1.) I would argue that the speakers of the “The Chimney Sweeper” poems are fairly ambiguous, but their levels of experience and innocence are quite apparent. Also, I think think that the age of the narrators (generally) are clear. For example, I think the poem’s narrator in “Songs of Innocence” is a child. From what I know, chimney sweeps were mostly small boys (they fit in the chimney easier), and the poem’s narration is a first person recollection of being a chimney sweep. For example: “So your chimneys I sweep and in soot I sleep” (Blake 121). Not only this, but some of the diction seems purposely childish. An example can be seen when the narrator explains that he was sold before he could say “‘weep! ‘weep! ‘weep! ‘Weep!’” (Blake 121). …show more content…
However, their innocence and experience levels are clear and vivid. Fistly, in the poem in “Songs of Innocence,” there is a lot of pure and innocent religious allusions which may point to the narrator being innocent as well. For example, the narrator calls children walking down the street “lambs” (Blake 123). Lambs, of course, have a religious connotation since God is often paralleled to a shepherd. To build off this point, there is no cynicism in this poem. There is only happiness and biblical allusions such as “...lest you drive an angel from your door.” (Blake 123). This combination of happiness and God raises a possibility of the the narrator being innocent. If they were experienced, I suspect that the narrator would be much more witty and cynical. The narrator would notice the suffering that was actually taking place. The narrator would not call the clergy “...wise guardians of the poor…” (Blake …show more content…
The main thing we see in these poems is income inequality. These children are “poor” (Blake 127). The narrator in the poem in “Songs of Experience” calls England a “...land of poverty!” (Blake 127). But, earlier, he calls England a “...rich and fruitful land…” (Blake 127). Essentially, I take it that there is enough wealth to go around, and yet there is so much poverty. In the other piece, it is hard to find the Romantic Period’s historical context because it is so pure an innocent. But I think, perhaps, the “grey-headed beadles” (Blake 122) may point to a repressive and unhelpful church. These church officials are watching the children, always. If we pull in the context that these children are poor, we can conclude that the church knows these children are poor; they know that these children are suffering. Yet, only on Holy Thursday will the church help the poor
The two poems “A Barred Owl” and “the history teacher” both work to show the innocence of a child, and how the characters in the poem work to try to preserve it. In the first poem by Richard Wilbur, the child is frightened by the owl’s voice. However, the child is told, “All she heard was an odd question from a forest bird….” This shows the person trying to protect the child’s innocence.
At the same time, the word “sweeping” is an allusion to the dusty rug, symbolizing the inescapability of his sin. Later, John imagines “his sinful body… bound in Hell a thousand years” giving the reader a deeper sense of the fearful guilt motivating John (15). By showing an example of how the church’s tactics harm vulnerable people, Baldwin effectively critiques church establishment, making a profound statement against this kind of guilt-motivated
Within the two passages given, both authors offer different approaches towards tone, use of dialogue and questions, and overall structure to illustrate the attempts of adults to preserve childhood innocence, with two very different outcomes. Richard Wilbur’s poem, “A Barred Owl,” opens with a sort of narrative, lyrical quality with its subject and use of rhyming couplets. This, along with the “warping night air” of the starting sentence and the mention of the owl as a “forest bird,” add further to the song-like flow that is established and mimics a sort of nursery rhyme or bedtime story to help “a small child” go “back to sleep at night.” By the end of the first stanza, the caring tone of the passage also becomes clear through the responses and actions of the narrators, who are
On lines 14 and 15, the speaker says how millionaires have money they can’t use, therefore money is materialistic and not fulfilling. In line 16, humor is applied, and simile is used, by comparing wives to banshees. The wives of rich men were only marrying them for the money and all the wives just gossiped, meaning that the men were unhappy. The children were as well because, in line 17, they were singing the blues symbolizing that they were sad. On the same stanza, the speaker uses a metaphor “They’ve got expensive doctors / to cure their hearts of stone.
As a child, there are many things in life that your parents won’t tell you to keep your childhood sacred. The poems “The Barred Owl” by Richard Wilbur and “The History Teacher” by Billy Collins show the significance of parents sometimes telling white lies to their children from knowing the harsh truth about something. Both poets use literary devices to depit scenes where adults lie with the intention of protecting children. However, whereas Wilbur uses imagery, personification, and rhyme to show a fathers soothing lie to his daughter. Collins poem relies on numerous puns, understatement and irony to show the repercussions of sheltering children from the real world.
As it is shown in The Minister’s Black Veil even those that are deemed holy are marked. Similarly to “good Mr. Hooper” we strive to portray an image of innocence (1253). We hide everything behind a black veil, “forgetting that the Omniscient can detect” all of the misdeeds that our hearts bear (1254). Nonetheless, though our minds conceal “those sad mysteries which we hide from our nearest and dearest” are hearts fell the heavy weight they carry (1254). Consequently, “the most innocent girl, and the man of
These descriptions helps the reader realize that the families are in fact, living in poverty with a deficiency of money. Notwithstanding the lack of money, these poems give off a sense of contentment. Giavonni says that “though you’re poor it isn’t poverty that concerns
Blake describes how social hierarchy has always been in the world and that can affect our view in things.. The church officials thought the orphans would be happy serving the higher class since the church officials are servants of God and in their religion they refer to God as the most powerful being. They thought the orphans would be happy serving the higher class, and the orphans were meant to serve. Whispering words telling the orphans that if they do their duty, they would go to heaven and meet God too. The church officials thought they were better and had a better position than most people so they assumed that people should feel entitled to serve them.
Conclusion BORED by Margret Atwood and In The Waiting Room by Elizabeth Bishop both portray their own childhood in a simplistic, ignorant way, however both of these poems start to develop and this is then reflected in the speakers grown voice. Both of these poems portray ignorance and oblivion in their childhood yet a sense of curiosity in “In The Waiting Room” and regret in “BORED”, nevertheless, both authors demonstrated Myopia as a child, due to their inexperience but the speakers grown voice as both poems
The poem starts with a mysterious story, and the Siren claims she hates where she is. But it ends with a disturbing surprise when she clarifies “it is a boring song/ but it works every time” (Atwood). This discloses the deceiving way of the Sirens; the whole poem is a trick the reader falls for each time, just how the prey would be eaten. Next, Atwood conveys a tone of playfulness when the Siren complains she doesn’t “enjoy it here/ squatting on this island/ looking picturesque and mythical/ with these two feathery maniacs” (Atwood).
He could imagine his deception of this town “nestled in a paper landscape,” (Collins 534). This image of the speaker shows the first sign of his delusional ideas of the people in his town. Collins create a connection between the speaker’s teacher teaching life and retired life in lines five and six of the poem. These connections are “ chalk dust flurrying down in winter, nights dark as a blackboard,” which compares images that the readers can picture.
Wheatley 's societal position does not hinder her ability to express how she believes the powerful undergraduates should morally conduct themselves. At the beginning of the first stanza, Wheatley underlines how writing poetry is a central component of her being. " An intrinsic ardor" (Wheatley 1), or an internal fire, compels her to write, while mythological "muses" (Wheatley 2) guide her as she pours out her emotions onto the paper. Wheatley also proclaims that she left her native Africa not long ago (Wheatley 3). In effect, Wheatley assumes the position of a foreign woman in a new, mysterious land who relies on mythological creatures to guide her creativity.
In poems six through ten, I found many of the poems to have the same values and things that are important to me in them. The authors expressed many emotions, used comedy, and drew the readers’ attention to certain significant lines in the text. Each of the authors chose different ways to write their poems but in some of them the way they were written was part of the poem. Poems six through ten appealed to me more than one through five mostly because these were easier to understand and I found similar values as mine in the poems. Each one still carried a message in it somewhere even if some people interpreted it differently.
Title: The title causes the reader’s initial reaction to be that the author enjoys mist, and is likely writing about mist in a love style of poetry. The first impressions are that this poem will likely include several metaphors about mist and will likely seem to be thoughts, and not an actual conversation or lecture. The subject of the poem is clearly going to be about mist, but it may also dig into romance, seeing as the title includes “Ahh”. Paraphrase: Can it be found on a mountaintop, or a house, or a person? Do not breathe out and lose the mist, do not fall asleep and lose the day, do not try to pass the day quickly, do not open your mouth and lose the mist.
Modern poetry is in open form and free verse. It is pessimistic in tone, portraying loss in faith and psychological struggle which is quite different from the fixed forms and meters of traditional poetry. Secondly, modern poetry is fragmented in nature, containing juxtaposition, inter-textuality and allusion. It has no proper beginning, middle or end. Thirdly, modern poetry is predominantly intellectual in its appeal, rather than emotive.