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He describes how the wind blows by comparing it with frolicking ladies’ skirts. Stevenson associates the sound of wind by using auditory imagery. It seems as if the wind, as a mighty and generous creature, helps them to fly. Then he depicts how the birds are blown about the sky. He describes how it tosses the kites flying high in the sky. Firstly, he presents kinesthetic imagery of the wind. This poem is written from a child speaker’s perspective who describes the wind using vivid imagery. Stevenson’s poem “The Wind” presents a first-person speaker in the very beginning. “The Wind” Explained: Line-by-Line Analysis & Explanation Lines 1-6 In these lines, the speaker evokes the spirit of the wind. It also occurs in the first two lines of the last stanza.
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Apostrophe: In the refrain, this device is used.Here, the speaker compares the wind to a beast and a child respectively. Metaphor: It occurs in “a beast of field and tree” and “a stronger child”.Simile: Stevenson uses this device in “Like ladies’ skirts across the grass” and “Or just a stronger child than me?”.Alliteration: It occurs in “ blow the birds”, “ sings so”, “ you yourself you”, “ so strong”, etc.Refrain: The last two lines are repeated at the end of each stanza.It also occurs in the last two lines of each stanza. Anaphora: Firstly, it occurs in the second and third lines.Personification: In this poem, Stevenson personifies the wind and invests it with the ideas of tossing the kites, blowing the birds, singing a loud song, etc.In “The Wind”, Stevenson uses a number of devices that are mentioned below. Like la/-dies’ skirts/ a- cross/ the grass-Īs we can see, while reading the beat sounds daa-dum. Let’s have a look at the scansion of the first stanza in order to understand the overall metrical scheme. Then, one has to stress on the second syllable of each unit, also known as a metrical foot. If we group the syllable in units of two syllables, there will be four units. How does it work? For example, in the first line, there are eight syllables (“I saw you toss the kites on high”). It means there are four iambic beats (unstressed-stressed) per line. Stevenson composed this piece in iambic tetrameter. Then, in the next lines, “pass” and “grass”, and “long” and “song” rhyme. For example, in the first two lines, the words “high” and “sky” rhyme. It means the first two lines form a rhyming couplet. Due to the presence of a first-person speaker alongside the rhythm and musicality, it is a beautiful lyric. Stevenson uses the child’s point of view in this piece. Besides, this poem is written in the form of an interrogation of a child to the wind.
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While the last two lines that are used as a refrain, are indented to the right. The first four lines are written in the form of a quatrain consisting of two rhyming couplets. Stevenson’s “The Wind” consists of three stanzas. Besides, the idea of the wind’s loud song is reiterated throughout the piece in order to portray the musicality of the wind.įorm, Rhyme Scheme, & Meter Structure & Form He makes a comparison between him and the wind to portray how powerful it is. As he cannot see the wind, it makes his mind more confused regarding its very existence. The main idea of this poem concerns the invisibility of the wind and its effects that are visible to the child. He refers to the kite and the birds in order to portray how the mighty wind helps them to float in the sky. Through this poem, his speaker describes what are the things the wind does. This poem centers on a child’s impassioned address to the wind. On this note, Stevenson concludes the poem.
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It seems to him as a beast of nature or just a stronger child than him. Furthermore, he asks the strong and cold wind about its age. But, he can feel its push and can hear its call. The child saw the things it did invisibly. The last two lines that are repeated throughout the poem describe how the wind blows all day long by singing a loud song. The kid can hear it passing around like ladies’ skirts across the grass. It tosses the kites and blows the birds in the sky. In the first stanza of “The Wind”, the child-speaker describes what the wind does. Explore More Poems from A Child's Garden of Verses."The Wind" Explained: Line-by-Line Analysis & Explanation.