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
The Fly - Language, tone and structure
Language and tone
The simplicity of the diction enhances the impression of the poem as a simple, straightforward argument. However, in choice of language and in use of rhetorical devices, the poem is less straightforward. The use of rhetorical questions in stanza two anticipates that we will agree with the speaker, rather than consider the issues:
- The comparison of the speaker's ‘thoughtless hand' with the ‘blind hand' of a nameless power is not substantiated
- The suggestion of impersonality in the second use of ‘hand', builds upon the notion of blindness, to suggest that humanity is subject to a nameless force that has no awareness of humanity
- The human activities mentioned – dancing, drinking, singing - all suggest what is both enjoyable but also transitory, thereby pursuing the likeness of humankind to the fly.
These ideas persuade the reader into accepting the speaker's stance.
Investigating language and tone
- Look carefully at stanza two
- If you took the questions there as real – rather than rhetorical – questions, how would you answer them?
- What difference would this make to the way in which you read the rest of the poem?
Structure and versification
The simple iambic dimeter of many lines creates an association with a nursery rhyme to which the reader may respond in simplicity or see the sentiments expressed as being overly simplistic.
The ABCB rhyme changes in the last stanza to AABA. It helps to give an air of finality to the closing argument, linking ‘fly' and ‘I'. Just as the logic does not actually follow through, so the rhyme also does not do so. We may not consciously register the change of rhyme. Equally, the poem suggests, we may not notice the logic-chopping in the poem.
Investigating structure and versification
- Did you notice the change in rhyme?
- What significance did this suggest to you?
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