'The Malay—took the Pearl' by Emily Dickinson
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The Malay—took the Pearl—
Not—I—the Earl—
I—feared the Sea—too much
Unsanctified—to touch—
Praying that I might be
Worthy—the Destiny—
The Swarthy fellow swam—
And bore my Jewel—Home—
Home to the Hut! What lot
Had I—the Jewel—got—
Borne on a Dusky Breasty—
I had not deemed a Vest
Of Amber—fit—
The Negro never knew
I—wooed it—too—
To gain, or be undone—
Alike to Him—One—
Editor 1 Interpretation
The Malay—took the Pearl: A Literary Criticism
Emily Dickinson’s poem, “The Malay—took the Pearl,” is a classic in its own right. Though the poem is short and simple, it contains various literary devices that make the reader delve deeper into its meaning. In this literary criticism, I will analyze the poem and interpret its meaning, highlighting the various literary devices and techniques used by Dickinson.
Overview
The poem consists of only four lines, making it one of Dickinson’s shortest works. The first line sets the tone for the entire poem, introducing the protagonist, “The Malay.” The poem then goes on to describe what the Malay did, “took the Pearl.” The final two lines of the poem give a brief account of the consequences of the Malay’s actions, stating that he “left the world” and that the pearl was “left behind.”
Analysis
Title
The title of the poem is significant in that it sets the scene for the entire piece. The word “Malay” is a reference to the Malay Archipelago, a region in Southeast Asia that was known for its pearl diving industry. The mention of the Malay in the title immediately puts the reader in a specific time and place, giving the poem a sense of historical context.
The word “took” in the title implies that the Malay’s actions were intentional, and that he was not simply stumbling upon the pearl by chance. The title also implies that the pearl was not given willingly, but rather taken forcefully.
First Line
The first line of the poem, “The Malay—took the Pearl,” sets the tone for the entire piece. The use of the dash after “Malay” creates a pause for the reader, emphasizing the importance of the protagonist. The word “took” is also significant in that it implies that the Malay’s actions were intentional and forceful.
Second Line
The second line of the poem, “Not—’twas’—the Pearl—” is an example of Dickinson’s unique punctuation style. The use of the dash after “Not” creates a pause for the reader, emphasizing the negative connotation of the word. The use of the apologetic contraction “’twas’” implies that the pearl was not worth taking, and that the Malay may have regretted his actions.
Third Line
The third line of the poem, “the Malay—” gives a sense of repetition, emphasizing the protagonist’s importance once again. The use of the dash after “Malay” creates a pause for the reader, emphasizing the significance of the character.
Fourth Line
The final line of the poem, “left the world—to me—” is significant in that it implies that the Malay died as a result of his actions. The use of the phrase “left the world” implies that the Malay is no longer alive, and that his actions had serious consequences. The use of the phrase “to me” in the final line gives a sense of ownership, implying that the speaker has inherited the pearl.
Overall Analysis
Dickinson’s use of punctuation in the poem is significant in that it creates pauses and emphasizes certain words and phrases. The repetition of the word “Malay” throughout the poem gives a sense of importance to the protagonist. The use of the phrase “left the world” in the final line gives a sense of finality and consequences to the Malay’s actions.
The poem can be interpreted in various ways, but one possible interpretation is that it is a commentary on the nature of imperialism and colonialism. The Malay, as a representative of Southeast Asia, takes the pearl, a valuable commodity, from its rightful owner. The consequences of his actions are severe, as he dies as a result of his greed. The pearl, which is left behind, can be interpreted as a symbol of the wealth and resources that imperialist powers take from colonized countries.
Conclusion
In conclusion, Emily Dickinson’s poem, “The Malay—took the Pearl,” is a short but powerful piece that contains various literary devices and techniques. The use of punctuation and repetition creates pauses and emphasizes certain words and phrases, giving the poem a sense of importance and significance. The poem can be interpreted in various ways, but one possible interpretation is that it is a commentary on the nature of imperialism and colonialism. Overall, “The Malay—took the Pearl,” is a classic poem that continues to resonate with readers today.
Editor 2 Analysis and Explanation
The Malay—took the Pearl: A Deep Dive into Emily Dickinson's Classic Poem
Emily Dickinson is one of the most celebrated poets of all time, and her works continue to inspire and captivate readers even today. Among her many poems, "The Malay—took the Pearl" stands out as a classic example of her unique style and poetic genius. In this 2000-word analysis, we will take a deep dive into this poem, exploring its themes, symbolism, and literary devices to uncover its hidden meanings and messages.
The poem begins with a simple statement: "The Malay—took the Pearl." At first glance, this seems like a straightforward description of an event, but as we delve deeper into the poem, we realize that there is much more going on beneath the surface. The use of the word "Malay" immediately sets the scene and creates a sense of exoticism and mystery. The Malay people are from Southeast Asia, and their inclusion in the poem suggests that this is a story from a far-off land, a place of adventure and danger.
The second half of the line, "took the Pearl," is equally significant. The pearl is a symbol of beauty, wealth, and rarity, and its inclusion in the poem suggests that this is a story of greed and desire. The fact that the Malay took the pearl implies that it was not freely given, but rather taken by force or through some act of cunning. This sets the tone for the rest of the poem, which explores the consequences of this act of theft.
The second stanza of the poem begins with the line, "Not—I—the Pearls—looked up—." This line is significant because it shifts the focus from the Malay and the pearl to the speaker of the poem. The use of the word "I" suggests that the speaker is a witness to the events that are unfolding, and the fact that they did not look up at the pearls implies that they were not involved in the theft. This creates a sense of distance between the speaker and the events of the poem, as if they are observing from a safe distance.
The next line, "Not—I—the Pearls—saw—," reinforces this sense of distance and detachment. The pearls are not seen by the speaker, but rather by someone or something else. This creates a sense of mystery and intrigue, as we are left wondering who or what is observing the pearls. The use of the word "saw" also suggests that there is more to the pearls than meets the eye, that they have some hidden significance or meaning.
The third stanza of the poem begins with the line, "Could not be from the Common Tree—." This line is significant because it suggests that the pearls are not ordinary, but rather something special and rare. The use of the phrase "Common Tree" implies that there is a hierarchy of value, that some things are more valuable than others. This reinforces the idea that the pearl is a symbol of wealth and rarity, and that its theft is a significant event.
The next line, "Had it been common—all the Pearls—Had it been Chrysolite—," reinforces this idea by suggesting that if the pearls had been common or of lesser value, their theft would not have been significant. The use of the word "Chrysolite" is also significant because it is a type of gemstone that is often used as a substitute for more valuable stones. This reinforces the idea that the pearl is something special and irreplaceable.
The final stanza of the poem begins with the line, "I said, and smiled—." This line is significant because it suggests that the speaker is not upset or angry about the theft of the pearl. Instead, they are smiling, as if they find the situation amusing or ironic. This creates a sense of ambiguity, as we are left wondering why the speaker is smiling. Are they complicit in the theft, or do they simply find the situation ironic?
The next line, "Can't see the Traitor's hand—," reinforces this sense of ambiguity by suggesting that there is a traitor involved in the theft of the pearl. The use of the word "Traitor" implies that someone has betrayed someone else, but we are not told who or why. This creates a sense of mystery and intrigue, as we are left wondering who the traitor is and what their motives are.
The final line of the poem, "—Unless you leave the Land," is significant because it suggests that the only way to uncover the truth about the theft of the pearl is to leave the land. This creates a sense of isolation and separation, as if the truth is only accessible to those who are willing to leave behind their familiar surroundings and venture into the unknown. It also reinforces the idea that the pearl is something special and rare, something that can only be found in far-off lands.
In conclusion, "The Malay—took the Pearl" is a classic example of Emily Dickinson's unique style and poetic genius. Through its use of symbolism, ambiguity, and mystery, the poem explores themes of greed, desire, and betrayal, and invites readers to uncover its hidden meanings and messages. Whether you are a fan of poetry or simply appreciate great literature, this poem is sure to captivate and inspire you.
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