Poetry’s appeal to the senses

A poet, to borrow a phrase that Henry James used to describe fiction writers, is one on whom nothing is lost. Poets take in the world and give us impressions of what they experience through images. An image is language that addresses the senses. The most common images in poetry are visual; they provide verbal pictures of the poets’ encounters — real or imagined — with the world. But poets also create images that appeal to our other senses. Li Ho arouses several senses in this excerpt from “A Beautiful Girl Combs Her Hair”:

Awake at dawn

she’s dreaming

by cool silk curtains

fragrance of spilling hair

half sandalwood, half aloes

windlass creaking at the well

singing jade

These vivid images deftly blend textures, fragrances, and sounds that tease out the sensuousness of the moment. Images give us the physical world to experience in our imaginations. Some poems, like the following one, are written to do just that; they make no comment about what they describe.

William Carlos Williams (1883–1963)

Poem 1934

As the cat

climbed over

the top of

the jamcloset

first the right

forefoot

carefully

then the hind

stepped down

into the pit of

the empty

flowerpot

This poem defies paraphrase because it is all an image of agile movement. No statement is made about the movement; the title, “Poem” — really no title — signals Williams’s refusal to comment on the movements. To impose a meaning on the poem, we’d probably have to knock over the flowerpot.

We experience the image in Williams’s “Poem” more clearly because of how the sentence is organized into lines and groups of lines, or stanzas. Consider how differently the sentence is read if it is arranged as prose:

As the cat climbed over the top of the jamcloset, first the right forefoot carefully then the hind stepped down into the pit of the empty flowerpot.

The poem’s line and stanza division transforms what is essentially an awkward prose sentence into a rhythmic verbal picture. Especially when the poem is read aloud, this line and stanza division allows us to feel the image we see. Even the lack of a period at the end suggests that the cat is only pausing.

Images frequently do more than offer only sensory impressions, however. They also convey emotions and moods, as in the following poem’s view of Civil War troops moving across a river.

Walt Whitman (1819–1892)

Cavalry Crossing a Ford 1865

A line in long array where they wind betwixt green islands,

They take a serpentine course, their arms flash in the sun — hark to the

musical clank,

Behold the silvery river, in it the splashing horses loitering stop to drink,

Behold the brown-faced men, each group, each person, a picture, the

negligent rest on the saddles,

Some emerge on the opposite bank, others are just entering the ford — while,

Scarlet and blue and snowy white,

The guidon flags flutter gaily in the wind.

Considerations for Critical Thinking and Writing
  1. FIRST RESPONSE. Do the colors and sounds establish the mood of this poem? What is the mood?
  2. How would the poem’s mood have been changed if Whitman had used “look” or “see” instead of “behold” (lines 3–4)?
  3. Where is the speaker as he observes this troop movement?
  4. Does “serpentine” in line 2 have an evil connotation in this poem? Explain your answer.

Whitman seems to capture momentarily all of the troop’s actions, and through carefully chosen, suggestive details — really very few — he succeeds in making “each group, each person, a picture.” Specific details, even when few are provided, give us the impression that we see the entire picture; it is as if those are the details we would remember if we had viewed the scene ourselves. Notice, too, that the movement of the “line in long array” is emphasized by the continuous winding syntax of the poem’s lengthy lines.

Movement is also central to the next poem, in which action and motion are created through carefully chosen verbs.

David Solway (b. 1941)

Windsurfing 1993

It rides upon the wrinkled hide

of water, like the upturned hull

of a small canoe or kayak

waiting to be righted — yet its law

is opposite to that of boats,

it floats upon its breastbone and

brings whatever spine there is to light.

A thin shaft is slotted into place.

Then a puffed right-angle of wind

pushes it forward, out into the bay,

where suddenly it glitters into speed,

tilts, knifes up, and for the moment’s

nothing but a slim projectile

of cambered fiberglass,

peeling the crests.

The man’s

clamped to the mast, taut as a guywire.

Part of the sleek apparatus

he controls, immaculate nerve

of balance, plunge and curvet,

he clinches all component movements

into single motion.

It bucks, stalls, shudders, yaws, and dips

its hissing sides beneath the surface

that sustains it, tensing

into muscle that nude ellipse

of lunging appetite and power.

And now the mechanism’s wholly

dolphin, springing toward its prey

of spume and beaded sunlight,

tossing spray, and hits the vertex

of the wide, salt glare of distance,

and reverses.

Back it comes through

a screen of particles,

scalloped out of water, shimmer

and reflection, the wind snapping

and lashing it homeward,

shearing the curve of the wave,

breaking the spell of the caught breath

and articulate play of sinew, to enter

the haven of the breakwater

and settle in a rush of silence.

Now the crossing drifts

in the husk of its wake

and nothing’s the same again

as, gliding elegantly on a film of water,

the man guides

his brash, obedient legend

into shore.

Considerations for Critical Thinking and Writing
  1. FIRST RESPONSE. Draw a circle around the verbs that seem especially effective in conveying a strong sense of motion, and explain why they are effective.
  2. How is the man made to seem to be one with his board and sail?
  3. How does the rhythm of the poem change beginning with line 45?
Connection to Another Selection
  1. Consider the effects of the images in “Windsurfing” and Robert Frost’s “Birches.” In an essay, explain how these images elicit the emotional responses they do.

“Windsurfing” is awash with images of speed, fluidity, and power. Even the calming aftermath of the breakwater is described as a “rush of silence,” adding to the sense of motion that is detailed and expanded throughout the poem.

Matthew Arnold (1822–1888)

Dover Beach 1867

The sea is calm tonight.

The tide is full, the moon lies fair

Upon the straits; — on the French coast the light

Gleams and is gone; the cliffs of England stand,

Glimmering and vast, out in the tranquil bay.

Come to the window, sweet is the night-air!

Only, from the long line of spray

Where the sea meets the moon-blanched land,

Listen! you hear the grating roar

Of pebbles which the waves draw back, and fling,

At their return, up the high strand,

Begin, and cease, and then again begin,

With tremulous cadence slow, and bring

The eternal note of sadness in.

Sophocles long ago

Heard it on the Aegean, and it brought

Into his mind the turbid ebb and flow

Of human misery1; we

Find also in the sound a thought,

Hearing it by this distant northern sea.

The Sea of Faith

Was once, too, at the full, and round earth’s shore

Lay like the folds of a bright girdle furled.

But now I only hear

Its melancholy, long, withdrawing roar,

Retreating, to the breath

Of the night-wind, down the vast edges drear

And naked shingles2 of the world.

Ah, love, let us be true

To one another! for the world, which seems

To lie before us like a land of dreams,

So various, so beautiful, so new,

Hath really neither joy, nor love, nor light,

Nor certitude, nor peace, nor help for pain;

And we are here as on a darkling plain

Swept with confused alarms of struggle and flight,

Where ignorant armies clash by night.

Considerations for Critical Thinking and Writing
  1. FIRST RESPONSE. Discuss what you consider to be this poem’s central point. How do the speaker’s descriptions of the ocean work toward making that point?
  2. Contrast the images in lines 4–8 and 9–13. How do they reveal the speaker’s mood? To whom is he speaking?
  3. What is the cause of the “sadness” in line 14? What is the speaker’s response to the ebbing “Sea of Faith”? Is there anything to replace his sense of loss?
  4. What details of the beach seem related to the ideas in the poem? How is the sea used differently in lines 1–14 and 21–28?
  5. Describe the differences in tone between lines 1–8 and 35–37. What has caused the change?
  6. CRITICAL STRATEGIES. Read the section on mythological strategies in Chapter 42, “Critical Strategies for Reading,” and discuss how you think a mythological critic might make use of the allusion to Sophocles in this poem.
Connection to Another Selection
  1. Compare ocean imagery in this poem to the imagery found in Alfred, Lord Tennyson’s “Break, Break, Break.”