Blake uses alliteration, visual imagery, simile, and symbolism in his poem, “The Chimney Sweeper” to illustrate his disgust in child labor conditions. In “The Chimney Sweeper,” Blake brought to light issues regarding child laborers working in dangerous work conditions. The poem begins with the narrator being sold by his father at a young age. Typically in the 1780’s, children were sold as early as six or seven years old. The narrator is so young that he cannot say sweep instead he says “‘weep!
The first two lines of the stanza states that in Tom’s early days, his mother died and his father sold him to become a Chimney Sweeper. His life circled around work, calling through the street for more work and at night sleeping on the soot. The stanza ends with the thought that if the child performs all his duties as a chimney sweeper, then God may place him back with his family (line4). Patel 2 The second stanza introduces the main character of the poem, Tom Dacre who joins the other sweepers. When Tom cries about getting his head shaved, the speaker comforts him with a beautiful thought of the situation.
Tom was very young when his mother had died and his father had sold him when he could barely cry. That is another theory against Marxism referring to kids being sold back in those times. Having to sweep and sleep in the soot, it shows how cruel young chimney sweepers were treated back in that time. An example of that is shown in the poem when it
I believe this poem is reflective of Roethke’s difficult childhood. It gives the reader an introspective look at the father through the voice of the young son. “My Papa’s Waltz”, talks about how the person of the poem struggled growing up to the tune of a life he had to live with parents that are either unhappy or abusive. In the poem, the speaker is reflecting on a childhood experience involving his father. A poem with short or few stanzas leaves “a lot of white space” on the page, Roethke wrote, but that forces “those lines to stand up by themselves” (Kizer 6).
The poem as a whole explores how work exploits and oppresses the innocence of the chimney sweepers. The narrator is a chimney sweep whose mother died and was sold by his father at a very young age, as implied by the lines "And my father sold me while my tongue / could scarcely cry 'weep weep weep weep!'" who goes on to tell the tale of ‘little Tom Dacre’ and his dream, an important
Paul’s Case is a short story by Willa Cather wrote in 1904 and first published in 1905. In the story of Paul’s Case, we learn that he is an eccentric young man who feels like he does not fit in with his community. Paul resorts to brilliant lies; lives vicariously through theater, art, and music to escape from the cold clutches of his reality. In the following paragraphs, I will be discussing the elements of Paul’s life that ultimately lead to his tragic suicide. The story opens up with Paul entering the principal’s office.
What are the effects of having Pip as a retrospective narrator throughout Great Expectations? Charles Dickens wrote great expectations in 1861 chapter by chapter for the journal newspaper. It is regarded today as one of his finest achievements. It follows the story of Pip and the mysterious fortune that falls into his lap. We see him rejects his old friends and watch his growth through pain and mishap in to maturity.
In his second-to-last complete novel, Great Expectations, Charles Dickens writes about an orphan named Pip and his growing up and trying to become a gentleman along the way. With the help of a mysterious benefactor, Pip moves to London to learn to become a gentle man. Throughout the novel, Dickens often uses betrayal as part of the character’s relationships. Friends and family betray the protagonist; Pip also is guilty of treachery and gets his “great expectations” and betrays his own values. Betrayal is one trait that appears on many occasions in the novel Great Expectations.
Burge’s criticism of child labour, and reflection of the differences between the Western world and the Persian family, is demonstrated through structural features. Firstly, the poem is written in a first person perspective, presumably from the perspective of a tourist or Burge herself touring an Ispahan carpet factory, as indicated by the presence of the guide in the poem. The use of ‘my’, and the Western, removed perspective provides the contrast between the Western Culture and the Persian world. The repetitive labour that the children are enduring is represented through the use of parallelism in the third stanza, with each sentence beginning with one hundred knots. The author is clearly trying to represent, using repetition, the monotonous nature of the task.
The poem begins with the incident that the author, in his sixth grade, was slapped the back of his head and “made stand in the corner” by his teacher “for not knowing the difference between the persimmon and precision” (Lee). But the American teacher did not know that there is actually a connection between persimmon and precision in Chinese culture. In the second stanza of the poem, the author explains thoroughly about this connection, which is how to choose a persimmon is precision: “Ripe ones are soft and brown-spotted. Sniff the bottoms. The sweet one will be fragrant.”(Lee) The other words that