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
To Tirzah - Language, tone and structure
Language and tone
Blake accumulates descriptions of Tirzah which contradict the normal, sentimental picture of mothers as generous, life-affirming and sacrificial in their love. Certainly these descriptions contradict the usual terms associated with the archetypal mother-figure, Mary the mother of Jesus, through whom he received his physical form. Here, what the mother represents is rejected. Tirzah is cruel and deceiving, life-denying and confining.
This is conveyed by unusual inversions in the last stanza:
- We normally speak of someone being ‘betrayed to death' but here the human being is betrayed to ‘Mortal Life.' This suggests that mortal life is, indeed, equivalent to death
- Normally, life would be associated with freedom and death with confinement. Here, it is death which has given freedom.
Investigating language and tone
- What attitude to the human body do you derive from Blake's language in describing Tirzah?
Structure and versification
The closed rhyming couplets give a sententious quality to the poem, which is broken by the direct address of, ‘What have I to do with thee?' The metre is essentially iambic tetrameter, its regularity appropriate for the delivery of the speaker's decided beliefs. S/he is not entering into any argument or process of reflection; each couplet presents a completed thought.
The plosive B alliteration gives a harsh tone to the opening of the poem which later reverberates in ‘Blow'd', ‘bind' and ‘betray'. Hard C and D consonants punctuate the sibilance in stanza two and deceptively soft M alliteration in stanza three.
Recently Viewed
Related material
Scan and go
Scan on your mobile for direct link.