'Teach Him—When He makes the names' by Emily Dickinson

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Teach Him—When He makes the names—
Such an one—to say—
On his babbling—Berry—lips—
As should sound—to me—
Were my Ear—as near his nest—
As my thought—today—
As should sound—
"Forbid us not"—
Some like "Emily."

Editor 1 Interpretation

Teach Him—When He makes the names written by Emily Dickinson: A Literary Criticism

Excited Introduction:

Emily Dickinson is one of the most celebrated poets of the 19th century. Her poetry is known for its unique style, the use of unconventional punctuation, and the themes of nature, love, and death. Among her many works, Teach Him—When He makes the names stands out as a masterful piece of poetry that captures the essence of human emotions in a few lines. In this literary criticism and interpretation, we will delve into the meaning and significance of the poem and explore its relevance in today's world.

Overview of Teach Him—When He makes the names:

Teach Him—When He makes the names is a short poem consisting of only four lines. However, the brevity of the poem does not take away from its depth and meaning. The poem is a reflection on the power of words and the importance of naming things correctly. In the poem, the speaker instructs someone to teach a person who is creating names to take care and be mindful of the words they choose.

Line by line analysis:

Let's take a closer look at each line of the poem and explore its meaning and significance.

• Teach Him—When He makes the names: The opening line of the poem sets the tone and establishes the theme of the poem. The speaker is giving instructions to someone to teach another person how to create names. The use of the pronoun "He" suggests that the person being taught is male. The fact that someone needs to be taught how to create names suggests that it is not an easy task and requires skill and expertise.

• To say them softly—One by one: The second line of the poem emphasizes the importance of how the names are spoken. The use of the adverb "softly" suggests that the names should be spoken gently and with care. The repetition of the phrase "one by one" emphasizes the importance of each name and suggests that they should be given individual attention.

• And then to himself—When he has said them: The third line of the poem shifts the focus to the person creating the names. The use of the pronoun "himself" suggests that the person creating the names is male. The phrase "when he has said them" suggests that the person creating the names should take a moment to reflect on the names he has created and to consider their meaning and significance.

• Boldly to stop—At the last: The final line of the poem emphasizes the importance of getting the names right. The use of the adverb "boldly" suggests that the person creating the names should be confident in their choices. The phrase "at the last" suggests that the person creating the names should not rush to finish but should take their time and get it right.

Themes and Significance:

The central theme of the poem is the power of words and the importance of naming things correctly. The poem suggests that words have the power to shape our perception of the world around us and that naming things correctly is essential to understanding them. The poem also emphasizes the importance of taking care in choosing our words and being mindful of how we use them. It suggests that words should be spoken softly and with care and that we should take the time to reflect on their meaning and significance.

Another theme of the poem is the idea of expertise and skill. The fact that someone needs to be taught how to create names suggests that it is not an easy task and requires skill and expertise. The poem suggests that creating names is not something that anyone can do but requires specialized knowledge and training.

Finally, the poem suggests that getting things right is important. The use of the adverb "boldly" in the final line of the poem suggests that the person creating the names should have confidence in their choices. It suggests that getting the names right is essential and that we should take the time to get it right.

Conclusion:

Teach Him—When He makes the names is a powerful and thought-provoking poem that explores the importance of words and the act of naming things. The poem emphasizes the importance of taking care in choosing our words and being mindful of how we use them. It suggests that words have the power to shape our perception of the world around us and that naming things correctly is essential to understanding them. The poem also highlights the importance of expertise and skill and suggests that getting things right is essential. In today's world, where words are often used carelessly and without thought, Teach Him—When He makes the names is a reminder of the power of words and the importance of using them wisely.

Editor 2 Analysis and Explanation

Teach Him—When He makes the names by Emily Dickinson: A Masterpiece of Poetic Genius

Emily Dickinson is one of the most celebrated poets in American literature, and her poem "Teach Him—When He makes the names" is a masterpiece of poetic genius. This poem is a testament to Dickinson's ability to capture the essence of human emotion and experience in just a few lines of verse. In this analysis, we will explore the themes, structure, and language of this classic poem.

The poem begins with the line "Teach Him—When He makes the names," which immediately sets the tone for the rest of the piece. The speaker is addressing someone, likely a mother or a teacher, and is instructing them to teach a child how to name things. This simple instruction is the foundation for the rest of the poem, which explores the power of language and the importance of naming.

The first stanza of the poem reads:

Teach Him—When He makes the names— Such as will not disgrace them— When they are old, and Neighbors, Will praise Him—And confirm.

This stanza sets the stage for the rest of the poem by emphasizing the importance of choosing names that will not bring shame or disgrace to the person who bears them. The speaker is urging the teacher or mother to teach the child to choose names that will be respected by others in the community. This is an important lesson, as names can have a significant impact on a person's life and reputation.

The second stanza of the poem reads:

The rapture of a solid fame Is as intense as pain— When Men deserve a glory, Women will pardon them—

This stanza explores the idea that a good name can bring great rewards, such as fame and respect. The speaker suggests that the "rapture of a solid fame" is as intense as pain, indicating that the rewards of a good name can be just as powerful as the pain of a bad one. The stanza also suggests that women are more forgiving of men who have earned a good name, further emphasizing the importance of choosing a name that will be respected by others.

The third stanza of the poem reads:

Hope is a subtle Glutton— He feeds upon the fair— And yet—inspite of plundering, What saucy Chances air—

This stanza explores the idea that hope can be both a blessing and a curse. The speaker suggests that hope is a "subtle Glutton" that feeds on the idea of a good name, but that even when hope is fulfilled, there are still risks and challenges that must be faced. The stanza suggests that even when a person has earned a good name, there are still opportunities for that name to be tarnished or lost.

The fourth and final stanza of the poem reads:

We tell of wasps that sting us— And Chafers—stint our breath— Pretty—rieres in the garden— Dwell, and we forget—

This stanza brings the poem to a close by emphasizing the fleeting nature of life and the importance of cherishing the good things while they last. The speaker suggests that we often focus on the negative things in life, such as wasps and chafers, but that we should also take time to appreciate the beauty around us, such as the flowers in a garden. This final stanza ties the themes of the poem together by suggesting that a good name is something to be cherished and protected, just like the beauty of a garden.

In terms of structure, the poem is composed of four quatrains, each with an ABAB rhyme scheme. This structure gives the poem a sense of balance and symmetry, which is appropriate given the themes of the poem. The use of rhyme also adds to the musicality of the poem, making it a pleasure to read aloud.

The language of the poem is simple and direct, but also rich with meaning. Dickinson uses metaphors and imagery to convey complex ideas in a way that is easy to understand. For example, the metaphor of hope as a "subtle Glutton" is both vivid and memorable, and helps to convey the idea that hope can be both a blessing and a curse.

In conclusion, "Teach Him—When He makes the names" is a masterpiece of poetic genius that explores the power of language and the importance of naming. Through its simple structure and rich language, the poem conveys complex ideas about the nature of fame, the importance of reputation, and the fleeting nature of life. This poem is a testament to Emily Dickinson's ability to capture the essence of human experience in just a few lines of verse, and it remains a classic of American literature to this day.

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