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Nature in literature
Nature in literature
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Anne Laetitia Barbauld’s “The Caterpillar” takes on an entirely different tone towards nature. The speaker takes on more of a scientific tone in describing the caterpillar, rather than a philosophical tone as the young boy had in “The Lamb.” She describes its physicality: “Noted the silver line that streaks thy back,/ the azure and the orange that divide thy velvet sides …” (lines 4-6). Barbauld captures an epiphanic moment, not an innocent or tender one. While looking at this caterpillar that has wrapped itself around her finger, she is forced to look at it and admire it and to notice it. The caterpillar makes her “feel and clearly recognize thine individual existence” (line 25). This personal connection saves its life because she now feels …show more content…
Here, in “The Caterpillar,” Barbauld’s speaker is reaching the realization of nature’s innocence. However, the speaker is more cynical about what nature’s preservation means and stands for. She equates saving the caterpillar to a soldier’s killing mass armies but sparing one “single sufferer” (36). The speaker says that in sparing the life, the hero “is grown human” (line 39). Therefore, she recognizes that humanity means sparing the lives of the less fortunate. However, she concludes her poem with saying “’Tis not Virtue, / Yet ‘tis the weakness of a virtuous mind” (line 43). The speaker does not believe that a virtuous person spares the lives of others, but it is rather the weakest facet of the virtuous mind that allows for the saving of others. Therefore, this speaker has a far more cynical view of the aspects of the natural world than the young boy is. However, this speaker does not appear to be an adolescent; this speaker has been surrounded by a world of war, as Barbauld uses war and violence as a point of reference. The speaker has been tainted by war and urbanization; he or she has not learned to love nature and to view it is the purest essence of the world in the way that the boy has in “The
"The Loss of the Creature" starts off with the definition of beautiful, which is a key point throughout his essay. Next, he moves in to his example of a family of tourists, and their experience (through his eyes) at the Grand Canyon. He describes his theory of the sightseer, and the discoverer; "Does a single sightseer, receive the value of P, or only a millionth part of value P" (pg 1) Value P, being the experience, and the beauty in which that person collected. Following the sightseers was a couple who stumbled upon an undisturbed Mexican Village. The couple thoroughly enjoyed their first experience, but could not wait to return with their friend the ethnologist. When they did return with him, they were so caught up in what his reaction would be; there was a total loss of sovereignty. Due to their differences of interest in the village, the couples return trip was a waste. The second part of the essay includes a Falkland Islander who comes across a dead dogfish lying on the beach. Furthermore, he explains how a student with a Shakespeare sonnet, has no chance of being absorbed by a student due to the surrounding's or package of the class room. The two students are receiving the wrong messages, on one hand we have the biology student with his "magic wand" of a scalpel, and on the other hand the English student with his sonnet in its "many-tissued package". Both students are unaware of the real experience they could undergo, and the teacher might as well give the dogfish to the English student and the sonnet to the biology student because they will be able to explore and learn more within the different setting, and without the surroundings and expectations (pg 6).
Ruth, Elizabeth. “The Secret Life of Bees Traces the Growth of Lily’s Social Consciousness.” Coming of Age in Sue Monk Kidd’s The Secret Life of Bees. Ed. Dedria Bryfonski. Detroit: Greenhaven, 2013. 63-65. Print. Social Issues in Literature. Rpt. of “Secret Life of Bees.” The Globe and Mail 2 Mar. 2002: n. pag.
Therefore, Oliver’s incorporation of imagery, setting, and mood to control the perspective of her own poem, as well as to further build the contrast she establishes through the speaker, serves a critical role in creating the lesson of the work. Oliver’s poem essentially gives the poet an ultimatum; either he can go to the “cave behind all that / jubilation” (10-11) produced by a waterfall to “drip with despair” (14) without disturbing the world with his misery, or, instead, he can mimic the thrush who sings its poetry from a “green branch” (15) on which the “passing foil of the water” (16) gently brushes its feathers. The contrast between these two images is quite pronounced, and the intention of such description is to persuade the audience by setting their mood towards the two poets to match that of the speaker. The most apparent difference between these two depictions is the gracelessness of the first versus the gracefulness of the second. Within the poem’s content, the setting has been skillfully intertwined with both imagery and mood to create an understanding of the two poets, whose surroundings characterize them. The poet stands alone in a cave “to cry aloud for [his] / mistakes” while the thrush shares its beautiful and lovely music with the world (1-2). As such, the overall function of these three elements within the poem is to portray the
Helena Maria Veramontes writes her short story “The Moths” from the first person point of view, placing her fourteen year old protagonist female character as a guide through the process of spiritual re-birth. The girl begins the story with a description of the debt she owes her Abuelita—the only adult who has treated her with kindness and respect. She describes her Apa (Father) and Ama (Mother), along with two sisters as if they live in the same household, yet are born from two different worlds. Her father is abusive, her mother chooses to stay in the background and her sisters evoke a kind of femininity that she does not possess. The girl is angry at her masculine differences and strikes out at her sisters physically. Apa tries to make his daughter conform to his strict religious beliefs, which she refuses to do and her defiance evokes abuse. The girl’s Abuelita is dying and she immerses herself in caring for her, partly to repay a debt and partly out of the deep love she has for her. As her grandmother lay dying, she begins the process of letting go. The moth helps to portray a sense of spirituality, re-birth and becomes, finally, an incarnation of the grandmother. The theme of the story is spiritual growth is born from human suffering.
The story “The Grasshopper and the Bell Cricket”, written by Yasunari Kawabata, is a children’s fiction story that is written in a third person narrative point of view. The author, who sets himself as the narrator, is describing what he sees as he stumbles upon a group of young, neighborhood kids as they frolic along the bank of a stream near dusk time. He points out the extreme care that the children take in creating their lanterns, and he sees the passion and enthusiasm they have while apparently searching for bugs along the bank and in the bushes. As the story goes on, the author moves from a tone of describing and being literal, to a more serious tone that causes some serious thought. He seems to be attempting to convince the audience of something emotional.
Barbauld uses classical references and a few archaic words to give the poem an epic feeling. However, since the subject is a rather mundane one, the poem has an ironic mood throughout. The muses of literature and art are now absorbed in the domestic gossip of housewives at work. All the petty subjects of daily life, the delights as well as the annoyances, are replacing the tragedies of the Greek Pantheon. She has the muses trade their bus...
In today’s society, the mind is a set of cognitive elements which enables an individual’s consciousness, perception, thinking, judgement, and memory. In addition, without our minds and/or conscious experiences, a person would not be able to understand what makes them who they are. Similarly, in Thomas Nagel’s essay “What Is It Like to Be a Bat,” Nagel claims that even though there is something it is like to be an organism, humans are not capable of fully knowing what it is like to be a bat. In addition, Nagel supports his claims through the importance of an organism’s conscious experiences, memories, and knowledge which allow an individual to identify themselves. Therefore, in this paper I will discuss Nagel’s argument which I believe
John Clare’s “The Mouse’s Nest” introduces the setting of the story in the first line, “the hay.” All of the 14 lines have ten syllables; some lines are in iambic pentameter, which contains an unaccented followed by an accented stress. This consistency of the rhyme indicates the steady life of the rural life Clare presents. The “a” sound of the simple words “grass” and “hay” seems to be similar in meaning, which reflects the simplicity of life in this rural environment. The observer’s point of view seems to be close when he sees the ball of grass. But in line 2, he “passed and went away,” indicating a shift in perspective as if there is nothing going on. The assonance of “as” and “passed” highlights the observer’s ignorance, as if his focus is not on the grass ball anymore.
While on their walk through the woods, the disorganization that the girl feels emphasizes the girl’s discomfort in embracing unpredictable feelings such as love. The speaker’s choice to begin the poem with the word “now” implies that this scene of the girl walking with a lover in the woods is not new and it has been seen before (1). The feelings of the girl throughout the poem are reoccurring ones and not just ones of this particular scene. The repetition of her actions further highlights the depth of her fear of love because she is so terrified by the idea of love that she cannot overcome her fear. The description of the girl as “particular” reveals the speaker’s critical tone as the word describes her as picky and peculiar (1). This foreshadows that the girl is unlike others in her actions. The speaker includes that the walk is occurring in “April” in order to illustrate that the time they are taking the walk is ideal (2). Instead of seeing the setting of April as the perfect time to walk, the girl becomes “struck/By the bird’s irregular babel and the leaves’ litter” (4-6). The girl is irritated by all of the disorganization that is present in spring and love. The girl is unable to control the sound of the birds or the growth of the plants. Nature, like love, happens on its own. This reflects how she feels about love because she is also ...
... a boy when he could control his sexual urges. This violent description of a boy's first sexual encounter is both intriguing and disturbing. Yet, at the same time, the poem seems to speak to the higher theme of industrialization. As a boy, fascinated by the prospect of wealth and fame, the speaker destroys the nature around him to harvest its treasures, just as society does. However, this cannot satisfy the boy, and he realizes the importance of nature that money can never replace. The violent, sexual imagery intensifies and emphasizes the horror of the act committed by the boy. Although society feels no guilt in its actions of demolition, the speaker uses the poem to chastise people for their disregard for nature. These two different readings of the poem offer two completely diverse tones, but which both depict a violent corruption and defilement of innocence.
Throughout world history their have been and are many occurrences of society corruption and oppression of masses, such as the forcing of small children to sweep chimneys. Thus, William Blake’s Purpose in writing the two “The Chimney Sweeper” poems was to express his outrage at society for having oppressed and stolen the innocence of powerless children in forcing them to sweep. Both poems are similar in that he uses the actions and view point of the child speaker to express his rage against society, mostly through his verbal irony. However, the poems distinct in that one shares the view point of an innocent child who hasn’t yet fully experienced the corruption of society , whereas the other one is one of a more experienced child who realizes he has been abandoned, and sees his oppression past societies attempt to shield it.
Therefore, I’ll use one of Matsuo Basho’s poems to prove some of the points stated above. A caterpillar is a Haiku the Zen poet, Matsuo Basho, wrote and an English poet, Robert Hass, translates this version. “A Caterpillar/this deep in fall/still not a butterfly.” (Basho/Trans. Hass, 1-3) When reading this haiku, I had to sit on its meaning a couple of times and noticed that there were words used in this translation that referred to time like “still” and “fall.” I imagined the caterpillar dangling from a branch eating a leaf. There are two contrasting themes in this poem, which is a signature feature of a haiku. This caterpillar does not reach the transformation of becoming a butterfly. The transformation signifies a growth theme in this poem.
The poem heavily appeals to the senses, which describes the more sinister parts of nature. Because when people think of nature they usually think of the more beautiful parts of it (e.g. mountains etc.) The poems appeal to senses shows how filthy and grubby nature can be describing the sight, smel...
Change: Examining Change within Nature in John Keats’ “On the Grasshopper and the Cricket” and Richard Wilbur’s “The Beautiful Changes”
Alice's conversation with the Caterpillar is a concise summary of the story's themes. While it seems like the Caterpillar is speaking cryptically in order to confuse Alice, his words contain advice that represent a wise and mature view towards her worries. Each of the Caterpillar's responses address Alice's concerns about growing up and becoming older. The inclusion of the poem "Father William" is a direct answer to her fear of losing her childhood innocence. The Caterpillar's advice is a way of getting Alice to find her identity.