I was my own route summary and exercise | Class 12 English Notes | NEB

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I was my own route summary and exercise | Class 12 English Notes | NEB

I Was My Own Route by Emily Dickinson

Summary for Class 12 NEB Students

Emily Dickinson (1830–1886) was a distinguished American poet whose work explored the inner workings of the mind, human perception, and the mysteries of life and death. Known for her concise language, unconventional punctuation, and deep philosophical reflections, Dickinson’s poetry often transforms everyday experiences into rich insights about existence. I Was My Own Route is one such reflective poem in which the speaker contemplates the nature of inner journeying, self‑awareness, and the personal terrain of thought and identity.

I Was My Own Route presents a metaphorical journey in which the speaker defines herself not by external destinations but by her own inner experiences. The poem suggests that identity and meaning are not found in physical places or outward achievements; rather, they arise from one’s internal discoveries and personal perceptions. Dickinson uses natural imagery and metaphor to convey the idea that each person travels through life guided by their own understanding and insight, rather than merely moving along paths laid out by others. In this way, the title itself — I Was My Own Route — highlights the theme of self‑determination and introspection.

The poem also explores deeper themes such as self‑discovery, individual perspective, and the nature of inner life versus external reality. By emphasizing the internal route over geographic or societal paths, Dickinson conveys that the essence of life is shaped by personal interpretation and conscious reflection. I Was My Own Route encourages readers to consider how their inner world — thoughts, emotions, choices — defines their experience of life. This reflection shifts focus from external accomplishments to the richness of one’s inner journey, suggesting that genuine meaning comes from self‑understanding rather than external validation.

Main Themes

  • Self‑Discovery: The idea that understanding one’s inner self is a journey in itself.

  • Inner versus Outer Worlds: Contrast between external paths and internal experiences.

  • Identity and Perception: Emphasis on how personal perception shapes life’s meaning.

  • Reflection and Awareness: Encouragement to look inward for insight and truth.

Glossary

  • metaphorical (adj.): using a symbol or figure of speech to represent something deeper

  • introspection (n.): examination of one’s own thoughts and feelings

  • perception (n.): the way one understands or interprets something

  • identity (n.): the qualities that make a person distinct

  • terrain (n.): ground or area, used symbolically for experience

  • validate (v.): to confirm the worth or legitimacy of something

  • external (adj.): outside or outward

  • internal (adj.): inside or inner

  • conscious (adj.): aware of one’s thoughts and surroundings

  • reflection (n.): thoughtful consideration or meditation

Before Reading

a. Do you try to be like what others want you to be? Why or why not?
No, not at all, because I value my dignity, self-respect, and confidence. I believe it is important to discover what is right for me rather than simply conforming to the expectations of others.

b. How can we achieve our identity?
We can achieve our identity by following the right path, staying true to our principles, and pursuing our goals, regardless of what others say or think.

Understanding the Text

a. Why did the speaker try to be the way men wanted her to be?
The speaker initially tried to conform to men’s expectations because she wanted independence and freedom from the oppressive rules and societal norms that kept women submissive and backward.

b. What does her feet 'would not accept walking backwards' mean?
This phrase symbolizes the speaker’s determination to progress. Her feet refusing to walk backwards means she wanted to move forward, assert her independence, and fight for women’s rights and equality.

c. Who are the old guards? Why did they grow desperate?
The old guards represent people with stereotypical mindsets who believe women should remain uneducated and submissive. They grew desperate because the speaker resisted their control and challenged the traditional norms that restricted women.

d. How did the speaker have 'a feeling of intimate liberation'?
The speaker felt intimate liberation because every obstacle she overcame strengthened her sense of freedom. Despite societal and cultural resistance, she experienced personal growth and empowerment, achieving a deeper connection with her own being.

e. Why did the speaker’s desire to follow men warp in her?
The speaker’s desire to conform to men’s expectations was “warped” because it was negatively influenced and damaged by patriarchal control. The pressure to obey restricted her true potential and independence.

Reference to the Context

a. What does the speaker mean when she says she was playing a game of hide and seek with her being?
The speaker means that she was trying to assert her true self but had to hide it due to societal constraints. She was passionate about her growth and independence, but the rigid stereotypes of her community prevented her from fully expressing herself.

b. Why, in your view, was her back ripped by the old guards as she advanced forward?
Her back was “ripped” because the old guards continually tried to restrain her progress. These stereotypes and societal pressures opposed her empowerment and attempted to pull her back from achieving education, independence, and equality.

c. What, according to the speaker, did it feel like to be free?
Freedom felt powerful and exhilarating. She could make her own choices, pursue her goals without restriction, and assert herself in society. Being free allowed her to act independently and make a meaningful impact on women’s rights and empowerment.

d. Why does the speaker prefer the present to the past?
The speaker prefers the present because the past was full of oppression and limitations placed on women. Today, although challenges remain, women have more opportunities for education, empowerment, and independence. She focuses on creating positive memories rather than dwelling on past injustices.

e. John Donne, in his poem "No Man is an Island," says, "No man is an island entire of itself." Would Burgos agree with Donne? Do you agree?
Burgos would likely agree with Donne’s statement but emphasize that human connections should be based on equality and mutual respect. I agree that no one can be alone; we all need each other for support, growth, and understanding, but these ties must be fair.

Reference Beyond the Text

a. Write an essay on My Idea of Freedom

Freedom is a fundamental right that humans possess from birth. It is an abstract concept—something that cannot be physically touched, seen, or fully measured—but its importance is universally acknowledged. Different people perceive freedom in various ways: some view it politically, some socially, others personally, and some in terms of religious liberty. Despite these differences, the desire to be free is universal.

In its essence, freedom is the ability to live one’s life according to one’s own choices—whether it is where to live, what to eat, what to learn, or how to express oneself. Social freedom allows individuals to make decisions without undue pressure from society or tradition. Political freedom ensures people can participate in governance, express opinions, and challenge injustice. Personal freedom relates to self-expression, growth, and autonomy over one’s body and mind.

However, freedom is not absolute; it exists in relation to responsibilities. True freedom comes with the understanding that our choices should not harm others or infringe upon their rights. It is a balance between individual autonomy and social responsibility. For me, freedom is not merely the absence of restrictions but the presence of opportunities to act with dignity, creativity, and conscience.

b. William Faulkner on the Past: Do You Agree?

William Faulkner, in his novel Requiem for a Nun, writes:
"The past is never dead. It's not even past. All of us labor in webs spun long before we were born, webs of heredity and environment, of desire and consequence, of history and eternity."

Faulkner emphasizes that the past continuously shapes the present and influences the future. Events, decisions, and experiences—even those long gone—leave impressions that resonate in our lives. Time is not always linear; the past can reappear through memories, consequences of actions, inherited circumstances, or societal structures. Our past choices, whether deliberate or accidental, often create conditions we must confront later, influencing our actions and shaping our destiny.

I agree with Faulkner’s perspective. Every action we take is followed by consequences, and the lessons, regrets, or achievements of the past remain intertwined with the present. Freedom, as discussed by Burgos, may allow us to act independently, but it cannot detach us entirely from the historical, social, and personal contexts that influence us. True understanding of freedom, therefore, includes recognizing how the past continues to affect our choices and shaping our future responsibly.

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