The Author's Purpose In When I Heard The Learn'd Astronomer

Education. the pathway of understanding, the basis of knowledge, and the determinant of lifelong success. Education teaches self- discipline, self- application, critical thinking and problem solving. It is right for each and every human being, and it propels students into future opportunities. It is pivotal in the pursuit of America’s economic development and social transformation. Since the prehistoric age, education is building and rebuilding itself through a permanent adaptation to the societal changes, to the progress in various fields, and to the educational needs and expectations of the learners. Walt Whitman, an iconic figure in the poetry world, changed the way his readers saw education through the abstract way he depicted education in the mid 1800s. 

In this period, learning options were extremely limited, and students were to sit in silence and listen to the curriculum taught by the teachers. At this time, hands- on learning was abnormal and somewhat disrespectful for traditional education. Whitman’s poem, “When I heard The Learn’d Astronomer,” had an extreme impact on society and its standards of learning. In “When I Heard The Learn’d Astronomer,” by Walt Whitman, the author presents the reader with a situation of vicarious learning versus direct learning. This poem concerns different ways of knowing: being convinced rationally about a concept by hearing from the experts, as opposed to experiencing it directly, intimately, and intuitively for ourselves. Whitman’s poem sets up a metaphor for conflict that can be viewed through the lens of his own experience. For the entirety of his life, Whitman was enthralled with science, and educated himself in a variety of subjects from astronomy to biology; his love for its structure and exactitude are found throughout his work. He was also a schoolteacher and an early advocate of progressive educational reform, which promoted individualized, experiential learning over the rote memorization of classical training. From this perspective, “When I Heard the Learn’d Astronomer” reads not just as a desire to balance science with art, but as a reminder that we should constantly question the information we are presented. Although society’s view of academic learning in a confined classroom setting has worked for years, Walt Whitman shows that education can be brought to life through interactive personal experiences that spark curiosity and creativity.

Throughout his poem, Walt Whitman changes point of view between the first and second half of the poem to create a beautiful structural contrast between theoretical learning and experiential learning. Between the first and second half, Whitman makes a major transition in his writing from spectator of the story to beholder of the stars. In the beginning lines, there is rigidity, structure, and expectation in Whitman’s writing that almost seems cold and trapped. When Whitman opens up the poem, he is sitting in a classroom. He speaks in repetition, saying “When I, “When I,” and “When I” (1-4) at the beginning of each new line. Due to the repetition and similar wording in lines 1-4, the speaker implies that his classroom environment is almost like a routine. He is going through the motions of sitting, hearing, and learning what the astronomer is saying. He also speaks in passive voice, saying “I heard,” “I was shown,” and “proofs were ranged in columns before me” (1-4). At this time, no music or rhythm is present in the poem, making it seem like the astronomer’s teaching process is never- ending. The passive voice Whitman uses to create structure also translates to readers that his current classroom experience is dull, and possibly even draining. Through repetition, Whitman may also be implying that there is nothing that interests the speaker about what the astronomer has to say. The process seems to be happening to the speaker, and his attitude does not make it seem like the speaker (Whitman) is choosing what was happening to him. In the first four lines of the poem, Whitman also paints a picture of the “learn’d astronomer” as someone whom he does not relate with to show the difference of who the two are and why there is such a disconnect in learning in this “classroom environment.” Whitman uses the sentence “where he lectured with much applause in the lecture-room” (4), and “sitting heard” (3) followed by the word “accountable” (4). The word “astronomer” automatically puts the lecturer in a respected position in the story, and the speaker seems to view the astronomer as distant from him throughout the entire story. Because astronomy is the study of celestial objects and is essentially the study of the entire physical universe, these lines represent this conceptual understanding of study. Due to his title alone, the astronomer probably made quite the scholarly impression to the speaker and pupils in the classroom. He is sitting and learning while the astronomer is one who is receiving praise for his academic knowledge. This moment in the poem shows that he cannot relate with the learn'd astronomer because the text implies that their minds may not work in the same way. He is “learned” and “studied” one who understands science and math on a deep level. It may even mean he is not interested in the complicated academic learning the astronomer presents to him.

Although the poem begins with the speaker in a spectators point of view, Whitman shifts his view to beholder after the 4th line, creating a beautiful shift from structure to freedom. At this point in the poem, the speaker takes action, and exhaustion turns into a moment of beauty through his personal experience with nature. This transition from rigidity to freedom in the transitions with the line “ how soon unaccountable I became tired and sick” (5). In this moment, the reader can infer that Whitman feels “unaccountable” (5) which means he cannot relate, or “account” for the astronomer’s classroom lecture. After stating these lines, it is evident that the speaker is about to act out of his negative feelings toward his current situation. He then goes outside: “rising and gliding, I wandered off by myself” (6). At this moment, the imagery in the phrase “rising and gliding” becomes an attention grabbing moment that Whitman paints in front of reader’s eyes. This moment is where the shift happens and he is able to discover the stars for himself. Off Whitman goes, from “learning” to “wandering” off into the night. Interestingly enough, the speaker does not leave to find revelation from nature, but rather “from time to time, glances” at the stars. we can see that he does not have the intent of even looking at the stars, but rather just getting out of the classroom. When looking up, though we can see that is mind becomes relaxed, and his tension soon dissipates from all prior experience by his word choice. Whitman goes from “tired and sick,” to “perfect silence,” two contrasting feelings. This is the moment where we know that he is finding contentment and insight from disconnecting from the lecture and experiencing a personal connection with nature.

Besides using beautiful structure to show point of view in the poem, Whitman uses literary devices such as diction and syntax to take the reader on a journey with the speaker to further his theme of “education” through interactive experiences. To support his change in structure in the later half of his poem, Whitman uses passive verbs. Negative sounding verbs in the first four lines emphasize the disconnect between the astronomer and the speaker. The speaker is not participating in the scene, but feels rather distant, saying “How soon, unaccountable” and “I became tired and sick” (5-6). These lines show Whitman cannot be “accounted for” and that he cannot relate to the position of the astronomer. Instead of using words like “wasn’t feeling good,” or “started to feel,” the speaker cuts straight to the point by using “tired and sick.” Harsh sounding words in the poem show the disdain in the speaker, and Whiman’s audience can quickly notice that he is about to take action through the diction used in lines 5-6. Surreal and soft verbs in the poem show a shift in the speaker in the second half of the poem. Active verbs in the second half of the poem show that the speaker takes a non-scientific action to discover nature, or begin to educate himself. “Rising,” “gliding” (6) along with alliteration in the phrase “mystical and moist” (7). Whitman begins to change his language, and the reader can almost experience the beautiful atmosphere as he speaks. What he is doing becomes beautiful and fascinating, which shifts the entire dynamic of the poem. The alliteration of soft M sounds show the beauty of nature that the speaker sees for himself/herself.

Walt Whitman is also able to convey the concept of education through tone and mood of words in his sentences or phrases. Although Whitman’s attitude is constantly changing, there are specific words that depict his tone and mood. The speaker’s attitude is not the same throughout the poem. There are specific words that describe his attitude toward the situation. In the first line, we see that “Astronomer” conveys a rigid and frugal tone to show the disconnect between the astronomer and his pupils. The word “astronomer” is harsh and emotionless like science often is. This word alone gives extra detail for the reader to see that Whitman is not able to easily relate to the astronomer, and the astronomer is not someone that the speaker would usually be friends with. This goes back to the speaker not actually participating in the poem, and Whitman could be showing the reader that he is feeling alone and misunderstood. Second, “charts,” “proofs,” and “diagrams” conveys a stifling tone to help the reader better understand that what is going on does not appeal to Whitman’s way of learning. “Stifling,” is shown through the scientific data in the lecture. This is shown in the words These are the stifling on emotional words that have no connotations having to do with emotion. They are simply data, and do not symbolize any meaning to Whitman. At this point, all he is attempting to do is remove himself from this isolating environment. Third, Whitman uses terms such as “Rising,” “gliding,” “wandered,” and “mystical.” to convey an ethereal and eye- opening tone when Whitman describes his journey from leaving the class to discovering the night sky for the first time. This moment is monumental because the speaker is able to see beauty outside of science outside by himself. His eyes are opened to the magic of personal experience.

Lastly, the words “perfect silence” and “stars” convey a captivated tone because Whitman has wound up peacefully lost in the stars. In this moment, the Whitman depicts his captivated state of mind as he looks in “perfect silence.”This is ironic because we use science to study the imperfect world, but the author uses perfect silence to stress the beautiful moment of looking at the stars in isolation. The night sky but the speaker discovers causes this captivating moment. He rises and glides into this moment, and it becomes magical and breathtaking. This significant because these words specifically portray Whitman’s final moment of rest. He has escaped this environment, is content with his situation, and has seen the marvelous features of the night sky. He has escaped this atmosphere, however, this moment is quite the irony. In the text, the reader can discover that the speaker has moved from a place of academic isolation to academic isolation. This is almost like he leaves mental isolation from the classroom to adopt physical isolation and being by himself. By understanding this continuous isolation, the reader can infer that he somehow felt free when physically isolating himself from the pack. Through this irony of isolation to isolation, Whitman is able to communicate the beauty of the speaker learning from his magical interaction with the stars.

Using literary devices throughout the poem such as point of view, diction/ syntax, and tone/ mood Whitman is able to highlight the beneficiality of integrating interactive education in academics. Interactive learning is a pedagogical approach that incorporates social networking and urban computing into course design and delivery. This type of learning has greatly evolved out of the hyper-growth in the use of digital technology and virtual communication, particularly by students. Interactive learning styles were not so much embraced before technology was integrated in education, and the style was viewed negatively in the mid 1800s when Whitman wrote the poem. Just as Whitman isolates himself from the “black- and- white” style classroom setting in order to fathom the concept of the planets, students are able to creatively learn through literally interacting with the concepts they learn.

Although the traditional classroom has been an excellent method of learning, Whitman’s poem shows that creativity arises when humans learn the way that they are wired to learn— through interactive learning and sensual experience. Joe Ruhl (PhD), a 39 year teacher and an education specialist of interactive and creative learning studies, clearly explains this concept in an exclusive interview regarding education. After years of analyzing and modifying techniques for effective teaching strategies, he discovered insightful information regarding the way children naturally learn and grow academically. Currently, his studies are shifting the face of modern education. After years of research and learning experiments with students of all ages, Rhul came to the following discovery about interactive learning: “Interactive learning is simply learning how we are wired as human beings. We were made to go out, adventure, and make insightful discoveries for ourselves” (Ruhl). He also created a highly effective method called the “5 C’s,” an academic process that includes ways to successfully achieve an interactive learning environment. “These “C’s” consist of: choice (we are wired for free will), collaboration (we are wired to be social creatures ), critical thinking (we are problem solving creatures), communication (we are wired to discover together ), and creativity (a uniquely human pleasure)” (Rhul). These five methods are all apart of interactive education, and are proven to spark creativity in students in any learning environment. This concept of sensual learning can also be seen in children and is applicable through adulthood. According to scholarly article titled, “Fostering Creativity In Early Child Education,” “Children get to know the world and close surroundings through their senses: touching, seeing, smelling, hearing, tasting, and acting as an independent explo- rers. Therefore creativity is the ability to generate new ideas and solutions, develop new things and concepts which can be useful to other people” (Rudiene, 3). When senses can be incorporated with learning, even on more advanced levels, students’ knowledge into understanding about new concepts, and skill turns into mastery.

Although Whitman tells of his disconnect with the classroom lectures and his liberation through real interaction with astronomy, many believe that interactive methods are unimportant compared to traditional methods. According to ⅓ of the students in A. Xhemajli’s research, “The modern or constructivist approach to teaching involves student-based of teaching. Here, the students learn through group participation. Traditional methods are therefore forsaken” (Xhemajli, 4). This is a common belief, however, interactive learning can be incorporated into any form of traditional education, and is actually utilized in many professional, traditional environments. This is evident through labs, field trips, hands on experiments, and group communication. Another experiment was performed with students at Transilvania University of Braşov. Education specialists C. and S.T. Boghici came to a conclusion regarding teaching methods, “The organization of the pedagogic act (design, application, analysis, appreciation) needs to rely on efficient didactic strategies by which the teachers should facilitate to the pupils/students ' access to knowledge and the development of their intellectual skills’ (Boghici,1). When interactive learning methods are used in traditional environments, students emerged according to which the teaching- learning-evaluation act has to be guided and programmed activity, involving a cognitive and emotional effort, undertaken simply and efficiently. In a pupil/student group, it is necessary to create an atmosphere of collaboration, communication, evaluation and self- evaluation.