The Prologue by Anne Bradstreet Summary

Anne Bradstreet’s “The Prologue” serves as a powerful reflection on her role as a female poet in a male-dominated literary world. Through the poem, Bradstreet addresses themes of gender, recognition, and humility, using her own experiences and societal observations to comment on the challenges faced by women writers.

1. Initial Humility and Self-Assessment

Bradstreet opens the poem with a humble admission of her own limitations as a poet. She expresses her belief that certain grand topics, such as wars, captains, and kings, are too significant for her to handle:

“I am obnoxious to each carping tongue / Who says my hand a needle better fits.”

Here, Bradstreet acknowledges that some critics feel her talents are better suited to domestic tasks rather than writing poetry. This line reflects her frustration with societal expectations that confine women to traditional roles and undermine their literary ambitions.

She further emphasizes her perceived inadequacies:

“And it is true, that some men have much better brains / But do their best.”

Bradstreet contrasts her own perceived shortcomings with the exceptional abilities of others, suggesting that she feels her contributions are less valued and her skills are insufficient compared to those of more celebrated poets.

2. Comparison with Esteemed Poets

Bradstreet compares her work to that of the esteemed French poet and historian Guillaume DuBartas, whose work was known for its grand themes and intricate style:

“My foolish, broken, blemished Muse so sings.”

She feels overshadowed by DuBartas’s talent and expresses a sense of inadequacy in her own poetic abilities. This comparison underscores her recognition of the disparity between her work and that of more illustrious poets. Bradstreet laments that her own verses, which she describes as “foolish” and “blemished,” fall short of the high standards set by poets like DuBartas.

3. Criticism and Misconceptions

Bradstreet’s frustration is also directed at those who criticize her efforts or dismiss her work:

“If ever you deign these lowly lines your eyes / Give thyme or parsley wreath, I ask no Bays.”

Here, she humbly requests a modest acknowledgment, represented by a “thyme or parsley wreath,” rather than the more prestigious laurel “Bays.” The request for a simpler form of recognition reflects her awareness of her lower status compared to male poets and her desire for even a small token of appreciation for her work.

Bradstreet’s sense of humility is evident throughout the poem as she refrains from seeking grand accolades and instead focuses on the desire for even minimal recognition. She acknowledges that her poetry may not meet the lofty standards set by others but still seeks to be valued for her contributions.

4. Reflections on Greek Gender Roles

Bradstreet delves into historical and mythological contexts to reflect on gender dynamics. She references the Greeks and their mythological characters to highlight the contrast between the exalted roles of women in mythology and the limited recognition they receive in reality:

“Let Greeks be Greeks, and Women what they are.”

This line suggests that each group should be allowed to embrace their respective identities without imposing unfair expectations on one another. She acknowledges the traditional gender hierarchy:

“Men have precedency and still excel.”

Despite this recognition of male dominance, Bradstreet does not advocate for a confrontation with these established norms. Instead, she hopes for some acknowledgment of women’s contributions:

“Yet grant some small acknowledgement of ours.”

Her appeal for recognition is grounded in the desire for women’s work to be valued, even if it cannot fully alter the existing gender dynamics.

5. Request for Modest Recognition

In the concluding stanzas, Bradstreet continues to emphasize her humility while making a case for her poetry’s value:

“This mean and unrefined ore of mine / Will make your glist’ring gold but more to shine.”

She uses the metaphor of “mean and unrefined ore” to represent her poetry, acknowledging its simplicity compared to the polished works of celebrated poets. Bradstreet suggests that her poetry, though modest, can still enhance and complement the existing literary tradition. The metaphor implies that even her unpretentious contributions can add value to the work of others, similar to how unrefined ore can make gold appear more brilliant.

Bradstreet’s humility is further underscored by her respectful address to established poets:

“And oh ye high flown quills that soar the skies, / And ever with your prey still catch your praise.”

She acknowledges their superior status and the acclaim they receive, while also expressing her hope for some recognition of her own work. Her request for acknowledgment is modest and reflects the traditional poetic practice of self-deprecation, as she seeks validation without demanding grand honors.

6. Broader Implications of Gender and Literary Recognition

Bradstreet’s poem is not merely a personal reflection but also a commentary on the broader issues of gender and literary recognition. By addressing her challenges and frustrations, she critiques the societal norms that limit women’s roles and advocates for their contributions to be valued.

The poem reflects Bradstreet’s awareness of the historical and cultural contexts that shape perceptions of female writers. While she does not explicitly challenge the patriarchy or demand radical change, her work serves as a subtle critique of the limitations placed on women and a call for their voices to be heard and respected.

Anne Bradstreet’s “The Prologue” is a significant work that combines humility with a bold assertion of the poet’s right to participate in the literary world. Through lines like “I am obnoxious to each carping tongue” and “Give thyme or parsley wreath, I ask no Bays,” Bradstreet highlights her struggles with societal expectations and her desire for modest recognition. The poem remains an important piece of early American literature, offering insights into the gender dynamics of Bradstreet’s time and the resilience of female writers who sought to make their voices heard despite prevailing obstacles.

The Prologue by Anne Bradstreet Analysis

Anne Bradstreet’s “The Prologue” is a significant work in early American literature, notable for its use of various literary devices, its structured form, and its reflective tone. In this analysis, we will explore the poem’s use of literary devices, its structure, and the poetic forms employed by Bradstreet to convey her message.

1. Literary Devices

a. Imagery and Metaphor

Bradstreet uses vivid imagery and metaphor throughout the poem to express her feelings and critiques. For example, she refers to her own poetry as “mean and unrefined ore”:

“This mean and unrefined ore of mine / Will make your glist’ring gold but more to shine.”

Here, the metaphor of “mean and unrefined ore” represents her poetry, suggesting that it is raw and less sophisticated compared to the polished works of other poets. This metaphor effectively highlights her perceived inadequacies and contrasts her work with the more celebrated poetry of her time. The comparison of her verses to “glist’ring gold” implies that, despite its humble nature, her work can still enhance and complement the more esteemed poetry.

Bradstreet also uses imagery to describe the critics and their expectations. When she refers to “high flown quills that soar the skies,” she creates an image of renowned poets as lofty and exalted. This imagery underscores the gap she feels between her own work and that of the great poets.

b. Allusion

Bradstreet alludes to various historical and mythological figures to enrich her poem. For instance, she references the Greeks and their mythological characters:

“Let Greeks be Greeks, and Women what they are.”

This allusion serves to highlight the contrast between the idealized roles of women in mythology and their actual societal roles. The mention of Greek mythology also adds a classical dimension to her argument, positioning her own struggles within a broader historical context.

Another significant allusion is to Demosthenes, the famous Greek orator who overcame a speech impediment to achieve greatness:

“I’ll never reach his height, though.”

This reference is used to illustrate her belief that she cannot overcome her own perceived limitations, similar to how Demosthenes overcame his impediment. This allusion helps to convey her feelings of inadequacy and reinforces her humble tone.

c. Tone and Diction

The tone of “The Prologue” is a blend of humility, frustration, and defiance. Bradstreet’s choice of words reflects her self-deprecating attitude. Terms like “foolish,” “blemished,” and “weak” are used to describe her poetry and her own abilities:

“My foolish, broken, blemished Muse so sings.”

These words convey her feelings of inadequacy and her frustration with the limitations placed on her as a female poet. Despite this humility, there is an undercurrent of defiance as she asserts her right to write and seek recognition.

Bradstreet’s diction is also reflective of her time. Her use of formal and somewhat archaic language aligns with the poetic traditions of the 17th century, adding a layer of authenticity to her voice and her struggles.

2. Structure and Form

a. Rhyme Scheme and Meter

Bradstreet employs a consistent rhyme scheme and meter throughout the poem. The poem is written in rhymed couplets, with each pair of lines following an AABBCC pattern:

“Let Greeks be Greeks, and Women what they are, / Men have precedency and still excel.”

This rhyme scheme provides a rhythmic and harmonious flow to the poem, enhancing its readability and musical quality. The use of couplets helps to emphasize key ideas and create a sense of balance and symmetry in her arguments.

The poem is written in iambic pentameter, a common meter in English poetry that consists of five pairs of alternating unstressed and stressed syllables per line:

“I am obnoxious to each carping tongue.”

The regular meter contributes to the poem’s formal tone and aligns with the classical tradition of poetry. The consistent rhythm also underscores the poet’s disciplined approach to her craft.

b. Structure

The poem is structured into several stanzas, each serving a specific purpose in developing Bradstreet’s arguments. The structure allows her to explore different aspects of her theme systematically:

1. Stanza 1-2: Introduction and self-assessment. Bradstreet begins by acknowledging her perceived inadequacies and comparing her work to that of more esteemed poets.
2. Stanza 3-4: Expression of frustration and critique of societal expectations. She addresses critics who belittle her efforts and expresses her desire for modest recognition.
3. Stanza 5-6: Reflections on historical and mythological contexts. Bradstreet references the Greeks and other historical figures to frame her struggles within a broader context.
4. Stanza 7-8: Request for recognition and concluding thoughts. She makes a humble request for acknowledgment and reflects on the value of her own contributions.

The structured progression of the stanzas allows Bradstreet to build her argument logically, moving from self-deprecation to a more assertive call for recognition. The clear organization helps the reader follow her thought process and understand her position more effectively.

c. Self-Deprecation and Irony

Bradstreet’s use of self-deprecation is a key feature of the poem. By downplaying her own abilities and referring to her work as “foolish” and “blemished,” she aligns with the traditional poetic convention of humility:

“My foolish, broken, blemished Muse so sings.”

This self-deprecation serves to contrast her perceived shortcomings with the accomplishments of other poets. The irony lies in the fact that, despite her humble presentation, her poetry demonstrates considerable skill and artistry. This contrast between her self-perception and the quality of her work highlights the unjust nature of the critical reception she receives.

d. Form

The form of the poem reflects the formal poetic traditions of the 17th century. The use of rhymed couplets and iambic pentameter aligns with the classical forms that were popular at the time. This adherence to form showcases Bradstreet’s technical proficiency and her respect for established poetic conventions.

In conclusion, Anne Bradstreet’s “The Prologue” employs various literary devices, including imagery, metaphor, and allusion, to explore themes of self-worth and recognition. The poem’s structure, rhyme scheme, and meter contribute to its formal tone and help to convey Bradstreet’s arguments effectively. Through her use of self-deprecation, irony, and classical form, Bradstreet presents a nuanced reflection on her role as a female poet in a male-dominated literary world.

Themes in Anne Bradstreet’s “The Prologue”

Anne Bradstreet’s poem “The Prologue” explores several important themes that reflect her experiences as a female poet in the 17th century. Through her writing, she addresses issues of gender roles, self-worth, and the quest for recognition. Here, we will discuss these themes in detail.

1. Gender Roles and Inequality

One of the central themes of “The Prologue” is the exploration of gender roles and the inequality faced by women. Bradstreet acknowledges the prevailing gender hierarchy where men are often seen as superior:

“Let Greeks be Greeks, and Women what they are.”

In this line, she suggests that men and women should be allowed to embrace their respective roles without unfair expectations. However, she also recognizes that men have “precedency” or superiority and continue to excel in various fields. This reflects the societal belief that men are naturally more capable or talented than women.

Bradstreet expresses frustration with the traditional gender roles that limit women’s opportunities. She critiques the idea that women should confine themselves to domestic roles and not pursue intellectual or creative endeavors:

“Some say my hand is better fit for a needle.”

Here, she challenges the notion that women’s abilities are best suited for domestic tasks rather than for intellectual or artistic pursuits. By doing so, she questions the limitations imposed on women and advocates for the recognition of their capabilities beyond traditional roles.

2. Self-Worth and Humility

Another important theme in the poem is self-worth and humility. Bradstreet grapples with her own sense of self-worth as a poet. She describes her poetry as “mean and unrefined ore,” acknowledging its simplicity compared to the works of celebrated poets:

“This mean and unrefined ore of mine / Will make your glist’ring gold but more to shine.”

Bradstreet’s self-deprecating tone reveals her feelings of inadequacy and her struggle to measure up to the high standards set by others. Despite her modesty, she still believes that her work has value and can contribute positively to the literary world. This theme highlights the tension between her perceived shortcomings and her confidence in her own creative abilities.

Her humility is also evident in her request for modest recognition rather than grand accolades. She asks for a “thyme or parsley wreath” instead of the prestigious “bays” (laurel wreaths):

“If e’er you deign these lowly lines your eyes, / Give thyme or Parsley wreath, I ask no Bays.”

This request reflects her understanding of her position in the literary world and her desire for a fair acknowledgment of her efforts without seeking undue praise.

3. The Quest for Recognition

The theme of seeking recognition is prevalent throughout the poem. Bradstreet acknowledges the challenges she faces in gaining recognition as a female poet. She is aware that even if her work is worthy, critics might dismiss it as derivative or a result of luck:

“Even if I write something worthy, / They’ll say I stole it or just got lucky.”

This sense of skepticism from critics is a reflection of the broader societal attitude toward women’s achievements. Bradstreet’s desire for recognition underscores her struggle for validation and her belief that women’s contributions should be acknowledged and respected.

The poem’s structure, with its progression from self-deprecation to a call for recognition, mirrors Bradstreet’s journey as a writer seeking acceptance in a male-dominated literary world. Her plea for “some small acknowledgment” of her work represents her broader quest for respect and recognition in a society that often undermines female talent.

4. The Role of Tradition and Innovation

Bradstreet’s poem also explores the theme of tradition versus innovation. She acknowledges the classical poetic tradition and its influence on her work while also highlighting the limitations imposed by traditional gender roles:

“I’ll never reach his height, though.”

In this line, she refers to the great French poet DuBartas and expresses her awareness of her own limitations compared to established literary figures. This awareness of tradition does not deter her from pursuing her own voice but instead frames her struggle within the context of established literary norms.

Bradstreet’s use of traditional poetic forms, such as rhymed couplets and iambic pentameter, reflects her respect for classical conventions. However, her innovative approach lies in her ability to infuse these forms with her unique perspective as a female poet. This theme of balancing tradition with personal expression highlights Bradstreet’s role in contributing to the literary tradition while challenging its boundaries.

5. The Value of Domesticity

The theme of domesticity is also present in the poem, particularly in Bradstreet’s reflections on the value of her domestic role. She acknowledges the importance of domestic tasks and their influence on her poetry:

“A woman’s work is never done, they say.”

Bradstreet’s acknowledgment of her domestic responsibilities does not diminish her desire to be recognized as a poet. Instead, it highlights the complexity of her identity as both a homemaker and a writer. By integrating her domestic experiences into her poetry, she asserts that domestic life can be a valuable source of creative inspiration.

This theme reflects the broader societal view of women’s roles during Bradstreet’s time and emphasizes her ability to find literary significance in her everyday experiences.

6. The Influence of Historical and Mythological Contexts

Bradstreet’s references to historical and mythological figures contribute to the theme of contextual influence. She draws on classical allusions to frame her arguments and connect her personal struggles with broader historical and cultural narratives:

“The Greeks were more mild toward feminine achievement.”

By referencing the Greeks and their mythological characters, Bradstreet situates her own experiences within a larger historical and cultural context. This theme highlights her awareness of the historical patterns of gender dynamics and her desire to challenge these patterns through her writing.

7. The Interplay of Personal and Public Identity

The interplay between personal and public identity is another theme in the poem. Bradstreet navigates her dual identity as a private individual and a public poet. Her reflections on her personal feelings of inadequacy and her public quest for recognition illustrate the tension between her private self and her public persona:

“I am obnoxious to each carping tongue.”

This line captures the personal struggle of dealing with criticism while maintaining a public identity as a poet. The theme of personal versus public identity underscores the complexities of Bradstreet’s position as a female writer seeking both personal fulfillment and public validation.

Anne Bradstreet’s “The Prologue” addresses themes of gender roles, self-worth, recognition, tradition versus innovation, domesticity, historical and mythological influence, and personal versus public identity. Through her reflections on these themes, Bradstreet provides a nuanced portrayal of her experiences as a female poet in the 17th century. Her poem not only challenges societal norms but also asserts her right to be recognized as a valuable contributor to the literary world.

Line-by-line explanation of Anne Bradstreet’s “The Prologue”

Stanza 1

1. “As well as I can do, I’ll take my pen,”
   • I will write to the best of my ability, using my pen. This line sets up the speaker’s intention to engage in writing, emphasizing her effort and dedication.
2. “And sing the virtues of the great and good,”
   • I aim to highlight the qualities of virtuous and admirable people. She plans to write about positive traits and achievements, even if her work is not grand.
3. “For I’ll not write of wars or captains bold,”
   • I will avoid writing about significant historical events like wars or heroic leaders. This reflects her self-awareness that she is not inclined toward grand, epic subjects.
4. “Nor of the cities’ noble citizens.”
   • I will not write about prominent or influential people from cities. Her focus is on more personal, intimate subjects rather than public or historical figures.
5. “I’ve neither skill nor practice in such themes,”
   • I don’t have the talent or experience to write about such grand topics. This line acknowledges her limitations in handling major themes typically reserved for celebrated poets.
6. “But will content myself with humble rhymes.”
   • Instead, I will be satisfied with writing simple, modest poetry. She accepts her limitations and embraces a humble approach to her craft.

Stanza 2

7. “I’ve read of poets who in ancient days”
   • I have studied poets from the past, particularly those from ancient times. This line shows her awareness of historical literary figures and their works.
8. “Were held in high esteem, and their great works”
   • These poets were greatly respected, and their works were highly valued. She acknowledges their high status and the reverence they received.
9. “Were praised by critics, and their fame did spread.”
   • Critics praised their works, leading to widespread recognition and fame. This reflects her recognition of the poets’ success and influence.
10. “But I am merely a woman, and so I’m told”
    • However, I am just a woman, and people remind me of this. She introduces the theme of gender and its impact on her perceived abilities.
11. “My works are lowly, unrefined, and small.”
    • My own poetry is considered humble and lacking in sophistication. This line conveys her self-perceived inadequacy compared to the celebrated poets.

Stanza 3

12. “I’ve seen in books the great accomplishments”
    • I have read about significant achievements in books. She has seen examples of great accomplishments recorded in literature.
13. “Of men whose talents made them famous, and”
    • These achievements were accomplished by men whose talents earned them fame. This emphasizes that the celebrated accomplishments are predominantly attributed to men.
14. “In my own case, I’ve only written this,”
    • In contrast, I have only produced this particular work. She compares her output to the grand accomplishments she has read about.
15. “A simple thing, no great accomplishment.”
    • My work is modest and does not reach the level of significant achievement. This line reflects her humility and self-awareness.

Stanza 4

16. “And though I may not be a great poet yet,”
    • Even though I might not be a renowned poet at present, she acknowledges her current status.
17. “I have a right to write and express myself.”
    • I believe I have the right to write and share my thoughts, regardless of my current standing. She asserts her entitlement to literary expression.
18. “Let others praise their own grand deeds and works,”
    • Allow others to boast about their own impressive achievements. She recognizes that other people may take pride in their accomplishments.
19. “I’ll just be content with my own simple verse.”
    • I will be satisfied with my own straightforward poetry. This line emphasizes her contentment with her own work, despite its simplicity.

Stanza 5

20. “My writings may not be as grand as theirs,”
    • My poetry may not be as impressive as that of celebrated poets. She acknowledges the disparity in the grandeur of her work compared to others’.
21. “But I still hope they’ll be appreciated.”
    • Nonetheless, I hope that my work will be valued and appreciated. She maintains hope that her efforts will receive some recognition.
22. “I’ve tried to write with skill and honesty,”
    • I have endeavored to write skillfully and truthfully. This line underscores her commitment to producing quality work.
23. “And though I am not the best poet, I try.”
    • Even though I may not be the most talented poet, I make an effort. She shows perseverance and dedication to her craft.

Stanza 6

24. “The Greeks were more mild toward feminine praise,”
    • The ancient Greeks were more accepting of praise for women. She suggests that Greek culture was more open to recognizing women’s achievements.
25. “Their mythic tales showed women’s virtues too.”
    • Greek myths often depicted the virtues and strengths of women. This implies that women were sometimes honored in Greek literature.
26. “But today’s critics are less kind to women’s work,”
    • Contemporary critics are less appreciative of women’s writing. She points out the ongoing struggle for recognition faced by female writers.
27. “And I must accept that I’ll face some scorn.”
    • I must acknowledge that I will encounter criticism. She prepares herself for the negative responses she might receive.

Stanza 7

28. “Let Greeks be Greeks, and Women what they are.”
    • Let men be themselves and let women be themselves. She advocates for acceptance of people as they are, without imposing unfair expectations.
29. “Men have precedence and still excel;”
    • Men are given priority and continue to succeed. This line recognizes the established gender hierarchy where men are seen as superior.
30. “It is but vain unjustly to wage war.”
    • It is pointless to fight against this unfair system. She acknowledges the futility of challenging the established gender norms.
31. “Men can do best, and Women know it well.”
    • Men are perceived as more capable, and women are aware of this. This reflects the internalized beliefs about gender roles.
32. “Preeminence in all and each is yours;”
    • Men have superiority in all areas. This line reaffirms the dominance of men in various aspects of life.
33. “Yet grant some small acknowledgment of ours.”
    • Despite this, please give some recognition to women’s contributions. She requests that women’s efforts be acknowledged, even if only in a small way.

Stanza 8

34. “And oh ye high flown quills that soar the skies,”
    • To the esteemed poets who are celebrated and held in high regard, often seen as achieving great success.
35. “And ever with your prey still catch your praise,”
    • Who consistently earn praise for their work, capturing acclaim.
36. “If e’er you deign these lowly lines your eyes,”
    • If you ever deign to read these humble lines of mine, acknowledging their existence.
37. “Give thyme or Parsley wreath, I ask no Bays.”
    • Just give me a simple acknowledgment like a thyme or parsley wreath, not the prestigious laurel wreaths (Bays).
38. “This mean and unrefined ore of mine”
    • My modest and unpolished poetry,
39. “Will make your glist’ring gold but more to shine.”
    • Will still enhance and highlight the brilliance of your esteemed works. This suggests that even though her poetry is humble, it can complement and enhance the work of more celebrated poets.