Professional Documents
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I use the poem, "A Poison Tree". I took the poem together with some of the ideas about teaching
it from the "RICH" anthology and teacher's guide; created by Dr. Ora Zohar with Arleen
Eidelman, Susan Haber and Aviva Pinchuk.(Published by The Ministry of Education/Hebrew
University) I would like to thank Dr. Ora Zohar for her permission to use the material.
What do you notice about the size of the characters in each picture?
There are two kinds of violence shown in this cartoon - what are they?
A POISON TREE
(from songs of Experience -1794 )
by William Blake
I was angry at a friend:
I told my wrath, my wrath did end.
I was angry at a foe:
I told it not, my wrath did grow.
And I water'd it in fears,
Night and morning with my tears;
And I sunned it with smiles,
And with soft deceitful wiles.
And it grew both day and night,
Till it bore an apple bright;
And my foe beheld it shine.
And he knew that it was mine.
And into my garden stole
When the night had veil'd the pole:
In the morning glad I see
My foe outstretch'd beneath the tree.
Have them circle all the "it"s in the poem. (There are 7). and identify them. They will find that
"it" is the wrath, but it is pictured metaphorically first as a plant, then as a tree, then as a fruit,
and finally as a poisoned fruit.
Have the kids try to explain why each of these metaphors is appropriate for "wrath". They'll
come up with great ideas. Among things I've heard:
Wrath doesn't grow on its own.. we nurture it. (discuss how we nurture it.. how do
we "water" it, etc.)
When a plant is small, it is easy to cut down - but once it becomes a tree, it is hard
to chop down.
When a plant is small, it requires nurturing. However,a tree does not require
nurturing. So it is with hate. At first, we nurture it, but eventually it becomes so strong
that it doesn't require any nurturing - it has a life of its own.
Some kids notice the similarity to the Garden of Eden. The fruit can be discussed
as temptation. (In what way is violence and hatred "tempting"?)
It bears fruit, in the sense of, it has real consequences. What begins as an emotion
turns into action, and brings about a real result - death.
[I think that is the main point of the poem.]
IMPORTANT NOTE:
This is the connection between the poem and the cartoon. In both, an emotion becomes
eventually leads to real consequences in the world. In the cartoon, the emotion is
expressed as verbal violence which eventually leads to physical violence.
We discuss the negative effect of the wrath on both parties. The victim, (not entirely a victim - he
stole into the garden and wanted the fruit because it was mine), and the person who spends his
life hating and whose only joy is seeing the downfall of his enemy.
Focus on the first stanza:
We discuss what ISN'T in the first stanza. The reason for the wrath. Why isn't the reason for the
wrath mentioned?
Very likely it was something trivial, and unimportant. (Many of our conflicts in life are
over trivial matters. Think of some of the recent violence that has erupted over such
"important" matters as parking places, etc.)
Often, a fight develops, and after a while we can't even remember how it began.
I also like to point out that the "friend" and the "enemy" might have done the same thing!
What is different, is how "I" reacted. In other words, the difference between an "friend" and
an "enemy" is not always in how they treat us but in how we perceive and treat them! [I'm
not talking about an enemy that is out to kill you-but in the context of our kids, and in our
lives - why are some people included in "our group" while others are rejected? Are the ones
who are rejected really "bad", -is there behaviour any different from the "popular" kids?]