"The Schoolboy" from Songs of Innocence and Byron's Don Juan, stanzas 37-48.

The Schoolboy and this extract from Byrons epic Don Juan be concerned with the blood line of learning. Blake regards random variableal tutoring as confining and destructive to a childs nature, whereas Byron ridicules and shows the ineffectualness of nonindulgent puritan grooming. The Schoolboy comprises six stanzas of five stores with a strict ABABB rhyme scheme. The rhythm is iambic, the inseparable speech pattern, disembarrass tetrameter and trimeter, representing the childs effort once against the confinement of school. The schoolboy is the speaker of the early cardinal stanzas, totally the voice then changes to that of an adult appealing on behalf of the children. The upright poem is composed in the present tense which gives it a sense of immediacy. Blake begins his poem by presenting the reader with a untaught idyll. The child who rises in the summer morn (1.1) and with whom the sky-lark sings (1.4) is part of nature which provides such sweet company (1.5). This professional general bliss is also compounded with the use of positively aerated words such as love (1.1), sweet (1.4) and the satisfied ecph anesis of Oh (1.5). On reading the words aloud the mouth widens to form a smile. The But of the second stanza alerts the reader that this gentle happiness is to be broken. But to go to school in a summer morn (2.1) echoes the outset line of the poem and in so doing draws attention to the differences mingled with the devil. The notification is now sighing and this is reflected by the tone which becomes heavy and low-spirited (2.5). The school itself is personified as it drives all joy away (2.2). Blake uses the word joy on three occasions: here and again in the fourthly and ordinal stanzas. In each case the joy is equated with the natural resign and is taken... You put on submitted a superior usher in which you discriminate and contrast Blakes The Schoolboy and stanza! s 37-48 of Byrons Don Juan. Because William Blake and Lord Byron are two of the more than famous poets of the Romantic tradition, it is not surprise that parallels flock be found, although they may not at first seem promptly apparent because of stylistic differences. You book do well to enlarge with aptly chosen textual examples not only the similarities only if also the differences in the works of these two eminent poets. I agree that formal education can deaden a childs natural curiosity to learn. Formal education does not have to be harsh and dull, but to a fault often it is.

Youve underscored this acad emic degree effectively in one particularly well turned remark which bears repeating: Blake is appeal for an approach to learning in which natural experience bequeath not be reduce to insensitive classroom rules. Your writing appears to have been expertly emended and proofread. If you have a tutor, you should dedicate him more. Although you somewhat exceeded the 1,500 word requirement, it shouldnt be a problem because in that location is no extraneous natural in your report and nix should be cut. Excellent melodic line! Thank you for your causerie Dizzy, I have just read your demonstrate and have to say that dealing with them two in tandem steering wheel means your essay flows better. Johnjjp, Thank you for your comment. I admit that the electrical relay link who now proof reads my essays is beyond price and would toss away renueration for this parturiency of love! Yes the essay is her e my friend, but it was create verbally by me as you! can see from this comment. I re main(prenominal) unconcerned Hi again! Another good essay! Like the way you approached both poems seperately, as I act to analyse them in tandem and in a parcel of ways it restricts you from exploring the themes in greater depth, which you managed to do really well. large(p) inclusion of quotes within the main body of text as well. If you want to get a full essay, order it on our website: OrderCustomPaper.com

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