Issuu on Google+

Hyun Choi, Raj Panesar, Sean Arthur, Michela Morales, Lindsay Muller


Track List

Title

Artist

Date (either publication/composition)

Young Forever

Jay-Z

09/1/2009

My Lost Youth

Henry Youngfellow

1800’s

How soon hath time, the subtle thief of youth

John Milton

1600’s

Anthem for Doomed Youth

Wilfred Owen

1917


Victorian My Lost Youth, Henry Wadsworth Longfellow When I read this poem, it drew a chill up my spine that swept through me and touched my very soul. The haunting memories that are embedded within the poem are beautifully nostalgic, undeniably conveying the strongest sense of longing. The poem drew me in with a hook that whispered of pastimes and instilled an urge to cherish the places we love, before they are forever taken from us by the grips of time. The rhyme of the poem is abaabcdde. In the first two lines of the poem, Longfellow describes the town as being “seated by the sea”, establishing that the sea is timeless and permanent, while the town may get up and disappear someday. The two lines at the end of the first verse, and furthermore at the end of each verse, signify that the boy’s will to complete his dreams and aspirations are like the wind’s will, all-powerful. Longfellow is wistful of the times when he had such thoughts and ambition. In addition, the last line of the first verse uses euphony that allows the poem to flow like a carefully crafted orchestra rendition. In the second verse, Longfellow continues to reminisce, but also speaks of the islands he used to gaze at in the distance. For the young Longfellow, these islands were like the Garden of Hesperides and he desired to one day reach the ‘golden apples’, signifying his dreams and hopes. Once again, Longfellow longs for the time when he was a boy and could think so freely about the life that lay ahead of him. In the third verse, Longfellow uses assonance, “beauty and mystery”, and alliteration, “singing and saying still”, to add to the overall symphony-like characteristics of the poem. On the whole, this verse relates the freedom that the Spanish sailors possess to the thoughts of the boy’s mind. The fourth and fifth verses refer to the Capture of the HMS Boxer, a naval battle of the War of 1812. Longfellow tells us of the two captains who fought so fiercely for what they believed in and were sent to their graves, holding on to their beliefs. Longfellow utilizes onomatopoeia, “hollow roar… bugle wild and shrill… thundered o’er the tide”, to vividly describe the battle. He describes how he was thrilled by the fierce action and determination of the battle. The sixth verse reveals to us that Longfellow lived in Deering’s Woods, the colloquial name of Portland, Maine. He uniquely uses “breezy dome of groves” to describe to us the large, rounded trees and the wind rustling through their leaves. He describes the kinds of people that used to dwell there, the “friendships old and early loves”. The seventh verse brings back strong nostalgia, as Longfellow realizes that many of his “longings *as a boy were+ wild and vain”. Longfellow utilizes alliteration throughout the verse to allow each line to roll easily off the tongue, and once again provide a musical characteristic. In the eighth verse, we find Longfellow using parallelism in the first six lines. This signifies Longfellow’s final realization that his youth is truly lost to time. The last two verses mark a change of pace in the poem. Longfellow is no longer speaking of his thoughts, but rather of his visit to his hometown, now when he is older. The people he meets there are different, however the characteristics of the town are largely the same, and he “find*s his+ lost youth again.” The theme of lost youth is omnipresent throughout the poem. From the first verse, Longfellow’s “youth comes back to him” in his thoughts, cueing nostalgia and longing. The poem is about Longfellow’s days as a boy in Portland (Deering’s Woods), Maine. Longfellows thinks back to the “native air *so+ pure and sweet” and longs for the “islands that were *his Garden of+ Hesperides”.

 

     

"We judge ourselves by what we feel capable of doing, while others judge us by what we have already done." His most famous work was Hiawatha. His wife’s death caused him to never achieve his potential in poetry.

Alliteration Assonance Euphony Parallelism Onomatopoeia Allusion


John Milton (1608-1674) Sonnet VII: How soon hath Time, the Subtle Thief of Youth

1How soon hath Time, the subtle thief of youth, 2 Stol'n on his wing my three-and-twentieth year! 3 My hasting days fly on with full career, 4 But my late spring no bud or blossom shew'th. 5Perhaps my semblance might deceive the truth 6 That I to manhood am arriv'd so near; 7 And inward ripeness doth much less appear, 8 That some more timely-happy spirits endu'th. 9Yet be it less or more, or soon or slow, 10 It shall be still in strictest measure ev'n 11 To that same lot, however mean or high, 12Toward which Time leads me, and the will of Heav'n: 13 All is, if I have grace to use it so 14 As ever in my great Task-Master's eye. Info Author information: John Milton, (1608-1674) 17th Century Poetry Composed: 1632


-

-

Known for writing the Paradise Lost epic that inspired several other poems such as John Keats’s Endymion and J.R.R. Tolken’s Lord of the Rings saga. In 1651 became blind due to glaucoma and for the last two decades of his life had to write all of his works by dictation. In the 1920s, Helen Keller named an interfaith society for the blind after him. Raised in a moderately puritan home, Milton aspired to become a priest, but diverged from this path shortly after a fist fight with his first year tutor, William Chappell.

(This section should contain a quick explication of the poem. You should start with a brief word on your personal experience with the poem—what did it mean to you? What do you like about it? When I first read this poem, I was taken aback by the narrator’s ability to illustrate such anxiety, and resolve his problem by giving up to the “will of Heaven” and the path which Time will eventually lead him, death.


Next, talk about the structure of the poem. Is it a sonnet? What is the rhyme scheme? Meter? What is the narrative structure? This poem is a Petrachan sonnet is written in iambic pentameter. The narrative structure After that, walk us through the poetic features in this poem, going virtually line by line discussing how these features contribute to meaning. Milton immediately begins this poem alarmed as to how “soon Time, the subtle thief of youth, [has] Stol'n…my three-andtwentieth year!” and, relating his life cycle to that of nature, despairs at his “semblance of arriv’d manhood” meaning that although he may seem to have matured he still very much retains the “timely-happy spirits” of his youth and has not yet fully matured. Then we come to the mood shift. Although he feels unprepared, he accepts that be-it “soon or slow” he must obey the “will of Heaven”, and acknowledges that he will eventually be led “Toward [that] which Time leads me”, meaning maturity and inevitably death. Finally, summarize the effect of this poem—why should we read it? This poem is relevant to all who feel that time has passed them by. It encompasses the angst we all feel in our youth and through resignation to “Time” and the “will of Heaven”. The poem ends with the hope and consolidation we all seek in regards to our anxieties. If you have room (make sure you check the rubric), put the poem—or a few lines of the poem—on the page as well.) 6 7 8

5 “ Perhaps my semblance might deceive the truth That I to manhood am arriv'd so near; And inward ripeness doth much less appear, That some more timely-happy spirits endu'th.”

1 2

“How soon hath Time, the subtle thief of youth, Stol'n on his wing my three-and-twentieth year!”

(Describe how the theme you’ve chosen is developed in this poem. Discuss some of the underlying beliefs of the poet’s context (historical/social/personal) and how they are shown in the poem. I am expecting to see some carefully chosen texts and critical interpretation of


not only the content of the poem, but the structure and elements and how they contribute to the communication of this theme.) Considering our theme was doomed youth, this poem connects to our theme in that Milton’s feeling of unpreparedness, even though he might seem “arriv’d” to manhood, and the narrator’s apprehension of “Time…and the will of Heaven”. In regards to the modern song that we chose, “Forever Young”, this poem reflects in more depth the anxiety felt when reflecting on your existence. Being raised as a puritan, and almost becoming a priest, Milton refers to the “Task Master” in this poem as an allusion to God and “the will of Heaven” as that which dictates his path. This shows his strong belief in God, although he did not become a priest, he still held onto the core of his faith.


Modern Poetry

Anthem for Doomed Youth, Wilfred Owen

Wilfred Owen (1893-1918)

o

Only lived to be 25, died in WWI

o

He one of the most well known war poets who wrote about his experiences and impressions during WWI

o

He was raised a strict Christian, but by age 20 he renounced his faith, but Christian imagery remained prominently in his poetry.

Poetic Features o

Petrarchan/Shakesperean Sonnet

o

Onomatopoeia

o

Alliteration

o

Personification

o

Metaphor

This poem is told from the perspective of a soldier at war. Eventually the poem results in the death of a soldier and the letter sent back home notifying them of his untimely death. Soldiers are being thrown into the death trap that is war, and as a result are the doomed youth of their time. “Anthem for Doomed Youth” is a mix of a Petrarchan and Shakespearean Sonnet written in iambic pentameter, the first stanza presents the theme of lost youth and the second stanza then develops on it. Owen’s hybrid rhyme scheme results in an ABAB, CDCD, EFFE, GG pattern. The beginning of the poem discusses the soldiers’ deaths to be nonconventional, dying young in a field of other rotting corpses. The only prayers that the dead and dying soldiers have are those from the guns. The “demented choir” in line 7 is Owen’s best use of personification, in this context choir is used to describe the sound that the guns make and giving them a human-like


characteristic. The poem emphasizes that the death that these soldiers have is not traditional, instead their lives end with the sounds of war, death, and bugles. “Anthem for Doomed Youth” is an excellent political poem that stresses the reality of war and the loss of young soldiers. 

The theme of lost youth is prevalent in “Anthem for Doomed Youth” because the entire poem talks about how the government is sending off youth men to war and they are dying in the middle of battle field. Owen discusses how the soldiers aren’t really even given a first chance at life because they are dying young. Owen alludes to his religious faith in his poetry and he stresses how these soldiers aren’t living their life as God would want them to. Owen believes that it is unrighteous to die at battle.


Project