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London by William Blake Summary

William Blake (1757-1827)was born in Westminster and by the age of 14 he worked as an apprentice to an engraver called James Basire.
The poem "London" was written during the times of the French Revolution and showed his views of 18th century London, a place where he lived nearly all his life. Blake was considered an eccentric and a madman in his lifetime and it was only after his death that his works gained recognition. He had lived most of life in poverty and was buried in an unmarked grave in Bunhill Fields in London.
London
I wander thro' each charter'd street,
Near where the charter'd Thames does flow,
And mark in every face I meet
Marks of weakness, marks of woe.
The poem has a total of sixteen lines which are split into 4 paragraphs with a rhyming AbAb pattern throughout the poem. In the first paragraph it is with sarcasm that Blake describes the sights he sees as he walks through the streets of London. The repetitive use of the word "charter'd" stresses Blake's anger at the political times and his feeling towards the ruling classes with their controlling laws and oppressive ways. He taunts in the poem to say that it is not only every street they want to control but even the River Thames which should normally be free for all but in this case it too is "charter'd".
The poem focuses on the social and political background of London and highlights differences in the wealth of the ruling classes and the poverty facing the common man. Free speech is curtailed to avoid Londoners following the example of their French counterparts. The people of London are described as being weak and full of woe as the marks on their faces reveal. There is a repetition on the word "marks" which again stresses the despair and tiredness that they seem to be going through because of their oppressed way of life.
Being a mystical person himself, Blake uses the expression "marks of woe" in an almost religious sense. He is being the onlooker in this poem and as he walks past he can see the weakness and misery marked on the faces of the passers due to their helplessness at not being able to bring about any changes in their destiny.
In every cry of every man,
In every Infant's cry of fear,
In every voice, in every ban,
The mind-forg'd manacles I hear.
Though the feelings of every man and child are suppressed, it is as if the fear and their cries are audible to him as he walks by. Again his mystical side can be seen because throughout his lifetime he was said to have spiritual visions. Through their silence, he can still hear all that they want to say but cannot, because of fear of authority.
There is lack of free expression and he uses the word "ban" which is quite clear in its meaning and reveals how people were unable to voice their criticisms on how the country was being ruled. No one dared to speak out for fear of being imprisoned. The words "fear", "cry", "ban", and "mind-forg'd manacles" describe a people who are suffering and frightened and their feelings are imprisoned in their own minds. There is repetition of words like "every" on the first three verses to stress these feelings of being imprisoned and trapped.
How the Chimney-sweeper's cry
Every black'ning Church appals;
And the hapless Soldier's sigh
Runs in blood down Palace walls
In the third paragraph he talks about the chimney sweeper's and the hapless soldier and his finger of blame points to places of authority like the Church and the Palace. The word "appals", "sigh" and "runs in blood" show authority being immune to its common people who are in distress but there seems to be no comfort coming their way. The chimney sweep represents the destitute children while the soldier represents the anguish of those who had to serve in the army under difficult conditions. Their blood is being spilt down the palace walls while the cries of the suffering children are blacking the Church which should bring light to its people. The combination of the helpless on one side and the unhearing authority on the other is both stark and accusatory in its tone.
But most thro' midnight streets I hear
How the youthful Harlot's curse
Blasts the new-born infant's tear,
And blights with plagues the Marriage hearse
In the final verse Blake's takes on an even more foreboding tone as he talks about the young girl who is out in the darkness of the night walking the streets. Young women had to resort to prostitution because of poverty and he can hear her curses for what she has to be put through. Her grief affects the new born child and he uses powerful words like "blasts" which is a contrast to the gentleness one would use for a new born child.
It is as if he can foresee the difficulties the child will have to suffer just like his mother is doing. In contrast a rich woman getting married in a carriage will be blighted by this curse and her carriage might turn out to be a hearse. Blake is pointing a finger at the rich men who might use the services of a prostitute and then get married and pass on disease to their wives. He uses the word "plagues" to signify the goings on of the rich and how their actions affect the lives of all the innocent people involved.
This poem, no matter how brutal and harsh in its message, has relevance even in modern times in societies where there is poverty due to large discrepancies in incomes between the rich and poor.
Adapted from Yahoo.com
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Summary of 'Why I Want a wife'by Judy Brady

Judy Brady

  Judy Brady's purpose of the essay, "I Want a Wife",  is to show women how men think, act, and feel. She being a feminist wants to show how men truly think of woman, that when they get what they want men set women aside for bigger and better things. Not only that but she wants to let the world know that she is fed up with everything that she is doing and wants to switch roles where she is the husband. Brady wants to have the satisfaction of not having to do those household things. Brady writes this essay in the 1st person,  She is writing as the man who wants a wife. She makes a list of the responsibilities that a typical woman from the 1970's would have. The tone of the essay isn't clear cut, but she is calm but clearly acting out about how men are and that they are evil and are two-faced. Her message was clear. She wanted women to know how men truly are. That they shouldn't believe anything that men say because it's not what they truly feel or want. That in the end no matter what women go through with men that they will get tossed aside like garbage.

  I believe that in the essay "I Want a Wife", Brady effectively showed that her message was women are under appreciated and that she is fed up with it. That men take wives for granted. "If by chance I find more suitable as a wife than the wife i already have, I want the liberty to replace my current wife with a new one." That is a pretty clear cut message of how Brady portrays what Husbands do. At that time I think that the piece was worth saying, she is a wife and wants to show other wives that they aren't the only ones fed up with the system of marriage. "I belong to that classification of people known as wives. I am a wife. And, not altogether incidentally I am a mother." I think she just wants people to know that she wants to reverse roles for a bit. I don't think today that all of it would be the case, yes there are wives that are still in this role. But in other cases a lot of wives are the ones bringing home the bacon and the husbands stay at home and take care of the kids, cook, clean and other things of that nature.

Adapted from internet
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The School for sympathy-Summary

EDWARD VERRALL LUCAS


The writer had heard a lot about Miss Beam’s school. But he had never visited it. One day he got the opportunity to visit it. On entering the campus he saw no one except a girl of twelve. Her eyes were covered with a bandage. A little boy of about eight was guiding her between the flower beds in the garden. The girl stooped. She evidently asked here guide about the writer. The boy seemed to describe the writer to her. Then they passed on. The writer went into the building and met Miss Beam the head of the school.

Miss beam was middle aged, authoritative, kindly and understanding. Her hair and started turning grey. She was a mother figure for the young boys and girls in the school. The writer asked Miss Beam some questions about her scholastic methods. Miss Beam said that there was not much scholastic education. The boys were taught spelling, adding, subtracting, multiplying and writing only. The rest was done by reading to them and by lectures. During these the students had to sit still and quite.

The writer asked Miss Beam about the originality of her system; Miss Beam said that the real aim of the school was not to instill thoughts thoughtfulness. The real aim was to instill humanity and citizenship. Miss Beam was happy that some parents trusted her to try and put her ideal into execution. They sent their sons and daughter to her school. Miss Beam asked the writer to look out of the window. He saw some beautiful grounds and many jolly children; He was pained to find that all the children were not healthy and active. He told Miss Beam about the girl with her eyes bandaged whom he saw as he came in. Looking out of the window now he saw two more with their eyes bandaged. He also saw a little girl with a crutch. She seemed to be a cripple.

Miss Beam laughed and said that she was not really lame. Those with eyes covered in bandages were not really blind, the one with a crutch and her lame day. The others were having their blind day. That was an essential part of her system. Participation in misfortune enabled the young boys and girls properly understand and appreciate the misfortune of others. In course of the term every students had a blinds day a lame day one maimed day and one dumb day. On the blind day their eyes are bandaged. The bandaged is put on overnight. They wake blind. Other children are advised to help them and lead them about. It is educative to both the blind and their helpers.

There was no privation about it. Everyone was very kind. Before the day was over the student could very well known the reality on the miseries. The blind day was the worst. Some children complained that the dumb day was the most dreadful. The mouth was not bandages. The child had to exercise will-power only. Miss Beam took the writer to a bandages girl in the garden. She introduced the writer to the girl and left the place.

The writer asked the girl if she ever tried to peep. The girl said that peeping would be cheating. She had no idea that it was so horrible to be blind. A blind man could not see anything. He always feared to be hit by something every moment. Her guides were very good to her. Those who had been blind at ready were the best. She would be more careful she would play the guide.

The writer asked her if he could lead her some where. The girl said that they should go far a little walk. She said that was the worst day for her. She would be glad when the day was over. The other bad days were not even half bad as the blind day. On the lame day a leg was tied up. One hoped about on a crutch. It was almost fun. On the maimed day an arm was tied up. It was not as awful as the blind day. She would not mind being dumb or deaf for a day. Being blind was very frightening. Her head always ached from dodging things.

She asked the writer where they were then. The writer said that they were in the playground, going towards the house. He could see Miss Beam walking up the down the terrace with a tall girl. The tall girl had worn a blue woolen shirt and a pink blouse. The first girl said that she might be Millie and asked about the color of her hair. The writer said that her hair had alight color. The former girl said that she was Millie, the head girl. The writer then said about an old man lying up roses. The girl said that he was Peter, the gardener. The writer described a dark girl in red, walking on crutches. The girl said that she was beryl.

Steering the girl about the writer discovered that he had become much more thoughtful than before. He also discovered that the necessity of describing the surroundings to another made them more interesting. The writer’s visits to the school come to its end. Miss Beam came to see him off. The writer told her that he felt sorry to leave the place. Miss Beam felt happy about it. She said that there was something in her system.

adapted from internet
prescribed unit for kannur university 1 year 2 nd semester.
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