The Wind Begun To Rock The Grass Analysis

alarm_on21-Mar-2022

Uh, also today, we're going to be looking at Emily Dickinson's perm. The wind began to rock the grass as you can see. She lived from 1830 to 1886. I think one of the most important things one needs to realize about Emily Dickinson is the fact that she was a very reclusive person, right? She preferred solitude. She focused on her inner world.

In fact, she spent most of her life in a little room in her father's house. And in fact, she used to communicate with people through the door of the house. So she kept.

Herself a lot and through her life, she only published around about 10 poems discovered many poems after death around about 1, 800 poems. So she really wrote a lot of poems. And those that were published in a lifetime were published anonymously, sometimes possibly without her, knowing either all right let's begin to read the poem.

The wind began to rock the grass. The wind began to rock the grass with threatening tunes and low. He threw a menace at the earth, a menace at the scar, the leaves unhooked.

Themselves from trees and started all abroad. The dusted scoop itself like hands and threw away the road. The wagons quickened on the streets. The thunder hurried slow. The lightning showed a yellow beak, and then a lizard claw.

The birds put up the bars to nests the cattle fled to bonds. They came one drop of giant rain. And then, as if the hands that held the dams and parts had hauled the waters, wrecked, the sky, but overlooked, my father's house, just quartering a tree. So the first thing to look at in.

Terms of structure is the use of half rhyme through the perm now we'll see that it is used in the second stanza with a broad and road slow and claw in the third stanza bonds and hands in the next answer and scar and tree in the final stanza. Now remember half room is a room that doesn't quite run perfectly. But it's got a very similar sound to it. Then the next thing to have a look at is the use of dashes through the poem over here. Now, Emily Dickinson doesn't use these dashes as a way of creating a. Pause, but rather as a way of showing an action that's ongoing. Now, if you think of this as almost as a snapshot of a storm, that's menacing, the earth menacing, the environments and so on.

So each of these moments in the storm are constantly ongoing the next thing we need to look at is the use of iambic meter through the course of the poem. Now just to jog your memory, comic meter as we all know, starts on an unstressed syllable, followed by a stressed syllable and our first and third line in each. Stance is written in ionic tetrameter. In other words, there are eight syllables or four feet and the second.

And the fourth line in each stance is written in the iambic diameter, which has six syllables and three feet. And what this does are it makes a very readable perm, and it kind of almost subdivides each stanza into groups of two lines right? So, as we get into the first line of the poem, we get the statement, the wind begun to rock the grass. And of course, the first thing that comes to mind is. Something like the image in the bottom right inside your screen over there, which is of the wind blowing across a field of grass, rocking, the grass backwards and forwards over there. And what Emily Dickinson has done here is used the word begun. Instead of began, this gives us this kind of impression of a sudden start first and also because it's almost the incorrect word to use.

It kind of unsettles, the reader from the beginning. The next word to take note of in that line is the word rock. Now. The word rock usually has kind of nurturing aspects to it. Think of if you had to rock a baby rock on a rocking chair rock to sleep occur. So there's, it's, normally quite a mellow and quite a soft action or word. But as we move into the second stanza, we see that that is actually undermined by the growing threat of the storm.

Okay, as we can see here, there's the word, threatening in line two. And with that word, we start to realize the ominous nature of the wind. And the storm it's something that, actually. Seriously poses a threat. Now, remember, this poem is a kind of snapshot of a storm passing over all right and in the storm. And if you think about it, when there's, uh, gale force, wind blowing or there's, a storm that comes in there are tunes there's sound to it.

Okay. The sound of the wind whistling and blowing the low rambling of the thunder. Okay. So these are all sounds of the storm as it moves in also remember to take note of the use of the dashes over there to indicate this constant movement over here. Of course, here we have this movement of the wind, something that's ongoing the sounds that are ongoing with this dash.

We see that there's this menace that's constantly it's, an ongoing thing that gets thrown at the earth, which brings us into our third line. We have this personified personification of the storm and the first word here, he threw a menace at the earth over here. So it almost like gives a sense that the storm is something that has intense. Okay, just as a person would have intent. The storm. Has intent over here. And what does he throw notice it's a menace?

Okay, this is quite a violent word. Okay, to have a menace means that things are at risk. Okay, they're threatened or put at risk, and you'll. Notice there that there's a repetition in both those lines over there. And this strengthens that sense of menace, and you can see that it's, not just the earth that's a threat. It's, also, the scar, which kind of gives us this magnitude, a sense of magnitude of the storm that it's something that doesn't. Just threaten the earth, it threatens both the earth and the sky in other words, all existence is threatened by the storm as we get into the next stanza.

We start to see the effect of the wind on the trees and on the road. All right. So of course, when the wind blows one doesn't, see the wind itself, one only sees the consequences of the wind, and it's. The same thing that Dickinson brings across very well in the stanza here, where we have the leaves unhooking themselves from trees. Okay.

So it's, almost. Like one gets the impression that these leaves are simply hanging on hooks, and they can just simply unhook themselves from the trees. Okay, so we get the sense. So you don't see the wind, you see the action of the wind and there's a nice little image. On the left-hand side there that kind of portrays that type of sentiment there. And what happens with these leaves is that they start all abroad. So there's a sense of motion and to go abroad means to travel fast.

So this wind is really blowing these. Leaves a very far distance over there, notice once again, the use of the dash that to indicate an action that is ongoing in the next section of the stanza. We see a reference to the road. And once again, we don't see the wind itself. We only see the consequences of the wind, and it says that the dust would scoop itself like hands. And we get this image created here of great dust clouds being blown off of the road over there, but not to say that it scooped itself. Okay, this is where we get this sense that.

It's the wind doing it, but we can't see the wind. So we only see the actions of the wind all right. Notice, the use of simile. Okay, comparing the scooping of the dust by the wind to hands scooping up the dust. We also have a partial personification over here. It's just a reference to hands over there and that's, of course, the wind itself that's doing it. And what the wind does is that it throws away the road.

It says and threw away the road and there's once again, quite a violent action in that word. Through okay, so it once gets the sense of the wind or the storm in this case being quite violence. Okay. And of course, it seems with the amount of dust that's being blown around that. The road itself is being blown away. Our next answer starts with the line, the wagons quickened on the streets. Now of course, here it's, not the wagons that are panicking and moving foster, but the people inside the wagons because that's an important distinction to make over there.

But one gets a sense of urgency in Islam. Okay, things are moving faster. People are moving faster, they're trying to get off the streets, and they're trying to get home to shelter from the storm. Okay.

Now, this word quickened over here, emphasizes that sense of panic, right? It emphasizes that sense of urgency to get off of the streets and to get some shelter from the storm. And on the next line, we see this use of oxymoron over here. And of course, just a reminder. Oxymoron is when two words of opposite meanings are placed next to each other and. This is a very good use of oxymoron over here.

If one thinks about it because at first, it seems illogical, the thunder hurried slow. But if you think about it, when lightning strikes and the thunderclap comes straight afterwards, the thunder hits suddenly and then there's, the slow rumbling afterwards all right. So this is a very effective use of oxymoron over here. And once again, note the use of the dash over there to accentuate the ongoing thunder. The following line shows a metaphor comparing the. Lightning that's striking in the storm to the yellow beak of a bird. Now, if you think about how a bird acts when it's pecking on the ground, and it would walk along, and as its beak hits, the ground it's, very similar to the lightning striking and hitting the ground.

So we have a very effective metaphor over there. And we also have a metaphor in our final line of the stanza they're, comparing the forked lightning to the claw of a bird. Okay. Now think of especially if it's a bird of prey, they think of the. Claw of a bird, the kind of damage that it can do okay, it's something sharp, it's, something aggressive.

It can scar it can injure. Okay. So we have that kind of sense all embodied in the word claw over there.

And a very interesting use of the word lizard here. Liver, of course, means to be angry, fuming or raging the word actually comes from being bruised or battered. Okay.

So we get this very angry word over here. And this gives us once again, the sense of the storm itself being angry. Now the sense of. Urgency that we saw in the previous stanzas continued in the stanza here with the birds and the cattle.

So we first told you that the birds put up the bars to nests, okay. So to boil up their nest means to try and reinforce the nests, okay, so they're trying to strengthen it against the storm. And of course, if one thinks about it, a nest is a place of safety a place of comfort for the birds, just like the bones are for the kettle over here. Notice the use of our dashes once again to show and a. Continuing action so just like the birds are panicking trying to reinforce their nests. The cattle are fleeing to barns.

Now, this word fled here or to flee means to run away in panic, or to be scared of something and to run away. So these cattle are obviously scared of the oncoming storm and are trying to find refuge in their place of safety, which is the bonds, a following line. Mentions that one drop of giant rain came.

Now as so often happens with storms or rain showers, there's, very often, just a. Little or a drop of rain or one or two drops of rain, and then suddenly there's this huge deluge. And this is exactly what happens here. And our next line says, and then, as if the hands that held the dams and parted, hold the waters wrecked, the scar. So we've got this sense here. We've noticed the enjambment here.

We have this run online because this is something ongoing and there's this image here of hands, almost like the sluice gates of a dam holding back the waters in the sky. And then they part it's. Okay, so it says, the hands that held the dams had parted and what happens then just like if sluice gates had to open and the water rushes out the dam these hands parted in the sky and the waters wrecked, the scar.

Okay, they started raining very heavily. Now, notice here this word wrecked once again, here, it's a very violent action. In other words, the rain is so intense that it's almost like it's, wrecking the sky on the last two lines. We see the speaker's sense of shelter and refuge.

It says here, but. Overlooked my father's house all right. So, yeah, we get the sense of Dickinson's own voice coming through here. Just like she was a seclusion. She found safety and refuge in being a recluse in her father's house, that's. What happens with the speaker over here? The storm overlooks, the father's house.

In other words, it bypasses the father's house with a little dash over there. And it says ends off saying just quartering a tree now to quarter, something means to divide it into four, but there are other. Connotations to this word, quartering, it's, something that was done to people when they tortured them, and they would literally rip their limbs apart.

So this poem ends off with this very violent image of what the lightning. And what the storm does to a tree. If you enjoyed this video and found it helpful, please subscribe, there will be more in the way have a great day.

Leave a Reply