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Tag: poetry

  • Elizabeth Barrett Browning’s Sonnet 14 “If thou must love me, let it be for nought”

    Image: Elizabeth Barrett Browning and Robert Browning – 1852. Portraits painted by Thomas Buchanan Read

    Elizabeth Barrett Browning’s Sonnet 14 “If thou must love me, let it be for nought”

    In sonnet 14, Elizabeth Barrett Browning’s speaker is insisting that her suitor love her only for the sake of love, not for her physical qualities such as her smiling lips or the soft manner in which she speaks.

    Introduction with Text of Sonnet 14 “If thou must love me, let it be for nought”

    The speaker in this sonnet from Elizabeth Barrett Browning’s classic Sonnets from the Portuguese is now graciously receiving her suitor’s affection.  Nevertheless, she also feels it necessary to make him aware that she expects that their budding relationship should not only continue to grow but should become permanent.  She therefore delineates the nature of the love she anticipates that the two will share.

    Sonnet 14 “If thou must love me, let it be for nought”

    If thou must love me, let it be for nought
    Except for love’s sake only. Do not say
    “I love her for her smile—her look—her way
    Of speaking gently,—for a trick of thought
    That falls in well with mine, and certes brought
    A sense of pleasant ease on such a day”—
    For these things in themselves, Belovèd, may
    Be changed, or change for thee,—and love, so wrought,
    May be unwrought so. Neither love me for
    Thine own dear pity’s wiping my cheeks dry,—
    A creature might forget to weep, who bore
    Thy comfort long, and lose thy love thereby!
    But love me for love’s sake, that evermore
    Thou mayst love on, through love’s eternity.

    Commentary on Sonnet 14 “If thou must love me, let it be for nought”

    The speaker insists that her beloved offer her affection only based on love and not for any physical qualities that she demonstrates, including the way she smiles or the manner in which she speaks.

    First Quatrain:  Continuing to Remain Somewhat Tentative

    If thou must love me, let it be for nought
    Except for love’s sake only. Do not say
    “I love her for her smile—her look—her way
    Of speaking gently,—for a trick of thought

    The speaker’s tentativeness continues,  even though she seems to be contemplating the much desired joy of such a love relationship.  Her continued procrastination remains as a shield for her heart, in case the relationship ends.   She is signaling the likelihood of her acceptance by affirming, “If thou must love me,” but not with the oft-touted insulting phrase, if-you-really-love-me.

    The uncomplicated, single term “must” declares that a change is in the offing.  It demonstrates that she now realizes the true nature of this man’s love, although she cannot bring herself to have total faith that some feature in her nature could never assert itself and thus spoil such a love that seems to be so true.

    The speaker is requesting pragmatically that he love her for love alone, and not because of  the physical, therefore superficial, qualities that too often attract lovers.  She does not desire that her lover to be in love merely with the physical qualities she possesses such as her smile and speaking manner.

    Second Quatrain: Contempt for the Superficial

    That falls in well with mine, and certes brought
    A sense of pleasant ease on such a day”—
    For these things in themselves, Belovèd, may
    Be changed, or change for thee,—and love, so wrought,

    The speaker then is unveiling her reason for being dismayed by superficial kinds of attention that often engages lovers.  Those qualities too often prove to be “a trick of thought.”  Suppose that her smile be pleasant to him one day but not so much the next day.  If he were fixed upon such a smile, she fears his feeling for her would diminish.

    The speaker does not wish that her partner’s love to be guided only by mood.  She suspects that if she offers him a pleasant glance but later offers a melancholy sorrow his love for her may become negatively affected.  

    Also, her speech to him may from time to time vary and not always offer him the same level of delight.  She knows she will not always be able to engage in conversation that is brimming only with joyful pleasantries.

    The speaker comprehends well that love based on change cannot maintain a lasting, steadfast love relationship.  Thus she is letting him know that she is aware that the physical is very likely to change, but true love should not change; love should remain constant.  She wants to let him know that she can only engage in an unconditional love that is founded on unchanging affection.

    First Tercet:  Accepting No Pity

    May be unwrought so. Neither love me for
    Thine own dear pity’s wiping my cheeks dry,—
    A creature might forget to weep, who bore

    The speaker is offering an additional demand that he not love her with pity in his heart.  She has often explored the reaches of the melancholy that has caused her to shed tears often and for long periods of time.  And if his love were tainted with pity and sympathy for her sorrowful lot, what would occur with that pity, were she to “forget to weep”?

    She reasons that if or when she likely becomes a happily, contented woman, her beloved would then have one less reason to continue to love her, if he had allowed his love for her to include the negativity of pity and sympathy.

    Second Tercet:   Love for Love’s Sake Alone

    Thy comfort long, and lose thy love thereby!
    But love me for love’s sake, that evermore
    Thou mayst love on, through love’s eternity.

    The speaker deems it very important to make her paramour aware that she wants to be loved for no reason other than that she exists.  If she is loved because of physical features, or because of the fact that she has deeply suffered and somehow now deserves to be content, true, lasting love could never continue to remain.

    Therefore, if her beloved will love her as she requests and just love her for “love’s sake,” she is convinced that their love will exist “through love’s eternity.”  She has weighed the calamity of false starts, and she makes it clear that she wishes to avoid the pain of a failed relationship.

  • Elizabeth Barrett Browning’s Sonnet 13 “And wilt thou have me fashion into speech”

    Image: Elizabeth Barrett Browning – NPG, London

    Elizabeth Barrett Browning’s Sonnet 13 “And wilt thou have me fashion into speech

    The speaker in sonnet 13 muses on the idea of composing a verse about her newly found emotion but hesitates for fear of touching the grief she suffers. 

    Introduction with Text of Sonnet 13 “And wilt thou have me fashion into speech”

    In Elizabeth Barrett Browning’s sonnet 13 from Sonnets from the Portuguese, the speaker attempts to respond to her suitor’s encouragement to transcribe her feelings for him in a poem, but she does not yet believe she is ready to plumb the depths of her feelings.

    Sonnet 13 “And wilt thou have me fashion into speech”

    And wilt thou have me fashion into speech
    The love I bear thee, finding words enough,
    And hold the torch out, while the winds are rough,
    Between our faces, to cast light on each?
    I drop it at thy feet. I cannot teach
    My hand to hold my spirit so far off
    From myself—me—that I should bring thee proof
    In words, of love hid in me out of reach.
    Nay, let the silence of my womanhood
    Commend my woman-love to thy belief,—
    Seeing that I stand unwon, however wooed,
    And rend the garment of my life, in brief,
    By a most dauntless, voiceless fortitude,
    Lest one touch of this heart convey its grief.

    Commentary on Sonnet 13 “And wilt thou have me fashion into speech”

    The speaker in sonnet 13 muses on the idea of composing a verse about her newly found emotion of love, but she hesitates for she fears touching the grief that still confronts her.

    First Quatrain:  Should She Express Her Love?

    And wilt thou have me fashion into speech
    The love I bear thee, finding words enough,
    And hold the torch out, while the winds are rough,
    Between our faces, to cast light on each?

    The speaker beseeches her beloved wondering if she should “fashion into speech” how she feels about him. She feels that she may not yet be ready to express verbally the feelings that are beginning to move her. Undoubtedly, she believes that outward verbal expression may hamper her unique emotions.

    If she translated her feelings into words, she fears they would behave as a “torch” and would “cast light on each” of their faces.  However, that would happen only if the wind did not blow out their fire. 

    She believes she must protect her increasing emotion from all outside forces; therefore, she opens with a question. She cannot be certain that remaining silent is any longer the proper way to behave.

    Second Quatrain:  Unsteadied by Emotion

    I drop it at thy feet. I cannot teach
    My hand to hold my spirit so far off
    From myself—me—that I should bring thee proof
    In words, of love hid in me out of reach.

    The speaker then dramatically asserts that she, “drop[s] at [his] feet”; she does this because she cannot remain steady in his presence, as she is overcome with emotion. She becomes so agitated with the notion of love, and she cannot calm down in order to write what might be coherent about her intense feelings.

    The sonnet suggests that her beloved has asked the poet/speaker for a poem about her feelings for him; however, she believes that her love is so profoundly heartfelt that she may not be able to shapes its significance in words.

    The speaker feels that she cannot perceive the appropriate images for they are, “hid in me out of reach.” She feels that she must wait for a time when she has found enough tranquility to be able to “fashion into speech” the complex, deep feelings she is experiencing because of her love for this man.

    First Tercet:   Remaining Self-Aware

    Nay, let the silence of my womanhood
    Commend my woman-love to thy belief,—
    Seeing that I stand unwon, however wooed,

    The speaker concludes therefore that “the silence of [her] womanhood” will have to function to persuade him that she does possess those deep feeling of love for him.  She confesses  that she has remained a bit distant from her beloved, when she says she is “unwon.” 

    Although he has “wooed” her, she feels that she must keep a portion of her self out of sight for very deeply personal reasons. She must make sure she stays present and connected in her own self.

    Second Tercet:   Dramatizing the Depth of Pain

    And rend the garment of my life, in brief,
    By a most dauntless, voiceless fortitude,
    Lest one touch of this heart convey its grief.

    The sonnet sequence has dramatized the depth of the pain and melancholy the speaker has endured her entire life-long. She is still suffering that same pain and sadness. She thus again reveals that if she too soon tries to place her feeling into a poem, she would perhaps only “convey [her heart’s] grief.”

    The speaker remains fearful of the notion that “a most dauntless, voiceless fortitude” could impede the power with which she is being propelled toward completely accepting the current relationship with her new-found belovèd.

  • Langston Hughes’ “Theme for English B”

    Image: Langston Hughes – Poetry Foundation

    Langston Hughes’ “Theme for English B”

    Langston Hughes’ “Theme for English B” dramatizes the brainstorming session of a speaker who is a non-traditional college student.  He has been given the assignment to write a paper about himself that is true.  He muses on how to go about producing a page that the instructor will understand.

    Note on Usage: “Negro,” “Colored,” and “Black”: Before the late 1980s in the United States, the terms “Negro,” “colored,” and “black” were accepted widely in American English parlance.   While the term “Negro” had started to lose its popularity in the 1960s, it wasn’t until 1988 that the Reverend Jesse Jackson began insisting that Americans adopt the phrase “African American.”  The earlier, more accurate terms were the custom at the time that Langston Hughes was writing.

    Introduction with Text of “Theme for English B”

    The speaker is a non-traditional, older student in a college English class who has been given the assignment to write a paper that “come[s] out of you.” The instructor has insisted that the paper will be “true” if the student simply writes from his own heart, mind, and experience, but the speaker remains a bit skeptical of that claim, thinking that maybe he is unsure that it is “that simple.

    Theme for English B

    The instructor said,

        Go home and write
        a page tonight.
        And let that page come out of you—
        Then, it will be true.

    I wonder if it’s that simple?
    I am twenty-two, colored, born in Winston-Salem.
    I went to school there, then Durham, then here
    to this college on the hill above Harlem.
    I am the only colored student in my class.
    The steps from the hill lead down into Harlem,
    through a park, then I cross St. Nicholas,
    Eighth Avenue, Seventh, and I come to the Y,
    the Harlem Branch Y, where I take the elevator
    up to my room, sit down, and write this page:

    It’s not easy to know what is true for you or me
    at twenty-two, my age. But I guess I’m what
    I feel and see and hear, Harlem, I hear you:
    hear you, hear me—we two—you, me, talk on this page.
    (I hear New York, too.) Me—who?
    Well, I like to eat, sleep, drink, and be in love.
    I like to work, read, learn, and understand life.
    I like a pipe for a Christmas present,
    or records—Bessie, bop, or Bach.
    I guess being colored doesn’t make me not like
    the same things other folks like who are other races.
    So will my page be colored that I write?

    Being me, it will not be white.
    But it will be
    a part of you, instructor.
    You are white—
    yet a part of me, as I am a part of you.
    That’s American.
    Sometimes perhaps you don’t want to be a part of me.
    Nor do I often want to be a part of you.
    But we are, that’s true!
    As I learn from you,
    I guess you learn from me—
    although you’re older—and white—
    and somewhat more free.

    This is my page for English B.

    Reading of “Theme for English B” 

    Commentary on “Theme for English B”

    In Langston Hughes’ “Theme for English B,” the speaker is musing on how to write a college essay about himself, after receiving the instructor’s assignment in his English class. The issue of race intrudes on the speaker’s thoughts, and he offers his experienced observation about the supposed differences between the races.

    First Movement:  Not a Simple Assignment

    The instructor said,

        Go home and write
        a page tonight.
        And let that page come out of you—
        Then, it will be true.

    I wonder if it’s that simple?
    I am twenty-two, colored, born in Winston-Salem.
    I went to school there, then Durham, then here
    to this college on the hill above Harlem.
    I am the only colored student in my class.

    The speaker begins his musing by brainstorming, listing the reasons that the assignment may not be so simple as the instructor has made it sound. The student/speaker is only “twenty-two,” but he is older than most of the other students in his class.

    He was born in Winston-Salem, North Carolina, where he attended school until he moved to New York. The speaker is now attending college in Harlem. He is the only “colored” student in the class. Despite the fact that the majority of the population of Harlem was African American, it was still a time when few of them attended college.

    Second Movement:  A Brainstorming Tactic

    The steps from the hill lead down into Harlem,
    through a park, then I cross St. Nicholas,
    Eighth Avenue, Seventh, and I come to the Y,
    the Harlem Branch Y, where I take the elevator
    up to my room, sit down, and write this page:

    As the speaker begins to write, he traces the route that he takes from the college to his apartment. This step in his composition process seems to be a delaying tactic—a brainstorming activity just to get started thinking on the issue. He no doubt intuits that during the process of writing one thing leads to another, and he is thereby likely hoping that the trivial will lead to the profound.

    Third Movement:  Musing on What Is True

    It’s not easy to know what is true for you or me
    at twenty-two, my age. But I guess I’m what
    I feel and see and hear, Harlem, I hear you:
    hear you, hear me—we two—you, me, talk on this page.
    (I hear New York, too.) Me—who?

    Well, I like to eat, sleep, drink, and be in love.
    I like to work, read, learn, and understand life.
    I like a pipe for a Christmas present,
    or records—Bessie, bop, or Bach.

    The speaker then turns his attention to what might be “true” for himself and what might be “true” for a white instructor. It crosses his mind that the differences between them might be too great for the instructor to understand and appreciate a “colored” student’s experience.

    Nevertheless, the speaker begins to examine what he feels is genuine for himself. He then guesses that what he sees helps make him what he is—a brilliant recovery from what might have sounded only like stalling in the brainstorming session that began his composition.

    By tracing the route he takes to school, he has opened up the possibilities for what he sees and hears. What he sees and hears is Harlem as he somewhat awkwardly spills out his thinking.  He hears himself, he hears his instructor, and now he has to “talk on this page” to this instructor. He hears “New York,” but then he circles back to himself with a question, implying a query into who he actually is.

    The answer to his question is important because the assignment, after all, is to produce a piece of writing that tells the instructor who the student is, what he hopes for, and what is in his heart and mind.  The instructor has intimated that if the student writer will search his own heart and mind, he will then write what is “true,” that is, what is genuine and accurate without obfuscation and guile. The speaker then moves on to catalogue what he likes: sleeping, eating, drinking, and being in love.

    Furthermore, the speaker enjoys such activities as working, reading, learning, and he likes to “understand life”—all fine qualities that would likely impress a university instructor. He also likes to receive “a pipe for a Christmas present.”

    Finally, the speaker lists other items that he enjoys getting such as records for Christmas because he enjoys listening to music. His taste in music turns out to be rather eclectic from “Bessie, bop, or Bach.” He must be simply gleeful that his music preferences create an interesting sounding alliterative series of names.

    Fourth Movement:  Communication between Black and White

    I guess being colored doesn’t make me not like
    the same things other folks like who are other races.
    So will my page be colored that I write?

    The opening two lines of this movement present the observation that this young man has tentatively made in his life, so he frames that observation as a “guess”—he surmises that race does not dictate what an individual “likes.”

    Still as a young man, the speaker continues to wonder if how he feels and what he says will register with his white instructor. He, therefore, wonders if what he writes will be “colored.”

    The speaker is contemplating what he believes is genuine for himself as the instructor has suggested, but he remains unsure that he can be understood by a white instructor if his words reveal him as “colored.”

    Fifth Movement:   Racial Boundaries

    Being me, it will not be white.
    But it will be
    a part of you, instructor.
    You are white—
    yet a part of me, as I am a part of you.
    That’s American.
    Sometimes perhaps you don’t want to be a part of me.
    Nor do I often want to be a part of you.
    But we are, that’s true!
    As I learn from you,
    I guess you learn from me—
    although you’re older—and white—
    and somewhat more free.

    This is my page for English B.

    The speaker then insists that what he writes will “not be white.” Yet it must still be part of the instructor. Although he is black and the instructor is white, they are surely still part of each other because “That’s American.”

    Yet the speaker does remain aware that often whites do not want to be part of blacks, and he is also aware that the reverse is equally true. Despite those racial boundaries of separation, the speaker believes that they are still part of each other, whether they accept it or not.

    Finally, the speaker concludes with a very significant discernment: the black student learns from the white instructor, and the white instructor can also learn from the black student, even if the instructor is older, white, and “somewhat more free” than the black student.

    The speaker concludes by offering the explicit statement, “This is my page for English B.” He seems to feel that he has likely exhausted his exploration for the true, genuine, and accurate for this English assignment.

    The Speaker of the Poem

    Lest readers are tempted to take this poem as autobiography, a perusal of Hughes’ autobiographical work, The Big Sea, should disabuse them of that error.   In that first autobiography (his second was I Wonder as I Wander), the poet describes his college days at Lincoln University, located in “the rolling hills of Pennsylvania,” not “on the hill above Harlem.” 

    Hughes does not broach any subject as mundane as an English class assignment as he describes his rough and tumble days at Lincoln. Also, Hughes was born in Joplin, Missouri, not “Winston-Salem.”  

    It is useful to remember that poets seldom write autobiographical details; they often create characters, as playwrights do.  Hughes does take the opportunity in this piece to make a statement about race relations, a topic that he explored his whole life.  But the speaker of a poem and the poet are often not the same, and to understand and appreciate the poem that fact must be kept in mind.

    Controversy over the Phrase “African American”

    The controversy surrounding the appellation, “African American,” reached an important pinnacle after Teresa Heinz Kerry, Caucasian wife of the 2004 presidential candidate and former senator John Kerry, identified herself as “African American.”

    Teresa Heinz was born and raised in Mozambique, which is a country in Africa. Having been a resident of the USA since 1963, she qualifies most assuredly as an “African American.” The fact that she is white demonstrates the inaccuracy that Rev. Jackson foisted upon the black population of the United States of America, as he attempted to euphemize terms that need no euphemism.

    Sources

    Video:  Dramatic Interpretation of “Theme for English B”  

  • Amanda Gorman’s “For Renee Nicole Good”

    Image:  Amanda Gorman

    Amanda Gorman’s “For Renee Nicole Good”

    Amanda Gorman’s “For Renee Nicole Good” tries to be an elegy, but it falters in displaying contrived diction, strained prosody, clichéd imagery, and manipulative historical framing—all compromising its position as an elegiac form. 

    Introduction and Text of “For Renee Nicole Good”

    Spurred on by the January 7, 2026, incident in which Renee Nicole Good was fatally shot by an ICE agent in Minneapolis, inaugural poetry reader Amanda Gorman has focused on the unfortunate event for moral and political effect, prioritizing rhetoric over grief and glossing over a complex historical reality.

    Gorman’s piece commemorates Renee Nicole Good, a 37-year-old Minneapolis woman, who was killed during a federal immigration enforcement operation. The incident, widely reported in major media, involved Good ramming her 4,000-pound Honda Pilot into an ICE officer, causing him to suffer internal injuries. Allegedly, the officer reacted by shooting Good in self-defense.  

    Political and media pundits have continued to debate federal characterizations of her actions, including claims that labeled her a “domestic terrorist.”  Talking heads on various media outlets have continued to exploit the dismal affair by interpreting the videos of the event to fit their own narratives.

    Gorman’s piece attempts to position Good’s death as the result of systemic failure couched in moral urgency; however, the literary execution of the piece weakens  Gorman aim at elegy.  The rime is forced and uneven, diction is inflated and often awkward, and imagery slips into abstraction or cliché. 

    The use of figurative language remains symbolic and moralistic, rather than being grounded in Good’s specific circumstances. While the piece attempts elegiac elevation, its rhetorical ornamentation and moral abstraction produce nothing more than mere posturing. 

    The piece remains merely decorative verse lacking emotional precision or nuanced engagement with historical fact.  The piece remains an excellent example of “miselegy”—not elegy.

    For Renee Nicole Good

    Killed by I.C.E. on January 7, 2026

    They say she is no more,
    That there her absence roars,
    Blood-blown like a rose.
    Iced wheels flinched & froze.
    Now, bare riot of candles,
    Dark fury of flowers,
    Pure howling of hymns.

    If for us she arose,
    Somewhere, in the pitched deep of our grief,
    Crouches our power,
    The howl where we begin,
    Straining upon the edge of the crooked crater
    Of the worst of what we’ve been.

    Change is only possible,
    & all the greater,
    When the labour
    & bitter anger of our neighbors
    Is moved by the love
    & better angels of our nature.

    What they call death & void,
    We know is breath & voice;
    In the end, gorgeously,
    Endures our enormity.

    You could believe departed to be the dawn
    When the blank night has so long stood.
    But our bright-fled angels will never be fully gone,
    When they forever are so fiercely Good.

    Commentary on “For Renee Nicole Good”

    Amanda Gorman’s piece is rhetorically inflated and abstract, inflating symbolic moral critique over concrete grief. It glosses over key facts and turns personal tragedy into generalized indictment.  The result is both stylistic weakness and historical distortion.

    First Movement: “They say she is no more”

    They say she is no more,
    That there her absence roars,
    Blood-blown like a rose.
    Iced wheels flinched & froze.
    Now, bare riot of candles,
    Dark fury of flowers,
    Pure howling of hymns.

    If for us she arose,
    Somewhere, in the pitched deep of our grief,
    Crouches our power,
    The howl where we begin,
    Straining upon the edge of the crooked crater
    Of the worst of what we’ve been.

    The piece fails as elegy from its opening lines, with vagueness masquerading as intensity. The vague claim—“They say she is no more”—screams out as a slack, secondhand construction.  The nondescript, distancing phrase “they say” bypasses the elegist’s most important obligation—to bear direct witness to loss. 

    Compare this avoidance to the stark authority of Walt Whitman’s “When Lilacs Last in the Dooryard Bloom’d” or even a simple declarative statement such as  “She is dead”: the circumlocution here drains the death of immediacy before the piece has properly begun.

    The use of figurative language compounds the failure. “Blood-blown like a rose” aspires to vivid compression but achieves only decorative incongruity: ”blood-blown” suggests violence, yet the rose is so overworked a poetic symbol that it softens rather than sharpens what ought to be a disturbing image. Thus, the two terms are pitted against each other. 

    Similarly, “Iced wheels flinched & froze” is so obscure that it remains meaninglessness: wheels, obviously belong to the 4000 pound vehicle, but wheels do not flinch.  The verb “flinch” describes a human reaction of nervousness, and to assign wheels this involuntary recoil is to sentimentalize machinery rather than illuminate human grief.

    The lines “bare riot of candles, / Dark fury of flowers, / Pure howling of hymns” reveal another besetting weakness: the piece’s reliance on oxymoronic abstract nouns to manufacture feeling it has not earned. A riot is not bare; fury is not dark in any illuminating sense; howling is not pure; see Malcolm M. Sedam’s appraisal of Allen Ginsberg’s “Howl.” 

    These contradictions do not exert a useful tension; instead, they simply hint at emotional extremes without grounding them in any specific detail of the occasion, the mourners, or the deceased. Readers learn nothing about who this woman was or who weeps for her.

    The closing lines’ prosody also undermines its ambitions.  The lines “Crouches our power, / The howl where we begin” strain for prophetic weight but the inversion “crouches our power” is merely awkward, and “the howl where we begin” is so abstract as to be empty—begin what? 

    The final image of “the crooked crater / Of the worst of what we’ve been” gestures at collective historical shame but without any specific referent.  Although this piece concerns a real death in a specific circumstance—one involving an officer’s injury and reaction of likely self-defense, the needed context is entirely absent. 

    Elegy, at its best, as in Auden’s “In Memory of W.B. Yeats,” earns any generalization by first anchoring itself in specificity. This piece attempts the reverse, and the result is rhetoric without a foundation that is, nevertheless, loud, shapeless, unmoved and unmoving.

    Second Movement: “Change is only possible”

    Change is only possible,
    & all the greater,
    When the labour
    & bitter anger of our neighbors
    Is moved by the love
    & better angels of our nature.

    What they call death & void,
    We know is breath & voice;
    In the end, gorgeously,
    Endures our enormity.

    The second movement opens with a conditional proposition in the first stanza of the movement, and this proposal immediately reveals the piece’s central confusion of purpose: elegy is not argument. The conditional “when” converts mourning to a political syllogism: grief is admissible only insofar as it produces the correct social outcome. The dead woman has already been subordinated to a thesis.

    The phrase “better angels of our nature” compounds the problem by alluding to Lincoln’s famous phrase without earning it. In Abraham Lincoln’s First Inaugural Address, the phrase carried the weight of a young nation on the verge of civil war; here it is borrowed to lend gravitas to what is essentially a political slogan. The allusion does not illuminate; it appropriates.

    The lines “What they call death & void, / We know is breath & voice” represent the most telling failure in the passage. The opposition of “they” and “we” divides the world into the politically benighted and the enlightened speaker’s community, and in doing so it abandons the elegiac mode entirely. 

    Elegy confronts death as an irreducible, universal fact, intrinsic to the human condition; it does not reframe death as a misperception held by ideological opponents. To argue that death is not merely what the unenlightened “call” it is not consolation; it is evasion dressed as affirmation.

    The closing couplet reaches for the lapidary but lands in obscurity. “Enormity” in precise usage means moral outrage or wickedness, which may be the intended meaning, but then “gorgeously” becomes grotesque in the wrong way, not productively paradoxical but simply muddled. 

    If “enormity” is used loosely to mean vastness or magnitude, the line collapses into vague self-congratulation: we are very large, and we endure. Neither reading redeems the couplet, and neither brings the reader any closer to a specific dead woman, her specific life, or the specific circumstances of her death. The piece has fully exchanged the particular for the rhetorical, and what endures is not grief but posture.

    Third Movement: “You could believe departed to be the dawn”

    You could believe departed to be the dawn
    When the blank night has so long stood.
    But our bright-fled angels will never be fully gone,
    When they forever are so fiercely Good.

    The final movement opens with a conditional that immediately points to its own uncertainty: “You could believe departed to be the dawn.” The addition of the verb “believe” does not signal the tentativeness of honest doubt; it is the tentativeness of a versifier who knows the metaphor is not working. 

    That time of day known as dawn as a poetic device for death’s transcendence is among the most exhausted—therefore clichéd—resources in the elegiac tradition, and to introduce it with “you could believe” rather than committing to it fully exposes an acknowledgment of its staleness. The line asks readers to entertain a consolation that the piece itself does not fully trust.

    The line “The blank night has so long stood” attempts to deepen the light-and-darkness opposition but “blank” is doing no useful work here.  Night is characterized only by the absence of qualities, which is itself an absence of imagination. 

    Compare the productive darkness in elegies that have earned their consolations through prior engagement with specific grief.  For example, Thomas Gray’s “Elegy Written in a Country Churchyard” lingers over the obscurity and stifled potential of the rural dead before arriving at its muted, hard‑won consolations.   The darkness in Gorman’s piece has no particular texture because the woman mourned has never been rendered particular.

    The line “Our bright-fled angels” is symptomatic of the movement’s broader failure. The compound adjective “bright-fled” strains for originality but produces only a vague luminous blur.  Readers cannot see these angels, cannot locate them, cannot feel their specific absence. And “angels,” used here for the second time in the piece, has by this point become the piece’s default finger pointing toward the transcendent, deployed only wherever the sentiment runs short of concrete reality.

    The closing line “When they forever are so fiercely Good” makes the piece’s central substitution explicit and, in doing so, exposes its paucity. The capitalization of “Good” collapses the woman’s surname into a moral abstraction, transforming a specific human being into an emblem of virtue—a claim which is never realized.

    This kind of sleight-of-hand is the opposite of what elegy requires. The great elegies, including Milton’s “Lycidas,” Tennyson’s “In Memoriam A. H. H,” and Wilcox’s “The Queen’s Last Ride,” depend upon the irreplaceable particularity of the lost individual. 

    Here, the decedent’s’ name is conscripted into the piece’s rhetorical argument: she is “Good” [good]; therefore, her death indicts a system that is not. The wordplay, however well-intentioned, subordinates the woman’s personhood to her usefulness as a symbol, which is precisely the charge that the piece is leveling at the broader social forces it purports to critique.

    Taken as a whole, “For Renee Nicole Good” fails as elegy because its every formal and figurative decision moves away from the particular and toward the general, away from grief and toward argument, away from the irreducibly human fact of one woman’s death and toward the consolations of political and moral statement. 

    Doggerel is not merely a matter of clumsy versification; it is verse that reaches beyond its own imaginative and emotional resources. This piece reaches very far and grasps nothing of substance.

    Further Reading

    Cornelius Eady’s “Renée Nicole Good Is Murdered”  Another miselegy targeting the death of Ms Good.

  • Elizabeth Barrett Browning’s Sonnet 8 “What can I give thee back, O liberal”

    Image: Elizabeth Barrett Browning – Getty Images

    Elizabeth Barrett Browning’s Sonnet 8 “What can I give thee back, O liberal”

    The speaker continues to deny her good fortune as she reveals her gratitude for the attention of her illustrious suitor; she begins to accept her lot but reluctantly.

    Introduction and Text of Sonnet 8 “What can I give thee back, O liberal”

    Sonnet 8 from Elizabeth Barrett Browning’s Sonnets from the Portuguese finds the speaker continuing to doubt and deny her great fortune in attracting such an accomplished and generous suitor.  However, she is slowly beginning to accept the possibility that this amazing man could have affection for her.

    Sonnet 8 “What can I give thee back, O liberal”

    What can I give thee back, O liberal
    And princely giver, who hast brought the gold
    And purple of thine heart, unstained, untold,
    And laid them on the outside of the wall
    For such as I to take or leave withal,
    In unexpected largesse? am I cold,
    Ungrateful, that for these most manifold
    High gifts, I render nothing back at all?
    Not so; not cold,—but very poor instead.
    Ask God who knows. For frequent tears have run
    The colors from my life, and left so dead
    And pale a stuff, it were not fitly done
    To give the same as pillow to thy head.
    Go farther! let it serve to trample on.

    Reading 

    Commentary on Sonnet 8 “What can I give thee back, O liberal”

    The speaker continues to deny her good fortune as she reveals her gratitude for the attention of her illustrious suitor; she begins to accept her lot but reluctantly.

    First Quatrain:  Baffled by Attention

    What can I give thee back, O liberal
    And princely giver, who hast brought the gold
    And purple of thine heart, unstained, untold,
    And laid them on the outside of the wall

    The speaker once again finds herself baffled by the attention she receives from one who is so much above her station in life. He has given her so much, being a “liberal / And princely giver.”  The term “liberal” here means openly generous.

    Her suitor has brought his valuable poetry to her along with his own upper-class qualities and manners. She metaphorically assigns all of those gifts to the status of “gold and purple,” the colors of royalty, and she locates them “outside the wall.”

    The suitor romances her by serenading her under her window, and she is astonished by the good fortune she is experiencing.  She cannot comprehend how one so delicate and lowly positioned as herself can merit the attention she continues to garner from this handsome, accomplished poet.

    Second Quatrain:  Rejecting or Accepting

    For such as I to take or leave withal,
    In unexpected largesse? am I cold,
    Ungrateful, that for these most manifold
    High gifts, I render nothing back at all? 

    The handsome suitor provides the speaker with the choice of taking his affections and attentions or rejecting them, and she is very grateful for all she receives even as she regrets that she has nothing to offer in return.  She declaims: “I render nothing back at all?”  She frames her lack into a question that answers itself, implying that even though she may seem “ungrateful,” nothing could be further from the truth.

    The rhetorical intensity achieved through dramatizing her feelings in a rhetorical question enhances not only the sonnet’s artistry but also adds dimension to those same feelings.  The rhetorical question device magnifies the emotion.  Instead of employing overused expressions along the lines of “definitely” or “very,” the speaker uses the rhetorical question  to fuse the poetic tools into a dramatic expression that fairly explodes with emotion.

    First Tercet:  No Lack of Passion

    Not so; not cold,—but very poor instead.
    Ask God who knows. For frequent tears have run
    The colors from my life, and left so dead

    The speaker, however, does not leave the question open to possible misinterpretation; she then quite starkly answers, “No so; not cold.” She does not lack passion about the gifts her suitor bestows upon her; she is merely “very poor instead.”

    She insists that it is “God who knows” the extent of her poverty as well as the depth of her gratitude. She then admits that through much shedding of tears, she has caused the details of her life to fade as clothing rinsed many times in water would become “pale a stuff.”

    Second Tercet:  Low Self Esteem

    And pale a stuff, it were not fitly done
    To give the same as pillow to thy head.
    Go farther! let it serve to trample on.

    The speaker’s lack of a colorful life, her lowly station, her simplicity of expression have all combined to make her denigrate herself before the higher class suitor with whom she feels compelled to contrast herself.

    She is still not able to reconcile her lack to his plenty, and again she wants to urge him to go from her because she feels her lack is worth so little that it might “serve to trample on.”  Her hopes and dreams she will keep hidden until they can override the reality of her personal lack of experience and life station.

  • Elizabeth Barrett Browning’s Sonnet 7 “The face of all the world is changed, I think”

    Image: Elizabeth Barrett Browning – Getty Images

    Elizabeth Barrett Browning’s Sonnet 7 “The face of all the world is changed, I think

    Elizabeth Barrett Browning’s sonnet 7, The face of all the world is changed, I think, offers a tribute to the speaker’s lover, who has wrought deep and lasting important changes in the speaker’s life.

    Introduction with Text of Sonnet 7 “The face of all the world is changed, I think”

    Elizabeth Barrett Browning’s sonnet #7, “The face of all the world is changed, I think,” from Sonnets from the Portuguese expresses the speaker’s astonishment and delight at a new awareness she is sensing.

    She has begun to notice that her situation is in the process of a unique transformation, and she, therefore, wishes to extend her gratitude to her belovèd suitor for these marvelous, soul-inspiring changes in her life.

    Sonnet 7 “The face of all the world is changed, I think”

    The face of all the world is changed, I think,
    Since first I heard the footsteps of thy soul
    Move still, oh, still, beside me, as they stole
    Betwixt me and the dreadful outer brink
    Of obvious death, where I, who thought to sink,
    Was caught up into love, and taught the whole
    Of life in a new rhythm. The cup of dole
    God gave for baptism, I am fain to drink,
    And praise its sweetness, Sweet, with thee anear.
    The names of country, heaven, are changed away
    For where thou art or shalt be, there or here;
    And this … this lute and song … loved yesterday,
    (The singing angels know) are only dear
    Because thy name moves right in what they say.

    Reading  

    Commentary on Sonnet 7 “The face of all the world is changed, I think”

    Elizabeth Barrett Browning’s sonnet 7, “The face of all the world is changed, I think,” focuses specifically on the tribute to the speaker’s belovèd partner in love, who has wrought deep and lasting important changes in her life.  

    In fact, the entire sonnet sequence performs the awe-inspiring task of recording the evolution of the poet’s life transformation after meeting and becoming the partner of her belovèd life mate.

    First Quatrain:  The Speaker’s Changing Environment

    The face of all the world is changed, I think,
    Since first I heard the footsteps of thy soul
    Move still, oh, still, beside me, as they stole
    Betwixt me and the dreadful outer brink

    The emotional speaker notes that all things in her environs have changed their appearance because of her new outlook after having become aware of her new love. Lovers traditionally begin to see the world through rose-colored glasses upon falling in love.  The happiness in the heart spreads like a lovely, fragrant flower garden throughout the lover’s whole being.

    Every ordinary object takes on a brilliant, rosy glow that flows like a gentle river from the happiness in the heart of the romantic lover.This deep-thinking speaker asserts that her lover has placed himself between her and the terrible “death.”

    Heretofore, she had sensed that all she had to look forward to was more misery and ultimately the act of leaving her physical body.  That mindset had continued to engulf her being her whole lifelong. 

    But now the “footsteps” of her belovèd suitor have been so gentle that they seemed to be the soft sounds of his soul approaching her.  His meaning for her has become deep and abiding, spreading meaning and joy in her life.

    Second Quatrain:   Doomed Without Love

    Of obvious death, where I, who thought to sink,
    Was caught up into love, and taught the whole
    Of life in a new rhythm. The cup of dole
    God gave for baptism, I am fain to drink,

    The speaker had been convinced that without such a love to save her she would be doomed to “obvious death.” She finds herself suddenly transported to a new world, a new “life in a new rhythm” with the arrival of her belovèd suitor. 

    She has been so mired in sadness that it seemed that she was being “baptized” in that mindset, as one drowning in one’s own fears and tears.However, the melancholy speaker finds herself reluctant to allow herself complete immersion in her newfound happiness, but still she has to admit that her new status is overcoming her prior terror.She is beginning slowly to change her doubts to delightful possibilities.

    First Tercet:   A Universal Change

    And praise its sweetness, Sweet, with thee anear.
    The names of country, heaven, are changed away
    For where thou art or shalt be, there or here;

    The speaker must extol the “sweetness” that she receives from her new belovèd swain. Because he is beside her, she has changed in a universal way—”names of country, heaven, are changed away.” 

    Nothing is the same, even the ordinary names of things seem altered and in a good way; all of her old cheerless, dreary life is transforming utterly, and she finally seems to become able to enjoy and appreciate this transformation.The more confident speaker is now willing to entertain the notion that he will remain by her side to delight her life permanently, throughout time and space.

    Second Tercet:  The Singing of Angels

    And this … this lute and song … loved yesterday,
    (The singing angels know) are only dear
    Because thy name moves right in what they say.

    The glad speaker hears the angels singing in the voice of her belovèd suitor.Even as she loved his poems and music before this new awakening of love between the two, she has now become even more enamored with those art forms after only a brief period of time has passed. His very name motivates the speaker in a heavenly manner.  As the angels sing and heavenly music delights her, she realizes that her belovèd has brought about her pleasant state of mind.

    The thankful speaker wants to give him all the tribute he deserves. She feels that she cannot exaggerate the magnitude  of his effect on her state of being and thinking.And everything she knows and feels now fills her heart and mind with new life.

    Earlier in her life, she had become convinced that she could never experience the joy and fulfillment that she sees herself heading into now because of this special, accomplished man.

    With such an important transformation, she now senses that she cannot say enough to express the value of such an vital act for her well-being and growth. She has only words of love to express her state of mind, and she works mightily to make those words the best, placed in the best order with as much emphasis as she can garner.

  • Elizabeth Barrett Browning’s Sonnet 6  “Go from me. Yet I feel that I shall stand”

    Image: Elizabeth Barrett Browning – Getty Images

    Elizabeth Barrett Browning’s Sonnet 6  “Go from me. Yet I feel that I shall stand”

    Elizabeth Barrett Browning’s sonnet 6 is a clever seduction sonnet; as the speaker seems to be giving the suitor every reason to leave her, she is also giving him very good reasons to remain.

    Introduction and Text of Sonnet 6  “Go from me. Yet I feel that I shall stand”

    Elizabeth Barrett Browning’s sonnet 6 from Sonnets from the Portuguese may be thought of as the seeming reversal of a seduction theme.  At first the speaker seems to be dismissing her lover.  But as she continues, she shows just how close they already are.

    The speaker’s revelation that he will always be with her, even though she has sent him away from the relationship, is bolstered by many instances of intensity that is surely meant to keep the love attracted instead of repelling him.

    Sonnet 6  “Go from me. Yet I feel that I shall stand”

    Go from me. Yet I feel that I shall stand
    Hence forward in thy shadow. Nevermore
    Alone upon the threshold of my door
    Of individual life, I shall command
    The uses of my soul, nor lift my hand
    Serenely in the sunshine as before,
    Without the sense of that which I forbore—
    Thy touch upon the palm. The widest land
    Doom takes to part us, leaves thy heart in mine
    With pulses that beat double. What I do
    And what I dream include thee, as the wine
    Must taste of its own grapes. And when I sue
    God for myself, He hears that name of thine,
    And sees within my eyes the tears of two.

    Reading:  

    Commentary on Sonnet 6 “Go from me. Yet I feel that I shall stand”

    This sonnet is a clever seduction sonnet; as the speaker seems to be giving the suitor every reason to leave her, she is also giving him very good reasons that they should remain together.

    She is always trying to convince herself more than her suitor, for she already intuits that he believes their union is meant to be.  He knows the depth of his love for her. But she must convince herself that that depth is genuine.

    First Quatrain:  No Equal Partnership

    Go from me. Yet I feel that I shall stand
    Hence forward in thy shadow. Nevermore
    Alone upon the threshold of my door
    Of individual life, I shall command

    In Elizabeth Barrett Browning’s sonnet 6 from Sonnets from the Portuguese, the speaker is commanding her beloved to leave her.  As she has protested in earlier sonnets, she does not believe she is equal to his stature, and such a match could not withstand the scrutiny of their class society. 

    But the clever speaker also hastens to add that his spirit will always remain with her, and she will henceforth be “[n]evermore / Alone upon the threshold of my door / Of individual life.”

    That the speaker once met and touched one so esteemed will continue to play as a presence in her mind and heart.  She is grateful for the opportunity just to have briefly known him, but she cannot presume that they could have a permanent relationship.

    Second Quatrain:  Never to Forget

    The uses of my soul, nor lift my hand
    Serenely in the sunshine as before,
    Without the sense of that which I forbore—
    Thy touch upon the palm. The widest land

    The speaker continues the thought that her beloved’s presence will remain with her as she commands her own soul’s activities.  Even as she may “lift [her] hand” and view it in the sunlight, she will be reminded that a wonderful man once held it and touched “the palm.”

    The speaker has married herself so securely to her beloved’s essence that she avows that she cannot henceforth be without him.  As she attempts to convince herself that such a life will suffice, she also attempts to convince her beloved that they are already inseparable.

    First Tercet:  Metaphysically Together Always

    Doom takes to part us, leaves thy heart in mine
    With pulses that beat double. What I do
    And what I dream include thee, as the wine

    No matter how far apart the two may travel, no matter how many miles the landscape “doom[s]” them to separation, their two hearts will forever beat together, as “pulses that beat double.” 

    Everything she does in future will include him, and in her every dream, he will appear.  She is binding them together on the metaphysical level, where such bonds can never be broken, as they can on the physical level of being.

    Second Tercet:  Prayers That Include Her Beloved

    Must taste of its own grapes. And when I sue
    God for myself, He hears that name of thine,
    And sees within my eyes the tears of two.

    They will be a union as close as grapes and wine: “as the wine / / Must taste of its own grapes.” Her juxtaposition of wine and tears becomes symbolic of their liquid love, running together as any stream to the sea.

    And when she supplicates to God, she will always include the name of her beloved. She will never be able to pray only for herself but will always pray for him as well. And when the speaker sheds tears before God, she will be shedding “the tears of two.”  In her spiritual life, the two are already bound together.

    Her life will be so bound together with her beloved that there is no need for him to remain with her physically, and she has given reasons that he should depart and not feel any pangs of sorrow for her. 

    In fact, he will not be leaving her if they are so closely united already.  They can never be parted despite any measure of physical distance. While the speaker seems to be giving the suitor every opportunity to leave her by exaggerating their union, her pleadings also reveal that she is giving him every reason to remain with her. 

    If they are already as close and wine and grapes, and she adores him so greatly as to continue to remember that he touched her palm, such strong love and adoration would be difficult to turn down.

    Despite the class differences that superficially separate them, the speaker must somehow come to understand that their parting is not an option.  The metaphysical level of being must be explored for the sake of reality.

  • Emily Dickinson’s “I had a guinea golden”

    Image: Emily Dickinson – Amherst College – Daguerrotype of the poet at age 17, circa 1847 – likely the only authentic, extant likeness of the poet

    The speaker in Emily Dickinson’s “I had a guinea golden” is expressing melancholy at the loss of a friend, whom she describes metaphorically in terms of three dear objects: a guinea, a robin, and a star.

    Introduction with Text of “I had a guinea golden”

    This fascinating Emily Dickinson poem of loss offers quite a tricky subversion of thought.  The first three stanzas seem to explain the loss of three separate loved ones. 
    Then the final stanza packs a wallop unloading on only one “missing friend,” who has caused the speaker to create this “mournful ditty” with tears in her eyes.

    This poem demonstrates the depth of Dickinson’s education as she employs metaphors of the British coinage system and allusions to Greek mythology, which has been further employed by the science of astronomy to name stars. 

    Not only did Dickinson study widely in many subject areas, she possessed the ability to employ her learning in creative ways to fashion those beautiful flowers, allowing them to grow in her garden of verse.

    I had a guinea golden

    I had a guinea golden –
    I lost it in the sand –
    And tho’ the sum was simple
    And pounds were in the land –
    Still, had it such a value
    Unto my frugal eye –
    That when I could not find it –
    I sat me down to sigh.

    I had a crimson Robin –
    Who sang full many a day
    But when the woods were painted,
    He, too, did fly away –
    Time brought me other Robins –
    Their ballads were the same –
    Still, for my missing Troubador
    I kept the “house at hame.”

    I had a star in heaven –
    One “Pleiad” was its name –
    And when I was not heeding,
    It wandered from the same.
    And tho’ the skies are crowded –
    And all the night ashine –
    I do not care about it –
    Since none of them are mine.

    My story has a moral –
    I have a missing friend –
    “Pleiad” its name, and Robin,
    And guinea in the sand.
    And when this mournful ditty
    Accompanied with tear –
    Shall meet the eye of traitor
    In country far from here –
    Grant that repentance solemn
    May seize upon his mind –
    And he no consolation
    Beneath the sun may find.

    Reading 

    Commentary on “I had a guinea golden”

    Each stanza builds to a magnificent crescendo of outrage that allows the speaker to lavish affection as well as harsh rebuke to the one leaving her in a state of melancholy.

    First Stanza:  The Value of Small Things

    I had a guinea golden –
    I lost it in the sand –
    And tho’ the sum was simple
    And pounds were in the land –
    Still, had it such a value
    Unto my frugal eye –
    That when I could not find it –
    I sat me down to sigh.

    The speaker begins by referring to the coin “guinea,” which was a British coin manufactured with the gold from the African nation of Guinea.  The coin was worth 21 shillings and ceased circulating in 1813.   The speaker maintains the British monetary metaphor by referring also to “pounds” in the fourth line of the poem.

    Metaphorically, the speaker is calling her lost friend a “golden” coin, which she lost “in the sand.”  She then admits that it was a small loss for much more valuable moneys—”pounds”—were all about her.   Nevertheless, to her, because of her frugality, the value of the small coin was huge, and because it was lost to her, she just “sat down to sigh.”

    Second Stanza:  Missing the Music

    I had a crimson Robin –
    Who sang full many a day
    But when the woods were painted,
    He, too, did fly away –
    Time brought me other Robins –
    Their ballads were the same –
    Still, for my missing Troubador
    I kept the “house at hame.”

    The speaker then employs the metaphor of “crimson Robin.”  This time she is likening her friend to the singing robin who “sang full many a day.”  But when the autumn of the year came around, she loses this friend also.

    Just as other moneys were abounding after the loss of a simple guinea, other robins presented themselves to the speaker after she lost her robin.  But even though they sang the same songs as her lost robin, it just was not the same for the speaker.   She continues to mourn the loss of her robin; thus she kept herself harnessed to her house, likely in case her own robin should show up again.

    Third Stanza:  The Mythology of Science

    I had a star in heaven –
    One “Pleiad” was its name –
    And when I was not heeding,
    It wandered from the same.
    And tho’ the skies are crowded –
    And all the night ashine –
    I do not care about it –
    Since none of them are mine.

    The speaker then finds herself once again mourning the loss of a loved one.  This one she labels “Pleiad.”  Pleiad is an allusion to Greek mythology but also a reference to astronomy.  

    In Greek mythology, the seven daughters of Atlas went into hiding up in the sky among the stars to escape being pursued by Orion.  One the seven seems to disappear perhaps out of shame or grief.  

    In the science of astronomy, the constellation known as Taurus features a group of seven stars, but oddly enough only six can be seen, resulting in the same “Lost Pleiad” as exists in the Greek myth.

    Dickinson, who studied widely the subjects of mythology, history, and science thus alludes to the myth of the “Lost Pleiad” to again elucidate the nature of her third lost beloved.   She has now experienced the loss of money, a bird, and now a star–each more precious than the last.

    The speaker loses the star as she was being heedless–not paying attention.  In her negligent state, her star wanders away from her.  Again, although the sky is full of other stars, they just don’t measure up because “none of them are mine.”

    Fourth Stanza:  Admonishing a Traitor

    My story has a moral –
    I have a missing friend –
    “Pleiad” its name, and Robin,
    And guinea in the sand.
    And when this mournful ditty
    Accompanied with tear –
    Shall meet the eye of traitor
    In country far from here –
    Grant that repentance solemn
    May seize upon his mind –
    And he no consolation
    Beneath the sun may find.

    While wildly famous for her riddles, Dickinson often breaks the riddle’s force by actually naming the object described.  In the final stanza, she blatantly confesses that her little story “has a moral.”  She then blurts out, “I have a missing friend.”  

    It is now that the reader understands the loss is not three different loved ones, but only one.  She has thus been describing that “missing friend” using three different metaphoric images.

    Now, however, she has a message for this friend whose description has revealed multiple times how much she misses the friend and laments the loss.   After again rather baldly admitting her sorrow told in “this mournful ditty” and even “[a]ccompanied with tear,” she refers to that missing friend as a “traitor.”

    If this friend who has betrayed her happens to see this “mournful ditty,” she hopes that it will grab that individual’s mind so that the person will experience “repentance solemn.”  Furthermore, she wishes that the friend be unable to find any solace for the individual’s contrition no matter where that friend goes.

  • MUNSEETOWN: POEMS BY THOMAS THORNBURG

    Published by Two Magpies Press, Bozeman MT, 2001

    TAVERNA NOCTURNA

    (for Carol Kasparek)

    the sick cat in the clowder calls,
    (the little girl who loved her lost)
    wanders in the alley, falls
    and stiffens like a frozen coat;
    a powder of November palls
    on the despair of hunted dusks,
    a dumb husk of hares;
    that creature in the corner there
    sprawling in the drunken chair
    ringing silver on the table
    has no business being here
    and is in trouble.

    TETSUMARO HAYASHI

    When these feathered sing
    In fawdled magnolia
    It is truly spring.

    GILLESPIE TOWERS

    This winter sun again is centered
    Above Gillespie Towers where
    Each dawn discovers lights declaring
    Early risers there.
    Infirm and ill and some demented,
    Why do they rise in winder, staring
    When each in her cell might bask instead
    In summer dreams beneath the snows
    Of memory, secure and somnolent?
    The weak light rallies, and I know:
    A car awaits her who is newly dead.
    I must take leave of this, prepare my readings
    (Poems of death) for students, show
    Them the journey we must go.

    VALEDICTORY

    Not, if nothing else, a free
    Thing one spends his red time making,
    Fit words:  between you and me
    (One’s self abides though every shaking
    Star whipsaw on any side)
    This talk wrought for all your taking,
    This song, one’s self abides.
    There are lives no need to move to laughter
    One’s debtors dying as alone,
    To ink one’s name is writ in water:
    The polished stanza is a stone.

    Thus was this is, and this to be
    Horseman nor hearse in passing see,
    Or lovers in the quarreling world
    Read any but their now stones knurled;
    Nothing but poetry forgives
    Beauty for being so; we live
    Until we die, and die until,
    Rising like any spring a round us,
    God or godlessness unground us.

    to be continued, check back for updates

    Publication Status of Munseetown

    Currently, no copies of Munseetown are available anywhere on the Internet.  That status may change, and maybe even with some research, copies may be found. I will continue to search for copies.

  • SATURDAY TOWN & other poems

    SATURDAY TOWN & other poems

    Dragon’s Teeth Press, 1976. 

    The following poems are from Thomas Thornburg’s first published collection, Saturday Town & other poems, published in 1976 by Dragon’s Teeth Press. 

    INTRODUCTION

    You, man or woman who hand this book
    Alive in this red world, looking
    To your own in your human heart
    The charged color of my high art,
    The word made flesh and the fleshed hoarding,
    Edged as one’s arm is, a supple knifing
    When knives come out and the thrust is in,
    Bone and blood is, kith and kinning,
    Hearth is and homeward, child and wiving
    Is this samethingness, blood and wording
    That is my labor,
    You are only my farthest neighbor.

    SATURDAY TOWN

    When I was a young stud heeling down
    The reebing streets of Saturday town
    The houses mewed and rafters rollicked,
    And who didn’t know me for a rounder?
    I played knick-knack while the sun fell, frolicked
    My heart like seven on the sawdust flooring
    Where the women boomed and the basses faddled
    I forked me a singular journey, saddled
    All the long moon where the dogstar diddled
    Till the cats closed shop for the dearth of dorking
    And the town turned over to see such sport;
    Oh, it was red money I spent indooring.
    One jig my heart snapped like a locket
    And I kissed it off to the fat and faring,
    Buckled my knees to the silver caring
    And hawsered my heart to an apron pocket.
    It’s luck I sing to the he and seeing,
    To the sidewalk shuffle of Saturday town
    (While the moon turns over and mountains scree)
    Where the owl and the pussycat buoy their drowning
    Ding-bat times in a stagging sea—
    Harts tine where the roe-bucked does are downing—
    And the Saturday man I used to be.

    AS I WALKED OUT IN THUNDERING APRIL

    As I walked out in thundering April
    And all the streets were runing
    And the day green-good went rilling for me,
    Freely I strolled in the curtained sunning;
    The world wave-wet, joyed and easily
    I nithing was, but not alone;
    There tulip and crocus and windy anemone
    Gayed in the giving rains, pleasing
    The very crows that the black wood cawed me,
    The trees in the rainy park applauded.
    As I youthed out in April, latching
    The careful door of my fathers’s house,
    A wind turned, catching my fellow slicker
    And the trafficking plash to market doused
    My sunday Pants; to the sexy dickering
    Town I puddled; it was time I forded,
    The pavement running seaward;
    There cunning I
    Brought fisted tulips to a boobing lady
    Who dawdled in her kinsman’s house;
    By back-alley ways where the lilac fawdled
    Rain-heavy blooms on my shoulder, purple;
    Sheer-bloused there in the corner-nook chair
    She sang an ancient turtling song,
    The morning ran over, the tall wood rooking.
    As I stepped into another April
    And capped my head, O, the winding day
    Carried the calling birds who circled
    In the peevish wet where the woods were graying;
    My hard-monied house stood still behind me
    Spelt home to children as they came hilling;
    It was a luffing wind my hart spilled,
    From the shrouding hangings of myself came, rilling
    Tulip and crocus and windy anemone
    To the hawser nithings, the port of onlies;
    It was not April ran my face
    But the figured sum of April tracing:
    Stood in that cycled hubbing weather
    Rounding my compassed heart until,
    My deaths aprilling my august knees,
    We walked the runing streets together

    to be continued, check back for updates

    Publication Status of Saturday Town

    Currently, no copies of Saturday Town are available anywhere on the Internet.  That status may change, and perhaps with some research, copies may be found.  I will continue to search for copies.

    Back Book Cover of Saturday Town