For Julia, In the Deep Water
By John N. Morris
The instructor we hire
because she does not love you
Leads you into the deep water
The deep end
Where the water is darker
Her open, encouraging arms
That never get nearer
Are merciless for your sake.You will dream this water always
Where nothing draws nearer
Wasting your valuable breath
You will scream for your mother
Only your mother is drowning
Forever in the thin air
Down at the deep end.
She is doing nothing
She never did anything harder.I am beside her in this imagination.
We are waiting
Where the water is darker.
You are over your head,
Screaming, you are learning
Your way toward us,
You are learning how
In the helpless water
It is with our skill
We live in what kills us.
Summary of For Julia, In the Deep Water
- Understanding “For Julia, In the Deep Water”: John N. Morris’s “For Julia, In the Deep Water” is a powerful and often unsettling poem that explores themes of learning, independence, and the complexities of parental love. First published in 1976, the poem uses the image of a child learning to swim – and struggling to do so – as a metaphor for navigating life’s challenges. It resonates because it captures the inherent tension between wanting to protect a child and allowing them to develop resilience.
- The Poem as a Metaphor for Life’s Journey: At its heart, “For Julia, In the Deep Water” is not simply about swimming lessons. It is a portrayal of a child’s struggle for independence, guided – or perhaps not guided – by figures who are present in observation, but distant in active support. The “deep water” symbolizes the difficulties and anxieties of life, and the poem suggests that sometimes the most effective support isn’t about preventing a struggle, but allowing someone to learn through it. The parents are present, yet emotionally distant, embodying a particular kind of anxious love.
- Key Themes in “For Julia, In the Deep Water”: Several core themes intertwine within the poem. These include the challenges of growing up and achieving independence, the ambiguous nature of parental love and support, the acceptance of inevitable struggle in life, and the unsettling realization that those who love us may not always be able—or willing—to save us. The poem suggests that true growth often comes through confronting challenges alone, even if it is painful to watch.
Analysis of Literary Devices Used in “For Julia, In the Deep Water”
Writers skillfully employ literary devices to create layers of meaning, evoke emotions, and enhance the overall impact of their work. “For Julia, In the Deep Water” is rich in such devices, contributing to its haunting and thought‑provoking quality. Let’s explore some of these techniques.
- Assonance: This involves the repetition of vowel sounds within words in close proximity. Notice how Morris uses assonance to create a musical quality and emphasize certain phrases. For example, the repetition of the short “i” sound in “I am beside her in this imagination” subtly draws attention to the speaker’s detached observation.
- Consonance: Unlike assonance, consonance focuses on the repetition of consonant sounds. In the line “Where nothing draws nearer,” the repeated “n” and “r” sounds create a sense of echoing emptiness, mirroring the child’s isolation in the water.
- Allegory: The entire poem can be read as an allegory. The surface narrative of a swimming lesson represents a deeper truth about the challenges of life and the complexities of parental relationships. The “deep water” isn’t just water; it’s the difficulties we all face.
- Enjambment: This occurs when a phrase or sentence continues from one line of poetry to the next without punctuation. For example: “The instructor we hire because she does not love you leads you into the deep water.” The enjambment creates a sense of momentum, mirroring the child’s forward progression (and struggle) in the water. It also emphasizes the relentless nature of the lesson.
- Irony: A significant layer of irony underlies the poem. The instructor is hired because she doesn’t love Julia, suggesting a calculated detachment meant to foster independence. This is ironic because we typically associate love and care with instruction and guidance.
- Imagery: Morris uses vivid imagery to create a sensory experience for the reader. Phrases like “Screaming, you are learning” and “She is doing nothing” create a powerful and unsettling visual picture, allowing us to feel the child’s fear and the parents’ detachment.
- Metaphor: The “deep water” itself serves as a central metaphor for the difficulties and anxieties of life. It represents the overwhelming challenges we all face, and the struggle to stay afloat.
- Symbolism: Beyond the metaphor of the deep water, several other elements carry symbolic weight. The instructor represents a necessary, though emotionally distant, force in the child’s development. The drowning mother symbolizes a sense of helplessness and the inability to fully protect one’s child.
Analysis of Poetic Devices Used in “For Julia, In the Deep Water”
Poetic devices are the specific tools poets use to create rhythm, sound, and meaning in their work. While some overlap with literary devices, these are techniques particularly prominent in poetry. Let’s examine how Morris utilizes these in “For Julia, In the Deep Water.”
- Free Verse: The poem is written in free verse, meaning it does not adhere to a strict rhyme scheme or metrical pattern. This contributes to its conversational, yet unsettling, tone. The lack of traditional structure mirrors the unpredictable nature of life and the chaotic emotions experienced by the child and the parents.
- Repetition: The recurring phrase “where the water is darker” functions as a refrain, emphasizing the feeling of isolation, danger, and the overwhelming nature of the struggle. It creates a hypnotic effect, drawing the reader deeper into the poem’s emotional landscape.
- Refrain: As noted above, “where the water is darker” is a clear refrain. It’s not simply repeated; it’s strategically placed throughout the poem to reinforce the central themes of fear, isolation, and the unknown.
- Stanza Structure: The poem is divided into three stanzas, each with a different length and rhythm. This variation in structure contributes to the poem’s overall sense of unease and fragmentation. The shorter stanzas create a sense of tension, while the longer stanzas allow for more detailed exploration of the emotional landscape.
Quotes to be Used
The following lines offer powerful insights that can be used to spark discussion and reflection on themes of independence, resilience, and the complexities of love.
“It is with our skill
We live in what kills us.”
This closing couplet is particularly striking. It suggests that embracing challenges—even those that threaten to overwhelm us—is essential for growth and survival. It is a provocative statement that encourages us to confront our fears and find strength in our vulnerabilities.