Sunday, November 22, 2015

Blog #13: Paired Poems Revision (Chimney Sweeper)



In the two poems titled 'The Chimney Sweeper', William Blake provides a glimpse into the strenuous life of a child chimney sweeper in the 18th century. Despite being predominantly passages of hardship and misfortune, both poems tackle the idea of hope vs despair in a culture where children's needs are brushed aside to the point of a created hell. By utilizing environmental imagery, biblical illusions, and situational irony, Blake emotionally argues neither parents nor the church addresses the poor child labor conditions that enables children to lose faith in God.

Both iterations of the poems focus on a central topic: small children working in rough conditions. Of course, those conditions are cramped, crowded areas that generally give off the impression of broken child labor laws in contemporary society. In the 1789 poem, however, it is clear that many adults did not find fault with these rules as "thousands of sweepers... were all lock'd up in coffins of black" (line 11). This imagery directly contrasts the "white hair" (line 8). Blake coolly uses colors to differentiate life in a chimney and life on regular ground. Black often symbolizes evil, despair, death, or unclean. White represents purity and innocence. By ending both stanzas on these colors, black being the color to represent the coffins, it is clear that allowing the children to quit is the best option in Blake's opinion. This further backed up by how after they are set free they "wash in a river and shine in the Sun" (line 16).   Such environmental imagery is not a mistake as it connotes a positive place to be live a fulfilled life, and can be interpreted as heaven to young children.

Images of despair does not leave the reader's mind in the 1794 poem. The author again chooses to signify a "black thing among the snow" to clearly show how the children must do unthinkable actions. Blake then references the children sweeping, but emphasizes the lisping, " 'weep, 'weep,". It is no mistake by the author that this jargon was utilized. Instead of time being spent on fixing the children's lisp and providing them a strong education, they are instead being forced to work in horrible conditions for hours. It makes a person truly feel sorry for the children, and how conditions did not change in a five year time period.

Blake also plays off the audience's emotion by alluding to Christianity in both poems, although each poem takes a slightly different approach to the issue. The 1789 poem is hopeful and optimistic that eventually child labor conditions will improve. This tone is Blake's message at the end of poem when he says, "So if all do their duty, they need not fear harm." He's calling on all the kids to continue living because some day their opportunity to quit being a chimney sweeper will come. This is represented by the Angel, who comes one day with a bright key to set all the children free from the hell in which they live. The Angel guides them and states, "if he'd be a good boy, He'd have God for his father & never want joy." Blake believes that by being a good, quiet chimney sweeper, he will work his way out of the current predicament. The children are being told they will not have to hope for joy; instead, they will always be joyful by default. This strong, patient attitude is held together by faith in God. The children only have God to fall back on when the going gets tough.

Blake's tone in the 1794 poem changes dramatically. The speaker is extremely distraught when he mentions being tied up in "clothes of death". And although that is a profound statement of disapproval, it is not what drives his thought process. In both poems he knew chimney sweeping was a horrible responsibility. The poem's response five years later is truly eye-opening as it portrays a disconnect between the strength of faith with God. Blake says in the last stanza, "And because I am happy, & dance & sing, They think they have done me no injury, And are gone to praise a God & his Priest & King, Who make up a heaven of our misery" (9-12).  Again, the relationship between father and son is recognized as strained. In this poem, however, Blake is questioning the effectiveness of God's power. Is he truly a good person, and if so, why would he allow these treacherous conditions to survive year after year? It is an age old dilemma on suffering in the world. He also raises the question, why do the ones that practice religion inflict pain on others?

It is ironic that because the children tried to see the light at the end of the tunnel, that in turn they are punished by continuously sweeping the children. Blake emphasizes in the 1794 poem that parents and adults are to blame for their troubles. He might have been annoyed by them five years earlier, but now he is shifting his frustrations to accusations of parenting incompetency. Irony continues to wade its way through the poem as he makes the connection with God. If God represents good and resides in heaven, how come the world in which he created is hell for the children? And why should those parents feel accomplished for attending church when their actions are cruel and misguided? Blake continues to talk out loud here. He doesn't have a call to action (as he did in the previous poem). In fact, it seems like he has gained clarity but lost ideas. He is incredibly frustrated with the church’s influence, as children practice Christian values on Sunday, but are extremely miserable the rest of the week. If the church wanted to truly help others, they would use donated money and help raise awareness of the hazardous lives children must live. Whether that’s a fair challenge is up for debate; after all, we only hear Blake’s side of the story. Regardless, Blake’s sentiment is surely agreed upon by many others, potentially on a host of issues. As religious skeptics would always question, is the church really doing all they can to help? Smiling in the winter’s snow does little good if you’re singing the notes of woe.

William Blake is adamant in his disapproval of putting children in harm’s way as a chimney sweeper, even if it was not considered unethical in the late 1700s. He appeals to the emotions of the reader by utilizing environmental imagery. Though perhaps his most subtle argument is the critique of the church. How can the church preach humane values yet put the most innocent, additionally without a true influential voice, individuals in a society at risk? Blake is advocating for funding to improve a chimney sweeper’s lifestyle, a genuine positive a poet can have on his community.

Thursday, November 19, 2015

Blog #12: Paired Poems Benchmark Essay & Reflection (Chimney Sweeper)

         In the two poems titled 'The Chimney Sweeper', William Blake provides a glimpse into the strenuous life of a child chimney sweeper in the 18th century. Despite being passages of predominantly hardship and misfortune, both poems tackle the idea of hope vs despair in a culture where children's needs are brushed aside to the point of a created hell. By utilizing environmental imagery, biblical illusions, and situational irony, Blake emotionally argues that the implementation of children sweepers is cruel, unnecessary, and misguided.

         Both iterations of the poems focus on a central topic: small children working in rough conditions. Of course, those conditions are cramped, crowded areas that generally give off the impression of broken child labor laws in contemporary society. In the 1789 poem, however, it is clear that many adults did not find fault with these rules as "thousands of sweepers... were all lock'd up in coffins of black" (line 11). This imagery directly contrasts the "white hair" (line 8). Blake coolly uses colors to differentiate life in a chimney and life on regular ground. Black often symbolizes evil, despair, death, or unclean. White represents purity and innocence. By ending both stanzas on these colors, black being the color to represent the coffins, it is clear that allowing the children to quit is the best option in Blake's opinion. This further backed up by how after they are set free they "wash in a river and shine in the Sun" (line 16).   Such environmental imagery is not a mistake as it connotes a positive place to be live a fulfilled life, and can be interpreted as heaven to young children.

          Images of despair does not leave the reader's mind in the 1794 poem. The author again chooses to signify a "black thing among the snow" to clearly show how the children must do unthinkable actions. Blake then references the children sweeping, but emphasizes the lisping, " 'weep, 'weep,". It is no mistake by the author that this jargon was utilized. Instead of time being spent on fixing the children's lisp and providing them a strong education, they are instead being forced to work in horrible conditions for hours. It makes a person truly feel sorry for the children, and how conditions did not change in a five year time period.

           Blake also plays off the audience's emotion by alluding to Christianity in both poems, although each poem takes a slightly different approach to the issue. The 1789 poem is hopeful and optimistic that eventually child labor conditions will improve. This tone is Blake's message at the end of poem when he says, "So if all do their duty, they need not fear harm." He's calling on all the kids to continue living because some day their opportunity to quit being a chimney sweeper will come. This is represented by the Angel, who comes one day with a bright key to set all the children free from the hell in which they live. The Angel guides them and states, "if he'd be a good boy, He'd have God for his father & never want joy." Blake believes that by being a good, quiet chimney sweeper, he will work his way out of the current predicament. The children are being told they will not have to hope for joy; instead, they will always be joyful by default. This strong, patient attitude is held together by faith in God. The children only have God to fall back on when the going gets tough.

           Blake's tone in the 1794 poem changes dramatically. The speaker is extremely distraught when he mentions being tied up in "clothes of death". And although that is a profound statement of disapproval, it is not what drives his thought process. In both poems he knew chimney sweeping was a horrible responsibility. The poem's response five years later is truly eye-opening as it portrays a disconnect between the strength of faith with God. Blake says in the last stanza, "And because I am happy, & dance & sing, They think they have done me no injury, And are gone to praise a God & his Priest & King, Who make up a heaven of our misery" (9-12).  Again, the relationship between father and son is recognized as strained. In this poem, however, Blake is questioning the effectiveness of God's power. Is he truly a good person, and if so, why would he allow these treacherous conditions to survive year after year? It is an age old dilemma on suffering in the world. He also raises the question, why do the ones that practice religion inflict pain on others?

   

REFLECTION:
           On my birthday November 19, we wrote the first draft of our paired compare/contrast poem over both iterations of "The Chimney Sweeper" by William Blake. The goal was to mark our progress in writing essays after having put together a number of systematic PowerPoint presentations that prepared us for this prompt. Initially, I felt lost on where to begin the process of starting, and building, the essay. Later, a number of literary ideas rushed my brain including themes, literary devices, and the text-by-text organizational format which was mentioned in the LOC textbook. This helped me break down the essay into manageable pieces, even if the process felt mechanical at times. For me, the most meaningful learning resulted from pushing through writer's block and developing a decent essay. After having read the benchmark essay scoring commentary, I believe my essay falls in the 6 range, although it could be considered a 5 or 7 and I would understand why. I did a good job explaining the imagery of black vs white and the significance of God in the poems. My usage of literary techniques is probably adequate, though there were opportunities to go deeper in my analysis which I did not realize at the time. This understanding of the benchmark essays and my own essay, will be useful to me as a learner because I can now implement improvements in my revision. I will try to add conclusion that wraps the essay together and go deeper in the analysis of the impact of the church on the community. I will also refer back to the LOC in regards to tweaking my thesis, since the thesis shifted as I continued to write my essay. I will aim to make it insightful, yet not broad.