Analysis of 'The Cry of the Children' by Elizabeth Barrett Browning

The different groups of people within the poem represent the different stages of life. At the beginning of the poem it talks about a young boy and his dog and swimmers. Several lines down it talks about “young lovers” and then families.

Throughout the poem, the speaker uses the personification of death, which relates to Lily Owens experience with death early on in her life. In “Saturday’s Child”, Cullen describes “Death cut the strings that gave me life,/ and handed me to Sorrow”(Cullen 17,18), which reveals that the author was stripped of something important to them at a young age. Cullen describes the death of a family member as Death ¨cutting the strings that gave him life¨ and saying that

In this poem there is a lot of figurative language. One of the biggest types of figurative language used in this poem is irony. The irony in this poem is how the mother wouldn't let her child go to march because she feared her child would get hurt. Instead she sent her child to church because she believed it was a safe and sacred place but ironically the church ended up being bombed. Another piece of figurative language that is very effective in this poem is imagery. The way the poem is written helps me create images in my head for example, "She raced through the streets of Birmingham." I can imagine her running around desperately, looking for her child. The metaphors and hyperboles in this poem also help with the imagery, for example, "...night dark hair," and "…rose-petal sweet." These metaphors make me think of the girls smoothly combed black hair and her fresh and beautiful rosy smell. A hyperbole that had a huge effect on the tone was, "But that smile was the last smile to ever come upon her face." This hyperbole really helps me understand the effect of a tragic moment like this and how it can completely ruin

The last line in the poem “and since they were not the ones dead, turned to their own affairs” lacks the emotions the reader would expect a person to feel after a death of a close family member. But instead, it carries a neutral tone which implies that death doesn’t even matter anymore because it happened too often that the value of life became really low, these people are too poor so in order to survive, they must move on so that their lives can continue. A horrible sensory image was presented in the poem when the “saw leaped out at the boy’s hand” and is continued throughout the poem when “the boy’s first outcry was a rueful laugh…the hand was gone already…and that ended it”, this shows emphasis to the numbness the child felt. The poem continues with the same cold tone without any expression of emotion or feelings included except for pain, which emphasizes the lack of sympathy given. Not only did the death of this child placed no effect on anyone in the society but he was also immediately forgotten as he has left nothing special enough behind for people to remember him, so “since they were not the one dead, turned to their affairs”. This proves that life still carries on the same way whether he is present or not, as he is insignificant and that his death

In the final stanza, he makes the reader sad as he assumes the inevitable will happen and she will die. He expresses this through metaphors such as a “black figure in her white cave”, which is a reference to the bright white hospital rooms and although he is the black figure he thinks she just sees a shadow which could be the grim reaper or even death himself, coming to end her journey. No one wants to deal with the sorrow of losing a loved one for good, as

The poem is about silent desperation, it shows how people can be helpless when they can’t say what is on their minds. It is about 3 people waiting at the bus stop while they are quietly fading away in 3 different ways. Each of them wishes to say something to the other so that they can warn them that they are in danger but no one can, they are trapped in their own suffering. The whole poem could be seen as a metaphor, because so many things happen that would probably never happen in a real life situation.

As the poem goes on it gets deeper with meaning, sadder even. Lines four and five are the most crucial lines of the poem. Line three ends with the head giving the heart advice. “You will lose the ones you love. They will all go,” this isn’t the first thing someone wants to hear, especially not someone who is aware that they have just lost someone they love. But this is classic, logical advice that your emotions need to hear. What it means is that one day everyone you love will be gone, it is the sad truth of the world we live in. Nothing is forever. “But even the earth will go,

Throughout history, gender roles have been an important barrier in society. Women are forced to satisfy expectations established by men and society. “My Last Duchess,” by Robert Browning, focuses on the powerful Duke establishing certain expectations of the Duchess, and attempting to control her. Hamlet, by William Shakespeare, concentrates on Laertes establishing certain expectations of Ophelia, and seeking to control her. A Room of One’s Own, by Virginia Woolf, centers on societal expectations of Judith, and her father trying to control her. In all three texts, men have the ability to control women and have the freedom to do as they please. Women must conform to the expectations of faithfulness, attentiveness, and chastity.

     Blake also uses startling irony in this poem. This irony shocks the reader into realization of how terrible life is for these small boys. Some of the verbal irony Blake uses lies in the first stanza. The poetic voice claims that “[his] father sold [him] while yet [his] tongue/ Could scarcely cry ‘ ‘weep! ‘weep! ‘weep! ‘weep!’'; (554). These words have a double meaning. They can mean that the speaker was not yet over mourning for his mother, or they can mean that he was so young that he was not yet able to sound out the s sound properly. In this case, he would stand on the corner and, instead of repeating the word sweep in an attempt at getting someone to hire him, he would repeat the word “‘weep!’'; (554). Another, more startling irony is that these young children hoped and lived for death because only in the after life could they become children. Blake emphasizes this with the

There are a few symbols in the story, which are symbolic of death representing freedom. The setting in the story takes place during Spring. Louise sits in her bedroom and looks out the window. The spring day symbolizes a new beginning of her life in which she is free. Spring is the time when living things grow and are reborn. Likewise, Louise believes she will become productive, energized and reborn. Louise thought she had her whole life of freedom to look forward to. Another symbol is the open window in her bedroom. The open window suggests that there is no material object standing in the way of her new life. There is a clear passage between her life of captivity to her life of freedom. Her husband was the only person holding her back, but now that he is gone, she is able to look forward to the future when she can live her life for herself.

To start off the analysis, the setting of the entire poem is significant. Though the poem takes place in a house, the atmosphere the house is set in is also important. The month is September which is a month of fall which can be seen as a symbol for decline. It definitely insinuates that the poem is leading towards death. Line 1 has “September rain falls on the house” which gives the feeling of a dark and cold night with a storm on top of that. To further develop that, Bishop gives us the failing light in line 2 to also give us an idea of the grandmother’s struggle. Bishop uses the cyclical theme of changing seasons to show the unending nature of what is transpiring within the

Time and time again, people throughout history have been faced with the opportunity to positively transform the world they know in opposition and turmoil for those around them and for the world’s future inhabitants. Too many have let that opportunity go as they watch injustice pass them by. Elizabeth Barrett Browning, however, did not let change escape her sight. She flourished in progressivism and jumped at the chance to make lives she never even knew, better. As an author, her Victorian Age poem speaks to intellectual minds and inspires otherwise hopeless ones, even today. Child labor, as it was, left a mark on far too many children that it never should have, but her poem relating their suffering leaves a mark on people even today; there

This is significant because it emphasizes the melancholy and mournfulness that he depicts with imagery in the first stanza. Later on in the second stanza, he author describes the tree the narrator would have planted as a “green sapling rising among the twisted apple boughs”. The author uses visual color imagery of the color green to describe the sapling in order to emphasize just how young the newborn was when he died. Later on in the poem, the narrator speaks of himself and his brothers kneeling in front of the newly plated tree. The fact that they are kneeling represents respect for the deceased. When the narrator mentions that the weather is cold it is a reference back to the first stanza when he says “of an old year coming to an end”. Later on in the third stanza the author writes “all that remains above earth of a first born son” which means that the deceased child has been buried. They also compare the child to the size of “a few stray atoms” to emphasize that he was an infant. All of these symbols and comparisons to are significant because they are tied to the central assertion of remembrance and honoring of the dead with the family and rebirth.

Elizabeth Barrett Browning's "How Do I love thee?" This poem by Elizabeth Barrett Browning is one of many she penned for her husband Robert Browning. Using the basic form of an Italian sonnet with its fourteen lines and strict rhyme scheme - she manages to produce a surprisingly passionate poem.

Elizabeth Barrett Moulton-Barrett was born March 6, 1806 in Durham, England to Edward Barrett Moulton-Barrett and Mary Graham Clarke. She was the eldest of twelve. Her father made the family fortune from a sugar plantation. In 1809, the Barretts moved to an estate called Hope End in England. Elizabeth Barrett’s childhood was spent happily at the family’s home in England. She had no formal education, learning solely from her brother’s tutor and from her continuous reading. She managed over the years to learn Greek, Latin, Hebrew, French, Italian, German, and Spanish. She learned rapidly and began writing at an early age.