Press, 1997.
7. —. “Sonnet 129.” The Academy of American Poets, poets.org/poem/sonnet-129.

Representative Quotations from “Sonnet 132” by William Shakespeare

Introduction: “Sonnet 129” by William Shakespeare

“Sonnet 129” by William Shakespeare was first published in 1609 in the collection known as the “Shakespeare’s Sonnets.” This sonnet, like others in the collection, is written in iambic pentameter and follows the traditional Shakespearean sonnet form with three quatrains and a concluding couplet. “Sonnet 129” is notable for its dark and frank exploration of lust, highlighting the destructive and self-loathing nature of the emotion. The poem’s raw honesty and powerful imagery have contributed to its enduring popularity, making it one of the most analyzed and discussed sonnets in Shakespeare’s repertoire.

Text: “Sonnet 129” by William Shakespeare

Annotations: “Sonnet 129” by William Shakespeare

Literary And Poetic Devices: “Sonnet 129” by William Shakespeare

Themes: “Sonnet 129” by William Shakespeare

Literary Theories and “Sonnet 129” by William Shakespeare

1. Psychoanalytic Theory:

Psychoanalytic theory, heavily influenced by the works of Sigmund Freud, focuses on the unconscious desires and motivations that drive human behavior. In “Sonnet 129,” this theory can be applied to analyze the speaker’s intense internal conflict regarding lust. The poem reveals the speaker’s awareness of the destructive nature of lust, yet also acknowledges the irresistible pull it exerts. The lines “Mad in pursuit and in possession so, / Had, having, and in quest to have, extreme” reflect the compulsive and insatiable nature of desire, suggesting a deep-rooted unconscious drive that overrides reason and logic. The poem’s portrayal of the shame and self-loathing that follow lustful acts can be interpreted as the superego’s attempt to repress and control these primal urges.

2. Feminist Theory:

Feminist theory examines the power dynamics between genders and how they are represented in literature. In “Sonnet 129,” a feminist reading might focus on the objectification and commodification of the female body implied in the poem’s portrayal of lust. The line “Enjoyed no sooner but despised straight” suggests that the object of desire is quickly discarded after gratification, highlighting the disposable nature of women in a patriarchal society. The poem’s emphasis on the shame and guilt associated with lust can also be seen as reinforcing traditional gender roles and expectations, where women are often blamed for male desire and its consequences.

3. New Criticism:

New Criticism emphasizes close reading and analysis of the text itself, focusing on its formal elements and how they contribute to its overall meaning. In “Sonnet 129,” this approach would involve examining the poem’s structure, language, and imagery. The use of contrasting metaphors, such as “heaven” and “hell,” highlights the paradoxical nature of lust, while the repetition of words like “mad” and “extreme” emphasizes its destructive power. The poem’s strict adherence to the sonnet form, with its tightly controlled rhyme scheme and meter, creates a sense of order that contrasts with the chaotic and irrational nature of lust, further emphasizing its destructive potential.

Critical Questions about “Sonnet 129” by William Shakespeare

• How does Shakespeare portray the complex and paradoxical nature of lust in “Sonnet 129”?
• Shakespeare masterfully captures the contradictory nature of lust by using vivid language and contrasting imagery. He describes it as both a “bliss in proof” and a “very woe,” suggesting that it can be both pleasurable and painful. The poem highlights the fleeting nature of lustful satisfaction, as it is “Enjoyed no sooner but despised straight.” This paradox reveals the internal conflict and self-loathing that often accompany lust, as the speaker recognizes the destructive power of desire even while succumbing to it.
• What is the significance of the final couplet in “Sonnet 129” and how does it contribute to the overall meaning of the poem?
• The final couplet, “All this the world well knows; yet none knows well / To shun the heaven that leads men to this hell,” serves as a powerful conclusion and commentary on the human condition. It acknowledges the universal awareness of lust’s destructive nature, yet highlights the inability of individuals to resist its allure. The juxtaposition of “heaven” and “hell” emphasizes the stark contrast between the perceived pleasure of lust and its ultimate consequences, suggesting that the pursuit of fleeting pleasure can lead to eternal damnation.
• How does Shakespeare’s use of language and imagery contribute to the emotional impact of “Sonnet 129”?
• Shakespeare employs strong language and visceral imagery to evoke a sense of disgust and revulsion towards lust. He describes it as “perjured, murderous, bloody, full of blame,” creating a sense of moral outrage and condemnation. The use of animalistic imagery, such as “Past reason hunted,” further dehumanizes the experience of lust, portraying it as a primal and destructive force. This evocative language not only conveys the speaker’s disdain for lust but also elicits a similar emotional response from the reader.
• In what ways does “Sonnet 129” reflect broader themes and concerns of the Renaissance period?
• The sonnet reflects the Renaissance preoccupation with the conflict between reason and passion. The speaker’s struggle to reconcile the rational understanding of lust’s destructive nature with the overwhelming power of desire mirrors the broader societal tension between religious morality and human impulses. The poem also touches upon the theme of sin and redemption, as it warns against the dangers of succumbing to temptation and the potential for eternal damnation. These themes resonate with the religious and philosophical debates of the Renaissance, making “Sonnet 129” a relevant and thought-provoking work for its time and beyond.

Topics, Questions and Thesis Statement about “Sonnet 129” by William Shakespeare

Literary Works Similar to “Sonnet 129” by William Shakespeare

1. “To His Coy Mistress” by Andrew Marvell: Like “Sonnet 129,” this poem explores themes of desire, time, and the fleeting nature of pleasure.
2. “The Flea” by John Donne: Donne’s poem uses a conceit involving a flea to explore themes of seduction, desire, and the blending of physical and spiritual love, similar to Shakespeare’s exploration of lust in “Sonnet 129.”
3. “Love (III)” by George Herbert: Herbert’s poem reflects on the complexities of love and desire, contemplating the tension between physical passion and spiritual devotion, much like Shakespeare’s treatment of lust in his sonnet.
4. “Goblin Market” by Christina Rossetti: While not a traditional sonnet, Rossetti’s poem delves into themes of temptation, desire, and the consequences of yielding to sensual pleasures, echoing the warnings found in Shakespeare’s “Sonnet 129.”
5. “A Glimpse” by Walt Whitman: Whitman’s poem explores the fleeting nature of desire and the longing for deeper connection amidst physical passion, resonating with the themes of transience and disillusionment present in Shakespeare’s sonnet.

Suggested Readings: “Sonnet 129” by William Shakespeare

1. Booth, Stephen. Shakespeare’s Sonnets. Yale University Press, 1977.
2. Duncan-Jones, Katherine. “Was the 1609 Shakespeares Sonnets Really Unauthorized?” Review of English Studies, vol. 34, no. 133, 1983, pp. 151-171. JSTOR, www.jstor.org/stable/515829.
3. Fineman, Joel. Shakespeare’s Perjured Eye: The Invention of Poetic Subjectivity in the Sonnets. University of California Press, 1986.
4. Kerrigan, John, editor. The Sonnets and A Lover’s Complaint. Penguin Books, 1986.
5. Shakespeare, William. Shakespeare’s Sonnets. Edited by Stephen Booth, Yale University Press, 1977.
6. Vendler, Helen. The Art of Shakespeare’s Sonnets. Harvard University Press, 1997.
7. —. “Sonnet 129.” The Academy of American Poets, poets.org/poem/sonnet-129.

Representative Quotations from “Sonnet 129” by William Shakespeare

Introduction: “I Am Not Yours” by Sarah Teasdale

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

Text: “I Am Not Yours” by Sarah Teasdale

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

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

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

Annotations: “I Am Not Yours” by Sarah Teasdale

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

Themes: “I Am Not Yours” by Sarah Teasdale

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

1. Romantic Theory:

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

2. Psychoanalytic Theory:

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

3. Ecocritical Theory:

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

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

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

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

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

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

Books:

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

Articles:

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

Weblinks:

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

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

Introduction: “Out, Out—” by Robert Frost

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

Text: “Out, Out—” by Robert Frost

Annotations: “Out, Out—” by Robert Frost

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

Literary Devices

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

Sound Devices

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

Poetic Devices

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

Themes: “Out, Out—” by Robert Frost

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

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

1. New Criticism:

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

2. Psychoanalytic Criticism:

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

3. Marxist Criticism:

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

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

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

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

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

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

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

Books:

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

Articles:

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

Web Links:

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

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

Introduction: “The Last Ride Together” by Robert Browning

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

Text: “The Last Ride Together” by Robert Browning

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

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

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

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

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

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

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

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

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

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

Annotations: “The Last Ride Together” by Robert Browning

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

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

Themes: “The Last Ride Together” by Robert Browning

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

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

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

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

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

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

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

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

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

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

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

Introduction: “The Last Ride Together” by Robert Browning

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

Text: “The Last Ride Together” by Robert Browning

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

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

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

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

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

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

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

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

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

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

Annotations: “The Last Ride Together” by Robert Browning

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

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

Themes: “The Last Ride Together” by Robert Browning

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

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

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

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

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

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

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

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

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

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

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

Introduction: “Mutability” by Percy Bysshe Shelley

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

Annotations: “Mutability” by Percy Bysshe Shelley

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

Themes: “Mutability” by Percy Bysshe Shelley

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

Literary Theories and “Mutability” by Percy Bysshe Shelley

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

Critical Questions about “Mutability” by Percy Bysshe Shelley

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

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

Literary Works Similar to “Mutability” by Percy Bysshe Shelley

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

Suggested Readings: “Mutability” by Percy Bysshe Shelley

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

Representative Quotations from “Mutability” by Percy Bysshe Shelley