Introduction: “The Little Black Boy” by William Blake
“The Little Black Boy” by William Blake, first published in 1789 as part of his Songs of Innocence collection, is a poignant exploration of race, innocence, and spirituality. The poem, characterized by its simple, childlike language, contrasts the physical differences between a black and white child with the shared essence of their souls. Blake uses vivid imagery and religious symbolism to convey a message of unity and divine love, ultimately challenging the racial prejudices prevalent in his time.
Text: “The Little Black Boy” by William Blake
My mother bore me in the southern wild,
And I am black, but O! my soul is white;
White as an angel is the English child:
But I am black as if bereav’d of light.
My mother taught me underneath a tree
And sitting down before the heat of day,
She took me on her lap and kissed me,
And pointing to the east began to say.
Look on the rising sun: there God does live
And gives his light, and gives his heat away.
And flowers and trees and beasts and men receive
Comfort in morning joy in the noonday.
And we are put on earth a little space,
That we may learn to bear the beams of love,
And these black bodies and this sun-burnt face
Is but a cloud, and like a shady grove.
For when our souls have learn’d the heat to bear
The cloud will vanish we shall hear his voice.
Saying: come out from the grove my love & care,
And round my golden tent like lambs rejoice.
Thus did my mother say and kissed me,
And thus I say to little English boy.
When I from black and he from white cloud free,
And round the tent of God like lambs we joy:
Ill shade him from the heat till he can bear,
To lean in joy upon our fathers knee.
And then I’ll stand and stroke his silver hair,
And be like him and he will then love me.
Annotations: “The Little Black Boy” by William Blake
| Stanza | Annotation |
| 1 | The speaker describes their birthplace in the southern wild and their physical appearance as black, contrasting with their soul, which is white. This highlights the theme of racial identity and the idea that skin color does not define one’s inner self. |
| 2 | The speaker’s mother teaches them about God and the natural world, using the sun and its effects on nature to illustrate God’s love and care. This stanza emphasizes the mother’s role in passing on spiritual knowledge and the connection between nature and the divine. |
| 3 | The speaker reflects on the purpose of human existence, suggesting that we are on earth to learn to bear the “beams of love” and that our physical bodies are temporary and fleeting. This stanza explores the idea of spiritual growth and the transience of human life. |
| 4 | The speaker expresses the hope that when their soul has learned to bear the heat of God’s love, they will be free from the limitations of their physical body and join God in a state of joy and unity. This stanza conveys the idea of spiritual liberation and the promise of eternal life. |
| 5 | The speaker addresses a little English boy, imagining a future where they will both be free from the constraints of their physical bodies and join together in a celebration of God’s love. This stanza highlights the theme of racial reconciliation and the idea of spiritual equality. |
| 6 | The speaker envisions a future where they will care for and protect the little English boy, symbolizing the reversal of colonial power dynamics and the possibility of redemption and mutual love. This final stanza offers a vision of hope and unity. |
Literary And Poetic Devices: “The Little Black Boy” by William Blake
| Device | Definition | Example from Text | Explanation |
| Metaphor | A figure of speech comparing two unlike things without “like” or “as.” | “But I am black, but O! my soul is white;” | Compares the boy’s black skin to his white soul, emphasizing spiritual purity despite physical appearance. |
| Simile | A comparison using “like” or “as.” | “White as an angel is the English child:” | Compares the English child’s whiteness to an angel, symbolizing innocence and purity. |
| Symbolism | The use of symbols to represent ideas or qualities. | “black” and “white” | “Black” symbolizes physical oppression; “white” symbolizes spiritual purity and divinity. |
| Personification | Giving human characteristics to non-human entities. | “The cloud will vanish” | The cloud is personified as something that can vanish, representing the lifting of racial burdens. |
| Imagery | Descriptive language that appeals to the senses. | “She took me on her lap and kissed me” | Creates a vivid image of the mother’s love and warmth. |
| Anaphora | The repetition of a worContrastd or phrase at the beginning of successive clauses. | “And gives his light, and gives his heat away.” | Repetition of “And gives” emphasizes the divine generosity of God. |
| Contrast | The state of being strikingly different from something else. | “I am black, but O! my soul is white;” | Highlights the contrast between the boy’s physical appearance and his spiritual essence. |
| Enjambment | The continuation of a sentence without a pause beyond the end of a line. | “And pointing to the east began to say.” | The sentence flows into the next line, creating a sense of continuity in the mother’s teaching. |
| Irony | A contrast between expectation and reality. | “When I from black and he from white cloud free,” | Ironic because the black boy and white boy both seek freedom from their own respective “clouds.” |
| Allusion | An indirect reference to a person, place, event, or literary work. | “And round my golden tent like lambs rejoice.” | Alludes to the biblical image of the lamb and God’s tent, symbolizing divine protection and joy. |
| Repetition | The action of repeating something that has already been said or written. | “And thus I say to little English boy.” | Repetition emphasizes the speaker’s message to the English boy. |
| Hyperbole | Exaggerated statements or claims not meant to be taken literally. | “Comfort in morning joy in the noonday.” | Exaggerates the comfort and joy provided by God’s light. |
| Apostrophe | Addressing a person who is not present or an abstract concept. | “Look on the rising sun: there God does live” | Directly addressing God, although He is not physically present. |
| Oxymoron | A figure of speech in which contradictory terms appear together. | “Black bodies” and “white soul” | Juxtaposes black and white, illustrating the complex nature of identity. |
| Parallelism | The use of components in a sentence that are grammatically the same. | “And be like him and he will then love me.” | The parallel structure emphasizes the reciprocity in the boy’s relationship with the English boy. |
| Metonymy | A figure of speech in which something is called by a new name that is related in meaning to the original thing or concept. | “beams of love” | “Beams” represents the love of God, radiating like sunlight. |
| Consonance | Repetition of consonant sounds, typically at the end of words. | “when our souls have learn’d the heat to bear” | Repetition of the “r” sound creates a rhythmic effect. |
| Assonance | Repetition of vowel sounds within nearby words. | “And be like him and he will then love me.” | Repetition of the “e” sound ties the line together sonically. |
| Tone | The attitude of the author toward the subject. | The tone of the poem is hopeful and spiritual. | The language conveys a sense of optimism and spiritual elevation despite physical suffering. |
Themes: “The Little Black Boy” by William Blake
- Theme 1: Racial Inequality and Spiritual Equality
- Blake’s “The Little Black Boy” poignantly explores the stark contrast between physical appearance and spiritual essence. The speaker, a black child, asserts that despite their different skin tones, both they and the English child possess equally pure souls, symbolized by the whiteness of their spirits. This juxtaposition highlights the injustice of racial prejudice, suggesting that outward differences should not dictate inner worth. The lines “My mother bore me in the southern wild, / And I am black, but O! my soul is white” encapsulate this central theme.
- Theme 2: The Role of Suffering in Spiritual Growth
- The poem presents the idea that adversity can be a catalyst for spiritual development. The black child’s dark skin is likened to a “cloud” that shields them from the intense “beams of love.” This suggests that their earthly trials prepare their souls to endure the divine light. The mother’s explanation that their suffering is temporary, and that ultimately they will rejoice in God’s presence, underscores this theme of spiritual growth through tribulation. The lines “And these black bodies and this sun-burnt face / Is but a cloud, and like a shady grove” convey this concept.
- Theme 3: Universal Brotherhood and Divine Love
- Despite the societal divisions of the time, Blake envisions a world united by a shared spiritual bond. The speaker’s ultimate aspiration is to join the English child in God’s presence, symbolizing a harmonious future where racial differences are transcended. The final stanza, with its image of the speaker shielding the white child from the heat, represents a tender act of care and protection, embodying the spirit of universal brotherhood. The lines “Ill shade him from the heat till he can bear, / To lean in joy upon our fathers knee” exemplify this theme.
- Theme 4: The Power of Maternal Love and Teaching
- The mother in the poem plays a pivotal role in shaping the child’s worldview. She instills in them a profound sense of hope, faith, and love. Her teachings about God’s love and the purpose of earthly existence provide the child with a strong foundation for overcoming adversity. The mother’s nurturing presence and wisdom are evident throughout the poem, particularly in her comforting words and actions. The lines “My mother taught me underneath a tree / And sitting down before the heat of day” emphasize the significance of maternal influence.
Literary Theories and “The Little Black Boy” by William Blake
| Literary Theory | Critique |
| Postcolonial Theory | The poem highlights the speaker’s experience of racial oppression and the internalization of colonialist ideologies. The speaker’s desire to be “white” and “like” the English child suggests a complex and problematic relationship with their own identity. Blake critiques the colonial notion of racial hierarchy, but some argue that the poem reinforces the idea of a superior, white, divine realm. |
| Psychoanalytic Theory | The poem can be seen as an expression of the speaker’s inner conflict between their conscious and unconscious mind. The speaker’s desire for spiritual connection and love is contrasted with their awareness of racial and social barriers. The mother figure represents a nurturing, protective force, while the English boy symbolizes the unattainable ideal. The poem explores the tension between the desire for unity and the reality of division. |
| Marxist Theory | The poem critiques the social and economic structures that perpetuate inequality and oppression. The speaker’s reference to their “black bodies” and “sun-burnt face” highlights the physical labor and exploitation of colonized peoples. The image of the “golden tent” and “silver hair” suggests a class-based hierarchy, with the speaker seeking to ascend to a higher social status. Blake’s poem can be seen as a call for social and economic equality, emphasizing the need for collective liberation. |
Critical Questions about “The Little Black Boy” by William Blake
- Question 1: How does Blake use symbolism in “The Little Black Boy” to convey his message?
- Blake employs potent symbolism to underscore the poem’s themes. The sun, for instance, represents God’s love and the source of life-giving energy. The black child’s skin is likened to a “cloud,” suggesting a temporary barrier to divine light, while the “golden tent” symbolizes the ultimate spiritual destination. These symbols work in tandem to illuminate the contrast between physical appearance and spiritual essence, as well as the journey towards spiritual enlightenment.
- Question 2: What is the role of the mother in shaping the child’s worldview in “The Little Black Boy”?
- The mother is a central figure in the poem, serving as the child’s spiritual guide. She imparts a profound understanding of their place in the world, emphasizing the temporary nature of earthly suffering and the promise of eternal joy. Through her teachings, she instills hope and resilience in the child, enabling them to endure the challenges of racial prejudice. The mother’s love and wisdom are evident in her words, “Look on the rising sun: there God does live,” which offers a beacon of hope amidst adversity.
- Question 3: How does Blake address the issue of racial inequality in “The Little Black Boy”?
- Blake confronts the pervasive issue of racial inequality through the lens of spiritual equality. He asserts that despite their different skin colors, the black child and the English child possess equally pure souls. The contrast between the physical and spiritual realms serves to highlight the injustice of racial prejudice. The lines “My mother bore me in the southern wild, / And I am black, but O! my soul is white” explicitly challenge the notion of racial hierarchy.
- Question 4: What is the significance of the ending of “The Little Black Boy”?
- The poem concludes with a vision of interracial harmony and spiritual unity. The black child expresses a desire to protect the white child from the “heat” of earthly existence until they are both ready to join their “Father” in heaven. This image of mutual care and protection transcends racial divisions, offering a hopeful perspective on the possibility of human unity. The final lines, “And then I’ll stand and stroke his silver hair, / And be like him and he will then love me,” encapsulate the ultimate goal of a world defined by love and acceptance.
Literary Works Similar to “The Little Black Boy” by William Blake
- “Sympathy” by Paul Laurence Dunbar
Explores the experience of racial oppression and the yearning for freedom, much like the themes of suffering and hope in Blake’s poem. - “I, Too” by Langston Hughes
A powerful reflection on racial identity and the assertion of dignity, echoing the theme of overcoming racial prejudice found in “The Little Black Boy.” - “The Negro Speaks of Rivers” by Langston Hughes
Connects the black experience to a deeper historical and spiritual context, similar to the spiritual journey depicted in Blake’s poem. - “On Being Brought from Africa to America” by Phillis Wheatley
Discusses the intersection of race, religion, and identity, resonating with the themes of spiritual redemption and racial identity in “The Little Black Boy.” - “We Wear the Mask” by Paul Laurence Dunbar
Reveals the hidden pain and resilience of African Americans, akin to the inner strength and spiritual purity portrayed in Blake’s work.
Suggested Readings: “The Little Black Boy” by William Blake
- Gallant, Christine. “Blake’s Antislavery Designs for ‘Songs of Innocence and of Experience.’” The Wordsworth Circle, vol. 39, no. 3, 2008, pp. 123–30. JSTOR, http://www.jstor.org/stable/24045762. Accessed 18 Aug. 2024.
- Adler, Jacob H. “Symbol and Meaning in ‘The Little Black Boy.’” Modern Language Notes, vol. 72, no. 6, 1957, pp. 412–15. JSTOR, https://doi.org/10.2307/3043366. Accessed 18 Aug. 2024.
- Edwards, Paul. “An African Literary Source for Blake’s ‘Little Black Boy’?” Research in African Literatures, vol. 21, no. 4, 1990, pp. 179–81. JSTOR, http://www.jstor.org/stable/3819341. Accessed 18 Aug. 2024.
- Bohls, Elizabeth A. “Slavery and the Romantic Imagination.” Romantic Literature and Postcolonial Studies, Edinburgh University Press, 2013, pp. 49–87. JSTOR, http://www.jstor.org/stable/10.3366/j.ctt1g0b38n.9. Accessed 18 Aug. 2024.
- Bindman, David. “Blake’s Vision of Slavery Revisited.” Huntington Library Quarterly, vol. 58, no. 3/4, 1995, pp. 373–82. JSTOR, https://doi.org/10.2307/3817574. Accessed 18 Aug. 2024.
Representative Quotations of “The Little Black Boy” by William Blake
| Quotation | Context | Theoretical Perspective |
| “My mother bore me in the southern wild, / And I am black, but O! my soul is white;” | The speaker, a Black child, establishes a stark contrast between their physical appearance and their spiritual essence. | Anti-essentialism: This line challenges the notion of inherent racial difference, suggesting that identity is fluid and complex, not reducible to physical attributes. |
| “She took me on her lap and kissed me, / And pointing to the east began to say.” | The mother, a central figure, begins to impart her wisdom to the child. | Ecocriticism: The natural setting, “underneath a tree,” connects the child’s spiritual education to the natural world, suggesting a harmonious relationship between humans and nature. |
| “Look on the rising sun: there God does live / And gives his light, and gives his heat away.” | The mother explains the source of life and spiritual nourishment. | Religious Studies: The poem employs religious imagery to explore themes of divine love, suffering, and redemption, positioning it within the tradition of religious lyric. |
| “And these black bodies and this sun-burnt face / Is but a cloud, and like a shady grove.” | The speaker’s physical appearance is metaphorically linked to a temporary state. | Existentialism: This line suggests a focus on the human condition, emphasizing the transient nature of earthly existence and the search for meaning. |
| “When I from black and he from white cloud free, / And round the tent of God like lambs we joy:” | The speaker envisions a future where racial differences are transcended in spiritual unity. | Postcolonialism: This line offers a counter-narrative to dominant colonial discourses, proposing a vision of equality and interconnectedness among different cultures. |