Line-by-Line Analysis

1. “I want to write a poem”

o The speaker’s intention is straightforward, setting a tone of earnestness and
determination. It establishes the speaker as an active participant in the creation
of art, emphasizing a personal connection to the subject matter.
2. “About pretty black girls”
o This line specifies the focus of the poem. By calling them “pretty,” the speaker
acknowledges their beauty while also challenging conventional standards of
beauty that often exclude Black girls. It suggests a celebration of their identity.
3. “Who don’t relax and lie their dreams away”
o Here, the speaker critiques the complacency that can hinder ambition. The
word “lie” implies a passive acceptance of fate. The speaker encourages active
engagement with one's dreams, suggesting that these girls strive to achieve
their goals.
4. “Voices that curl”
o The image of curling voices suggests a sense of creativity and resilience. It
indicates that their voices may twist and turn against the straight narratives
often imposed by history, representing a form of resistance and self-
expression.
5. “The straight edges of history”
o This metaphor contrasts the rigid and often oppressive narratives of history
with the fluidity and dynamism of the girls’ voices. It suggests that history has
been constructed in a way that marginalizes their experiences, while the voices
of these girls seek to redefine that history.
6. “Hair thin slices of a movement”
o The speaker connects Black hair to social movements, symbolizing identity
and resistance. The phrase “thin slices” implies that these identities are
nuanced, yet integral to the larger movement for change.
7. “Turning the world kinky”
o This line celebrates the natural texture of Black hair, suggesting that it is not
just a personal choice but a broader cultural statement. It challenges societal
norms and indicates a shift toward embracing authenticity and diversity.
8. “I respect the disciplined silent screamers”
o This acknowledgment of those who endure suffering without outward
expression shows respect for their strength and resilience. The term “silent
screamers” suggests a deep internal struggle that is often overlooked.
9. “Who expose the holes”
o This line refers to individuals who reveal societal injustices and gaps in
understanding. It indicates a call to action for awareness and change,
emphasizing the importance of addressing the struggles faced by marginalized
communities.
10. “Emily Dickinson, I am climbing through”
o The speaker invokes Emily Dickinson, a renowned poet known for her
introspective and often isolating themes. This connection highlights a shared
experience of searching for meaning and understanding in isolation.
11. “To your wooden shed of isolation”
o This metaphor references Dickinson's reclusive lifestyle, suggesting that the
speaker seeks refuge in her literary world while also acknowledging the
loneliness that can accompany artistic creation.
 12. “Where the robin’s song / Robbed you of your sanity”
o The robin symbolizes beauty and the natural world, which can be both
uplifting and overwhelming. This imagery suggests that external beauty may
lead to internal conflict, reflecting the paradox of art and emotional struggle.
13. “I revere people to my own detriment”
o The speaker reflects on the consequences of idolizing others. This line
suggests that while reverence can be inspiring, it can also lead to self-neglect
or loss of one’s own voice.
14. “Perhaps you did too”
o This line connects the speaker's experience with Dickinson's, implying that
both have grappled with the challenges of admiration and the pressure to
conform to external expectations.
15. “But when I enter your hallowed hearth / Please don’t turn me away”
o The use of “hallowed hearth” conveys a sense of sacredness and belonging.
The plea for acceptance suggests the desire for inclusion within the literary
tradition and community, particularly for marginalized voices.
16. “I want to show pretty black girls”
o The repetition emphasizes the speaker's commitment to empowering Black
girls, reinforcing their significance in the poem and the speaker's mission to
uplift their voices.
17. “How to look at their hearts”
o This line encourages introspection and self-exploration. It emphasizes the
importance of understanding one’s emotions and identities, inviting the girls to
embrace their true selves.
18. “With eyes blaring at full blast / The way you did”
o This metaphor suggests a fierce intensity in self-perception and emotional
honesty. It connects the speaker's desire for empowerment with Dickinson’s
passionate approach to her writing.
19. “Together we can build a bridge”
o The idea of building a bridge symbolizes connection, collaboration, and shared
purpose. It emphasizes the importance of community among women,
especially in the face of adversity.
20. “To the promise in their faces”
o This phrase reflects hope and potential. It suggests that the futures of these
girls are bright and full of possibilities, calling attention to their aspirations.
21. “And pull them towards poems”
o This line encourages engagement with poetry as a means of empowerment. It
reinforces the idea that literature can inspire change and foster understanding.
22. “By pretty black girls / Wearing crowns of change”
o The poem concludes with a powerful image of Black girls as leaders of
change. “Crowns of change” symbolizes empowerment, beauty, and agency,
suggesting that they are not just passive subjects but active participants in
shaping their futures.

Summary

"Tomorrow’s Daughters" is a poignant celebration of the identity, strength, and potential of

Black girls. Through vivid imagery and references to historical and literary figures, the
speaker emphasizes the importance of self-expression and community. The poem critiques
societal norms while encouraging introspection and action, ultimately envisioning a future
where Black girls embrace their identities and inspire change through their voices.

Themes

1. Empowerment: The poem emphasizes the importance of empowering Black girls to

take charge of their identities and pursue their dreams actively.
2. Identity and Heritage: It highlights the significance of understanding and celebrating
one's cultural roots, encouraging self-acceptance and pride.
3. Resilience: The poem acknowledges the struggles faced by Black girls while
celebrating their strength and ability to overcome obstacles.
4. Connection and Community: There is a focus on the need for solidarity among
women, highlighting the importance of building supportive relationships.
5. Art and Expression: The poem underscores the role of art, particularly poetry, as a
means of self-expression and a tool for change.

Diction

• The poem employs vibrant and evocative language that captures the complexities of
identity, struggle, and empowerment. Words like “kinky,” “silent screamers,” and
“crowns of change” convey deep emotions and cultural significance, creating a rich
tapestry of meaning.

Tone

• The tone of the poem is reflective and empowering. It balances moments of sorrow
and struggle with hope and determination, creating a nuanced emotional landscape
that invites readers to engage with the subject matter deeply.

Structure

• The poem consists of free verse, which allows for fluidity in thought and expression.
The lack of a strict rhyme scheme reflects the poem's conversational tone and
emphasis on authenticity, mirroring the dynamic experiences of the speaker and the
subjects of the poem.

Mood

• The mood shifts from somber and reflective to hopeful and empowering. This
transition creates a sense of urgency and optimism for the future of Black girls,
ultimately leaving the reader with a feeling of inspiration and possibility.

Figures of Speech

1. Metaphor:
o “Hair thin slices of a movement” connects Black hair to social movements,
emphasizing identity and activism.
2. Imagery:
 o Vivid imagery, such as “crowns of change,” creates strong visual associations
with empowerment and identity, painting a picture of beauty and strength.
3. Apostrophe:
o The direct address to Emily Dickinson establishes a connection between their
experiences, highlighting shared themes of isolation and the struggle for self-
expression.
4. Repetition:
o The phrase “pretty black girls” serves as a refrain that emphasizes their
importance and celebrates their identity, reinforcing the speaker's message of
empowerment.
5. Simile:
o “With eyes blaring at full blast” suggests an intense clarity of vision,
indicating the need for awareness and boldness in self-perception.
6. Personification:
o “Where the robin’s song robbed you of your sanity” gives human qualities to
the song, suggesting that beauty and art can have profound, sometimes
overwhelming, emotional impacts.

Conclusion

"Tomorrow’s Daughters" is a profound exploration of identity, resilience, and empowerment

for Black girls, urging them to embrace their uniqueness and aspire to a brighter future.
Through rich imagery, powerful themes, and a reflective tone, Mashile's poem serves as a
rallying cry for self-acceptance and collective action, ultimately celebrating the potential
within each girl to enact change and create a better world. If you need further details or
specific aspects analyzed, just let me know!