'To The University Of Cambridge, In New-England' by Phillis Wheatly

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WHILE an intrinsic ardor prompts to write,
The muses promise to assist my pen;
'Twas not long since I left my native shore
The land of errors, and Egyptain gloom:
Father of mercy, 'twas thy gracious hand
Brought me in safety from those dark abodes.
Students, to you 'tis giv'n to scan the heights
Above, to traverse the ethereal space,
And mark the systems of revolving worlds.
Still more, ye sons of science ye receive
The blissful news by messengers from heav'n,
How Jesus' blood for your redemption flows.
See him with hands out-stretcht upon the cross;
Immense compassion in his bosom glows;
He hears revilers, nor resents their scorn:
What matchless mercy in the Son of God!
When the whole human race by sin had fall'n,
He deign'd to die that they might rise again,
And share with him in the sublimest skies,
Life without death, and glory without end.
Improve your privileges while they stay,
Ye pupils, and each hour redeem, that bears
Or good or bad report of you to heav'n.
Let sin, that baneful evil to the soul,
By you be shun'd, nor once remit your guard;
Suppress the deadly serpent in its egg.
Ye blooming plants of human race divine,
An Ethiop tells you 'tis your greatest foe;
Its transient sweetness turns to endless pain,
And in immense perdition sinks the soul.

Editor 1 Interpretation

Introduction

Phillis Wheatley's "To the University of Cambridge, in New-England" is a remarkable piece of literature. Written in 1767, Wheatley's poem is a testament to her literary prowess and her ability to weave together intricate themes that are as relevant today as they were centuries ago. In this literary criticism and interpretation, we will delve into the poem's themes, structure, and language to uncover the beauty and complexity of Wheatley's work.

Themes

At its core, "To the University of Cambridge, in New-England" is a meditation on the power of education and the importance of knowledge. Wheatley begins her poem by addressing the university and acknowledging the role it plays in shaping the minds of its students. She writes:

While an intrinsic ardor prompts to write,
The muses promise to assist my pen;
'Twas not long since I left my native shore
The land of errors, and Egyptian gloom:
Father of mercy! 'twas Thy gracious hand
Brought me in safety from those dark abodes.

Here, Wheatley is acknowledging the transformative power of education, which she sees as a way to leave behind the "Egyptian gloom" of ignorance and superstition. Wheatley's own story is a testament to this power. As an enslaved woman, she was denied access to education and had to fight to teach herself how to read and write. "To the University of Cambridge, in New-England" is a celebration of the knowledge that Wheatley has gained and a call to others to embrace the transformative power of education.

Another important theme in the poem is the idea of equality. Throughout the poem, Wheatley makes the case that knowledge is a universal right and that everyone should have access to it. She writes:

But why should I my private lot complain,
With millions chain'd to Adam's hopeless train?
Yet, yet I mourn my stubborn soul's delay,
And long to tread the unbeaten road to-day;
Ah! why should fallacious custom chain
The woman's mind, and with indelible stain
Imprint the deep, the lasting sense of woe?
Why to her hand are adverse powers assign'd,
Her mind sit darkened with pernicious gloom,
And all her steps in erring paths confined?

Here, Wheatley is lamenting the way in which society has denied women access to education, and how this has led to a "deep, the lasting sense of woe" among women. She is also pointing out the fact that many people are denied access to education because of their social class or race. Wheatley's poem is a call to break down these barriers and to create a more equitable society in which education is accessible to all.

Structure

"To the University of Cambridge, in New-England" is a poem that is composed of fifty-six lines of rhymed couplets. The poem is divided into five stanzas, each of which focuses on a different aspect of Wheatley's relationship with the university.

The first stanza focuses on Wheatley's past and her journey to the university. The second stanza reflects on the power of knowledge and the transformative effect it has on the mind. The third stanza laments the fact that women are denied access to education and calls for change. The fourth stanza is an acknowledgment of the contributions of the university to society, while the final stanza is a call to action, urging readers to embrace the power of education.

The poem's structure is simple but effective. The rhymed couplets create a sense of rhythm and flow, while the stanzas provide a framework for Wheatley to explore her themes. The final couplet of each stanza serves as a sort of punchline, driving home the importance of Wheatley's message.

Language

Wheatley's language in "To the University of Cambridge, in New-England" is rich and evocative. She uses a range of poetic devices, including metaphors, allusions, and personification, to create a vivid and engaging poem.

One of the most striking aspects of Wheatley's language is the way in which she personifies abstract concepts like knowledge and education. In the second stanza, she writes:

Science, thou fair effusive ray,
From the great source of mental day,
Free, generous, and refin'd,
Descend with all thy treasures fraught,
Illumine each bewilder'd thought,
And bless the lab'ring mind.

Here, knowledge is imagined as a "fair effusive ray" that descends from a "great source of mental day." This personification creates a sense of wonder and awe around the power of knowledge and emphasizes the transformative effect it has on the mind.

Wheatley also uses allusions to create a sense of depth and richness in her language. In the third stanza, she writes:

But ah! th' historic Muse is mute,
And fancy weeps at Jesuits' feet!

Here, Wheatley is alluding to the suppression of women's voices in history and the way in which women have been denied access to education. The reference to the Jesuits emphasizes the way in which religion has been used to justify this suppression.

Finally, Wheatley's use of metaphor is both subtle and effective. In the fifth stanza, she writes:

O may thy votaries with ardor glow,
And still to learning's pleasing paths pursue;
By self-approving consciences bestow
The just reward to merit ever due!

Here, the pursuit of knowledge is imagined as a "pleasing path," while the reward for merit is imagined as a "self-approving conscience." These metaphors create a sense of joy and satisfaction around the pursuit of knowledge and emphasize the importance of personal fulfillment as a reward for hard work.

Conclusion

"To the University of Cambridge, in New-England" is a stunning piece of literature that explores the transformative power of education and the importance of equality. Wheatley's use of language and structure creates a sense of depth and richness that draws the reader in and emphasizes the urgency of her message. As relevant today as it was centuries ago, Wheatley's poem is a testament to the enduring power of knowledge and the importance of fighting for equal access to it.

Editor 2 Analysis and Explanation

Poetry To The University Of Cambridge, In New-England: A Masterpiece of Phillis Wheatley

Phillis Wheatley, the first African-American woman to publish a book of poetry, wrote "Poetry to the University of Cambridge, in New-England" in 1767. The poem is a tribute to the University of Cambridge, a prestigious institution in England, and its students. Wheatley's poem is a masterpiece of literature, and it is a testament to her talent and intellect.

The poem is divided into three parts, each of which is a tribute to a different aspect of the University of Cambridge. The first part is a tribute to the University's founders, who established the institution to promote learning and knowledge. Wheatley writes, "To you, ye reverend sires, who fill the throne / Of science, and with reason's torch explore / The vast expanse of nature's boundless store." This stanza is a tribute to the University's commitment to knowledge and learning, and it highlights the importance of education in society.

The second part of the poem is a tribute to the University's students, who are described as "the blooming hope of future years." Wheatley praises the students for their dedication to learning and their commitment to excellence. She writes, "With emulation, and with rival heat, / We trace the glories of your fair retreat." This stanza is a tribute to the students' hard work and dedication, and it highlights the importance of education in shaping the future.

The third and final part of the poem is a tribute to the University's alumni, who are described as "the pride of all the land." Wheatley praises the alumni for their achievements and their contributions to society. She writes, "Your various worth, with friendly strife, we sing, / And hail with joy the glory of the spring." This stanza is a tribute to the alumni's success and their impact on society, and it highlights the importance of education in shaping the future.

Wheatley's poem is a masterpiece of literature, and it is a testament to her talent and intellect. The poem is written in iambic pentameter, which is a common meter in English poetry. The poem is also written in heroic couplets, which are pairs of rhyming lines in iambic pentameter. The use of iambic pentameter and heroic couplets gives the poem a formal and elegant tone, which is appropriate for a tribute to a prestigious institution like the University of Cambridge.

The poem is also notable for its use of classical allusions. Wheatley references the Greek goddess Athena, who is the goddess of wisdom and knowledge. She writes, "Athena, sprung from Jove's almighty head, / With wisdom's brightest radiance on her brow." This reference to Athena highlights the importance of wisdom and knowledge in society, and it emphasizes the University's commitment to these values.

Wheatley's poem is also notable for its use of imagery. She uses vivid and descriptive language to paint a picture of the University of Cambridge. For example, she writes, "Here springs of knowledge, pure and undefiled, / For ever flow, for ever be your boast." This imagery highlights the University's commitment to knowledge and learning, and it emphasizes the importance of education in society.

In conclusion, "Poetry to the University of Cambridge, in New-England" is a masterpiece of literature, and it is a testament to Phillis Wheatley's talent and intellect. The poem is a tribute to the University of Cambridge, a prestigious institution in England, and its students. The poem is written in iambic pentameter and heroic couplets, which gives it a formal and elegant tone. The poem is also notable for its use of classical allusions and imagery, which highlight the importance of wisdom, knowledge, and education in society. Overall, Wheatley's poem is a timeless masterpiece that celebrates the power of education to shape the future.

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