Tag Archives: analysis

Allen Ginsberg’s Indian Journals

The poet Allen Ginsberg went to India, when he was already a well-known figure of the Beat Generation. Flower children, the representatives of the hippie culture movement, sought to find themselves in the unexplored countries of the East. In the lands, where life was different from the bustling cities of the second half of the 20th century, to which they were accustomed to.

Indian Journals were a true revelation for their times. Being nothing like a single whole work, in fact, Journals look like a sort of rubbish dump – or the cave of Ali Baba full of treasures. Scrappy thoughts, short sketches, and images flash in front of the reader in the same way, as they were flashing in front of the author when the book was being created.

The travel notes, describing mostly not the places visited by the author, but his own feelings, Journals also include rather frivolous episodes. Drawings, notes, and poems barely have anything in common, except for the time (1962-63) and the place of creation (India). The romantic escape to “the lands unknown” is characteristic to the Beat culture, one of whose founders was Allen Ginsberg. The escape to the lands unknown, to narcotic trance, to sexual perversions.

Some critics have called Allen Ginsberg’s Indian Journals a source of knowledge about the culture and history of India for young people. This work, however, doesn’t contain encyclopedic information. Yet it was this book that became the first and the strongest stimulus for the protesting youth in Western Europe to leave off in search for happiness and alternative life. Hundreds of romantics looking for the unusual and full life and new sensations followed Allen Ginsberg to India decades after his trip.

Indian Journals are surprisingly rich in footnotes. Having returned from the trip, Allen Ginsberg tried to edit his diary entries.

However, even the author himself couldn’t always provide his own notes with clear explanation. In all likelihood, many of them were created in the state of narcotic trance. For Allen Ginsberg, drugs were an indispensable part of Indian culture.

It was narcotic unconsciousness that many young hippies were looking for in India – in the same way as Ginsberg was looking for it there.

The book is provided by detailed translator’s comments, but even they can’t make Indian Journals a single whole. Yet, the readers who are already familiar with the Allen Ginsberg’s poetry feel the specific rhythm of Indian Journals rather quickly. Indian Journals give a chance to immerse into the atmosphere in which one of the founders of the Beat culture lived. The atmosphere of lack of sense, lack of aim, the atmosphere which nourished a whole generation.

Reviewed by Katerina Sidoruk

William Shakespeare’s Hamlet

To be, or not to be: that is the question:
Whether ‘tis nobler in the mind to suffer
The slings and arrows of outrageous fortune,
Or to take arms against a sea of troubles,
And by opposing end them? To die: to sleep;
No more; and by a sleep to say we end
The heart-ache and the thousand natural shocks
That flesh is heir to, ‘tis a consummation
Devoutly to be wish’d. To die, to sleep;
To sleep: perchance to dream: ay, there’s the rub;
For in that sleep of death what dreams may come
When we have shuffled off this mortal coil,
Must give us pause: there’s the respect
That makes calamity of so long life;
For who would bear the whips and scorns of time,
The oppressor’s wrong, the proud man’s contumely,
The pangs of despised love, the law’s delay,
The insolence of office and the spurns
That patient merit of the unworthy takes,
When he himself might his quietus make
With a bare bodkin? who would fardels bear,
To grunt and sweat under a weary life,
But that the dread of something after death,
The undiscover’d country from whose bourn
No traveller returns, puzzles the will
And makes us rather bear those ills we have
Than fly to others that we know not of?
Thus conscience does make cowards of us all;
And thus the native hue of resolution
Is sicklied o’er with the pale cast of thought,
And enterprises of great pith and moment
With this regard their currents turn awry,
And lose the name of action.—Soft you now!
The fair Ophelia! Nymph, in thy orisons
Be all my sins remember’d.

William Shakespeare’s works are famous all around the world. Even the critics who express doubts about the authorship of the works attributed to Shakespeare still consider their author a genius. Continue reading William Shakespeare’s Hamlet

‘Childhood’ by Frances Cornford

I used to think that grown-up people chose
To have stiff backs and wrinkles round their nose,
And veins like small fat snakes on either hand,
On purpose to be grand.
Till through the banister I watched one day
My great-aunt Etty’s friend who was going away,
And how her onyx beads had come unstrung.
I saw her grope to find them as they rolled;
And then I knew that she was helplessly old,
As I was helplessly young.

This is a piece that really intrigues me because it manages to have both a childlike tone, and also one that is so spot-on in expressing the ‘helpless’ tragedy of old age. It evokes so beautifully the way that age defines us — both as a child, and as an elderly person. Continue reading ‘Childhood’ by Frances Cornford

‘Napoleon’ by Walter de la Mare

‘What is the world, O soldiers?
It is I:
I, this incessant snow,
This northern sky;
Soldiers, this solitude
Through which we go
Is I.’

I love Walter de la Mare for his capacity to conjure such startling images with clear, plain language. There is also, I think, a greatly musical quality to his poems, and Napoleon is full of all the lyrical simplicity that I admire so much about this poet’s work.

This poem seems to me to be a exquisite expression of the loneliness that can surround power and aggression. The mention of the “incessant snow” and the “northern sky” put me in mind of Napoleon’s Russian campaign, which led to his downfall and ultimate exile. The imagery in the poem evokes the disastrous Russian winter (the best weapon against invaders) and the Russian tactic of continuous retreat (each time Napoleon and his troops advanced, they met with only deserted, burnt land). The Russians burnt the land to prevent Napoleon from feeding his soldiers (he had anticipated a relatively short campaign), and this eventually forced Napoleon’s greatly diminished Grande Armee to retreat.

For me, these images deliver the idea of the ego’s aggression being met with icy (and an ultimately more powerful) silence. Napoleon’s pursuit of empire through war and conquest is a perfect example of the force and violence of the ego (the poem is certainly not a condemnation of Napoleon in particular, but rather uses him as an example for all those who seek power through aggression or conquest). In the end, nature, in the form of the Russian climate, dealt with Napoleon; the Russians did not have to. I think this is such a powerful image, and one that I think de la Mare captures beautifully in this short poem.

The speaker (Napoleon) begins with a question for his men; “What is the world?” he asks. Of course, he does not wait for their response, but answers himself: “It is I”. There is such clear confidence in this answer, and this seems perfectly befitting of the power-crazed, arrogant character that has been ascribed to Napoleon.

De la Mare’s Napoleon is a wonderfully dramatic piece. It seems to capture the legendary quality of the man, with its grand, heroic tone, but it also illustrates the way in which ego and violence will always reach a point of burning out, or a point where there is no one left to conquer. I think the image of the “incessant snow” is a beautifully poignant one. I just imagine Napoleon staring into the silence of the snow falling — deserted, and the ground burned — and realising that there was nobody there to fight. Violence is a force that must be spent, apparently, but once it is spent; once you have slaughtered and fought and conquered — however much ground or wealth you may have gained — you still have to face the deafening silence and the emptiness of the world you have created.

Reviewed by Emily Ardagh

‘Education for Leisure’ by Carol Ann Duffy

Today I am going to kill something. Anything.
I have had enough of being ignored and today
I am going to play God. It is an ordinary day,
a sort of grey with boredom stirring in the streets.

I squash a fly against the window with my thumb.
We did that at school. Shakespeare. It was in
another language and now the fly is in another language.
I breathe out talent on the glass to write my name.

I am a genius. I could be anything at all, with half
the chance. But today I am going to change the world.
Something’s world. The cat avoids me. The cat
knows I am a genius, and has hidden itself.

I pour the goldfish down the bog. I pull the chain.
I see that it is good. The budgie is panicking.
Once a fortnight, I walk the two miles into town
for signing on. They don’t appreciate my autograph.

There is nothing left to kill. I dial the radio
and tell the man he’s talking to a superstar.
He cuts me off. I get our bread-knife and go out.
The pavements glitter suddenly. I touch your arm.

This is from Carol Ann Duffy’s 1985 collection, Standing Female Nude. Blake’s poem, The Fly, from yesterday, reminded me of this because Duffy’s poem also has a reference to that line from King Lear (“As flies to wanton boys are we to the Gods/ They kill us for their sport.”)

Education for Leisure is written from the point of view of a young person, who has presumably left school and is on unemployment benefit (every fortnight, he goes into town for “signing on”). I find the speaker’s voice at once frightening and heartbreaking; I can see that this person is capable of doing terrible things (he squashes a fly with his thumb, he wants to kill the cat, and he flushes the goldfish “down the bog”) and yet his voice also seems to contain hues of a wounded child, with lines like “I have had enough of being ignored”, and the bit about Shakespeare being “in another language”.

An obviously frightening aspect to this character is that he is clearly deluded and probably a psychopath. He begins with the statement, “Today I am going to kill something. Anything.” This person is destructive, angry, and desperate. But why does he feel this need to “kill”? Why does he want to “play God”? I think one reason is that he is afflicted by “boredom”, which seems to be a result of his neglectful education. The other reason, I think, is a need to take control of a life that seems so far beyond his power to change.

The second stanza is the one that breaks my heart the most. He squashes and kills a fly with his thumb, remembering Shakespeare’s King Lear from school. “It was in/ another language and now the fly is in another language”, he says. The speaker is extremely bitter about not having understood things at school, and perhaps not being given enough attention or time to improve himself. He feels like a victim, with no control over his future. So, as revenge, he imposes the same thing on the fly.

The speaker tries to convince himself that he is worth something more than he has apparently been told. “I breathe out talent,” he writes; “I am a genius”. He wants to change the world — “Something’s world”. He knows that the only power his has is physical, violent power, and so the only way he can change the world is to destroy it. The poem follows his desperate search for something “to kill”. The cat hides from him, flushing the goldfish is not enough, the budgie is “panicking”, but that is not enough, either.

This person, like all of us, wants to be heard, to be listened to. He is seeking approval and human contact just as any of us. I think this is also why he phones up “the radio” in the final stanza, and tells the man “he’s talking to a superstar.” The man cuts him off. This is yet another blow for the speaker, who told us from the start that he has “had enough of being ignored”. Since nobody takes notice of him, he moves on to hurting people. The poem ends with the ominous line, “I touch your arm.”

I think the final line to this poem is brilliantly clever. If we do not care about the  speaker by this stage of the poem; if we are still thinking to ourselves, ‘this person has nothing to do with me’, well, he now turns on and actively addresses the reader. The speaker in this poem is an example of a very real problem (though it was written in Thatcher’s Britain, I believe it is still very relevant), and I think it is very dangerous to ignore him.

Reviewed by Emily Ardagh

‘The Fly’ by William Blake

Little Fly,
Thy summer’s play
My thoughtless hand
Has brushed away.

Am not I
A fly like thee?
Or art not thou
A man like me?

For I dance
And drink, and sing,
Till some blind hand
Shall brush my wing.

If thought is life
And strength and breath
And the want
Of thought is death;

Then am I
A happy fly,
If I live,
Or if I die.

I read The Fly today and it reminded me of a line from King Lear, when Gloucester says: “Like flies to wanton boys are we to the Gods,/ They kill us for their sport.” Like that line from Shakespeare, Blake’s poem (from his Songs of Experience) explores the idea that man lives constantly under the shadow of the “blind hand” of death, just as a fly is subject to the whims of the “thoughtless hand” of man.

The way Blake creates a parallel between the fly and the speaker, by likening the fly’s “summer’s play” to his own merriment of dancing, singing and drinking, creates (I think) a powerful sense of the fleetingness and fragility of life. In the face of the ephemeral nature of existence, the fly and the speaker are equal. There is something very egalitarian about this poem, because it seems to suggest that all creatures are equal in the face of mortality.Below is the etching that Blake did for this particular poem, (he created these for all his poems in Songs of Innocence and Experience.) This etching seems to me to fit the poem perfectly. Like the poem, the image of the children and the mother figure seems perfectly innocent, just like the sing-song, nursery-rhyme tone and rhythm to the written piece. However, on closer inspection, the image becomes more sinister, and we can see that the children playing are very fragile; one plays merrily with a racket and shuttlecock, and the other needs the help of the mother as he attempts to walk. The trees that frame the image are bare, skeletal and oppressive, as if to remind us that death is never far away.

Reviewed by Emily Ardagh

‘Minority’ by Imtiaz Dharker

I was born a foreigner.
I carried on from there
to become a foreigner everywhere
I went, even in the place
planted with my relatives,
six-foot tubers sprouting roots,
their fingers and faces pushing up
new shoots of maize and sugar cane.

All kinds of places and groups
of people who have an admirable
history would, almost certainly,
distance themselves from me.

I don’t fit,
like a clumsily-translated poem;

like food cooked in milk of coconut
where you expected ghee or cream,
the unexpected aftertaste
of cardamom or neem.

There’s always that point where
the language flips
into an unfamiliar taste;
where words tumble over
a cunning tripwire on the tongue;
where the frame slips,
the reception of an image
not quite tuned, ghost-outlined,
that signals, in their midst,
an alien.

And so I scratch, scratch
through the night, at this
growing scab on black on white.
Everyone has the right
to infiltrate a piece of paper.
A page doesn’t fight back.
And, who knows, these lines
may scratch their way
into your head –
through all the chatter of community,
family, clattering spoons,
children being fed –
immigrate into your bed,
squat in your home,
and in a corner, eat your bread,

until, one day, you meet
the stranger sidling down your street,
realise you know the face
simplified to bone,
look into its outcast eyes
and recognise it as your own.

This is another wonderful poem by Imtiaz Dharker. I think Dharker is one of the most exciting poets writing in English today; her work is so fresh and relevant, and I love the way she doesn’t shy away from subject matter that is politically taboo. I particularly love the way she explores identity in her poems.

Minority gives a very insightful depiction of what it feels like to be “foreign” in many places. The poem begins with the line, “I was born a foreigner”. How can you be born a foreigner? Well, sadly today in many of our Western societies (including in the UK and in my adopted country, France) the children of immigrants can be made to feel this way. The poem says, “I was born a foreigner… and “carried on from there/ to become a foreigner everywhere/ I went”. The speaker in the poem seems to belong nowhere – “even in the place/ planted with my relatives”. On returning to the country of her parents, this speaker feels like a foreigner, too. In this situation, many people understandably feel incredibly displaced and victimised, as they find themselves facing prejudice from both the country they were born in, as well as the country of their parents and relatives.

The speaker tells us “I don’t fit”. She compares herself to “food cooked in milk of coconut/ where you expected ghee or cream” or an “unexpected aftertaste/ of cardamom or neem”. I love this use of taste to describe a feeling of being foreign; it’s so evocative. A country’s cuisine is essential to its culture and so I think this is a very clever inclusion here. I also find it very interesting that Dharker imports flavours from her own very multicultural identities, which are (as well as British) Pakistani and Indian.

The subject of the next stanza if language, and this is something that I can relate to personally, having lived, studied and worked in abroad for several years now. The speaker talks about “that point where/ the language flips/ into an unfamiliar taste”, and words become a “tripwire”. Is she talking about accent here, where the language might “taste” differently on the tongue? Or is she talking about being unable to find the words for something? I have heard many people say this about being bilingual; it is incredibly frustrating when you cannot think of a word in the language you are trying to speak, because you are afraid that you might be better at one language than another. This only adds to the feeling of not-belonging that runs all the way through this poem.

The penultimate stanza explores the act of writing, and its role in the creation of identity. Dharker uses beautiful language to describe herself (or the speaker) going “scratch, scratch” at the “growing scab on black and white”. I just love this description of writing as a “scab”. She is writing to make sense of a wound, or even to heal it. Dharker encourages the notion of the transformative and healing power of literature here, and then she remarks upon its democracy. “Everyone has the right/ to infiltrate a piece of paper”, she writes; the page is not prejudiced; it “doesn’t fight back”. Poetry becomes a medium through which the speaker can freely express herself — a way she can communicate. And perhaps the message will get through to people; literature is a great teacher of empathy. “Who knows”, writes Dharker, perhaps these lines will “scratch their way/ into your head” — break through the prejudices that “community” and “family” can breed.

Perhaps one day, she writes in the final verse, you (the reader) will meet “the stranger sidling down your street” and recognise that face “as your own”. I just love the way the poem suddenly turns on the reader, near the end, with that very direct “you”. Dharker is putting the reader on the spot; these questions are now directly put to us. This poem beautifully displays its author’s belief in the power of literature to transform, educate and create understanding, and I think it’s a wonderful piece.

Reviewed by Emily Ardagh

‘On First Looking into Chapman’s Homer’ by John Keats

Much have I travell’d in the realms of gold,
And many goodly states and kingdoms seen;
Round many western islands have I been
Which bards in fealty to Apollo hold.
Oft of one wide expanse had I been told
That deep-brow’d Homer ruled as his demesne;
Yet did I never breathe its pure serene
Till I heard Chapman speak out loud and bold:
Then felt I like some watcher of the skies
When a new planet swims into his ken;
Or like stout Cortez when with eagle eyes
He star’d at the Pacific—and all his men
Look’d at each other with a wild surmise—
Silent, upon a peak in Darien.

This sonnet is a typically Keatsian feast of glorious sounds and luxurious rhymes. It is based upon Keats’ first experience of reading Chapman’s translation of Homer, and explores notions of the power of literature and the imagination. The poet tells us that Chapman’s work has inspired him to write; he intimates that he had never created “pure” poetry until “bold” Chapman encouraged him to “speak out”. On first looking into Chapman’s Homer is a tribute to Homer, to literature, and also, I think, to the genius of the poetic mind.

From the opening line of the poem you might notice a connection to many of Keats’ early sonnets. It begins with a beautiful, mysterious, alluring statement, akin in tone to “Great spirits now on earth are sojourning” and “The poetry of earth is never dead.” As with so much of Keats’ work, the sheer music of his words is enough to entice and delight.

The speaker begins by equating the act of reading with travelling. This metaphor extols the glory of the imagination, the “realms of gold”, where the narrator has journeyed, symbolising the great literary works of man. Keats had a great fascination for the imagination; in fact, he once wrote that he was “certain of nothing” but the “truth” of the imagination. The sonnet depicts the travels of Odysseus around the “goodly states”, “kingdoms” and “islands”, which are described in Homer, and which Keats, through reading Chapman’s translation, has experienced himself. Keats often alludes to his belief in the potency of literature, and does so notably in his other sonnet ‘Keen, fitful gusts’. In that poem, he remembers the great works of Milton and Petrarch as he confronts the harshly critical literary world. These memories inspire him, and give him confidence, ensuring that he feels “little” of the “bleak air”.

For me, the fact that Keats mentions so many great names from the distant past in this poem (Apollo, Homer and Cortez) highlights his burning ambition for recognition as a poet, and his concern for the writer’s role in society. He often refers to great poets of the past such as Milton and Shakespeare, as well as to fellow Romantic artists like Wordsworth and Haydon. I feel like he was continuously comparing himself to the masters, reminding himself of that which he dreams of achieving. The reference to Apollo here prefigures the more important role that the god of poetry will play in Keats’ later works such as Hyperion.

Within the octet there is an unmistakable impression of restlessness. The speaker is seemingly wandering from book to book, with no purpose or direction in mind. I think this reflects Keats’ early difficulties in finding poetic confidence. He speaks of how he had oft “been told” of “deep-brow’d Homer”. Perhaps Keats is acknowledging a feeling of inadequacy here — of being dwarfed by such a literary giant as Homer (often venerated as the first poet). This is consistent with much of Keats’ early verse, where there seems to be evidence of self-doubt and self-consciousness with regard to his credibility as a poet. For example, returning to ‘Keen, fitful gusts’, he acknowledges his youth and inexperience as he admits “I have many miles on foot to fare”. Likewise, in On first looking into Chapman’s Homer he infers that he had never created anything of beauty until he was inspired by this translation of Homer; (“never did I breathe its pure serene/ Till I heard Chapman speak”.) It is as though Keats had felt like an intruder in the closeted world of literature — that poetry was strictly the “demesne” of Homer and such. But Chapman encourages Keats, urging him to speak out “loud and bold”.

In the second half of the poem, as we enter the sestet, the verse completely alters in tone. The speaker is now inspired, empowered, and purposeful because of what he has read. Keats has created an intriguing connection between himself and the reader in this piece. The poem is a result of his inspiration from Chapman, and by writing his own beautiful sonnet, Keats seduces his reader into his poem in the same way that he was originally enthralled by Homer. The writer and reader share in the same experience. Keats compares himself to an astronomer and a famous explorer; since reading Homer the poet’s confidence has clearly grown rapidly! He also becomes more poetic here, as he likens the discovery of his own creative genius to an astronomer’s discovery of a new planet, and to Cortez discovering South America. The caesura in the final line “Silent, upon a peak in Darien”, is wonderfully dramatic, and seems to echo the awe that the poet feels at realising his poetic potential, and the vast landscapes of beauty that his imagination is capable of conjuring.

Another thing that I find really interesting in this poem is that it seems to show Keats’ ambition. It is hard to read it and not derive from it some notion of the immense task that Keats seems to have set himself. This is something that I have noticed in quite a lot of Keats’ work (perhaps it is most obvious in the piece ‘When I have fears’). Keats’ endeavours to perfect ancient and difficult poetic structures such as the ode and sonnet also seem to support this idea of ambition; he mentions it himself in a letter to Hessey, which he wrote while writing ‘Endymion’. He writes that through attempting to master these challenging forms he had “ leaped headlong into the Sea” of poetry, and so become “better acquainted” with it than if he had “stayed upon the green shore” and taken “tea and comfortable advice.” Keats was uncompromising; he refused to take heed of the criticism of anyone but himself. And I think it’s a very good thing that he didn’t!

Reviewed by Emily Ardagh

‘Ariel’ by Sylvia Plath

Stasis in darkness.
Then the substanceless blue
Pour of tor and distances.

God’s lioness,
How one we grow,
Pivot of heels and knees!—The furrow

Splits and passes, sister to
The brown arc
Of the neck I cannot catch,

Nigger-eye
Berries cast dark
Hooks—Black sweet blood mouthfuls,Shadows.
Something else
Hauls me through air—Thighs, hair;
Flakes from my heels.
WhiteGodiva, I unpeel—
Dead hands, dead stringencies.
And now IFoam to wheat, a glitter of seas.
The child’s cry
Melts in the wall.And I
Am the arrow,
The dew that fliesSuicidal,
at one with the drive
Into the red
Eye, the cauldron of morning.

Ariel is the poem that gives its name to Sylvia Plath’s most celebrated collection, which was published in 1965. It was published posthumously, two years after Plath committed suicide. The fact that Plath chose ‘Ariel’ as the title for the collection is to me very important; I think that in a sense it can be read to define the episode of incredible creative outpouring that was the few years before she died (this was when she wrote DaddyLady Lazarus, Fever 103 and other seminal works).I feel that this poem is about the creative process, and specifically the process of writing poetry. It is very enigmatic, spiritual, and almost erotic in places — we find very physical descriptions. ‘Ariel’ is a name that we probably most associate with the spirit character in Shakespeare’s The Tempest, who is servant to the magician Prospero. This definitely adds to the mystical and magical quality that surrounds the notion of the Muse, or creative process, in the poem. However, Ariel was also the name of the horse Plath used to ride when she was living in Devon. The poem describes a woman riding a horse.Set at dawn, the poem begins with “Stasis in darkness”. I love this opening line; it is soft-footed, like the quiet before a storm. There is anticipation; the rider is still in the dark of the stable. But then she is suddenly out, and riding. She becomes “God’s lioness”. I love the lioness; it is such a strong, but determinedly feminine image. The rider is on an almost divine mission here; she is strong, and provocative (this part reminds me of that final, devastating line in Lady Lazarus: “And I eat men like air”.)As you rush through these swift stanzas (that create a breathless effect, when read aloud) you can almost feel the wind rushing past you, with the “Pivot of heels and knees”. “How one we grow”, writes Plath; she is one with her horse, one with Ariel, and one with her creative process or Muse. There is an interesting duality here; although Plath describes herself as “one” with the horse, Ariel also has a “neck I cannot catch”. This is fascinating to me because it perfectly captures the nature of the creative process, which is so very hard to pin down or define. When she is riding (or writing) she feels in complete harmony with this force, and yet it remains somehow elusive and mysterious. This mystery persists as Plath writes, “Something else/ Hauls me through air”. What is this force?This poem (and much of Plath’s other work) contains many physical images. In this wonderful, exhilarating metaphor for the act of writing a poem, the whole body is involved: “heels and knees”, “sweet blood mouthfulls”, “thighs, hair” etc.  I think that it is perhaps because she wrote such personal or ‘confessional’ poetry – using her own emotional experiences as subject matter – that Plath makes this poem so physical; she puts her whole being into the writing of a poem. She puts her real experiences in there. Perhaps that is why she describes herself as being physically hauled through the air, here; “I unpeel”, she writes. (I also personally think that there is always an element of wanting to shock, with Plath. Being a woman, it is somehow more shocking for her to use personal, physical images, and she uses this to provoke and get our attention. In a similar way, she included many Holocaust images in her other poems.)A part of this poem that particularly moves me is where Plath writes, “A child’s cry / Melts in the wall.” In the final year of her life, when Plath was writing many of the poems for Ariel, her children were still very small. She used to get up before dawn every day to write. I am sure this is why the poem is set at dawn, though dawn is also a beautifully symbolic moment of the day; it is a non-time, a time when everybody else is asleep. It is like how time seems to stop while a poem is written, and can then resume once it is done. I love to picture Plath writing in the early morning, the thunder of Ariel’s hooves in her head — such a powerful time of creativity. Real life — the “child’s cry” — attempts briefly to enter the poem, but cannot distract the poet from her craft. She thunders on, “Suicidal, at one with the drive/ Into the red/ Eye, the cauldron of morning.”

Reviewed by Emily Ardagh

‘The Swan’ by Rainer Maria Rilke (Translated by Robert Bly)

This clumsy living that moves lumbering
as if in ropes through what is not done,
reminds us of the awkward way the swan walks.

And to die, which is the letting go
of the ground we stand on and cling to every day,
is like the swan, when he nervously lets himself down
into the water, which receives him gaily
and which flows joyfully under
and after him, wave after wave,
while the swan, unmoving and marvelously calm,
is pleased to be carried, each moment more fully grown,
more like a king, further and further on.

I am so sad that my German is non-existent, apart from the odd greeting or pleasantry. I would so love to be able to read and understand this poem in its original language, but for now Bly’s superb translation will have to do. Continue reading ‘The Swan’ by Rainer Maria Rilke (Translated by Robert Bly)