POETRY: THEODORE ROETHKE
Student a
“My Papa’s Waltz”
1) Bio notes on author
Theodore Roethke’s father died of cancer in 1923 and his
brother committed suicide shortly thereafter (McRoberts).
Roethke and his mother had a strained relationship; he
later blamed his mental illness on his troubled childhood.
He attended Michigan State University and then went on to a
brief stint at Harvard Graduate School (Kalaidjian).
Leaving Harvard early, he went on to teach at Lafayette
College, Michigan State, Penn State University, Bennington
College, and the University of Washington (Gale).
Roethke
once said, "In those first poems I had begun, like the
child, with small things and had tried to make plain words
do the trick. Somewhat later, in 1945, I began a series of
longer pieces which try, in their rhythms, to catch the
movement of the mind itself, to trace the spiritual history
of a protagonist (not 'I' personally but all haunted and
harried men)" (Gale). The basis of his poetry, this idea
shows his method of improving as an author.
2) Vocabulary
Romped means to “play or frolic boisterously.” It can also
mean, “to run or advance in a rapid or easy manner.” (Free
Dictionary. The father and son ‘romped,’ meaning they
played which is a childhood act.
Countenance is an appearance, especially the expression of
the face or facial features (Free Dictionary). In context,
it is referring to the mother’s expression.
Beat can mean to strike repeatedly, to defeat, to be
fatigued, or a unit of rhythm (Free Dictionary). In the
poem, ‘beat’ is to keep time although it can be
misconstrued as to punish.
3) Translation
Ode to my Father
Lines 1-4: My father had so much to drink that the scent
could make a little person intoxicated. He is a hardworker, not a drunkard. I am a small boy and more sensitive
to alcohol.
Lines 5-8: My father and I would play, wrecking the kitchen
in our fun. My mother’s face needed us to make it smile.
Lines 9-12: My father’s knuckles were battered; he was a
blue-collared worker. We would dance but every time you
missed a step, my ear would scratch against your belt
because I was only waist-level.
Lines 13-16: You kept time on my head as we danced. Your
hand was dirty from the hard labor at your job. You may be
tired but you always took the time to put me to bed. Even
then, I didn’t want you to leave because I loved you so
much.
4) Questions/Answers from discussion
I. What is the gender of the speaker?
It is widely agreed that the narrator is male. The “small
boy” mentioned in line two is likely a reference to the
person telling the story. However, the small boy could just
be a sharp contrast to the father. The papa is a tough man
who can hold his liquor, not anything like a little boy. Or
the “small boy” could be “I,” mentioned in line three.
II. Does the poem have any implications of abuse?
Lines such as “whiskey on your breath” (1), “hung on like
death” (3), “battered on one knuckle” (10), “scraped a
buckle” (12), “beat time” (13), and “clinging to your
shirt” (16), lead an assuming reader to picture abusive
relationships. This is a cliché dictated by society. To be
a good reader, a person reads the literal lines and then
takes in the implications. A good poet takes a cliché and
flips it, finding new ideas.
5) Situation/ Speaker
The speaker in Roethke’s “My Papas Waltz” is a male (2).
The poem is an ode to a father, with the events taking
place in the past. At the time of the memory the narrator
was young but he is retelling it at a much older age. The
overall tone of the poem is loving. The son adored his
father and commemorated him through the text.
He fondly
remembers his father coming home from work and playing with
him before putting him to bed (15). The poem examines the
close father/son relationship.
6) Form
In “My Papa’s Waltz,” Theodore Roethke utilizes end rhyme
throughout the poem. The first and third lines rhyme as
well as the second and fourth in every verse. For example
in the lines, “You beat time on my head/ With a palm caked
by dirt/ Then waltzed me off to bed/ Still clinging to your
shirt” (13-16), the author stresses the final thought at
the end of each sentence by repeating the sounds. The poem
is an ode, dedicated to Roethke’s father.
7) Critique
Societal Assumptions
Theodore Roethke’s “My Papa’s Waltz,” shows that when faced
by certain words and phrases, uneducated readers tend to make
inaccurate assumptions and ignore the literal meaning of a poem.
Lines such as “whiskey on your breath” (1), “hung on like death”
(3), “battered on one knuckle” (10), “scraped a buckle” (12),
“beat time” (13), and “clinging to your shirt” (16), come with
implications. ‘Whiskey’ implies alcoholism, ‘death’ implies
darkness, ‘buckles’ imply abuse, ‘beat’ implies punishment, and
‘clinging’ implies pleading. Although the terms have generally
bad connotations, these are not necessarily correct. Blue-collar,
burly men, mixed with alcohol bring negative images to mind.
Society dictates these clichés, placing thoughts in people’s
minds. Realistically, this is a wide generalization to make and
unless the author specifies, it should not be assumed. To be a
good reader, a person reads the literal lines and then takes in
the implications. A good poet takes a cliché and flips it,
finding new ideas. Roethke impresses that even a hard-working man
can come home and put his child to bed (15), regardless of what
society says.
“The Geranium”
1) Bio notes on author (See “My Papa’s Waltz”)
2) Vocabulary
Bedraggled means to be wet and limp; it can also be soiled
or in bad condition (Free Dictionary). The aging flower is
‘bedraggled,’ meaning “haggard.”
Wizened is to be shriveled, wrinkled, or dried up (Free
Dictionary). The geranium is withered with age.
Sustenance is “the supporting of life or health” (Free
Dictionary). The geranium needs vitamins and water to live
and sustain itself.
Presumptuous is being bold or forward (Free Dictionary). To
make assumptions is presumptuous. The maid is presumptuous
and guesses that the flower should be thrown out.
3) Translation
Lines 1-5: When I threw away my pathetic plant, she looked
so helpless. She was weak and haggard and I felt empathetic
for her. She was old and bound to die but I took her back
into my home.
Lines 6-10: This time I wanted to try something new, and
take care of her right. She should be supplied with
essentials but instead she had to live with my destructive
habits and me. In my filthy apartment, she was used as an
ashtray.
Line 11-14: She was dying, petals falling off and wilting
from her old age and abandonment. The grease and dirt from
my air tarnished her. She was decrepit.
Lines 15-19: She endured hardships, witnessing the idiotic
women I brought home or spending time with only me. We were
both shabby and unkempt and were good company for each
other. I was drunk and she tried to get away from, growing
towards the sunlight and eventually wilting.
Lines 20-24: Towards the end, we were able to communicate.
We were companions and friends. But the maid did not see
this and got rid of her.
Lines 25-26: The flower was all I really had and the maid
took that away so I fired her.
4) Questions/Answers from discussion
I. How does the narrator see the flower?
His ability to describe her shows his appreciation for the
flower. He describes her in detail, showing his affection.
By using phrases such as, “limp and bedraggled” (2),
“shriveled petals falling” (11), and “grease stuck to her
fuzzy leaves” (13), the narrator shows thought and
observation. The man is depressed but connects with the
flower, needing her presence.
II. What does the geranium symbolize?
The poem literally refers to a geranium but the subtext is
sexual. The man sees the flower as a woman, often referring
to it as ‘she.’ Both the man and flower are disturbed and
“seedy” (17). He views his flower woman differently than
his one-night stands; she is a more important and
dominating figure in his life. Flowers are generally
regarded as feminist symbols, resembling female
reproductive parts and empowerment.
5) Situation/ Speaker
The speaker in Roethke’s “The Geranium” is a single adultmale. He is unable to connect with other people, wrapped
up with his pathetic life he connects with his dying
geranium (17). The atmosphere of the poem is unique
because although the overall tone is dark, there is
solace. The narrator discusses an empty life; yet he has
comfort in his plant.
The story does not end happily,
with him losing the only important object in his life, the
plant (26).
6) Form
Roethke’s “The Geranium” makes use of imagery through
careful descriptions of the flower such as, “Her shriveled
petals falling/ On the faded carpet, the stale/ Steak
grease stuck to her fuzzy leaves” (11-13). These details
portray the flower as sad and pathetic, also depicting the
narrator’s careful observation of his companion. Again
imagery is used when the author describes her “leaning out
of her pot toward the window” (19), showing the flower
trying to escape into the sunshine yet wilting away.
7) Critique
Seeds
A man struggles to relate to others in the world,
eventually settling for the companionship of a dying geranium in
Theodore Roethke’s “The Geranium.” The author proves that a solid
relationship can be formed in any situation. The narrator shows
thought and observation as he describes his flower in great
detail. By using phrases such as, “limp and bedraggled” (2),
“shriveled petals falling” (11), and “grease stuck to her fuzzy
leaves” (13), he shows his affection. This kind of attention
proves the man’s love of the geranium. The poem literally refers
to a flower but the subtext is sexual. The man sees the geranium
as a woman, often referring to it as ‘she.’ Both the man and the
flower are disturbed and “seedy” (17); he seeks solace in his
silent friend. The man is depressed but connects with the plant,
needing her presence. He views his flower-woman differently than
his one-night stands; she is a more important and dominating
figure in his life (15-16). The narrator keeps the flower around
for his personal gain, needing her life to encourage his. Roethke
shows the ability to find solace in something simple.
Works Cited
Dictionary, Encyclopedia and Thesaurus - The Free Dictionary. Web. 17
Sept. 2010. <http://www.thefreedictionary.com/>.
Gale, Thomson. "Theodore Roethke Biography | BookRags.com."
BookRags.com | Study Guides, Lesson Plans, Book Summaries and
More. Web. 18 Sept. 2010.
<http://www.bookrags.com/biography/theodore-roethke/>.
Kalaidjian, Walter. "Theodore Roethke's Life and Career." Welcome to
English « Department of English, College of LAS, University of
Illinois. Web. 18 Sept. 2010.
<http://www.english.illinois.edu/maps/poets/m_r/roethke/bio.htm>.
McRoberts, Patrick. "Theodore Roethke." HistoryLink.org- the Free
Online Encyclopedia of Washington State History. Web. 17 Sept.
2010.<http://www.historylink.org/index.cfm?DisplayPage=output.cfm
&File_Id=5410>.
Roethke, Theodore. "My Papa's Waltz" Print.
Roethke, Theodore. The Geranium. Print.