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Song of myself by walt whitman analysis
Critical analysis of whitman's song of myself
Critical analysis of whitman's song of myself
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An Analysis of Walt Whitman's Song of Myself
`Whitman was always asking questions. He believed that life's goal or cause was a mystery. He was surrounded by people who were drawing distinct lines between right and wrong, rejecting the things in the universe that were not a direct ticket to holiness. Whitman, unlike his contemporaries, embraced the beauty of everything. His mystical perception of the world ushered in the idea that God was to be found in every thing, and that He could never be fully understood. I think that section six of "Song of Myself" captures Whitman's quest for knowing, and his idea that our perceptions of what is, only scratch the surface.
How appropriate that he starts this section with a question posed by a child, "What is the grass?" Whitman wants to answer, but realizes that he can't. Nature provides so many opportunities for interpretation. It is, on one hand, the abstract "flag of [his] disposition", but in the next stanza, the more tangible "handkerchief of the Lord." Notice that he "guesses" each time what the grass might be. Whitman would never be so strict as to impose his ideas or beliefs on anyone, or to assume that he was any more right than the next person. In line 110, he says, "O I perceive after all so many uttering tongues!" I love his tolerance, his ability to admit that everything is what we "perceive" it to be, in a world where everyone was bound by rules and laws.
Who and where is God in this poem? His first direct reference to God is in the fourth stanza when he suggests that the grass may be a handkerchief of the Lord. He says that it is "A scented gift and remembrancer designedly dropped, / Bearing the owner's name someway in the corners, that...
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...of the first self-professed homosexuals in America). The grass then becomes this nurturing thing, as it could be growing from the grave of a baby. He mentions that the grass is too dark to be from the heads or beards of the elderly, which says to me that they are living somewhere as a youth. He later says of the old men and women, "They are alive and well somewhere; / the smallest sprout shows there really is no death...And to die is different from what anyone supposed, and luckier."
Whitman then sees the "uttering tongues...[who]...do not come from the roofs of mouths for nothing." This grass, again, is purposed. It is trying to tell us something. It is telling us something. Whitman has painted, for me, a picture of opportunity. Life is whatever you make of it. It is there, purposed, forever new, forever fresh, and it is up to us to learn from it.
Shakespeare's Romeo and Juliet and West Side Story both tell a story of two lovers who can not be together because of a feud. The characters in Romeo and Juliet and West Side Story are similar in their actions but are different in family background and their attitudes. Two characters that are similar, but different are Tybalt and Bernardo. The two characters had different attitudes and family backgrounds.Tybalt’s attitude was more daring, while Bernardo’s waited for the trouble to come to him first. Even though, Tybalt and Bernardo both come from different backgrounds, they have hatred toward the other side and the actions toward their enemies were the similar, which cost the lives of others and themselves.
Romeo and Juliet, written by William Shakespeare, is a story that many people are familiar with, even to the point that many mindlessly quote the balcony scene without really even knowing what it means. It is a classic story that students have learned about in school for years now, and still do to this day. Since it has been published in the 1500s, it has become one of the most famous love stories in history, and as the years have progressed, people have created several stories that portray many similar ideas. One of those stories is West Side Story; with the rivalries, the love story, and even the lesson, it follows the concept of Romeo and Juliet more closely than one would think.
As it is with any work that is based on something else, it is the differences as well as the similarities that make both the original and the inspired appealing. Romeo and Juliet and West Side Story continue to portray the common themes of hatred and violence. However, because Juliet and Romeo’s relationship is so altered by fate, they are less affected by the violence in their society than Tony and Maria are.
Walt Whitman is one of America’s most popular and most influential poets. The first edition of Whitman’s well-known Leaves of Grass first appeared in July of the poet’s thirty-sixth year. A subsequent edition of Leaves of Grass (of which there were many) incorporated a collection of Whitman’s poems that had been offered readers in 1865. The sequence added for the 1867 edition was Drum-Taps, which poetically recounts the author’s experiences of the American Civil War.
Romeo and Juliet and West Side Story share many similar themes. Romeo and Juliet both chronicle a story of overcoming prejudice and hatred, forbidden love, and defying stereotypes that nobody thought could be broken. The two stories are similar in a multitude of ways, even though their settings are centuries apart- Romeo and Juliet set in the 1500’s, and West Side Story set in the 1950’s. Romeo and Juliet and West Side Story both teach a lesson of how prejudice can teach you how to hate, and how one of your rivals may be the one who helps you remember how to love.
Very few people will contest that Walt Whitman may be one of the most important and influential writers in American literary history and conceivably the single most influential poet. However many have claimed that Whitman’s writing is so free form as evident in his 1855 Preface to Leaves of Grass and Song of Myself that it has no style. The poetic structures he employs are unconventional but reflect his very democratic ideals towards America. Although Whitman’s writing does not include a structure that can be easily outlined, masterfully his writing conforms itself to no style, other then its own universal and unrestricted technique. Even though Whitman’s work does not lend itself to the conventional form of poetry in the way his contemporaries such as Longfellow and Whittier do, it holds a deliberate structure, despite its sprawling style of free association.
The Heath Anthology of American Literature repeatedly refers to Walt Whitman and his poetry in terms of being American, yet as I read Song of Myself, my thoughts are continually drawn to the philosophies and religions of the Far East. Like the Tao Te Ching ideas are expressed in enigmatic verse and each stanza is a Zen koan waiting to be meditated on and puzzled out. Even Emerson called Whitman's poetry "a remarkable mixture of the Bhagvat Gita and the New York Herald" ("The Whitman Project"). Song of Myself contains multitudes of passages that express Hindu, Buddhist, and Taoist thought.
Walt Whitman poem is about the marvel of astronomy. He wanted to learn about the stars. He went and heard an astronomer. He tells, “When I heard the learn’d astronomer, When the proofs, the figures, were ranged in columns before me.” All the data about astronomy was laid out in front of him, but this did not captivate his interest or filled his curiosity. It mad things worst. His plan to see the beauty in the stars was turned to boredom and sitting in a tiresome, lackluster lecture. He writes, “How soon unaccountable I became tired and sick.” The lecture, data, and astronomer were not the beauty he wanted to see. The visual experience is what he wanted to see. The silence and view of the stars was better for him than the lecture and data. The beauty is what he really wanted. He did not want the hard facts.
The decision to pursue a career, prepare for competitive employment, and participate in post-secondary education (PSE) or any other post high school alternative is perhaps the most significant commitment an intellectually disabled (ID) student will make in his or her lifetime. Intellectual disability is the currently preferred term for the disability historically referred to as mental retardation. (AAIDD) and includes conditions such as autism, and Down’s syndrome (HEOA 2008). The post path intellectually disable (ID) students choose has important educational and economic consequences as it may determine the quality of their life and facilitate lifelong success.
In stanza six of the poem "Song of Myself", by Walt Whitman, he poses the question "What is the grass?" I believe that grass is a metaphor for the cycle of life. Throughout the poem Whitman points out images that grass could represent. All of these images stem from the life and death that we come to expect in our lifetime. During your life you will experience death, it at times surrounds you, but if you look past the grief and look to the beauty you will see that it is a cycle that keeps our world in balance. The images of flags, tears, children and older people that are torn from the ones they love, but only to soon return to other lost ones are all parts of Walt Whitman's poem.
Whitman's radical ideas of individualism have a great deal to do with his Quaker background. The Quaker religion is one in which the authority was Inner Light. "Whitman himself was not only personally familiar with, but deeply impressed by, a religion whose only authority was the Inner Light" (Canoy 481). The Inner Light is a special influence, which made Whitman's poetry unique. This certain influence did such things as guide Whitman down his soul searching path as well as help him define within himself the characteristics of an individual. In section fifteen of "Song of Myself," Whitman discusses people from every class and every profession. He goes on to say "the young fellow drives the express-wagon... love him though I do not know him;" (2753). ...
The poem has set a certain theme and tone but no definite rhyme. In this poem, the poet explores into a thought of the self, the all-encompassing "I," sexuality, democracy, the human body, and what it means to live in the modern world. He addresses that the human body is sacred and every individual human is divine. Hence, Whitman was known for writing poems about individualism, democracy, nature, and war.
Society shapes human beings into what they think is perfection. People in today’s society follow the world’s rituals as they continue to conform to fit in to the latest trends. Today, implants, plastic surgery, and weight loss treatments are the reason people have money set aside in their savings accounts. The pressure of others claims to be the main reason people change their hair, skin, and size, and often forget about their own special characteristics. There is a reason Walt Whitman, writes “I Celebrate Myself, and Sing Myself,” to show the importance of loving yourself and cherishing your own personal qualities as a human being. He speaks of himself, hoping to grab his readers’ attention. Throughout the poem, “I Celebrate Myself, and Sing
In “On the Beach at Night Alone,” Walt Whitman develops the idea that everyone has a connection with everything else, including nature. Whitman uses a variety of writing techniques to get his point across. First, the repetition and parallel structure that his poems contain reinforce the connection between everything in nature. The usage of “All” 11 times emphasizes the inclusion of everything in the universe. The sentence structure remains the same throughout the poem, without any drastic change; however, the length of the lines in the poem vary. In addition, Whitman’s’ extravagance with his words further illustrates his idea of the Over-Soul. For example, “A vast similitude interlocks all” (4) shows his verbose nature. Whitman does not do directly to the point, but gives every little detail. Most importantly, Whitman’s’ use of catalogues stands as the most recognizable Whitman characteristic that illustrates his beliefs. These long lists that he uses set the mood of the poem. “All spheres, grown, ungrown, small, large, suns, moons, planets,” (5) shows the idea that everything is connected in nature. Similarly, “All nations, colors, barbarisms, civilizations languages.” (10) furthermore emphasize Whitman’s belief in the Over-Soul.
Students with learning disabilities in the regular classroom may have challenges that require special attention. If the teacher is able to identify the disabilities and the features associated with them then the teacher can tailor the lessons to meet the needs of the students. These may include differentiated instruction and facilitating an inclusive classroom which will see inclusive strategies employed that will cater to the needs of students with learning disabilities. These inclusive strategies can range from individualized learning programs to team and co-teaching. In some cases, the teacher can arrange for a special education teacher or arrange for a pull out program to assist students who have learning disabilities. Strategies that will also cater to learning disabilities may also include the use of technology. According to Ford 2013 ‘In some situations it may be best for students with LD to be taught in separate pull out classrooms with a teacher who can provide targeted skill instruction in areas where a student is struggling.’ ‘When provided appropriate support within this setting, many of these students can achieve academically and develop positive self-esteem and social skills. (American Speech-Language-Hearing Association 1991). They also recommend that schools should ‘require in-service programs for all school personnel to give them the knowledge and skills necessary to provide education for students with learning disabilities in the regular education classroom.’ Schools should include activities to help participants learn strategies to meet individual needs of students, foster attitudes conductive to educating students with learning disabilities in the regular education classroom, and promote