- The faces of the teachers
- know we have failed and failed
- yet they focus beyond, on the windowsill
- the names of distant galaxies
- and trees.
- We have come in dragging.
- If someone would give us
- a needle and thread, or send us
- on a mission to collect something
- at a store, we could walk for twenty years
- sorting it out. How do we open,
- when we are so full?…
- But the teachers don’t give up.
- They rise, dress, appear before us
- crisp and hopeful. They have a plan.
- If cranes can fly 1,000 miles
- or that hummingbird return from Mexico
- to find, curled on its crooked fence, a new vine,
- surely. We may dip into the sweet
- Together, if we hover long enough.
Introduction
Written by Naomi Shihab Nye, a Palestinian-American teacher, writer and poet, “Morning Glory” is an unusual poetic piece. It first appeared in 1995 in her collection Words Under the Words. It soon became a widely recognized and celebrated poem due to its thematic strands of memory, loss, and hope. The poem’s popularity rests on its poignant language and its ability to emotionally arrest the attention of its readers. “Morning Glory”, therefore, still remains a powerful and inspiring work of Nye and continues to touch the hearts of readers across the globe.
Annotations of “Morning Glory” by Naomi Shihab Nye
| Verse | Annotation/Explanation |
| The faces of the teachers | The poem begins with a description of the teachers’ faces. It suggests that they are disappointed with their students’ performance. |
| know we have failed and failed | The teachers are aware that they have not been able to teach their students effectively despite efforts. |
| yet they focus beyond, on the windowsill | Despite their disappointment, the teachers continue to focus on something beyond the classroom, perhaps a symbol of hope or inspiration. |
| the names of distant galaxies | The teachers’ focus extends beyond the immediate surroundings to the vast expanse of the universe, symbolized by the names of distant galaxies. |
| and trees. | The trees symbolize the natural world and its enduring presence, in contrast to the transient nature of human beings. |
| We have come in dragging. | The speaker suggests that the students have arrived in the classroom with a sense of weariness and reluctance. |
| If someone would give us | The speaker imagines a scenario where they are given a task that they can accomplish, such as going to a store to collect something, as a means of regaining a sense of purpose. |
| a needle and thread, or send us | The use of specific items, such as a needle and thread, emphasizes the idea of a concrete task that can be accomplished. |
| on a mission to collect something | The idea of a mission or quest suggests a sense of purpose and direction that is currently lacking. |
| at a store, we could walk for twenty years | The speaker suggests that they are willing to persevere and put in effort, even for a seemingly mundane task. |
| sorting it out. How do we open, | The speaker reflects on the sense of being “full” or overwhelmed, and wonders how they can open themselves up to new experiences and perspectives. |
| when we are so full?… | The ellipsis at the end of this line suggests a sense of uncertainty and questioning. |
| But the teachers don’t give up. | Despite the students’ challenges, the teachers continue to persist and hope for their success. |
| They rise, dress, appear before us | The teachers’ actions suggest a sense of professionalism and commitment to their work. |
| crisp and hopeful. They have a plan. | The teachers’ demeanor suggests a sense of optimism and a belief that they can help their students succeed. |
| If cranes can fly 1,000 miles | The use of the crane as a symbol of perseverance and endurance emphasizes the idea of overcoming challenges. |
| or that hummingbird return from Mexico | The hummingbird’s migration pattern is another example of perseverance and resilience. |
| to find, curled on its crooked fence, a new vine, | The image of a new vine suggests the potential for growth and renewal, even in unexpected places. |
| surely. We may dip into the sweet | The word “surely” emphasizes the idea of possibility and hope, and suggests that the students may also experience growth and renewal. |
| Together, if we hover long enough. | The final line of the poem suggests the idea of patience and perseverance, and the potential for growth and transformation through collective effort. |
Literary Devices in “Morning Glory” by Naomi Shihab Nye
| Literary Device | Verse | Meanings and Functions |
| Metaphor | “the names of distant galaxies / and trees” (lines 4-5) | The teachers’ focus on the windowsill, which contains the “names of distant galaxies and trees,” serves as a metaphor for their ability to see beyond the immediate challenges their students face and then stay hopeful about their future. |
| Repetition | “failed and failed” (line 2) | The repetition of “failed” emphasizes the students’ repeated failures and their teachers’ efforts. It also highlights the teachers’ perseverance to continue working on their students. . |
| Hyperbole | “If cranes can fly 1,000 miles / or that hummingbird return from Mexico” (lines 16-17) | The hyperbole used here suggests that the teachers’ hope and belief in the students’ potential is unshakeable and unwavering. It demonstrates their conviction that even seemingly insurmountable obstacles could be overcome. |
| Imagery | “curled on its crooked fence, a new vine” (line 18) | The image of the new vine growing on the crooked fence, despite its imperfections, reinforces the idea that growth and progress occur even in challenging circumstances. It also suggests that beauty often emerges from unexpected places. |
| Enjambment | “We may dip into the sweet / Together, if we hover long enough.” (lines 19-20) | The use of enjambment, where the sentence flows into the next line without pause or punctuation, emphasizes the connection between the students and their teachers. It highlights the importance of working together toward a common goal and the potential for shared success. |
| Personification/Metaphor | “How do we open, / when we are so full?…” (lines 11-12) | The personification of the students’ “fullness” emphasizes their overwhelming emotional state and inability to cope with the challenges. It also serves as a metaphor for their need to open up and let go of their burdens in order to move forward. |
| Allusion | “If cranes can fly 1,000 miles / or that hummingbird return from Mexico” (lines 16-17) | The allusion to the cranes and hummingbird’s remarkable journeys emphasizes the teachers’ belief in the students’ potential and resilience. It suggests that the students, like these birds, are capable of achieving great things and overcoming adversity. |
Sound and Poetic Devices in “Morning Glory” by Naomi Shihab Nye
| Literary Device | Examples or Reference | Meanings and Functions |
| Alliteration | “when we are so full?” (line 12 | It means repeating the same initial consonant sound in neighboring words or syllables to create a musical or rhythmic effect such as “w.” Here, it emphasizes the sense of inquiry. |
| Assonance | “failed and failed” (line 2) | It is repeating vowel sounds in neighboring words or syllables to create a musical or rhythmic effect. In this case, the repetition of the “ai” sound in “failed” emphasizes the sense of repeated failure and disappointment. |
| Consonance | “They rise, dress, appear before us” (line 14) | It is repeating consonant sounds in neighboring words or syllables to create a musical or rhythmic effect. In this case, the repetition of the “r” and “d” sounds creates a sense of peace as they students continue to work. |
| Rhyme Scheme | None | The pattern of rhyme in a poem. In this case, the poem does not have a consistent rhyme scheme, allowing the focus to be on other literary devices and the overall message of the poem. |
| Diction | “dragging,” “crisp,” “sweet” (lines 6, 15, 19) | It is the choice and use of words and phrases in a poem to convey a specific tone or mood. In this case, the use of words like “dragging” emphasizes the speaker’s tiredness, while “crisp” and “hopeful” suggest the determination of the teachers. The word “sweet” at the end of the poem suggests the possibility of a positive outcome, despite the challenges presented earlier in the poem. |
| Verse Type | Free Verse | It is a type of poetry that does not follow a strict meter or rhyme scheme. In this case, the poem does not follow a consistent meter or rhyme scheme, allowing for more focus on other literary devices and the overall message of the poem. |
| Stanza Type | None | It means a group of lines within a poem that are separated from other groups of lines by a blank line or different indentation. “The Morning Glory” does not have a consistent stanza structure. However, it has distinct parts: the first six lines and the rest of the poem. |
| Poem Type | Lyric | It is type of poetry that expresses personal thoughts and emotions. This poem seems to be a lyric but in free verse. |
| Tone | Frustration and Hope | The attitude or feeling expressed by the speaker in a poem. The tone in the poem is initially one of frustration and exhaustion, but it shifts to that of hope and determination through the actions and attitudes of the teachers. |
Functions of Literary Devices in “Morning Glory” by Naomi Shihab Nye
- Alliteration: This sound device creates musical effects and emphasizes certain words or phrases. “Morning Glory” clearly shows these functions of alliteration. For example, in the line “the names of distant galaxies and trees,” the repetition of the “t” sound shows the juxtaposition of two different elements. This is how it highlights the complexity of the natural world.
- Assonance: Assonance used in “Morning Glory” creates a sense of continuity and harmony between words not necessarily related in meanings. For example, the line “we have failed and failed” points to the repetition of the sound of “ai” giving the phrase a mournful as well as introspective quality. This resonates throughout the rest of the poem.
- Diction and Tone: The diction and tone used by Nye in “Morning Glory” are gentle, hopeful, and empathetic. She has carefully chosen words and phrases that convey a sense of understanding and support for the struggles made both by the students as well as the teachers. Therefore, both create a comfortable atmosphere where readers feel enabled to reflect upon their own experiences of learning and succeeding.
Themes in “Morning Glory” by Naomi Shihab Nye
- Resilience and Perseverance: “Morning Glory” shows resilience and perseverance through teachers and students. Teachers continue to work on their students in the hope that they would pass. Therefore, they have a plan despite the failures and shortcomings of their students. The students, from their side, also continues with the same teachers. Lines 13-15 of the poem “teachers don’t give up. /They rise, dress, appear before us crisp and hopeful” demonstrate their steadfastness and perseverance. It also shows their resilience with the hope to continue working.
- The Struggle of Learning: “Morning Glory” shows the theme of struggle for learning through the students and teachers. Nye portrays the students overwhelmed with information and struggling hard despite repeated failure. The poem shows this through lines 6 and 7 where Nye states, “We have come in dragging” and “If someone would give us a needle and thread, or send us on a mission to collect something.” It shows their persistence despite failure and point to the hard struggle involved in learning.
- Nature and the Universe: “Morning Glory” shows the theme ofnature and the in the descriptions of natural elements such as galaxies and trees. This theme points to the poet’s idea of the vastness of the universe and complexity of the world. It also highlights that universe is beautiful and it inspires when human beings face tough times. In this case, the students look at the universe and forget their failure.
- Hope: “Morning Glory” shows hope through repeated failures and persistence of the teachers. It is present throughout the poem. This lines 15 and 16 about the teachers that “They rise, dress, appear before us crisp and hopeful” and that “They have a plan” demonstrate it clearly. It is the teachers’ hopefulness and determination that ultimately help the students to win success despite failures.
Literary Theories and “Morning Glory” by Naomi Shihab Nye
- Reader-Response Theory: This theory mainly comprises ideas emphasizing the reader’s interpretation of the text and his experience of it. The poem “Morning Glory” could be interpreted through the reader’s perception of the author about struggle and failure she might have encountered her studies or teaching career. The lines “How do we open, when we are so full?” (line 11) and “We may dip into the sweet/Together, if we hover long enough” could invite different responses from different readers. Some may consider the author as a teacher, an undeniable fact and some may consider it her own failure. The readers could also connect themselves with the emotions and thoughts the poet has expressed.
- Feminist Theory: This theoretical lens analyzes gender issues, roles and characters present in writing. “Morning Glory” does not explicitly show feminine side but it could point to the patriarchal world where hope, persistence and determination could falter as opposed to the feminine world where they do not. However, indeterminacy about the teachers suggest that they could be female and their persistence is also suggestive about this gender role.
- Postcolonial Theory: This conceptual framework examines colonization, its impacts, its remnants and effects on literature, discourse and culture at large. The poem “Morning Glory” does not show signs of this concept, yet there are elements such as education system and constant pressure students feel about competition, learning and success. These are related to post-colonialism and colonial power structures. The lines “The faces of the teachers/know we have failed and failed/yet they focus beyond, on the windowsill/the names of distant galaxies/and trees” (lines 1-5) strongly shows how teachers feel the pressure and how students feel the anxiety to deal with the tension of studies. This also leads to showing how power works in discourses.
- Ecocriticism: Ecocriticism deals with the natural world and its presentation in stories, poems and other genres of literature including their interaction with human beings. “Morning Glory” demonstrates this point of view, showing the beauty of nature, natural imagery and the depiction of natural elements. The description of galaxies and trees show this love of the poet for nature and her concern for environment. The image of a humming bird and a curled vine too points to the world of nature and man’s interaction with nature to find solace and comfort.
Essay Topics, Questions, and Thesis Statements about “Morning Glory” by Naomi Shihab Nye
- Topic: Hope and Perseverance in “Morning Glory”
Question: How does Naomi Shihab Nye use some literary devices to convey her message of hope and perseverance through her poem, “Morning Glory”?
Thesis Statement: Nye portrays the teachers as symbols of hope and perseverance in her poem “Morning Glory” demonstrating that they inspire the young minds to have hope and be steadfast in difficult times.
- Topic: Theme of Learning and Teaching in “Morning Glory”
Question: How does Naomi Shihab Nye show teachers and students in “Morning Glory” to comment on the importance teaching and learning?
Thesis Statement: Nye presents teachers to highlight their role that educators play in shaping and guiding young minds, emphasizing the need for guidance and support in an education system.
- Topic: Challenge of Self-discovery in “Morning Glory”
Question: How does Naomi Shihab Nye use the speaker’s struggle to discover themselves in “Morning Glory” to comment on this universal human experience?
Thesis Statement: Nye uses metaphorical language and clear images to show her internal struggle discover herself, revealing that the universal human experience of self-knowledge.
- Topic: Intersection of Science and Spirituality in “Morning Glory”
Question: How does Naomi Shihab Nye use references to science and spirituality in “Morning Glory” to comment on the interconnectedness the world?
Thesis Statement: Nye refers to science and spirituality to suggest that the universe is a deeply interconnected system, with all things and beings intertwined in a complex web.
Short Questions-Answers about “Morning Glory” by Naomi Shihab Nye
- What is the central theme of “Morning Glory” by Naomi Shihab Nye?
The central theme of “Morning Glory” is the resilience, hope and resolve to use for success in education. As she herself is the speaker and also a teacher, she figures out that refusing students to stop learning after a failure is not a good idea. The lines that teachers never give up and they dress and rise to use their next plan to make their students succeed (lines 13-15) show her own determination and resilience. Therefore, the poem is suggestive about hope and determination as necessary elements for personal learning, growth and success in the educational world.
- What is the role of nature in “Morning Glory” by Naomi Shihab Nye?
Nature plays an important role in “Morning Glory. It serves as a source of comfort and inspiration for the readers. The very mention of the natural elements such as “distant galaxies and trees” (line 4) suggests that nature demonstrates its presence through inspiring things such as the metaphor of humming bird and the presence of the curled vine that stares in the face of hummingbird when he comes back from Mexico. This shows how small and minute things of nature prove a source of wonder and enjoyment.
- What is the significance of the teachers’ perspective in “Morning Glory” by Naomi Shihab Nye?
- How does “Morning Glory” by Naomi Shihab Nye encourage readers to persevere in the face of adversity?
“Morning Glory” presents examples of teachers and students to teach a lesson to the readers that when they are steadfast and persevere during adversities, they ultimately win success. However, it must be accompanied by hope and determination to succeed. Herself a teacher, she knows that when a person confronts repeated failures, he learns th lesson of having a second plain life (line 15) to win ultimately success. She has used certain literary devices such as the metaphor of a hummingbird and natural images to show the importance of struggle in life that ultimately wins success. This is how she encourages her readers to follow this pat that is of try-try-again. This is also the path to learning and growth.