Sunday, March 30, 2008
Stephen and the Ladies
Throughout the novel, Stephen struggled with accepting beauty as a positive thing. He was controlled by lustrous desires and allowed himself to visit prostitutes. He faced an array of phases and emotions which included extreme guilt and extreme chastity. The chastity never lasted. His desires outweighed his fight for purity. As one watches him stumble over speech and defile, in his head and opinion, the innocent image of women, he faces serious anxiety. It is comforting to see that, in the end, he is able to awaken and appreciate beauty without feeling guilt. It was not until he matured and was able to think freely that he discovered the goodness in beauty.
Cranly vs. Stephen
As Cranly and Stephen discuss beliefs and morality, I find Stephen's character to be ever more intriguing. I also find Joyce's diction to be very clever. On page 268, Cranly says, "Freedom!...But you are not free enough yet to commit a sacrilege. Tell me, would you rob?"
Stephen replies in saying, "It would pain me as much to do so as to be robbed."
This short snippet of the conversation expresses an opinion on religion. One can see that Joyce is not very fond of organized religion because possessing freedom implies that one will sin. Just people one is free from the constraints of religion does not mean that one will commit crimes or injustice. Stephen is a prime example of a man with strong moral beliefs who may or may not believe in Jesus, God, the Virgin Mary. I completely agree that a person's lack of religious devotion does not label him/her a heathen or bad person. I do not think that he/she is waiting to be saved or going to purgatory. A person can disbelieve and still accomplish great things. Stephen shows us that it is possible to extend beyond expectation or accepted norms in order to reach a goal.
Stephen replies in saying, "It would pain me as much to do so as to be robbed."
This short snippet of the conversation expresses an opinion on religion. One can see that Joyce is not very fond of organized religion because possessing freedom implies that one will sin. Just people one is free from the constraints of religion does not mean that one will commit crimes or injustice. Stephen is a prime example of a man with strong moral beliefs who may or may not believe in Jesus, God, the Virgin Mary. I completely agree that a person's lack of religious devotion does not label him/her a heathen or bad person. I do not think that he/she is waiting to be saved or going to purgatory. A person can disbelieve and still accomplish great things. Stephen shows us that it is possible to extend beyond expectation or accepted norms in order to reach a goal.
Dedalus: The Myth, The Man...
James Joyce's Portrait of the Artist as a Young Man was a very fulfilling read, despite the level of difficulty. While it was not a best selling romance novel (which I do not read, nor desire to) that my mother would read, if she actually read, it provided immense pleasure. The complexity made the novel beautiful. As a Bildungsroman, the content of the language matures. I really enjoyed the progression.
Stephen Dedalus. What can I say about him? Although he is not traditionally the hero that a reader wants to lift above his/her shoulders, he remains in a place of my heart. With an allusion to the Dedalus myth, Stephen strives for freedom and an escape. The novel leaves us wondering about his future, as he leaves Ireland. His struggle, although it may seem foreign, is very relatable (at least to me.) As a coming of age novel, one witnesses the struggle for discovering oneself and attaining individualism. Stephen must learn, essentially, to defy his peers, family, society, and Ireland in order to discover who he is.
I feel that if given the chance to meet Stephen, he and I would get along quite well. I understand the struggle within a person when there are certain expectations of others. I understand what it is like to be sent to church because it MUST be the right thing to do. I should most definitely be a Catholic. That is the rule (as long as I am in this house.) I did not punish myself as Stephen did, nor did I have a faith as strong as his, but I do struggle with that belief and disbelief. I also find Stephen's thoughts to be incredibly vivid and relevant. I, too, find myself turning things inward. As Stephen saw his sins multiply like a math problem, I have thoughts that work in similar ways. I also admire Stephen for his devotion to language, words, poetry, writing. I am a lover of language and, although I do not intend on making a career of it, would love to be an author. I feel that one writes to free oneself, and one becomes an author to free others. I appreciated Stephen's ultimate decision at the end of the novel-- to stick to his morals about communion, to leave Ireland, to pursue writing. It's Stephen's actions that inspire one to strive for one's dreams. I want to reach independence, freedom from the restraint of limiting situations and people. I want to build my wax wings and, if I fly too close to the sun, I will have a parachute just in case.
Stephen Dedalus. What can I say about him? Although he is not traditionally the hero that a reader wants to lift above his/her shoulders, he remains in a place of my heart. With an allusion to the Dedalus myth, Stephen strives for freedom and an escape. The novel leaves us wondering about his future, as he leaves Ireland. His struggle, although it may seem foreign, is very relatable (at least to me.) As a coming of age novel, one witnesses the struggle for discovering oneself and attaining individualism. Stephen must learn, essentially, to defy his peers, family, society, and Ireland in order to discover who he is.
I feel that if given the chance to meet Stephen, he and I would get along quite well. I understand the struggle within a person when there are certain expectations of others. I understand what it is like to be sent to church because it MUST be the right thing to do. I should most definitely be a Catholic. That is the rule (as long as I am in this house.) I did not punish myself as Stephen did, nor did I have a faith as strong as his, but I do struggle with that belief and disbelief. I also find Stephen's thoughts to be incredibly vivid and relevant. I, too, find myself turning things inward. As Stephen saw his sins multiply like a math problem, I have thoughts that work in similar ways. I also admire Stephen for his devotion to language, words, poetry, writing. I am a lover of language and, although I do not intend on making a career of it, would love to be an author. I feel that one writes to free oneself, and one becomes an author to free others. I appreciated Stephen's ultimate decision at the end of the novel-- to stick to his morals about communion, to leave Ireland, to pursue writing. It's Stephen's actions that inspire one to strive for one's dreams. I want to reach independence, freedom from the restraint of limiting situations and people. I want to build my wax wings and, if I fly too close to the sun, I will have a parachute just in case.
You are all fish following the school!
On Reading Poems to a Senior Class at South High
by D. C. Berry
This poem rings incredibly true. As a senior in high school, I can identify with it. I can sympathize with the speaker because there have been times when I have had to face a group of uninterested students. I can imagine how an outsider to the school system must view students who go from class to class, like fish.
The speaker is visiting a school to speak to them about poems and share poems. The fact that the subject was not mentioned makes the reader focus more on the actions and behavior of the room. It is seen that the speaker became a part of the school, of the fish, when he/she entered the class. This can be read as the teacher being affected by the class and also as the teacher conforming to the schedules, bells, and order. Once the speaker is at home, a familiar place, the cat "licked" his/her "fins" "till they were hands again". This expresses that pieces of his/her day at the school remained with him/her. Eventually the speaker returns to it's normal life and environment when the hands return.
I enjoy how water is used symbolically to represent the chatter of students. This is understood when the speaker says "I did not notice it/ till it reached/ my ears". The metaphor of the fish in the aquarium is creative and implemented effectively. It presents clear images in one's mind of the speaker interacting with the students. He/she says that the students "opened up like gills" which expresses a comfortable environment. It is very powerful that the language throughout the poem relates to fish, water, an aquarium. Words such as "leaked" "fins" "water" "tails" and
"swam" make the poem more powerful.
There is no obvious rhyme scheme, but the poem does have fluidity. The 4th stanza speaks of the unity of the classroom and the feast over poetry. "Thirty tails whacking words" creates an excellent image that evokes an intense dissection of poetry. This stanza is only three lines, smaller than the others, which points out it's importance.
by D. C. Berry
This poem rings incredibly true. As a senior in high school, I can identify with it. I can sympathize with the speaker because there have been times when I have had to face a group of uninterested students. I can imagine how an outsider to the school system must view students who go from class to class, like fish.
The speaker is visiting a school to speak to them about poems and share poems. The fact that the subject was not mentioned makes the reader focus more on the actions and behavior of the room. It is seen that the speaker became a part of the school, of the fish, when he/she entered the class. This can be read as the teacher being affected by the class and also as the teacher conforming to the schedules, bells, and order. Once the speaker is at home, a familiar place, the cat "licked" his/her "fins" "till they were hands again". This expresses that pieces of his/her day at the school remained with him/her. Eventually the speaker returns to it's normal life and environment when the hands return.
I enjoy how water is used symbolically to represent the chatter of students. This is understood when the speaker says "I did not notice it/ till it reached/ my ears". The metaphor of the fish in the aquarium is creative and implemented effectively. It presents clear images in one's mind of the speaker interacting with the students. He/she says that the students "opened up like gills" which expresses a comfortable environment. It is very powerful that the language throughout the poem relates to fish, water, an aquarium. Words such as "leaked" "fins" "water" "tails" and
"swam" make the poem more powerful.
There is no obvious rhyme scheme, but the poem does have fluidity. The 4th stanza speaks of the unity of the classroom and the feast over poetry. "Thirty tails whacking words" creates an excellent image that evokes an intense dissection of poetry. This stanza is only three lines, smaller than the others, which points out it's importance.
Not a Martial Arts Call
Haiku by Moritake
An ancient, beautiful, Japanese form of poetry.
The falling flower 5
I saw drift back to the branch 7
Was a butterfly. 5
A haiku is a fresh breath of air. This poem speaks of a butterfly as a "falling flower". This poem, of only three lines, brings to mind beautiful imagery. "Falling flower" flows with the consonance of 'f'. "I" makes the memory personal and more real to the reader. "Back to the branch" offers more consonance that is very pleasing to the ear. It is unexpected that the flower was really a butterfly, yet it creates a nice image in one's head. A flower that is falling could be seen as a negative image. This potentially negative thought is transformed into a positive image of a butterfly. A butterfly glides carelessly and daintily which causes one to feel at ease. This flight can also be an allusion to being free, as the butterfly is free to fall and drift.
The speaker is a lover of nature and a careful observer.
The form of the poem is standard haiku with 5, 7, 5 syllable arrangement. There is stress of "fall" and "flow" in the first line. "Dri" in "drift," "ba" in "back," and "bra" in "branch" are stressed as well.
I find this poem refreshing. I am a lover of nature so I appreciate this poem.
An ancient, beautiful, Japanese form of poetry.
The falling flower 5
I saw drift back to the branch 7
Was a butterfly. 5
A haiku is a fresh breath of air. This poem speaks of a butterfly as a "falling flower". This poem, of only three lines, brings to mind beautiful imagery. "Falling flower" flows with the consonance of 'f'. "I" makes the memory personal and more real to the reader. "Back to the branch" offers more consonance that is very pleasing to the ear. It is unexpected that the flower was really a butterfly, yet it creates a nice image in one's head. A flower that is falling could be seen as a negative image. This potentially negative thought is transformed into a positive image of a butterfly. A butterfly glides carelessly and daintily which causes one to feel at ease. This flight can also be an allusion to being free, as the butterfly is free to fall and drift.
The speaker is a lover of nature and a careful observer.
The form of the poem is standard haiku with 5, 7, 5 syllable arrangement. There is stress of "fall" and "flow" in the first line. "Dri" in "drift," "ba" in "back," and "bra" in "branch" are stressed as well.
I find this poem refreshing. I am a lover of nature so I appreciate this poem.
Mama Angelou
Woman Work
by Maya Angelou
I've got the children to tend
The clothes to mend
The floor to mop
The food to shop
Then the chicken to fry
The baby to dry
I got company to feed
The garden to weed
I've got shirts to press
The tots to dress
The can to be cut
I gotta clean up this hut
Then see about the sick
And the cotton to pick.
Shine on me, sunshine
Rain on me, rain cool my brow again.
Storm, blow me from here
With your fiercest wind
Let me float across the sky'
Til I can rest again.
Fall gently, snowflakes
Cover me with white
Cold icy kisses and
Let me rest tonight.
Sun, rain, curving sky
Mountain, oceans, leaf and stone
Star shine, moon glow
You're all that I can call my own.
The speaker is a woman, most likely a mother, who is responsible for many duties. The diction of "got" lets the reader know that the daily chores of this woman are an obligation. It does not say that she wants to do these things. It is interesting that the title uses a singular "woman" as opposed to "women". This has a completely different connotation than the plural. The plural implies that this is work for all women, whether it is meant as sarcastic or not. The singular title could be a command although there is no comma. It could be read as a command in that the speaker feels that she is instructed or expected to work consistantly.
The assonance and consonance of the "I" and "th" appears in the entireity of the beginning of the poem. This repetition is used to show the monotony of her schedule. A shift occurs, after a cotton picking allusion to slavery, when she begins to speak of nature. The alliteration is more prevalent within each line and less frequent at the beginning of each stanza. There is more passion when she begins to describe the healing power of nature. Nature, it seems, is a relief from the stress and bustle of her life. "Rest" is mentioned, which can be viewed literally and eternally. This double meaning shows how the speaker desires an escape from reality.
The rhythm of the poem in the beginnning reads like a list. If read aloud, one would expect a tone of irritation. The rhythm changes with the mention of nature. It becomes more enthusiastic, passion enhanced, and loud. One envisions a booming voice exclaiming, "Shine on me, sunshine." The fact that the pieces of nature are addressed shows that the speaker feels a closeness to nature. The second part of the poem appears almost hymn-like.
As I read this poem, I envision the hardship of this woman. I understand the "role" that is described, a role that she is expected to fulfill. The poem alludes to slavery, which, although, I can not relate to, makes me feel even more for the speaker. I want her to be able to rest in the ground and find eternal peace. I can relate to having a busy lifestyle and possessing the desire to escape
by Maya Angelou
I've got the children to tend
The clothes to mend
The floor to mop
The food to shop
Then the chicken to fry
The baby to dry
I got company to feed
The garden to weed
I've got shirts to press
The tots to dress
The can to be cut
I gotta clean up this hut
Then see about the sick
And the cotton to pick.
Shine on me, sunshine
Rain on me, rain cool my brow again.
Storm, blow me from here
With your fiercest wind
Let me float across the sky'
Til I can rest again.
Fall gently, snowflakes
Cover me with white
Cold icy kisses and
Let me rest tonight.
Sun, rain, curving sky
Mountain, oceans, leaf and stone
Star shine, moon glow
You're all that I can call my own.
The speaker is a woman, most likely a mother, who is responsible for many duties. The diction of "got" lets the reader know that the daily chores of this woman are an obligation. It does not say that she wants to do these things. It is interesting that the title uses a singular "woman" as opposed to "women". This has a completely different connotation than the plural. The plural implies that this is work for all women, whether it is meant as sarcastic or not. The singular title could be a command although there is no comma. It could be read as a command in that the speaker feels that she is instructed or expected to work consistantly.
The assonance and consonance of the "I" and "th" appears in the entireity of the beginning of the poem. This repetition is used to show the monotony of her schedule. A shift occurs, after a cotton picking allusion to slavery, when she begins to speak of nature. The alliteration is more prevalent within each line and less frequent at the beginning of each stanza. There is more passion when she begins to describe the healing power of nature. Nature, it seems, is a relief from the stress and bustle of her life. "Rest" is mentioned, which can be viewed literally and eternally. This double meaning shows how the speaker desires an escape from reality.
The rhythm of the poem in the beginnning reads like a list. If read aloud, one would expect a tone of irritation. The rhythm changes with the mention of nature. It becomes more enthusiastic, passion enhanced, and loud. One envisions a booming voice exclaiming, "Shine on me, sunshine." The fact that the pieces of nature are addressed shows that the speaker feels a closeness to nature. The second part of the poem appears almost hymn-like.
As I read this poem, I envision the hardship of this woman. I understand the "role" that is described, a role that she is expected to fulfill. The poem alludes to slavery, which, although, I can not relate to, makes me feel even more for the speaker. I want her to be able to rest in the ground and find eternal peace. I can relate to having a busy lifestyle and possessing the desire to escape
Wednesday, March 26, 2008
A Celebration of Uncle Walt
When I heard the Learn’d Astronomer
by Walt Whitman
WHEN I heard the learn’d astronomer;
When the proofs, the figures, were ranged in columns before me;
When I was shown the charts and the diagrams, to add, divide, and measure them;
When I, sitting, heard the astronomer, where he lectured with much applause in the lecture-room,
How soon, unaccountable, I became tired and sick;
Till rising and gliding out, I wander’d off by myself,
In the mystical moist night-air, and from time to time,
Look’d up in perfect silence at the stars.
The speaker could very well be Whitman himself. In general, the speaker is a person who does not care so much for facts and statistics. He/she grows bored of "figures" and "proofs", and feels more content with the tangible experience of watching the sky. This poem emphasizes the importance of nature and reality. Facts, statistics, and numbers and numbers are useful, but the speaker expresses how other things are more important. The lecture does not enable the speaker to feel at peace or relaxed. It is seen with the diction of "mystical night air" and "perfect silence" that the speaker expresses his/her delight with nature and escaping the constricting confinement of the lecture. This poem also makes a comment on education, using "learn'd astronomer" and "applause in the lecture-room" to show the loyalty and respect that people tend to grant to the educated. The speaker is sickened and tired of the devotion, which causes him/her to leave in search of the stars. The stars can also represent non-conformity, breaking away from the norm to find happiness.
The repetition of "when" is implemented to demonstrate a boring, methodical pattern. This creates an almost dizzy effect, portraying the thoughts and disinterest of the speaker. The fifth line breaks this form to explain the speaker's true feelings on the matter. "How" provides contrast to "When" and "soon" allows the reader to see that the speaker has little attention for the information. It is important to take note that the speaker appreciates and enjoys admiring astronomy, but does not care for the figures.
The parallelism of "rising" and "gliding" create a rhythmic flow which contrasts to the more staccato form of the first stanza. The past continuous tense of these verbs present a sense of immediacy and interest. As opposed to the many preterite tense verbs in the first paragraph (aside from "sitting"), the second stanza emphasizes a more urgent and important cause. This shows the speaker's attitude toward the lecturer and the stars.
The meter of the first stanza begins with trochee foot. The phrase "heard the learn'd astronomer" places stressed syllables on "heard," "learn'd," and "mer" of "astronomer". "Till rising and gliding out" is arranged in dactyl foot, placing stress on "ris," and "glid". I wander’d off by myself'" is arranged in lambic form. The first stanza more choppy with anapest and trochee.
I am a great fan of the lover of people, Walt Whitman. I would have liked to know him or have had him as my grandfather. I feel connected to many of his poems because of his love for nature and people. I admire the man who used to sit on the ferry just to people watch. I am not a fan of numbers and scientific data as much as I am of philosophizing and absorbing the "mystical moist night air". This chose this poem because I agree with it's message.
by Walt Whitman
WHEN I heard the learn’d astronomer;
When the proofs, the figures, were ranged in columns before me;
When I was shown the charts and the diagrams, to add, divide, and measure them;
When I, sitting, heard the astronomer, where he lectured with much applause in the lecture-room,
How soon, unaccountable, I became tired and sick;
Till rising and gliding out, I wander’d off by myself,
In the mystical moist night-air, and from time to time,
Look’d up in perfect silence at the stars.
The speaker could very well be Whitman himself. In general, the speaker is a person who does not care so much for facts and statistics. He/she grows bored of "figures" and "proofs", and feels more content with the tangible experience of watching the sky. This poem emphasizes the importance of nature and reality. Facts, statistics, and numbers and numbers are useful, but the speaker expresses how other things are more important. The lecture does not enable the speaker to feel at peace or relaxed. It is seen with the diction of "mystical night air" and "perfect silence" that the speaker expresses his/her delight with nature and escaping the constricting confinement of the lecture. This poem also makes a comment on education, using "learn'd astronomer" and "applause in the lecture-room" to show the loyalty and respect that people tend to grant to the educated. The speaker is sickened and tired of the devotion, which causes him/her to leave in search of the stars. The stars can also represent non-conformity, breaking away from the norm to find happiness.
The repetition of "when" is implemented to demonstrate a boring, methodical pattern. This creates an almost dizzy effect, portraying the thoughts and disinterest of the speaker. The fifth line breaks this form to explain the speaker's true feelings on the matter. "How" provides contrast to "When" and "soon" allows the reader to see that the speaker has little attention for the information. It is important to take note that the speaker appreciates and enjoys admiring astronomy, but does not care for the figures.
The parallelism of "rising" and "gliding" create a rhythmic flow which contrasts to the more staccato form of the first stanza. The past continuous tense of these verbs present a sense of immediacy and interest. As opposed to the many preterite tense verbs in the first paragraph (aside from "sitting"), the second stanza emphasizes a more urgent and important cause. This shows the speaker's attitude toward the lecturer and the stars.
The meter of the first stanza begins with trochee foot. The phrase "heard the learn'd astronomer" places stressed syllables on "heard," "learn'd," and "mer" of "astronomer". "Till rising and gliding out" is arranged in dactyl foot, placing stress on "ris," and "glid". I wander’d off by myself'" is arranged in lambic form. The first stanza more choppy with anapest and trochee.
I am a great fan of the lover of people, Walt Whitman. I would have liked to know him or have had him as my grandfather. I feel connected to many of his poems because of his love for nature and people. I admire the man who used to sit on the ferry just to people watch. I am not a fan of numbers and scientific data as much as I am of philosophizing and absorbing the "mystical moist night air". This chose this poem because I agree with it's message.
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