When I Heard the Learn'd Astronomer

by Walt Whitman

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Summary

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Lines 1–2

The poem “When I Heard the Learn’d Astronomer” begins by reiterating its title, a technique frequently used in Whitman’s works to emphasize the opening phrase. This sets the stage for the speaker's experience of listening to a knowledgeable scientist. The phrase is notable for its internal rhyme, where "heard" rhymes with "learn’d." Despite being an imperfect rhyme, as "learn’d" contains an "n" sound absent in "heard," it still underscores a sense of repetition. This slant rhyme adds an element of awkwardness to the first line, as it is challenging to articulate and repeats the same long vowel sound consecutively.

Another aspect to consider in the first line is the use of the contracted form “learn’d.” Whitman often employs contractions like this, which would typically be spelled out today, to mirror everyday speech rather than a formal prose style. In this context, the contraction creates a subtle separation between the poem’s speaker, or the narrator’s voice, and the learned astronomer they are listening to. This might suggest that the speaker uses a different, perhaps more colloquial or less formal, style of language compared to the educated scientist.

In line 2, the poem introduces an intriguing image of “proofs” and “figures” of mathematical equations that are “ranged,” or arranged, in “columns.” Notice how the first four lines of the poem grow progressively longer, contrasting with these columns, which presumably rise straight up and down within the same horizontal space. When a poetic line extends beyond the margin, the standard practice is to continue it below with an indentation. This continuation doesn’t change the perception that the line extends further to the right. Whitman likely uses this visual poetic expansion to contrast with the columned mathematical expansion of the astronomer’s proofs.

Lines 3–4

In the third line, the speaker is presented with astronomy-related materials and asked to engage with mathematical equations. The line is packed with mathematical terminology, such as “charts,” “diagrams,” “add,” “divide,” and “measure.” These terms dominate the line, potentially overwhelming the reader just as they overwhelm the speaker. The request for the speaker to “add, divide, and measure” the “charts and diagrams” highlights the negative aspect of the process, suggesting that the lecture lacks a connection to the sky and focuses solely on manipulating its figures.

This notion is further supported by the fact that, up to the fourth line, the poem hasn't mentioned astronomy at all. The fourth line highlights that the speaker is "sitting," contrasting with standing or actively engaging with the topic, and it emphasizes that the lecture takes place in the "lecture-room," away from the natural world. Additionally, the reader notices the repetition of "lectured" and "lecture-room," similar to the internal rhyme in line 1. This technique confines the line within its own words, creating the stuffy lecture-room atmosphere that Whitman seems determined to convey. Consequently, the applause the lecturer receives does little to make the lecture appear engaging or captivating.

Lines 5–6

Line 5 marks a stylistic shift from the first quatrain, or four-line unit, as it reaches the poem's midpoint. Everything preceding this moment sets up and modifies the statement "I became tired and sick," which introduces the poem's first active verb. The lecture's description partially explains the speaker's feelings, but the deeper reason lies in the word "unaccountable." Initially confusing because it seems misplaced, this word primarily means that it's "unaccountable," or challenging to pinpoint, why the speaker feels tired and sick. However, the word also carries a significant secondary meaning essential to the poem's themes: the speaker feels tired and sick because he is an "unaccountable" person, someone difficult to...

(This entire section contains 942 words.)

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explain or define.

In line 6, the speaker leaves the lecture room alone, marking the poem's turning point. Several key elements are worth noting, such as the first two descriptive verbs, "rising and gliding," which suggest the speaker is soaring into the sky and directly engaging with space. This poetic technique blends the figurative, or metaphorical and symbolic, meaning with the literal meaning, indicating the speaker steps outside.

Another crucial aspect of this line is that the speaker "wander’d" out of the lecture room, suggesting he may be somewhat aimless or unstructured compared to the precise nature of the learned astronomer. Finally, it's significant that the speaker departs the lecture "by myself," indicating that, unlike the collective effort of scientific analysis, he will explore the phenomenon of astronomy independently. Like an artist, he will interpret the stars on his own terms, as a creative individual.

Lines 7–8

In line 7, the speaker steps outside into the "moist night-air," with the term "mystical" being pivotal in describing the night sky. This term might evoke various spiritual concepts, ranging from ancient pagan rituals to romantic individualism. It contrasts sharply with anything scientific, creating an atmosphere vastly different from the lecture room setting. The line also employs internal repetition with "time to time," a common phrase that underscores the speaker’s more leisurely and unstructured way of observing. By glancing upward whenever he wishes, the speaker engages with nature in a manner distinct from the systematic and analytical approach of science.

It is crucial to note that line 7 introduces the first actual image of the sky through the phrase "mystical moist night-air." However, the speaker has not yet focused on the celestial elements themselves. This focus occurs when he gazes upward "in perfect silence" in line 8. The use of the contracted “ed” verbs like "Look’d," similar to "wander’d" in line 6 and "learn’d" in line 1, highlights his relatable voice. Only with the poem's final word, after achieving "perfect silence" and just before the narrative concludes, does the speaker finally perceive the "stars."

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Themes

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