Songs of Innocence and Experience Contents
- Social / political context
- Religious / philosophical context
- Literary context
- Textual history
- Songs of Innocence
- Introduction (I)
- The Shepherd
- The Ecchoing Green
- The Lamb
- The little black boy
- The Blossom
- The chimney sweeper (I)
- The little boy lost (I)
- The Little Boy Found
- Laughing song
- A Cradle Song
- The Divine Image
- Holy Thursday (I)
- Night
- Spring
- Nurse's Song (I)
- Infant Joy
- A Dream
- On Another's Sorrow
- Songs of Experience
- Introduction (E)
- Earth's Answer
- The Clod and the Pebble
- Holy Thursday (E)
- The Little Girl Lost
- The Little Girl Found
- The Chimney Sweeper (E)
- Nurse's Song (E)
- The Sick Rose
- The Fly
- The Angel
- The Tyger
- My Pretty Rose-tree
- Ah! Sun-flower
- The Lilly
- The Garden of Love
- The Little Vagabond
- London
- The Human Abstract
- Infant Sorrow
- A Poison Tree
- A Little Boy Lost (E)
- A Little Girl Lost
- To Tirzah
- The Schoolboy
- The Voice of the Ancient Bard
- A Divine Image
A Dream - Language, tone and structure
Language and tone
Blake employs some archaic words – ‘emmet' for ant, ‘wight' for person, ‘hie' for go - which convey a fable-like setting of the poem. The idea of talking ants, glow-worms and beetles would be common in nursery rhymes and children's stories, indicating that the poem's speaker is a child. The description of the emmet piles up the adjectives to suggest the overwhelming troubles of this little creature.
The two stanzas composed of speech – the third and the final – contrast in diction and tone:
- The third emphasises sadness – ‘cry', ‘sigh', ‘weep'. The exclamation and questions give urgency to the rhythm and the tone
- The final stanza has a softer, quieter rhythm and tone. Rather than fevered imaginings, it conveys calm guidance. Note
- the liquid, lingering effect of the repeated L in ‘light', ‘while', ‘follow', ‘beetle', ‘little'
- the soft alliteration of ‘hie thee home'.
The resolution of the emmet's plight is reflected by the diction here.
In the fourth stanza, the alliterative effect of ‘What wailing wight … watchman' emphasises the dramatic effect of the glow-worm's words in this little scene and prepares for its resolution in the final stanza.
Investigating language and tone
- Look at the alliterative words and replace them with similar non-alliterative terms
- How does this affect the tone and mood?
Structure and versification
The trochaic metre and rhyming couplets give the poem a nursery-rhyme like quality suited to its subject-matter. The spondee of ‘heart-broke' emphasises the ant's depth of despair, whilst the additional syllable of ‘wanderer' make the falling trochaic metre gentler
Investigating structure and versification
- Find a nursery rhyme with the same structure and see how it compares with this poem.
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