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
Earth's Answer - Language, tone and structure
Language and tone
The repeated use of the ‘d' sound accentuates the heavy, solemn tone – ‘head', ‘darkness', ‘dread', ‘drear', ‘fled', ‘cover'd', ‘despair' – of the opening stanza.
The preponderance of exclamations and rhetorical questions in the remaining stanzas moves them from solemnity into indignation, giving energy and momentum to the verse. This is accentuated by the plosive B alliteration in the final stanza and a breakdown in the regularity of the rhyme scheme.
In the Songs of Innocence, restricted vocabulary and repetition often highlighted the artlessness of the speaker. Here, repetition is much more artful. It is consciously rhetorical, suggesting a much more experienced speaker who is constructing a case against God. In stanza four, for example, note the use of alliteration in ‘buds and blossoms' and the patterning of the rhetorical questions, ‘Does the sower … plow?
Repetition of words like ‘father' of ‘men', ‘selfish', and ‘jealous[y]' emphasise the mood of accusation and emotional distance.
Investigating language and tone
- Try reworking the rhetorical questions used here so that they are statements instead
- Do they have the same impact?
- What is different about the tone and mood?
- Do they have the same impact?
Structure and versification
The five-line stanzas rhyme ABAAB. The monosyllabic endings to the majority of lines throughout the poem create a solemn tone. Lines 3 and 4 in each stanza read like half-lines, with two stresses per line. The need to pause between lines slows and emphasises them. This intensifies the impression of stern lament.
The rhyme scheme matches that of the Introduction, providing a reply in form as well as in content.
Investigating structure and versification
- What effect does the absence of punctuation in the second stanza have?
- What difference would you find if you made lines 3 and 4 into one line?
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