Category: Poem Analysis

Introduction: “Out, Out—” by Robert Frost

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

Text: “Out, Out—” by Robert Frost

Annotations: “Out, Out—” by Robert Frost

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

Literary Devices

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

Sound Devices

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

Poetic Devices

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

Themes: “Out, Out—” by Robert Frost

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

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

1. New Criticism:

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

2. Psychoanalytic Criticism:

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

3. Marxist Criticism:

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

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

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

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

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

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

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

Books:

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

Articles:

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

Web Links:

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

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

Introduction: “The Last Ride Together” by Robert Browning

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

Text: “The Last Ride Together” by Robert Browning

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

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

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

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

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

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

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

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

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

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

Annotations: “The Last Ride Together” by Robert Browning

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

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

Themes: “The Last Ride Together” by Robert Browning

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

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

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

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

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

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

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

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

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

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

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

Introduction: “The Last Ride Together” by Robert Browning

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

Text: “The Last Ride Together” by Robert Browning

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

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

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

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

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

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

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

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

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

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

Annotations: “The Last Ride Together” by Robert Browning

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

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

Themes: “The Last Ride Together” by Robert Browning

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

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

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

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

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

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

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

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

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

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

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

Introduction: “Mutability” by Percy Bysshe Shelley

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

Annotations: “Mutability” by Percy Bysshe Shelley

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

Themes: “Mutability” by Percy Bysshe Shelley

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

Literary Theories and “Mutability” by Percy Bysshe Shelley

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

Critical Questions about “Mutability” by Percy Bysshe Shelley

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

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

Literary Works Similar to “Mutability” by Percy Bysshe Shelley

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

Suggested Readings: “Mutability” by Percy Bysshe Shelley

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

Representative Quotations from “Mutability” by Percy Bysshe Shelley

Introduction: “Apologia” by Oscar Wilde

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

Text: “Apologia” by Oscar Wilde

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

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

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

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

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

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

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

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

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

Annotations: “Apologia” by Oscar Wilde

Literary And Poetic Devices: “Apologia” by Oscar Wilde

Themes: “Apologia” by Oscar Wilde

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

Literary Theories and “Apologia” by Oscar Wilde

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

Critical Questions about “Apologia” by Oscar Wilde

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

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

Literary Works Similar to “Apologia” by Oscar Wilde

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

Suggested Readings: “Apologia” by Oscar Wilde

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

Representative Quotations about “Apologia” by Oscar Wilde

Introduction: “On The Sea” by John Keats

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

Text: “On The Sea” by John Keats

Annotations: “On The Sea” by John Keats

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

Themes: “On The Sea” by John Keats

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

Literary Theories and “On The Sea” by John Keats

Critical Questions about “On The Sea” by John Keats

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

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

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

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

Suggested Readings: “On The Sea” by John Keats

Books:

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

Scholarly Articles:

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

Primary Source:

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

Additional Resources:

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

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

Introduction: “On Being Human” by C. S. Lewis

“On Being Human” by C. S. Lewis was first published in 1942 in the collection Poems, reflecting his philosophical and theological interests, exploring the unique nature of human existence in comparison to angelic beings. It highlights the human capacity for sensory experience, emotion, and a relationship with the physical world, contrasting it with the purely intellectual understanding of angels. The poem’s rhythmic structure and vivid imagery contribute to its contemplative and thought-provoking tone.

Text: “On Being Human” by C. S. Lewis

Annotations: “On Being Human” by C. S. Lewis

Literary And Poetic Devices: “On Being Human” by C. S. Lewis

Themes: “On Being Human” by C. S. Lewis

1. The Limitations of Angelic Knowledge: In “On Being Human,” C.S. Lewis explores the idea that while angels possess profound intelligence and understanding of universal truths, they lack the sensory experiences that enrich human existence. Lewis contrasts the angelic perception of abstract forms and principles with the human experience of sensory delights, such as the scent of flowers, the taste of fruit, and the sensation of warmth from a fire. Through examples like the “lavish pinks” of summer and the “wood-fire smoke that whispers Rest,” Lewis highlights the depth of human experience that transcends mere intellectual comprehension. Angels may grasp the essence of air, but they cannot appreciate its fragrance or the tangible comfort it brings. This theme underscores the unique richness of human existence, shaped by the interplay between intellect and sensation.
2. The Sanctity of Physical Embodiment: Another theme present in “On Being Human” is the sanctity and significance of the human body. Lewis emphasizes that angels, devoid of physical form, miss out on the tactile and sensory experiences that define human life. While angels perceive the essence of trees and understand the processes of life and death, they cannot taste a ripe peach, feel the coolness of shade, or savor the warmth of freshly baked bread. By contrasting the angel’s lack of physicality with the human ability to enjoy sensory pleasures, Lewis underscores the inherent value and importance of embodiment, suggesting that physical sensations contribute uniquely to the richness of human existence.
3. The Complexity of Human Experience: C.S. Lewis delves into the intricate layers of human experience, highlighting the multifaceted nature of sensation, memory, and emotion. While angels may comprehend the overarching principles governing life and death, they cannot grasp the nuances of human perception and emotion. Lewis portrays human experience as a tapestry woven from sensory impressions, memories, and emotional responses. For example, while angels may understand the concept of nourishment and growth, they cannot appreciate the simple joy of a foamy-topped tankard of ale or the tingling taste of oranges. Through these examples, Lewis suggests that human experience encompasses not only intellectual understanding but also a rich tapestry of sensory and emotional engagement.
4. The Privilege of Human Existence: Finally, “On Being Human” celebrates the unique privilege of human existence, characterized by the ability to engage fully with the sensory richness of the world. Lewis suggests that while angels may possess greater intellectual insight, humans enjoy a special intimacy with the physical world, experiencing its beauty and complexity in a deeply personal way. Despite the limitations imposed by the senses, Lewis argues that these sensory experiences are integral to human identity and provide a unique lens through which to perceive and interact with the world. By affirming the value of human embodiment and sensory perception, Lewis underscores the profound significance of the human experience in all its dimensions.

Literary Theories and “On Being Human” by C. S. Lewis

Note: These theories are not mutually exclusive, and the poem may be interpreted through multiple lenses.

• Platonism: C. S. Lewis was influenced by Platonic philosophy, which is reflected in the poem’s contrast between the imperfect, sensory world and the perfect, eternal realm of Forms or Archetypes.
• Romanticism: The poem’s focus on sensory experience, nature, and the emotional response to beauty are characteristic of Romanticism, a literary movement that emphasized the individual’s emotional experience and the beauty of nature.
• Christian Allegory: The poem can be seen as an allegory for the Christian understanding of humanity’s relationship with God, with the Tree representing spiritual growth and the cycles of life and death. This interpretation is consistent with C. S. Lewis’s Christian worldview and his use of allegory in other works.

Critical Questions about “On Being Human” by C. S. Lewis

• How does C.S. Lewis use contrasting imagery to illustrate the limitations of angelic knowledge compared to human sensory experience in “On Being Human”?
• Lewis juxtaposes the abstract understanding of angels with the tangible sensations experienced by humans, emphasizing the richness of human existence. For instance, while angels perceive the “Form of Air,” humans delight in the “lavish pinks” of summer and the “wood-fire smoke that whispers Rest.” How does this stark contrast between abstract perception and sensory immersion contribute to the poem’s exploration of human identity and experience?
• In what ways does “On Being Human” challenge traditional notions of spiritual hierarchy and superiority?
• Lewis suggests that while angels possess superior intellect, humans enjoy a unique privilege through their embodiment and sensory engagement with the world. Despite angels’ profound understanding of universal truths, they lack the capacity to experience the physical pleasures and sensations that enrich human life. How does this subversion of traditional hierarchies contribute to a deeper understanding of the value and significance of human existence within the broader theological framework presented in the poem?
• How does C.S. Lewis navigate the tension between intellectual comprehension and sensory immersion in “On Being Human”?
• Lewis portrays angels as beings of pure intellect who lack the physical sensations and emotional experiences that define human life. Through examples like the “ripe peach from the southern wall still hot” and the “tingling taste of oranges,” Lewis underscores the depth and complexity of human sensory perception. How does this exploration of the interplay between intellect and sensation contribute to a nuanced understanding of human identity and the nature of existence?
• In what ways does “On Being Human” challenge the traditional dichotomy between the spiritual and the physical?
• Lewis suggests that the human experience is not limited to intellectual understanding but encompasses a rich tapestry of sensory engagement and emotional response. By celebrating the sensory pleasures of earthly existence, such as the taste of fruit and the warmth of sunlight, Lewis elevates the physical realm as an integral aspect of human identity and spirituality. How does this reevaluation of the spiritual significance of physical sensation enrich our understanding of the relationship between the material world and the divine?

Topics, Questions and Thesis Statement about “On Being Human” by C. S. Lewis

Literary Works Similar to “On Being Human” by C. S. Lewis

1. “The Human Abstract” by William Blake: Blake’s poem explores the dual nature of human morality, drawing parallels between abstract virtues and the tangible experiences that shape human behavior. Like “On Being Human,” it delves into the complexities of human existence and the interplay between abstract concepts and lived reality.
2. “To Autumn” by John Keats: Keats’s ode celebrates the sensory richness of the autumn season, immersing the reader in the sights, sounds, and smells of nature. Similar to “On Being Human,” it emphasizes the importance of sensory experience in shaping human perception and understanding of the world.
3. “Ode to a Nightingale” by John Keats: Keats’s poem reflects on the contrast between the transcendent beauty of the nightingale’s song and the ephemeral nature of human existence. Like “On Being Human,” it explores the tension between abstract ideals and the tangible experiences that define human life.
4. “The Love Song of J. Alfred Prufrock” by T.S. Eliot: Eliot’s modernist poem delves into the existential angst of the modern individual, grappling with questions of identity, purpose, and the passage of time. Like “On Being Human,” it offers a nuanced exploration of human consciousness and the complexities of human experience.
5. “The Waste Land” by T.S. Eliot: Another work by T.S. Eliot, “The Waste Land” is a fragmented modernist poem that reflects on the disillusionment and fragmentation of post-World War I society. Similar to “On Being Human,” it delves into themes of identity, meaning, and the search for redemption in a fragmented world.

Suggested Readings: “On Being Human” by C. S. Lewis

• Books:
• Lewis, C. S. Transposition and Other Addresses. Geoffrey Bles, 1949.
• Articles:
• Duriez, Colin. “The Original Hybrids: C. S. Lewis on Being Human.” CSLewis.com, 2021, www.cslewis.com/the-original-hybrids-c-s-lewis-on-being-human/.
• Websites:
• Poem Analysis. “On Being Human by C. S. Lewis – Poem Analysis.” Poem Analysis, 2023, poemanalysis.com/c-s-lewis/on-being-human/.
• The Imaginative Conservative. “On Being Human.” The Imaginative Conservative, 2015, https://theimaginativeconservative.org/2015/11/on-being-human.html

Representative Quotations from “On Being Human” by C. S. Lewis

Introduction: “Old Ironsides”  by Oliver Wendell Holmes Sr.

“Old Ironsides” by Oliver Wendell Holmes Sr. was first published in 1830 in the Boston Daily Advertiser, and later it appeared in his first poetry collection, Poems, in 1836. This iconic poem is renowned for its patriotic fervor and stirring language. It effectively captures the sentimentality and reverence associated with the USS Constitution, the ship that inspired the poem’s title. Holmes’ evocative imagery and rhythmic meter contributed to the poem’s popularity and its ultimate success in helping save the USS Constitution from being scrapped.

Text: “Old Ironsides”  by Oliver Wendell Holmes Sr.

Annotations: “Old Ironsides”  by Oliver Wendell Holmes Sr.

Literary And Poetic Devices: “Old Ironsides”  by Oliver Wendell Holmes Sr.

Themes: “Old Ironsides”  by Oliver Wendell Holmes Sr.

• Nostalgia and Reverence for History: The poem pays homage to the ship’s storied past, celebrating its long history of service and the memories it holds. Through vivid imagery and emotive language, lines such as “Long has it waved on high” and “Her deck, once red with heroes’ blood” evoke a sense of respect and admiration for the ship’s legacy, highlighting the significance of preserving historical artifacts and honoring the sacrifices made by those who served aboard.
• The Passage of Time and the Inevitability of Change: As the poem laments the ship’s fate of retirement and potential dismantlement, it underscores the transient nature of glory and the relentless march of time. Lines like “Ay, tear her tattered ensign down!” and “No more shall feel the victor’s tread” convey a sense of loss and resignation, emphasizing the poignant reality of impermanence and the fleeting nature of human achievements.
• The Fragility of Human Achievement and the Impermanence of Glory: Despite its former grandeur and formidable reputation, the ship is ultimately reduced to a relic, subject to decay and oblivion. Through evocative imagery and powerful language, lines such as “And many an eye has danced to see / That banner in the sky” and “Her thunders shook the mighty deep” highlight the stark contrast between the ship’s former splendor and its present condition, prompting reflection on the ephemeral nature of human endeavors.
• The Cyclical Nature of Life and the Acceptance of Fate: The speaker ultimately resigns to the ship’s inevitable demise, advocating for its surrender to the elements and its return to the ocean’s depths. Through the imagery of sinking beneath the waves and offering the ship to the “god of storms,” the poem conveys a sense of acceptance and closure. Lines such as “O, better that her shattered hulk / Should sink beneath the wave” and “And give her to the god of storms,— / The lightning and the gale!” convey a poignant acceptance of fate and a recognition of the natural order of life and death.

Literary Theories and “Old Ironsides”  by Oliver Wendell Holmes Sr.

1. New Historicism: This theory examines the historical context in which a work was created and how it reflects the cultural and social values of the time. “Old Ironsides” was written in response to the planned scrapping of the USS Constitution, a symbol of American naval power and national pride. The poem reflects the patriotic sentiment of the era and the desire to preserve the ship as a national monument. The line “Ay, tear her tattered ensign down!” expresses outrage at the disrespect shown to the ship and its legacy.
2. Formalism: This theory focuses on the structural elements of a poem, such as meter, rhyme, and imagery. “Old Ironsides” is written in iambic tetrameter with an ABAB rhyme scheme, creating a rhythmic and memorable effect. The vivid imagery of the ship’s past battles, such as “Her deck, once red with heroes’ blood,” evokes a sense of awe and reverence for the ship’s history.
3. Reader-Response Criticism: This theory emphasizes the reader’s personal interpretation and emotional reaction to a poem. “Old Ironsides” is designed to evoke a strong emotional response in the reader, particularly patriotism and outrage at the planned destruction of the ship. The poem’s impassioned language and vivid imagery create a sense of urgency and inspire the reader to take action. The final stanza’s call to “Nail to the mast her holy flag” and “give her to the god of storms” is a dramatic plea for the ship’s preservation.

Critical Questions about “Old Ironsides”  by Oliver Wendell Holmes Sr.

• Question 1: How does the poem use imagery and symbolism to convey its themes?
• The poem employs vivid imagery and symbolism to convey its themes of nostalgia, patriotism, and the passing of time. For example, “Her deck, once red with heroes’ blood” symbolizes the ship’s history and sacrifices made, while “the eagle of the sea” represents the ship’s majesty and power. The image of “waves were white below” creates a sense of movement and change, contrasting with the ship’s stillness. These images evoke a sense of reverence and nostalgia, highlighting the speaker’s emotional connection to the ship.
• Question 2: How does the poem’s tone and language contribute to its overall effect?
• The poem’s tone is nostalgic, reverent, and melancholic, conveyed through language that is formal, poetic, and evocative. For example, “Ay, tear her tattered ensign down!” is a passionate and urgent address, while “Long has it waved on high” conveys a sense of history and tradition. The use of metaphor (“the meteor of the ocean air”) and personification (“the harpies of the shore shall pluck”) adds to the poem’s musicality and emotional impact, creating a sense of reverence and awe.
• Question 3: How does the poem engage with the idea of preservation and legacy?
• The poem grapples with the idea of preservation and legacy, questioning whether it is better to preserve the ship or let it succumb to the forces of nature. For example, “O, better that her shattered hulk / Should sink beneath the wave” suggests that perhaps it is better to let the ship rest in peace, rather than trying to preserve it. This ambivalence highlights the tension between preserving the past and embracing change.
• Question 4: How does the poem’s historical context influence its meaning and significance?
• The poem was written in 1830, during a time of rapid change and modernization in the United States. The speaker’s nostalgia for the ship can be seen as a longing for a past era of heroism and tradition. The poem’s themes of preservation and legacy take on added significance in this context, as the speaker is grappling with the idea of how to honor and remember the past in the face of progress and innovation. The poem’s historical context adds depth and complexity to its exploration of nostalgia and patriotism.

Topics, Questions and Thesis Statement about “Old Ironsides”  by Oliver Wendell Holmes Sr.

Literary Works Similar to “Old Ironsides”  by Oliver Wendell Holmes Sr.

1. “The Charge of the Light Brigade” by Alfred Lord Tennyson: Both poems celebrate heroic acts of bravery in the face of overwhelming odds. While “Old Ironsides” focuses on the symbolic power of a ship, Tennyson’s poem immortalizes the doomed charge of British cavalrymen in the Crimean War. Both poems use vivid imagery and strong rhythm to evoke a sense of awe and admiration for the courage displayed.
2. “O Captain! My Captain!” by Walt Whitman: This elegy for Abraham Lincoln shares “Old Ironsides”‘ lament for a fallen hero. While Holmes’ poem mourns the potential loss of a ship, Whitman’s poem mourns the loss of a leader. Both poems use extended metaphors—a ship for the nation and a captain for the president—to express grief and loss.
3. “Paul Revere’s Ride” by Henry Wadsworth Longfellow: Both poems celebrate American patriotism and historical events. While “Old Ironsides” focuses on the symbolic power of a ship, Longfellow’s poem commemorates the heroic ride of Paul Revere to warn of the British advance. Both poems use strong narrative elements and vivid imagery to capture the excitement and importance of the events they describe.
4. “The Battle of Blenheim” by Robert Southey: Both poems explore the theme of war and its consequences. While “Old Ironsides” focuses on the symbolic power of a ship and the emotions surrounding its potential destruction, Southey’s poem offers a more critical perspective on the human cost of war. Both poems use contrasting imagery to highlight the glory and tragedy of conflict.
5. “The Destruction of Sennacherib” by Lord Byron: Both poems employ vivid imagery and strong rhythm to depict scenes of destruction. While “Old Ironsides” focuses on the potential destruction of a ship, Byron’s poem recounts the biblical story of the Assyrian army’s defeat. Both poems use powerful language and dramatic imagery to create a sense of awe and wonder.

Suggested Readings: “Old Ironsides”  by Oliver Wendell Holmes Sr.

• Books:
• Holmes, Oliver Wendell. The Complete Poetical Works of Oliver Wendell Holmes. Houghton Mifflin, 1895.
• Lepore, Jill. The Name of War: King Philip’s War and the Origins of American Identity. Vintage Books, 1999.
• Weblinks:
• National Archives and Records Administration. “The USS Constitution.” National Archives | (.gov), 2023, www.archives.gov/exhibits/charters/constitution_history.html.
• U.S. Navy. “USS Constitution Museum.” USS Constitution Museum, www.usscm.org/.

Representative Quotations from “Old Ironsides”  by Oliver Wendell Holmes Sr.

Introduction: “October” by Louise Glück

“October” by Louise Glück was first published in 2004 as a standalone chapbook in response to the September 11th terrorist attacks. The poem, consisting of six sections, is characterized by its fragmented, questioning tone, as the speaker grapples with themes of loss, trauma, and the cyclical nature of life and death. Glück draws on ancient Greek myth, particularly the myth of Persephone, to explore the relationship between the personal and the universal, the individual’s suffering against the backdrop of a larger, indifferent world. The poem’s language is stark and unadorned, yet deeply evocative, capturing a sense of both despair and resilience in the face of tragedy.

Text: “October” by Louise Glück

Annotations: “October” by Louise Glück

Literary And Poetic Devices: “October” by Louise Glück

Themes: “October” by Louise Glück

• Theme 1: Cyclical Nature of Time and Experience
• The poem explores the idea that time and experience are cyclical, with events and emotions repeating themselves. The speaker asks “Is it winter again, is it cold again” (lines 1-2), suggesting that they are stuck in a cycle of pain and suffering. The repetition of phrases like “didn’t the night end” (lines 4 and 17) and “didn’t we plant the seeds” (line 19) emphasizes the idea that time is not linear, but rather a cycle of growth, decay, and rebirth.
• Theme 2: Trauma and Memory
• The poem examines the lasting impact of traumatic experiences on the individual. The speaker references a past event, “didn’t Frank just slip on the ice” (line 2), which has left a lasting scar, “didn’t the scar form, invisible / above the injury” (lines 9-10). The speaker’s memories of the earth, “I remember how the earth felt, red and dense” (line 13), serve as a contrast to the numbness and disconnection they feel in the present.
• Theme 3: Disconnection and Silence
• The poem highlights the speaker’s feelings of disconnection and silence in the face of trauma and pain. The speaker states “I can’t hear your voice / for the wind’s cries, whistling over the bare ground” (lines 15-16), suggesting that they are unable to connect with others due to the overwhelming nature of their emotions. The line “I no longer care / what sound it makes” (lines 17-18) emphasizes the speaker’s emotional numbness and sense of hopelessness.
• Theme 4: Growth and Renewal
• Despite the themes of trauma and disconnection, the poem also explores the idea of growth and renewal. The speaker references the planting of seeds, “weren’t the spring seeds planted” (line 3), and the growth of vines, “didn’t vines climb the south wall” (line 14). The image of the earth as “red and dense” (line 13) suggests a vibrant and fertile natural world, which serves as a contrast to the speaker’s emotional numbness and highlights the possibility of growth and renewal.

Literary Theories and “October” by Louise Glück

1. Trauma Theory:

• Reference: The repetition of questions like “didn’t…,” “wasn’t…” indicates a struggle to reconcile past trauma with the present reality. The speaker questions whether healing and progress truly happened.
• Application: The poem can be analyzed through the lens of trauma, where the speaker’s fragmented thoughts and doubts reflect the psychological aftermath of a traumatic event (potentially 9/11, given the context of the poem’s publication).

2. Ecocriticism:

• Reference: The poem constantly references natural elements like winter, ice, spring seeds, vines, earth, and the wind. There is an emphasis on planting, harvesting, and the cyclical nature of life and death.
• Application: This theory explores the relationship between literature and the environment. “October” can be interpreted as a reflection on human interaction with nature, the interdependence of life cycles, and the potential for renewal even after destruction.

3. Feminist Theory:

• Reference: The speaker’s silenced voice (“I can’t hear your voice”) and the question “when was I silenced” raise issues of power dynamics and gender.
• Application: The poem can be viewed through a feminist lens, where the speaker’s questioning of her own voice and agency can be seen as a commentary on the silencing of women’s experiences and perspectives in a patriarchal society.

Critical Questions about “October” by Louise Glück

• How does Glück use seasonal imagery in “October” to explore themes of change and transition?
• Glück’s utilization of seasonal motifs, such as references to winter, spring, and the planting of seeds, serves as a metaphorical backdrop for the speaker’s contemplation of personal growth and resilience. For instance, lines like “didn’t Frank just slip on the ice” juxtapose the vulnerability of slipping on ice with the inevitability of healing and the arrival of spring. This juxtaposition highlights the cyclical nature of seasons and the passage of time, suggesting that despite moments of adversity, there is always potential for renewal and growth.
• In what ways does the poem navigate the intersection between the natural world and human experience?
• Glück intertwines the speaker’s personal reflections with observations of the natural world, blurring the boundaries between internal and external landscapes. For example, the imagery of “the earth felt, red and dense” not only describes the tactile sensation of soil but also evokes a sense of grounding and connection to the earth. This integration of natural imagery reinforces the idea that human existence is deeply intertwined with the rhythms and cycles of nature, underscoring themes of interconnectedness and belonging.
• How does the repetition of the phrase “didn’t” contribute to the poem’s structure and meaning?
• Glück employs the repetitive use of “didn’t” throughout the poem to create a sense of relentless questioning and uncertainty. Each instance of “didn’t” serves as a rhetorical device, prompting the reader to reconsider past events and assumptions. For instance, the repetition of “didn’t the night end” emphasizes the speaker’s longing for resolution and closure in the face of darkness or hardship. This repetition not only imbues the poem with a sense of rhythmic intensity but also underscores the speaker’s struggle to make sense of their experiences and find meaning in the passage of time.
• How does Glück use silence and absence as thematic elements in “October”?
• Throughout the poem, Glück explores the significance of silence and absence as integral aspects of the human experience. The speaker’s inability to hear amidst “the wind’s cries, whistling over the bare ground” reflects a sense of disconnection and alienation from the surrounding world. Additionally, the speaker’s contemplation of when they were “silenced” suggests a loss of voice or agency in the face of life’s uncertainties. By foregrounding moments of silence and absence, Glück invites readers to consider the limitations of language and perception in conveying the complexities of human emotion and existence.

Topics, Questions and Thesis Statement about “October” by Louise Glück

Literary Works Similar to “October” by Louise Glück

1. “Tulips” by Sylvia Plath: This confessional poem, like “October,” explores themes of isolation, pain, and the fragility of life. Plath’s visceral imagery of tulips as both a life force and a symbol of mortality mirrors Glück’s exploration of death and renewal.
2. “The Waste Land” by T.S. Eliot: This seminal modernist work grapples with the psychological and societal trauma of World War I, much like “October” addresses the aftermath of 9/11. Eliot’s fragmented structure, mythical allusions, and questioning tone resonate with Glück’s exploration of loss and the search for meaning in a shattered world.
3. “One Art” by Elizabeth Bishop: This villanelle, with its carefully controlled form and repetitive structure, explores the theme of loss and the attempt to master it. Bishop’s escalating catalog of losses, from the trivial to the profound, mirrors the emotional weight of “October” and its questioning of what has been truly lost and what remains.
4. “After great pain, a formal feeling comes” by Emily Dickinson: Dickinson’s poem delves into the numbness and disorientation that can follow trauma, much like the speaker in “October” struggles to reconcile past pain with the present. The detached tone and mechanical imagery in both poems capture the difficulty of processing grief and regaining a sense of normalcy.
5. “Directive” by Robert Frost: This poem guides the reader through a desolate landscape, ultimately leading to a place of potential renewal. Frost’s focus on the natural world and the cyclical nature of life resonates with Glück’s exploration of the earth’s regenerative power and the possibility of finding hope amidst destruction.

Suggested Readings: “October” by Louise Glück

• Books:
• Morris, Daniel. The Poetry of Louise Glück: A Thematic Introduction. University of Missouri Press, 2006.
• Articles:
• Douglas, Ann, and Louise Glück. “Descending Figure: An Interview with Louise Glück.” Columbia: A Journal of Literature and Art (1981): 116-125.
• Azcuy, Mary Kate. “Persona, Trauma and Survival in Louise Glück’s Postmodern, Mythic, Twenty-First-Century ‘October’.” Crisis and contemporary poetry. London: Palgrave Macmillan UK, 2011. 33-49.
• Weblinks:
• Poetry Foundation. “October” by Louise Glück. [invalid URL removed]
• Academy of American Poets. “Louise Glück.” https://poets.org/poet/louise-gluck

Representative Quotations about “October” by Louise Glück

Introduction: “Kindness” by Naomi Shihab Nye

“Kindness,” by Naomi Shihab Nye, was first published in 1980 in her collection Different Ways to Pray, showingsimple yet profound language, exploring the importance of empathy and compassion in a world often filled with hardship. Nye’s use of free verse and vivid imagery creates a sense of intimacy and connection with the reader, inviting them to reflect on their own acts of kindness and the ripple effects they can have on others. The poem’s gentle tone and hopeful message serve as a reminder that even small gestures of kindness can have a lasting impact, ultimately contributing to a more compassionate and connected world.

Text: “Kindness” by Naomi Shihab Nye

Before you know what kindness really is
you must lose things,
feel the future dissolve in a moment
like salt in a weakened broth.
What you held in your hand,
what you counted and carefully saved,
all this must go so you know
how desolate the landscape can be
between the regions of kindness.
How you ride and ride
thinking the bus will never stop,
the passengers eating maize and chicken
will stare out the window forever.

Before you learn the tender gravity of kindness
you must travel where the Indian in a white poncho
lies dead by the side of the road.
You must see how this could be you,
how he too was someone
who journeyed through the night with plans
and the simple breath that kept him alive.

Before you know kindness as the deepest thing inside,
you must know sorrow as the other deepest thing.
You must wake up with sorrow.
You must speak to it till your voice
catches the thread of all sorrows
and you see the size of the cloth.
Then it is only kindness that makes sense anymore,
only kindness that ties your shoes
and sends you out into the day to gaze at bread,
only kindness that raises its head
from the crowd of the world to say
It is I you have been looking for,
and then goes with you everywhere
like a shadow or a friend.

Annotations: “Kindness” by Naomi Shihab Nye

Literary And Poetic Devices: “Kindness” by Naomi Shihab Nye

1. Alliteration: This device involves the repetition of consonant sounds at the beginning of words. In “Kindness,” the phrase “feel the future” exemplifies alliteration with the repeated “f” sound, enhancing the poetic flow and emphasizing the feeling of dissolution and uncertainty.
2. Anaphora: Anaphora refers to the repetition of a word or phrase at the beginning of successive clauses or lines. The repeated phrase “Before you” at the beginning of multiple lines in the poem serves as an anaphora, structuring the exploration of the theme of kindness by highlighting the prerequisites for understanding it.
3. Assonance: Assonance is the repetition of vowel sounds within words in close proximity. In “Kindness,” the phrase “maize and chicken” illustrates assonance with the repeated long “a” sound, creating a sense of rhythm and harmony in the description of the scene.
4. Consonance: Consonance involves the repetition of consonant sounds within words in close proximity. The phrase “counted and carefully saved” in the poem demonstrates consonance with the repeated “d” and “t” sounds, contributing to the musicality of the verse.
5. Enjambment: Enjambment occurs when a sentence or phrase runs over from one line of poetry to the next without a pause. This device is evident throughout “Kindness,” such as in the line “you must lose things, / feel the future dissolve in a moment,” where the thought continues seamlessly across line breaks, emphasizing the fluidity of experience.
6. Hyperbole: Hyperbole involves exaggeration for emphasis or effect. In the poem, the line “thinking the bus will never stop” uses hyperbole to convey the feeling of endlessness or eternity, intensifying the sense of anticipation or anxiety.
7. Imagery: Imagery employs vivid language to create mental images for the reader. Throughout “Kindness,” imagery is utilized, such as in the depiction of the “Indian in a white poncho” lying dead by the roadside, which evokes a powerful visual and emotional response.
8. Irony: Irony occurs when there is a contrast between expectation and reality. An example of irony in the poem is found in the line “thinking the bus will never stop,” where the expectation of perpetual motion is contradicted by the reality of the bus eventually halting.
9. Metaphor: Metaphor is a figure of speech that makes a comparison between two unrelated things. In “Kindness,” the line “sorrow as the other deepest thing” employs metaphor to liken sorrow to something profound and significant, deepening the exploration of emotional depth.
10. Onomatopoeia: Onomatopoeia involves words that imitate the sounds they describe. While less prevalent in this poem, an example can be seen in the phrase “the simple breath,” where the word “breath” echoes the sound it represents, enhancing the sensory experience.
11. Oxymoron: Oxymoron combines contradictory terms for effect. The phrase “tender gravity” in the poem juxtaposes softness with weightiness, creating a striking and memorable image that invites contemplation.
12. Parallelism: Parallelism is the use of similar grammatical structures or patterns for effect. Throughout “Kindness,” parallelism is employed in the repetition of phrases beginning with “you must,” which lends a sense of structure and cohesion to the poem’s exploration of its central theme.
13. Personification: Personification attributes human characteristics to non-human entities. An example in the poem is “only kindness that ties your shoes,” where kindness is depicted as performing a human action, emphasizing its nurturing and supportive qualities.
14. Repetition: Repetition involves the repeated use of words or phrases for emphasis. In “Kindness,” the repetition of the phrase “Before you know” underscores the importance of certain experiences or realizations in understanding the concept being explored.
15. Simile: Simile compares two unlike things using “like” or “as.” While less frequent in this poem, an example can be seen in the line “like salt in a weakened broth,” where the dissolution of the future is likened to the dispersal of salt, adding depth to the imagery.
16. Symbolism: Symbolism uses symbols to represent ideas or concepts. The “Indian in a white poncho” can be interpreted as a symbol of vulnerability or mortality, adding layers of meaning to the poem’s exploration of human experience.
17. Synecdoche: Synecdoche uses a part to represent the whole or vice versa. The phrase “maize and chicken” represents food in general, employing synecdoche to evoke a broader sense of sustenance and nourishment.
18. Tone: Tone refers to the author’s attitude towards the subject matter or audience. In “Kindness,” the reflective and contemplative tone invites readers to engage with the themes of loss, empathy, and compassion presented in the poem.
19. Verse: Verse refers to a single line of poetry. Each line in “Kindness” constitutes a verse, contributing to the overall structure and rhythm of the poem.
20. Wordplay: Wordplay involves the playful or creative use of words for humorous or rhetorical effect. While not overtly present in this poem, wordplay can be observed in the subtle nuances of language and imagery employed by the poet to convey complex emotions and ideas.

Themes: “Kindness” by Naomi Shihab Nye

• Loss
• The poem begins by stating that you must experience loss before you can truly understand kindness. The speaker describes this loss as a feeling of the future dissolving “like salt in a weakened broth” (lines 3-4). This suggests that loss can be sudden and unexpected, and that it can leave us feeling empty and uncertain.
• The speaker also mentions the loss of material possessions. They say that “what you held in your hand, / what you counted and carefully saved, all this must go” (lines 5-6). This suggests that material possessions are not a source of true happiness, and that they can be easily lost.
• Empathy
• The poem emphasizes the importance of empathy in understanding kindness. The speaker says that “you must travel where the Indian in a white poncho / lies dead by the side of the road” (lines 10-11). This is a metaphor for experiencing suffering. By seeing the suffering of others, we can begin to understand our own capacity for compassion.
• The speaker also says that “you must see how this could be you” (line 12). This is a reminder that we are all human, and that we are all capable of experiencing both joy and sorrow.
• Understanding Sorrow
• The poem suggests that understanding sorrow is essential for understanding kindness. The speaker says that “Before you know kindness as the deepest thing inside, / you must know sorrow as the other deepest thing” (lines 13-14). This suggests that kindness and sorrow are two sides of the same coin. We cannot fully appreciate kindness until we have also experienced sorrow.
• The speaker goes on to describe the process of understanding sorrow. They say that “you must wake up with sorrow. You must speak to it till your voice / catches the thread of all sorrows and you see the size of the cloth” (lines 15-17). This suggests that sorrow is a vast and complex emotion, but that it is possible to come to terms with it through talking about it and sharing it with others.
• Kindness as the Answer
• The poem ultimately suggests that kindness is the answer to all of life’s problems. The speaker says that “Then it is only kindness that makes sense anymore” (line 18). This suggests that kindness is the most important thing in life, and that it is the only thing that can truly help us through difficult times.
• The speaker goes on to describe the many ways that kindness can be expressed. They say that kindness is “only kindness that ties your shoes / and sends you out into the day to gaze at bread” (lines 19-20). This suggests that kindness can be as simple as doing something nice for someone else, no matter how small.
• The speaker also says that kindness is “only kindness that raises its head / from the crowd of the world to say / It is I you have been looking for” (lines 21-23). This suggests that kindness can be a powerful force for good in the world, and that it can make a real difference in the lives of others.

Literary Theories and “Kindness” by Naomi Shihab Nye

Critical Questions about “Kindness” by Naomi Shihab Nye

• Question 1: How does the speaker use imagery and metaphor to convey the idea that kindness is a profound and transformative experience?
• Example: In the lines “Before you know what kindness really is / you must lose things, / feel the future dissolve in a moment / like salt in a weakened broth,” the speaker uses the metaphor of salt dissolving in broth to convey the idea that kindness can suddenly and profoundly change one’s perspective, just as salt can quickly lose its flavor in a weakened broth.
• Question 2: How does the poem explore the relationship between kindness and sorrow, and what message do you think the speaker is trying to convey about this relationship?
• Example: In the lines “Before you know kindness as the deepest thing inside, / you must know sorrow as the other deepest thing,” the speaker suggests that kindness and sorrow are intimately connected, and that one must experience sorrow in order to truly understand kindness. This conveys the message that kindness is not just a superficial feeling, but a deep and profound response to human suffering.
• Question 3: How does the speaker use the image of the Indian man in the white poncho to illustrate the idea that kindness is a universal human experience?
• Example: In the lines “You must travel where the Indian in a white poncho / lies dead by the side of the road. / You must see how this could be you, / how he too was someone / who journeyed through the night with plans / and the simple breath that kept him alive,” the speaker uses the image of the Indian man to convey the idea that kindness is not limited to one’s own experiences or community, but is a universal human experience that connects us all.
• Question 4: How does the poem suggest that kindness is a force that can help us move forward and find meaning in the face of loss and uncertainty?
• Example: In the lines “Then it is only kindness that makes sense anymore, / only kindness that ties your shoes / and sends you out into the day to gaze at bread,” the speaker suggests that kindness is a force that can help us find meaning and purpose in the face of uncertainty, and that it is the only thing that truly makes sense in the face of loss and sorrow.

Topics, Questions and Thesis Statement about “Kindness” by Naomi Shihab Nye

Literary Works Similar to “Kindness” by Naomi Shihab Nye

1. “The Love Song of J. Alfred Prufrock” by T.S. Eliot: This poem explores the themes of isolation, regret, and the yearning for connection. It delves into the complexities of human emotions and the search for meaning in a seemingly indifferent world.
2. “Do Not Go Gentle into That Good Night” by Dylan Thomas: This powerful villanelle urges defiance against death and celebrates the enduring spirit of life. It emphasizes the importance of fighting for what matters and leaving a lasting impact.
3. “When I Have Fears That I May Cease to Be” by John Keats: This sonnet grapples with the fear of mortality and the desire to leave a lasting legacy through art. It highlights the tension between the limitations of human existence and the boundless potential of creativity.
4. “Wild Geese” by Mary Oliver: This poem offers a message of acceptance and belonging. It invites the reader to embrace their flaws and imperfections, reminding them that they are a part of the natural world and have a place in the universe.
5. “The Road Not Taken” by Robert Frost: This iconic poem explores the theme of choice and its consequences. It encourages reflection on the paths we choose in life and the potential for both regret and fulfillment.

Suggested Readings: “Kindness” by Naomi Shihab Nye

• Nye, Naomi Shihab. “Kindness.” Words Under the Words: Selected Poems. Eighth Mountain Press, 1995. This collection features “Kindness” alongside a range of Nye’s poems exploring themes of identity, cultural heritage, and everyday human experiences.

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• “Kindness Naomi Shihab Nye 1980.” Encyclopedia.com, accessed May 12, 2024, https://www.encyclopedia.com/places/africa/niger-political-geography/kindness. This encyclopedia entry offers insights into the context of the poem’s creation, including biographical information on Nye and the social and political climate of the time.

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• Nye, Naomi Shihab. Fuel: Poems. BOA Editions, Ltd., 1998. “Kindness” is included in this collection, which explores a wide range of human emotions and experiences, including love, loss, and the search for meaning.

Representative Quotations from “Kindness” by Naomi Shihab Nye