Anne Bradstreet was the first American woman poet. “The Prologue” is one of her poems in her first volume of poetry The Tenth Muse Lately Sprung Up in America (1650). In this blog post, I will cover the following points:

The Prologue Summary

The poem “The Prologue” by Anne Bradstreet explores the speaker’s feelings of inadequacy and self-doubt when comparing her writing abilities to renowned poets. The speaker begins the poem with a humble acknowledgement that epic subjects like war and history are beyond her abilities. She envies famous male poet like Du Bartas for his eloquent lines, but she believes that her own work is not as polished as him.

She compares her flawed writing to a schoolboy’s faltering or broken musical strings, which are unable to produce flawless rhetoric. She believes that her weakness is inherent and beyond repair. Unlike the male poet, Demosthenes, who overcame his initial struggles, she despairs at her inability to improve, and she accepts that her attempt to improve through art is fruitless.

The speaker also expresses her frustration towards critics who belittle and undermine her creative abilities because of her gender. She faces constant nagging remarks from others who claim that a woman is suited to feminine tasks, like needlework, rather than pursuing poetry. She expresses sadness at the widespread prejudice against female writers. She thinks that even if she writes well, people will still consider her talent to be copied or luck.

Despite acknowledging the dominance of men in the literary world, she asks established male poets to read her verses and says that her unrefined work will only add to their shine. In conclusion, the poem serves as both a reflection on the speaker’s own limitations and a call for recognition and appreciation of female talent in the literary world.

Analysis

“To sing of Wars, of Captains, and of Kings,

Of Cities founded, Common-wealths begun,

For my mean Pen are too superior things;

Or how they all, or each their dates have run,

Let Poets and Historians set these forth.

My obscure lines shall not so dim their worth.”

In the first stanza of the poem sets the self-deprecating tone and expresses modesty of the speaker. The speaker humbly states that she thinks that she is not capable of writing about grand subjects such as wars, conquest, captains, kings, the founding of cities, and commonwealths.

Epic poems typically celebrate the deeds of great heroes and leaders, and they often deal with grand themes and male writers write them.

However, the poet accepts that these are “too superior things” for her and considers her pen is inadequate for handling such superior subjects. She suggests that poets and historians should set these subjects forth, and that her “obscure lines” will not diminish their worth.

The speaker’s disclaimer suggests that she is aware of these conventions. Therefore, that she does not feel comfortable writing in this tradition. The speaker’s disclaimer reveals her gender. The speaker is a woman, and she is writing in a time when women were not typically considered to be poets and not capable of writing about serious topics.

In the past, women were often denied access to formal education, which limited their opportunities for literary pursuits. They were rarely given the same opportunities as men, and their work was often not taken seriously. Many women writers used male pseudonyms or initials to have their works taken seriously, further highlighting the gender bias prevalent in the literary world. By declaring her reluctance to tackle such subjects and leaving them to male poets and historians, it indicates the acknowledgement of the speaker concerning the societal limitations imposed on women’s creative expression.

However, the speaker’s self-deprecating remarks about her own writing could be seen as a form of sarcasm. It could be a way for the speaker to criticize the patriarchal norms that undervalued women’s writing during that time period.  

The speaker’s use of the word “mean” can have multiple meanings. The word “mean” can mean “insignificant” or “inferior.” On the one hand, she could be acknowledging that her writing is insignificant compared to the work of the great epic poets. On the other hand, she could also be using the word to suggest that the prejudice against women writers is mean.

Moreover, the speaker’s use of the word “obscure” to describe her own work can have two meanings. On one hand, the word “obscure” could suggest that her work is not as well-known or as highly regarded as the work of male poets. On the other hand, it could suggest that her writing is hidden from view. This could be a reference to the fact that women writers were often excluded from the literary canon.

The speaker’s disclaimer in the first stanza is a complex and nuanced statement. It reflects the speaker’s awareness of the prejudice against women writers, as well as her own sense of her own limitations. However, it also contains a hint of sarcasm and subversion.

“But when my wond’ring eyes and envious heart

Great Bartas’ sugar’d lines do but read o’er,

Fool, I do grudge the Muses did not part

‘Twixt him and me that over-fluent store.

A Bartas can do what a Bartas will

But simple I according to my skill.”

who is bartas in prologue

The second stanza expresses The speaker’s envy of Du Bartas’s writing expresses her frustration at the limitations that she feels as a woman writer.

She expresses a sense of wonder and envy when she reads the “sugar’d lines” of Du Bartas. She highlights the reputation and literary stature of Bartas. The term “sugar’d lines” implies that his poetry is beautifully crafted, filled with artistry. She sees his work as superior, and this realization leads to feelings of envy.

The phrase “Fool, I do grudge the Muses did not part / ‘Twixt him and me that over-fluent store” reveals her frustration and jealousy. She perceives herself as a “fool” or stupid in comparison to Bartas. The Muses did not bestow upon her the same level of poetic talent and inspiration. The word “grudge” indicates her discontent and longing for a similar gift from the Muses.

The Muses are the goddesses of art and inspiration. The speaker’s reference to the Muses suggests that she believes that women are just as capable of being inspired by the Muses as men are. The main problem is that she is born as a woman.

The word “Muses” could also the opportunities that man received to pursue their creative passions. Women, on the other hand, are often discouraged from writing, and their work is often dismissed as being inferior.

The speaker knows that Du Bartas has been given the opportunity to write because he is a man. Bartas, who is representative of male writers, can write what they want but a woman cannot. The Muses have intervened in his writing, and he has been able to achieve great success. The speaker, on the other hand, has not been given the same opportunity. She is a woman, and she is therefore considered to be inferior to men.

She acknowledges that Bartas can write as he pleases, free to explore his poetic prowess, while she feels confined by societal expectations and gender roles. Though She acknowledges that her limitations as a woman and she knows that she will never be able to achieve the same level of poetic fluency but she is determined to write to the best of her ability. The speaker’s final line, “But simple I according to my skill,” is a powerful statement of defiance. This acceptance is a sign of strength and resilience. Unlike the grandeur lines of epic poetry or sweet lines of Bartas, her writing can be simple but she will write.

In conclusion, the speaker’s expression of wonder and envy towards the poetic talent of male writers like Guillaume Du Bartas highlights the challenges women faced in pursuing literary endeavors during that era. Her self-awareness of societal limitations based on gender reflects the oppressive nature of patriarchy and its impact on female writers of her time.

“From School-boy’s tongue no Rhet’ric we expect,

Nor yet a sweet Consort from broken strings,

Nor perfect beauty where’s a main defect.

My foolish, broken, blemished Muse so sings,

And this to mend, alas, no Art is able,

‘Cause Nature made it so irreparable.”

The third stanza of the poem is a continuation of the speaker’s self-deprecating tone. She compares her poetry to a “School-boy’s tongue” and a “broken consort,” both of which are considered to be inferior forms of expression. She also says that her Muse is “foolish, broken, and blemished,” and that “no Art is able to mend” it.

The stanza begins by drawing a parallel between the expectations from a school-boy’s tongue and the speaker’s own poetic skills. We do not expect sophisticated rhetoric or eloquence from a a school-boy’s speech. Similarly, the speaker suggests that readers should not expect grand poetic achievements from her.

The next comparison is made between broken strings and her poetic skill. When a musical instrument’s strings are broken, it cannot produce the enchanting melodies expected of a sweet consort. Likewise, her verses lack the refinement and grace typically associated with accomplished poetry.

Furthermore, just as it is impossible to find perfect beauty when there is a significant defect, the speaker’s Muse, representing her creative inspiration, is seen as flawed and lacking brilliance. She accepts her poetic shortcomings and acknowledge that their Muse produces imperfect verses.

These comparisons suggest that the speaker believes that her poetry is inferior to the work of male writers.

the speaker views her poetic expression as “foolish, broken, blemished,” implying that

Unfortunately, this defect cannot be fixed with “Art.” She laments that no “Art” or skill is capable of repairing their Muse’s inherent imperfections. This defect is “irreparable” because it is “Nature made.” This suggests that the speaker believes that her lack of poetic talent is something that is innate and cannot be rectified through learning or practice.

The stanza’s concluding lines emphasize the inability to mend these deficiencies.

This suggests that she does not have a high opinion of her own work.

In conclusion, the third stanza showcases the poet’s humble recognition of their own limitations as a writer. The speaker’s self-deprecation reflects the reality of the prejudice against women poets.

She is aware that her work will be judged more harshly than the work of male writers, and she is preemptively apologizing for her “defects.”

“Nor can I, like that fluent sweet-tongued Greek

Who lisp’d at first, in future times speak plain.

By Art he gladly found what he did seek,

A full requital of his striving pain.

Art can do much, but this maxim’s most sure:

A weak or wounded brain admits no cure.”

In the fourth stanza, the speaker alludes to an ancient Greek orator, Demosthenes. He is well-known for his remarkable transformation from having a speech defect to becoming a fluent and eloquent speaker.

The speaker begins by comparing herself to the “fluent sweet-tongued Greek,” referring to Demosthenes. At first, Demosthenes struggled with a speech impediment, and the term “lisp’d at first” indicates his initial difficulty in speaking clearly. However, through dedicated effort and perseverance, Demosthenes overcome the obstacle and achieved eloquence in his oratory.

The phrase “in future times speak plain” suggests that over time, Demosthenes honed his speaking abilities to the point where he could communicate clearly and persuasively. This transformation is attributed to Art, meaning the skill and practice he applied to master his oratory.

The line “By Art he gladly found what he did seek” emphasizes Demosthenes’ active pursuit of improving his speaking skills. He worked diligently to find what he sought, which was the ability to express himself effectively.

The phrase “A full requital of his striving pain” highlights the rewarding outcome of Demosthenes’ efforts. The word “requital” indicates that he received a full compensation or reward for his striving pain, implying that his hard work paid off with great success.

While She acknowledges that Art, in this context, referring to skill and practice, can enhance one’s abilities, but there are inherent limitations. The maxim: “A weak or wounded brain admits no cure.” emphasizes it. If someone has a weak or wounded brain, they may not be able to fully overcome certain obstacles, even with the help of Art.

The speaker contrasts her with the example of Demosthenes to underscores her limitations as a poet, suggesting that she lacks the innate ability or potential to reach the heights achieved by a legendary figure like Demosthenes.

The speaker’s self-deprecating remark about her caliber

“I am obnoxious to each carping tongue

Who says my hand a needle better fits.

A Poet’s Pen all scorn I should thus wrong,

For such despite they cast on female wits.

If what I do prove well, it won’t advance,

They’ll say it’s stol’n, or else it was by chance.”

The fifth stanza highlights the unfair treatment and criticism they face as a female poet. This stanza reveals the societal challenges and biases she encounters in pursuing her literary endeavors.

The opening line, “I am obnoxious to each carping tongue,” conveys the speaker’s sense of being disliked by patriarchal figures who habitually find fault. The word “obnoxious” suggests that the speaker is a target of criticism and disapproval, which is likely due to her gender.

This phrase “carping tongues” suggests that the speaker’s critics are constantly finding fault with her work, and that they are motivated by prevalent bias rather than constructive criticism.

The speaker’s reference to the needle is also significant. In the 17th century, sewing was seen as a quintessentially feminine activity. By suggesting that her hand “a needle better fits,” the speaker’s critics tell her that she should be content to sew and leave poetry to men. This is a clear example of the gender stereotypes that women poets faced at the time.

The phrase “Who says my hand a needle better fits” refers to the prevailing stereotype during the time when this poem was written, which confined women’s roles primarily to domestic tasks such as sewing (using a needle). The criticism aimed at the speaker implies that they should focus on traditional female activities rather than pursuing poetry.

This criticism is based on the stereotype that women should be confined to domestic tasks, and that they are not capable of intellectual pursuits such as poetry.

This is a powerful reminder of the challenges that women still face today. Even though we have come a long way in terms of gender equality, there are still many people who believe that women are not as capable as men.

The line “A Poet’s Pen all scorn I should thus wrong” emphasizes that the speaker’s detractors consider it wrong or improper for them to wield a poet’s pen, implying that poetry was seen as a domain reserved for male writers.

The speaker’s use of the word “scorn” is also significant. It suggests that the speaker’s detractors not only dismiss her work, but that they also actively look down on her and her abilities.

The phrase “For such despite they cast on female wits” indicates that the prejudice is specifically directed at women’s intellectual capabilities and creative talents. The speaker’s use of the word “despite” suggests that the prejudice against female poets is not just based on ignorance, but on a deliberate effort to keep women down.

Even if she writes well or if her poetry proves to be of high quality, it does not change their attitude towards her. The male critics will still claim that the work is either stolen, meaning plagiarized, or it was merely produced by “chance,” undermining the speaker’s genuine talent and hard work. It is not act of talent. The line “If what I do prove well, it won’t advance” highlights the sense of stagnation and lack of progress despite the speaker’s literary achievements. This suggests that the speaker’s critics are not interested in her work on its own merits, but are instead motivated by their own prejudice against women poets.

The speaker’s words and phrase in the fourth stanza such as “obnoxious”, “carping tongue”, “scorn” are a powerful indictment of the prejudice and discrimination faced by women poets in a male-dominated literary landscape.

“But sure the antique Greeks were far more mild,

Else of our Sex, why feigned they those nine

And poesy made Calliope’s own child?

So ‘mongst the rest they placed the Arts divine,

But this weak knot they will full soon untie.

The Greeks did nought but play the fools and lie.”

In the sixth stanza, the speaker reflects on the perception of women and their role in ancient Greek society.

The speaker refers to the Greeks to draw the difference the ancient Greeks compared to the speaker’s contemporary society in their attitude towards women. The word “mild” in line, “But sure the antique Greeks were far more mild,” suggests that the speaker believes that the Greeks were more open-minded and less prejudiced than her own contemporaries in their views towards women.

She points out that why the Greeks associated the Muses, who represent creativity and artistic expression, in their myths and literature with women if women have no intellect and creative capabilities. The Muses were traditionally seen as female figures, and they were associated with creativity and artistic expression.

The “nine” refers to the nine Muses, the divine beings of inspiration in Greek mythology, each associated with various arts and sciences. Calliope, one of the Muses, is associated with epic poetry.

The speaker’s reference to the Muses suggests that she believes that women are naturally creative and artistic.

Though the Greeks did associate the Muses with women, they also had a long history of misogyny. For example, the Greek philosopher Aristotle argued that women were intellectually inferior to men.

However, the speaker’s point is still valid. Even though the Greeks had their own prejudices against women, they did at least acknowledge the importance of female creativity and intellect. This is more than can be said for the speaker’s own contemporaries, who were often quick to dismiss women poets as being inferior to men.

The phrase “But this weak knot they will full soon untie” suggests that the Greeks’ perception of women’s abilities was a “weak knot,” which her contemporaries will soon dismiss as misguided belief that could eventually be untied.

The concluding line, “The Greeks did nought but play the fools and lie,” emphasizes their statement to perpetuate the gender inequality. They will say that the Greeks are fools and lie.

 “Let Greeks be Greeks, and Women what they are.

Men have precedency and still excel;

It is but vain unjustly to wage war.

Men can do best, and Women know it well.

Preeminence in all and each is yours;

Yet grant some small acknowledgement of ours.”

In the seventh stanza, the speaker addresses the societal roles of women in society. The stanza acknowledges the prevailing gender hierarchy while advocating for a fair recognition of women’s capabilities and contributions.

The first line, “Let Greeks be Greeks, and Women what they are,” suggests that each group, Greeks (representing men) and women, should be allowed to embrace their respective identities without imposing unfair expectations on one another.

However, she also says that “Men have precedency and still excel,” which suggests that she believes that men have an unfair advantage over women. The phrase “still excel” suggests that men are often viewed as superior or excelling in various fields compared to women.

The speaker then goes on to say that “It is but vain unjustly to wage war.” This suggests that she believes that it is pointless to fight against the traditional gender roles or the established gender hierarchy, but that they should instead focus on excelling in their own sphere. Instead, she argues that women should focus on their own strengths and contributions.

The line “Men can do best, and Women know it well” conveys the understanding that men are generally perceived to be more competent, and women are aware of this perception. This line captures the internalized beliefs and attitudes prevalent during the time when the poem was written.

The line “Preeminence in all and each is yours” recognizes that men hold preeminence or superiority in various aspects of life. Yet, the stanza concludes with a request for “some small acknowledgement of ours.” This is an appeal for women to receive some acknowledgment and appreciation for their contributions, despite the prevalent gender hierarchy. she believes that women deserve to be recognized for their accomplishments.

The seventh stanza is a powerful statement about the challenges faced by women in a male-dominated world. The speaker acknowledges the traditional gender roles of her time, but she also refuses to give up hope. She believes that women should focus on excelling in their own sphere, and she asks for “some small acknowledgement” of their achievements.

 “And oh ye high flown quills that soar the skies,

And ever with your prey still catch your praise,

If e’er you deign these lowly lines your eyes,

Give thyme or Parsley wreath, I ask no Bays.

This mean and unrefined ore of mine

Will make your glist’ring gold but more to shine.”

In the eighth stanza, the speaker addresses accomplished and celebrated poets and expresses her humble request for recognition from these renowned poets while acknowledging the inherent modesty of their own poetry.

The speaker begins the stanza by addressing the “high flown quills” that soar the skies. These quills represent the great poets of the past and present, and they are a reminder of the lofty heights that poetry can reach. The speaker acknowledges that her own poetry is not as lofty as the poetry of these great poets that “soar the skies.”

However, she asks that they “deign these lowly lines your eyes” and give her “thyme or Parsley wreath,” even if they cannot give her the laurel “Bays.” This line expresses her desire for these celebrated poets to take notice of their own “lowly lines.” The use of the term “lowly” indicates the speaker’s modesty and awareness of their own perceived inferiority compared to these renowned poets.

The speaker then goes on to say that she asks for “thyme or Parsley wreath,” rather than “Bays.” Thyme and parsley are both herbs that were often used to make wreaths, and they were considered to be less prestigious than laurel wreaths, which were traditionally given to poets. This suggests that the speaker is not seeking the highest form of recognition symbolized by the “Bays” (laurel wreaths), which were traditionally awarded as a symbol of poetic excellence. Instead, the speaker humbly requests a more modest acknowledgment, represented by a “thyme or Parsley wreath.

The stanza continues with the speaker describing their own poetry as a “mean and unrefined ore.” This simile likens their verses to raw and unprocessed material, highlighting their perceived lack of sophistication compared to the accomplished poets’ polished works.

The speaker ends the stanza by saying that her “mean and unrefined ore” can still “make your glist’ring gold but more to shine.” This suggests that her poetry, even though it is not as lofty as the poetry of the great poets, can still add value to their work. It can help to make their poetry shine even brighter. It conveys the belief that the speaker’s simple and unpretentious poetry will enhance and emphasize the brilliance of the esteemed poets’ verses, much like how unrefined ore makes glistening gold shine even brighter.

The stanza conveys a sense of humility and respect for the celebrated poets, while also expressing the belief that even their humble verses can contribute to the overall brilliance of the poetic tradition.

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Tone

The overall tone of the poem “The Prologue” by Anne Bradstreet is humble and self-deprecating. Throughout the poem, Bradstreet expresses a genuine sense of self-awareness and modesty about her own poetic abilities. She openly acknowledges her limitations and perceives her work as inferior in comparison to grander themes explored by other poets. She acknowledges that she is not a great poet, and this sense of limitation is also reflected in the speaker’s choice of words such as “mean,” “obscure,” and “dim” to describe her work. These words suggest that she does not have a high opinion of her own poetry.

Additionally, the poem’s tone reflects a certain level of frustration and longing for recognition. Bradstreet laments the lack of appreciation for female poets and the societal bias that undermines their literary contributions. the speaker acknowledges the limitations of their poetic abilities and draws comparisons to various situations where certain expectations are not met.

Despite this frustration, the tone remains measured and controlled, without resorting to bitterness or resentment.

While the poem touches upon themes of gender bias and the challenges faced by female writers, Bradstreet’s tone is not confrontational or aggressive. Instead, it is marked by a quiet determination to assert the value of her own poetic expression and the contributions of women in general.

Structure

The Prologue was written in iambic pentameter. This is a meter in which each line contains five pairs of syllables, with the stress falling on the second syllable of each pair. This gives the poem a regular rhythm that helps to create a sense of flow and cadence.

The poem has 8 stanzas and each stanza has 6 lines. The rhyme scheme of each stanza is ABABCC.

Poetic Devices

The poem “The Prologue” by Anne Bradstreet uses a variety of poetic devices, including:

Allusion: The speaker alludes to a number of classical figures and works of literature, including the French poet Guillaume Du Bartas, the Greek poet Demosthenes, who was known for his ability to overcome a speech impediment, in the line “like that fluent sweet-tongu’d Greek” who “lisp’d at first, in future times speak plain.”  and the Greek goddess Calliope. These allusions add depth and complexity to the poem, and they also help to establish Bradstreet’s credentials as a learned woman.

Repetition: The speaker repeats the word “mean” throughout the poem, which serves to emphasize her sense of her own inadequacy as a poet. However, the repetition of this word also takes on a more ironic meaning by the end of the poem, as Bradstreet suggests that her “mean” poetry may actually be more valuable than the “overfluent” poetry of her male counterparts.

This repetition reinforces her modesty and recognition of her perceived inadequacy compared to renowned poets.

Imagery: Bradstreet uses a variety of vivid imagery throughout the poem, such as “a sweet Consort from broken strings”. This imagery helps to create a strong sensory impression of the poem, and it also helps to convey Bradstreet’s emotions.

Symbolism: The poem uses a number of symbols, including the needle, the Muses, and the golden quills. The needle symbolizes the traditional role of women in society, while the Muses symbolize inspiration for creativity. The golden quills symbolize the praise that Bradstreet hopes to receive from male poets.

This symbol of the “nine muses” suggests that women are just as capable of producing great art as men.

The mention of “Thyme or Parsley wreath” symbolizes the traditional accolades given to poets in ancient times. The poet expresses a desire for recognition and appreciation, even if it is in a modest form.

Personification: In lines 13-14, the poet personifies her “foolish, broken, blemish’d Muse” by suggesting that it sings. This gives human-like attributes to her poetic inspiration, emphasizing its imperfections and limitations.

Theme

The theme of identity is the central theme in Anne Bradstreet’s poem “The Prologue”. The speaker is a woman poet who is writing in a time when women were not often seen as legitimate poets. She is aware of the challenges she faces as a woman poet, and she expresses her self-doubts throughout the poem. However, she also refuses to give up hope, and she ultimately asks for a position alongside the established male poets.

At the outset of the poem, the speaker expresses an interest to write about wars, captains, and Kings, cities newly found, establishment of common-wealth etc. Historically only male poets and historians usually deal with the above mentioned topics. For instance, Homer’s Iliad describes about kings, wars etc. in a grandeur manner.

Since women do not write or patriarchy does not allow them to write and talk about such grand topics, she thinks she is not qualified to write about such topics. Instead of her, she should let the male writers to address these topics because these topics that are better suited to male poets. She accepts that realizes these topics are “too superior things” for her “mean pen”.

Though she speaker meekly accepts her role as an insignificant poet, the line “My obscure lines shall not so dim their worth” can be seen as a sarcastic acknowledgment of the perceived threat posed by women writers entering traditionally male domains.

By suggesting that her writings, though obscure, would not diminish the worth of male writers, she may be highlighting the insecurity of the patriarchal mindset that fears women’s creative potential and seeks to protect male literary supremacy.

If she has does not want to establish her poetic identity, she would not be envious while reading the splendid lines of the French poet Du Bartas. We can explain this psychologically.

When we envy someone, we compare ourselves to them and see ourselves as lacking something that they have, whether it is material possessions, status, or even qualities like confidence or intelligence. This is because we see these things as desirable, and we want to be like the people who have them. In the case of the speaker, she is attracted to male poets like Du Bartas who were already recognized because they represented the success that she wanted for herself.

Despite feeling inadequate in skill compared to Bartas, Bradstreet demonstrates great literary promise through the poem itself.

She struggles to achieve recognition as a poet is attracted to those poets who have what she wants. This attraction can lead to feelings of envy if we feel that we are not getting our fair share. In the context of the poem, the speaker wants to be like the great poets, otherwise, she would not read poets in a time like 17^th century when women education is not common. She wishes that the muses had distributed their inspiration and poetic talent more evenly, giving her a share of Bartas’ abundant poetic skill. She also wishes that she had been born with his natural gift for poetry. This attraction leads to envy, as she feels that they were getting something that she deserves. The line “Fool I do grudge the Muses did not part” is an instance of her envy. However, she acknowledges her own limitations and the need to write according to her own simple abilities.

Envy can lead to feelings of inferiority, inadequacy, and shame. By using the example of Demosthenes, the speaker conveys a sense of resignation towards her perceived lack of poetic prowess and accepts it as an immutable aspect of her nature. This sense of self-deprecation derives from the feeling of inefficient while comparing herself to other poets.

She compares her poetic power to a “School-boy” and grapples with self-doubt, critiquing her own “broken, blemished Muse,” However, the self-deprecating tone may serve a dual purpose. It could be both a reflection of her genuine modesty since it is necessary to conform to societal expectations of humility, as women writers were often expected to be unassuming and submissive. It could be a strategic choice to expose the gender inequality. and their struggle for recognition in a male-dominated literary world.

She admits that, in her case, there is no remedy for her poetic deficiencies because they stem from a weak and wounded mind.

She clearly feels her identity confined by gender expectations that her “hand a needle better fits.” The line reflects the prejudice and the challenges faced by women writers in a male-dominated world. They were often dismissed as being inferior to male writers. They were excluded from the literary canon, and their work was often ignored.

This treatment toward women arises from the belief prevalent during her time that women were not as intellectually capable as men, particularly in the realm of poetry.

The prevailing patriarchal norms often belittled women’s intellectual potential, leading to a sense of inferiority. As a result, even if the speaker is capable of writing exceptionally well like this one in iambic pentameter, a challenging poetic meter, and showcasing her skill and craftsmanship in her writing, they might still dismiss her work as mere chance.

Therefore, the speaker advocates for the validation of her talents as a woman poet, even if her skills are considered inferior. However, she asserts her identity under the tone of meekness. She carves out space for a specifically female perspective in the literary realm. As she asserts:

“Give thyme or Parsley wreath, I ask no Bays.

This mean and unrefined ore of mine

Will make your glist’ring gold but more to shine.”

These lines are powerful expression of the speaker’s identity as a woman poet. The speaker acknowledges that her work is not as good as the work of the male poets, but she asks for their recognition nonetheless. She believes that even her “mean and unrefined” work can “make your glist’ring gold but more to shine.”

The speaker is asking her contemporaries to give women poets a fair chance, and to judge their work on its merits, rather than on the basis of their gender.

If the speaker is really mean that she is aware of her own limitations, but she would not be confident in her own abilities. Though in the beginning, the speaker modestly critiques her own “obscure lines” and will probably choose common domestic themes over lofty ones, her skill is evident through the poem’s artful use of metaphor, allusion, rhyme and other techniques. She knows that her poetry is valuable, even if it is not the same as the poetry of the male poets.

This blending of modesty and confidence further enriches the poem’s exploration of artistic merit, self-worth, and the desire for validation within the literary world. Though she does not directly challenge the traditional view of women, she argues that women have just as much right to be poets as men do.  and she is confident in her own abilities.

Questions and Answers

What is the main idea of “The Prologue” by Anne Bradstreet?

The main idea of the poem is to articulate self-doubt of the speaker as a female poet in a male-dominated literary world. With a tone of frustration and resignation, while revealing her struggles and she seeks validation of her unsophisticated feminine artistry.

Who is Bartas in the poem the prologue?

Guillaume de Salluste Du Bartas (1544-1590) was a French poet who was known for for his divine poetry across sixteenth- and seventeenth-century Europe.

Who is Calliope in the poem the prologue?

Calliope is the Muse of eloquence and epic poetry in Greek mythology. She is the eldest of the Nine Muses in Greek mythology and literature. She is often invoked by poets and writers as a source of inspiration, and she has been featured in many works of art and literature, including the works of Homer, Hesiod, and Ovid.

What does “The Prologue” reveal to the reader?

“The Prologue” by Anne Bradstreet reveals several insights to us:

It reveals the self-doubt and struggles faced by a female poet in a literary culture dominated by men. Through her self-deprecating comparisons to accomplished male writers, the speaker conveys the inadequacy women writers felt due to systemic prejudices and criticism against their capabilities in 17th century society.

Stylistically, the classical references and use of rhyme iambic pentameter reveal Bradstreet’s education and command of literary traditions usually reserved for men. Her skill is conveyed even as she critically undervalues her own abilities.

The poem argues for acknowledging women’s skills and poetry, revealing the desire for at least minimal recognition in a time when women writers were generally ignored or criticized.

What is Bradstreet’s message?

The key message of the poem is she, though disparaged, is capable of meaningful artistic expression. Though acknowledging women’s secondary status, she argues she deserve acknowledgment and respect, “some small acknowledgement”, rather than absolute erasure or dismissal.

How does Anne Bradstreet use irony in “The Prologue”?

Anne Bradstreet employs irony in several lines of “The Prologue” to convey the disparity between superficial assessments of women’s abilities and their actual competence:

A verbal irony sarcastically echoes the patriarchal dismissal of female literary merit, which Bradstreet herself contradicts by composing the poem. She means the opposite of what is stated.

The request for a mere “thyme or Parsley wreath” when she deserves “Bays” (the wreath of laurels for poetic excellence) rings ironic as Bradstreet proves her abilities. It’s situational irony that she modestly asks for lesser wreaths when her talent merits the laurel wreath, the highest poetic honor.

It is situational ironic that Bradstreet disparages her own “mean Pen” and “obscure lines” as inadequate, when the poem showcases her literary artistry and command of rhyme, metaphor, and allusion. Her modesty undersells her talent.

The closing claim that the speaker’s “mean and unrefined ore” will only make accomplished men’s writing “shine more” is ironic. Her work is worthy in its own right, not just foil.

What is the theme of the poem “The Prologue”?

The theme of seeking one’s poetic identity as a woman threads throughout Bradstreet’s introspective prologue. She aims to establish the validity of the female poetic voice, despite societal prejudices.

Who is the speaker of “The Prologue”?

The speaker is a struggling woman poet. There are a few textual details that reveal the speaker of “The Prologue” to be a woman. Some of them are:

The speaker refers to the challenges faced specifically by female poets, saying: “They’ll say it’s stol’n, or else it was by chance” if her writing is praised. This indicates she is speaking from the perspective of a woman writer.

The speaker acknowledges having limitations as a poet “‘Cause Nature made it so irreparable.” This implies the limitations are due to her gender rather than skill, as intellectual inferiority was often attributed to women’s “nature” in this time period.

She refers to the dismissive critique that “my hand a needle better fits,” implying she is being told a woman’s proper domain is domestic sewing rather than the “Poet’s Pen.”

The closing argument asking for at least “some small acknowledgement” of women’s skills suggests the speaker is advocating for the recognition of female poets specifically.