A Narrow Fellow in the Grass Analysis Stanza 1 A narrow fellow in the grass Occasionally rides; You may have met him—did you not His notice sudden is, The grass divides as with a comb, A spotted shaft is seen, And then it closes at your feet, And opens further on. This comparison is the first introduction to any form of threat from the snake being expressed in the poem. If you want to contact us regarding any particular content on the website, please use the contact page. The speaker seems startled at first. Their application has been important in dividing sections of the poem. A Narrow Fellow in the Grass itself does not reveal why she does this, but for some reason she speaks as a man remembering his boyhood encounter with a snake.
This is because as one reads along, their imagination is aroused by the poet. It is well known that animals are not referred in the same way as humans. This implies that the author has accorded the snake a human title. This is the reason why the poem is interesting when the poet starts describing the snake as a person. The snake appears suddenly, and then disappears as fast as possible.
For instance, the scary encounter with a snake is symbolized by such expressions as a parting of the grass, the lash of a whip etc without actually mentioning the word snake. The Connection Between Sight and Self For Dickinson, seeing is a form of individual power. A Narrow Fellow in the Grass A narrow fellow in the grass Occasionally rides; You may have met him,--did you not, His notice sudden is. . The first quatrain sets the story up to be told like a riddle. The direct expression used by the author to describe the snake has gone a long way in terms of showing the deeper meaning of the poem.
These completely different subjects are used to convey separate themes. The effect is only attained by a rich usage of symbolism and imagery Franklin 1137-1139. Emily then goes on to describe her encounters with the fellow. The duty of the poet was to re-create, through words, a sense of the world as a place in which objects have an essential and almost mythic relationship to each other. In stanza five Dickinson continues with her introspection, allowing the reader a more intimate insight into her innermost feelings. In fact, the speaker reacts to the snake as if it were a living manifestation of the terror of the unknown, for it is both startling and chilling. Dickinson uses many physical senses to create the ambiance of the poem and through this the poem becomes meaningful to the reader.
Emily unconsciously tells the reader everything he or she needs to know about the psychological relationship that one can have with a snake. The reader is brought out of the memory sequence and Dickinson begins to wrap up the story with a final sentiment of love and fear. Emily also employs organic imagery in lines 3 and 4 to describe the first feelings when encountering the snake. The combination of assonance and alliteration is powerful. Pollak, 2004 Emily Dickinson was the second born infant of Edward Dickinson and Emily Norcross, her brother Austin was the eldest sibling, and her sister Lavinia, was the youngest sibling. These poems are among the hundreds of verses in which Dickinson portrays God as aloof, cruel, invasive, insensitive, or vindictive. All content submitted here are by contributors.
Dickinson employs slant rhyming in the second and fourth lines of stanzas one, two and four. So when the speaker comes face to face with he or she manifests real terror. Even if this particular snake was not a dangerous one, it is often hard to decipher snake kinds at first glance. These instances of personification build up to the final thematic turn, which reveals how non-human the snake truly is. This implies that the poet was interested in adding a twist in word description that would make the poem interesting to read. Irony is the most common and efficient technique of the satirist.
By emphasizing the subjectivity, or individuality, of experience, Dickinson rails against those educational and religious institutions that attempt to limit individual knowledge and experience. Emily did not want her poems to be seen. The states that the sighting of the subject comes unexpectedly, planting yet another clue for the reader to draw upon in order to solve the riddle. In the third line of this stanza, the speaker reveals that he is a man who remembers being a small boy. However, most readers can relate to the feeling of fear that would come upon them if they met a snake at their feet in the grass. Perhaps this is what was happening when the snake approached the speaker to greet him, and then slithered away.
The second stanza serves more clues and draws us to the answer. In this particular case, the speaker remembers being a young boy and stooping to catch the snake, but it was gone before he could. Here, the grass seems so safe that the speaker has no fear walking through it, but without his or her knowledge, there is a dangerous creature in it. He likes a boggy acre, A floor too cool for corn. Each line rhymes only twice, exactly in the second line and then in the fourth line Franklin 1137-1139. However, there are other interpretations such as the reference to sex because of the absence of clear mentioning.
Her exceedingly complex life has proved a tremendous influence on her instrumental poetry, creating its originality and distinguishing her from other great poets of the nineteenth century. What associations does a whip or a lash have? The line draws out a riveting image that describes the experience in vivid terms such that even the reader can feel it Johnson 711-712. From the first glimpse of the slithering snake the tone of the poem is set: an uneasiness mood followed by persistent fear. The encounter always accompanied by heavy breaths and chill that would seem to affect the bones. The snake in the Garden of Eden myth tempted Eve to eat the apple from the Tree of Knowledge and so introduced the concept of sin, forcing Adam and Eve out of Paradise into hardsip. In this poem for instance, she employs very short stanzas.