Welcome, aspiring poets and literary enthusiasts, to a journey into the heart of one of William Shakespeare’s most intriguing sonnets: Sonnet 86. This poem offers a profound glimpse into the mind of an artist grappling with insecurity, rivalry, and the delicate balance between inspiration and the beloved’s attention. Prepare to unravel its layers of meaning, explore its masterful use of language, and discover why this sonnet continues to resonate with readers centuries later.
Let us begin by immersing ourselves in the poem itself:
Was it the proud full sail of his great verse,
Bound for the prize of all too precious you,
That did my ripe thoughts in my brain inhearse,
Making their tomb the womb wherein they grew?
Was it his spirit, by spirits taught to write
Above a mortal pitch, that struck me dead?
No, neither he, nor his compeers by night
Giving him aid, my verse astonished.
But when your countenance filled up his line,
Then lacked I matter; that enfeebled mine.
When that a spirit did my spirit awe,
And made my senses turn into a stone,
Thy adverse doom is my decay and thrall:
Thence comes it that my love is not alone.
Sonnet 86 Summary and Central Idea
Sonnet 86 delves into the speaker’s profound anxiety and creative paralysis, attributing it not to a rival poet’s superior skill, but to the beloved’s attention being directed elsewhere. The poem opens with a series of rhetorical questions, as the speaker speculates on the cause of his creative block. He first wonders if the rival’s “proud full sail of his great verse” or his “spirit, by spirits taught to write” has silenced him. However, the speaker dismisses these possibilities, asserting that neither the rival’s talent nor any supernatural aid truly “astonished” his own verse.
The central idea of Sonnet 86 emerges in the volta, or turning point, at line nine. Here, the speaker reveals the true source of his creative despair: the beloved’s admiration for the rival. It is the beloved’s “countenance filled up his line” that causes the speaker to “lack matter” and feel his own poetry “enfeebled.” The poem concludes with the speaker lamenting that the beloved’s “adverse doom” has led to his “decay and thrall,” implying that his love and creative output are now diminished, and perhaps that his love is not the only one vying for the beloved’s favor.
Noteworthy Knowledge: Sonnet 86 is a key poem within Shakespeare’s “Fair Youth” sequence, specifically part of the “Rival Poet” group of sonnets (Sonnet 78-86). This sequence explores the speaker’s jealousy and insecurity regarding another poet who also seeks the patronage and affection of the beloved. Understanding this context enriches the interpretation of the speaker’s emotional turmoil and the intense competition for the beloved’s attention.
In-depth Analysis of Sonnet 86
Sonnet 86 is a masterful exploration of the intricate connection between artistic inspiration, personal validation, and the consuming power of jealousy. The speaker’s internal debate unfolds with compelling psychological depth.
The Shadow of the Rival Poet
The sonnet immediately establishes a sense of competition and self-doubt through its opening lines. The speaker questions the rival’s influence:
Was it the proud full sail of his great verse,
Bound for the prize of all too precious you,
That did my ripe thoughts in my brain inhearse,
Making their tomb the womb wherein they grew?
Here, the rival’s poetry is depicted as a majestic ship, its “proud full sail” symbolizing confidence and success, sailing directly towards the “prize” of the beloved. The speaker’s own “ripe thoughts,” which should be fertile and creative, are instead “inhearsed” in his brain, turning the “womb wherein they grew” into their “tomb.” This powerful imagery conveys a sense of creative death and barrenness, directly linked to the rival’s perceived triumph.
Supernatural Influence and Dismissal
The speaker continues to probe the rival’s apparent advantage, even considering supernatural aid:
Was it his spirit, by spirits taught to write
Above a mortal pitch, that struck me dead?
No, neither he, nor his compeers by night
Giving him aid, my verse astonished.
The phrase “by spirits taught to write / Above a mortal pitch” suggests an almost divine or otherworldly inspiration for the rival’s work. However, the speaker emphatically rejects this notion. The “No” at the beginning of the third quatrain marks a significant shift, dismissing both the rival’s inherent talent and any external, mystical assistance. The speaker asserts that his own “verse astonished” not by the rival’s skill, but by something else entirely.
The Beloved’s Gaze: The True Catalyst for Creative Block
The true revelation, and the sonnet’s volta, arrives in the ninth line, shifting the blame from the rival’s abilities to the beloved’s attention:
But when your countenance filled up his line,
Then lacked I matter; that enfeebled mine.
This couplet is pivotal. It is not the rival’s verse itself that silences the speaker, but the beloved’s “countenance” or approving gaze, which “filled up his line.” This act of recognition and admiration for the rival drains the speaker of his own creative “matter,” leaving his verse “enfeebled.” The speaker’s creativity is thus shown to be deeply dependent on the beloved’s favor and validation.
Spiritual Paralysis and Final Lament
The sonnet concludes with a profound sense of spiritual and artistic paralysis:
When that a spirit did my spirit awe,
And made my senses turn into a stone,
Thy adverse doom is my decay and thrall:
Thence comes it that my love is not alone.
The repetition of “spirit” here emphasizes the deep, internal impact of the beloved’s actions. The beloved’s “spirit” or presence, when directed towards the rival, causes the speaker’s own “spirit” to be awed into submission, turning his “senses into a stone.” This imagery powerfully conveys a complete loss of vitality and responsiveness. The “adverse doom” of the beloved’s divided attention leads to the speaker’s “decay and thrall,” signifying a decline in both his creative power and his emotional freedom. The final line, “Thence comes it that my love is not alone,” carries a double meaning: perhaps his love is not the only one suffering, or more likely, his love is not the sole object of the beloved’s affection, thus explaining his profound creative and emotional distress.
Literary Devices in Sonnet 86
Shakespeare employs a rich tapestry of literary devices to convey the speaker’s complex emotions and the central themes of Sonnet 86.
- Metaphor: The poem is replete with powerful metaphors that deepen its meaning.
- “proud full sail of his great verse”: Compares the rival’s poetry to a confident, successful ship.
- “tomb the womb”: A striking paradox and metaphor for creative death, where a place of growth becomes a place of cessation.
- “senses turn into a stone”: Metaphorically represents the speaker’s emotional and creative paralysis.
- Personification: Abstract concepts are given human qualities, making them more vivid.
- “ripe thoughts in my brain inhearse”: Thoughts are personified as something that can be buried.
- “my verse astonished”: The speaker’s poetry is given the human emotion of being surprised or silenced.
- Rhetorical Question: The sonnet opens with a series of questions that drive the speaker’s internal debate and invite the reader to ponder the causes of his distress.
- “Was it the proud full sail of his great verse…?”
- “Was it his spirit, by spirits taught to write…?”
- Alliteration: The repetition of initial consonant sounds adds musicality and emphasis.
- “proud full sail”
- “tomb the womb”
- “spirit, by spirits”
- Imagery: Vivid sensory details create strong mental pictures and evoke emotions.
- Visual imagery: “proud full sail,” “countenance filled up his line.”
- Tactile/Sensory imagery: “struck me dead,” “senses turn into a stone.”
- Paradox: A statement that appears self-contradictory but contains a deeper truth.
- “Making their tomb the womb wherein they grew?”: The womb, a symbol of life and creation, is paradoxically described as a tomb, signifying creative death.
- Anaphora: The repetition of a word or phrase at the beginning of successive clauses.
- “Was it…” is repeated at the start of the first and fifth lines, emphasizing the speaker’s questioning.
Poetic Devices in Sonnet 86
Beyond its literary depth, Sonnet 86 showcases Shakespeare’s mastery of poetic form and structure.
- Sonnet Form and Structure: Sonnet 86 adheres to the traditional Shakespearean (or English) sonnet form, consisting of fourteen lines written in iambic pentameter. It is typically structured into three quatrains (four-line stanzas) and a concluding couplet (two-line stanza).
- The first two quatrains explore the speaker’s initial theories about the rival’s influence.
- The third quatrain, beginning with “But when,” marks the volta, or turning point, where the speaker identifies the true cause of his creative block.
- The final couplet provides a concluding thought, often a summary or a twist, revealing the ultimate impact of the beloved’s actions.
- Rhyme Scheme: The traditional Shakespearean rhyme scheme is ABAB CDCD EFEF GG. Sonnet 86 largely follows this pattern, though with some notable variations in the final lines that add to its unique character.
- A: verse, inhearse
- B: you, grew
- C: write, night
- D: dead, astonished
- E: line, mine (a perfect rhyme)
- F: awe, stone (these are slant rhymes, or near rhymes, indicating a subtle departure from perfect rhyme)
- G: thrall, alone (these are also slant rhymes, further emphasizing the speaker’s disquiet)
- Iambic Pentameter: The poem is written in iambic pentameter, a rhythmic pattern where each line typically consists of ten syllables, alternating unstressed and stressed beats (da-DUM da-DUM). This creates a natural, conversational flow while maintaining a formal structure.
- Example: “Was IT | the PROUD | full SAIL | of HIS | great VERSE” (approximate scansion)
- Diction: Shakespeare employs an elevated and evocative diction, using words such as “inhearse,” “compeers,” “countenance,” “enfeebled,” and “thrall.” This formal language contributes to the poem’s serious and introspective tone, reflecting the gravity of the speaker’s emotional state.
- Tone: The tone of Sonnet 86 is introspective, anxious, and melancholic. It conveys a sense of vulnerability and self-doubt, tinged with a subtle bitterness towards the rival and a deep sadness regarding the beloved’s perceived betrayal.
- Enjambment: The use of enjambment, where a sentence or phrase continues from one line to the next without a pause, creates a sense of continuous thought and urgency.
- Example: “Was it his spirit, by spirits taught to write
Above a mortal pitch, that struck me dead?”
- Example: “Was it his spirit, by spirits taught to write
Conclusion
Sonnet 86 stands as a powerful testament to Shakespeare’s profound understanding of the human psyche, particularly the fragile ego of an artist. Through its intricate structure, vivid imagery, and poignant exploration of themes like artistic rivalry, the source of inspiration, and the beloved’s influence, the poem offers timeless insights into the complexities of love, jealousy, and creative confidence. By dissecting its literary and poetic devices, readers gain a deeper appreciation for Shakespeare’s unparalleled skill in crafting verse that resonates with enduring emotional truth. This sonnet reminds us that even the greatest talents can be swayed by the currents of external validation and the perceived affections of another.