NOW, dearest comrade, lift me to your face,
We must separate awhile—Here! take from my lips this kiss.
Whoever you are, I give it especially to you;
So long!—And I hope we shall meet again.
Analysis:
This poem is dedicated to Whitman’s readers. In many of his poems, Walt Whitman talks about his readers as friends and close acquaintances. This poem id dedicated to his readers that have momentarily stopped reading his work. It is composed of only one stanza and four verses. There is a free rhyme scheme (face/kiss/you/again). The author is personifying his books, or maybe he is comparing himself with the book, actually personifying it. He is talking directly to the reader, and calls him “comrade” (l.1), showing that Whitman considers him/her a companion of many adventurous voyages. The book asks the reader to lift his face, for they must separate for a while. However, he gives the reader a kiss; to whichever reader, he dedicates it in the same way. He ends the poem by wishing to meet again. This shows how Whitman loves his readers, and wants them to enjoy and continue reading his poems (this idea is represented through a simile, that is the desire and love by Whitman is reflected through the kiss), continue being a comrade in many (written) adventures.
http://www.whitmanarchive.org/published/LG/1871/poems/289
Sunday, November 9, 2008
"Thou Reader"
THOU reader throbbest life and pride and love the same as I,
Therefore for thee the following chants.
Analysis:
This short poem written by Walt Whitman is the first example of a poem dedicated directly to the readers, the other being “To the Reader at Parting”. This is a very short poem, composed of one stanza, in which there are two verses. In the first line, the author is comparing himself to the reader. They both throb of life and have a lot of pride, and they both love passionately. In the second verse, the author states that, for these reasons, this poem is dedicated to the reader. These verses have a strong relation with “To the Reader at Parting”. In fact, in both poems, Walt Whitman is very close to the reader, so close he calls him “comrade”. They are companions if adventures, both full of life, love and proud for who they are and what they’re doing. In “Thou Reader”, there isn’t any poetic language. Themes are life and pride. The only thing to notice is the repetition of the word “and”, to emphasize what the author and the reader have in common. In the second line there is a repetition of the sounds “th” and “f” (therefore, for thee the following chants). This consonance is used to render the poem more musical, giving it rhythm, and being so short, also easy to remember it and its message.
http://www.whitmanarchive.org/published/LG/1881/poems/25
Therefore for thee the following chants.
Analysis:
This short poem written by Walt Whitman is the first example of a poem dedicated directly to the readers, the other being “To the Reader at Parting”. This is a very short poem, composed of one stanza, in which there are two verses. In the first line, the author is comparing himself to the reader. They both throb of life and have a lot of pride, and they both love passionately. In the second verse, the author states that, for these reasons, this poem is dedicated to the reader. These verses have a strong relation with “To the Reader at Parting”. In fact, in both poems, Walt Whitman is very close to the reader, so close he calls him “comrade”. They are companions if adventures, both full of life, love and proud for who they are and what they’re doing. In “Thou Reader”, there isn’t any poetic language. Themes are life and pride. The only thing to notice is the repetition of the word “and”, to emphasize what the author and the reader have in common. In the second line there is a repetition of the sounds “th” and “f” (therefore, for thee the following chants). This consonance is used to render the poem more musical, giving it rhythm, and being so short, also easy to remember it and its message.
http://www.whitmanarchive.org/published/LG/1881/poems/25
"Who Is Now Reading This?"
May-be one is now reading this who knows some wrong-doing of my past life,
Or may-be a stranger is reading this who has secretly loved me,
Or may-be one who meets all my grand assumptions and egotisms with derision,
Or may-be one who is puzzled at me.
As if I were not puzzled at myself!
Or as if I never deride myself! (O conscience-struck! O self-convicted!)
Or as if I do not secretly love strangers! (O tenderly, a long time, and never avow it;)
Or as if I did not see, perfectly well, interior in myself, the stuff of wrong-doing,
Or as if it could cease transpiring from me until it must cease.
Analysis:
This poem is divided into two stanzas. In the first one, Whitman is asking himself who is reading this poem, wand which kind of person. Is it someone who knows Whitman very well, a secret lover, a person who derides him, or just a person who is puzzled at him. Therefore, in the first stanza the tone is flat, possible with a hint of humour and egoism “someone who has secretly loved me”, “puzzled at me” (l.3,6). In the second stanza, the author is comparing himself with other people (it is not specified who), shoeing that he is a normal human being. Also he has derided himself, he too has secretly loved someone, he knows perfectly well his wrong doings (l.6). Therefore, in this poem Whitman is stating that he isn’t any more special that his readers. All these “qualities” are part of the human nature, of being human. The major themes are the human nature and personality. In the first stanza there is an anaphora, “may be”, which symbolizes the possibilities, while in the second there is the anaphora of “or as if I”, showing how the author is no more special that anyone else. I enjoyed analyzing this poem because in it Walt Whitman described himself as a normal human being, and not, for example, as a super talented author. By stating that he isn’t any more special than the readers, made them, and me, feel a bit more important and proud of ourselves.
http://www.poemhunter.com/poem/who-is-now-reading-this/
Or may-be a stranger is reading this who has secretly loved me,
Or may-be one who meets all my grand assumptions and egotisms with derision,
Or may-be one who is puzzled at me.
As if I were not puzzled at myself!
Or as if I never deride myself! (O conscience-struck! O self-convicted!)
Or as if I do not secretly love strangers! (O tenderly, a long time, and never avow it;)
Or as if I did not see, perfectly well, interior in myself, the stuff of wrong-doing,
Or as if it could cease transpiring from me until it must cease.
Analysis:
This poem is divided into two stanzas. In the first one, Whitman is asking himself who is reading this poem, wand which kind of person. Is it someone who knows Whitman very well, a secret lover, a person who derides him, or just a person who is puzzled at him. Therefore, in the first stanza the tone is flat, possible with a hint of humour and egoism “someone who has secretly loved me”, “puzzled at me” (l.3,6). In the second stanza, the author is comparing himself with other people (it is not specified who), shoeing that he is a normal human being. Also he has derided himself, he too has secretly loved someone, he knows perfectly well his wrong doings (l.6). Therefore, in this poem Whitman is stating that he isn’t any more special that his readers. All these “qualities” are part of the human nature, of being human. The major themes are the human nature and personality. In the first stanza there is an anaphora, “may be”, which symbolizes the possibilities, while in the second there is the anaphora of “or as if I”, showing how the author is no more special that anyone else. I enjoyed analyzing this poem because in it Walt Whitman described himself as a normal human being, and not, for example, as a super talented author. By stating that he isn’t any more special than the readers, made them, and me, feel a bit more important and proud of ourselves.
http://www.poemhunter.com/poem/who-is-now-reading-this/
"When I Read the Book"
When I read the book, the biography famous,
And is this then (said I) what the author calls a man's life?
And so will some one when I am dead and gone write my life?
(As if any man really knew aught of my life;
Why even I myself I often think know little or nothing of my real
life;
Only a few hints, a few diffused faint clues and indirections,
I seek for my own use to trace out here.)
Analysis:
This is another poem that talks about books. However, not any ordinary book, but a biography. This poem in fact, starts with Whitman reading the “biography famous” (l.1). However, he immediately starts thinking and asks himself if this is really a man’s life. He also asks himself if this is what will happen to him too, after his death. He doesn’t like this idea, because no other man knows something, or at least enough about his life. Whitman himself states that he knows little or nothing of his own life. What he knows is only a few hints, faint clues, but nothing concrete (l.6). Therefore, if not even he knows enough about his life, how can a stranger write about it? In “When I read the Book”, the tone is ironic but also polemic, for Whitman is asking the readers “how and what right does another person have to write a book about my life?”. There are several sentences that end with life, showing how Whitman cares for it, and considers it a major theme in this poem.
http://www.bartleby.com/142/7.html
And is this then (said I) what the author calls a man's life?
And so will some one when I am dead and gone write my life?
(As if any man really knew aught of my life;
Why even I myself I often think know little or nothing of my real
life;
Only a few hints, a few diffused faint clues and indirections,
I seek for my own use to trace out here.)
Analysis:
This is another poem that talks about books. However, not any ordinary book, but a biography. This poem in fact, starts with Whitman reading the “biography famous” (l.1). However, he immediately starts thinking and asks himself if this is really a man’s life. He also asks himself if this is what will happen to him too, after his death. He doesn’t like this idea, because no other man knows something, or at least enough about his life. Whitman himself states that he knows little or nothing of his own life. What he knows is only a few hints, faint clues, but nothing concrete (l.6). Therefore, if not even he knows enough about his life, how can a stranger write about it? In “When I read the Book”, the tone is ironic but also polemic, for Whitman is asking the readers “how and what right does another person have to write a book about my life?”. There are several sentences that end with life, showing how Whitman cares for it, and considers it a major theme in this poem.
http://www.bartleby.com/142/7.html
"When I Heard the Learn'd Astronomer"
WHEN I heard the learn'd astronomer,
When the proofs, the figures, were ranged in columns before me,
When I was shown the charts and diagrams, to add, divide, and measure them,
When I sitting heard the astronomer where he lectured with much applause in the lecture-room,
How soon unaccountable I became tired and sick,
Till rising and gliding out I wander'd off by myself,
In the mystical moist night-air, and from time to time,
Look'd up in perfect silence at the stars.
Analysis:
This poem is divided into two main stanzas. There isn’t a rhyme scheme not a perfect meter. In the first stanza, the poet, Walt Whitman, is participating at a conference of an astronomer. He is talking about proofs, figures, charts and diagrams. However, for the poet, transforming the sky and the stars into chats and calculations is like taking away the magic and mystery of the Universe. At the end of the first stanza, Whitman is saying that the “leanr’d astronomer” was listened carefully and very much applauded but the others in the lecture room. However, in the second stanza, the port says that he didn’t like this conference, and soon got sick and tired of it. He therefore went out of the lcture room in the “mystical moist air-night” (l.9). And, from time to time, looked up in perfect silence at the stars (l.9-10). For him, that is perfection, not the diagrams and charts. In this poem, the major themes are nature, and the exploration of the unknown. The first stanza may be contain a metaphor, putting into relation the charts and the sky. I enjoyed this poem, for it showed that life isn’t just math, but also mystery. Whitman managed to send this message by describing the Universe under two different lights: one purely mathematical, analytical way, and the other keeping the magic and mystery of the unknown.
"To the East and to the West"
To the East and to the West;
To the man of the Seaside State and of Pennsylvania,
To the Kanadian of the north, to the Southerner I love;
These with perfect trust to depict you as myself -- the germs are in
all men;
I believe the main purport of these States is to found a superb
friendship, exalte, previously unknown,
Because I perceive it waits, and has been always waiting, latent in
all men.
Analysis:
This poem is made up of one stanza, with no rhyming scheme, It is an ode to peace, asking people from all over the United States to unite and become friends. The frist three lines of this poem are divided into two parts, which are opposite to each other; “To the East / to the West” (l.1), “to the Kanadian of the North / to the Southerner I love” (l.3), An anaphora is preset in lines 1.3 “to”. This repetition symbolizes that author’s will to send this message to everyone. In line 4, Whitman says “the germs are in all men”; this is a metaphor. The germs, which are small and insignificant at first, can grow and bring both damage but also benefit. The poet is therefore saying that the basis for good and bad actions are in all men. Our goal is to create happiness and friendship (l.7). There is a “general personification” in the first three lives, in which Whitman doesn’t refer to the “East and to the West” or to the “Seaside State and Pennsylvania” (l.2), but to the people who live there. The author’s message is explicitly stated. He perceives that the idea of creating a state based on friendship and mutual support (l.6-7) has always been there. Our goal is to create this state.
http://www.daypoems.net/poems/1948.html
To the man of the Seaside State and of Pennsylvania,
To the Kanadian of the north, to the Southerner I love;
These with perfect trust to depict you as myself -- the germs are in
all men;
I believe the main purport of these States is to found a superb
friendship, exalte, previously unknown,
Because I perceive it waits, and has been always waiting, latent in
all men.
Analysis:
This poem is made up of one stanza, with no rhyming scheme, It is an ode to peace, asking people from all over the United States to unite and become friends. The frist three lines of this poem are divided into two parts, which are opposite to each other; “To the East / to the West” (l.1), “to the Kanadian of the North / to the Southerner I love” (l.3), An anaphora is preset in lines 1.3 “to”. This repetition symbolizes that author’s will to send this message to everyone. In line 4, Whitman says “the germs are in all men”; this is a metaphor. The germs, which are small and insignificant at first, can grow and bring both damage but also benefit. The poet is therefore saying that the basis for good and bad actions are in all men. Our goal is to create happiness and friendship (l.7). There is a “general personification” in the first three lives, in which Whitman doesn’t refer to the “East and to the West” or to the “Seaside State and Pennsylvania” (l.2), but to the people who live there. The author’s message is explicitly stated. He perceives that the idea of creating a state based on friendship and mutual support (l.6-7) has always been there. Our goal is to create this state.
http://www.daypoems.net/poems/1948.html
"The Base of All Metaphysics"
And now gentlemen,
A word I give to remain in your memories and minds,
As base and finale too for all metaphysics.
(So to the students the old professor,
At the close of his crowded course.)
Having studied the new and antique, the Greek and Germanic systems,
Kant having studied and stated, Fichte and Schelling and Hegel,
Stated the lore of Plato, and Socrates greater than Plato,
And greater than Socrates sought and stated, Christ divine having
studied long,
I see reminiscent to-day those Greek and Germanic systems,
See the philosophies all, Christian churches and tenets see,
Yet underneath Socrates clearly see, and underneath Christ the divine
I see,
The dear love of man for his comrade, the attraction of friend to
friend,
Of the well-married husband and wife, of children and parents,
Of city for city and land for land.
Analysis:
This poem is describing a lesson, in which a professor is talking to his students about the basis of all metaphysics (1st stanza). In the second stanza, he is doing a resume of what students have studied, such as the Greek and Germanic systems, Kant, Plato, Socrates, Christ. This stanza can be further divided into two small parts. In the first part, Whitman is just listing what the students have studied, while in the second part the poet is inserting some personal comments: Whitman says that he can clearly see underneath Socrates (metaphor meaning that he can comprehend Socrates’ philosophy and ideas) or that he sees divine underneath Christ (allusion to Christina religion and the Bible). The poet also states that, through these two important figures, he can see “love for his comrade” (l.15) and “attraction of friend to friend” (l.15). These two phrases are allusions to Socrates’ friendship with Plato and the love Jesus had for Judah, even though he betrayed him. These are the poet’s personal views. Themes are love and peace, expressed in the last two lines of the poem which call for love in the family and peace “between the lands”. These are universal statements that are valid for everyone of us; but we must search for them.
http://www.bartleby.com/142/42.html
A word I give to remain in your memories and minds,
As base and finale too for all metaphysics.
(So to the students the old professor,
At the close of his crowded course.)
Having studied the new and antique, the Greek and Germanic systems,
Kant having studied and stated, Fichte and Schelling and Hegel,
Stated the lore of Plato, and Socrates greater than Plato,
And greater than Socrates sought and stated, Christ divine having
studied long,
I see reminiscent to-day those Greek and Germanic systems,
See the philosophies all, Christian churches and tenets see,
Yet underneath Socrates clearly see, and underneath Christ the divine
I see,
The dear love of man for his comrade, the attraction of friend to
friend,
Of the well-married husband and wife, of children and parents,
Of city for city and land for land.
Analysis:
This poem is describing a lesson, in which a professor is talking to his students about the basis of all metaphysics (1st stanza). In the second stanza, he is doing a resume of what students have studied, such as the Greek and Germanic systems, Kant, Plato, Socrates, Christ. This stanza can be further divided into two small parts. In the first part, Whitman is just listing what the students have studied, while in the second part the poet is inserting some personal comments: Whitman says that he can clearly see underneath Socrates (metaphor meaning that he can comprehend Socrates’ philosophy and ideas) or that he sees divine underneath Christ (allusion to Christina religion and the Bible). The poet also states that, through these two important figures, he can see “love for his comrade” (l.15) and “attraction of friend to friend” (l.15). These two phrases are allusions to Socrates’ friendship with Plato and the love Jesus had for Judah, even though he betrayed him. These are the poet’s personal views. Themes are love and peace, expressed in the last two lines of the poem which call for love in the family and peace “between the lands”. These are universal statements that are valid for everyone of us; but we must search for them.
http://www.bartleby.com/142/42.html
"That Shadow, My Likeness"
THAT shadow, my likeness, that goes to and fro, seeking a livelihood, chattering, chaffering;
How often I find myself standing and looking at it where it flits;
How often I question and doubt whether that is really me;
--But in these, and among my lovers, and caroling my songs,
O I never doubt whether that is really me.
Analysis:
This poem talks about Whitman’s shadow. He thinks about his shadow, that follows him everywhere, seeks a life, and would like to talk (l.1). Whitman often finds himself standing and looking at his own shadow (l.2), and he often questions himself whether that shadow is really him (l.4). However, Whitman states that in these poems, his songs, he never doubts about himself. This is a contrasting idea, showing that he doubts about his shadow but doesn’t doubt about his works. The shadow is personified, a being that wishes to “complete” itself trying to emulate its owner –Walt Whitman. The tone is ironic, but nonetheless offers a morale lesson. We must try and seek who we really are, and when we achieved this. We will have no doubts about us anymore. There is an anaphora in lines 2.3 “how often I”. Personally, I enjoyed this poem, as it encourages us to look beyond a person’s appearance, our appearance, and learn who we really are. Only after that we won’t doubt about us anymore, and become a true and complete human being.
http://www.bartleby.com/142/69.html
How often I find myself standing and looking at it where it flits;
How often I question and doubt whether that is really me;
--But in these, and among my lovers, and caroling my songs,
O I never doubt whether that is really me.
Analysis:
This poem talks about Whitman’s shadow. He thinks about his shadow, that follows him everywhere, seeks a life, and would like to talk (l.1). Whitman often finds himself standing and looking at his own shadow (l.2), and he often questions himself whether that shadow is really him (l.4). However, Whitman states that in these poems, his songs, he never doubts about himself. This is a contrasting idea, showing that he doubts about his shadow but doesn’t doubt about his works. The shadow is personified, a being that wishes to “complete” itself trying to emulate its owner –Walt Whitman. The tone is ironic, but nonetheless offers a morale lesson. We must try and seek who we really are, and when we achieved this. We will have no doubts about us anymore. There is an anaphora in lines 2.3 “how often I”. Personally, I enjoyed this poem, as it encourages us to look beyond a person’s appearance, our appearance, and learn who we really are. Only after that we won’t doubt about us anymore, and become a true and complete human being.
http://www.bartleby.com/142/69.html
"Lessons"
THERE are who teach only the sweet lessons of peace and safety;
But I teach lessons of war and death to those I love,
That they readily meet invasions, when they come.
Analysis:
In this poem, Walt Whitman is trying to sat that the world isn’t perfect at all. He states that people hide from the bad things, such as wars and invasions, and the “ones who teach” (an allusion to both teachers and politicians) teach only “sweet lessons of peace and safety” (l.2). This means that students do not know the full reality, but only the good and happy part of life. He is evidently against this idea “but I teach” (l.2), and states that he teaches lessons of war and death to the people he loves, so that they can readily face invasions, when and if they come. This shows how he cares for the people he loves, and how he also firmly believes that life isn’t just joy and happiness, but has also a negative aspect such as wars. He therefore wants people to be ready to fight these negative aspects of life, and most important of all, to know that these threats exist. They mustn’t think that life is always peaceful and safe. “Lessons” is composed of one stanza of three verses; there isn’t a rhyme scheme. Some major themes are love, life as well as death. There are no “poetic tools” such as metaphors and similes, for the poem is very direct in sending its message.
http://www.bartleby.com/142/324.html
But I teach lessons of war and death to those I love,
That they readily meet invasions, when they come.
Analysis:
In this poem, Walt Whitman is trying to sat that the world isn’t perfect at all. He states that people hide from the bad things, such as wars and invasions, and the “ones who teach” (an allusion to both teachers and politicians) teach only “sweet lessons of peace and safety” (l.2). This means that students do not know the full reality, but only the good and happy part of life. He is evidently against this idea “but I teach” (l.2), and states that he teaches lessons of war and death to the people he loves, so that they can readily face invasions, when and if they come. This shows how he cares for the people he loves, and how he also firmly believes that life isn’t just joy and happiness, but has also a negative aspect such as wars. He therefore wants people to be ready to fight these negative aspects of life, and most important of all, to know that these threats exist. They mustn’t think that life is always peaceful and safe. “Lessons” is composed of one stanza of three verses; there isn’t a rhyme scheme. Some major themes are love, life as well as death. There are no “poetic tools” such as metaphors and similes, for the poem is very direct in sending its message.
http://www.bartleby.com/142/324.html
"God"
THOUGHT of the Infinite--the All!
Be thou my God.
Lover Divine, and Perfect Comrade!
Waiting, content, invisible yet, but certain,
Be thou my God.
Thou--thou, the Ideal Man!
Fair, able, beautiful, content, and loving,
Complete in Body, and dilate in Spirit,
Be thou my God.
O Death--(for Life has served its turn;)
Opener and usher to the heavenly mansion!
Be thou my God.
Aught, aught, of mightiest, best, I see, conceive, or know,
(To break the stagnant tie--thee, thee to free, O Soul,)
Be thou my God.
Or thee, Old Cause, when'er advancing;
All great Ideas, the races' aspirations,
All that exalts, releases thee, my Soul!
All heroisms, deeds of rapt enthusiasts,
Be ye my Gods!
Or Time and Space!
Or shape of Earth, divine and wondrous!
Or shape in I myself--or some fair shape, I, viewing, worship,
Or lustrous orb of Sun, or star by night:
Be ye my Gods.
Analysis:
This poem is an ode to the religious God but also to Whitman’s Gods – the natural elements that inspire him. The poem is divided into seven stanzas. The frist five are dedicated to “the God”, while the last two are dedicated to Whitman’s Gods. Two anaphoras are present: “Be thou my God” (stanzas 1-5) and “Be ye my Gods” (stanzas 6-7), These anaphoras show that Whitman considers equally important both “God” and his “Gods”. While the describing the God, he uses several overstatements, such as “THOUGHT of the Infinite – the All” (l.1), to show his majesty and importance. Whitman refers to God as a perfect comrade, the ideal man, able, beautiful. However, the poet is well aware that God doesn’t represent only life, but death too. So, in the fourth stanza (after three stanzas, a possible allusion to the Trinity), Whitman talks about death, and how God is the opener, but also the usher “to the heavenly mansion” (l.11), an allusion to Paradise. The last two stanzas are dedicated to Whitman’s Gods. Some of the are great ideas, races’ aspirations, heroism, space, time, the Earth. There is a strong contrast between the natural world and the supernatural: however, the poet’s message is to reconcile these two aspects of the world. He manages to do this using a solemn and grand tone, using words and phrases such as “be thou my God”, “aught, aught mightiest”, “all heroism, all great ideas”.
http://www.poemhunter.com/poem/god/
Be thou my God.
Lover Divine, and Perfect Comrade!
Waiting, content, invisible yet, but certain,
Be thou my God.
Thou--thou, the Ideal Man!
Fair, able, beautiful, content, and loving,
Complete in Body, and dilate in Spirit,
Be thou my God.
O Death--(for Life has served its turn;)
Opener and usher to the heavenly mansion!
Be thou my God.
Aught, aught, of mightiest, best, I see, conceive, or know,
(To break the stagnant tie--thee, thee to free, O Soul,)
Be thou my God.
Or thee, Old Cause, when'er advancing;
All great Ideas, the races' aspirations,
All that exalts, releases thee, my Soul!
All heroisms, deeds of rapt enthusiasts,
Be ye my Gods!
Or Time and Space!
Or shape of Earth, divine and wondrous!
Or shape in I myself--or some fair shape, I, viewing, worship,
Or lustrous orb of Sun, or star by night:
Be ye my Gods.
Analysis:
This poem is an ode to the religious God but also to Whitman’s Gods – the natural elements that inspire him. The poem is divided into seven stanzas. The frist five are dedicated to “the God”, while the last two are dedicated to Whitman’s Gods. Two anaphoras are present: “Be thou my God” (stanzas 1-5) and “Be ye my Gods” (stanzas 6-7), These anaphoras show that Whitman considers equally important both “God” and his “Gods”. While the describing the God, he uses several overstatements, such as “THOUGHT of the Infinite – the All” (l.1), to show his majesty and importance. Whitman refers to God as a perfect comrade, the ideal man, able, beautiful. However, the poet is well aware that God doesn’t represent only life, but death too. So, in the fourth stanza (after three stanzas, a possible allusion to the Trinity), Whitman talks about death, and how God is the opener, but also the usher “to the heavenly mansion” (l.11), an allusion to Paradise. The last two stanzas are dedicated to Whitman’s Gods. Some of the are great ideas, races’ aspirations, heroism, space, time, the Earth. There is a strong contrast between the natural world and the supernatural: however, the poet’s message is to reconcile these two aspects of the world. He manages to do this using a solemn and grand tone, using words and phrases such as “be thou my God”, “aught, aught mightiest”, “all heroism, all great ideas”.
http://www.poemhunter.com/poem/god/
"Excelsior"
WHO has gone farthest? For lo! have not I gone farther?
And who has been just? For I would be the most just person of the
earth;
And who most cautious? For I would be more cautious;
And who has been happiest? O I think it is I! I think no one was ever
happier than I;
And who has lavish’d all? For I lavish constantly the best I have;
And who has been firmest? For I would be firmer;
And who proudest? For I think I have reason to be the proudest son
alive—for I am thesonof the brawny and tall-topt city;
And who has been bold and true? For I would be the boldest and truest
being of theuniverse;
And who benevolent? For I would show more benevolence than all the
rest;
And who has projected beautiful words through the longest time? Have
I not outvied him?have I not said the words that shall stretch
through longer time?
And who has receiv’d the love of the most friends? For I know what it
is to receive the passionate love of many friends;
And who possesses a perfect and enamour’d body? For I do not believe
any one possesses a more perfect or enamour’d body than mine;
And who thinks the amplest thoughts? For I will surround those
thoughts;
And who has made hymns fit for the earth? For I am mad with devouring
extasy to make joyous hymns for the whole earth!
Analysis:
This poem is called “Excelsior”. One of several meanings of the word excelsior is “still higher, ever upward”. In fact, this poem is pushing not only the author but also all the readers, to think better about theirselves, to be positive and exploit our full potential. This poem can be considered as a “questionnaire”, in which several questions are proposed to both the readers and the author itself. They vary from simple ones “who most cautious” (l.4) to more complex ones such as “who think the amplest thoughts?” (l.22). The repetition of “and who” is an anaphora, that helps the reader both to remember the poem but also gives musicality and rhythm to it. “Excelsior” is therefore asking several questions to the people reading it. The answers have always “I”, showing that they aren’t restricted to one person specifically, but to all who read. Another important detail is that the questions start simple and then increase in importance, arriving to the most important ones “Who thinks the amplest thoughts?” (l.22) and “Who has made hymns fit for the earth?” (l.24). These are essential questions that relate back to the author. He, in fact, wrote joyous hymns for the whole earth. In this poem, as in “To the East and to the West”, the author is dreaming and hoping for a happy world, that is moving higher, ever upward.
http://www.online-literature.com/walt-whitman/leaves-of-grass/264/
And who has been just? For I would be the most just person of the
earth;
And who most cautious? For I would be more cautious;
And who has been happiest? O I think it is I! I think no one was ever
happier than I;
And who has lavish’d all? For I lavish constantly the best I have;
And who has been firmest? For I would be firmer;
And who proudest? For I think I have reason to be the proudest son
alive—for I am thesonof the brawny and tall-topt city;
And who has been bold and true? For I would be the boldest and truest
being of theuniverse;
And who benevolent? For I would show more benevolence than all the
rest;
And who has projected beautiful words through the longest time? Have
I not outvied him?have I not said the words that shall stretch
through longer time?
And who has receiv’d the love of the most friends? For I know what it
is to receive the passionate love of many friends;
And who possesses a perfect and enamour’d body? For I do not believe
any one possesses a more perfect or enamour’d body than mine;
And who thinks the amplest thoughts? For I will surround those
thoughts;
And who has made hymns fit for the earth? For I am mad with devouring
extasy to make joyous hymns for the whole earth!
Analysis:
This poem is called “Excelsior”. One of several meanings of the word excelsior is “still higher, ever upward”. In fact, this poem is pushing not only the author but also all the readers, to think better about theirselves, to be positive and exploit our full potential. This poem can be considered as a “questionnaire”, in which several questions are proposed to both the readers and the author itself. They vary from simple ones “who most cautious” (l.4) to more complex ones such as “who think the amplest thoughts?” (l.22). The repetition of “and who” is an anaphora, that helps the reader both to remember the poem but also gives musicality and rhythm to it. “Excelsior” is therefore asking several questions to the people reading it. The answers have always “I”, showing that they aren’t restricted to one person specifically, but to all who read. Another important detail is that the questions start simple and then increase in importance, arriving to the most important ones “Who thinks the amplest thoughts?” (l.22) and “Who has made hymns fit for the earth?” (l.24). These are essential questions that relate back to the author. He, in fact, wrote joyous hymns for the whole earth. In this poem, as in “To the East and to the West”, the author is dreaming and hoping for a happy world, that is moving higher, ever upward.
http://www.online-literature.com/walt-whitman/leaves-of-grass/264/
Tuesday, October 28, 2008
"A Noiseless Patient Spider"
A NOISELESS, patient spider,
I mark'd, where, on a little promontory, it stood, isolated;
Mark'd how, to explore the vacant, vast surrounding,
It launch'd forth filament, filament, filament, out of itself;
Ever unreeling them -- ever tirelessly speeding them.
And you, O my soul, where you stand,
Surrounded, surrounded, in measureless oceans of space,
Ceaselessly musing, venturing, throwing, -- seeking the spheres, to
connect them;
Till the bridge you will need, be form'd -- till the ductile anchor
hold;
Till the gossamer thread you fling, catch somewhere, O my soul.
I mark'd, where, on a little promontory, it stood, isolated;
Mark'd how, to explore the vacant, vast surrounding,
It launch'd forth filament, filament, filament, out of itself;
Ever unreeling them -- ever tirelessly speeding them.
And you, O my soul, where you stand,
Surrounded, surrounded, in measureless oceans of space,
Ceaselessly musing, venturing, throwing, -- seeking the spheres, to
connect them;
Till the bridge you will need, be form'd -- till the ductile anchor
hold;
Till the gossamer thread you fling, catch somewhere, O my soul.
Analysis:
This poem was written in 1863, some time before “O Captain, My captain!”. It is divided into two stanzas, describing and comparing a spider spinning restlessly its web and the restless wanderings of a soul. The first stanza is descriptive, and portrays a person observing a spider spinning its web, while the second stanza is a comparison. The poet is comparing the spider’s spinning to the restless wanderings of a soul, which is “stuck” in a world that is can only vaguely comprehend. There are too many mysteries and concepts that humans cannot understand. Another viewpoint on the second stanza is that the spider is the wandering soul. However, unlike the spider, the soul has nothing to connect with. Like a spider is building the web, the soul is randomly “throwing pieces” of itself (l.8) hoping that it will find a solid piece onto which it will start “building its own web”. Themes explored in this poem are isolation and exploration. Whitman helps us with isolation for the actually uses the word “stood isolated” (l.2). He describes how the soul is cut off from the outside world. Also exploration is evident, for both the spider and the soul explore the world, even though in two different ways. This theme gives a positive tone to the poem: in the end the spider will continue its web and the soul will make contact with someone, somewhere. This poem is full of hope, and invites people to explore and search for their happiness.
http://www.helium.com/items/1009614-poetry-analysis-a-noiseless-patient-spider-by-walt-whitman
"O Captain! My Captain!"
O Captain my Captain! our fearful trip is done;
The ship has weather'd every rack, the prize we sought is won;
The port is near, the bells I hear, the people all exulting,
While follow eyes the steady keel, the vessel grim and daring:
But O heart! heart! heart!
O the bleeding drops of red,
Where on the deck my Captain lies,
Fallen cold and dead.
O Captain! my Captain! rise up and hear the bells;
Rise up -- for you the flag is flung -- for you the bugle trills;
For you bouquets and ribbon'd wreaths -- for you the shores a-crowding;
For you they call, the swaying mass, their eager faces turning;
Here Captain! dear father!
This arm beneath your head;
It is some dream that on the deck,
You've fallen cold and dead.
My Captain does not answer, his lips are pale and still;
The ship is anchor'd safe and sound, its voyage closed and done;
From fearful trip, the victor ship, comes in with object won;
Exult, O shores, and ring, O bells!
But I, with mournful tread,
Walk the deck my Captain lies,
Fallen cold and dead.
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Analysis:
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This is one of Whitman's most famous poems. "O Captain, My Captain!" was written in homage to the U.S. President Abraham Lincoln after his assassination in 1865. It was published in the latest version of "Leaves of Grass", Whitman's collection of poems. The poem is composed of three stanzas, and is a "symbolism poem", a simile representing Abraham Lincoln after his death. The poem has (almost always) the rhyming scheme AABB or ABAB. Whitman uses a metaphor in his poem, when the calls the President "captain of a ship" (l.1-2), referring to the President of the United States or the civil war, for Lincoln was in fact a commander of it. "The fearful trip is done" (l.1) means that the war has ended, and the soldiers are returning victorious from battle. However, while "the ship" is returning to the port, the captain bleeds, and then falls cold and dead. People are asking him to rise ans join the party, but he does not answer, he is still and pale. The phrase "fallen cold and dead" repeated at the end of each stanza emphasizes the horror and builds tension. While the ship is anchoring, people are stating to mourn, for the captain is dead. Major themes in this poem are loyalty towards Lincoln "O Captain, My Captain!" (l.1) and death "my Captain lies fallen cold and dead" (l.8).
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