Whitman's Theme Of When I Heard The Learn D Astronomer

“…In the mystical moist night-air and from time to time, Look’d up in perfect silence at the stars” (Whitman #). In this quote the narrator finally escapes out of the classroom. The narrator seems to feel a relief from the from the “tired and sick” way the narrator felt in the classroom because Whitman sets a tranquil atmosphere with soothing words like “mystical” and “moist night-air.” With the relief, the narrator is at peace with the body and nature, and when there is peace in the mind, it is easier to understand the surroundings and learn. The sickening feeling from the lecture and the relief obtained by nature show contrast and demonstrate the way Whitman sees both types of learning styles. This is further emphasize by the way Whitman divides his poem with the first lines being about the lecture and the last four lines being about what the narrator feels. As Sharon a student from University of Minnesota Duluth criticizes, “put off by the rational scientific approach to the stars he is restored when he experiences then for himself” (Sharon). This is further explained with the “perfect silence at the stars” suggesting that the narrator can now appreciate the science or “charts, diagrams” in his experience with nature. Thus, Whitman shows a person can learn science through both lecture and experience. Although lecture drains the narrator out, he still has interest in Astronomy, but by once in a while admiring Astronomy through nature, like the narrator does in this poem, the sickening feels goes away. Thus, the narrator can continue to appreciate his studies more all with a balance between the scientific approach of the Astronomer and nature. The balance between lecture and experience shows that Whitman used his experience as a student and teacher to write

As the speaker sits in an auditorium, they observe the lecturer’s many notes, “When the proofs, the figures, were ranged in columns before me, / When I was shown the charts and diagrams, to add, divide, and measure them,” (lines 2-3). This line provides strong visual imagery of complex investigations in astronomy, and a reader can easily imagine a full lecture room with endless notes and charts which aids in providing the mind-numbing mood of the experience. Moreover, the repetitions of what are essentially synonyms in this context make these lines sound like the rambles of the astronomer, contributing to the tone. As the speaker tires of the lecture, he leaves the room and “In the mystical moist night-air, and from time to time, / Look'd up in perfect silence at the stars” (lines 8-9). Here Whitman again employs imagery to make the night seem appealing and

Walt Whitman’s poem “When I Heard the Learn’d Astronomer” seeks to provide a brief exploration of the contrast between wisdom and knowledge. Whitman uses numerous poetic devices and syllable stresses to conclude his intended theme of the poem. Along with the structure, he implements purposeful character and setting development within the eight lines of the poem. Although short in length, this work leaves much to be discovered.

Also included in the poem is the image of a young child being embraced by their elders. This shows the gap in life and the aging process that we go through. When we are young we are carefree, but as we age we hold on to the ones we love because of the knowledge that we will one day have to make our departure. Out of this idea of death, Whitman shows that this is a natural part of life and

Throughout the passage, the writing appeals to the senses of touch and hearing. As read in the text, “I heard the distant click of their picks and shovels,/ They have clear’d the beams away, they tenderly lift me forth” (lines 29-30). Whitman uses the senses touch and hearing to help the reader feel what is happening in the passage.

To begin, Walt Whitman strongly believes that students should learn by experience. In his poem When I Heard the Learn’d Astronomer, Walt Whitman expresses this view. In the poem, a student looks at charts and diagrams and he soon becomes bored of hearing his professor lecture. That is until he wanders off by himself and

In line 63 Whitman says that “I have no chair, no church, no philosophy” which helps to emphasize the idea that he has nothing to teach you, but for you to teach yourself to be your own self (Whitman). Whitman’s use of diction helps the poem be approached by common people, making it easily understood and reaching more people. Some examples include “Knolls”, “Duds”, and

Many can relate to Whitman’s poem on a great variety of levels. From taking this course in Solar System Astronomy, students are able to have a glimpse into a college career similar to that of the reader. One can also relate to Whitman’s curiosity and joy upon learning new things, such as how far the Earth is from the Sun, or to telescopes and how they work. Being easily interesting is one thing; being enthralled with curiosity and wonder as Whitman was is completely different.

In Song of myself 6, Walt Whitman begins to question exactly how much an instructor can teach. Walt Whitman was known for his hands on approach when it came to learning. During his short time as a teacher, he was fired for taking his students out to see the frogs, when they had a good textbook that he could have used. For instance, “Instead of stick to one study location, simply alternating the room where a person studies improves retention,” (Parker-Pope). Whitman was using modern methods before they were even proven to be helpful. In his text, Whitman is forced to question how much he truly knows, “A child said What is the grass? Fetching it to me with full hands, How could I answer the child? I do not know what it is any more than he,” (Pg. 428, line 1). Basically, Whitman knew he could say the grass is a leaf, but essentially he couldn’t answer the simple

The poem, “ When I Heard Learn’d Astronomer,” by Walt Whitman conveys theme in his verse to demonstrate the experience in the class astronomy. Whitman conveys theme from revealing the first time a person experience the class astronomy and having the clue on what the professor was illustrating. The author demonstrates it by, “When I heard the learn’d astronomer, When the proofs, the figures, were ranged in columns before me”( lines one through two). Whitman portrays the first time a person has experienced the class and highlighting the events that occurred. The person was trying a new thing in life and figured out that it wasn’t for it.

I think what Thoreau is trying to convey with this quote, is that astronomers are the only ones who can look at the stars and truly understand them. On the other hand, we usually associate astrologists with those who may apply false meaning to the stars. This creates a parallel to what Thoreau considers the “great poets” and the rest of mankind to be. The “great poets” are those who can read poems and great literature and truly understand them. On the other hand, the rest of mankind may look at a poem or a piece of literature and apply some false meaning to the poem. I actually disagreed with Thoreau on this point. I believe that people can really apply whatever meaning they want to a poem or some passage. This doesn’t mean that they are wrong, as there are numerous interpretations of almost everything in the world, it simply means that their interpretation does not correlate with the author’s ideas. I also don’t love how Thoreau is insinuating that these great poems should be reserved for the “great poets”. I believe that enlightenment through reading should be available to all who seek it. It doesn’t truly matter if their opinions are “right”. Thoreau on the other hand dismisses them, almost in order to dissuade them from attempting to understand the poems. Although I agree that the author’s opinion

Along with the use of metaphors, the form of the poem plays an important role in uncovering the views of Whitman. First and foremost, this poem was written in free verse which is a form of poetry that lacks structure. The free verse stucture of the poem is shown in the lack of form in the stanzas of the poem. Some stanzas are six lines long while others are only one, and the lines can be either concise or drawn out. The poem also lacks any apparent rhyming scheme or rhythm. Unlike Shakespearean poetry, where the foot of the poem stays the same, the lack of any apparent structure to the poem leaves the reader unable to predict what is coming next. In addition to this, at the time this poem was written, free verse was not common. In fact, Whitman may have been one of the first poets to use this form, showing that he may have been rebelling against the predominant structured form in poetry. The lack of any apparent structure guides the reader towards the conclusion that Whitman did not like structure in poetry, and can even be

Title- The song of myself sounds like a poem of self expression, and a gospel of Walt Whitman's’ self beliefs. When his optimistic outlook on life is brought into perspective, one could also conclude that the poem was about his positive and radical outlook on life, because it is a song of himself, his personal expression.

Whitman's Poem "Out of the Cradle, Endlessly Rocking," is not, at first glance, an obvious love poem. Most readers would probably consider this a tragic poem about death and love lost. In spite of the fact that the poem is about intrinsically sorrowful events, or perhaps because of it, Whitman is able to capture a very unique and poignant portrayal of love. There are three major perspectives to examine how Whitman develops the theme of love in Out of the Cradle, and by examining each reoccurring theme in the poem separately, we can come to a more complete understanding of how they work together to communicate Whitman's message about love.

Whitman is known for being revolutionary for his use of free form verse in the nineteenth century. This style is evident throughout Song of Myself which aids in his descriptions and devices used to get his meaning across. His grouping of three lines per stanza for this section is common for the entirety of “Song of Myself”, which has variations of three line to occasionally five line stanzas. His freedom in his poem’s style and lack of rhyme scheme allow him to fully showcase his thoughts in a new way for this time period. An overall summary of the poem is Whitman’s pondering of himself and the world in behavior and personality to him being fully confident in himself with no existential crisis. For the first half of section 20, Whitman’s character of himself questions everything beyond the ownership of himself. He questions the integrity of other people’s identities and characters as well as ignoring social norms involving manners and religious behavior. The declaration of a lack of manners and questioning the church would have been scandalous to