“The Sacred” by Stephen Dunn: A Critical Analysis

Introduction: “The Sacred” by Stephen Dunn

“The Sacred” by Stephen Dunn, first appeared in the 1989 collection Between Angels, explores the idea of personal sanctuaries and how they can be found in unexpected places. With its conversational tone and vivid imagery, Dunn crafts a relatable narrative that resonates with readers. The poem’s central theme is the discovery of sacred spaces within the ordinary, highlighting the power of solitude and reflection to provide solace and spiritual connection. Dunn’s use of simple language and relatable metaphors makes the poem accessible to a wide audience, while its contemplative nature invites readers to consider their own personal sanctuaries and the significance they hold in their lives.

Text: “The Sacred” by Stephen Dunn

Annotations: “The Sacred” by Stephen Dunn

Line	Annotation
“After the teacher asked if anyone had”	The poem begins with a teacher’s question, prompting reflection among students.
“a sacred place”	Introduces the idea of a “sacred place,” suggesting a personal, emotionally significant location for each student.
“and the students fidgeted and shrunk”	Describes the students’ initial discomfort or hesitation, possibly due to the personal nature of the question.
“in their chairs, the most serious of them all”	Focuses on one student who seems to be more thoughtful or introspective than the others.
“said it was his car,”	The serious student reveals that his “sacred place” is his car, an unusual but honest choice.
“being in it alone, his tape deck playing”	Highlights the solitude of the car as a sanctuary where he can control the environment, including music.
“things he’d chosen, and others knew the truth”	Emphasizes the importance of personal choice and the recognition by others that this was an authentic and truthful answer.
“had been spoken”	Reinforces the authenticity and weight of the student’s revelation.
“and began speaking about their rooms,”	After the first student opens up, others feel comfortable sharing their own sacred places, such as their rooms.
“their hiding places, but the car kept coming”	Other students mention various private spaces, but the idea of the car resonates and keeps being brought up in conversation.
“up, the car in motion,”	Focuses on the dynamic aspect of the car – it’s not just a place but a vehicle in motion, symbolizing freedom and escape.
“music filling it, and sometimes one other person”	The car becomes a personal space filled with chosen music and occasionally shared with someone who understands the sanctity of the experience.
“who understood the bright altar of the dashboard”	The dashboard is metaphorically described as an “altar,” symbolizing the car as a sacred space for personal reflection and connection.
“and how far away”	Suggests the car’s ability to physically and emotionally distance the student from daily life and its demands.
“a car could take him from the need”	The car offers an escape from social pressures, like the need for conversation or interaction.
“to speak, or to answer, the key”	The car provides a refuge from the obligations of communication, and the key to this freedom lies in the literal key used to start the car.
“in having a key”	Owning the key symbolizes control, independence, and access to a personal sacred space.
“and putting it in and going.”	The simple act of starting the car represents the freedom to leave, to escape, and to find peace in motion and solitude.

Literary And Poetic Devices: “The Sacred” by Stephen Dunn

Device	Definition	Example from the Poem	Explanation
Alliteration	The repetition of consonant sounds at the beginning of words	“the most serious of them all”	The alliteration of the “s” sound creates a sense of seriousness and solemnity.
Allusion	A reference to a famous person, place, event, or work of literature	“the most serious of them all”	This alludes to the idea that serious people often have deep-seated needs or desires.
Anaphora	The repetition of a word or phrase at the beginning of successive clauses or sentences	“being in it alone, his tape deck playing things he’d chosen”	The repetition of “being in it” emphasizes the solitude and control the speaker feels in his car.
Antithesis	The juxtaposition of contrasting ideas or images	“the most serious of them all” vs. “his tape deck playing things he’d chosen”	The antithesis highlights the contrast between the speaker’s serious demeanor and their desire for escapism.
Connotation	The emotional associations attached to a word beyond its literal meaning	“bright altar of the dashboard”	The word “altar” suggests a sacred or spiritual place, emphasizing the importance of the car to the speaker.
Contrast	The juxtaposition of opposing ideas or images	“the most serious of them all” vs. “the car kept coming up”	The contrast between the seriousness of the question and the carefree nature of the answer highlights the importance of personal sanctuaries.
Enjambment	The continuation of a sentence or thought beyond the end of a line of poetry	“and putting it in and going.”	The enjambment creates a sense of momentum and emphasizes the freedom associated with driving.
Euphemism	The use of a mild expression to replace a more direct or harsh one	The poem does not contain any euphemisms.
Imagery	The use of vivid language to create mental images	“the car in motion, music filling it”	The imagery of the car and music creates a sensory experience for the reader.
Metaphor	A comparison between two unlike things without using “like” or “as”	“the bright altar of the dashboard”	The car’s dashboard is compared to a sacred altar, emphasizing its importance to the speaker.
Parallelism	The use of similar grammatical structures or patterns	“his tape deck playing things he’d chosen, and others knew the truth had been spoken”	The parallelism in these lines emphasizes the shared experience of finding solace in personal sanctuaries.
Personification	Giving human qualities to non-human things	“the car kept coming up”	The car is given human qualities, suggesting that it has a life of its own.
Repetition	The repeated use of words, phrases, or sounds	“the car kept coming up”	The repetition of “the car” emphasizes its central importance in the poem.
Rhyme	The repetition of sounds at the ends of words	The poem does not have a consistent rhyme scheme, but there are occasional internal rhymes (e.g., “sacred” and “shared”).
Simile	A comparison between two unlike things using “like” or “as”	The poem does not contain any similes.
Symbolism	The use of objects or images to represent abstract ideas	The car symbolizes freedom, solitude, and personal sanctuary.
Tone	The author’s attitude toward the subject matter	The tone of the poem is contemplative and nostalgic, reflecting the speaker’s fondness for his personal sanctuary.
Voice	The distinctive style or personality of the speaker	The speaker’s voice is introspective and thoughtful, revealing their personal experiences and emotions.
White Space	The intentional use of blank space on a page	The white space in the poem can contribute to its overall mood and meaning.
Word Choice	The careful selection of words to convey meaning and evoke emotion	The use of words like “sacred,” “solitude,” and “freedom” contributes to the poem’s theme of personal sanctuary.

Themes: “The Sacred” by Stephen Dunn

• The Power of Solitude: Dunn’s poem delves into the profound significance of solitude as a catalyst for personal growth and introspection. The speaker’s car, a seemingly ordinary object, becomes a sanctuary, a place where they can retreat from the external world and engage in a deep exploration of their own thoughts and emotions. The lines “being in it alone, his tape deck playing things he’d chosen” encapsulate the transformative power of solitude, as the speaker is able to create a personalized and intimate space for self-discovery. By isolating themselves, they are free to confront their inner thoughts, anxieties, and desires without the distractions or judgments of others.
• The Search for Personal Sanctuary: The poem underscores the universal human longing for a personal sanctuary, a place of refuge from the chaos and demands of everyday life. The students’ eager responses to the teacher’s question reveal the shared desire for a space of comfort, tranquility, and emotional security. The lines “their rooms, their hiding places” highlight the diverse forms that personal sanctuaries can take, demonstrating that such spaces can be found in a variety of settings, both physical and psychological. Whether it is a quiet corner of a room, a secluded natural space, or a solitary activity, the search for a personal sanctuary is a fundamental human need that allows us to recharge, reflect, and connect with ourselves on a deeper level.
• The Role of Music: Music plays a pivotal role in the speaker’s experience of solitude, serving as a companion, a source of comfort, and a way to connect with their inner self. The lines “music filling it” suggest that music enhances the emotional impact of the experience, providing a soundtrack to the speaker’s inner journey. By carefully selecting their music, the speaker can curate a personalized soundscape that resonates with their mood and emotions, creating a more immersive and meaningful experience of solitude. Music can evoke memories, inspire reflection, and provide a sense of solace, allowing the speaker to connect with their own thoughts and feelings on a deeper level.
• The Freedom of Individual Choice: The poem celebrates the freedom of individual choice, particularly in the context of creating a personal sanctuary. The speaker’s ability to choose their own music and destination underscores the importance of autonomy and self-determination in shaping one’s personal experience. The lines “the key in having a key and putting it in and going” emphasize the power of choice and the freedom it can provide, as the speaker is able to control their own destiny and create a space that is uniquely theirs. By exercising their freedom of choice, the speaker is able to reclaim their agency and create a sanctuary that is tailored to their individual needs and desires, fostering a sense of empowerment and self-sufficiency.

Literary Theories and “The Sacred” by Stephen Dunn

Literary Theory	Application to “The Sacred”	References from the Poem
Psychological Criticism	This theory examines the internal thoughts, emotions, and motivations of characters, exploring their psyche. The poem highlights the student’s internal need for solitude and control, showing how the car serves as a psychological sanctuary for him.	“being in it alone, his tape deck playing / things he’d chosen” — The student finds peace in the solitude of his car, where he controls the music, a form of emotional regulation.
Reader-Response Theory	Reader-response theory focuses on the reader’s interpretation and emotional engagement with the text. Different readers might connect to the poem through their own experiences of finding a personal “sacred” space.	“said it was his car” — Readers may interpret the car as a symbol of freedom, autonomy, or personal escape, depending on their own experiences with such spaces.
Cultural Criticism	Cultural criticism examines how cultural contexts influence literature. In “The Sacred,” the car is presented as a significant cultural symbol in modern life, representing independence, freedom, and personal space, especially in Western societies.	“the key in having a key / and putting it in and going” — The car is portrayed as a cultural artifact, a common symbol in Western culture for personal freedom, which also highlights societal values of independence and mobility.

Critical Questions about “The Sacred” by Stephen Dunn

• What does the car symbolize in the context of the student’s life and emotional needs?
• The car in “The Sacred” symbolizes more than just a mode of transportation; it represents a space of autonomy, control, and refuge for the student. The poem describes the car as a place where the student can be “alone” and “his tape deck playing / things he’d chosen,” which highlights his desire for control and personal choice in an environment that is otherwise overwhelming or constricting. The car, as “the bright altar of the dashboard,” suggests that it holds almost a sacred, worship-like quality in the student’s life. It becomes a symbol of escape from the “need to speak, or to answer,” suggesting that the car allows him to retreat from social demands and obligations, providing emotional relief.
• How does the poem reflect the theme of freedom versus confinement?
• The theme of freedom versus confinement is central to the poem, where the car serves as a means to escape the physical and emotional confines of daily life. The image of “the car in motion” juxtaposed with the students “fidgeting and shrinking” in their chairs suggests a contrast between freedom and the restrictions of a controlled environment like a classroom. The car’s mobility and the freedom it represents—being able to “put the key in and going”—offer liberation from the pressures of constant communication and societal expectations. This contrast is further highlighted by the student’s choice to drive away from the “need to speak, or to answer,” illustrating his desire for an emotional and mental escape.
• What role does music play in the student’s conception of his sacred space?
• Music plays a crucial role in the student’s sacred experience within the car, acting as a mediator between his inner world and the external pressures he seeks to avoid. The poem mentions the student’s tape deck, which plays “things he’d chosen,” emphasizing the personal and deliberate nature of the music selection. This control over the auditory environment not only enhances the car’s sacredness but also reinforces the sense of self-expression and comfort. Music becomes a symbol of personal choice and an emotional companion, filling the space with something familiar and soothing. The mention of “music filling it” suggests that music transforms the car from a mere object into a sanctuary where the student feels in control and understood.
• How does Dunn explore the concept of sacredness in everyday life through ordinary objects and experiences?
• Dunn explores the concept of sacredness not through traditional religious imagery but through the ordinary, everyday object of a car, highlighting how personal experiences can be imbued with sacred meaning. The car, an object typically associated with practicality and travel, is transformed into a “sacred” space where the student finds solace, independence, and emotional refuge. The repeated references to the car throughout the poem—”the car in motion,” “the bright altar of the dashboard”—elevate it to a symbol of personal sanctuary. Dunn suggests that sacredness can be found in mundane objects or activities that offer individuals a sense of peace and escape from life’s demands. By focusing on the student’s experience with his car, Dunn reveals that what is considered sacred varies greatly depending on personal experience and emotional needs.

Literary Works Similar to “The Sacred” by Stephen Dunn

1. “The Love Song of J. Alfred Prufrock” by T.S. Eliot: Both poems explore themes of isolation and the search for personal identity.
2. “Solitude” by Henry Wadsworth Longfellow: Both poems celebrate the value of solitude as a means of personal growth and reflection.
3. “The Waste Land” by T.S. Eliot: Both poems use fragmented narratives and symbolic imagery to explore themes of alienation and spiritual emptiness.
4. “On First Looking into Chapman’s Homer” by John Keats: Both poems express a sense of wonder and awe at the beauty of the natural world.
5. “The Second Coming” by William Butler Yeats: Both poems explore themes of spiritual disillusionment and the search for meaning in a chaotic world.

Representative Quotations of “The Sacred” by Stephen Dunn

Quotation	Context	Theoretical Perspective
“After the teacher asked if anyone had / a sacred place”	The poem begins with the teacher’s question, prompting the students to reflect on what they consider sacred in their lives.	Reader-Response Theory – The question invites readers to reflect on their own sacred places, encouraging personal engagement with the text.
“and the students fidgeted and shrunk / in their chairs”	The students are initially uncomfortable with the question, unsure of how to respond.	Psychological Criticism – The students’ body language reflects their inner discomfort and hesitation when asked about personal, sacred matters.
“the most serious of them all / said it was his car”	The most introspective student reveals that his sacred place is his car, surprising both the teacher and the other students.	Cultural Criticism – The car, a modern cultural symbol of freedom and independence, becomes a personal sacred space, reflecting the importance of autonomy in contemporary society.
“being in it alone, his tape deck playing / things he’d chosen”	The student explains that his solitude in the car, combined with his control over the music, makes it sacred to him.	Autonomy and Psychological Criticism – The car provides the student with autonomy, where he controls his environment, reflecting psychological desires for control and peace.
“and others knew the truth / had been spoken”	The other students recognize the sincerity and truth in the serious student’s statement about the car being sacred.	Reader-Response Theory – Readers, like the students, may recognize the authenticity in the student’s words, connecting with the notion of finding sacredness in everyday spaces.
“the car in motion, / music filling it”	The motion of the car, combined with the music, creates a dynamic and fluid sacred space for the student.	Psychological Criticism – Movement and music in the car symbolize emotional release and freedom, offering the student a psychological escape from daily pressures.
“the bright altar of the dashboard”	The car’s dashboard is compared to an altar, emphasizing its sacredness in the student’s mind.	Cultural and Symbolic Criticism – The comparison of the dashboard to an altar elevates the car to a sacred object, highlighting the symbolic significance of material culture in modern life.
“how far away / a car could take him from the need / to speak”	The car provides a space of escape from social interaction, allowing the student to avoid the pressures of communication.	Psychological Criticism – The car represents emotional solitude and independence, allowing the student to distance himself from social expectations and mental strain.
“the key in having a key”	The act of having and using the car key symbolizes control and independence in the student’s life.	Cultural and Symbolic Criticism – The key becomes a symbol of independence and agency, reflecting modern societal values where personal control is highly valued.
“and putting it in and going.”	The student describes the simple but liberating act of starting the car and driving away as a form of emotional release.	Freedom and Reader-Response Theory – This line resonates with readers who associate driving with freedom and self-determination, reinforcing the theme of personal escape through motion and solitude.

Suggested Readings: “The Sacred” by Stephen Dunn

1. Murphy, Peter E. “Gods That Bite, Dogs Who Forgive.” The Room and the World: Essays on the Poet Stephen Dunn, edited by Laura McCullough, Syracuse University Press, 2013, pp. 249–52. JSTOR, http://www.jstor.org/stable/j.ctt1j5dftg.31. Accessed 1 Oct. 2024.
2. McCullough, Laura. “Between Worlds, Refuge: Stephen Dunn and the Creative Writing Workshop.” The Georgia Review, vol. 65, no. 2, 2011, pp. 353–63. JSTOR, http://www.jstor.org/stable/41403323. Accessed 1 Oct. 2024.
3. Dunn, Stephen. “Poets, Poetry, and the Spiritual.” The Georgia Review, vol. 52, no. 2, 1998, pp. 269–84. JSTOR, http://www.jstor.org/stable/41401378. Accessed 1 Oct. 2024.
4. McCullough, Laura, and Stephen Dunn. “Relentlessly Interesting: An Interview with Stephen Dunn.” The Georgia Review, vol. 65, no. 2, 2011, pp. 337–48. JSTOR, http://www.jstor.org/stable/41403321. Accessed 1 Oct. 2024.
5. Kitchen, Judith. “Anthologizing—the Good, the Bad, and the Indifferent.” The Georgia Review, vol. 57, no. 4, 2003, pp. 849–69. JSTOR, http://www.jstor.org/stable/41402372 Accessed 1 Oct. 2024.