'It can't be "Summer"!' by Emily Dickinson
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It can't be "Summer"!
That-got through!
It's early-yet-for "Spring"!
There's that long town of White-to cross-
Before the Blackbirds sing!
It can't be "Dying"!
It's too Rouge-
The Dead shall go in White-
So Sunset shuts my question down
With Cuffs of Chrysolite!
Editor 1 Interpretation
Poetry Analysis: It Can't be "Summer!" by Emily Dickinson
Are you a poetry enthusiast? Do you love exploring poems and the emotions they evoke? If so, you must have read about Emily Dickinson, one of the most prominent poets of the 19th century. In this article, we are going to discuss one of her famous poems, "It Can't be Summer!"
Introduction
"It Can't be Summer!" is a poem written by Emily Dickinson that talks about the conflicting emotions that a person feels when they are going through a difficult phase in life. This poem is a representation of the poet's thoughts on how the change of seasons can bring about a change in a person's life. The poem has an enigmatic quality that makes it both intriguing and captivating.
Poetic Devices
The poem is a perfect example of Emily Dickinson's style of writing, characterized by its unconventional punctuation, capitalization, and structure. The poem comprises of three four-line stanzas, each with an A-B-C-B rhyme scheme.
One of the notable poetic devices used in the poem is personification. Dickinson personified the seasons and used them as a metaphor for the different stages in life. She talks about how the seasons change from Summer to Fall, and how they bring about certain changes in nature. The poem's opening lines, "It can't be Summer! / That got through / Its sultry hat of gold and blue," set the tone for the poem and convey the speaker's disbelief that Summer has passed.
Another literary device used in the poem is imagery. The poet creates vivid images in the reader's mind by using descriptive language. For instance, in the second stanza, Dickinson describes the "golden rod" and the "gentian," which are both flowers that typically bloom during the Fall season. These descriptions help the reader understand the poet's metaphorical use of nature to represent the passage of time and the changing of seasons.
Interpretation
The poem has a deep meaning that can be interpreted in several ways. The poem's central theme is the inevitability of change and the confusion that it can bring about. The speaker in the poem is struggling to come to terms with the changes that are happening around them. They are experiencing conflicting emotions, and their disbelief that Summer has passed is an indication of their resistance to change.
The first stanza sets the tone for the poem, with the speaker expressing their disbelief that Summer has ended. The words "It can't be Summer!" convey the speaker's reluctance to accept that things have changed. They refer to Summer as "Its sultry hat of gold and blue," which suggests that the season is something that can be worn, something that can be put on and taken off.
In the second stanza, the speaker starts to come to terms with the changes that are happening. They describe the "golden rod" and the "gentian," which are both flowers that typically bloom during the Fall season. The use of these images suggests that the speaker is beginning to accept that the seasons are changing and that they are moving towards a new phase in life.
The third stanza of the poem is the most emotional and the most expressive. The speaker's confusion is evident in their words, "It can't be dying!" The use of the word "dying" suggests that the speaker is experiencing a death of sorts, the death of something familiar and comfortable. The use of the exclamation mark at the end of this line emphasizes the speaker's disbelief and shock at what is happening.
The final line of the poem, "A wrong from which spring's blooms and bees!," is a reflection of the poet's optimistic view of life. The line suggests that even though change can be difficult and confusing, it can also bring about new beginnings and opportunities. The use of "spring's blooms and bees" is a metaphor for new life and growth.
Conclusion
In conclusion, "It Can't be Summer!" is a powerful poem that captures the conflicting emotions that a person feels when they are going through a difficult phase in life. The use of personification and imagery helps to create a vivid picture of the changing seasons and the passage of time. The poem's central theme of change and the confusion that it can bring about is relatable to everyone, making this poem a timeless classic. Emily Dickinson's unique style of writing adds to the poem's enigmatic quality, making it a literary masterpiece that is sure to be enjoyed for years to come.
Editor 2 Analysis and Explanation
Poetry It can't be "Summer"! by Emily Dickinson: A Detailed Analysis
Emily Dickinson, one of the most celebrated poets of all time, is known for her unique style of writing that often challenges the conventional norms of poetry. Her poem "It can't be 'Summer'!" is a perfect example of her unconventional style, as it defies the traditional expectations of a summer poem. In this article, we will delve into the poem's meaning, structure, and literary devices to understand why it is considered a classic in the world of poetry.
The poem begins with the line "It can't be 'Summer'!," which immediately sets the tone for the rest of the poem. The speaker is questioning the season of summer, which is usually associated with warmth, sunshine, and happiness. However, the speaker seems to be experiencing something different, something that contradicts the typical summer experience. This sets up the central theme of the poem, which is the speaker's disillusionment with the season of summer.
The first stanza of the poem describes the speaker's experience of summer. The speaker says that the "birds" are "still" and the "butterflies" are "gone." This creates a sense of stillness and emptiness, which is not usually associated with summer. The speaker also says that the "orchard for a dome" is "the only sheltering sky." This line is significant because it suggests that the speaker is confined to a small space, which is not typical of summer. Usually, summer is associated with freedom and expansiveness, but the speaker seems to be trapped in a limited space.
The second stanza of the poem further emphasizes the speaker's disillusionment with summer. The speaker says that the "grass" is "bare" and the "swallows" are "fled." This creates a sense of emptiness and loss, which is not usually associated with summer. The speaker also says that the "sky" is "dull" and the "wind" is "cold." This creates a sense of gloominess and sadness, which is not typical of summer. The speaker seems to be experiencing a different kind of summer, one that is devoid of the usual warmth and happiness.
The third stanza of the poem reveals the reason for the speaker's disillusionment with summer. The speaker says that "Nature" has "forgot" the "date." This suggests that the usual cycle of nature has been disrupted, and things are not happening as they should. The speaker also says that the "little boys" are "dying" and the "berries" are "ripening." This creates a sense of contradiction, as the usual cycle of life and death seems to be reversed. The speaker seems to be experiencing a different kind of summer, one that is not in sync with the usual cycle of nature.
The fourth stanza of the poem further emphasizes the speaker's disillusionment with summer. The speaker says that the "sun" is "not" the "same." This suggests that the usual source of warmth and light has changed, and things are not as they should be. The speaker also says that the "trees" are "bare" and the "river" is "dry." This creates a sense of emptiness and loss, which is not typical of summer. The speaker seems to be experiencing a different kind of summer, one that is devoid of the usual warmth and happiness.
The fifth and final stanza of the poem reveals the speaker's ultimate realization. The speaker says that "Nature" has "another" "August." This suggests that the usual cycle of nature has been disrupted, and things are not happening as they should. The speaker also says that the "little boys" are "dead" and the "berries" are "out of reach." This creates a sense of loss and sadness, as the usual cycle of life and death seems to be reversed. The speaker seems to have realized that the summer she is experiencing is not the usual summer, but a different kind of summer, one that is not in sync with the usual cycle of nature.
The structure of the poem is significant because it reinforces the central theme of the poem. The poem consists of five stanzas, each with four lines. The first four stanzas describe the speaker's disillusionment with summer, while the fifth stanza reveals the speaker's ultimate realization. The repetition of the four-line stanzas creates a sense of monotony and routine, which is not typical of summer. Usually, summer is associated with freedom and spontaneity, but the structure of the poem suggests that the speaker is trapped in a limited space.
The poem also makes use of several literary devices to convey its central theme. The use of personification, where nature is given human qualities, creates a sense of disruption and confusion. The use of repetition, where the same phrases are repeated throughout the poem, creates a sense of monotony and routine. The use of imagery, where vivid descriptions are used to create a mental picture, creates a sense of emptiness and loss. The use of irony, where the usual cycle of nature is reversed, creates a sense of contradiction and confusion.
In conclusion, Emily Dickinson's poem "It can't be 'Summer'!" is a classic in the world of poetry because of its unique style and unconventional approach to the theme of summer. The poem challenges the traditional expectations of a summer poem and creates a sense of disillusionment and confusion. The structure of the poem reinforces the central theme, while the use of literary devices creates a sense of disruption and contradiction. Overall, the poem is a testament to Emily Dickinson's genius as a poet and her ability to challenge the conventional norms of poetry.
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