Category: Poem Analysis

Introduction: “The Fisherman” by William Butler Yeats

“The Fisherman” by William Butler Yeats, first published in 1914 in the collection “Responsibilities and Other Poems, is known for its mystical and symbolic qualities, reflecting Yeats’ fascination with Irish folklore and the supernatural. Its context, however, is rooted in Yeats’ exploration of the human condition, exploring the themes of identity, morality, and the search for meaning. Through the figure of the fisherman, Yeats masterfully weaves a narrative that is both personal and universal, inviting readers to contemplate the depths of human existence.

Text: “The Fisherman” by William Butler Yeats

Annotations: “The Fisherman” by William Butler Yeats

Literary and Poetic Devices: “The Fisherman” by William Butler Yeats

Themes: “The Fisherman” by William Butler Yeats

• Disillusionment with Reality (Lines 9-18)
• The poem opens with a yearning for a simpler life, embodied by the fisherman. However, the speaker quickly confronts the harsh realities of their world. They express hatred for “living men” and disappointment in a “dead man” they loved, possibly a lost mentor or ideal. The speaker criticizes those in power (“the craven man in his seat”) and those who get away with wrongdoing (“the insolent unreproved”). Furthermore, they find the current state of art disheartening, filled with shallow humor (“the witty man and his joke”) and empty mimicry (“catch cries of the clown”). These details paint a picture of a world the speaker finds morally bankrupt and creatively unfulfilling.
• The Power of Imagination (Lines 19-28)
• Feeling scorned by his actual audience, the speaker turns to the power of imagination. They begin to envision a new ideal audience, personified by the fisherman. This character is not a replacement for the real fisherman, but rather a creation that embodies the qualities the speaker desires in a reader. The fisherman is described as existing in a harsh yet vibrant natural world (“climbing up to a place / Where stone is dark with froth”). His skilled action (“the down-turn of his wrist / When the flies drop in the stream”) suggests focus and dedication. The speaker acknowledges this fisherman is “a dream,” a figment of their imagination, but this dream represents hope for a more engaged and appreciative audience.
• The Search for Meaning in Art (Lines 7-8, 29-32)
• Throughout the poem, there’s a strong undercurrent of the speaker’s desire to create meaningful art. They express a long-standing wish to connect with a “wise and simple man” through their writing. This suggests the speaker aspires for art that resonates with deeper truths and values. Their frustration with the current state of art (“great Art beaten down”) fuels their desire for a different kind of expression. The final lines showcase their determination to write a poem about the imagined fisherman, capturing the “cold” isolation and the “passionate” intensity of the dawn. This poem would be a testament to their artistic vision and a challenge to the dominant trends they despise.
• 4. The Ideal Audience (Lines 1-8, 22-28)
• The poem explores the concept of the ideal audience for art. The speaker observes the real fisherman, a man living a simple life, and desires to connect with him through writing. This initial inspiration suggests a yearning for an audience who appreciates authenticity and connection to nature. However, this hope is dashed by the harsh realities they confront. The speaker then creates an imagined audience member, the idealized fisherman. This character is someone who embodies focus, skill, and a connection to the natural world. Ultimately, the speaker desires an audience that is both appreciative and discerning, someone who will engage with their art on a deeper level.

Literary Theories and “The Fisherman” by William Butler Yeats

Topics, Questions and Thesis Statements: “The Fisherman” by William Butler Yeats

Short Questions/Answers about “The Fisherman” by William Butler Yeats

• A Yearning for Simplicity and Wisdom: The Real Fisherman
• The opening of “The Fisherman” by William Butler Yeats introduces a character who sparks a yearning in the speaker. The fisherman, a man from Connemara, Ireland, is described with details that paint a picture of simplicity and a connection to nature. We learn he has a “freckled man” (line 1) suggesting a working-class background, and he wears “gray Connemara clothes” (line 5) tying him to his specific location. The speaker observes him at “dawn” (line 6), a time often associated with new beginnings or inspiration. These details suggest the fisherman embodies a life the speaker finds appealing, one that is uncluttered and potentially holds some hidden wisdom. The speaker’s desire to “call up to the eyes / This wise and simple man” (lines 7-8) reinforces this notion. They yearn to connect with the fisherman, hoping perhaps to capture some of his essence in their writing.
• Disillusionment with a Harsh Reality
• The initial yearning for a simpler life quickly confronts the harsh realities of the speaker’s world. Lines 9-10 introduce a shift in tone, as the speaker reflects on having spent “all day” (line 9) confronting a disillusioning “reality” (line 10). This reality is further elaborated on in lines 11-14, revealing the speaker’s hatred for some “living men” (line 11), possibly those in power or those they find morally repugnant. They also express a sense of loss with a reference to “a dead man that I loved” (line 12), suggesting a personal experience that has colored their perception of the world. The speaker criticizes the cowardice of those who hold power (“the craven man in his seat”) (line 13) and the lack of justice, where “the insolent unreproved” (line 14) get away with wrongdoing. These details paint a picture of a world the speaker finds morally bankrupt and disheartening.
• Seeking Meaning Through Imagination: The Ideal Audience
• Feeling scorned and disillusioned with their actual audience, the speaker in “The Fisherman” takes refuge in the power of imagination (line 19). They begin to create a new ideal audience member, personified by the imagined fisherman. This character is not a replacement for the real fisherman, but rather an idealized version that embodies the qualities the speaker desires in a reader. The imagined fisherman is described as existing in a potentially dangerous natural world, “climbing up to a place / Where stone is dark with froth” (lines 25-26). However, he also possesses a focus and dedication evident in his skilled action, “the down-turn of his wrist / When the flies drop in the stream” (lines 26-27). The speaker acknowledges this fisherman is “a dream” (line 28), a figment of their imagination, but this dream represents hope for a more engaged and appreciative audience. This audience member would be someone who values the speaker’s art and appreciates the deeper truths it seeks to convey.
• A Challenge and a Testament: The Poem’s Purpose
• The final section of “The Fisherman” reveals the speaker’s strong desire to create art that is both meaningful and impactful. Their long-standing wish to connect with a “wise and simple man” through their writing (lines 7-8) underscores their aspiration for art that resonates with deeper truths and values. Their frustration with the current state of art, where “great Art beaten down” (line 18), fuels their desire for a different kind of expression. The final lines showcase their determination to write a poem about the imagined fisherman (lines 29-32). This poem would capture the “cold” isolation of the fisherman’s environment, possibly reflecting the speaker’s own sense of alienation, yet also the “passionate” intensity he brings to his craft. This poem would be a testament to the speaker’s artistic vision and a challenge to the dominant trends they despise.

Literary Works Similar to “The Fisherman” by William Butler Yeats

1. “Poetry of Departures” by Philip Larkin
   • This poem explores the tension between the desire for escape and the comfort of familiar routines, echoing the fisherman’s longing for a simpler, more authentic existence. (Similar theme of disillusionment and longing for escape)
2. “The Song of the Happy Shepherd” by William Butler Yeats
   • This early Yeats poem shares similar themes of disillusionment and the search for a more authentic way of life, as the speaker envies the carefree existence of a shepherd. (Similar theme of disillusionment and search for authenticity)
3. “The Lake Isle of Innisfree” by William Butler Yeats
   • This famous Yeats poem also expresses a longing for a simpler, more natural way of life, as the speaker dreams of escaping to a peaceful island retreat. (Similar theme of longing for a simpler existence)
4. “To the Rose upon the Rood of Time” by William Butler Yeats
   • This poem explores the tension between the beauty of the natural world and the harsh realities of life, much like the fisherman’s struggle to reconcile his artistic vision with the demands of society. (Similar theme of tension between beauty and harsh reality)
5. “To Ireland in the Coming Times” by William Butler Yeats
   • This poem shares similar themes of national identity and the search for a more authentic, culturally-rooted way of life, as Yeats addresses the future of Ireland and the importance of preserving its cultural heritage. (Similar theme of national identity and search for authenticity)

Suggested Readings for Further Analysis of “The Fisherman” by William Butler Yeats

Books:

• Finneran, Richard J., ed. The Collected Poems of W. B. Yeats. New York: Scribner, 1996.
• Longley, Edna. W. B. Yeats and Ireland. Cambridge: Cambridge UP, 1991.
• Jeffares, A. Norman. The Symbolism of W. B. Yeats. New York: Barnes & Noble, 1967.

Articles:

• Kelly, John P. “A Fisherman of Another Kind”: Reading WB Yeats’ ‘The Fisherman’.” Journal of Anglosceltic Literature , vol. 42, no. 1, 2003, pp. 73-89.
• Bloom, Harold. “The Cold Pastoral: Reading WB Yeats’ ‘The Fisherman’.” The Kenyon Review , vol. New Series, no. 1, 1979, pp. 71-89.

Websites:

• The Poetry Foundation. “William Butler Yeats”. Poetry Foundation, https://www.poetryfoundation.org/poets/william-butler-yeats. Accessed 23 April 2024.
• Wordsworth Editions. “William Butler Yeats”. https://wordsworth-editions.com/w-b-yeats-2021/. Accessed 23 April 2024.
• National Library of Ireland. “W. B. Yeats”. https://www.nli.ie/sites/default/files/2022-12/a16_yeats.pdf. Accessed 23 April 2024.

Representative Quotations from “The Fisherman” by William Butler Yeats

Introduction: “To Toussaint Louverture”  by William Wordsworth

“To Toussaint Louverture” by William Wordsworth, first appeared in 1803, the year of its composition, but was not included in any collection during Wordsworth’s lifetime. Its significance lies in its direct and powerful address to Haitian revolutionary leader Toussaint Louverture. Wordsworth admires Louverture’s fight for freedom and expresses hope for the enduring legacy of the revolution, even in the face of Louverture’s imprisonment. Composed just months before Louverture’s death, the sonnet becomes a timely and poignant tribute to the Haitian Revolution and the ongoing struggle against oppression.

Text: “To Toussaint Louverture”  by William Wordsworth

TOUSSAINT, the most unhappy of men!
Whether the whistling Rustic tend his plough
Within thy hearing, or thy head be now
Pillowed in some deep dungeon’s earless den; –
O miserable Chieftain! where and when
Wilt thou find patience? Yet die not; do thou
Wear rather in thy bonds a cheerful brow:
Though fallen thyself, never to rise again,
Live, and take comfort. Thou hast left behind
Powers that will work for thee; air, earth, and skies;
There’s not a breathing of the common wind
That will forget thee; thou hast great allies;
Thy friends are exultations, agonies,
And love, and man’s unconquerable mind.

Annotations: “To Toussaint Louverture”  by William Wordsworth

Literary and Poetic Devices: “To Toussaint Louverture”  by William Wordsworth

Themes: “To Toussaint Louverture”  by William Wordsworth

• Admiration for Liberty and Resistance: Wordsworth applauds Louverture’s fight for Haitian independence, a sentiment evident in lines like “Shipwreck’d survivor of a land enslaved” and “Thou hast Great Nature for interpreter/Thy nursing mother, cradled in her arms.” These lines depict Louverture not just as a leader but as a symbol of resilience against oppression, his strength nurtured by the very land he fights to liberate.
• Hope for a Just Future: Despite the grim reality of Louverture’s imprisonment, Wordsworth expresses hope for a future shaped by the ideals of the revolution. Lines like “Shot from the depths of his lone breast this cry/Untamed though silent” and “Thy franchised offspring race!” convey this hope. Louverture’s unwavering spirit, though silenced, is seen as a seed for future generations to claim their freedom.
• Critique of Colonialism: The poem implicitly criticizes colonialism by highlighting the brutality it inflicts. Lines like “Shipwreck’d survivor of a land enslaved” and “France, indignant, impotent and proud,/Hath looked upon thee, scornfully bestowed/Spurns on the Moslem coast with barbarous hand” expose the hypocrisy and cruelty of French rule, contrasting it with Louverture’s righteous cause.
• 4. Power of Nature and Humanity: Wordsworth underscores the connection between Louverture’s strength and the natural world. Lines like “Thou hast Great Nature for interpreter/Thy nursing mother, cradled in her arms” depict nature as a source of power and resilience for Louverture. This connection is further emphasized by portraying Louverture’s spirit as an untamed cry, a powerful human force akin to the natural world.

Literary Theories and “To Toussaint Louverture”  by William Wordsworth

Topics, Questions, and Thesis Statements: “To Toussaint Louverture”  by William Wordsworth

Short Questions/Answers about “To Toussaint Louverture” by William Wordsworth

1. What is the central theme of “To Toussaint Louverture”? The central theme of the poem revolves around empathy and encouragement in the face of adversity. Wordsworth expresses deep empathy towards Toussaint Louverture’s suffering and encourages him to maintain hope and resilience. For instance, Wordsworth addresses Toussaint as “the most unhappy of men,” emphasizing his solidarity with Toussaint’s plight and urging him to find comfort despite his challenges.
2. How does Wordsworth convey empathy in the poem? Wordsworth conveys empathy through vivid imagery and direct address. He paints a poignant picture of Toussaint’s suffering, describing him possibly lying “Pillowed in some deep dungeon’s earless den.” Additionally, he directly addresses Toussaint as “the most unhappy of men,” expressing deep sympathy for his situation.
3. What rhetorical devices does Wordsworth use to encourage Toussaint? Wordsworth employs rhetorical devices such as apostrophe and repetition to encourage Toussaint. He urges Toussaint not to lose hope and to maintain a positive attitude despite his circumstances. For example, he repeatedly encourages Toussaint to “Live, and take comfort,” emphasizing the importance of perseverance and resilience.
4. How does the poem reflect on Toussaint Louverture’s legacy? The poem reflects on Toussaint Louverture’s enduring legacy as a symbol of resilience and the struggle for freedom. Wordsworth emphasizes Toussaint’s unwavering determination and the lasting impact of his leadership on future generations. Through imagery and allusion, Wordsworth portrays Toussaint as a figure whose influence transcends his own time, ensuring that he will not be forgotten.

Literary Works Similar to “To Toussaint Louverture” by William Wordsworth

• “On Liberty” by Phillis Wheatley (Poem): This poem by an enslaved African woman in America shares the theme of celebrating resistance against oppression. Wheatley expresses a yearning for freedom similar to the hope for Louverture’s cause.
• “Song of Myself” by Walt Whitman (Poem): While not directly addressing revolution, Whitman’s epic poem echoes the Romantic focus on nature and the power of the individual. Like Wordsworth’s portrayal of Louverture, Whitman celebrates the human spirit and its connection to the natural world.
• “The Charge of the Light Brigade” by Alfred Lord Tennyson (Poem): This poem, while seemingly different, shares a connection through historical context. Both Wordsworth and Tennyson were Romantics writing during a period of significant social and political change. “The Charge” reflects the era’s fascination with heroism and sacrifice, similar to the admiration Wordsworth expresses for Louverture.
• Things Fall Apart by Chinua Achebe (Novel): This seminal postcolonial novel explores the impact of colonialism on a Nigerian village. Achebe, like Wordsworth in “To Toussaint L’Ouverture,” critiques the negative effects of colonialism and the struggle for cultural identity under colonial rule.
• The History of Mary Prince, a West Indian Slave (Autobiography): This powerful narrative by a formerly enslaved woman provides a firsthand account of the brutality of slavery. While not a poem, Mary Prince’s story adds a crucial human dimension to the fight for freedom, similar to the way Wordsworth personalizes Louverture’s struggle.

Suggested Readings for Further Analysis of “To Toussaint Louverture” by William Wordsworth

Articles:

• Mahlis, Kristen. “Signifying Toussaint: Wordsworth and Martineau.” European Romantic Review 22.3 (2011): 331-337.
• Shaub, Kiel. “The Haitian Revolution’s William Wordsworth.” Keats-Shelley Journal 71.1 (2022): 116-133.
• Mathes, Carmen Faye. “Listening Not Listening: William Wordsworth and the Radical Materiality of Sound.” European Romantic Review 28.3 (2017): 315-324.
• Forsdick, Charles. “Situating Haiti: on some early nineteenth-century representations of Toussaint Louverture.” International Journal of Francophone Studies 10.1-2 (2007): 17-34.
• Forsdick, Charles. “Transatlantic displacement and the problematics of space.” Ici-Là. Brill, 2003. 181-209.

Websites:

• The Poetry Foundation: https://www.poetrybyheart.org.uk/poems/to-toussaint-louverture This website provides the full text of the poem alongside commentary and analysis by scholars.
• The Romantic Circles: http://romantic-circles.org/ This website offers a wealth of resources on Romanticism, which can be helpful for understanding the poem’s literary context.

Books:

• Forsdick, Charles, and Christian Høgsbjerg. Toussaint Louverture: A Black Jacobin in the Age of Revolutions. Pluto Press, 2017.
• Elliott, Charles Wyllys. St. Domingo, its revolution and its hero, Toussaint Louverture. Good Press, 2023.
• Kaisary, Philip James. “The Literary Impact of The Haitian.” (2008).
• Wordsworth, William, and Edward Grey Grey of Fallodon (Viscount). William Wordsworth. PF Collier, 1902.

Representative Quotations from “To Toussaint Louverture” by William Wordsworth

Introduction: “Tall Ambrosia” by Henry David Thoreau

“Tall Ambrosia” by Henry David Thoreau was first published in 1849 in the collection “A Week on the Concord and Merrimack Rivers”. This poem showcases Thoreau’s signature qualities of nature-inspired imagery, contemplative tone, and exploration of the human experience. Written in a lyrical and introspective style, “Tall Ambrosia” reflects Thoreau’s fascination with the natural world and his ability to find profound meaning in the smallest details of the environment. The poem’s context is rooted in Thoreau’s love for the American wilderness and his quest for spiritual connection with nature, which was a central theme in his writing.

Text: “Tall Ambrosia” by Henry David Thoreau

Annotations: “Tall Ambrosia” by Henry David Thoreau

Literary and Poetic Devices: “Tall Ambrosia” by Henry David Thoreau

Themes: “Tall Ambrosia” by Henry David Thoreau

1. The Majesty of the Mundane: Thoreau elevates the ordinary ragweed by revealing its scientific name, “Ambrosia elatior” (lines 2-3), echoing the food of the Greek gods. Science, presented as “impartial” (line 4), recognizes the inherent value in all plants, from the humblest weed to the “proudest flower” (line 5). This challenges human perception, suggesting beauty and significance where we might overlook them.
2. Humanity’s Disconnect from Nature: We see a stark contrast between the speaker’s experience and the city dwellers. The speaker walks through the neglected garden (line 7), his shoes dusted with the “yellow dust” (line 6) of the “Roman wormwood” (ragweed). He unwittingly tramples the “food of gods” (line 8), highlighting humanity’s often careless interaction with nature. The city dwellers at the post-house, with their “Gallic gloss” (likely referring to a polished, fashionable style) (line 13), lack the earthy connection evident on the speaker’s “countryfied” (line 11) shoes. They haven’t experienced the “morning dew” (line 15) or the “Roman wormwood” (line 16) – symbols of a deeper connection with the natural world.
3. The Value of Walking and Exploration: The poem champions the act of walking. The speaker’s shoes are his “fast friends” (line 10), loyal companions on his journeys. They are “powdered” (line 11) with the evidence of their adventures, “bearing many a mile the marks of their adventure” (line 12). Walking allows for a deeper, more intimate experience with nature compared to those who are “transported rather” (line 17) in carriages or other means.
4. Lost Connection as a Potential Punishment: The poem ends with a playful ambiguity. The speaker ponders why some avoid nature, suggesting it might be a consequence for a forgotten “old crime” (line 18). This final line adds a touch of whimsy, but also reinforces the theme of a lost connection with the natural world potentially leading to a diminished life experience.

Literary Theories and “Tall Ambrosia” by Henry David Thoreau

Topics, Questions and Thesis Statements: “Tall Ambrosia” by Henry David Thoreau

Short Questions/Answers about “Tall Ambrosia” by Henry David Thoreau

Literary Works Similar to “Tall Ambrosia” by Henry David Thoreau

1. “Walking” (1862) by Walt Whitman: This essay by American poet Walt Whitman celebrates the activity of walking, both as a physical exercise and as a way of experiencing the world. Whitman emphasizes the democratic nature of walking, which is available to everyone regardless of social status. Like Thoreau, Whitman believed that walking allowed for a deeper connection with nature and a more profound understanding of oneself.
2. Song of Myself (1855) by Walt Whitman: This sprawling, free-verse poem by Walt Whitman is a celebration of life, nature, and the self. Whitman uses catalogs, metaphors, and other poetic devices to create a sense of wonder and awe at the beauty and complexity of the world. Like “Tall Ambrosia,” Song of Myself challenges traditional notions of beauty and emphasizes the value of the ordinary.
3. Leaves of Grass (1855) by Walt Whitman: This collection of poems by Walt Whitman is considered a landmark work of American literature. It is a celebration of democracy, nature, and the self. Whitman’s use of free verse and his focus on everyday life had a profound impact on American poetry. Like “Tall Ambrosia,” Leaves of Grass finds beauty in the ordinary and challenges traditional hierarchies.
4. “Nature” (1836) by Ralph Waldo Emerson: This essay by American philosopher Ralph Waldo Emerson explores the relationship between humanity and nature. Emerson argues that nature is a source of spiritual renewal and that we can learn much about ourselves by spending time in the natural world. Like Thoreau, Emerson believed that nature is a divine presence and that we can achieve a deeper understanding of ourselves through communion with it.
5. “The Open Road” (1856) by Walt Whitman: This prose poem by Walt Whitman celebrates the importance of friendship and companionship. Whitman emphasizes the value of spending time with others and the importance of human connection. Like “Tall Ambrosia,” “The Open Road” emphasizes the importance of experience and the value of living a life that is rich in connection.

Suggested Readings for Further Analysis of “Tall Ambrosia” by Henry David Thoreau

Sources

1. Boggs, Alexandra. “Figurative language study using the poetry of Emma Bell Miles and Henry David Thoreau lesson plan and workbooks.” (2021).
2. Fergenson, Laraine. “WILD NECTAR: THE LANGUAGE OF THOREAU’S POETRY.” The Concord Saunterer 12.1 (1977): 1-7.
3. “Tall Ambrosia.” Poetry Foundation. https://www.poetryfoundation.org/poems/52359/tall-ambrosia
4. “Tall Ambrosia.” Poetry Out Loud. https://www.poetryoutloud.org/poem/tall-ambrosia/
5. “Tall Ambrosia.” Verse Press. https://verse.press/poem/tall-ambrosia-2773445198788521812
6. Thoreau, Henry David, and Ray Angelo. The Journal of Henry David Thoreau. Vol. 3. Peregrine Smith Books, 1906.
7. Williams, Paul O. “The Concept of Inspiration in Thoreau’s Poetry.” PMLA 79.4-Part1 (1964): 466-472.
8. A Bibliography of Henry David Thoreau. Vol. 188. Houghton Mifflin, 1908

Representative Quotes from “Tall Ambrosia” by Henry David Thoreau

Introduction: “Metaphors” by Sylvia Plath

“Metaphors” by Sylvia Plath، first published in 1960 in her collection, The Colossus, presents a series of vivid metaphors to explore the complexities of pregnancy. While the imagery can be playful at times, comparing the speaker to a “melon strolling on two tendrils,” there’s also a sense of unease and confinement. This poem’s dark undercurrent reflects Plath’s own conflicted feelings about motherhood, written during her first pregnancy.

Text: “Metaphors” by Sylvia Plath

I’m a riddle in nine syllables,
An elephant, a ponderous house,
A melon strolling on two tendrils.
O red fruit, ivory, fine timbers!
This loaf’s big with its yeasty rising.
Money’s new-minted in this fat purse.
I’m a means, a stage, a cow in calf.
I’ve eaten a bag of green apples,
Boarded the train there’s no getting off.

Annotations: “Metaphors” by Sylvia Plath

Literary and Poetic Devices: “Metaphors” by Sylvia Plath

Themes: “Metaphors” by Sylvia Plath

• Theme 1: The Burden of Pregnancy
• The poem explores the physical and emotional burden of pregnancy, with the speaker comparing themselves to a “ponderous house” and an “elephant”. The weight of the unborn child is felt in the “yeasty rising” of the loaf and the “fat purse” of the speaker’s body. The speaker feels confined and trapped, like a “cow in calf”.
• Theme 2: The Loss of Identity
• The poem expresses the speaker’s sense of losing their identity and autonomy during pregnancy. The speaker is no longer themselves, but a “means” and a “stage” for the unborn child. They feel like they’ve “eaten a bag of green apples”, suggesting a sense of bitterness and regret. The train that can’t be gotten off represents the irreversible journey of motherhood.
• Theme 3: The Commodification of the Female Body
• The poem critiques the way women’s bodies are treated as objects or commodities during pregnancy. The speaker’s body is compared to a “fat purse” and a “loaf” of bread, emphasizing its value and utility. The “red fruit” and “ivory” imagery suggests a sense of preciousness and ownership.
• Theme 4: The Ambivalence of Motherhood
• The poem expresses the speaker’s ambivalence towards motherhood, feeling both wonder and terror at the new life growing inside them. The “red fruit” and “fine timbers” suggest a sense of awe and preciousness, while the “elephant” and “ponderous house” suggest a sense of burden and confinement. The speaker is both eager and reluctant to embrace their new role.

Literary Theories and “Metaphors” by Sylvia Plath

Topics, Questions, and Thesis Statements: “Metaphors” by Sylvia Plath

Short Questions/Answers about “Metaphors” by Sylvia Plath

• Q1: What is the central theme of the poem?
• The central theme of the poem is the speaker’s experience of pregnancy and the conflicting emotions that come with it. The speaker explores the physical and emotional changes they are going through, using metaphors to describe the transformation. For example, “I’m a riddle in nine syllables” and “I’m a means, a stage, a cow in calf” show the speaker’s sense of wonder and confusion.
• Q2: What literary device is prominently used in the poem?
• Metaphor is the most prominently used literary device in the poem. The speaker uses metaphors to describe their experience of pregnancy, comparing themselves to an “elephant”, a “ponderous house”, a “melon”, a “loaf” of bread, and a “cow in calf”. These metaphors create vivid images and convey the speaker’s complex emotions.
• Q3: How does the speaker feel about their body during pregnancy?
• The speaker feels a sense of disconnection and discomfort with their body during pregnancy. They compare their body to a “ponderous house” and a “fat purse”, emphasizing its weight and bulk. The speaker also says “I’ve eaten a bag of green apples”, suggesting a sense of bitterness and regret.
• Q4: What tone does the speaker convey in the poem?
• The speaker conveys a tone of ambivalence and complexity in the poem. They express both wonder and terror at the new life growing inside them, and both awe and discomfort at the changes in their body. The tone is also introspective and contemplative, as the speaker tries to make sense of their experience.

Literary Works Similar to “Metaphors” by Sylvia Plath

1. “The Bell Jar” by Sylvia Plath: Plath’s semi-autobiographical novel explores themes of identity, mental health, and societal expectations, resonating with the themes found in “Metaphors.”
2. “Ariel” by Sylvia Plath: This poetry collection, akin to “Metaphors,” delves into themes of femininity, motherhood, and emotional struggle with Plath’s characteristic use of vivid imagery and metaphor.
3. “The Yellow Wallpaper” by Charlotte Perkins Gilman: This short story delves into themes of mental health, gender roles, and confinement, echoing the themes addressed in “Metaphors.”
4. “Daddy” by Sylvia Plath: Another of Plath’s poems, “Daddy,” similarly explores complex emotions surrounding the speaker’s relationship with her father, employing powerful imagery and metaphor.
5. “The Waste Land” by T.S. Eliot: Eliot’s modernist poem, like “Metaphors,” utilizes fragmented imagery and symbolism to explore themes of disillusionment, spiritual emptiness, and the fragmented nature of modern life.

Suggested Readings for Further Analysis of “Metaphors” by Sylvia Plath

• Demjén, Zsófia. “Motion and conflicted self metaphors in Sylvia Plath’s ‘Smith Journal’.” Metaphor and the Social World 1.1 (2011): 7-25.
• Demjén, Zsófia. “Metaphors of a conflicted self in the journals of Sylvia Plath.” (2010).
• Stewart, Penny. “Plath’s Metaphors.” The Explicator 40.3 (1982): 59-60.
• Keefe, Jenna L. “” The Pregnant Riddle”: An Explication of” Metaphors” by Sylvia Plath.” ESSAI 5.1 (2007): 27.
• https://www.litcharts.com/poetry/sylvia-plath/metaphors
• https://www.tandfonline.com/doi/full/10.1080/00144940.2018.1551774

Representative Quotes from “Metaphors” by Sylvia Plath

Introduction: “My Heart Leaps Up” by William Wordsworth

“My Heart Leaps Up” by William Wordsworth was first published in 1802 as part of his collection of poems titled “Poems, in Two Volumes.” This iconic poem encapsulates the essence of Wordsworth’s reverence for nature and his belief in the spiritual connection between humanity and the natural world. In just nine lines, Wordsworth expresses his profound joy and admiration for the beauty of nature, proclaiming that “the child is father of the man.” This line is often interpreted as a reflection of Wordsworth’s belief that our experiences and perceptions in childhood shape our adult selves, emphasizing the importance of maintaining a childlike wonder and appreciation for the world around us. “My Heart Leaps Up” serves as a testament to Wordsworth’s Romantic ideals, celebrating the eternal bond between humanity and the natural world while inspiring readers to cherish the simple yet profound joys of existence.

Text: “My Heart Leaps Up” by William Wordsworth

My heart leaps up when I behold 
   A rainbow in the sky:
So was it when my life began; 
So is it now I am a man; 
So be it when I shall grow old, 
   Or let me die!
The Child is father of the Man;
And I could wish my days to be
Bound each to each by natural piety.

Annotations: “My Heart Leaps Up” by William Wordsworth  

Literary and Poetic Devices: “My Heart Leaps Up” by William Wordsworth

Themes: “My Heart Leaps Up” by William Wordsworth  

1. Nature’s Beauty: The poem heavily features the natural world as a source of wonder and joy. The most prominent image is the rainbow, a symbol of beauty and hope: “My heart leaps up when I behold / A rainbow in the sky.” This connection to nature is further emphasized by the speaker’s wish to retain this childlike wonder throughout life: “So be it when I shall grow old.”
2. Importance of Childhood: The poem explores the significance of childhood experiences and emotions. The speaker highlights the enduring connection between his childlike self and his present self: “So was it when my life began; / So is it now I am a man.” The line “The Child is father of the Man” further emphasizes the lasting influence of childhood on who we become.
3. Appreciation for the Simple Things: The poem celebrates the beauty found in everyday experiences. The speaker’s joy is sparked not by something grand, but by the sight of a rainbow: “A rainbow in the sky.” This appreciation for simplicity reinforces the importance of maintaining a childlike sense of wonder throughout life.
4. Aging and Continuity: The poem explores the speaker’s desire to retain his youthful connection to nature’s beauty. The lines “Or let me die!” express a strong preference for death over losing this capacity for wonder as he ages: “So be it when I shall grow old.” The poem ponders the relationship between our past and present selves, and the hope to preserve a youthful appreciation for the world.

Literary Theories and “My Heart Leaps Up” by William Wordsworth  

Topics, Questions, and Thesis Statements: “My Heart Leaps Up” by William Wordsworth  

Short Questions/Answers about “My Heart Leaps Up” by William Wordsworth

• What is the central image in “My Heart Leaps Up” and what does it symbolize?
• The central image in the poem is a rainbow: “My heart leaps up when I behold / A rainbow in the sky.” This seemingly simple image carries a wealth of symbolism. The rainbow, with its vibrant colors arcing across the sky, represents beauty and wonder. It’s a natural phenomenon that inspires awe and joy in the speaker. Beyond its visual appeal, the rainbow can also symbolize hope and renewal, a connection often made due to its appearance after a storm. In this context, the rainbow becomes a reminder of nature’s ability to heal and restore itself, potentially reflecting the speaker’s own desire to maintain a sense of optimism and wonder throughout his life.
• What is the speaker’s wish regarding his connection to nature?
• The speaker’s desire to retain his childlike connection to nature is central to the poem. The line “So be it when I shall grow old, / Or let me die!” expresses this wish with surprising intensity. He doesn’t simply long for continued enjoyment of nature, but views it as an essential part of himself. The stark choice between retaining this connection and death highlights the profound importance he places on this aspect of his life. It suggests that losing this wonder would be a fate worse than death, a loss of a core part of his being.
• What line in the poem emphasizes the lasting influence of childhood?
• The line “The Child is father of the Man” is a powerful statement that emphasizes the lasting influence of childhood experiences. It uses a metaphor, comparing the formative role of childhood to that of a father. This line suggests that our experiences and perspectives shaped as children continue to influence us as adults. They become the foundation on which we build our understanding of the world and how we interact with it.
• What literary device is used in the line “The Child is father of the Man,” and how does it contribute to the poem’s meaning?
• The line “The Child is father of the Man” uses a metaphor. A metaphor compares two seemingly unlike things to highlight a shared characteristic. Here, the speaker compares childhood to a father, suggesting that childhood experiences have a powerful and formative role in shaping who we become. This metaphor adds depth and complexity to the poem. It goes beyond simply stating the importance of childhood, instead suggesting a lasting and profound influence that shapes our entire lives.

Literary Works Similar to “My Heart Leaps Up” by William Wordsworth  

1. “Lines Composed a Few Miles above Tintern Abbey” by William Wordsworth: This reflective poem by Wordsworth delves into the poet’s profound connection to nature and the spiritual solace he derives from the natural world. Similar to “My Heart Leaps Up,” it explores themes of memory, transcendence, and the enduring impact of nature on human consciousness.
2. “The World is Too Much with Us” by William Wordsworth: In this poignant work, Wordsworth laments humanity’s detachment from nature and advocates for a return to a simpler, more harmonious existence in harmony with the natural world. Sharing themes of nature’s beauty and spiritual significance with “My Heart Leaps Up,” it critiques the materialistic worldview that separates humans from their natural surroundings.
3. “I Wandered Lonely as a Cloud” by William Wordsworth (commonly known as “Daffodils”): This renowned poem celebrates the beauty of nature and the poet’s capacity to find solace and inspiration in the natural world. Much like “My Heart Leaps Up,” it captures the joy and wonder experienced when encountering the splendor of nature, particularly through the imagery of daffodils.
4. “To a Skylark” by Percy Bysshe Shelley: Shelley addresses a skylark as a symbol of beauty, joy, and transcendence in this poem. Echoing themes found in “My Heart Leaps Up,” it explores the sublime and ineffable qualities of nature, celebrating the spiritual connection between humanity and the natural world through vivid imagery and emotive language.
5. “Ode to the West Wind” by Percy Bysshe Shelley: Shelley’s ode celebrates the power and transformative force of nature, particularly embodied in the wind, as a symbol of inspiration and renewal. Much like “My Heart Leaps Up,” it reflects on nature’s role in shaping human experience and consciousness, emphasizing its ability to evoke profound emotions and insights through the dynamic forces of the natural world.

Suggested Readings for Further Analysis of “My Heart Leaps Up” by William Wordsworth  

Books:

1. Abrams, M.H. et al. The Norton Anthology of English Literature, Volume 2: The Romantic Period. W.W. Norton & Company, 2018.

Articles:

• Ransom, John Crowe. “William Wordsworth: Notes toward an Understanding of Poetry.” The Kenyon Review, vol. 12, no. 3, 1950, pp. 498–519. JSTOR, http://www.jstor.org/stable/4333171. Accessed 19 Apr. 2024.
• Brantley, Richard E. “Christianity and Romanticism: A Dialectical Review.” Christianity and Literature, vol. 48, no. 3, 1999, pp. 349–66. JSTOR, http://www.jstor.org/stable/44312701. Accessed 19 Apr. 2024.
• Miller, Robin Feuer. “The Creative Impulse in Childhood: The Dangerous Beauty of Games, Lies, Betrayal, and Art.” Before They Were Titans: Essays on the Early Works of Dostoevsky and Tolstoy, edited by ELIZABETH CHERESH ALLEN, Academic Studies Press, 2015, pp. 153–92. JSTOR, https://doi.org/10.2307/j.ctt1zxsjmd.12. Accessed 19 Apr. 2024.
• Dunlap, Vivian H. “Creativity: ‘A Rainbow in the Sky.’” Elementary English, vol. 39, no. 1, 1962, pp. 41–41. JSTOR, http://www.jstor.org/stable/41387482. Accessed 19 Apr. 2024.

Websites:

4. Poetry Foundation. “My Heart Leaps Up by William Wordsworth.” Poetry Foundation, www.poetryfoundation.org/poems/45541/my-heart-leaps-up. Accessed 19 April 2024.
5. The British Library. “Romantics and Victorians – William Wordsworth.” The British Library, www.bl.uk/romantics-and-victorians/articles/william-wordsworth. Accessed 19 April 2024.

Representative Quotes from  “My Heart Leaps Up” by William Wordsworth 

Introduction: “The White Man’s Burden” by Rudyard Kipling

“The White Man’s Burden” by Rudyard Kipling was first published in 1899, though it was written a few years earlier to celebrate Queen Victoria’s Diamond Jubilee. The poem didn’t appear in a specific collection at first, but it later found its way into various compilations of Kipling’s work. While praised for its rhythm and Kipling’s characteristic storytelling, the poem is heavily criticized for its colonialist viewpoint. It promotes the idea that Western nations have a moral obligation to “civilize” non-Western cultures, reflecting the prevailing attitudes of the time but considered offensive and outdated in today’s world.

Text: “The White Man’s Burden” by Rudyard Kipling

1
Take up the White Man's burden— 
    Send forth the best ye breed— 
Go bind your sons to exile
  To serve your captives' need;
To wait in heavy harness
 On fluttered folk and wild—
Your new-caught sullen peoples,
  Half devil and half child. 
2
Take up the White Man's burden— 
    In patience to abide
To veil the threat of terror
    And check the show of pride;
By open speech and simple,
    An hundred times made plain,
To seek another's profit,
    And work another's gain. 
3
Take up the White Man's burden—
    The savage wars of peace—
Fill full the mouth of famine
    And bid the sickness cease; 
And when your goal is nearest
    The end for others sought,
Watch Sloth and heathen Folly
    Bring all your hopes to nought.
4
Take up the White Man's burden—
    No tawdry rule of kings, 
But toil of serf and sweeper— 
    The tale of common things. 
The ports ye shall not enter, 
    The roads ye shall not tread, 
Go make them with your living, 
    And mark them with your dead! 
5
Take up the White Man's burden—
    And reap his old reward, 
The blame of those ye better, 
    The hate of those ye guard— 
The cry of hosts ye humour 
    (Ah slowly!) toward the light— 
"Why brought ye us from bondage, 
    "Our loved Egyptian night?" 
6
Take up the White Man's burden—
    Ye dare not stoop to less— 
Nor call too loud on Freedom 
    To cloak your weariness; 
By all ye cry or whisper, 
    By all ye leave or do, 
The silent sullen peoples 
    Shall weigh your Gods and you. 
7
Take up the White Man's burden—
    Have done with childish days— 
The lightly proffered laurel, 
    The easy, ungrudged praise. 
Comes now, to search your manhood 
    Through all the thankless years, 
Cold-edged with dear-bought wisdom, 
    The judgement of your peers.

Annotations: “The White Man’s Burden” by Rudyard Kipling

Literary and Poetic Devices: “The White Man’s Burden” by Rudyard Kipling

Themes: “The White Man’s Burden” by Rudyard Kipling

• Racial Superiority and the “Civilizing Mission”: The poem is steeped in the idea that Western nations are superior to non-Western cultures and have a moral obligation to “civilize” them. Lines like “Take up the White Man’s burden— / Send forth the best ye breed—” (1-2) and “Your new-caught, sullen peoples, / Half devil and half child” (3) portray the colonized as both savage and in need of guidance. The poem assumes the superiority of Western culture and justifies colonialism as a benevolent act.
• The Burden of Colonial Responsibility: While the poem presents colonialism as a duty, it also acknowledges the challenges and sacrifices involved. Lines like “To wait in heavy harness / On fluttered folk and wild” (3) and “The ports ye shall not enter, / The roads ye shall not tread, / Go make them with your living, / And mark them with your dead!” (9) depict the hardships faced by colonizers. The poem suggests that colonialism requires patience, hard work, and the potential for violence.
• Resentment of the Colonized: Despite the poem’s self-righteous tone, Kipling recognizes the potential resentment of the colonized people. Lines like “The blame of those ye better / The hate of those ye guard” (8) and “Why brought ye us from bondage, / Our loved Egyptian night?” (8) acknowledge the anger and sense of loss felt by those under colonial rule. The poem suggests that the “burden” is not just about the challenges faced by the colonizers, but also the negative consequences for the colonized.
• 4. Doubts about the Colonial Project: While promoting colonialism, the poem hints at potential doubts about its ultimate success. Lines like “Watch Sloth and heathen Folly / Bring all your hopes to nought” (7) and “Cold-edged with dear-bought wisdom, / The judgment of your peers!” (11) suggest a fear of failure and the high cost (both human and financial) of colonial endeavors. The poem doesn’t offer a triumphant vision of colonialism, but rather a sense of uncertainty about its long-term benefits.

Literary Theories and “The White Man’s Burden” by Rudyard Kipling

Topics, Questions, and Thesis Statements: “The White Man’s Burden” by Rudyard Kipling

Short Questions/Answers about “The White Man’s Burden” by Rudyard Kipling

• Who is the poem addressed to?
• “The White Man’s Burden” is addressed to Western nations, urging them to send their “best” people (sons) to colonize foreign lands. Lines like “Take up the White Man’s burden—” (1) and “Send forth the best ye breed—” (2) make this clear.
• How does the poem describe the colonized people?
• The poem portrays the colonized as “sullen peoples” and “half devil and half child” (3), suggesting they are both savage and immature. This reinforces racist stereotypes that justify colonial intervention.
• What are the challenges of colonialism according to the poem?
• The poem acknowledges the difficulties of colonialism, calling it a “burden.” Lines like “To wait in heavy harness / On fluttered folk and wild” (3) and “The ports ye shall not enter, / The roads ye shall not tread, / Go make them with your living, / And mark them with your dead!” (9) highlight the hardships and potential violence involved.
• Does the poem consider the perspective of the colonized?
• The poem briefly acknowledges the colonized people’s resentment towards the colonizers. Lines like “The blame of those ye better / The hate of those ye guard” (8) and “Why brought ye us from bondage, / Our loved Egyptian night?” (8) show some awareness of the colonized people’s feelings of loss and anger.

Literary Works Similar to “The White Man’s Burden” by Rudyard Kipling

1. Heart of Darkness by Joseph Conrad: This novella delves into the dark heart of colonialism as it follows the journey of Charles Marlow into the Congo Free State, where he encounters the brutal realities of European imperialism.
2. Things Fall Apart by Chinua Achebe: Achebe’s novel provides a counter-narrative to colonialist literature by portraying the effects of British colonialism on Igbo society in Nigeria. It explores themes of cultural clash, identity, and the consequences of imperialism.
3. An Outpost of Progress by Joseph Conrad: Another work by Conrad, this short story depicts the degeneration of two European traders stationed at a remote African trading post, highlighting the destructive impact of imperialism on both the colonizers and the colonized.
4. Nostromo by Joseph Conrad: Set in the fictional South American country of Costaguana, this novel explores themes of imperialism, revolution, and the exploitation of resources by foreign powers. It offers a nuanced portrayal of the complexities of colonialism.
5. The White Man’s Burden by Rudyard Kipling: This poem by Kipling reflects the imperialistic attitudes prevalent in the late 19th and early 20th centuries, exploring themes of colonialism, duty, and the relationship between the colonizer and the colonized.

Suggested Readings for Further Analysis of “The White Man’s Burden” by Rudyard Kipling

• Kipling, Rudyard, and Thomas James Wise. “The white man’s burden.” (1899).
• Brantlinger, Patrick. “Kipling’s” The White Man’s Burden” and its afterlives.” English Literature in Transition, 1880-1920 50.2 (2007): 172-191.
• Smith, Jon. “Romances of the White Man’s Burden: Race, Empire, and the Plantation in American Literature, 1880–1936.” (2012): 1168-1169.
• Kamovnikova, Natalia. “Ideology in Literary Translation, or What Is, After All,“The White Man’s Burden”?.” Respectus Philologicus 28 (33) A (2015): 1-10.
• Plotz, Judith. “How ‘The White Man’s Burden’Lost its Scare-Quotes; or Kipling and the New American Empire.” Kipling and beyond: Patriotism, globalisation and postcolonialism. London: Palgrave Macmillan UK, 2010. 37-57.
• https://www.poetryfoundation.org/poets/rudyard-kipling
• https://poets.org/poet/rudyard-kipling

Representative Quotations from “The White Man’s Burden” by Rudyard Kipling

Introduction: “If” by Rudyard Kipling

“If” by Rudyard Kipling, first published in 1910 in the collection “Rewards and Fairies,” is a timeless masterpiece that explores the qualities of virtue, morality, and masculinity, offering guidance on how to live a fulfilling life. Written in the context of Kipling’s own experiences as a father, the poem presents a series of conditional statements that outline the characteristics and behaviors necessary for achieving success, balance, and wisdom. Through its enduring themes and elegant language, “If” has become a beloved and influential work, widely studied and admired for its profound insights into the human condition.

Text: “If” by Rudyard Kipling

Annotations: “If” by Rudyard Kipling

Literary and Poetic Devices: “If” by Rudyard Kipling

Themes: “If” by Rudyard Kipling

• Theme 1: Perseverance and Resilience
  The poem emphasizes the importance of perseverance and resilience in the face of adversity. Kipling urges the reader to “meet with Triumph and Disaster / And treat those two impostors just the same” (lines 11-12), suggesting that one should remain steadfast and unwavering in the face of both success and failure. He also advises the reader to “hold on when there is nothing in you / Except the Will which says to them: ‘Hold on!'” (lines 25-26), highlighting the need to dig deep and find the strength to carry on even when all seems lost.
• Theme 2: Humility and Modesty
  The poem stresses the importance of humility and modesty, warning against the dangers of pride and arrogance. Kipling writes, “If you can talk with crowds and keep your virtue, / Or walk with Kings—nor lose the common touch” (lines 13-14), emphasizing the need to remain grounded and humble even in the midst of great success or privilege. He also advises the reader to “not make dreams your master” (line 5), suggesting that one should not become too full of oneself or one’s accomplishments.
• Theme 3: Self-Discipline and Self-Control
  The poem highlights the importance of self-discipline and self-control in achieving one’s goals and living a virtuous life. Kipling urges the reader to “dream—and not make dreams your master” (line 5), “think—and not make thoughts your aim” (line 6), and “trust yourself when all men doubt you” (line 17), emphasizing the need to cultivate self-awareness, self-regulation, and self-motivation. He also advises the reader to “wait and not be tired by waiting” (line 21), suggesting that patience and perseverance are essential virtues.
• Theme 4: Moral Integrity and Character
  The poem emphasizes the importance of moral integrity and character, urging the reader to cultivate a strong sense of right and wrong and to act in accordance with one’s values and principles. Kipling writes, “If you can keep your head when all about you / Are losing theirs and blaming it on you” (lines 1-2), suggesting that one should remain true to oneself and one’s values even in the face of adversity or criticism. He also advises the reader to “not deal in lies” (line 23) and to “not give way to hating” (line 27), emphasizing the need to act with honesty, compassion, and integrity.

Literary Theories and “If” by Rudyard Kipling

Topics, Questions, and Thesis Statements: “If” by Rudyard Kipling

Short Questions/Answers about “If” by Rudyard Kipling

• How does the poem handle success and failure?
• The poem treats triumph and disaster as “impostors” (success shouldn’t inflate your ego, and failure shouldn’t crush you). Lines like “If you can meet with Triumph and Disaster / And treat those two impostors just the same” emphasize keeping a level head through both good and bad times.
• What does the speaker value in terms of communication?
• The ability to connect with different audiences is important. “If you can talk with crowds and keep your virtue, / Or walk with Kings—nor lose the common touch” suggests one should be able to communicate effectively with both the powerful and ordinary people.
• What are some important traits for maintaining self-control?
• The poem emphasizes patience, composure, and keeping a clear head. Lines like “If you can wait and not be tired by waiting, / Or being lied about, don’t deal in lies” advise the reader to be patient and maintain honesty even when provoked.
• What is the ultimate reward for following the advice in the poem?
• The speaker suggests that by following these principles, you can claim the whole world as yours. “If you can fill the unforgiving minute / With sixty seconds’ worth of distance run, / Yours is the Earth and everything that’s in it, / And – which is more – you’ll be a Man, my son!” implies that mastering these qualities leads to a fulfilling life and self-mastery.

Literary Works Similar to “If” by Rudyard Kipling

• “Mandalay”: This is a poem by Kipling that is focused on the European colonial project, similar to “If”. This poem is also a didactic poem, which means that it is intended to teach the reader something.
• “The White Man’s Burden”: This is another poem by Kipling that is focused on the European colonial project. This poem is also a didactic poem, which means that it is intended to teach the reader something.
• Jungle Book: This is a collection of stories by Kipling that is set in India and the jungle. This collection of stories is focused on the European colonial project, similar to “If”. This collection of stories is also a didactic work, which means that it is intended to teach the reader something.
• What I Think of South Africa; Its People and Its Politics: This is a non-fiction work by Stuart C. Cumberland that is focused on the European colonial project, similar to “If”. This work is also a didactic work, which means that it is intended to teach the reader something.
• The Life of Jameson: This is a non-fiction work by Ian Colvin that is focused on the European colonial project, similar to “If”. This work is also a didactic work, which means that it is intended to teach the reader something.

Suggested Readings for Further Analysis of “If” by Rudyard Kipling

• Orwell, George. Rudyard Kipling. University of Adelaide Library, 2012.
• Kipling, Rudyard. The Works of Rudyard Kipling. Wordsworth Editions, 1994.
• Memon, M., F. Tunio, and M. Awan. “Stylistic analysis of the poem ‘if’by Rudyard Kipling.” International Journal of English Research 7.2 (2021): 35-37.
• Saad, Ahmed, Amira Hasan, and Mona Lisa Sarbini. “A Critical Stylistic Analysis of the Ideological Positioning in Rudyard Kipling’s Poem,” If”.” Technium Soc. Sci. J. 20 (2021): 926.
• Al-Janabi, Suadad Fadhil Kadhum, and Nawar Hussein Rdhaiwi Al-Marsumi. “Doing Stylistic versus Critical Stylistic: An Analysis of” If” by Rudyard Kipling.” Arab World English Journal 12.1 (2021): 239-252.
• https://www.poetryfoundation.org/poets/rudyard-kipling
• https://www.biography.com/authors-writers/rudyard-kipling

Representative Quotes from “If” by Rudyard Kipling

Introduction: “O were my love yon Lilac fair” by Robert Burns

“O were my love yon Lilac fair” by Robert Burns remains undated in terms of first publication, though scholars guessed it was composed around 1785. The exact debut collection is,  however, unknown, suggesting a possible circulation in manuscript form before inclusion in later anthologies of Burns’s work. The brilliance of “Lilac fair” lies in its utilization of uncomplicated floral imagery – the lilac and the rose – to express the speaker’s profound love. The ephemeral quality of the blooms introduces a poignant undercurrent, mirroring the impermanence of beauty and love itself. Nevertheless, the speaker’s fervent desire and the poem’s vivid descriptions craft a delicate and enduring portrait of devotion.

Text: “O were my love yon Lilac fair” by Robert Burns

Annotations: “[O were my love yon Lilac fair]” by Robert Burns

Notes:

• “Wad” is a Scots dialect term for “would.”
• “Gin” is a Scots dialect term for “if.”
• “Bonie” is a Scots dialect term for “beautiful.”
• “Fa'” is a Scots dialect term for “fall.”
• “Drap” is a Scots dialect term for “drop.”
• “A'” is a Scots dialect term for “all.”
• “Fley’d” is a Scots dialect term for “frightened.”
• “Faulds” is a Scots dialect term for “folds.”

Literary and Poetic Devices: “[O were my love yon Lilac fair]” by Robert Burns

Themes: “[O were my love yon Lilac fair]” by Robert Burns

Literary Theories and “[O were my love yon Lilac fair]” by Robert Burns

Topics, Questions, and Thesis Statements: “[O were my love yon Lilac fair]” by Robert Burns

Short Questions/Answers about “[O were my love yon Lilac fair]” by Robert Burns

• What does the speaker compare their love to?
• The speaker compares their love to two beautiful flowers: a lilac and a red rose. The lilac’s “purple blossoms” represent the cherished and flourishing nature of their love (Line 1). The red rose, growing on a “castle wa’,” signifies a love that is perhaps admired and desired (Line 9).
• What is the speaker afraid of?
• The speaker fears the impermanence of love’s beauty. They acknowledge the destructive forces of “Autumn wild, and Winter rude!” that will cause the lilac to wither (Line 5). This reflects a universal fear – the potential loss of love.
• How does the speaker express their desire for closeness?
• The speaker uses vivid metaphors to express their desire for intimacy. They imagine themself as a bird seeking shelter in the “Lilac fair” (Line 3) or a dewdrop falling “Into her bonie breast” (Line 11), symbolizing a longing for physical and emotional connection with their love.
• What is the poem’s message about love?
• While acknowledging love’s fragility, the poem ultimately conveys a message of hope. The speaker finds solace in the cyclical nature of seasons. Just as the lilac’s blooms return with “youthfu’ May” (Line 8), the poem suggests the potential for love to rekindle and endure.

Literary Works Similar to “[O were my love yon Lilac fair]” by Robert Burns

1. “A Red, Red Rose” by Robert Burns – Another poem by Robert Burns, “A Red, Red Rose” shares thematic similarities with “[O were my love yon Lilac fair]” in its exploration of love and longing. Both poems express deep emotions and a sense of romantic idealism.
2. “To a Nightingale” by John Keats – This poem by John Keats also explores themes of longing and escapism, similar to “[O were my love yon Lilac fair].” Keats uses vivid imagery and emotive language to convey the speaker’s yearning for a transcendent experience.
3. “She Walks in Beauty” by Lord Byron – Lord Byron’s poem “She Walks in Beauty” shares similarities with Burns’ work in its portrayal of idealized beauty and romantic admiration. Both poems celebrate the allure and enchantment of the beloved.
4. “Sonnet 18” by William Shakespeare – Shakespeare’s Sonnet 18, often referred to as “Shall I compare thee to a summer’s day,” shares thematic parallels with Burns’ poem in its exploration of love, beauty, and the passage of time. Both works express the speaker’s desire to immortalize their beloved through poetry.
5. “The Lake Isle of Innisfree” by W.B. Yeats – This poem by W.B. Yeats shares similarities with “[O were my love yon Lilac fair]” in its portrayal of longing for a peaceful and idyllic place. Both poems convey a sense of escapism and the desire for a simpler, more tranquil existence.

Suggested Readings for Further Analysis of “[O were my love yon Lilac fair]” by Robert Burns

• Burns, Robert. The Poems and Songs of Robert Burns. Edited by James Kinsley. Oxford University Press, 2011.
• Crawford, Robert. The Life of Robert Burns. Penguin UK, 2009.
• Druckenmiller, Abigail. “Robert Burns’ Poetic Style Through his Poetry, Songs, and Correspondence.” (2023).

Online Resources:

• The Robert Burns Birthplace Museum: https://www.nts.org.uk/visit/places/robert-burns-birthplace-museum (The official website of the Robert Burns Birthplace Museum serves as a valuable resource for scholars and enthusiasts. It offers access to a wealth of information about Burns’s life and work, potentially including specific details or critical interpretations related to “[O were my love yon Lilac fair]”)
• The Poetry Foundation: https://www.poetryfoundation.org/poets/robert-burns (The Poetry Foundation website provides a comprehensive biography of Robert Burns, along with critical essays on his work. While “[O were my love yon Lilac fair]” might not be explicitly analyzed here, explorations of Burns’s broader themes and techniques could offer valuable insights into this specific poem.)

Representative Quotes from “[O were my love yon Lilac fair]” by Robert Burns

Introduction: “Lines Composed a Few Miles above Tintern Abbey” by William Wordsworth  

“Lines Composed a Few Miles above Tintern Abbey” by William Wordsworth first appeared in 1798 within his seminal collection, Lyrical Ballads. This poem stands as a pillar of Romantic literature, extolling the transformative influence of nature and its capacity to evoke profound emotions and philosophical introspection. Wordsworth revisits a cherished landscape after five years, reflecting on the enduring connection between the natural world and the human spirit, a concept central to the Romantic movement.

Text: “Lines Composed a Few Miles above Tintern Abbey” by William Wordsworth  

Annotations: “Lines Composed a Few Miles above Tintern Abbey” by William Wordsworth   

Literary and Poetic Devices: “Lines Composed a Few Miles above Tintern Abbey” by William Wordsworth   

Themes: “Lines Composed a Few Miles above Tintern Abbey” by William Wordsworth

• Nature’s Enduring Influence:
  • Wordsworth portrays nature as a timeless and steadfast presence that continues to exert its influence on the speaker, even after years of absence. For instance, the speaker reflects on how the landscape’s “beauteous forms” have remained unchanged, serving as a source of solace and inspiration amidst the passage of time.
• Memory and Nostalgia:
  • The poem is suffused with a sense of nostalgia as the speaker reminisces about past experiences and the emotional resonance they hold. Wordsworth captures the bittersweet nature of memory, highlighting its ability to evoke both joy and sorrow. The speaker’s recollection of moments spent in the landscape, such as “bounding o’er the mountains,” is imbued with a sense of longing and nostalgia.
• The Passage of Time:
  • Throughout the poem, Wordsworth reflects on the changes that have occurred since the speaker’s last visit to Tintern Abbey. The passage of time is depicted as cyclical, with the landscape serving as a constant amid life’s inevitable transformations. The speaker contemplates how they have changed over the years, acknowledging the shifts in their perspective and understanding.
• The Transformative Power of Reflection:
  • “Lines Composed a Few Miles above Tintern Abbey” explores the profound impact of reflection on the speaker’s understanding of themselves and the world around them. Through contemplation of the landscape and their own experiences, the speaker finds solace and meaning in the midst of life’s uncertainties. Reflection leads to a deeper appreciation of the interconnectedness between nature, memory, and the human experience.

Literary Theories and “Lines Composed a Few Miles above Tintern Abbey” by William Wordsworth   

Topics, Questions, and Thesis Statements: “Lines Composed a Few Miles above Tintern Abbey” by William Wordsworth

Short Questions/Answers about “Lines Composed a Few Miles above Tintern Abbey” by William Wordsworth   

• Beyond simply addressing his sister, how does the speaker utilize his relationship with Dorothy to explore the poem’s themes?
• The speaker’s connection with Dorothy goes beyond mere companionship. He positions her as a shared witness to their youthful experiences with nature (lines 88-89). By addressing her, he explores the concept of memory and how shared experiences in nature can shape a lasting connection between people. Their bond becomes a testament to the enduring power of nature to forge connections that transcend time.
• How does the speaker’s use of specific imagery contribute to the poem’s portrayal of nature?
• Wordsworth employs vivid descriptions that go beyond simply painting a picture. Consider lines 25-26: “These beauteous forms, / Through a long absence, have not been to me / As is a landscape to a blind man’s eye.” Here, the comparison to a blind man emphasizes the importance of sight in appreciating nature’s beauty. However, the speaker suggests a deeper connection, one that transcends just the visual. This layered approach to imagery allows him to explore the multifaceted influence of nature on the human experience.
• 3. The poem acknowledges a shift in the speaker’s perception of nature. How does this connect to the Romantic concept of the Sublime?
• The speaker admits that his youthful intensity towards nature may have diminished (lines 108-111). This could be interpreted as a shift away from the Romantics’ emphasis on raw, unmediated emotion in the face of nature. However, the poem suggests a more nuanced relationship. He finds a different kind of awe in nature’s enduring presence, a sense of the Sublime that transcends fleeting emotions (lines 162-166). This shift highlights the complexity of the human connection with nature, where awe and wonder can coexist with a more mature understanding of its power.
• 4. How does the speaker grapple with the inevitable passage of time in relation to his connection with nature?
• The opening lines establish a melancholic tone as the speaker reflects on five years’ absence (lines 1-2). There’s a sense of loss of youthful intensity in his connection with nature (lines 108-111). However, the poem progresses towards a more accepting and even hopeful outlook. He finds solace in the enduring beauty of the landscape and the belief that nature will continue to inspire him (lines 162-166). This grapples with the passage of time by suggesting that the connection with nature, while evolving, can remain a source of strength throughout life.
• 5. Can “Lines Composed a Few Miles above Tintern Abbey” be seen as advocating for a specific philosophy of nature?
• The poem goes beyond a simple call for appreciating scenic beauty. Wordsworth positions nature as a wellspring of emotional, spiritual, and intellectual nourishment (lines 162-166). He suggests a reciprocal relationship where humans not only appreciate nature but also learn from its interconnectedness and enduring presence (lines 107-111). This aligns with the Romantic philosophy of nature as a vital force that shapes human understanding and fosters a sense of awe and wonder.

Literary Works Similar to “Lines Composed a Few Miles above Tintern Abbey” by William Wordsworth   

1. “Kubla Khan” by Samuel Taylor Coleridge: Like Wordsworth’s poem, “Kubla Khan” explores the themes of nature, imagination, and the sublime. Coleridge’s vivid imagery and contemplation of the natural world resonate with the Romantic ideals present in Wordsworth’s work.
2. “To Autumn” by John Keats: Keats’ poem celebrates the beauty and bounty of nature, much like Wordsworth’s reflections on the landscape in “Tintern Abbey.” Both poets convey a deep appreciation for the natural world and its ability to evoke profound emotions in the human spirit.
3. “The Prelude” by William Wordsworth: This autobiographical poem by Wordsworth shares similarities with “Tintern Abbey” in its exploration of memory, reflection, and the relationship between the individual and nature. Both works delve into the poet’s personal experiences and philosophical musings.
4. “Ode to a Nightingale” by John Keats: Keats’ ode grapples with themes of mortality, beauty, and the transcendent power of art and nature. Like Wordsworth’s poem, it reflects on the fleeting nature of human existence and the enduring allure of the natural world.
5. “The Rime of the Ancient Mariner” by Samuel Taylor Coleridge: While different in form and narrative structure, Coleridge’s epic poem shares thematic similarities with “Tintern Abbey.” Both works explore the spiritual and moral dimensions of human experience, as well as the interconnectedness between humanity and the natural world.

Suggested Readings for Further Analysis of “Lines Composed a Few Miles above Tintern Abbey” by William Wordsworth   

Books:

• Abrams, M. H. Natural Supernaturalism: Tradition and Revolution in Romantic Literature. Norton, 1971. (This book explores the concept of the Sublime in Romantic literature, a key theme in Wordsworth’s poem.)
• Levinson, Marjorie. The Romantic Imagination. Harvard University Press, 1986. (This book provides a broad overview of Romanticism and its influence on poetry, including Wordsworth’s work.)
• Wu, Duncan. Romanticism: An Anthology. Blackwell Publishing, 1994. (This anthology includes critical essays on Wordsworth and “Lines Composed a Few Miles above Tintern Abbey.”)

Articles:

• Hadley, Karen. “The Commodification of Time in Wordsworth’s ‘Tintern Abbey.’” Studies in English Literature, 1500-1900, vol. 42, no. 4, 2002, pp. 693–706. JSTOR, http://www.jstor.org/stable/1556292. Accessed 19 Apr. 2024.
• Brier, Peter A. “Reflections on Tintern Abbey.” The Wordsworth Circle, vol. 5, no. 1, 1974, pp. 4–6. JSTOR, http://www.jstor.org/stable/24041922. Accessed 19 Apr. 2024.
• Rader, Melvin. “The Transcendentalism of William Wordsworth.” Modern Philology, vol. 26, no. 2, 1928, pp. 169–90. JSTOR, http://www.jstor.org/stable/433875. Accessed 19 Apr. 2024.
• Smith, Lyle H. “Reading ‘Something’ in ‘Tintern Abbey.’” Christianity and Literature, vol. 45, no. 3/4, 1996, pp. 303–17. JSTOR, http://www.jstor.org/stable/44312456. Accessed 19 Apr. 2024.

Websites:

• The Wordsworth Trust: https://wordsworth.org.uk/about-us/about-the-wordsworth-trust/ (This website offers a wealth of resources on Wordsworth and his poetry, including scholarly articles and educational materials.)
• The Poetry Foundation: https://www.poetryfoundation.org/poems/45527/lines-composed-a-few-miles-above-tintern-abbey-on-revisiting-the-banks-of-the-wye-during-a-tour-july-13-1798 (This website provides an analysis of the poem, along with biographical information on Wordsworth.)
• The Victorian Web: https://victorianweb.org/previctorian/misc/romanticov.html (This website offers a helpful overview of Romantic nature poetry, which provides context for understanding Wordsworth’s work.)

Representative Quotes from “Lines Composed a Few Miles above Tintern Abbey” by William Wordsworth  

Introduction: “A Slumber Did My Spirit Seal” by William Wordsworth

“A Slumber Did My Spirit Seal” by William Wordsworth was first published in 1800 as part of his collection “Lyrical Ballads,” a collaborative work with Samuel Taylor Coleridge. This poem exemplifies Wordsworth’s romanticism, characterized by a focus on nature, emotion, and the inner self. The poem explores themes of mortality, loss, and the passage of time through the speaker’s reflection on the death of a loved one. Set in a rural landscape, the poem conveys a sense of tranquility and melancholy, with the natural world serving as a backdrop for the speaker’s contemplation. Through its simplicity of language and imagery, “A Slumber Did My Spirit Seal” captures the timeless and universal experience of grief, inviting readers to reflect on the fleeting nature of life and the enduring power of memory.

Text: “A Slumber Did My Spirit Seal” by William Wordsworth

Annotations: “A Slumber Did My Spirit Seal” by William Wordsworth  

Literary and Poetic Devices: “A Slumber Did My Spirit Seal” by William Wordsworth  

Themes: “A Slumber Did My Spirit Seal” by William Wordsworth

1. Mortality and Transience: “A Slumber Did My Spirit Seal” explores the theme of mortality and the transient nature of human existence. The poem reflects on the inevitability of death and the passage of time, depicting the subject as motionless and unaffected by earthly concerns. Through the imagery of sleep and stillness, Wordsworth emphasizes the idea that life is fleeting and impermanent, and that death is an inherent part of the natural cycle.
2. Loss and Grief: Another prominent theme in the poem is loss and grief. The speaker mourns the loss of a loved one who has passed away, describing them as motionless and detached from the world. The poem captures the speaker’s sense of sorrow and longing, as they come to terms with the finality of death and the absence of their loved one. Through expressions of lamentation and reflection, Wordsworth evokes the universal experience of grief and the profound impact of loss on the human spirit.
3. Eternal Essence and Spirituality: “A Slumber Did My Spirit Seal” also delves into themes of eternal essence and spirituality. Despite the subject’s physical absence, the poem suggests that their spirit remains timeless and unchanging. Wordsworth portrays the subject as transcending the limitations of earthly existence, existing in a state of eternal rest and tranquility. Through this depiction, the poem explores the idea of spiritual continuity and the enduring essence of the human soul beyond the confines of mortal life.
4. Nature and the Cycle of Life: Nature and the cycle of life are central themes in the poem, as Wordsworth employs natural imagery to convey the interconnectedness of all living things. The subject is depicted as being rolled round in earth’s diurnal course, surrounded by rocks, stones, and trees. This imagery highlights the subject’s integration into the natural world and suggests a sense of harmony and unity with the environment. Through the depiction of nature’s cyclical rhythms, the poem reflects on the perpetual cycle of birth, death, and renewal that defines the human experience.

Literary Theories and “A Slumber Did My Spirit Seal” by William Wordsworth  

Topics, Questions, and Thesis Statements: “A Slumber Did My Spirit Seal” by William Wordsworth  

Short Questions/Answers about “A Slumber Did My Spirit Seal” by William Wordsworth  

• What is the speaker’s initial emotional state after Lucy’s death?
• The speaker’s initial emotional state after Lucy’s death is one of strange peace, almost a lack of human emotions. The line “I had no human fears” (Line 2) shows this detachment, contrasting the usual fear associated with death. This peacefulness could be due to a belief that Lucy is in a better place, or a numbness caused by grief.
• How does the poem use metaphor to describe Lucy’s current state?
• The poem uses a powerful metaphor in the first line: “A slumber did my spirit seal.” Sleep, typically temporary, is equated to death, a permanent state. This metaphor emphasizes the finality of Lucy’s passing. The word “seal” also suggests a complete closure, as if Lucy’s fate is sealed.
• What literary device highlights the contrast between Lucy’s past and present?
• The poem uses juxtaposition in lines 3 and 4. ‘She seemed a thing that could not feel / The touch of earthly years’ contrasts Lucy’s past vibrancy with her current state of being unfeeling. The use of “seemed” in line 3 adds a layer of unreality, emphasizing the speaker’s struggle to accept Lucy’s death.
• What symbol emphasizes the natural world’s indifference to Lucy’s death?
• The “earth’s diurnal course” (Line 4) represents the ongoing cycle of day and night in nature. This symbol highlights the natural world’s indifference to Lucy’s death. The earth continues its rotation, unfazed by human mortality. This can be a source of comfort or despair for the speaker, depending on their perspective.

Literary Works Similar to “A Slumber Did My Spirit Seal” by William Wordsworth  

1. “Elegy Written in a Country Churchyard” by Thomas Gray – Like Wordsworth’s poem, Gray’s elegy reflects on themes of mortality, nature, and the passage of time. Both poems contemplate the quietude of rural landscapes and the universal experience of death and remembrance.
2. “To Autumn” by John Keats – Keats’s poem shares similarities with Wordsworth’s work in its exploration of nature and the seasons. Both poets celebrate the beauty and transience of natural phenomena, capturing the fleeting moments of life and the changing seasons.
3. “Thanatopsis” by William Cullen Bryant – Bryant’s poem explores themes of death and the human connection to nature, much like Wordsworth’s meditation on mortality in “A Slumber Did My Spirit Seal.” Both works contemplate the inevitability of death and the consolations offered by the natural world.
4. “Ode to a Nightingale” by John Keats – Keats’s ode reflects on themes of mortality, immortality, and the human experience of suffering. Like Wordsworth’s poem, “Ode to a Nightingale” explores the contrast between the transient nature of human life and the enduring beauty of the natural world.
5. “When Lilacs Last in the Dooryard Bloom’d” by Walt Whitman – Whitman’s elegy for Abraham Lincoln shares thematic similarities with Wordsworth’s poem in its exploration of death, grief, and the cycle of life. Both works reflect on the universal experience of loss and the consolation found in nature’s eternal rhythms.

Suggested Readings for Further Analysis of “A Slumber Did My Spirit Seal” by William Wordsworth  

Books:

• Gill, Stephen. William Wordsworth: A Literary Life. Oxford University Press, 2010.
• Wordsworth, William, edited by Stephen Gill. The Major Works of William Wordsworth. Oxford University Press, 2008.
• Prickett, Stephen. Romanticism and Lyric Poetry. Routledge, 2003.

Articles:

• Baker, John. “Grammar and Rhetoric in Wordsworth’s ‘A Slumber Did My Spirit Seal’: Heidegger, de Man, Deconstruction.” Studies in Romanticism, vol. 36, no. 1, 1997, pp. 103–23. JSTOR, https://doi.org/10.2307/25601213. Accessed 20 Apr. 2024.

Websites:

• The Wordsworth Trust: The Lucy Poems. https://www.owleyes.org/text/the-lucy-poems/read/She-Dwelt-Untrodden-Ways
• Victorian Web: William Wordsworth. https://victorianweb.org/previctorian/ww/wwov.html
• Poetry Foundation: William Wordsworth. https://www.poetryfoundation.org/poems/45521/i-wandered-lonely-as-a-cloud

Representative Quotations from “A Slumber Did My Spirit Seal” by William Wordsworth