A Little Boy Lost
By William Blake
Nought loves another as itself,
Nor
venerates another so,
Nor is it
possible to thought
A greater
than itself to know.
'And,
father, how can I love you
Or any of
my brothers more?
I love you
like the little bird
That picks
up crumbs around the door.'
The Priest
sat by and heard the child;
In
trembling zeal he seized his hair,
He led him
by his little coat,
And all
admired the priestly care.
And
standing on the altar high,
'Lo, what a
fiend is here! said he:
'One who
sets reason up for judge
Of our most
holy mystery.'
The weeping
child could not be heard,
The weeping
parents wept in vain:
They
stripped him to his little shirt,
And bound
him in an iron chain,
And burned
him in a holy place
Where many
had been burned before;
The weeping
parents wept in vain.
Are such
thing done on Albion's shore?
The poem is a part of William Blake’s collection of poems “Songs of
Experience” first published in 1794. The poem critiques oppressive religious
institutions, portraying a priest’s zealous reaction to curiosity. A child’s
innocent questions challenge the authority of the religion which leads to brutal
consequences. The tragic fate of the child symbolizes the tragic clash between
innocence and authoritative orthodoxy. Blake explores the darker and more
cynical aspects of human life and society, critiquing institutionalized
religion, social injustice, and the loss of innocence.
First Stanza
In this stanza, a little boy voices a profound philosophical thought. He
suggests that individuals are inherently self-centred, unable to love or revere
others as much as themselves. This could be interpreted as critique of human
nature or societal conditioning that promotes selfishness. The boy’s assertion
challenges the idea of selfishness and questions whether humans can truly recognize
something greater than their own self-interest.
Second Stanza
The boy directs his question to a father figure, possibly representing
God or an authority figure. He confesses that his love for his father and
brothers is akin to the love a bird has for crumbs, suggesting it is based on
basic needs and survival rather than deeper emotional bonds. This comparison
highlights the boy’s struggle to reconcile his feelings with the expectations
of love and duty imposed by society or religion.
Third Stanza
A priest overhears the boy’s questioning and reacts with “trembling
zeal,” a mix of fervour and fear. The priest’s reaction to the boy’s innocent
query is extreme-he physically grabs the boy and leads him away. This suggests
that the priest views the boy’s thoughts as heretical or dangerous. The admiration
of the onlookers for the priest’s “care” underscores the societal approval of
suppressing dissenting voices, particularly those that challenge religious or
moral dogma.
Fourth Stanza
The priest, from a position of authority on the altar, denounces the boy
as a “fiend,” or devil. He accuses the boy of using reason to judge religious mysteries,
which the priest and, by extension, the religious institution, considers sacred
and beyond question. This highlights the tension between rational thought and blind
faith, and the dangers of questioning established beliefs in a society that
values conformity over critical thinking.
Fifth Stanza
The boy’s cries and those of his parents go unheard, suggesting a lack
of empathy and the overpowering force of institutional authority. The imagery
of stripping the child and binding him in iron chains evokes a sense of brutal
punishment and dehumanization. It reflects the harsh consequences faced by
those who dare to question or deviate from the accepted norms and beliefs.
Sixth Stanza
In the final stanza, the boy is burned at the stake in “holy place,”
indicating that such acts of violence and punishment are sanctioned by
religious authority. The repetition of “weeping parents wept in vain” reinforces
the futility of their sorrow against the relentless machinery of institutional
power. The rhetorical question, “Are such things don on Albion’s shore?” serves
as a powerful critique, suggesting that such injustices occur even in a
supposedly civilized and enlightened society (Albion being a poetic name for
Britain).
Conclusion
Blake uses this poem to convey his disapproval of the way society,
particularly religious institution, supress individuality and critical thinking.
Blake criticizes the oppressive nature of organized religion, which punishes
questioning and dissent. He shows how innocence and curiosity are stifled by societal
and religious norms. The reaction of the priest and the community’s acceptance
of his actions highlights the power dynamics and the dangers of authoritarian
control. The conflict between the boy’s rational inquiry and the priest’s
demand for blind faith underscores the tension between reason and religious
dogma.
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