It was a bright sunny day this May 23. My friends and I happened to be flying kites high above on a roof of one house. However, we weren’t the only ones flying kites, as we were opposed by other kids on the streets, and to be more precise, the grade 5 students. They were one grade ahead, and that usually meant they felt as they were more privileged than us.
“Man, I hate those kids so much! Just because they're older doesn’t mean they have to be mean”, I exclaimed.
“Let’s take out their kite then!”, Jimmy, my best friend said.
“Nah, they’ll just get mad, and besides, I don’t want to lose this kite”, I replied.
“You won’t, just trust me, alright?”, Jimmy said.
“Alright”
Jimmy directed our kite towards the grade 5’ers kite, and there was war.
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In the camp, there would be regular dances occurring every week, in which as the author states the girls would “hunt for love”. At the beginning, a boy named Kevan would refuse to dance and stand straight beside the wall, “Kevan, refusing to dance, stood straight”. However, as the poem progresses, Kevan begins to dress with more care and then went to the oldest and prettiest girl at camp to ask for a dance, “Later he began to dress with care, and here I remember the guarded gleam in his eye As he came through the door and went straight For the oldest and prettiest girl,”. In, “Childhood is the Kingdom Where Nobody Dies”, the author recalls her childhood in which she thought no one died (nobody that mattered), “Childhood is the kingdom where nobody dies.” However, the author also states people who don’t matter die, as in distant relatives or cats, but no one important to her will die, “Distant relatives of course Die… And cats die.” What do these two poems share? They share a common message of how innocent/naïve one’s childhood can be. In Kevan’s case, he is portrayed as naïve at the start, as he is unwilling to dance with the girls due to lack of socialization. In the 2nd poem, the author is naïve in childhood. She does not believe that anyone such as her parents will die or that they will become old, due to the reason of them being important to …show more content…
These two have a direct connection, because the more inexperienced you are, the more innocent you are. The author in “Childhood is the Kingdom Where Nobody Dies” becomes increasingly aware of her parents growing old and dying with experience. The quote, “Shout at them, get red in the face, rise, Drag them up out of their chairs by their stiff shoulders and shake them and yell at them; They are not startled, they are not even embarrassed; they slide back into their chairs.”, may be implying that the author has grown frustrated with her elderly parents and trying to conceal the truth that her mother has grown old and won’t be around for much longer. Additionally, as majority of boys in childhood and myself included, generally lack the knowledge of how to socialize with girls. With experience, however, we gain that knowledge, thus the same can be applied to Kevan. At the beginning, he is unaware of how to speak to the girls, but as he spends more time in the camp he likely begins more confident and experienced. Therefore, having the new found knowledge of socializing he is able to socialize and in turn, loses some of his
The children have not been exposed to the outside world where in such places, death was not taken lightly because it was not accepted as a norm. Also in the larger more connected city centers, there were places to go and people to speak to about how they were feeling. The children soon realize that the teacher which has been sent to them cares about their wellbeing and grief process, where the three previous may not have put so much regard into the topic. As the children and the teacher reach Yolandes grave, the teacher feels the isolation in a literal sense, “We came to a wooden cabin standing in isolation among the little trees.” the teacher saw how many of the children lived and realized how detached the children really are. The children however, know that this is where Yolande lived and have accepted it because it is how most of them live. The children evidently grieve and accept death much differently because of the isolation. The teacher observes the child “The child had a delicate little face, very wasted, with the serious expression I had seen on the faces of most of the children here, as if the cares of the adults had crushed them all too early.” The teacher immediately connects with the child and decides to ask the children to pick roses in order to
When the poem is read aloud, the explicit rhyme and rhythm of the lines becomes extremely obvious. In fact, the bouncy rhythm is so uplifting, it occasionally makes the audiences feel like it is too predictable and straight-forward. An example would be “bright with chrysolite”, the word “chrysolite” feels like it is forcefully implemented for the sake of the rhyme. This is somewhat similar to a children’s tale. Most children’s tale as we know it, conveys messages straightforwardly and are easily understood by children, it also has an amiable tone and a merry mood that engages the children 's attention. Similarly, the rhyme and rhythm of this poem is very obvious and explicit, creating a delightful, casual mood that appeals to a young audience. Even though the legend dealt with deep insights about parenting that are intricate and puzzling, the father delivered it in such a gratifying, simple manner that made even the most dark and dreadful matters: like the description of precarious beasts and vicious monsters to sound like a blissful adventure of friendly animals. The sole purpose of this contradiction between the tone and message is to make this seemingly strong and serious topic more tolerable and captivating to the son of the father. Unsensible, impulsive youth is very similar to restless children, a long insipid lecture about deep insights is very difficult for them to buy into. In the same time, a harsh, threatening warning will only make them obey unwillingly, and creating a doubtful relationship will make them uncomfortable to communicate or appeal to their parents. Clearly, the percipient father recognized the ineffectiveness of these unsuitable parenting methods. Instead, he conveyed the message in a uncomplicated, friendly way that made his son to accept his teachings more comfortably. A
The assailant plunged his knife deep into Peter Lumberg's throat, the blade penetrating almost to the heart and causing blood to spray onto surrounding foliage; a catastrophic wound, though not sufficiently catastrophic for the attacker who unleashed a frenzied assault, stabbing repeatedly into the face and neck, punching the knife so deep into the flesh it struck vertebrae. At the age of 67, Lumberg offered little resistance, no longer strong enough to fight off a determined foe. When he slumped to the ground, his assassin traded the pocket knife for a tomahawk and hacked into his head and neck, cleaving through the jawbone and severing the tongue. In a flash of blades, the old fellow died and his blood drained into the sand of the small bush clearing.
...xperiences of their readers. The poems express critical and serious issues that surround the heartfelt childhood memories of the readers. The surrounding circumstances and situations are different in each household. The readers are personally drawn to feel expressions of abuse, emotional issues and confusion as the poets draw them into a journey through their own personal life experiences from childhood to adulthood. These experiences are carried throughout a person’s life. Readers are somewhat forced to immediately draw themselves closer to the characters and can relate to them on a personal level.
The fact that they feel they can sit about the knee of their mother, in this stereotypical image of a happy family doesn’t suggest that the children in this poem are oppressed... ... middle of paper ... ... y has a negative view of the childish desire for play which clearly has an effect on the children. The fact that they the are whispering shows that they are afraid of the nurse, and that they cannot express their true thoughts and desires freely, which is why they whisper, and therefore shows that Blake feels that children are oppressed. I feel that the two poems from innocence which are ‘The Echoing Green,’ and ‘The Nurses Song,’ display Blake’s ideological view of country life which I referred to in my introduction, and show his desire for childhood to be enjoyed.
...nal family. The second poem uses harsh details described in similes, metaphors, and personification. The message of a horribly bad childhood is clearly defined by the speaker in this poem. Finally, the recollection of events, as described by the two speakers, is distinguished by the psychological aspect of how these two children grew up. Because the first child grew up in a passive home where everything was hush-hush, the speaker described his childhood in that manner; trying to make it sound better than what it actually was. The young girl was very forward in describing her deprivation of a real family and did not beat around the bush with her words. It is my conclusion that the elements of tone, imagery, and the recollection of events are relevant to how the reader interprets the message conveyed in a poem which greatly depends on how each element is exposed.
Words such as, “death,” “battered,” and “scraped” could mislead the audience to interpret a more sinister poem; however, these words take on a new meaning when they are connected back into the poem. “Death” refers to the child holding on to his father to keep up with him; “battered” and “scraped” describe the fathers hard working hands propping up the small child on his feet so the could dance. These “negative” words only contribute to the overall endearing memory, rather than take away from
“Men, for many of you, today is your first day training as a Knight of Camelot,” said Prince Arthur to the group standing before him. “And be grateful you’re not stuck in a torrential downpour as I was on my first day of training here on this very field. The sun is shining and I plan to work you hard.”
These poems have many different things in it. Both of them have mentions of a higher power. For example Songs of Innocence “ and by came an angel who had a bright key,” and Songs of Experience “ and are gone to praise God and his Priest and King.” Also both poems have a mostly negative tone, and have a child as the speaker whether it is third person or first person.
The similarity of both poems is that both topic is related with dream. On the poem
In the fourth stanza it is discovered that “anyone’s any was all to her”, which is in reference to noone. While none of the people in the town liked anyone, noone loves him and shares his emotions when she “she laughed his joy she cried his grief”. Using the figurative language of making ‘anyone’ and ‘noone’ into actual characters creates a hopeful mood in the poem. cummings uses these words intentionally because anyone can find someone to love them when nobody else does, and that a person can love someone even if they feel like they are unimportant. Together they go through life, which is exemplified through the four seasons, and eventually die together. In the stanza where anyone dies, cummings again uses language to trick his readers by writing “and noone stooped to kiss his face” which on first reading seems sad. However, knowing that noone is a person that loved anyone, the line is actually heartfelt and kind. After noone is buried alongside anyone the people of town return to reaping and sowing as they did in the beginning, which creates a feeling that they were unaware of the love that the two people shared. Upon first read, the language leads readers to feeling sorry for anyone, but after understanding the meaning of the poem, they feel sorry for the other men and women that couldn’t see the beauty of their
There once was a man named Franswah, and he had a wife named Keisha. They both lived in Keithville, Atlanta. They had a little girl named Jasmine, she was twelve years of age and she attended Ghettoville Jr. High School in the seventh grade. Keisha never did like doing anything, so her husband Franswah decided to go out and have an affair with a lady named Shay. Franswah and Shay worked at a law firm together. Shay was his assistant, she always helped him with things and they always went to lunch together. So some nights he never came home or either he came in late. Keisha was never the type of person to just argue, she mainly just questioned him to see what the response would be and she left it alone until the next morning. So one night when he came in he had a funny odor and Keisha asked him what was up with the smell, he told her that he had been working out and got sweaty. Their daughter Jasmine had very high blood pressure, so most of the time she didn’t go to school because of her condition and she stayed ill. Keisha had a younger sister named Ashley, she is the rowdy type that doesn’t care and will tell anybody anything. Keisha was telling her sister about Franswah coming in late, having a odor on him and don’t want to be questioned. So one day when Ashley was over there and he walked in she confronted him and told him if she find out that’s its that he’s cheating on her she was gone handle it. So he got mad and started hollering at Keisha for telling her sister about what was going on in their relationship. Then that’s when Ashley came back and told him that she can tell her anything she want to tell her because that’s her sister. So few minutes later the phone rings and its was Shay. Keisha answers the phone and it was another lady’s voice, and she asked to speak to Franswah. So she asked her who is calling and she told her that it was Franswah’s baby mother. Everyone is in shock, so Ashley gets on the phone and started getting rowdy. Ashley was asking her different questions like how old is the baby, where she live, and where did Franswah and her meet.
The main theme in the two poems is how love is not explainable, but is needed for a well-balanced life. They both portray that love is not necessarily logical. It cannot be described or explained perfectly because you do not think about it. It just needs to be in your life. Love never heals the sick or weak, but it does have a powerful influence on our well-being. Love is not all about living in the reality of things. However, at the end of it all they still represent what someone feels love is and the main theme in both of these poems is love.
In looking at both poems, they have two separate meanings from each other, but can be tied together by a the simple lesson of living. Song one is about being young and living freely as a child in the spring time. While the second song, by having the children come into the house and stop their foolish playing for they do not know what comes to them later in life, shows that the nurse is thinking of the aging process and wondering where her life has gone. The titles of the books in which the poems are in also give away this meaning to the poems. Nurse’s Song 1 from Songs of Innocence, innocence being youth and spring time, while Nurse’s Song 2 from Songs of Experience is linked to aging and death in winter.
The speaker in the poem uses images to help to support the theme. For example the statement that "sometimes the woman borrowed my grandmother's face" displays the inability of the children to relate the dilemma to themselves, something that the speaker has learned later on with time and experience. In this poem, the speaker is an old woman, and she places a high emphasis on the burden of years from which she speaks by saying "old woman, / or nearly so, myself." "I know now that woman / and painting and season are almost one / and all beyond saving by children." clearly states that the poem is not written for the amusement of children but somebody that has reached the speaker's age, thus supporting the idea of the theme that children cannot help or understand her or anybody of her age. In addition, when the speakers describes the kids in the classroom as "restless on hard chairs" and "caring little for picture or old age" we can picture them in our minds sitting, ready to leave the class as soon as possible, unwilling and unable to understand the ethics dilemma or what the speaker is feeling.