The Lamb & The Tiger- William Blake

The Lamb

Little Lamb, who made thee?
Dost thou know who made thee?
Gave thee life, and bid thee feed,
By the stream and o'er the mead;
Gave thee clothing of delight,
Softest clothing, woolly, bright;
Gave thee such a tender voice,
Making all the vales rejoice?
Little Lamb, who made thee?
Dost thou know who made thee?

Little Lamb, I'll tell thee,
Little Lamb, I'll tell thee.
He is called by thy name,
For He calls Himself a Lamb.
He is meek, and He is mild;
He became a little child.
I a child, and thou a lamb,
We are called by His name.
Little Lamb, God bless thee!
Little Lamb, God bless thee!

First Instinct

          After reading through the poem “The Lamb” by William Blake, my first reaction to the text was that I thought about the Lamb of God. In first stanza, Blake mentions little details that can be related to God and the Bible. For example, in the third line Blake mentions “gave the life” relates to God because God gives life to all living things on earth.  An example of how the poem is related to something religious is that mead is a form of alcohol. The blood of God in church is presented by red wine which is another form of alcohol. Finally, in the last couple of line, Blake says “God bless thee”.  Another reaction, I had to the poem is that the word choice throughout the poem was soft and light. The softness of the poems kind of reminded me of a lamb itself.

Paraphrasing

Who made the little lamb?
Do you know who made it?
Gave it life and provide it food,
By the stream and over the field;
Gave the clothing of happiness
The clothing of bright wool;
Gave it such a tender voice,
Making all the valleys celebrate?
Who made the little lamb?
Do you know who made it?

Little Lamb, I will tell you,
Little Lamb, I will tell you.
He is called by the name,
He calls himself a Lamb.
He is timid, and he is gentle.
He was a little child.
I’m a child, and you a lamb,
We are call by His name.
Little Lamb, God bless you!
Little Lamb, God bless you!



SWIFTT

Syntax/ Word: “The Lamb” has two stanzas that are about equal in length. This functions as Blake’s way to realize that the two stanzas are equally important to understand. After reading through the poem, readers realize that the poem is written in a way that a nursery rhyme would be.

Imagery: Throughout the poem Blake uses imagery to describe the lamb and nature.  The image of “softest clothing, woolly, bright” describes both the lamb and nature because the readers can picture the lamb being soft and woolly while being outside in the bright sun.

Figurative: The main form of figurative language Blake uses in “The Lamb” is allusions. Throughout the poem, Blake alludes to the bible. The author alludes to the bible in order to discuss the lamb in the poem. Through this reference, the readers connect the little lamb to the Lamb of God and can more fully understand the author’s purpose to make the readers think of the lamb as pure.

Tone: Once the readers have fully analyzed the poem by Blake, readers can conclude that the tone of the poem is pure. There is a pure tone to the poem for plenty of reasons. The first reason is that the poem is about a little lamb. The majority of the time when an individual thinks of a little lamb they think of something that is pure. The second way is the tone is pure is when some individuals they of lamb, they think of the Lamb of God.

Theme: After further analyzing the poem by Blake, the readers can have a better understand of what the theme of the poem is. The theme of the poem is innocence. Innocence is the theme because little lambs are innocent. Also the Lamb of God is innocent.

Conclusion

                    After further analyzing the poem “The Lamb” by Blake readers can conclude what Blake’s true meaning for writing the poem is. Once I closely analyzed the poem, I concluded that my first reaction was correct. The poem is about the Lamb of God. The true meaning of the poem compares the little lamb to the Lamb of God.

The Tiger

Tyger! Tyger! burning bright
In the forests of the night,
What immortal hand or eye
Could frame thy fearful symmetry?

In what distant deeps or skies
Burnt the fire of thine eyes?
On what wings dare he aspire?
What the hand dare sieze the fire?

And what shoulder, & what art.
Could twist the sinews of thy heart?
And when thy heart began to beat,
What dread hand? & what dread feet?

What the hammer? what the chain?
In what furnace was thy brain?
What the anvil? what dread grasp
Dare its deadly terrors clasp?

When the stars threw down their spears,
And watered heaven with their tears,
Did he smile his work to see?
Did he who made the Lamb make thee?

Tyger! Tyger! burning bright
In the forests of the night,
What immortal hand or eye
Dare frame thy fearful symmetry?

First Instinct

          After reading through the poem, “The Tiger” by Blake, my first reaction to the text was that it describes a tiger. The readers can realize that the poem is describing a tiger due to the first and last stanza. In an individual is in a forest at night and there is a tiger nearby all they well see its eyes. The eyes of the tiger will be bright because of the reflection of light from the moon. One an individual notices this eye, they instantly become terrified.

Paraphrasing

Tiger! Tiger! Brightly blazing
At night in the forests
What unreal hands or eye
Could frame the fearful balance?

In the distant skies
The thin eyes burn with fire?
On what does he dare desire?
What hand dare take the fire?

And what shoulder & art
Could twist the tendons of the heart?
And when the heart beings to beat,
What fear hand and feet?
What hammer and chain?
In what heater was the brain?

What hammer and chain?
What furnace was your brain in?
What blacksmith? What fearful clutch
Challenge it lethal freighting clasp?

When the stars heave down their spikes,
And their tears flooded heaven
Did he smile at his work?
Did the same person who made the lamb, make the tiger?

Tiger! Tiger! Brightly blazing
At night in the forests
What unreal hands or eye
Could frame the fearful balance?

SWIFTT

Syntax/ Word: “The Tyger” has two repeating stanzas, the beginning and last. This is Blake’s way to place emphasize on what he believes to be most important in his poem. The middle stanzas are used to describe the beautiful animal. After reading through the poem, readers realize that the poem is written in a way that a nursery rhyme would be.

Imagery: Throughout the poem Blake uses imagery to describe the tiger and nature.  The image of dark glowing eyes surrounded by dark forest describes both the tiger and nature because the readers can picture the tiger staring at them through the tree branches. They can also picture seeing only darkness and two bright eyes staring back at them.

Figurative: The main form of figurative language Blake uses in “The Tyger” is rhetorical questions. Throughout the poem, Blake uses rhetorical questions to make the readers think about what Blake is asking them, even though the answer to the question is known. For example, “Is he the one who made the lamb?” is a rhetorical question that the readers already know the answer to but they still think about it. Of course, the same individual created the lamb and the tiger; God.

Tone: Once the readers have fully analyzed the poem by Blake, readers can conclude that the tone of the poem is danger. There is a danger tone to the poem for plenty of reasons. The first reason is that the poem is about a tiger who hunts at night. Therefore, if an individual runs into a tiger during the night they are died. Second reason why the tone of the poem is danger is because it is the opposite of the lamb. The lamb is innocent, while the tiger is dangerous.  

Theme: After further analyzing the poem by Blake, the readers can have a better understand of what the theme of the poem is. The theme of the poem is that it is the opposite of the lamb, even though they had the same creator.

Conclusion

                    After further analyzing the poem “The Tyger” by Blake readers can conclude what Blake’s true meaning for writing the poem is. Once I closely analyzed the poem, I concluded that my first reaction was correct. The poem is about a dangerous. Blake wrote about a tiger because he wanted to contradiction his own poem about the Lamb of God.  

On Reading Poems to a Senior Class at South High- D.C. Berry

Before
I opened my mouth
I noticed them sitting there
as orderly as frozen fish
in a package.

Slowly water began to fill the room
though I did not notice it
till it reached
my ears

and then I heard the sounds
of fish in a aquarium
and I knew that though I had
tried to drown them
with my words
that they had only opened up
like gills for them
and let me in.

Together we swam around the room
like thirty tails whacking words
till the bell rang
puncturing
a hole in the door

where we all leaked out
They went to another class
I suppose and I home

where Queen Elizabeth
my cat met me
and licked my fins
till they were hands again.

First Instinct
          After reading through the poem “On Reading Poems to a Senior Class at South High” by Berry, my first reaction to the text was that the student were being compared to fish; while the classroom was being compared to a fish tank. As the classroom begins to fill with water, the student transform into fish. One of the students tries to drown the rest of the class. However he or she does not have the ability to drown the class because they have gills like a fish. Once the final bell ring, the classroom let out and the fish were able to leave the class and return home. Once home the boy or girl allows their cat to lick their hands until they have calmed down from the events that occurred during their day.

Paraphrasing

Before
My mouth opens
I spotted them sitting nearby
As orderly as a school of fish.

Water began to fill the room gradually
I did not see it
Until it got to
My ears

Suddenly I heard sounds
Of fish in a tank
And I knew that I had
To drown them
With words
That only opened up
Like gills for them
To let me in.

Around the room we swam
Thirty tails hitting words
Until the ringing of the bell
Opening the door
Where we all left
And went to another class
And I went home

Where my cat
Queen Elizabeth greeted me
To lick my fins
Until they changed back into hands.

SWIFTT

          Syntax/Word: After reading through the poem, readers can realize that there is no specific rhythm or meter. Therefore the poem is free verse. Since Berry is comparing the classroom to a fish tank and the comparing the students to fish, he choice of words are similar to words that have to do with fish. The central image of the poem has to do with fish; Berry uses words that are related to fish. The word gills is used to describe how the students opening up and letting words in. this is significant because it flows with the rest of poem discussing things that involve fish.

          Imagery: Throughout the poem, Berry uses imagery to describe the classroom and students within it. The image of frozen fish in a package depicts a picture of the students sitting in even rows. This is significant because in a frozen fish package the fish a prefect even rows for the customer. Another image in the poem is of thirty fish swimming around the classroom whacking words at each other.

Figurative: Throughout the poem “On Reading to a Senior Class at South High”, Berry uses figurative language to describe the classroom and students. The first form of figurative language that was used in the poem was metaphors.  The subject of the classroom is compared to an aquarium. This is fitting because the classroom and an aquarium share this characteristic: both cage something in. This is significant to the poem  because this metaphor allows the readers to better understand Berry’s opinion on classrooms. Another metaphor that was in the poem was the students being compared to fish.  The student being compared to fish is fitting being they shared these common characteristics; when fish are in frozen package they look like students sitting in rows of decks and when  students are running around a classroom they kind  of look like caged in fish. The second form of figurative language Berry uses in the poem is a simile. The simile in the poem is when Berry compared the student’s mouth to gills. This is significant because it supports the students being like fish. Alliteration is the final form of figurative language used in the poem. The alliteration allows Berry to draw the reader’s attention to specific words in the poem that he believes is important.

Tone: Once the reader have fully analyzed the poem by Berry, readers can conclude that the tone of the poem is intimidated. There is an intimidated tone about the poem for plenty of reasons. First reason is the student is intimidated because he does not understand why the classroom is filling with water. Once the child get over the fact that the room has transformed into an aquarium, he is then intimidated by the other students in the classroom. He is intimidated by the other students because they are beginning to attack him with their words.

Theme: After further analyzing the poem by Berry, the readers can have a better understand of what the theme of the poem is. The theme of the poem is that individuals should not judge other. If an individual judges another individual without know the individual; their judgment could possibly be incorrect.

Conclusion

After closely analyzing the poem “On Reading to a Senior Class at South High” by Berry, I can conclude that my first reaction is similar to the actual meaning of the poem. The poem is actual meaning for the poem is to describe how one student views the classroom and other students. For example, the student says that he originally to notice the room was filling with water until it was up his ears. The students opinion on the students is that like are like a bunch of caged in fish with nowhere to swim. One way my first reaction was incorrect was that the student was not attempting to drown the other students. However, the student does try to judge the other students without getting to know them first. But his judgments do not bother the other students because they just take them. Finally, the student returns home, where he contemplates his decision to judge the other without knowing them.

Musee des Baux Arts- W. H. Auden

About suffering they were never wrong,
The old Masters: how well they understood
Its human position: how it takes place
While someone else is eating or opening a window or just walking dully along;
How, when the aged are reverently, passionately waiting
For the miraculous birth, there always must be
Children who did not specially want it to happen, skating
On a pond at the edge of the wood:
They never forgot
That even the dreadful martyrdom must run its course
Anyhow in a corner, some untidy spot
Where the dogs go on with their doggy life and the torturer's horse
Scratches its innocent behind on a tree.

In Breughel's Icarus, for instance: how everything turns away
Quite leisurely from the disaster; the ploughman may
Have heard the splash, the forsaken cry,
But for him it was not an important failure; the sun shone
As it had to on the white legs disappearing into the green
Water, and the expensive delicate ship that must have seen
Something amazing, a boy falling out of the sky,
Had somewhere to get to and sailed calmly on.

First Instinct

          After reading through the poem by Auden, my first reaction to the poem is that in the beginning of the poem, it is discussing elderly individuals. In the first stanza it mentions how elderly people have suffered and are suffering due their age. However, more individuals are being born into their life as they continue to suffer. With the new addition to the family, the elderly individuals begin to suffer even more because they wish they were that young once again. However in the second stanza, Auden mentions a famous piece of art. In this piece of art is shows that opposite of the first stanza. A young boy seems to be in trouble but the elderly farmer does not even attempt to help save the boy. However, in the end a ship appears and saves the young boy from drowning.

Paraphrasing

People are never wrong about suffering
the elderly people; understand it well
and its human position. How it takes place
While somebody is eating or opening the window
Or just boringly walking around;
How, the elderly are respectfully, and keenly waiting
For a baby, there always must be
Children do not especially want it to happen, Skating
On a pond by edge of woods:
Never to forget
That even the horrible misery must run its course
Anyway in a corner, some messy spot
Where the dogs go on their life and the intimidator's horse
Cuts its naïve butt on a tree.

In Icarus, how everything turns away
Rather unhurried from the tragedy; the farmer may
Have heard the splashes and the cries for help
But for him it was not important; the sun shine
As it had to on the legs disappearing into the grass
Water and the ship that must have seen
Something amazing, a boy fell out of the sky,
Had to go somewhere and sailed away.

SWIFTT

          Syntax/Word: The long stanzas functions to allow the author to describe how art establishes itself. The structure supports the author’s purpose because having to long stanzas allowing the author to give a real life example of suffering and then an example of suffering in art. Throughout the poem, Auden uses childish phrases to describe things discussed within the poem. The childish phrases are used to distract the readers from what they are truly readers. This is like children participating in childish activities to distract them from what is occurring in their lives.

          Imagery: After reading through the second stanza, the readers can conclude that the whole second half of the poem is imagery itself. It is imagery itself because Auden is describing a specific painting. The image of this picture depicts a picture of a boy drowning, crying out for help; however the farmer that sees the boy does not save him. The boy in the picture continues to drown until a boat passes by to save him. This is significant because the purpose for the author to write this poem was to prove that nobody cares about other sufferings and pain. Then in the first stanza, the author depicts a sense of everybody life for individuals during a certain time period because the readers can envision the children skating on a frozen pond, the dog bring tied to something, and the elderly individuals walking around. This is significant because it provides an everyday example of how individuals do not bother with other’s suffering and the children do not suffer.

          Figurative: After reading through the poem a few times, that Auden does not uses any forms of figurative language. There are no forms of metaphors, similes, or personification in “Musee des Beaux Arts”.

          Tone: Once the reader closely analysis the poem, they can conclude that the tone of the poem is casual. There is a casual tone to the poem because Auden writes what was coming to his mind as he was writing. Auden uses this tone to place emphasize on the individuals in the poem attitude towards living their life.

          Theme: In order for the readers, to be able to understand what the theme of the poem is they had to closely analysis the poem extremely well. After reading the two stanzas, the reader can be somewhat confused about the main message Auden is trying to get across. However, there is a common theme between the two stanzas; which is apathy. Apathy is a common theme between the two stanzas because they both discuss how humans are indifferent about the events that are occurring around them. For example, the boy is drowning the farmer realizes that the boy is in danger but decides not to help him.

Conclusion

          After closely analyzing the word choices, imagery, figartive language, tone, and theme I have gained a better understanding for the true reason why Auden decided to write this piece of literature. Auden’s true meaning for writing “Musee des Beaux Arts” is that it is his way of expressing his feeling toward today’s society. In today’s society Auden believes the individuals are apathetic towards events that are surround them and occurring in their life. Another reason for Auden writing the poem is to express his opinion about individuals only caring about the suffering they can through and not suffering others go through. This assumption can be supported because of the paint that is described in the second stanza.

Siren Song- Margaret Atwood

This is the one song everyone
would like to learn: the song
that is irresistible:
the song that forces men
to leap overboard in squadrons
even though they see the beached skulls
the song nobody knows
because anyone who has heard it
is dead, and the others can't remember
Shall I tell you the secret
and if I do, will you get me
out of this bird suit?
I don't enjoy it here
squatting on this island
looking picturesque and mythical
with these two feathery maniacs,
I don't enjoy singing
this trio, fatal and valuable.
I will tell the secret to you,
to you, only to you.
Come closer. This song
is a cry for help: Help me!
Only you, only you can,
you are unique

At last. Alas
it is a boring song
but it works every time

First Instinct

          After reading through the poem “Siren Song” by Atwood, my first reaction to the text was that it was describing an actual siren on a fire-truck. In the first few line of the poem, it mentions how everybody wants to learn the song. This reminds me of a siren on a fire- truck because during one part of everybody’s childhood, they wanted to be a fireman. Next, in the poem it says that the siren will tell us a secret. Sirens on a fire-truck tell individuals that somewhere in the distance there is a secret fire that they are travel to. Sirens on a fire-truck do not enjoy playing due to them knowing that every time they are playing, somebody is in danger due to a fire. Finally, in the last line, “but it works every time” my reaction was that the siren works every time because they allow the fireman to arrive at the fire before things get to out hand.

Paraphrasing

Everybody wants and hopes to learn this song:
the song is alluring
the song makes men
jump overboard into regiment
even though they see dead bodies
nobody knows this song
due to everybody hearing it
since everybody has heard the song,
it is dead and can’t be remembered.
Can I tell you a secret,
if I do will you let me
out of the bird suit?
It is not enjoyable
crouching on the island
looking charming and imaginary
with two fluffy fanatics
I don’t like singing
the three deadly and precious.
Tell you the secret
and only to you.
Come here. The song
is a cry for help.
Only you can help me,
you are special.

Finally,
the song is boring
however it works all the time

SWIFTT

Syntax/ Word: The simple structure functions to allow the readers to easily comprehend the poem. This structure supports the author’s purpose because the poem gets straight to the point and is easy to comprehend. Not only is the structure of the poem is simple but the diction throughout the poem is simply. This is significant also because Atwood wanted to the poem to be easy to comprehend for the readers.

Imagery: Throughout the poem, Atwood specific images to help the readers understand her purpose for writing the story. The first image in the poem is beached skulls. This is significant because it foreshadows what will happen to the men who listen to the siren song. The next image in the poem is a bird suit. This is significant is shows that the siren song is wearing a costume in order to fit in with other two sirens. These two sirens are some kinds of birds, which is why the third siren is in a bird costume.

Figurative: After analyzing the poem closely, the readers can conclude that Atwood does not use any forms of figurative language in “Siren Song”.

Tone: Once the readers have fully analyzed the poem by Wordsworth, readers can conclude that the tone of the poem is manipulative. There is a manipulative tone to the poem for plenty of reasons. The first reason is that the song lures men into the sea even though they see dead bodies that have washed up on the beach. The second way is that the song manipulates the men into believing that they are going to learn a secret that nobody else knows. In the end, the men end up being tricked to their death by the song.

Theme: After further analyzing the poem by Atwood, the readers can have a better understand of what the theme of the poem is. The theme of the poem is deception. Deception is the theme because the siren song tricks men into listening to the song. Once the men are listening to the song, they are murdered.

Conclusion

                    After further analyzing the poem “Siren Song” by Atwood, readers can conclude what Atwood’s true meaning for writing the poem was. Once I closely analyzed the poem, I could conclude that my first reaction was incorrect. The true purpose for writing the poem is to discuss a song that tricks men into listening to it, so they will eventually be murdered. The dead bodies that wash up on the beach are men that had been tricked into listening to the siren song. Even though, men continuous see the washed up bodies, they continue to be manipulated by the siren song, which eventually leads to their down fall. Also, the siren song mentions that it does not like to sing anymore, however, it will never stop singing because it likes to trick men to their deaths.

           

           

To Marguerite- Matthew Arnold

YES: in the sea of life enisled,
With echoing straits between us thrown.
Dotting the shoreless watery wild,
We mortal millions live alone.
The islands feel the enclasping flow,
And then their endless bounds they know.

But when the moon their hollow lights,
And they are swept by balms of spring,
And in their glens, on starry nights,
The nightingales divinely sing;
And lovely notes, from shore to shore,
Across the sounds and channels pour;

O then a longing like despair
Is to their farthest caverns sent!
For surely once, they feel, we were
Parts of a single continent.
Now round us spreads the watery plain--
O might our marges meet again!

Who order'd that their longing's fire
Should be, as soon as kindled, cool'd?
Who renders vain their deep desire?--
A God, a God their severence ruled;
And bade betwixt their shores to be
The unplumb'd, salt, estranging sea.

First Instinct

After reading through the poem, “To Marguerite” by Matthew Arnold, my first reaction to the text was that it described how humans are drifting apart over time. Before humans started drifting apart, individuals were unison with each other. However individuals began to develop different dreams and desires over time. As these dreams and desires differed from individual to individual, a rift began to develop between individuals too. Eventually, the rift between individuals increased dramatically. Now that individuals have drifted apart this dramatically, we are becoming lonely. This loneliness will eventually bring individuals back together.

Paraphrasing

In the world, life is isolated
With deep, terrifying distances between us.
Islands are randomly in the sea,
Millions of humans live alone.
The islands feel the tight flow,
And will be forever bounded.

When the moon shines bright,
And are comforts by the spring,
And in their narrow valley, on bright nights,
The nightingales sing beautiful
Notes from island to island;
Across the world the songs are heard;

After awhile misery begins to set in
However, misery is pushed away!
Before, this feeling they were
Part of the same piece of land.
But now they have drifted apart—
Might they drift together again!

Why did desire and the
Longing for togetherness has gone away?
Who can translate their deep yearns?
God ruled the islands separation;
and distance between shores
The unsound, salt, single sea.

SWIFTT

           Syntax/ Word: In the first stanza of the poem there are two alliterations: watery wild and mortal millions. Also after further analyzing the poem, the reader can see in one of the lines, the author is referring to the separation of a couple.
           Imagery: The author of the poem uses imagery throughout the poem.  With the imagery throughout the poem, the readers are allowed to get a vivid picture of what the author is talking about. For example, the author talks about the echoing straits which symbolizes the distance between the humans. Another example of imagery is that “the island feeling the enclasping flow”, which symbolizes loneliness.
          Figurative: The author uses alliterations: watery wild and mortal millions, in the first stanza.
          Tone: The tone of the poem “To Marguerite” is negative. The type of negative tone is loneliness and sorrow.
         Theme: The theme of the poem is that when there is a separation in a relationship, there is also loneliness.

Conclusion

After further analysis of the poem, I have come to the conclusion that my first reaction to the poem as similar to what the poem is actually about. “To Marguerite” is about the separation of a man and woman. The author of the poem is writing the poem to his ex-lover. With the separation the man fells lonely and separated from the world. This loneliness is indicated by the imagery of the islands. Arnold, the author, is hoping with the poem that the two lovers could be reunited.