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Matthew Gomez
Mrs. Mendoza
A.P. English 12
14 October 2012
Contemplating a Mystery
When I Heard the Learnd Astronomer
When I heard the learnd astronomer,
When the proofs, the figures, were ranged in columns before me,
When I was shown the charts and diagrams, to add, divide, and measure them,
When I sitting heard the astronomer where he lectured with much applause in the lecture-room,
How soon unaccountable I became tired and sick,
Till rising and gliding out I wanderd off by myself,
In the mystical moist night-air, and from time to time,
Lookd up in perfect silence at the stars.
-Walt Whitman
The most notable quality of Walt Whitmans When I Heard the Learnd Astronomer is
the deeper meanings one can derive from the poem itself. When first setting ones eyes on the
title, When I Heard the Learnd Astronomer, one can infer that the poem must have something
to do with the sky and stars because of the presence of an astronomer. Stars are commonly used
as symbols of mystery, imagination, and adventure. Stars being a symbol in this poem can allow
one to allude that the speaker of the poem will contemplate a greater and more existential
question or thought. The poem begins with a man listening to a lecture on astronomy where all of
the complexities of the subject matter are being revealed. However, he eventually becomes bored

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with the topic and leaves to admire the stars on his own while he is going home. Whitman
harnesses many stylistic methods, such as syntactical devices, detail, contrasting diction, and
organization, to enhance the underlying idea that one does not need to understand all the
complexities and intricacies to admire the beauty of something-some things are meant to be left a
mystery.
Like any piece of literature or poetry, there will always be a beginning, middle, and end.
Whitmans beginning is simply the first line of the poem, When I heard the learnd astronomer
(1). The speaker states in media res that he or she is merely listening to the astronomer, which
lays no true context but visual and audial imagery of the speaker listening. From lines two to five
the middle of the poem is revealed; in these lines the complexities and intricacies of the night sky
and stars are displayed by the astronomer to the audience in the lecture-room. Lines two to
four of the middle portion and line one all begin with when; this syntactical device is known as
anaphora and it stylistically draws the readers attention to the astronomers detailed lecture.
Imagery such as the mathematical proof[s], the figures, the charts and diagrams, (2-3) are
referenced to describe the mysteries of the stars and can cause one to assume that scientific tools
are necessary to understanding the stars themselves. Whitman goes on to include in the poem
that one also needs to add, divide, and measure (3) to understand the stars. Whitman makes
these necessities clear when he includes that where [the astronomer] lectured with much
applause (4). The people (i.e. society) also find these necessary by applauding.
The fifth line transitions the middle segment of the poem to the ending; this transition
also contradicts the ideas previously stated and opens the ideas on stars for questioning. During a
grandeur and enlightening lecture on astronomical theories and hypotheses, the speaker, alone,
becomes tired and sick (5), amidst much applause. The speaker, most likely representing the

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ideals of Whitman himself, does not value the study of the stars through scientific means. This
shift alludes that the speaker will have his or her own analysis and understanding of the stars.
Lines six to eight conclude the poem in its entirety by admiring a mystery rather than trying to
find a definite answer, something the speaker does that the astronomer cannot.
Previously the diction, in the middle segment of the poem uses strict and definite words
to describe the aspects of the astronomers lecture; words such as figures (2) charts (3), and
measure(3). In contrast, the ending utilizes indefinite words such as wandered (6) and
mystical (7) that connote imagination or adventures. The words leave room for contemplation
and speculation, which most likely will not be answered. Whitman combines alliteration,
repetition, and visual imagery in the line, In the mystical moist night-air, and from time to
time... (7) to reveal the indefinite qualities, the absence of labels and answers to the night and
sky itself, something the astronomer (i.e. science) would not be able to do. Lastly, the final line
of the poem states [I] looked up in perfect silence at the stars. (8), which reveal the speaker
admiring the stars alone, in the silence and absence of the scientific tools needed to admire the
stars. The image Whitman creates in lines six through eight allows the reader to see the contrast
between the science used to explain the stars and simply admiring the stars for the mystery that
they are.
After analyzing Whitmans literal and underlying meanings line by line, it only seems
necessary to meld it all into one meaning. The poem itself represents the controversies of trying
to understand something that is beyond us; it most likely is an allusion to mans relationship with
a god or Greater Being. This relationship should not be analyzed and really can never be proven
right or wrong; there are simply some things that cannot be explained and should not be
attempted to be explained. When these boundaries are crossed one loses the admiration of

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beauty, to chasing a scientific answer and proof that may not even amount to the grandeur and
grandiose qualities the mysterious entity or being had to begin with. Ultimately, one should not
waste time contemplating the mystery, but should admire the mystery for being unknown. All
one has to do is look up in perfect silence (8) and admire the unknown.