6 A child said What is the grass?
2. Lines 1–11: Analyze how Whitman uses figurative language in this passage. What
figures of speech does he employ and how do they contribute to his theme?
3. Lines 13-20: What evidence of repetition is in these lines? What is the effect of this
device?
4. Lines 25-32: Which statements express Whitman's thoughts directly? How do
these ideas relate to each other?

Walt Whitman uses grass as metaphor for transcendental symbolism in this important poem from 'Leaves of Grass'. This poetry is considered by many scholars as a "do-it-yourself" project.

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In this seminal poem from 'Leaves of Grass' Walt Whitman draws the metaphor of Grass as a transcendental symbol.

Explanation:

1. The significance of Grass is that it is not too different from anything and can thus represent life.

2. The figures of speech mimic the innocence of a child and has really long lines with no breaks conveying the theme of the text.

3. The repetition of the text is also coming from the comparison of the child with the grass and how they are mingled into one another in the authors' imagination.

4. The lines between 29 to 32 become didactic and convey his spiritual feeling of unity and oneness.

These ideas relate to each other in a larger pantheon of ideas of Transcendentalism.

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the miracle worker themeswilliam gibson

themes and meanings

(comprehensive guide to drama)

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there are two central themes in  the miracle worker: that the human spirit can triumph over even the most daunting of disabilities and that a dedicated teacher can transform the lives of those with whom he or she comes into contact. these inspirational themes have long been personified in the widely known true-life relationship between helen keller and annie sullivan, but  the miracle worker  also dramatizes collateral issues that extend beyond the particular case. underlying helen’s process of learning basic principles of what annie terms “obedience” (decorum, etiquette, and hygiene), there are more universal lessons of self-governance—the inculcation of self-restraint instead of willfulness, the development of self-discipline instead of self-indulgence. only when these lessons have been mastered can helen begin to acquire language—which, annie says, “is to the mind more than light is to the eye.”