WOMAN’S PASSIONS IN ELIZABETH BARRETT BROWNING’S POEMS ENTITLED THE LADY’S ‘YES’ AND HOW DO I LOVE THEE?
A THESIS BY
DHINI AYUNINGTYAS REG.NO: 100705010
DEPARTMENT OF ENGLISH
Approved by the Department of English, Faculty of Cultural Studies University of Sumatera Utara (USU) Medan as a thesis for the Sarjana Sastra Examination
Head, Secretary,
Rahmadsyah Rangkuti, M.A., Ph.D
ACKNOWLEDGMENT
Bismillahirrahmanirrahim,
First of all, all praise and thankfulness to Almighty ALLAH SWT with the compassion and blessing to allow me finishing this thesis. Salawat and salam to the Prophet and the most noble Messenger, our Prophet Muhammad, along with his family and his companions.
I would like to express my gratitude and appreciation to the Dean of Faculty of Cultural Studies, University of Sumatera Utara, Head of English Department, English Department, Mr. Rahmadsyah Rangkuti, M.A., Ph.D and to all lecturers of English Department for everything they already taught me during my academic years.
I also would like to express a very special gratitude and high appreciation to my Supervisor, Dr. Martha Pardede, M.S., and my Co-Supervisor Drs. Siamir Marulafau, M.Hum for their willingness and assistances to guide me in writing and completing this thesis.
To all my friends, thank you for understanding and encouragment in many precious moments in my life. Special thank’s for your help, you know what I want Muhammad Savrizal and the cute one Adimaz. Big thanks for my girls Vivi and Filza that always beside me when I’m in hard situation, do everything that useless but priceless. Also Nisput, Febby, Ulan, Anok, Gunanti, kak Dinda and Aazedodo, thanks for the craziness things that we spend together. Finally I would say thankyou to Wahyu that always push me up when I’m lazy to finish my thesis.
I may forget to mention some names, but I thank every one for helping and supporting me; for every clarity that people brought to me in the crucial moment; every noble deed I received from those whom I forgot. Those days are gone. I thank you.
Medan, July 13th 2015
DHINI AYUNINGTYAS
AUTHOR’S DECLARATION
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TITLE OF THESIS : WOMAN’S PASSIONS IN ELIZABETH BARRETT BROWNING’S SELECTED POEMS ENTITLED THE LADY’S ‘YES’ AND HOW DO I LOVE THEE? QUALIFICATION : S-1 / SARJANA SASTRA
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ABSTRAK
Skripsi ini yang berjudul Woman’s Passions in Elizabeth Barrett Browning’s Selected Poems Entitled The Lady’s ‘Yes’ and How Do I Love Thee? merupakan sebuah analisis mengenai hasrat seorang wanita kepada lelaki yang dicintainya pada puisi-puisi tersebut. Di dalam kedua puisi itu dapat ditemukan beberapa jenis hasrat atau sebuah keinginan yang menggebu-gebu untuk dicintai dan mencintai berdasarkan pengalaman pribadi pengarang puisi tersebut yaitu Elizabeth Barret Browning. Tujuan penulis menganalisis kedua puisi tersebut ialah untuk mengetahui bagaimana isi hati seorang Elizabeth terhadap lelaki yang dicintainya dalam setiap kata pada bait-bait kedua puisi tersebut dimana pada jamannya para wanita memiliki derajat yang sangat rendah dibandingkan dengan pria namun Elizabeth berani dengan terang-terangan mengungkapkan kepada dunia apa yang ia rasakan. Penelitian ini menggunakan metode deskriptif kualitatif yang menjelaskan analisis sesuai dengan uraian hasil penelitian yang dikaitkan. Dari hasil penelitian, penulis memperoleh kesimpulan bahwasannya setiap wanita berhak untuk dicintai dan mencintai bukan hanya sebagai mainan lelaki seperti yang terjadi pada masa Era Victoria.
ABSTRACT
This thesis titled Woman's Passions in Elizabeth Barrett Browning's Selected Poems Entitled The Lady's 'Yes' and How Do I Love Thee? is an analysis of the desire of a woman to the man she loves in the poem. In both poems can be found some kind of desire or a passionate to be loved and to love based on personal experience of the poet Elizabeth Barrett Browning. The purpose is to know how to feel the heart of Elizabeth to the man she loved in every word in the second verse of the poem in which contemporary women have a very low level compared to men but Elizabeth dared to openly disclose to the world what she felt. This study used a qualitative descriptive method that describes the analysis according to the description of the results of the study are attributed. From the research, the authors came to the conclusion that every woman has the right to be loved and to love not only as a man’s toy as was the case during the Victorian Era.
TABLE OF CONTENT
ACKNOWLEDGEMENT ...i
AUTHOR’S DECLARATION ...iii
COPYRIGHT DECLARATION ...iv
ABSTRAK ...v
ABSTRACT ...vi
TABLE OF CONTENT ...vii
CHAPTER I : INTRODUCTION ...1
1.1 Background of the Study ...1
1.2 Problem of the Study ...3
1.3 Object of the Study ...4
1.4 Scope of the Study ...4
1.5 Significance of the Study ...4
CHAPTER II : REVIEW OF RELATED LITERATURE ...5
2.1 Poem ...5
2.2 Structuralism Theory ...6
2.3 Historical Approach ...7
2.4 Biographical Approach ...8
2.5 Devices ...9
2.5.1 The Structural Devices ...9
2.5.2 The Sense Devices ...10
2.6 Types of Poem ...11
2.7 Elements of Poem ...13
2.7.1 Form ...;.;…...13
2.7.2 Language ...15
2.7.3 Theme ...17
2.7.4 Tone ...18
CHAPTER III : METHOD OF THE STUDY ...20
3.1 Research Design………..20
3.2 Data and Data Sources ...20
3.3 Data Analyzing ...20
CHAPTER IV : ANALYSIS AND FINDING ...22
4.1 Passion to be Loved in The Lady’s Yes ...22
4.2 Passion to Love in How Do I Love Thee? ...32
CHAPTER V : CONCLUSION AND SUGGESTION ...45
5.1 Conclusion ...45
5.2 Suggestion ...47
ABSTRAK
Skripsi ini yang berjudul Woman’s Passions in Elizabeth Barrett Browning’s Selected Poems Entitled The Lady’s ‘Yes’ and How Do I Love Thee? merupakan sebuah analisis mengenai hasrat seorang wanita kepada lelaki yang dicintainya pada puisi-puisi tersebut. Di dalam kedua puisi itu dapat ditemukan beberapa jenis hasrat atau sebuah keinginan yang menggebu-gebu untuk dicintai dan mencintai berdasarkan pengalaman pribadi pengarang puisi tersebut yaitu Elizabeth Barret Browning. Tujuan penulis menganalisis kedua puisi tersebut ialah untuk mengetahui bagaimana isi hati seorang Elizabeth terhadap lelaki yang dicintainya dalam setiap kata pada bait-bait kedua puisi tersebut dimana pada jamannya para wanita memiliki derajat yang sangat rendah dibandingkan dengan pria namun Elizabeth berani dengan terang-terangan mengungkapkan kepada dunia apa yang ia rasakan. Penelitian ini menggunakan metode deskriptif kualitatif yang menjelaskan analisis sesuai dengan uraian hasil penelitian yang dikaitkan. Dari hasil penelitian, penulis memperoleh kesimpulan bahwasannya setiap wanita berhak untuk dicintai dan mencintai bukan hanya sebagai mainan lelaki seperti yang terjadi pada masa Era Victoria.
ABSTRACT
This thesis titled Woman's Passions in Elizabeth Barrett Browning's Selected Poems Entitled The Lady's 'Yes' and How Do I Love Thee? is an analysis of the desire of a woman to the man she loves in the poem. In both poems can be found some kind of desire or a passionate to be loved and to love based on personal experience of the poet Elizabeth Barrett Browning. The purpose is to know how to feel the heart of Elizabeth to the man she loved in every word in the second verse of the poem in which contemporary women have a very low level compared to men but Elizabeth dared to openly disclose to the world what she felt. This study used a qualitative descriptive method that describes the analysis according to the description of the results of the study are attributed. From the research, the authors came to the conclusion that every woman has the right to be loved and to love not only as a man’s toy as was the case during the Victorian Era.
CHAPTER 1
INTRODUCTION
1.1 Background of the Study
Passion is an intense emotion compelling feeling, enthusiasm, or desire for something. The point is to establish a connection between a person's emotions. One can very quickly capture the emotions at the time of the man/woman to speak or perform his/her passion. This is because the brain captures energy that radiates enthusiasm.
Passion emitted naturally by itself by the time you interact with someone. When people know his/her passion, they feel motivated, and inspired. Passion is very powerful feeling for examples for love, hate, anger, or other emotion or in another definition passion is an extreme interest in or wish for doing something, such as hobby, activity, etc. In this thesis the writer will discuss about passion of love.
There are many ways to express love, maybe through a song or a poem. Love has a close relation with poem. As Natsir (2007:1) said that poem is a universal as language and almost as ancient as history. The most primitive people have used it, and the most civilized and cultivated it.
Poem means a lot to many people. To the poets, poem is a media to express their feeling, imagination, and their observation about social phenomenon in society. In studying poem, one thing the writer should do is recognizing the meaning of the poem, relationship of the poem with the poet’s life, historical period and particular culture in which that poem was written and also the social background of the poem.
Elizabeth Barret Browning has written many love poems to express her love to someone she loved, Robert Browning her husband. They were most popular romantic couple from the Victorian period, their love story as sweet as Romeo and Juliet story’s even more. They were strive for their love and How Do I Love Thee is probably Elizabeth’s most popular love poem for her husband. Their sweet true love story have perpetualed in a film. A true story between Elizabeth Barrett Browning and Robert Browning entitled The Barrett of The Wimpole Street by a production house named Metro-Goldwyn-Mayer’s-Production.
It is a commonthing that every woman wants to be loved by a man. Every woman wants a man who faithfully supports and is willing to fight for her. But sometimes behind it all would be a perception that makes women themselves have any doubts about the purity of the love and even turning away from the man. This is where the patience of man will be tested to prove his love and that if he can convince her then she will also turn to love him. Many ways to show how woman loves a man and one of them is to give more attention to the man and even to depend on the man, it is because of the love of a woman to the man.
must trustworthy and faithful for a woman. Poem entitled How Do I Love Thee is one of Sonnet from Portuguese. It talks about how Elizabeth expressing her deep love to the Robert Browning. It expressed that nothing can compare with true love. It says that love is pure and true. This poem is heartfelt, romantic, loving, elegant, and simple. Both of the poems explained that how a woman wants to be loved truly by a man that should fight for win a woman’s heart, and how a woman clarified her true love to a man.
Based on the description above the writer decided to take the poems to be analyzed, as they are very famous poems. Both of the poem are some ways for Elizabeth Barrett Browning to express her love to Robert Browning started from the first she met until she fell in love with him. It is interested to analyze how a poem fall to another, it means that one poem has a connection to another. Here, the writer tries to find the passions between the meaning of the poems. The poems explores much about woman’s emotions and how love influences their life. The poet gives any messages which reflected in her attitude and also struggle to get her hope. So people can learn more about human problems and difficulties, especially problems that are faced by women in the world.
1.2 Problem of the Study
From the preceding background, there are some problems which interest to discuss in this study.
1.3 Object of the Study
Based on the formulated problems, the writer would like to achieve the following objectives:
1. To describe how is the woman’s passion to be loved truly pictured in The Lady’s ‘Yes’.
2. To describe how is the woman’s passion to love pictured in How Do I Love Thee?
1.4 Scope of the Study
To avoid overlapping explanation, the writer makes a clear scope and delimitation, so that the analysis will be focusable. There are many aspects which can be analyzed in these poems, but the writer deliberated discuss into more detail about a woman’s passion to be loved and how to love in Elizabeth Barrett Browning selected poems. Therefore, beyond the scope of this, the writer would not describe it extensively.
1.5 Significance of the Study
The finding of this study can be very useful in the area of literary values. By studying the woman’s passions in the poems, we could explore significance of the study as follows:
CHAPTER II
REVIEW OF RELATED LITERATURE
2.1 Poem
There are many branches of literary works as short stories, novels, poems, and dramas. All of them become the main discussion and teaching topics in school and university levels. Before people attempt to define poem, they need to analyze every line to understand meanings behind the poem. Some words are more definable than others. A poem has deep meanings in every words, it depends how a poet tries to explain many things in life into a poem. People try to analyze poem because in a poem contains many specific elements and how these specific elements relate to daily life. A theme is the top point in a poem, because a poet makes a poem based on specific theme and a reader tries to understand and analyze the poem to get the whole point of the poem. Once a poem is understood at its firsthand, a reader can try to define it.
Samuel Johnson as cited by tarigan (1984: 5) describes that “the poem as spontaneous expression of feelings, which full of power and based on emotion get together in peace”. From the explanation above, the writer can say that a poem is an expressing deep feeling which is full of power and based on emotion that the writer has experienced. Yet, the power embedded inside the poem is not easily being understood by reading it at once.
felt, all joys and sorrow- all these belong to poem”. How beautiful a poem is, if only we can understand inside the use of imageries in beauty of the poem itself. Therefore, all the components of a poem can make special enjoyment for the readers itself. Then they can judge, whether the poem is beautiful, amusing, interesting, full of hatred or emotion or full of pleasure.
2.2 Structuralism Theory
There are many theories that can support in analyzing literary works. Elizabeth Barrett Browning’s poems can also be approached with several theories. However, the precise approach to solve the research problem is using structuralism in literature approach. Structuralism is an approach that analyses and describes the structure of language, as distinguished from its comparative and historical aspects become a total meaning. Structuralism in literature has many theories, but the writer does not use all of them to answer my problem statement.
To understand about structuralism theory, there is an approach to literature that was developed from a Hermeneutic concept since the year of 1819 by Friedrich Schleirmacher. Thus, the concept was developed by Wilhelm Dilthey in 1890. Hermeneutic concept is the way to receive objective literary works. Structuralism is the way of thinking about the world, especially in relation between perception and description in structure (Hawkes,as quoted by Fananie 2001: 114-116).
Teeuw, as quoted by Fananie (2001:114) states that assumption in literary work has a subpart to analyze. Hermeneuitic concept is a science to interpret and to express the meaning of story in the broad meaning. The process of interpreting enables to assume or convention that the texts whose read have wholeness, unity, complexity, and coherence.
2.3 Historical Approach
One of the most basic approaches used in the analysis of literary work refers to the historical method of literary criticism. In line with this, (Russell 1966: 52) assures that the critic interprets the poem within the history, or contemporary frame of reference, behind the poem. A historical approach analyses literary work according to its history. It is based on the historical set up of the time the work was done. In other words, historical approach is one of the methods to analyze literary work in which the author and the reader comprehend the message of the literary work by remembering the moment/historic moment a long with the literary work written.
This approach sees a literary work chiefly, if not exclusively, as a reflection of its author's life and times or the life and times of the characters in the work.
Therefore, there are at least four steps in utilizing this approach:
1. Discovering the time when the poem was made, what happened to the author in that time, or is there any special moment in that time which is recorded by historian.
3. Finding the clues left by the author, usually in the forms of special terms, symbols, or figurative languages which are strongly related to the moment of the past which become the inspiration of the literary work was being made.
4. Interpreting the literary work based on the moment underlying the creation of it by comprehending and analyzing the content related to its historical moment.
2.4 Biographical Approach
According to Christopher Russell Reaske (1966), Biography is a detailed description or account of someone's life. More than a list of basic facts (education, work, relationships, and death), biography also portrays the subject's experience of those events. Unlike a profile or curriculum vitae, a biography presents the subject's life story, highlighting various aspects of his or her life, including intimate details of experience, and may include an analysis of the subject's personality.
2.5 Devices
In writing a poem, a poet uses devices. According to Alexander (1963:15) devices may be divided into three groups:
2.5.1 The Structural Devices
There are three structural devices of poem: Contrast, Illustration, and Repetition. Structural devices indicate the way of the whole poem has been built and become apparent as soon as the meaning of the poem has been found.
1. Contrast
Contrast is a structure occurs when there are two completely opposite picture side by side. It is one of the most common of all structural devices. Sometimes the contrast is immediately obvious and sometimes implied.
2. Illustration
Illustration is a structure which usually takes the form of a vivid picture by which a poet may make an idea clear.
3. Repetition
2.5.2 The Sense Devices
There are three sense devices of poem: Simile, Metaphor, and Personification.
1. Simile
Simile and metaphor are very special devices indeed. Their particular effect lies in the way apparently unrelated objects or ideas are brought together. A poet often compels to fix attention on one object while comparing it with another. It may be said that the quality of a poet often depends on his ability to bring together objects and ideas which are unconnected. Simile is a direct comparison and can be recognized by the use of words ‘like’ and ‘as’.
2. Metaphor
Metaphor is rather like a simile except that the comparison is not direct but implied the words ‘like’ and ‘as’ are not used. The poet does not say that one object is like another, he says it is another.
3. Personification
Personification is a sense device occurs when dead objects are given a human form, or when they are made to speak.
2.5.3 The Sound Devices
There are five sound devices of poem: Alliteration, Rhyme and Rhythm. All of them add considerably to the musical quality of a poem has when it is read aloud. 1. Alliteration
Alliteration is the repetition of the same sound at frequent intervals.
2. Rhyme
Rhyme is sound repetition occurs at line endings in poem and consists of words which have the same sound; the letters preceding the vowel, must, however, be unlike in sound.
3. Rhythm
Rhythm is a pattern of sounds which a poet imposes on the language he uses. It is the most striking of all sound devices. When a poem is read aloud, it is nearly always possible to notice that the sounds used follow a definite pattern and are meant to appeal to the ear. It has much in common with music. A poem may be reduced to a meaningles jingle if the sound does not closely match the sense. The rhythm of a poem must always help to convey the poet’s intention and give some indication of his mood.
2.6 Types of Poem
For common people, poem may be uninteresting, difficult to understand and confusing. In fact, it is not fully true, because enjoying poem does not mean having to read and understand it. In reading any poem no matter how simple or complicated, it is better to read it slowly, without making generalization.
In book Poem and Prose Appreciation for Overseas Studies by L.G. Alexander(1963:23) there are five types of poem: Descriptive, Reflective, Narrative and Sonnet.
1. Descriptive Poem
2. Reflective Poem
Reflective poem is a thoughtful poem often contains a great deal of description which the poet comments on or from which he draws conclusions. Sometimes these conclusions are directly stated, at other times implied.
3. Narrative Poem
Narrative poem is a poem which tells a story. It tends to be longer than other types of poem but it is comparatively easy to recognize the poet’s intention.
4. Sonnet
Sonnet is a poem of fourteen lines which follows a very strict rhyme pattern. It is usually divided into two parts: the ‘octave’ (the first eight lines), and the ‘sestet’ (the last six lines). The octave and sestet are separated by a break in thought: a general statement made in the octave is illustrated or amplified in the sestet. Sonnet tends to be difficult because a great deal of meaning is often conveyed in a few lines.There are three main types of Sonnet: the Petrarchan, the Shakespearean and the Miltonic.
a. The Petrarchan Sonnet
This is the strictest of the three types since only two rhymes are permitted in the octave and not more than three in the sestet. The octave is rhymed a-b-b-a-a-b-b-a and the sestet c-d-e-c-d-e (if three rhymes are used) and c-d-c-d-c-d (if two rhymes are used).
b. The Shakespearean Sonnet
rhyming lines, called ‘a rhyming couplet’. The pattern as follows: a-b-a-b-c-d-c-d-e-f-e-f-g-g.
c. The Miltonic Sonnet
This has the same rhyme scheme as the Petrarchan sonnet but differs in one important respect: There is no break in thought between the octave and sestet.
2.7 Elements of Poem
Like other kinds of literature such as drama and prose fiction, poem also has its elements, but the elements are different from the elements of drama and prose fiction. According to Juliana Tirajoh (1988: 17-54), Serayawati (2000: 4), and Barrows (1968: 12-16) elements of poem can be divided as follows:
2.7.1 Form
Form is the organization, arrangement, or structure of a work of art. It imposes a close relationship between words and meaning, between the words that are used and the effect that the poet is striving for. In working out of a poem, the poet must consider the effect he wishes to create. The form of poem includes:
1. Rhythm
Rhythm is the recurrence of accented and unaccented syllables in a regular or nearly regular line. It is created by the patterns of repeated sounds in terms of both duration and quality, and ideas. Rhythm implies alternation; something is here, then it is replaced by something else, and then the first thing returns.
sound, stress, pitch, syllables, and pattern of the language directly control the idea and feeling expressed in the poem.
Poets use rhythm because of four reasons:
a. To increase enjoyment of the sounds of the language b. To highlight and emphasize specific words
c. To achieve a dramatic effect, and d. To suggest the word of the poem.
Rhythm is often used to give the listener or reader the feeling of being involved with the poem’s action. In simple way, rhythm is the reoccurrence of accented and unaccented syllables in or nearly regular pattern.
2. Stanza
Stanza is a group of verse, generally four or more, arranged according to a fixed pattern.
There are several names of stanzas:
3. Rhyme
Rhyme is the identity of sounds in accented syllables and of all vowels and consonants sounds following. The term rhyme is ordinarily used in words occurring at the end of matching lines of poem.
4. Line
Line is a succession of feet which usually begins with a capital letter. Line includes, for example, monometer, diameter, trimeter, tetrameter, and so on.
2.7.2 Language
Every kind of literature both written or spoken can not be separated from language. In poem, language is used by the poet as a medium of expression, and may be structured and shaped to communicate a particular meaning and effect. Poets have no special group of words reserved for them. Rather it is their use of language that transforms even the simplest word into something special, something remembered. A poet organizes language into forms and images.
In short, language of poem does not only function to gather the visual conceptual sense but at the same time both of them are linked to each other. In all short of extra ways, through the operation of parallelism and contrast, repetition, and variations, language in poem can be divided into some terms:
1. Diction (choice of words)
ideas or say something. And yet, the most impressive idea in the world will not make a poem unless its words are selected arranged, rearranged. Any word can be the right word, however, if artfully chosen and placed. A poet takes pains to select the best word available; the only place he may go is dictionary. Therefore, a good dictionary is in dispensable for the poet and certainly for the reader.
2. Imagery
Imagery is a type of language which creates a sense of impression, represents an idea, and Thus heightens expression. The most common images include comparison such as the simile, the metaphor, and the symbol. Basically, imagery is an ingredient of all creative writing, because an image is simply or fragment or virtual life which involves the reader’s sense. (sight, sharing, touch, smell, feeling, taste, and so on). An image, in other words, is anything which we can experience through the senses, or it may be a set of images appealing to more than one sense. Images are important in poem for one basic reason; they are concrete. And because they are concrete they communicate immediately and intensely to the readers. Imagery constantly adds work in poem, sometimes through single word, sometimes through extended description, but always by appealing to our knowledge of one thing in an effort to lead us to the knowledge of something else.
3. Figure of speech
persons or objects because using figures of speech is making imaginative description in a fresh way. Poet can use many different figures of speech.
2.7.3 Theme
Theme of poem is the central concept in poem. It is the basic idea that the poet is trying to convey and which accordingly he or she allows directing his or her imagery. Most of the images, in other words, are designed to present the central theme, or main idea of the poem.
The theme of poem, in another light,is the poet’s reason for writing the poem in the first place. It is usually an abstract concept that becomes concrete through the idiom and imagery (Reaske, 1966: 42). Formulating a theme is an exercise, which helps the reader understand what the poem says; it also helps the reader experience the poem (Delisle, 1971: 45).
According to Alexander (1973: 33), to be able to appreciate a piece of literary work such as a poem, we should find its:
1. General meaning
General meaning, that is, the readers tries to find what the poem is about. 2. Detailed meaning
Detailed meaning, which is trying to interpret how the poet develops the poem:
a. how he begins the poem
b. how he develops the poem c. how he ends the poem
Intention of the poet is his message or theme to the readers found in the poem.
2.7.4 Tone
In special discussion about tone, A. A.Serayawati Durya (2000: 17) says that “tone is the attitude of the writer toward his subjects, his readers, and himself”. Whereas, Shipley in his book (1962: 418) says that “tone is the attitude of work, as revealed in the manner rather than stated”, so that we can conclude that the tone is the attitude of the writer towards his or her work.
CHAPTER III
METHOD OF THE STUDY
3.1 Research Design
In research method, library research is used in this thesis. The writer uses library research in applying descriptive qualitative in method of study. Some books which are related to the topic of this thesis are used. The primary source of the data acquired from the poems entitled The Lady’s ‘Yes’ and How Do I Love Thee?. First, the writer read the poems as the source of data, the secondary data is drawn from other books as references which are concerned about woman’s passion in literary works, and some data that found from the internet are also used as the supporting references in finishing this thesis. Data will be collected and selected before it is analyzed. Finally, the conclusion of the data will be made to support the ideas of the researcher.
The writer will do these following steps to write the thesis.
3.2 Data & Data Sources
There are some steps that the writer used in this step. Firstly, the writer read the poems. Secondly, the writer read some articles that related to the poems which helped the writer to get more information about The Lady’s ‘Yes’ and How Do I Love Thee?. Thirdly, the writer searches some information about woman’s passion in literary works from article, books, and also internet sites to support the topic of this thesis.
3.3 Data Analyzing
Here is the chart for making it easier to understand research design applied in the study:
The Writer Library Research:
The writer use Library Research
and qualitative descriptive method
Data:
Primary source of the data are the poems entitled The Lady’s ‘Yes’ and How Do I Love Thee?.
Secondary source of the data are
some books that related to the study.
Theory:
CHAPTER IV
ANALYSIS AND FINDING
4.1 Passion to be Loved in The Lady’s ‘Yes’ THE LADY’S YES
1. “Yes,” I answered you last night 2. “No,” this morning, Sir, I say 3. Colors seen by candlelight 4. Will not look the same by day
5. When the tabors played their best, 6. Lamps above, and laughs below 7. Love me sounded like a jest 8. Fit for Yes or fit for No
9. Call me false, or call me free 10. Vow, whatever light may shine 11. No man on your face shall see 12. Any grief for change on mine
13. Yet the sin is on us both 14. Time to dance is not to woo 15. Wooer light makes fickle troth 16. Scorn of me recoils on you
21. Lead her from the festive boards 22. Point her to the starry skies
23. Guard her, by your truthfull words 24. Pure from courtships’s flatteries
25. By your truth she shall be true 26. Ever true, as wives of yore 27. And her Yes, one said to you 28. Shall be Yes for evermore
The Lady’s ‘Yes’ was written by Elizabeth Barrett Browning and first published at year 1844. The writer uses criticism approach to derive what the poem is going to say, the writer tries to get some informations that support the poem but the informations is to get from out of the poem such as historical background. For the example, Elizabeth Barrett Browning used poem to explore and challenge traditional Victorian roles for women, assessing the early influences on her work as expected from a woman, her utterances are unstable. During the reign of Queen Victoria, a woman's place was in the home, as domesticity and motherhood were considered by society at large to be a sufficient emotional fulfilment for females. These constructs kept women far away from the public in most ways.
society, people do not respect each other and take people for granted. Men are cruel to women, and husbands fight with their wives. Browning explains that every woman has same right as man, when a man is true, the woman will be true to him.
Here woman’s passion to be loved in The Lady’s Yes truly will be explained and there are some other passions in this poem. There are passion to have faith and passion to get the truth in this poem that seems like clue to explain woman’s passions to be loved truly in The Lady’s ‘Yes’.
a. Passion to have faith in The Lady’s Yes
Actually, everybody has a purpose in their lives, not only men but also the women. Between men and women need faith. According to Encyclopedia Americana (1997: 848) faith means confidence and trust in another. Faith comes first but that it should be followed by good works. The important things in faith are the element of trust, confidence, surrender, and submission. It means a woman has faith in a man. Because faith is the key of everything. Faith does not come easily without any effort. It can be achieved by making a commitment between man and woman. It can be seen from the following quotation:
Yet the sin is on us both Time to dance is not too woo Wooer light makes fickle troth
Scorn of me recoils on you Learn to win a lady’s faith Nobly, as the thing is high Bravely, as for life and death
With a loyal gravity (Stanza IV and V; Line 13-20)
wooer at party to has faith for her life and death. Actually, there is only one disturber at a party. It is the wooer.
b. Passion to get the truth in The Lady’s Yes
Truth means the quality or state of being true. Based on the explanation above, the truth is rarely pure and never simple. It means that truth is complicated. To tell the truth to someone is not easy as turning over the palm of the hand. It needs a process to do so. Moreover, the genuine truth is not merely the real truth. It is the matter of subjectivity and importance, from which side we sight the truth itself. Hence, we may say that there is no objective truth. Since the only way we can see it through our individual perceptions. In this poem, the woman wants to tell us that she has a passion to find out the truth. She knows that to find the truth is not easy. It can be seen from the following quotation:
Lead her from the festive boards Point her to the starry skies Guard her, by your truth full words
Pure from courtships flatteries By your truth she shall be true
Ever true, as wives of yore And her Yes one said to you
Shall be Yes for evermore (Stanza VI and VII; Line 21-28)
From the quotation above, we can see the woman is really looking for the truth and she is always trying to find it. She is looking for the truth by her truthful words.
industrialisation, slavery, religious controversy, the manipulation of power, and the fight for liberty on numerous fronts.
c. Woman’s Passions to be loved truly in The Lady’s Yes
The Lady’s Yes describe how the revolutionary concept of a woman behaving candidly, therefore causing a social commentary of the double standard of expectations for a woman to have any sexual tinge to her feelings or stray from the traditional, societal norms. It is revealed in the first line and second line. Her utterances: Yes and No are considered paradoxical.
“Yes,” I answered you last night “No,” this morning, Sir, I say
Colors seen by candlelight Will not look the same by day
(Stanza I; Line 1-4)
Actually, it explains many things, it is probably not about woman’s instability but to know the mind state, the writer goes further to the second stanza. The writer believes the first stanza is about retelling her actions last night and this morning.
Yet the sin is on us both Time to dance is not to woo Wooer light makes fickle troth
Scorn of me recoils on you! (Stanza IV; Line 13-16)
woman gives emphasizes in those bold words. There are some parts in which the woman expresses her strong feeling.
There are indications as cursing sentence. The bold word you describes as if she is pointing to the man whom she cursed, the man who scorned her. It can be assumed that the woman is upset. The bold word in:
By your truth she shall be true Ever true, as wives of yore And her Yes, once said to you
Shall be Yes for evermore (Stanza VII; Line 25-28)
Her current state of mind is now clear; she is a calm dignified woman who is disturbed by a man’s attitude. It is presumably because the man wants her to be his girl. Although the state of mind is clearly defined, it is not known yet whether the man is the one to be blamed or not. The woman’s responses further is also still vague.
In the first stanza the woman in this poem wants to explain that last night, this gentleman asks her a question, and she told him yes. The next morning she changes her mind to no. Things look different after step back from the excitement and have had time to reflect on them.
“Yes,” I answered you last night “No,” this morning, Sir, I say
Colours seen by candlelight Will not look the same by day
(Stanza I; Line 1-4)
When the tabors played their best Lamps above, and laughs below
Love me sounded like a jest Fit for Yes or fit for No
(Stanza II; Line 5-8)
There was music (tabors are drums) and a party. They may have been upstairs laughs below. Everything was happy and exciting, and amid all that, when he said love me, it sounded like a joke, like something of no consequence. Her answer wasn't meant to be taken in complete seriousness.
Tabor is a small drum played with one hand while the other hand plays a pipe. Tabors were used especially in the `Middle Ages. The word first appearance was in the 13th century, derived from Old French word tabour. It looks like this word is used as a filler for explaining other important keywords. The author uses personification in first and second line of this stanza that explain about the essence of good manner which always lies in a higher respected position than bad manner. She reckons something funny or enjoyable as a bad manner. What she mentions here is not like comedy or entertainment but humiliating manner. The man proposed her in such an unconvincing way that she considered it as a joke, because of doing this as a joke, she takes it lightly whether she wants to say yes or no at the moment.
Call me false, or calll me free Vow, whatever light may shine No man on your face shall see
Any grief for change on mine (Stanza III; Line 9-12)
She changes her mind and says she doesn't love him. He may thinks she's just a broad fickle coquette who will sleep with or flirt with anybody. Whatever, she doesn't care. She just wants to make sure that nobody is able to tell what happened and do not let anyone see her anger or disappointed because she changes her mine.
Yet the sin is on us both Time to dance is not to woo Wooer light makes fickle troth
Scorn of me recoils on you (Stanza IV; Line 13-16)
The following stanza is the effect of taking the man’s proposal lightly. The woman’s final response is to refuse the man’s proposal so that the man’s feeling must be hurt. However, the woman tells him not to reveal his sorrow towards the other men. Here, she says that is their fault. Dancing and party is not a good time for true courtship. So if he scorns her for saying yes and then changing her mind, he should understand that it's partly his fault, too. He shouldn't have pursued her then.
She shows some regret in playing a joke by saying Yet the sin is on us both. Nevertheless, she makes a justification which positions the man in a stronger “who-to-blame” person (line 2 and 3 of fourth stanza). At the last line in this stanza, she cursed the man that all of his actions are soon return to himself.
Learn to win a lady’s faith Nobly, as the thing is high Bravely, as for life and death
With the loyal gravity Lead her from the festive boards
Point her to the starry skies Guard her, by your truthfull words
Pure from courtship’s flatteries (Stanza V and VI; Line 17-24)
poem’s way of telling in this stanza. If stanza I-IV retells her story regarding the woman’s rejection to a man’s proposal, stanza V-VII tells about the woman’s advice to man. It is about how to treat a lady and win her. The woman suggests that every man should earn woman’s trust in order to win her love. The trust can be earned by having excellent moral character and courage of life and death with a faithful seriousness.
By your truth she shall be true Ever true, as wives of yore And her Yes, one said to you
Shall be Yes for evermore (Stanza VII; Line 25-28)
The last stanza is the conclusion of stanza IV and stanza V-VI. For stanza I-IV, to inform hints that should be given by the man to make the woman accept his proposal. For stanza V and VI, the last stanza is to reveal the benefit of the woman’s advice. If man earns woman trust then she shall be true to a man. Then if man asks woman for her love, man can be sure that woman truly means it when she says yes. Shall be acceptance for from now until the end of time or the end of somebody’s life. Thus, the word you here has double meaning; refers to the man who proposed her to be his girl and every man who reads her advice.
By looking at the above elaborations, the poem at least have two parts of meaning. The first meaning is the story of a lady who refused a man’s proposal. The second meaning is the advices of a woman towards men about how to win their love. In this poem, the poet’s effort is to characterize the lady as a noblewoman.
Mary Wollstonecraft, whose controversial book A Vindication of the Rights of Woman (1792) emphasised the ways in which middle-class women were denied any proper education and were therefore made unfit for meaningful roles in society. It was Published in 1792, A Vindication of the Rights of Woman was the first great feminist treatise. Wollstonecraft preached that intellect will always govern and sought to persuade women to endeavour to acquire strength, both of mind and body, and to convince them that the soft phrases, susceptibility of heart, delicacy of sentiment, and refinement of taste, are almost synonimouswith epithets of weakness.
Another of Elizabeth Barrett Browning’s main points in her poem is that men are deceivers. This idea corresponds to many things in the Victorian period of how women were treated and viewed by men. Men falsely flattered women into marriage; they thought that they could easily manipulate them into being their property. Men also tricked women into thinking that their position in society was respectable and natural.
4.2 Passion to Love in How Do I Love Thee? HOW DO I LOVE THEE
1. How do I love thee? Let me count the ways 2. I love thee to the depth and breadth and height 3. My soul can reach, when feeling out of sight 4. For the ends of being and ideal grace 5. I love thee to the level of every day’s 6. Most quiet need, by sun and candle-light 7. I love thee freely, as men strive for right 8. I love thee purely, as they turn from praise 9. I love thee with the passion put to use
10. In my old griefs, and with my childhood’s faith 11. I love thee with a love I seemed to lose
12. With my lost saints. I love thee with the breath 13. Smiles, tears, of all my life; and, if God choose 14. I shall but love thee better after death
(1304-1374) and the English model popularized by Shakespeare (1564-1616). She chose Petrarch's model.
Elizabeth Barrett Browning in her love sonnet How Do I Love Thee beautifully expresses her love for her husband. Listing the different ways in which Elizabeth loves her beloved, she also insists that if God permits her she will continue loving the love of her life even after her death.
The rhyme scheme of "Sonnet 43" is as follows: Lines 1 to 8—abba, abba; lines 9 to 14—cd, cd, cd. The first eight lines of a Petrarchan sonnet are called an octave; the remaining six lines are called a sestet. The octave presents the theme of the poem; the sestet offers a solution if there is a problem, provides an answer if there is a question, or simply presents further development of the theme. In Browning's Sonnet 43, the octave draws analogies between the poet's love; the sestet draws analogies between the intensity of love she felt while writing the poem and the intensity of love she experienced earlier in her life. Then it says that she will love her husband-to-be even more after death, God permitting.
Reader will immediately understand the greatness of the intensity of Elizabeth's love. The poem contains internal rhymes that tells us Elizabeth loves Robert with every dimension of her entity. His love sustains her and that’s why she needs him. She tells that she loves him with the blind faith of a child. It explains that she had lost believing in holy things after growing up. However, Robert has awakened her spirit in a way that she has again begun to reaffirm her belief in all the things holy. He is her savior and means the whole world to her. There is passion, excitement and spontaneity in her love. Also, she has a big hope that her love will transcend the boundaries of time, space, life and death; it will live forever. She hopes that only something as violent and destructive as death will strengthen her passion.
Here the writer will explain about passion to love in How Do I Love Thee? but firstly the writer will explain about passion of love that found in this poetry until knowing woman’s passions to love in How Do I Love Thee?.
a. Passion of Love in How Do I love Thee?
about her passion how to love her husband. She believes that her dream would come true. It can be seen from the following quotation:
I love thee to the depth and breadth and height My soul can reach, when feeling out of sight
For the ends of being and ideal grace (Line 2-4)
From the quotation above, we can see that she really loves someone. She describes love with any ways which is from the depth, breadth and height. It means she loves him from the bottom of her heart. She can reach everything she wants, even though her feeling can not be seen by someone she loved. She was doing everything because it is only for her ideal grace.
Love is a strong process of examination in human life. With true love in everybody, it is the biggest motivation for a woman to have passion. Without love, humans will not get a support to achieve their aims.
So, love is the dominant factor to achieve her desire. According to Warga (1983: 313), love is a strong fondness or enthusiasm for something. Based on the explanation above, I can deliver the factor or reason that triggers of the woman in the poems. We can notice the explanation about it clearly below.
I love thee to the level of every day’s Most quiet need, by sun and candle-light
I love thee freely, as men strive for right I love thee purely, as they turn fro praise I love thee with the passion put to use
(Line 5-9)
From the quotation above, love is the strong factor or reason for a woman. The woman really loves someone. So, It can be the reason to get her passion especially passion to love her husband.
The poem uses the hyperbole, It is showed in the fourth line of last stanza: With my lost saints, I love thee with the breath
The poet shows her love toward a particular person by saying I love thee with the breath. It means she will give everything including her breath, in this case means she is ready to death for him. It also means she cannot live without breath as well as she cannot live without him. This is a hyperbole because showing love to someone usually only showed by giving attention and affection instead of giving life. It is also showed in the last line of last stanza :
I shall but love thee better after death (Line 14)
The poet stated that her love is unending like what she wrote through the last line in her poem, she will love her special person even after she died. This statement is a hyperbole because, it expresses someone’s love when people are still alive, not until after people die.
The major subject matter of this poem is love. The poet talks about the emotion of love and she is exploring the different aspects of that emotion. In the poem, she shows love from a variety of perspectives. She talks about love being a quiet, everyday sort of thing. But she also talks about love being a passionate thing. People who had loved another for a long period of time knowing that there are all sorts of different aspects of this emotion. The poet is bringing these aspects out in this poem.
She loves him with her breath, and always share happiness and sadness in her life with him.
b. Woman’s passions to love in How Do I Love Thee?
How Do I Love Thee is a sensitive poem because of the reason that the poet here defines herself only in the ways she loves Robert. Love is portrayed to be intangible; it can even be felt even after one settles in the cold grave.
Love according to Elizabeth is not an earthly concept because she loves freely and purely without thinking about the why’s and how’s of love and its future possibilities. Though both the lovers never met but still they express their love for each other by the means of sharing poems and this is obviously one of the poems they shared in the moments of their love.
Defining her love, by using a spatial metaphor, Elizabeth’s love extends to heights of all the lengths and breadth that her pure soul could possibly reach. She expresses her love for her husband to be from every part of her soul.
Elizabeth is also feels on the fact that someone does not have to pretend that they are morally or ethically good and goodness is completely a matter of one’s own choice. Pure love and dedication are the two pillars on which this poem stands and once again the poem proves the most cherished notion that love is eternal and it is unaware of any boundaries.
How do I love thee? Let me count the ways (Line 1)
In first line starting with the title How Do I Love Thee, already tells us that the poem is a love poem. The title also shows that the author is going to express to what extent of love they feel for the person they wrote the poem for.It shows that the author loves her significant other in many different ways. The poet dedicates the rest of the poem to answering her own question and expressing the ways in which she loves her partner.
The author shows the question that's going to drive the entire poem: how does she love thee, the man she loves?. She decides to count the ways in which she loves him throughout the rest of the poem.
Now, these all might seem pretty straightforward after all, the line is simply How do I love thee? Let me count the ways. But the writer wants to point out that deciding to count the ways you love someone does seem a bit, calculating. The speaker's initial decision to count types of love is intriguing. For her, love is the best expressed by making a list, and that just seems weird to other people.
I love thee to the depth and breadth and height My soul can reach, when feeling out of sight
In this phrase she is talking about how deep her love is for him. She is basically saying that her love is physical and also spiritual at the same time. That the love she has for him is in her soul body and mind. She loves him till she doesn’t exist anymore; she loves him as the perfect gift, the perfect guy for her.
The speaker describes her love using a spatial metaphor: her love extends to the depth and breadth and height that her soul can reach. It's interesting to think of love as a three-dimensional substance filling the container of her soul.
The sense that the speaker is stretching out with both arms, trying to explain how broad and wide and deep her love is. It's a much more poetic version of saying "I love you THIS MUCH" with arms flung wide. True love overcomes all and is eternal in nature.
True love can be profound, deep and moving. There is hope that great love exists beyond the grave; that a truly great love never die.
I love thee to the level of every day's Most quiet need, by sun and candle-light
(Line 5-6)
It's important, however, that it doesn't mean the love is any less significant. The everyday need for love may be quiet, but it's definitely there. These are some of the only lines in this poem that actually use concrete imagery. She completes the description of this everyday love with two images of light: by sun and candle-light. Basically, this is just a way of saying "in the day and at night," or it’s also the way of saying that Elizabeth needs her husband just like humans need sun as a light in life, but it also reminds us that the lovers are looking at each other all the time and that the speaker here loves her beloved no matter what light she sees him in.
I love thee freely, as men strive for right I love thee purely, as they turn from praise
(Line 7-8)
These lines use anaphora, beginning with the same phrase I love thee, as do lines two, five, nine and eleven. This parallel structure emphasizes that the poem is in many ways a catalog or list of ways of loving, rather than an extended argument. The
poet also represents her love to her special person using simile. She uses ‘as’ to compare it. She compares her free love as men who strive for right. She also compares her pure love as those men who turn from praise.
Besides of that, the word freely here can be interpreted as a woman is free to choose and loving man she wants. It is inversely proportional to the reality of women in the Victorian Era women were seen, by the middle classes at least, as belonging to the domestic sphere, and this stereotype required them to provide their husbands with a clean home, food on the table and to raise their children. Women’s rights were extremely limited in this era, losing ownership of their wages, all of their physical property, excluding land property, and all other cash they generated once married. When a Victorian man and woman married, the rights of the woman were legally given over to her spouse. Under the law the married couple became one entity where the husband would represent this entity, placing him in control of all property, earnings and money. In addition to losing money and material goods to their husbands, Victorian wives became property to their husbands, giving them rights to what their bodies produced; children, sex and domestic labour. Marriage abrogated a woman’s right to consent to sexual intercourse with her husband, giving him ‘ownership’ over her body. Their mutual matrimonial consent therefore became a contract to give herself to her husband as he desired.
to change rights and privileges, however, many Victorian women endured their husbands control, cruelty targeted against their wives; including sexual violence, verbal abuse and economic deprivation and were given no way out. While husbands participated in affairs with other women wives endured infidelity as they had no rights to divorce on these grounds and their divorce was considered to be a social taboo.
Elizabeth tells, I love thee freely, as men strive for right. She is implying that men strive for right in a "free" way. That is, trying to be morally good isn't something anyone has to do, it's something they choose to do of their own free will. Everything men do is a choice, but in another way, a men try to do the right thing because they think they ought to. So, if her love is just as "free" as being ethically good, maybe it's something she feels she has to do, even when she doesn't want to.
Next, the speaker tells us, I love thee purely, as they turn from praise. That is, her love is "pure" in the way that being modest and refusing everyone else's admiration is pure.
Perhaps the speaker is also implying that she is not proclaiming her love in order to be applauded by her readers. She is not seeking praise for writing a great poem about love, she loves without wanting any reward or commendation.
I love thee with the passion put to use In my old griefs, and with my childhood's faith
(Line 9-10)
The speaker of this poem is saying "I love you with all the energy I used to spend being bitter about stuff in my past.” The speaker also claims that she loves her beloved with my childhood's faith. Of course, just as the previous metaphor seems to inject an odd kind of bitterness and anger into the world of love, this metaphor seems to bring with it connotations of simplicity.
With my lost saints, I love thee with the breath Smiles, tears, of all my life; and, if God choose
I shall but love thee better after death (Line 12-14)
The poet shows her love toward a particular person by saying I love thee with the breath. It means she will give everything including her breath, and she is ready to put her life to death. It means she cannot live without his breath as well as she can not live without him. This indicates a hyperbole because it shows love to someone that usually only expressed by giving attention and affection instead of giving life. It is also showed in I shall but love thee better after death. The poet states that her love is unending looks like what she writes through the last line in her poem that she will love her special person even after she died. This statement is also a hyperbole because it expose someone’s love after the death.
If God intends to put both in heaven, or both in hell, at least they will be able to be with each other in order to love after death. After death, if it is even physically possible and if God chooses her to have the ability, then she will choose to love Robert more after her death.
through the happy and sad times in her life. She loves him so dearly that even after death, beyond the grave if god will allow it, she will still love him forever more.
CHAPTER V
CONCLUSION AND SUGGESTION 5.1 Conclusion
After analyzing two poems of Elizabeth Barret Browning, the writer found how woman’s passions to be loved pictured in The Lady’s Yes and how woman’s passions to love pictured in How Do I Love Thee.
1. The Lady’s Yes describe how woman treated by a man. Elizabeth wants to tell that not all women are easy to be seduced and accept any offer of men just as well with her. Every woman has any right to be loved not only as a tools for satisfy a man’s sexual as was the case in that era. In this poem also described how a woman feels hesitant to change her mind from the man’s offer, but she also realized that all that happens is not entirely man’s false but also on herself and Elizabeth finally gives some advices to men how to win woman’s heart bravely and sincerely.
on a very deep feeling. She says that the love which she feels is immortal and if she is allowed by God she would continue loving her beloved even after death and in her afterlife.
5.2 Suggestion
Furthermore, in this good chance, the writer would like to suggest those who are interested in literature especially poetry to read more about Victorian poetry because Elizabeth is one of the most popular Victorian poets with some phenomenal works. Through Elizabeth Browning’s poem, the writer wants to convey that womens also have their rights to be loved truly and explain how women’s passion to love men.
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APPENDICES
THE LADY’S YES
“Yes,” I answered you last night “No,” this morning, Sir, I say Colors seen by candlelight Will not look the same by day
When the tabors played their best, Lamps above, and laughs below Love me sounded like a jest Fit for Yes or fit for No
Call me false, or call me free Vow, whatever light may shine No man on your face shall see Any grief for change on mine
Learn to win a lady’s faith Nobly, as the thing is high Bravely, as for life and death With a loyal gravity
Lead her from the festive boards Point her to the starry skies
Guard her, by your truthfull words Pure from courtships’s flatteries
HOW DO I LOVE THEE
How do I love thee? Let me count the ways I love thee to the depth and breadth and height My soul can reach, when feeling out of sight For the ends of being and ideal grace I love thee to the level of every day’s Most quiet need, by sun and candle-light I love thee freely, as men strive for right I love thee purely, as they turn from praise I love thee with the passion put to use
In my old griefs, and with my childhood’s faith I love thee with a love I seemed to lose
Elizabeth Barrett Browning Biography
Elizabeth Barrett Moulton-Barrett was born on 6 March 1806, in Coxhoe Hall, between the villages of parents were Edward Barrett Moulton Barrett and Mary Graham Clarke; Elizabeth was the eldest of their 12 children (eight boys and four girls). All the children lived to adulthood except for one girl, who died at the age of three when Elizabeth was eight. The children in her family all had nicknames: Elizabeth was "Ba" to her family. She rode her pony in the lanes around the Barrett estate, went with her brothers and sisters for walks and picnics in the countryside, visited other county families to drink tea, accepted visits in return, and participated with her brothers and sisters in homemade theatrical productions. But, unlike her two sisters and eight brothers, she immersed herself in the world of books as often as she could get away from the social rituals of her family. She was baptized in 1809 at Kelloe Parish Church, though she had already been baptized by a family friend in her first week of life.
genealogy in relation to Jamaica is unclear.The family wished to hand down their name as well as their wealth, stipulating that Barrett should be held as a surname. In some cases inheritance was given on condition that the name Barrett had to be used by the beneficiary. Given the strong tradition, Elizabeth used 'Elizabeth Barrett Moulton Barrett' on legal documents and before she was married often signed herself as 'Elizabeth Barrett Barrett', or 'EBB' (initials which she was able to keep after her wedding). Elizabeth's father chose to raise his family in England while his fortune grew in Jamaica. The fortune of Elizabeth's mother's line, the Graham Clarke family, also derived in part from slave labour, and was considerable.
She wrote poetry from her earliest years, but at the age of 20 she began to interest wider literary circles. After the death of her mother in 1828, there followed many years of suffering and misfortune with the deaths of brothers and a recurrence of her illness. Family disputes, adverse trading conditions, and the end of slavery reduced the Barretts' income so drastically that the stately home had to be sold. There was, however, enough wealth left to support a very comfortable lifestyle in a fashionable area of London, 50 Wimpole Street. Her reputation as a poet and critic grew while she retreated to her sick room, unable to breathe in London's polluted air. Then one day she allowed Robert Browning, as a fellow poet, to visit her—the rest, as they say, is history.
The Lady’s Yes was written by Elizabeth Barrett Browning and first published at year 1844. The Lady’s Yes opens with a woman taking back the yes she had given to a gentleman suitor the night before. We find out in the second stanza that the affirmative answer was given in response to the young man’s inquiry into whether she loves him or not. However, the speaker says she has changed her mind because Colours, seen by candle-light, Will not look the same by the day. The opportunity for love and the possibilities for her future that seemed so bright the night before dim by the next morning, and she decides that no, she does not in fact love him. The speaker was caught up in the atmosphere of the previous night, in the lamp light, the music (the “tabors” mentioned are a type of drum), and the laughter surrounding them, and agreed that she loved her suitor without thinking. Now she is dealing with the repercussions, namely the risk of being called “fast” or “free,” both insults for those who were considered ladies at the time. However, she says she does not regret changing her mind, and even blames the suitor for catching her off guard, saying, Timeto dance is not to woo, and that it is as much his fault as it is hers.
How Do I Love Thee? is one of the most famous love poems in the Englis
