36 Edna St. Vincent Millay
In This Chapter
Author Background
Edna St. Vincent Millay (February 22, 1892 – October 19, 1950) was an American poet and playwright known for her lyrical and emotionally resonant poetry. She was born in Rockland, Maine, and grew up in a financially struggling but intellectually stimulating environment. She was the eldest of three daughters. Her mother, Cora Millay, encouraged her to read and write from a young age. Edna’s talent for poetry was evident from a young age, and she began writing poems during her childhood.
Education
In 1912, Millay entered Vassar College on a scholarship. Her poem “Renascence,” which she wrote in her first year, gained significant attention and was published in multiple magazines. Her poetry received praise for its lyrical style and introspective themes. She became a prominent figure in the literary world during her college years. After graduating from Vassar College in 1917, Millay moved to New York City’s Greenwich Village, a hub for artists and writers.
Writing Career
When the first of our selections from Edna St. Vincent Millay (1892 – 1950), “First Fig,” was published in Poetry in October 1918, the twenty-six year old author was already a published poet and a rising figure in the Greenwich Village literary scene. Yet “First Fig,” and the four other lyrics that appeared alongside it in that issue, are notable because they demonstrate—in a total of just twenty lines—both Millay’s mastery of the lyric form and her determined frankness.
In this way, Millay represents both a continuation of poetic traditions and a new approach to appropriate subject matter for women’s poetry. Like many female poets of the early part of the twentieth century, Millay appears at once to straddle two worlds: on one hand her poetry shows great technical skill, which permits her entry into the ranks of so-called serious poets, while on the other hand, her verses show a lightness, a frankness, and a freshness from which a poet like Dickinson would retreat. For Millay and other female poets, as for their African-American contemporaries like Countee Cullen, it was often necessary to embrace traditional poetic forms even as their subject matter was decidedly modern.
A gifted playwright as well as a poet, Millay was a member of the experimental theatre group, the Provincetown Players, for whom she frequently wrote while also composing several books of poetry. As a sometime expatriate in the 1920s, Millay liberally combined traditional poetic forms and contemporary subjects in her verse, prose, and drama. The winner of the Pulitzer Prize for poetry in 1923, for “The Ballad of the Harp-Weaver,” Millay was both a critically and a commercially successful writer.
Background on Featured Poems
“First Fig,” the opening lyric in a group known as Figs from Thistles, is familiar to many readers who encountered it in high school, where it is often included as a tool for teaching about scansion and prosody. Composed of just four lines that alternate between iambic pentameter and iambic tetrameter, and featuring a strong end-rhyme, “First Fig” is often a gateway work in modernist poetry because it mimics forms with which readers are already comfortable. Yet the poem quickly challenges our expectations by celebrating excess: “My candle burns at both ends,” for example, and then acknowledging the speaker’s foes as readily as the speaker’s friends. These elements combined with the exclamatory, “It gives a lovely light!” in the last line transport the imagery from the usual one of decay into a celebration. This celebration of rapid change unites “First Fig” with the other four lyrics with which it was first published into a celebration of the present.
The second selection from Millay, “I Think I Should Have Loved You Presently” (1922), provides additional evidence of the poet’s technical skills. A sonnet in the Shakespearean tradition, “I Think I Should Have Loved You Presently,” uses the occasion of an absent lover not as a moment for regret but as an occasion to acknowledge the impermanence of romantic love. In the first few lines, the speaker makes clear that it was a choice, and not mere caprice that caused her to act as she did in jesting with a recent lover. Despite the loss of her lover’s affections, the speaker would not change her ways, instead choosing to “Cherish no less the certain stakes I gained” (11) than to regret her dalliance. For these and other epigrammatic lines, Millay remains one of the most quoted modernist poets.
First Fig
My candle burns at both ends;
It will not last the night;
But ah, my foes, and oh, my friends—
It gives a lovely light!
- How does the title “First Fig” introduce the theme or idea of the poem?
- Analyze the imagery of the “candle burns at both ends.” What might the candle symbolize in the context of the poem?
- How does the poem use the metaphor of the candle to convey a sense of personal experience or attitude toward life?
- Describe the tone and mood of the poem. How does the language and rhythm contribute to the overall emotional impact of the poem?
- How does the poem address themes of youth, vitality, and embracing life to the fullest? How might it capture a sense of hedonism and a rejection of conventional norms?
I Think I Should Have Loved You Presently
I think I should have loved you presently,
And given in earnest words I flung in jest;
And lifted honest eyes for you to see,
And caught your hand against my cheek and breast;
And all my pretty follies flung aside
That won you to me, and beneath your gaze,
Naked of reticence and shorn of pride,
Spread like a chart my little wicked ways.
I, that had been to you, had you remained,
But one more waking from a recurrent dream,
Cherish no less the certain stakes I gained,
And walk your memory’s halls, austere, supreme,
A ghost in marble of a girl you knew
Who would have loved you in a day or two.
- How does the title “I should have loved you presently” set the tone and expectation for the rest of the poem?
- Describe the tone and mood of the poem. How does the language and rhythm contribute to the overall emotional impact of the poem?
- The poem expresses a sense of regret and missed opportunity. How does the speaker convey the idea that love should have been expressed sooner?
- Analyze the imagery of berries, roses, and snow in the poem. How might these natural elements symbolize the progression of time and emotions?
- How does the poem draw a parallel between the progression of love and the changing seasons in nature?
- How does the poem explore the theme of timing in relation to love and relationships? How might the sense of regret be relatable to readers?
Sources
Berke, Amy et al. Writing the Nation: A Concise Introduction to American Literature 1865 to Present. University of North Georgia Press, 2015. https://open.umn.edu/opentextbooks/textbooks/writing-the-nation-a-concise-introduction-to-american-literature-1865-to-present, CCA-SA 4.0
St. Vincent Millay, Edna. “First Fig.” Public Domain.
St. Vincent Millay, Edna. “I Think I Should Have Loved You Presently.” Public Domain.
A person who lives outside their native country
Scansion is the practice of determining and graphically representing the metrical pattern of a line of verse. In classical poetry, these patterns are quantitative based on the different lengths of each syllable.
Prosody is the study of elements of speech that are not individual phonetic segments but which are properties of syllables and larger units of speech, including intonation, stress, and rhythm.
Modernism is an early 20th-century movement in literature, the visual arts and music, emphasizing experimentation, abstraction and subjective experience. Philosophy, politics and social issues are also aspects of the movement which sought to change how human beings in a society interact and live together.
A poem of fourteen lines using any of a number of formal rhyme schemes, typically having ten syllables per line.
A theme is a central topic, subject, or message within a narrative.
Imagery is visual symbolism, or figurative language that evokes a mental image or other kinds of sense impressions.
A metaphor is a figure of speech that, for rhetorical effect, directly refers to one thing by mentioning another. It may provide clarity or identify hidden similarities between two different ideas. Metaphors are usually meant to create a likeness or an analogy.
Rhythm can be described as the beat and pace of a poem. The rhythmic beat is created by the pattern of stressed and unstressed syllables in a line or verse.
Tone is the attitude that a character or narrator or author takes towards a given subject.