'Long I Thought That Knowledge' by Walt Whitman
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LONG I thought that knowledge alone would suffice me--O if I could
but obtain knowledge!
Then my lands engrossed me--Lands of the prairies, Ohio's land, the
southern savannas, engrossed me--For them I would live--I would
be their orator;
Then I met the examples of old and new heroes--I heard of warriors,
sailors, and all dauntless persons--And it seemed to me that I
too had it in me to be as dauntless as any--and would be so;
And then, to enclose all, it came to me to strike up the songs of the
New World--And then I believed my life must be spent in
singing;
But now take notice, land of the prairies, land of the south
savannas, Ohio's land,
Take notice, you Kanuck woods--and you Lake Huron--and all that with
you roll toward Niagara--and you Niagara also,
And you, Californian mountains--That you each and all find somebody
else to be your singer of songs,
For I can be your singer of songs no longer--One who loves me is
jealous of me, and withdraws me from all but love,
With the rest I dispense--I sever from what I thought would suffice
me, for it does not--it is now empty and tasteless to me,
I heed knowledge, and the grandeur of The States, and the example of
heroes, no more,10
I am indifferent to my own songs--I will go with him I love,
It is to be enough for us that we are together--We never separate
again.
Editor 1 Interpretation
Long I Thought That Knowledge by Walt Whitman: A Deeper Look
When it comes to poetry, there are few names as well-known as Walt Whitman. A pioneer of free verse, his works have inspired countless writers and have been studied and analyzed for decades. One of his lesser-known poems, but no less powerful, is “Long I Thought That Knowledge.” In this essay, we’ll take a closer look at the poem and see what insights we can glean from it.
The Poem
Before we dive into analyzing the poem, let’s take a look at it in full:
Long I thought that knowledge alone would suffice me - O if I could but obtain knowledge!
Then my lands engrossed me - lands of the prairies, Ohio's land, the southern savannas, engrossed me - Forthwith visa upon visa, of regions and cities piled to the westward, and eastward;
The shores of the Atlantic, the cool and close-to-the-Ice, the Waves of the Pacific, the large, unvisited oceans,
The masses of men, cities, nations,
The endless, restless globes of the universe!
And I, the poet, formless, bustled forth,
Before me, the king-tides; to the right and left, the low tide;
Before me, not a door-baffle - quiet, and fast, it scud, it scud,
Then changed the low tide,
It received its last lapping, became still,
And then, O wonder!
And then, O ecstasy of me!
And then, I saw,
The foot-marks of the sea-born,
The unscented climate,
the vast skies of heaven above,
The echos resounding from the ends of the earth,
The infinite ocean,
the all-encompassing atmosphere,
And the sea full of many-wandering ships,
And the ships themselves, all looking outwards,
And the sailors in them,
And the mood of the sailors,
And the shape of their ships,
And the songs that they sang,
And the colors of the flags that they flew,
And the taste of the brine that they drank,
And the feel of the wind on their faces,
And the warmth and the chill of the different climates of the earth,
And the sound of the voices of the men and the women,
And the laughter and the tears and the joy and the sorrow of the world.
And I, the poet, formless, bustled forth,
Rising, and falling with the tides.
Analysis and Interpretation
At first glance, “Long I Thought That Knowledge” seems to be a poem about the thirst for knowledge. The opening lines (“Long I thought that knowledge alone would suffice me - O if I could but obtain knowledge!”) suggest that the speaker has been consumed by a desire for knowledge, and that they believe that knowledge is the key to a fulfilling life.
However, as the poem progresses, we see that the speaker’s thirst for knowledge takes on a more existential quality. They become engrossed in their surroundings, from the “lands of the prairies” to the “shores of the Atlantic” to “the masses of men, cities, nations.” The speaker becomes obsessed with the idea of exploring the world and experiencing everything it has to offer.
What’s interesting, though, is that the speaker is not content to simply observe the world around them. They see themselves as a “poet, formless, bustled forth,” someone who is actively engaged in the world and who is being shaped by their experiences. The poem becomes less about the acquisition of knowledge and more about the journey of self-discovery that comes from exploring the world.
There’s also a sense of wonder and awe throughout the poem. The speaker is clearly moved by the vastness and complexity of the world around them, from “the endless, restless globes of the universe” to “the all-encompassing atmosphere.” The poem is filled with sensory details, from the taste of the brine to the feel of the wind on the sailors’ faces. There’s a sense that the speaker is trying to capture as much of the world as they can, to experience everything it has to offer before their time is up.
The final lines of the poem are particularly powerful. The speaker describes themselves as “rising, and falling with the tides,” a metaphorical representation of their journey through life. There’s a sense that the speaker is at peace with their place in the world, that they have found a sense of purpose in their exploration and discovery.
The Importance of Form
One of the most striking things about “Long I Thought That Knowledge” is its form. Unlike many of Whitman’s other works, which are written in free verse, this poem is written in a more structured form. Each line is roughly the same length, and there’s a consistent rhyme scheme throughout the poem.
This form serves to highlight the speaker’s journey through the poem. At the beginning, the poem is structured and ordered, reflecting the speaker’s desire for knowledge and their belief that there is a clear path to enlightenment. However, as the poem progresses, the form becomes looser and more fluid, reflecting the speaker’s increasing sense of wonder and awe at the world around them.
The final lines of the poem, which are written in an unstructured free verse, serve to reinforce the idea that the speaker has moved beyond the confines of their initial desire for knowledge. The poem becomes a representation of the journey of self-discovery that the speaker has embarked upon, and the form reflects this.
Conclusion
“Long I Thought That Knowledge” is a powerful poem that explores the themes of self-discovery, wonder, and awe. Through its structured form and sensory details, the poem takes us on a journey of exploration and discovery, inviting us to see the world through the eyes of the speaker.
While the poem may not be as well-known as some of Whitman’s other works, it is no less powerful. It serves as a reminder of the importance of exploring the world around us, of being open to new experiences, and of embracing the journey of self-discovery.
Editor 2 Analysis and Explanation
Long I Thought That Knowledge: A Deep Dive into Walt Whitman's Poem
Walt Whitman, one of the most celebrated poets of the 19th century, wrote a poem titled "Long I Thought That Knowledge" that has been widely analyzed and interpreted by literary scholars. This poem, which was first published in 1865 in his collection "Drum-Taps," is a reflection on the nature of knowledge and its limitations. In this article, we will take a deep dive into this poem and explore its themes, structure, and language.
The poem begins with the speaker stating that he has long thought that knowledge is the key to understanding the world. He has spent his life seeking knowledge, reading books, and studying the works of great thinkers. However, despite his efforts, he realizes that knowledge is not enough to grasp the mysteries of life. He says:
"Long I thought that knowledge alone would suffice me—O if I could but obtain knowledge!
Then my lands engrossed me—lands of the prairies,
Salt-clearings, cranes flying above the rice-fields,
Night-herons' nests lit by the shining moon, and the damask-rose plantations of the Alleghanies,
Took the place of the city pavement—pensive and savage creatures—I thought them brethren or men and women of like blood with myself;
Now I think there is no unreturn'd love— the pay is certain one way or another;
(I loved a certain person ardently and my love was not return'd,
Yet out of that I have written these songs.)"
The speaker's initial fascination with knowledge is evident in the first line of the poem. He has spent a significant amount of time seeking knowledge, hoping that it would provide him with the answers he seeks. However, he soon realizes that knowledge alone is not enough to understand the world. He becomes engrossed in the natural world, observing the creatures and landscapes around him. He sees the beauty in the prairies, the rice-fields, and the Alleghanies, and he feels a connection to the creatures that inhabit these places.
The speaker's realization that there is no unreturned love is a significant turning point in the poem. He recognizes that even though his love for a certain person was not returned, he was able to channel that love into his poetry. This realization suggests that there is value in experiences that may seem negative or unfulfilling at first. The speaker's unrequited love led him to create something beautiful, and this is a testament to the power of creativity and expression.
The poem's structure is relatively simple, with each stanza consisting of four lines. The poem is written in free verse, which means that it does not follow a strict rhyme or meter. This lack of structure reflects the speaker's journey of discovery, which is not a linear or predictable process. The poem's language is also straightforward, with simple words and phrases that convey the speaker's thoughts and emotions clearly.
One of the most striking aspects of the poem is its use of imagery. The speaker describes the natural world in vivid detail, using sensory language to create a sense of immersion for the reader. For example, he describes the "night-herons' nests lit by the shining moon," which creates a visual image of the birds' nests illuminated by the moonlight. This imagery is not only beautiful but also serves to emphasize the speaker's connection to the natural world.
The poem's themes are complex and multifaceted, but one of the most prominent is the idea that knowledge is not enough to understand the world. The speaker's initial fascination with knowledge is understandable, as it is a common belief that education and learning are the keys to success and understanding. However, the speaker's journey of discovery shows that there is more to life than knowledge alone. He finds meaning and connection in the natural world, and he recognizes the value of experiences that may seem negative or unfulfilling at first.
Another theme of the poem is the power of creativity and expression. The speaker's unrequited love led him to create something beautiful, and this is a testament to the power of art to transform negative experiences into something positive. This theme is particularly relevant in today's world, where many people are struggling with difficult emotions and experiences. The poem suggests that there is value in expressing these emotions through art, whether it be poetry, music, or any other form of creative expression.
In conclusion, Walt Whitman's poem "Long I Thought That Knowledge" is a powerful reflection on the nature of knowledge and its limitations. The poem's structure, language, and imagery all contribute to its overall message, which is that there is more to life than knowledge alone. The poem's themes of connection to the natural world and the power of creativity and expression are particularly relevant in today's world, where many people are searching for meaning and purpose. Overall, this poem is a testament to the enduring power of poetry to inspire and uplift the human spirit.
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