When I heard the learn'd astronomer
             Students always face the challenge of wanting to explore a thought or lesson on their own. However, majority of the time, they sit in a classroom listening to lectures and doing book-work rather than learning through their own ways. The diction and imagery in "When I heard the learn'd astronomer," exemplifies the confining feeling of books and second-hand learning; however after the shift, the speaker reveals a deep appreciation of exploring through your own way.
             Through diction, the poem reveals the sense of patronizing, structured learning. The speaker illustrates hardness to book learning through consonance. In line two, proofs, figures, and columns all endure a stern sound to them, creating the feeling of stress. This happens again in line five, with "Lecture-room." This represents a tense setting, a place the speaker does not want to be. The speaker imparts a sense of confinement, using the "Lecture – room," while adding even more emphasis to it by its capitalization and indention of its own line. In the second stanza, diction changes dramatically, from structured to a whimsical air. Rising and gliding portray a sensual outlook, as the speaker is now more open and free.
             The speaker puts forth a monotonous tone throughout the first stanza, creating the feeling of repetition and hostility. The poem is written in a single sentence, emphasizing every point. In the first stanza, the tone is repetitive – its drags on until after the shift. It is as if the speaker is bored, wanting more than what is there. Every line begins with "When..." representing an uncaring thought process. Imagery shown throughout this stanza can be hostile. A young boy is pictured, lazily trying to listen and do work, however his mind not with the professor, is yearning for something more. Moreover, there by using astr
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