A Narrow Perspective – “To the Evening Star”

Appreciation of English Literary Texts syllabus of G.C.E. Ordinary Level, demonstrates a significant shortcoming, as it fails to delve into the profound themes and motifs embedded within William Blake’s poem, “To the Evening Star.” By neglecting to explore the rich layers of meaning and social commentary present in the poem, this omission severely limits students’ understanding and appreciation of Blake’s work.

Blake’s Social Critique and Religious Corruption: “To the Evening Star” opens the reader’s eyes to the religious corruption prevalent during Blake’s time and highlights the detrimental effects of industrialization. The syllabus, however, restricts its interpretation to a mere appreciation of nature, overlooking the poem’s broader socio-political commentary.

Blake’s poem is a scathing critique of the religious institutions of his era, particularly the Anglican Church, which Blake viewes as morally bankrupt and exploitative. Through vivid imagery and metaphorical language, Blake unveils the hypocrisy and moral decay inherent within organised religion. By neglecting this crucial aspect, the syllabus fails to equip students with a comprehensive understanding of Blake’s social critique and the historical context that influenced his work.

Furthermore, “To the Evening Star” addresses the adverse consequences of industrialization, a significant concern during Blake’s lifetime. Blake witnessed firsthand the detrimental effects of the Industrial Revolution on society and the natural world. His poem serves as a lament for the loss of the idyllic rural landscape and the encroachment of industrialization upon the beauty and harmony of nature. Regrettably, the syllabus disregards this vital theme, denying students the opportunity to explore the intersection of art and social critique that Blake so adeptly captured.

By excluding the exploration of religious corruption and industrialization’s negative impact in “To the Evening Star,” the syllabus hampers students’ ability to engage in critical analysis and interpretation. Studying and dissecting a poem like Blake’s would have enabled students to develop essential skills such as close reading, textual analysis, and drawing insightful conclusions. The poem’s symbolism and layered meanings would have provided fertile ground for students to exercise their critical thinking abilities. Regrettably, the syllabus overlooks these opportunities for intellectual growth.

In addition to its social critique, “To the Evening Star” offers valuable insights into the cultural and historical context of the Romantic period. Blake was a prominent figure during this era, and his poetry often reflected the socio-political climate of the time. By excluding this poem, the syllabus overlooks the significance of historical context, denying students a well-rounded education in literature and the opportunity to appreciate the contributions of Blake to the Romantic movement.

G.C.E. Ordinary Level – Appreciation of English Literary Texts syllabus’s failure to incorporate William Blake’s poem, “To the Evening Star,” as a vehicle to explore religious corruption and the negative effects of industrialization is a significant flaw that restricts students’ learning experience. By overlooking the profound themes and social commentary within the poem, the syllabus reduces it to a simplistic portrayal of nature appreciation. Consequently, students are deprived of the opportunity to engage in critical analysis, explore historical context, and fully appreciate Blake’s poetic brilliance. To provide a comprehensive literary education, it is imperative for educators to rectify this oversight and ensure that students encounter influential works like “To the Evening Star” and the rich ideas they encapsulate.