1. Romanticism Poetry Project
Life and Lines of William Blake

2. William Blake Early Years
Born in London November 28, 1757
Briefly attended school before being homeschooled by his mother
Largely influenced by the Bible and religious teachings
At age nine, Blake experienced a “visionary gleam” claiming to have seen a “tree filled with angels”
The Bible had a significant influence on Blake, and was often reflected in his writing and art

3. Education
At age 10, Blake enrolled in Henry Pars’ drawing school where he was exposed to Greek and Roman sculpture (reflected in his later works)
At 14 years old, in 1772 he began an apprenticeship under James Basire, an engravers to the Society of Antiquaries and the Royal Society- he remained under Basire’s guidance for seven years
In 1779, Blake was admitted to Royal Academy of Art Schools Design where he focused on drawing and plaster casts of sculptures

4. Early Artistic and Poetic Career
In 1780, Blake began exhibiting his own works
He privately published Poetical Sketches in 1783, a collection of poems that he had written during the previous 14 year period
Blake became a well-known engraver
Eventually Blake was commissioned to paint watercolors for
other poets and writers including Milton, Dante, and Shakespeare
1789 Blake published Songs of Innocence
1794 Blake published Songs of Experience

5. Style and Conventions
Used nonstandard forms of punctuation and spelling
Engraved poems on an illustrated background
Stressed imagination over reason
Intended for his poems to be understood by the common people, but often largely classical

6. Influences Influenced by the Bible
Highly critical of the Christian Church (seen as a form of political and social repression)
Critical of war, tyranny, and King George III’s treatment of the American colonists
Influenced by his brother, Robert’s, early death resulting in religious visons resulting in “illuminated printing” and poems

7. Later Years Struggled in his later years and lived a life of poverty
Established a friendship with a group of younger artists known as “the Ancients”
Entered into depression for a period of time ( )
Died in 1827 of gallstones
Life and Lines of William Blake

8. The Chimney Sweeper When my mother died I was very young,
And by came an Angel who had a bright key,
And my father sold me while yet my tongue
And he opened the coffins & set them all free;
Could scarcely cry " 'weep! 'weep! 'weep! 'weep!"
Then down a green plain, leaping, laughing they run,
So your chimneys I sweep & in soot I sleep.
And wash in a river and shine in the Sun.
There's little Tom Dacre, who cried when his head
Then naked & white, all their bags left behind,
That curled like a lamb's back, was shaved, so I said,
They rise upon clouds, and sport in the wind.
"Hush, Tom! never mind it, for when your head's bare,
And the Angel told Tom, if he'd be a good boy,
You know that the soot cannot spoil your white hair."
He'd have God for his father & never want joy.
And so he was quiet, & that very night,
And so Tom awoke; and we rose in the dark
As Tom was a-sleeping he had such a sight!
And got with our bags & our brushes to work.
That thousands of sweepers, Dick, Joe, Ned, & Jack,
Though the morning was cold, Tom was happy & warm;
Were all of them locked up in coffins of black;
So if all do their duty, they need not fear harm.

9. “The Chimney Sweeper” Analysis
SUBJECT MATTER: harsh social commentary on the issue of child labor highlighting the dangers of the job, advocating for children’s rights
EMOTIONS: strong emotions- showing the plight of a young child sold into a life harsh, filthy, physical labor- a life of pure misery
NATURE: “green plain”, “river”, “sun”, “clouds”, “wind” (all referenced when the angel comes to “set them all free”)

10. “The Chimney Sweeper” Analysis
THEMES: absence of innocence, “tabla rasa”, suffering, death, religion
SYLE and CONVENTIONS: anecdote (little Tom Dacre/young sweeper), serious, yet conversational tone, Biblical allusions (“And by came an Angel who had a bright key), imagery (“soot”, “white hair”, “bags and brushes” “lamb’s back”)
SYMBOLS: dark/light juxtaposition: soot, black coffins, dark vs. white hair, naked and bright
HISTORICAL CONNECTION: child labor, ugliness as a result of industrial revolution