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By examining my interactions with the poem, I will attempt to analyse and contrast my own belief system against that which is presented in the text.
While reading the first stanza, I was shocked and horrified by the imagery presented by the young narrator. I felt compelled to cry for the poor boy, and then became angry at his father for placing him in such a situation. The imagery in the fourth and fifth paragraphs struck me as bright, beautiful and very innocent, thus causing me to wish that all the boys could live in such a wonderful environment.
My reaction to the final stanza was a sense of distress; the boys had nothing to hope for, but were forced to perform a task which would eventually kill them. After reading the poem I was left with several impressions in my mind.
The young and innocent portrayal of the narrator seemed to be a powerful influence on my emotional reactions to the poem. I was left with a sense of helplessness and frustration that I was not able to help the boys out of their oppressed state, and because I possess some knowledge of this period of history and culture, I know that the events described in the poem actually took place, and thus the poem becomes even more emotionally moving.
It is the value system of the people of England in the s which comes into sharp opposition with my own, especially with the issues that are in relation to the way that children should be treated; these people would essentially condemn their children to death so that they themselves could live.
Several elements in the text have an effect on the reading of the text. The theme of the poem, children who are sold to die cleaning chimneys, produces a negative emotional reaction; there are powerful metaphors used, such as: My personal literary and general repertoire are also key to my interaction with the poem.
Elements in my general repertoire which conflict with the poem are: I value children very greatly, I condemn slavery, I believe in healthy and safe working environments and my great value of the family unit. Personal reading strategies are also a factor in my interpretation of the poem.
In the case of this poem, I read it first of all to react emotionally, then to understand the meaning, search for a theme and finally a purpose. I am consciously assuming that the narrator is a reliable source; however, I am also aware that the narrator is very young and thus possesses a much more innocent view of the world than my own.
After taking into consideration my initial reactions, effects the text had on myself, effects the text had on reading and the effect I had on my own reading, I am able to analyze my response to the text and understand how it is that I read this poem.
It is clear that I am acting under the influence of the culture in which I was raised.
Because of my own experiences and value system, I am able to sympathize with the children and condemn the conditions under which they were forced to work.
I believe that this poem is a societal statement of England in the s, made by Blake to express his disgust with the treatment of the children in his community.Songs of Innocence-The Chimney Sweeper.
When my mother died I was very young, Literature Network» William Blake» Songs of Innocence-The Chimney Sweeper William Blake. Poetry Books. Songs of Innocence and Experience. Poetry. A Poison Tree. Auguries of Innocence. Holy Thursday. I Heard an Angel.
Infant Sorrow. Introduction to Songs of. In "The Chimney Sweeper" from both Songs of Innocence and Songs of Experience William Blake uses the colors black and white to describe images within the two poems.
The first instance of color is introduced in line 8 of the Songs of Innocence Poem, "You know that the soot cannot spoil your white. Analysis “The Chimney Sweeper” comprises six quatrains, each following the AABB rhyme scheme, with two rhyming couplets per quatrain.
The first stanza introduces the speaker, a young boy who has been forced by circumstances into the hazardous occupation of chimney sweeper. William Blake () 1 The Chimney Sweeper When my mother died I was very young, And my father sold me while yet my tongue Could scarcely cry ‘ ’weep!
’weep! ’weep! ’weep!’. is and in to a was not you i of it the be he his but for are this that by on at they with which she or from had we will have an what been one if would who has her.
Discussion of themes and motifs in William Blake's London. eNotes critical analyses help you gain a deeper understanding of London so you can excel on your essay or test.