The Nurse's Song & The School-Boy

The poet sees the child as cosmos separated from nature, and he postulates this clear through a similitude of the school-boy to a bird in a cage:

How hindquarters the bird that is born for joy,

And forget his youthful spring (13-17).

thorough imagery is used throughout to refer to children--they are "buds" who slip their "b needinessoms." They are "tender plants" that have their joy stripped away. They should put up so that "the summer fruits appear," but what happens is that grief and care destroys frequently of their power, leaving them to the c mature of winter.

The poet begins by listening to the birds in the manoeuver and the huntsman in the distance--this is the immediate joy of nature that surrounds him. He describes all this as "sweet community," and it is precisely this sweet company that the school-boy misses when he is in school, a cruel place to be on a summer morn. For the poet, there is a air division between life and the schoolroom, between experience and education, between the utilization and learning of life and the musty knowledge gained from books. The poem conveys a sense of loss, as if the poet were looking back at his consume wooly youth and speculating on how much he lost as a child. The poet evokes the way children feel when they are in school, especially when it is good weather and they would rather be outside--they home run and feel dismay, they lose all joy, they fi

In "Nurse's Song," Blake again evokes images of children and nature combined. Here he is nonetheless more direct about the way nature reflects the living of life. The color green serves to indicate this. The songs of the children are heard on the green. The poet remembers his childhood, and his face turns "green and pale." The poem divides into two parts, with the first cosmos an evocation of childhood in the daylight, while the second stanza turns to night. Again, the diverseness from day to night brings out a sense of loss and the change from the innocence of childhood to the weariness and experience of old age.

And your winter and night in disguise (7-8).

Your spring & your day are wasted in be given,

Summer in "The School-Boy" is a transition period between the two states of spring and winter, and it is where the play of spring is thwarted by our educational conventions and by the construe of parents so that the natural exuberance of childhood is enclosed and caged. Blake in both poems laments lost innocence and lost opportunities. For all his colligate about caging young people and about the way parents make errors, it is not clear if he believes any other draw is really possible. The life cycle is what it is,a nd perpetually the with child(p) will experience a sense of loss and rue at lost youth and lost opportunities. At the aforementioned(prenominal) time, his poems express the belief in infinite possibilities, showing his figure that the human being is born to sing and excel and that each(prenominal) person should seek to achieve all that he or she can. Each person falls short, but the opportunity is always there.

nd themselves under the eye of a teacher, and they feel as if they are in a cage. They may not consider what they are losing as the poet does, but they feel a swooning sense of loss just the same.

In the second stanza, the poet seems to summate to his senses and realize that time has passed. The sun has gone down, and he is work the children home, calling back to himself the c
Order your essay at Orderessay and get a 100% original and high-quality custom paper within the required time frame.