ANALYSIS OF WHEN I HEARD THE LEARNED ASTRONOMER

I am going to analyze Walt Whiteman’s When I Heard The Learned Astronomer. I expect the poem to deal with the meaning of scientific knowledge. I suppose it to be based on the listening activity.

The poem does not fit in a standard pattern. It is arranged into 9 lines, they are visually aranged into two different parts from the 5^th line. Indeed it is shorter than the others and eye-catching.

The first four lines begin with the world when. They underline a particular time, when the poet was at university. All the expressions used in the lines refer to the same action of attending a lecture about astronomy. As a result it gains in importance.

From line 6 to 9, the poet presents his reaction to the lecture. Lines are different both in content and form and time and space change. The poet communicates his weariness (line 6) for the lecture and remembers the simple action of looking at the stars in sky (lines 7-9).

The impression elicited by the repetition of when creates a twofold atmosphere. Firstly the reader feels the complexity of the lecture: it might have been difficult to follow. In the second place he/she perceives the burden of following them.

Furthermore the repetitions in sounds (heard and learned) and words (heard in line 1 and 4 / Astronomer in line 1 and 4 / lectured and lector-room) create a slow reading pace and suggest boredom, too.

In addition, there are a lot of scientific nouns (Astronomer, proves, figures, charts, diagrams) in the first verse (lines 1-5). They refer to scientific tools and are related to the poet in an undirected way (were ranged before me). Furthermore the verbs referring to him show his passivity (I was shown, sitting, heard x 2). Consequently the reader knows the great distance between the poet and the lecture.

On the other hand, in the second lines (6-7) there are more adjectives and verbs than noun. This gives evidence of the poet's critical attitude to the situation: he values, he makes judgements. The verbs (rising, gliding out, wander’d off, looked up) express the poet’s activity as one of escape. That is why the reading pace turns faster: Now he acts he does no longer remain passive. In addition, there are textual elements (become, from time to time) reminding a sudden transformation process.

        The reader perceives two different atmospheres: the formality of a lecture-room and the spiritual one on a dark, endless night. Therefore two different ideas of approaching the contact and study of Science come to surface through the poet's feeling and memories.

According to the poet Science can either be told or experienced. If it is told, it will tire one out. But if one comes into direct contact with the  world and can not simply  observe it but iinteract with its nature, he/she may even undergo a mystical experience.

The poem  underlines and highklights the importance of  experiencing scientific  knowledge. Learning Science is a complex process requiring actions, activities, collaboration which imply managing figures, charts and data.

        I agree with the poet’s idea of learning about scientific and astronomic matters. Scientists must observe, make hypothesis and understand the way elements work and interplay. Galileo’s method identifies the main steps for studying and knowing reality and points out the importance of verification of one’s hypothesis. As a result any scientist has to follow  a rigorous, validation system to make his result meaningful.

I do believe that teachers of scientific subjects must communicate this idea of learning Science. As B. Franklin said, “Tell me and I forget. Teach me and I remember. Involve me and I learn.”.

Last but not least being a scientist does not mean attending or giving lectures, it rather means being able to study aaaand interact with reality.  Despite personal differences, a scientific approach implies investigation to start from a probable fascination or curiosity  eliciting observation and further study.