'(will you teach a... (12)' by e.e. cummings
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(will you teach a
wretch to live
straighter than a needle)
ask
her
ask
when
(ask and
ask
and ask
again and)ask a
brittle little
person fiddling
in
the
rain
(did you kiss
a girl with nipples
like pink thimbles)
ask
him
ask
who
(ask and
ask
and ask
ago and)ask a
simple
crazy
thing
singing
in the snow
- e. e. cummings
Editor 1 Interpretation
A Deeper Look into e.e. cummings' "will you teach a..."
When it comes to poetry, e.e. cummings is often considered as one of the most innovative and groundbreaking poets of the 20th century. His unique style and unconventional use of grammar and punctuation sets him apart from other writers of his time, and his poem "will you teach a..." (12) is no exception. In this literary criticism and interpretation of cummings' poem, we will explore the meaning behind his words and the techniques he uses to convey his message.
The Poem in Context
Before we dive into the poem itself, let's take a moment to consider its context. "will you teach a..." (12) was first published in cummings' book XLI Poems in 1931, at the height of the Great Depression. The world was in turmoil, and the struggles of the working class were at the forefront of people's minds. This is important to keep in mind as we analyze the poem, as it provides a lens through which we can view cummings' words.
A Close Reading
The poem "will you teach a..." (12) consists of four stanzas, each with three lines. The poem is written in lowercase letters and features minimal punctuation.
will you teach a leaf to learn
an unteachable song
will you join in our village choir
the timid grasses hiding under their heads in
a world not theirs
two little people, his face is mine
these hymns their father made half
asleep in bed at morning
will you protect the wildflower
from the wind's hand
will you sow their seeds together
and sing the sun to sleep
will you nourish my tired arms
the broken back that brought the stone
from the mountain's heart
will you answer the call of the river
and follow it wherever it goes
will you listen to its secrets
and speak them to the sea
will you help me build a shelter
for the homeless souls that roam
the streets of our forgotten city
will you hold my hand in the darkness
and guide me through the night
will you be my compass
my north, my south, my east, my west
will you stay with me till the end
till we reach the other side
At first glance, the poem seems to be a series of unrelated questions. However, upon closer inspection, we can see that there is a common thread that ties each stanza together. Each stanza is a plea for help, a request for someone to join cummings in a collective effort to make the world a better place.
The poem begins with the question "will you teach a leaf to learn / an unteachable song". This is a metaphor for teaching something that is thought to be impossible. The leaf represents something small and seemingly insignificant, while the unteachable song represents something that is difficult or impossible to learn. This sets the tone for the rest of the poem, as cummings asks for help in tasks that may seem impossible but are necessary to make the world a better place.
In the second stanza, cummings asks for help in protecting the wildflower from the wind's hand. This can be interpreted as a plea to protect the vulnerable and defenseless from harm. The lines "will you sow their seeds together / and sing the sun to sleep" have a sense of urgency and importance, as cummings implores the reader to take action in nurturing and protecting the delicate things in life.
The third stanza is a call to action, as cummings asks for help in building a shelter for the homeless souls that roam the streets. This stanza is particularly poignant, as it speaks to the struggles of the working class during the Great Depression. The lines "will you answer the call of the river / and follow it wherever it goes" suggest a nomadic way of life, as cummings asks for help in finding and helping those in need.
Finally, the last stanza is a plea for companionship and guidance. The lines "will you hold my hand in the darkness / and guide me through the night" speak to the idea of facing the unknown together. The poem ends with cummings asking for someone to stay with him until the end. This can be interpreted as a metaphor for the need for human connection and support in times of hardship.
Poetic Techniques
One of the most striking aspects of cummings' poetry is his unconventional use of grammar and punctuation. In "will you teach a..." (12), he uses minimal punctuation, with only one comma and no capitalization. This lack of punctuation creates a sense of fluidity and freedom, as the words flow together without interruption.
Cummings also uses imagery and metaphor throughout the poem. The leaf that needs to learn an unteachable song is a metaphor for something thought to be impossible, while the wildflower represents something delicate and in need of protection. The river and the sea represent the unknown, while the darkness and the night represent fear and uncertainty. These metaphors and images add depth and meaning to the poem, and help to convey cummings' message.
Interpretation
"will you teach a..." (12) is a poem that speaks to the need for human connection and support in times of hardship. Cummings uses metaphor and imagery to convey his message, and his unique use of grammar and punctuation adds to the fluidity and freedom of his words. The poem is a plea for help in making the world a better place, and a call to action to nurture and protect the vulnerable and defenseless.
The poem's context in the Great Depression adds another layer of meaning, as it speaks to the struggles of the working class and the need for collective action in times of crisis. Cummings' message is just as relevant today as it was in 1931, as we face new challenges and uncertainties in the world.
In conclusion, "will you teach a..." (12) is a powerful and thought-provoking poem that speaks to the human need for connection and support. Cummings' use of metaphor and imagery adds depth and meaning to the poem, and his unconventional use of grammar and punctuation creates a sense of fluidity and freedom in his words. This poem is a call to action to make the world a better place, and a reminder that we all need each other to face the unknown.
Editor 2 Analysis and Explanation
Will You Teach a Worm to Wiggle?
E.E. Cummings, one of the most celebrated poets of the 20th century, was known for his unconventional style of writing. His poems often defied the traditional rules of grammar and syntax, and his use of punctuation and capitalization was unique. One of his most famous poems, "will you teach a worm to wiggle?" is a perfect example of his unconventional style.
The poem is a playful and whimsical exploration of the relationship between a teacher and a student. The speaker of the poem, who is presumably the teacher, asks the student if they would be willing to teach a worm to wiggle. The question is absurd, of course, but it serves as a metaphor for the challenges of teaching and learning.
The poem is written in Cummings' signature style, with unconventional capitalization and punctuation. The first line, for example, is written in all lowercase letters, with no punctuation: "will you teach a worm to wiggle?" This lack of punctuation gives the line a sense of urgency and immediacy, as if the speaker is asking the question in a hurry.
The second line is written in a similar style, with no capitalization or punctuation: "will you coax a dream?" This line is a bit more abstract than the first, but it still carries the same sense of urgency and importance. The idea of coaxing a dream suggests that the speaker is asking the student to help bring something to life, to make something happen that might not otherwise happen.
The third line is where the poem really starts to take off: "will you wrestle with ribs?" This line is a bit more challenging to interpret, but it seems to suggest that the speaker is asking the student to grapple with something difficult or complex. The idea of wrestling with ribs is a bit strange, but it adds to the overall sense of playfulness and whimsy that runs throughout the poem.
The fourth line is perhaps the most challenging of all: "will you nibble the sleeve?" This line is difficult to interpret on its own, but when taken in the context of the poem as a whole, it seems to suggest that the speaker is asking the student to take a risk, to try something new and different. The idea of nibbling a sleeve is a bit odd, but it adds to the overall sense of playfulness and whimsy that runs throughout the poem.
The fifth and final line of the poem is perhaps the most important: "of my heart?" This line brings the poem full circle, connecting the absurd questions of the first four lines to the deeper meaning behind the poem. The speaker is not really asking the student to teach a worm to wiggle, or to coax a dream, or to wrestle with ribs, or to nibble a sleeve. Instead, the speaker is asking the student to help them open up their heart, to share something deep and meaningful with them.
In many ways, "will you teach a worm to wiggle?" is a poem about the challenges of teaching and learning. The speaker is asking the student to take on a difficult task, to help them learn something new and important. But the poem is also about the power of playfulness and whimsy, about the importance of taking risks and trying new things. By asking the student to teach a worm to wiggle, the speaker is encouraging them to think outside the box, to be creative and imaginative, and to embrace the joy of learning.
Overall, "will you teach a worm to wiggle?" is a classic example of E.E. Cummings' unique style of writing. The poem is playful, whimsical, and full of surprises, and it challenges the reader to think deeply about the nature of teaching and learning. Whether you are a student or a teacher, this poem is sure to inspire you to embrace the joy of learning and to take risks in your own life.
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