When I Heard the Learned Astronomer: Literary Interpretation of the Poem heard the learned astronomer," writes Walt Whitman of a speaker who is exposed to knowledge of the stars of the sky and the galaxies of the Milky Way, but who cannot develop a deeper understanding of these observed phenomena. Through analyzing the central problem presented by the speaker, Whitman forces readers to think beyond scientific calculations and concrete facts By exuding the power, beauty, and mystery of the universe through the style of the poem and. Through the speaker's own journey in discovering the world, Whitman not only reveals the many facets of the universe that simple numbers and diagrams cannot summarize, but also critiques the scientific perspective by providing readers with a more romantic and imaginative that allows for a deeper appreciation. Through the speaker's ultimate ending with peace and the revelation of beauty and the mystical, Whitman promotes conceptions of solitude and nonconformity to society's rapid developments and beliefs. Say no to plagiarism. Get a tailor-made essay on “Why Violent Video Games Should Not Be Banned”? Get the original essay Figurative Language Across the Lines of the Poem Whitman creatively designs the first four lines of “When I Heard the Learned Astronomer” with phrase repetition, parallel structure, and clever sound rhymes to reveal the problem central to which the speaker is confronted. The first line of the poem picks up the title, “When I heard the learned astronomer,” which emphasizes what the speaker is doing at that moment. Additionally, the first line includes a sound repetition with the words “heard” and “learned.” Because these two words are not exact rhymes, but are placed so close together in the same line, they give off a feeling of unease and ineptitude. Similarly, lines two and three also use repetition of syntax and parallel structure. Whitman talks about “evidence” and “figures” in the second line and “tables and charts” and “adding, dividing and measuring” in the third line. Not surprisingly, in the fourth line, Whitman returns with the sound repetition, expanding the sound repetition of “heard” with “lectured” and “lecture room.” In a more expanded view of the poem's first four lines, Whitman incorporates the rhetorical device of an anaphora by beginning these four lines with the word "when." While this accumulation of repetition conveys the crowded and stuffy atmosphere of the conference room which overwhelms the speaker, readers are also overwhelmed by the sight and sound of these lines. Looking at the structure of the first quatrain, one can notice how each line stretches out more and more, with the fourth line extending well beyond the other seven lines. Through the manipulation of sentence structures and repetition, Whitman reinforces the speaker's negative attitude and mindset toward the lecture, thereby exposing his feelings of anxiety and unease to readers. Ironically, the speaker finds himself in a lecture hall and learns about "maps", "diagrams", "proofs" and "numbers" related to astronomy but which have nothing to do with stars and the galaxies. In fact, the learned astronomer did not teach the class anything about astronomy itself, but related the mathematical manipulations to allow the class to quantify the mechanisms of nature itself. The fourth line is crucial in revealing the central problem facingthe speaker is confronted because the structure of the fourth line suggests that astronomy, the science that deals with the material universe beyond Earth's atmosphere, cannot be confined by numbers and figures. In presenting this notion, the speaker also suggests that he himself cannot continue to attend the conference without wanting to expel himself from the humidity of the conference room. Compared to the first quatrain of the poem, there seems to be a radical change in style in lines five and six. The speaker states that he has "[become] tired and sick" and decides to "[wander] alone." The presence of the first active verb in line five reinforces the frustration the speaker endures in the first four lines of the poem. The speaker was once in a position where he was taught "the proofs, the figures" and "shown the tables and diagrams", but now takes control by boldly announcing his irritability and freely roaming the forests and the night air. . Whitman manipulates the fifth line in such a way that one may wonder why the speaker is considered “irresponsible.” The word “irresponsible” conjures up something inexplicable and confusing. However, in the fifth line, the subject described as “inexplicable” is clear: “How long ago, inexplicable, I became tired and sick. » Readers believe that the speaker's growing frustration is the driving force that causes him to leave the conference room and walk away. Readers are also burdened by the same engulfing apprehension that the speaker experiences. Whitman seems to impose on his readers the idea that even the poetic speaker himself remains perplexed by his destabilization and discomfort. The turning point of the poem is transparent in line six as the speaker walks away alone. The readers and the poetic speaker share a similar desire to seek closure and peace. The speaker frees himself from the classroom by “rising and gliding,” giving off an illusion of flight in space. This line is significant for understanding the speaker's own journey in discovering the outside world. Whitman interweaves the literal depiction of the speaker fleeing the lecture hall with the figurative depiction of the speaker breaking free into the realm of nature. In doing so, Whitman also reveals the mysteries and beauty that graphs and diagrams cannot capture and contain. Leaving the classroom also serves to criticize the scientific perspective because “charts and diagrams” limit the ability to think beyond facts and truths. Whitman suggests at the end of this poem that the wonders of the universe cannot be seen through facts relayed by others, but through the prism of the naked eye. In order to fully appreciate astronomy, not as a calculus course but as nature's gift to humanity, one must take a broader, more romantic, more imaginative perspective. Because evidence and numbers do not quell curiosity about space and the universe, the complexities of the universe can only be understood through selfish discoveries, as demonstrated by the speaker "rising and soaring » to explore the deep mysteries of nature. The groundless calm and perfection of the poetic speaker. As the speaker steps out into the “damp night air,” he is captivated by the “mystical” beauty of the universe and his gaze is hypnotized by the “perfect silence of the stars.” The last two lines of the poem move away from the scientific perspective and enter this new realm of romanticism that Whitman advocates. The length of the second quatrain is much shorter than the first, recognizing the simplicity and freedom of exploration. In addition, the sound rhymes “of.

Essay / When I Heard the Learned Astronomer: Literary Interpretation of the Poem heard the learned astronomer," writes Walt Whitman of a speaker who is exposed to knowledge of the stars of the sky and the galaxies of the Milky Way, but who cannot develop a deeper understanding of these observed phenomena. Through analyzing the central problem presented by the speaker, Whitman forces readers to think beyond scientific calculations and concrete facts By exuding the power, beauty, and mystery of the universe through the style of the poem and. Through the speaker's own journey in discovering the world, Whitman not only reveals the many facets of the universe that simple numbers and diagrams cannot summarize, but also critiques the scientific perspective by providing readers with a more romantic and imaginative that allows for a deeper appreciation. Through the speaker's ultimate ending with peace and the revelation of beauty and the mystical, Whitman promotes conceptions of solitude and nonconformity to society's rapid developments and beliefs. Say no to plagiarism. Get a tailor-made essay on “Why Violent Video Games Should Not Be Banned”? Get the original essay Figurative Language Across the Lines of the Poem Whitman creatively designs the first four lines of “When I Heard the Learned Astronomer” with phrase repetition, parallel structure, and clever sound rhymes to reveal the problem central to which the speaker is confronted. The first line of the poem picks up the title, “When I heard the learned astronomer,” which emphasizes what the speaker is doing at that moment. Additionally, the first line includes a sound repetition with the words “heard” and “learned.” Because these two words are not exact rhymes, but are placed so close together in the same line, they give off a feeling of unease and ineptitude. Similarly, lines two and three also use repetition of syntax and parallel structure. Whitman talks about “evidence” and “figures” in the second line and “tables and charts” and “adding, dividing and measuring” in the third line. Not surprisingly, in the fourth line, Whitman returns with the sound repetition, expanding the sound repetition of “heard” with “lectured” and “lecture room.” In a more expanded view of the poem's first four lines, Whitman incorporates the rhetorical device of an anaphora by beginning these four lines with the word "when." While this accumulation of repetition conveys the crowded and stuffy atmosphere of the conference room which overwhelms the speaker, readers are also overwhelmed by the sight and sound of these lines. Looking at the structure of the first quatrain, one can notice how each line stretches out more and more, with the fourth line extending well beyond the other seven lines. Through the manipulation of sentence structures and repetition, Whitman reinforces the speaker's negative attitude and mindset toward the lecture, thereby exposing his feelings of anxiety and unease to readers. Ironically, the speaker finds himself in a lecture hall and learns about "maps", "diagrams", "proofs" and "numbers" related to astronomy but which have nothing to do with stars and the galaxies. In fact, the learned astronomer did not teach the class anything about astronomy itself, but related the mathematical manipulations to allow the class to quantify the mechanisms of nature itself. The fourth line is crucial in revealing the central problem facingthe speaker is confronted because the structure of the fourth line suggests that astronomy, the science that deals with the material universe beyond Earth's atmosphere, cannot be confined by numbers and figures. In presenting this notion, the speaker also suggests that he himself cannot continue to attend the conference without wanting to expel himself from the humidity of the conference room. Compared to the first quatrain of the poem, there seems to be a radical change in style in lines five and six. The speaker states that he has "[become] tired and sick" and decides to "[wander] alone." The presence of the first active verb in line five reinforces the frustration the speaker endures in the first four lines of the poem. The speaker was once in a position where he was taught "the proofs, the figures" and "shown the tables and diagrams", but now takes control by boldly announcing his irritability and freely roaming the forests and the night air. . Whitman manipulates the fifth line in such a way that one may wonder why the speaker is considered “irresponsible.” The word “irresponsible” conjures up something inexplicable and confusing. However, in the fifth line, the subject described as “inexplicable” is clear: “How long ago, inexplicable, I became tired and sick. » Readers believe that the speaker's growing frustration is the driving force that causes him to leave the conference room and walk away. Readers are also burdened by the same engulfing apprehension that the speaker experiences. Whitman seems to impose on his readers the idea that even the poetic speaker himself remains perplexed by his destabilization and discomfort. The turning point of the poem is transparent in line six as the speaker walks away alone. The readers and the poetic speaker share a similar desire to seek closure and peace. The speaker frees himself from the classroom by “rising and gliding,” giving off an illusion of flight in space. This line is significant for understanding the speaker's own journey in discovering the outside world. Whitman interweaves the literal depiction of the speaker fleeing the lecture hall with the figurative depiction of the speaker breaking free into the realm of nature. In doing so, Whitman also reveals the mysteries and beauty that graphs and diagrams cannot capture and contain. Leaving the classroom also serves to criticize the scientific perspective because “charts and diagrams” limit the ability to think beyond facts and truths. Whitman suggests at the end of this poem that the wonders of the universe cannot be seen through facts relayed by others, but through the prism of the naked eye. In order to fully appreciate astronomy, not as a calculus course but as nature's gift to humanity, one must take a broader, more romantic, more imaginative perspective. Because evidence and numbers do not quell curiosity about space and the universe, the complexities of the universe can only be understood through selfish discoveries, as demonstrated by the speaker "rising and soaring » to explore the deep mysteries of nature. The groundless calm and perfection of the poetic speaker. As the speaker steps out into the “damp night air,” he is captivated by the “mystical” beauty of the universe and his gaze is hypnotized by the “perfect silence of the stars.” The last two lines of the poem move away from the scientific perspective and enter this new realm of romanticism that Whitman advocates. The length of the second quatrain is much shorter than the first, recognizing the simplicity and freedom of exploration. In addition, the sound rhymes “of.

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