I Remember, I Remember (Thomas Hood)

This section provides analysis for the poem I Remember, I Remember by Thomas Hood. Thomas Hood’s poem I Remember, I Remember is a poignant reflection on the passage of time, childhood, and the bittersweet nature of memory. Through the speaker’s recollections of their early years, the poem explores how a sense of belonging to a particular place—both in the physical world and in one’s memories—can change with the passage of time. The speaker reflects with nostalgia on the past, yet there is an underlying sense of melancholy as they recognise that the innocence and joy of childhood have given way to the complexities and burdens of adult life. You can read the poem below followed by detailed analysis. 

I Remember, I Remember by Thomas Hood

I remember, I remember, 
The house where I was born, 
The little window where the sun 
Came peeping in at morn; 
He never came a wink too soon, 
Nor brought too long a day, 
But now, I often wish the night 
Had borne my breath away!

I remember, I remember, 
The roses, red and white, 
The vi’lets, and the lily-cups, 
Those flowers made of light! 
The lilacs where the robin built, 
And where my brother set 
The laburnum on his birthday 
The tree is living yet!

I remember, I remember, 
Where I was used to swing, 
And thought the air must rush as fresh 
To swallows on the wing; 
My spirit flew in feathers then, 
That is so heavy now, 
And summer pools could hardly cool 
The fever on my brow!

I remember, I remember, 
The fir trees dark and high; 
I used to think their slender tops 
Were close against the sky: 
It was a childish ignorance,
 But now ‘tis little joy 
To know I’m farther off from heav’n 
Than when I was a boy.

Analysis of the Poem

Context and Overview

Thomas Hood (1799–1845) was a British poet known for his lyrical and often melancholic poetry. "I Remember, I Remember" was written in the early 19th century, a time when many poets explored the theme of childhood as a place of innocence and purity. Hood, however, contrasts this idealised view of childhood with the harsh realities of adult life, using memory as both a source of comfort and regret. The poem's structure, tone, and content reflect the universal human experience of nostalgia and the loss of innocence that comes with growing up.

Form and Structure

The poem is written in four stanzas, each beginning with the line “I remember, I remember,” which creates a rhythmic, almost chant-like quality that gives the poem a sense of continuity. This repetition emphasizes the act of remembering, a key theme in the poem, as the speaker recalls different aspects of their childhood. The simple, direct language reflects the childlike quality of the memories, but the tone shifts as the speaker moves from fond reminiscence to a more melancholic reflection on the passage of time.

The rhyme scheme in the poem follows an ABAB pattern, which adds to the sing-song quality of the speaker’s recollections. This regular pattern contrasts with the emotional content of the poem—while the rhyme is smooth and even, the speaker’s emotions are more complex, shifting from joyful memories to a sense of longing and loss. The consistent rhythm mirrors the passage of time itself, flowing steadily but inexorably towards the present, where the speaker reflects on the distance between their childhood and the present day.

Imagery and Language

Hood uses vivid, sensory imagery to bring the speaker’s childhood memories to life. In the first stanza, the speaker recalls the house where they were born, particularly the “little window where the sun / Came peeping in at morn.” This image evokes a sense of warmth and security, suggesting the speaker’s sense of comfort in childhood. The personification of the sun as “peeping” introduces a gentle, playful tone, reinforcing the innocence and simplicity of the speaker’s early experiences. The idea that the sun “never came a wink too soon” further highlights the perfect, unhurried pace of childhood, where time seemed to pass more slowly and in harmony with the natural world.

However, as the poem progresses, this sense of harmony is contrasted with the speaker’s present discontent. In the final line of the stanza, the speaker expresses a wish that “the night / Had borne my breath away,” a stark contrast to the idealised morning sunlight. This line signals the shift from nostalgia to sadness, as the speaker’s present life seems less joyful and more burdensome than their childhood.

The second stanza shifts to imagery of flowers: “The roses, red and white, / The vi’lets, and the lily-cups, / Those flowers made of light!” The flowers evoke a sense of beauty and fragility, reinforcing the innocence of childhood. The idea that the flowers are “made of light” suggests their ethereal, almost magical quality, further emphasising the speaker’s idealisation of the past. The mention of the robin building a nest in the lilacs and the laburnum tree, planted by the speaker’s brother, evokes a sense of family and belonging. The fact that the tree is “living yet” suggests that some aspects of the past, like the tree, endure even as other things change.

The third stanza brings a more dynamic sense of youthful freedom, with the speaker recalling a place where they used to swing: “Where I was used to swing, / And thought the air must rush as fresh / To swallows on the wing.” The act of swinging represents the joy and carefree nature of childhood, while the comparison to swallows flying through the air evokes a sense of liberation and lightness. The speaker’s “spirit flew in feathers” during this time, suggesting that, in childhood, they felt a sense of weightlessness and freedom. This image contrasts with the speaker’s present state, where they feel burdened and “heavy now.” The image of “summer pools” cooling the speaker’s brow further evokes the idea of youthful energy and vitality, which the speaker now feels distant from.

In the fourth stanza, the speaker recalls the “fir trees dark and high,” which they once thought reached “close against the sky.” This image represents the speaker’s childish sense of wonder and imagination, where the world seemed full of endless possibilities. However, this perception is marked by “childish ignorance,” and the speaker now finds little joy in this idea. Instead, they reflect on the distance between themselves and heaven, suggesting that adulthood has brought with it a sense of disillusionment and loss. The idealistic view of childhood has been replaced by the sobering reality of adulthood, where the speaker feels further from spiritual or emotional fulfilment.

Themes of Nostalgia, Loss, and the Passage of Time

One of the central themes of the poem is nostalgia—the longing for a time when life seemed simpler and more beautiful. The speaker’s memories of their childhood are filled with warmth, light, and nature, evoking a sense of comfort and security. The repetition of “I remember” throughout the poem underscores the importance of these memories, as the speaker continually returns to them for solace.

However, the poem also explores the loss that accompanies the passage of time. As the speaker moves through their memories, there is a shift from joy and innocence to a recognition of the burdens of adulthood. The line “But now, I often wish the night / Had borne my breath away!” suggests that the speaker is struggling with the pain of growing up and the loss of the carefree nature of childhood. This contrast between the speaker’s idealised childhood and their current feelings of heaviness and dissatisfaction highlights the tension between the past and the present.

The final stanza introduces the theme of disillusionment. The speaker’s perception of the fir trees reaching “close against the sky” is contrasted with the adult realisation that heaven is farther away than it seemed in childhood. This marks a loss of innocence and a shift in the speaker’s understanding of the world. The speaker’s childhood ignorance is now seen as a form of bliss, but this realisation brings little comfort. Instead, the speaker’s reflection on the distance between themselves and heaven signals a profound sense of spiritual or emotional distance.

Summary

I Remember, I Remember by Thomas Hood is a deeply emotional and reflective poem that explores themes of nostalgia, loss, and the passage of time. Through the speaker’s recollections of their childhood, the poem captures the beauty and innocence of youth, but also the sadness that comes with the inevitable process of growing up. The speaker’s longing for the simplicity and joy of their early years contrasts with their present sense of heaviness and disillusionment, suggesting that adulthood often brings with it a sense of loss. Hood’s use of vivid imagery, repetition, and a gentle rhyme scheme creates a rhythmic and lyrical quality, which mirrors the reflective nature of the poem. Ultimately, the poem conveys a universal truth: while memories of childhood can provide comfort, they also highlight the distance between the past and the present, and the changes that come with time.

You can find analysis of all the Edexcel Belonging Poetry Anthology Poems here.