“Sympathy” by Paul Laurence Dunbar: A Critical Analysis

Introduction: “Sympathy” by Paul Laurence Dunbar

“Sympathy” by Paul Laurence Dunbar, first appeared in 1899 in his poetry collection Lyrics of the Hearthside is a poignant poem which shows his anguish and frustration of confinement and oppression through the metaphor of a caged bird. Dunbar’s evocative language and powerful imagery create a visceral experience for the reader, as the bird’s desperate struggle for freedom mirrors the plight of marginalized individuals and communities. The poem’s rhythmic structure and use of repetition further enhance its emotional impact, making “Sympathy” a timeless and enduring work of art that continues to resonate with readers today.

Text: “Sympathy” by Paul Laurence Dunbar

Annotations: “Sympathy” by Paul Laurence Dunbar

Line	Annotation
1	“I know what the caged bird feels, alas!”
	The speaker empathizes with the caged bird’s plight, expressing sorrow and understanding.
2	“When the sun is bright on the upland slopes;”
	Imagery of a bright, sunny day in an elevated area, contrasting with the bird’s confinement.
3	“When the wind stirs soft through the springing grass,”
	Sensory imagery of gentle wind through fresh, growing grass, suggesting freedom and movement.
4	“And the river flows like a stream of glass;”
	Simile comparing the river’s smooth flow to glass, emphasizing clarity and tranquility.
5	“When the first bird sings and the first bud opes,”
	The arrival of spring symbolized by the singing bird and blooming bud, moments of renewal.
6	“And the faint perfume from its chalice steals—”
	The delicate fragrance emanating from the bud, enhancing the sensory experience.
7	“I know what the caged bird feels!”
	Repetition reinforces the speaker’s empathetic connection to the bird’s longing for freedom.
8	“I know why the caged bird beats his wing”
	The speaker understands the bird’s instinctive urge to escape, highlighted by beating wings.
9	“Till its blood is red on the cruel bars;”
	Imagery of the bird injuring itself against the cage bars, emphasizing the harsh reality.
10	“For he must fly back to his perch and cling”
	Despite efforts to escape, the bird is confined to return to its perch, unable to be free.
11	“When he fain would be on the bough a-swing;”
	The bird desires to be on a flexible branch, swinging freely, contrasting with its reality.
12	“And a pain still throbs in the old, old scars”
	Metaphorical scars suggest past injuries or experiences that continue to haunt the bird.
13	“And they pulse again with a keener sting—”
	The pain intensifies, indicating ongoing suffering and struggle against confinement.
14	“I know why he beats his wing!”
	Repetition reinforces the speaker’s understanding of the bird’s persistent desire for freedom.
15	“I know why the caged bird sings, ah me,”
	The speaker recognizes the significance of the bird’s song, expressing empathy and sadness.
16	“When his wing is bruised and his bosom sore—”
	Physical and emotional pain of the bird due to confinement and longing for freedom.
17	“When he beats his bars and he would be free;”
	The bird’s struggle against captivity, longing to break free from its constraints.
18	“It is not a carol of joy or glee,”
	Contrasts the bird’s song with typical joyful bird songs, highlighting its lamentation.
19	“But a prayer that he sends from his heart’s deep core,”
	The bird’s song is depicted as a heartfelt prayer, pleading for freedom and relief.
20	“But a plea, that upward to Heaven he flings—”
	The bird’s plea for freedom is directed towards the heavens, symbolizing hope and yearning.
21	“I know why the caged bird sings!”
	Final repetition solidifies the speaker’s understanding and empathy towards the bird’s plight.

Literary And Poetic Devices: “Sympathy” by Paul Laurence Dunbar

Literary/Poetic Device	Example from Poem	Explanation	Function
Alliteration	“When the wind stirs soft through the springing grass”	Repetition of consonant sounds at the beginning of words.	Creates a musical effect and emphasizes the words.
Anaphora	“I know…I know…I know…”	Repetition of a word or phrase at the beginning of successive clauses or sentences.	Emphasizes the speaker’s empathy and understanding.
Assonance	“And the faint perfume from its chalice steals”	Repetition of vowel sounds within words.	Creates a sense of internal rhyme and musicality.
Consonance	“And they pulse again with a keener sting—”	Repetition of consonant sounds within words.	Adds to the poem’s rhythm and sonic texture.
Diction	“Cruel bars,” “bosom sore,” “heart’s deep core”	Word choice that creates a specific tone or atmosphere.	Conveys the pain and suffering of the caged bird.
End rhyme	“feels/steals,” “bars/scars,” “free/glee”	Rhyming words at the end of lines.	Creates a sense of musicality and structure.
Enjambment	“When he fain would be on the bough a-swing; / And a pain still throbs in the old, old scars”	The continuation of a sentence without a pause beyond the end of a line, couplet, or stanza.	Enhances the poem’s flow and creates a sense of urgency.
Imagery	“When the sun is bright on the upland slopes”	Vivid descriptions that appeal to the senses.	Creates a visual picture of the bird’s surroundings.
Internal rhyme	“Till its blood is red on the cruel bars”	Rhyme within a single line of verse.	Adds to the poem’s musicality and emphasis.
Metaphor	The caged bird as a symbol of oppression.	A comparison between two unlike things without using “like” or “as.”	Conveys the theme of the poem and the speaker’s empathy.
Personification	“When the first bird sings and the first bud opes”	Giving human qualities to non-human things.	Creates a sense of connection between the bird and nature.
Repetition	“I know why the caged bird sings” (title and last line)	Repeating words, phrases, lines, or stanzas.	Emphasizes the poem’s central theme and creates a sense of unity.
Rhyme scheme	ABCB	The ordered pattern of rhymes at the ends of the lines of a poem or verse.	Creates a sense of structure and predictability.
Simile	“And the river flows like a stream of glass”	A comparison between two unlike things using “like” or “as.”	Creates a vivid image and adds to the poem’s musicality.
Symbolism	The cage, the sun, the song	Objects or ideas that represent something else.	Deepens the poem’s meaning and adds layers of interpretation.
Tone	Sorrowful, empathetic, hopeful	The author’s attitude towards the subject.	Creates an emotional connection with the reader.
Verse form	Quatrains (four-line stanzas)	The physical structure of the poem.	Contributes to the poem’s rhythm and visual appeal.

Themes: “Sympathy” by Paul Laurence Dunbar

1. The Agony of Confinement and Longing for Freedom: The poem poignantly captures the suffering of the caged bird, a metaphor for individuals or groups oppressed and denied freedom. The lines “When the sun is bright on the upland slopes” and “When the wind stirs soft through the springing grass” contrast sharply with the bird’s confinement, highlighting its longing for the open world. This theme resonates with anyone who has experienced limitations and yearns for liberation.
2. Empathy and Shared Suffering: The speaker’s repeated assertion “I know…” establishes a deep connection with the caged bird, suggesting a shared experience of pain and frustration. This emphasizes the universality of suffering and the importance of empathy in understanding the struggles of others. The poem invites readers to put themselves in the bird’s place, fostering compassion and solidarity.
3. Resistance and the Fight for Freedom: Despite its confinement, the bird doesn’t succumb to despair. It beats its wings against the bars, a symbol of defiance and the unyielding spirit to break free. This theme speaks to the resilience of the oppressed and their ongoing fight for justice and equality. The bird’s song, though born of pain, becomes a prayer and a plea for liberation, echoing the cries of those who refuse to be silenced.
4. The Illusion of Freedom and the Persistence of Pain: Even when the bird sings, it’s not a “carol of joy or glee” but a desperate expression of its anguish. This reveals the illusory nature of freedom for those who remain marginalized and oppressed. The poem acknowledges that even when external barriers are removed, internal scars and the pain of past trauma can persist, hindering true liberation. This theme speaks to the complexities of healing and the ongoing struggle for full emancipation.

Literary Theories and “Sympathy” by Paul Laurence Dunbar

• Reader-Response Theory: Readers engage deeply with “Sympathy” by Paul Laurence Dunbar through their personal responses to the caged bird’s plight. The poem evokes empathy as readers identify with the bird’s struggle against confinement and yearning for freedom. Lines such as “I know why the caged bird beats his wing / Till its blood is red on the cruel bars” (Dunbar, lines 11-12) resonate emotionally, prompting reflection on personal experiences of oppression and the human desire for liberation. By inviting readers to interpret the bird’s symbolic struggle in their own contexts, Dunbar’s poem highlights how individual perspectives shape the understanding of universal themes of captivity and resilience.
• Postcolonial Theory: “Sympathy” by Paul Laurence Dunbar can be viewed through a postcolonial lens, revealing parallels between the caged bird’s plight and historical struggles against oppression. The bird’s captivity symbolizes the African American experience under societal constraints, reflecting broader themes of colonialism and resistance. Lines such as “But a plea, that upward to Heaven he flings” (Dunbar, line 14) emphasize the bird’s defiance and aspiration for freedom, echoing movements for social justice and equality. Dunbar’s poem underscores the ongoing quest for autonomy and dignity amidst systemic injustices, inviting readers to explore the intersections of race, power, and identity.
• Feminist Theory: In “Sympathy” by Paul Laurence Dunbar, feminist analysis reveals a critique of gendered oppression and the quest for autonomy. The caged bird’s confinement serves as a metaphor for societal constraints on individual agency, resonating with feminist perspectives on power dynamics and liberation. Through lines like “But a plea, that upward to Heaven he flings” (Dunbar, line 14), the poem challenges traditional gender roles and norms, highlighting the bird’s struggle against confinement as a universal metaphor for marginalized voices seeking expression and freedom. Dunbar’s imagery invites readers to reconsider how gender influences experiences of captivity and the quest for self-determination.

Critical Questions about “Sympathy” by Paul Laurence Dunbar

• How does Dunbar’s use of the caged bird metaphor enhance the poem’s emotional impact and thematic depth?
• The caged bird serves as a powerful symbol of oppression, confinement, and the yearning for freedom. By focusing on the bird’s physical and emotional state, Dunbar invites readers to empathize with its suffering. The vivid imagery of the bird beating its wings against the “cruel bars” and the contrast between the bird’s desire for flight and its captivity create a visceral experience for the reader, making the poem’s themes of oppression and the struggle for freedom deeply resonant.
• In what ways does the poem explore the complexities of freedom and the limitations of physical liberation?
• While the poem celebrates the bird’s longing for freedom, it also acknowledges the limitations of physical liberation. The bird’s song, though an act of defiance, is ultimately a cry of pain and a prayer for release. This suggests that true freedom involves more than breaking physical chains; it requires healing from past trauma and addressing the emotional and psychological scars of oppression. The poem implies that even in freedom, the bird may carry the pain of its past, highlighting the complex and ongoing nature of the struggle for liberation.
• What is the significance of the speaker’s repeated assertion “I know…” in the poem?
• The repetition of “I know…” serves to establish a deep connection between the speaker and the caged bird. It suggests that the speaker has experienced similar pain and understands the bird’s plight on a personal level. This shared suffering creates a sense of solidarity and emphasizes the universality of the themes of oppression and longing for freedom. The speaker’s knowledge goes beyond mere observation; it’s an empathetic understanding that invites readers to share in this emotional experience.
• How does the poem’s structure and use of repetition contribute to its overall effect?
• The poem’s consistent use of quatrains and ABCB rhyme scheme provides a sense of order and predictability, mirroring the caged bird’s confined existence. The repetition of phrases like “I know…” and the refrain “I know why the caged bird sings” reinforces the poem’s central themes and creates a sense of emotional intensity. The rhythmic structure and internal rhymes further enhance the poem’s musicality, making it memorable and impactful.

Literary Works Similar to “Sympathy” by Paul Laurence Dunbar

1. “I Know Why the Caged Bird Sings” by Maya Angelou: Explores themes of resilience and liberation through vivid imagery and metaphorical language.
2. “The Weary Blues” by Langston Hughes: Evokes the struggles and joys of African American life through rhythmic verse and blues-inspired imagery.
3. “Harlem” by Langston Hughes: Examines deferred dreams and the consequences of postponed aspirations in African American communities.
4. “Still I Rise” by Maya Angelou: Celebrates strength and perseverance in the face of adversity, empowering readers with its defiant tone.
5. “If We Must Die” by Claude McKay: Confronts racial violence and oppression with a call for courage and resistance, capturing the spirit of defiance and solidarity.

Suggested Readings: “Sympathy” by Paul Laurence Dunbar

Books:

Representative Quotations of “Sympathy” by Paul Laurence Dunbar

Quotation	Context	Theoretical Perspective
“I know what the caged bird feels, alas!”	This opening line establishes the speaker’s empathy with the caged bird, setting the tone for the poem.	Reader-Response Criticism: The reader is immediately drawn into the emotional experience of the poem, invited to share the speaker’s empathy for the caged bird.
“When the sun is bright on the upland slopes; / When the wind stirs soft through the springing grass”	This description of the natural world highlights the contrast between the bird’s desire for freedom and its confinement.	New Criticism: The use of imagery and contrast creates a vivid picture of the bird’s longing for the open world, emphasizing the theme of oppression.
“I know why the caged bird beats his wing / Till its blood is red on the cruel bars”	This graphic imagery conveys the bird’s desperate struggle for freedom and the pain it endures in captivity.	Psychoanalytic Criticism: The bird’s self-harm could be interpreted as a manifestation of its deep psychological trauma and frustration.
“And a pain still throbs in the old, old scars”	This line suggests that even if the bird were freed, the emotional scars of its confinement would remain.	Trauma Theory: The poem acknowledges the lasting impact of trauma and the difficulty of achieving true liberation even after physical freedom is attained.
“I know why the caged bird sings!	This final line, echoing the title, reaffirms the speaker’s understanding of the bird’s song as a cry of pain and longing for freedom.	Postcolonial Criticism: The poem can be read as an allegory for the experience of colonized peoples, whose songs and cultural expressions often reflect their struggle for self-determination.