Introduction to Lesson
Poetry offers some interesting challenges because a poem may not be as straightforward as a short story or novel. Also, in order to get his or her point or story across, a poet uses lines and stanzas rather than paragraphs in order to create emotions and experiences. Figurative language and different poetic forms add to the poem’s meaning and how it is displayed on the page. Because a poem condenses and suggests, the words can mystify and sometimes discourage us. Song lyrics are often poetry set to music. After hearing a song once, you may not understand its entire meaning, but listening to it over and over again brings you new insights and understanding. So “hearing” or reading a poem over and over again—especially a very difficult poem—can help you better understand it. Let’s begin with some pre-reading activities first. The poem we’re going to tackle is “Tolerance” written by the British poet Thomas Hardy in 1910.
Poet, Thomas Hardy
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First Impressions
First, think about what the word tolerance means.
Drop the words related to being tolerant in the left column and those related to being intolerant in the right column.
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Read the poem to yourself. Tolerance
“It is a foolish thing,” said I,
“To bear with such, and pass it by;
Yet so I do, I know not why!”
And at each clash I would surmise
That if I had acted otherwise
I might have saved me many sighs.
But now the only happiness
In looking back that I possess—
Whose lack would leave me
comfortless—
Is to remember I refrained
From masteries I might have gained,
And for my tolerance was disdained;
For see, a tomb. And if it were
I had bent and broke, I should not dare
To linger in the shadows there.
What is your first impression of the poem?
Reread the first and last stanzas. Can you make any predictions about what is happening in this poem?
Type in your answer in the Take Notes Tool.
Do you think the speaker may be looking back on his life and possibly thinking about what he had to endure? What kind of satisfaction does the speaker have now?
CloseRearranging the Poem
"It is a foolish thing," said I,
"To bear with such, and pass it by;
Yet so I do, I know not why!"
And at each clash I would surmise
That if I had acted otherwise
I might have saved me many sighs.
But now the only happiness
In looking back that I possess—
Whose lack would leave me
comfortless—
Is to remember I refrained
From masteries I might have gained,
And for my tolerance was disdained;
For see, a tomb. And if it were
I had bent and broke, I should not dare
To linger in the shadows there.
Some poems have sentences within their stanzas, but you can’t assume that each stanza is always going to be one sentence.
Reread Hardy’s poem. Notice it has five stanzas. Now count how many complete sentences the poem has;
do you see four?
Type in your answer in the Take Notes Tool.
When you rearrange the poem into four sentences, it should look like this. The slashes remind you where each line in the poem ends.
- "It is a foolish thing," said I, / "To bear with such, and pass it by; / Yet so I do, I know not why!" /
- And at each clash I would surmise / That if I had acted otherwise / I might have saved me many sighs.
- But now the only happiness / In looking back that I possess— / Whose lack would leave me comfortless— / Is to remember I refrained / From masteries I might have gained, / And for my tolerance was disdained; / For see, a tomb.
- And if it were / I had bent and broke, I should not dare / To linger in the shadows there. /
Close
It is also a good idea at this point to check to see if there are any words in the poem you don’t understand and find their meanings. Maybe you don’t know the meanings of some of the words already highlighted. Reread the sentences and choose the best definition for each highlighted word.
- "It is a foolish thing," said I, "To bear with such, and pass it by; Yet so I do, I know not why!"
- And at each clash I would surmise That if I had acted otherwise I might have saved me many sighs.
- But now the only happiness In looking back that I possess—Whose lack would leave me comfortless—Is to remember I refrained From masteries I might have gained, And for my tolerance was disdained; For see, a tomb.
- And if it were I had bent and broke, I should not dare To linger in the shadows there.
- Bear
a. Deal with difficulty b. Birth a child
- Clash
a. Conflict b. Loud sound
- Surmise
a. To shock b. To guess
- Refrained
a. Restrained or curbed b. Sang a verse in a song
- Masteries
a. Powerlessness b. Superiority
- Disdained
a. Scorned b. Honored
- Linger
a. Slow in leaving b. Rushing away
Stepping into the Poem
Now it’s time to “step into” the poem; in other words, paraphrase each sentence of the poem for its literal meaning. For now don’t worry about figuring out the poem’s abstract meaning and the poet’s use of poetic devices. After you write each paraphrase, click below it to read a comparison.
- “It is a foolish thing,” said I, “To bear with such, and pass it by; Yet so I do, I know not why!”
- And at each clash I would surmise That if I had acted otherwise I might have saved me many sighs.
- But now the only happiness In looking back that I possess—Whose lack would leave me comfortless—Is to remember I refrained From masteries I might have gained, And for my tolerance was disdained; For see, a tomb.
- And if it were I had bent and broke, I should not dare To linger in the shadows there.
Type in your answer using your Take Notes Tool.
The speaker says it’s silly to deal with something difficult and then let it go by the wayside. The speaker does not understand why he does this.
CloseType in your answer using your Take Notes Tool.
Every time there was a conflict, the speaker guessed that if he had done something different from what he had done at the time, he wouldn’t be worrying about it now.
CloseType in your answer using your Take Notes Tool.
Looking back on the only things that make the speaker happy (and he is comforted by the fact that he has something to be happy about) are the times he stopped himself from showing his superiority. Because of his restraint, he was considered tolerant and others scorned him for his tolerance. He sees a graveyard.
CloseType in your answer using your Take Notes Tool.
The speaker concludes that if he had weakened, he would not be alive to think back like he has just done.
CloseMoving Closer to Analysis
Now that you have read the poem a few times and determined its literal meaning, it’s time to answer a few questions in order to build an analysis. Reread the poem aloud to yourself.
Type in your answer in the Take Notes Tool
- Who is the speaker?
a. The poet
b. God
c. A king - To whom he is speaking?
a. To a large mass of people
b. To himself
c. To his best friend - From what point of view is the poem written?
a. First person
b. Second person
c. Third person - What one word does NOT describe the writer’s tone?
a. Anger
b. Inquiring
c. Contentment - What is the setting?
a. A graveyard
b. The speaker’s home
c. The speaker’s mind - What words indicate the turning point in the poem?
a. “That if I”
b. “But now”
c. “For see” - Does the poem have a particular form?
a. Each stanza has three lines.
b. Each stanza is one complete sentence.
c. Each stanza ends with the same three words. - Does the poem have a rhythm and /or a rhyme scheme?
a. No
b. Each stanza is a rhyming triplet and has a similar rhythm.
c. Each stanza is in free verse but has a marching rhythm. - Does the poet include any figurative language?
a. The “clash” could symbolize a thunderstorm.
b. The word “masteries” could refer to masters’ degrees at the university.
c. The “tomb” could be a metaphor for the poet’s death. - What does the poet mean by the metaphor “And if it were I had bent and broke”?
a. If he had bent over, lost his balance, and broken his leg
b. If he had not stood up straight and broken his spine
c. If he had not clung to his principles - What do you notice about the vocabulary or diction in the poem?
a. The vocabulary and diction are formal and appear in long sentences.
b. The vocabulary is simplistic and easy to understand.
c. The stanzas in the poem have nothing to do with one another.
Correct: a. The poet
(God) You may think the speaker is talking to a close friend because of the way he analyzes what’s happening.
(A king) You may think is correct because the word “masteries” is used.
Close
Correct: b. To himself
(People) Because of the quotations in the first stanza, you may thinking the speaker is talking to a group of people.
(friend) You may think the speaker is talking to a close friend because of the way he analyzes what’s happening.
Close
Correct: a. First person
(second person) Second person uses the “you” pronoun.
(third person) Third person uses the “he, she, it, they, them” pronouns.
Close
Correct: a. Anger
(inquiring) The speaker does have an inquiring attitude in the poem.
(contentment) The speaker seems to be content in his attitude about his situation.
Close
Correct: c. The speaker’s mind
(graveyard) The speaker indicates he sees a “tomb.” This is a literal translation. It could very well be that the speaker is only thinking about his upcoming death.
(home) Because the speaker seems to be reminiscing, you might think he is at home.
Close
Correct: b. “But now”
(I) Continues what the speaker was “surmising” or guessing. No punctuation between surmise and that if.
(see) Continues the speaker’s thought from the stanza before about what may have happened. For see does not begin a completely new thought. It follows a ;(semi-colon) after disdained.
Close
Correct: a. Each stanza has three lines.
(sentence) Each stanza is not a complete sentence.
(words) All of the ending words in the stanzas differ from one another.
Close
Correct: b. Each stanza is a rhyming triplet and has a similar rhythm.
(no) The three lines in each stanza rhyme, and there is a definite song-like rhythm.
(rhythm) The stanzas have a rhyme scheme.
Close
Correct: c. The “tomb” could be a metaphor for the poet’s death.
(thunderstorm) There is no indication in the poem of a storm.
(university) There is no mention of school or anything else academic.
Close
Correct: c. If he had not clung to his principles
(leg) The metaphor compares the physical accident to the idea of giving in. The speaker did not intend for a literal interpretation of this phrase.
(spine) The metaphor compares the physical accident to the idea of giving in. This literal interpretation is not what the speaker meant.
Close
Correct: a. The vocabulary and diction are formal and appear in long sentences.
(understand) The poet uses some difficult vocabulary.
(another) The poem flows from one stanza to the next to explain the speaker’s thought process.
Close“It is a foolish thing,” said I,
“To bear with such, and pass it by;
Yet so I do, I know not why!”
And at each clash I would surmise
That if I had acted otherwise
I might have saved me many sighs.
But now the only happiness
In looking back that I possess—
Whose lack would leave me
comfortless—
Is to remember I refrained
From masteries I might have gained,
And for my tolerance was disdained;
For see, a tomb. And if it were
I had bent and broke, I should not dare
To linger in the shadows there.
Putting It All Together
Now reread the poem once again and summarize what you think is happening in the poem. What is it saying? Write your summary. Then click to read another summary.
“It is a foolish thing,” said I,
“To bear with such, and pass it by;
Yet so I do, I know not why!”
And at each clash I would surmise
That if I had acted otherwise
I might have saved me many sighs.
But now the only happiness
In looking back that I possess—
Whose lack would leave me
comfortless—
Is to remember I refrained
From masteries I might have gained,
And for my tolerance was disdained;
For see, a tomb. And if it were
I had bent and broke, I should not dare
To linger in the shadows there.
Type in your answer using your Take Notes Tool.
Sample Summary:
In this poem Hardy is looking back on his life and glad that he kept his intolerance in check. Therefore he can live with himself in the face of eternal judgment. The first stanza may be in quotes because this is what he heard himself saying to other people to excuse his idea of “live and let live.” It would have been easier if he had joined the rabble and persecuted those who were different. But he didn’t and so he is happy in a way that comforts him. The “masteries” were the temptations to be superior and a part of the crowd. He didn't give in to these temptations, and he didn't give in to the persecution that he brought on himself for not joining the power culture. So looking toward the grave, he says if he had joined in this intolerance he wouldn’t be able to face God / Maker / death / eternity / his own soul, or whatever he believes in.
Your Turn
Begin your practice analysis by your graphic organizer and responding to the first question. When finished, compare your answers below.
- Brainstorm a list of words that you associate with the word “revolutionary.”
- Read the poem “Revolutionary Dreams” by Nikki Giovanni. .
- Make a list of the vocabulary words you are not familiar with and find their meanings at www.merriam-webster.com/dictionary.
- Reorganize the poem into sentences or complete thoughts. You should have four. Write your sentences line by line saving room below each line for your “stepping in.”
- Reread the poem and answer the following questions.
- Write a summary of what is happening in the poem. What is it saying?
Fighting, uproar, change, violence, conflict, and war are some possibilities.
Closei used to dream militant
dreams of taking
over america to show
these white folks how it should be
done
i used to dream radical dreams
of blowing everyone away with my perceptive powers
of correct analysis
i even used to think i’d be the one
to stop the riot and negotiate the peace
then i awoke and dug
that if i dreamed natural
dreams of being a natural
woman doing what a woman
does when she’s natural
i would have a revolution
Portriat of Nikki Giovanni by Elsa Dorfman
Close
Describe what you think is happening in the poem.
One possible interpretation is that a woman used to think about fighting to take over America and then changed her mind.
CloseYou may have chosen several of these words from the poem:
Militant: engaged in warfare or combat
Radical: very different from the traditional
Perceptive: observant
Negotiate: to complete, accomplish
Natural: real, true
Revolution: sudden, complete change
Here’s how you may have “stepped in” to the poem and interpreted some of its lines:
a. I used to dream militant dreams of taking over America to show these white folks how it should be done.
(Step in!)
I used to dream about being in charge of America – telling white people what to do.
b. I used to dream radical dreams of blowing everyone away with my perceptive powers of correct analysis.
(Step in!)
I used to dream about getting rid of everyone by analyzing what needed to be done.
c. I even used to think I’d be the one to stop the riot and negotiate the peace.
(Step in!)
I even thought I could stop wars and get everyone to agree.
d. Then I awoke and dug that if I dreamed natural dreams of being a natural woman doing what a natural woman does when she’s natural I would have a revolution.
(Step in!)
Then I decided that if I was true to myself and act the way I was used to acting, I could everything.
See some possible responses beside each question below.
a. Who is the speaker? Probably the poet herself
b. Who is the audience? All of us including the speaker herself
c. What is the point of view? First person
d. What is the poem’s tone? Nostalgic, philosophical, objective, content
e. What is the setting? The speaker is writing about racial issues in America.
f. What word(s) indicate the turning point? “then I awoke and dug”
g. What is the poem’s form? Free verse—a list of ideas begun with the small letter “I”
h. Discuss the poem’s rhythm and/or rhyme. There is no rhythm or rhyme
i. Discuss any figurative language the poem includes. “Blowing everyone away with my perceptive powers” is a metaphor explaining how the speaker plans to impress everyone else with her brilliant ideas.
CloseHere’s one way to summarize it:
Nikki Giovanni begins by saying that she used to dream about taking over America from the white people and using her brilliant mind to show people the right way to behave. Then she “awoke” and realized (the turning point in the poem) that by acting like a “natural woman”—which probably includes being inspired by her anger, yet tolerant and compassionate of others. She also realized that being who she has been all along and true to herself—she would have more of an impact on changing society. Giovanni uses the first person point of view and a tone of satisfaction and confidence. Like Thomas Hardy, she is looking back to how she discovered and decided to renew her “natural woman” strategy in dealing with racial issues in America.
CloseResources
Resources Used in This Lesson: Author’s Bibliography
Giovanni, Nikki. “Revolutionary Dreams.” The Women and the Men. New York: HarperCollins, 1975.
Hardy, Thomas. The Complete Poems, ed. James Gibson (New York: Palgrave, 2001).