More on "Boy Breaking Glass" by Gwendolyn Brooks

I was confused when I read this poem for the first time. And the second time. As well as the third and fourth times, but I gradually understood more with each readthrough. With such complex language and references all throughout the poem, there's a lot to unpack. I realize now, post-poetry recitation, that I should have led with a bit of my analysis before asking for yours. I had a lot of points to cover that I didn't get to, so here's a bit more of my analysis on "Boy Breaking Glass":

In the first stanza and title, Brooks describes the foundational point in this poem: the boy breaking a glass window. The window represents expectations, restrictions, and rules from outside perspectives. He is creating something new for his generation by breaking the window and making this loud, shattering statement that will spread, piercing everything around him like glass shards flying everywhere. The outside perspectives criticize his actions, telling him it's "treasonable", not art, and, as the second stanza says, a "desecration". The boy is very determined as he exclaims, “I shall create!". And so he shall. 

"Full of pepper and light / and Salt and night and cargoes." The third stanza gives us another layer to think about. With imagery regarding color, we see the contrast between pepper and salt, light and night, possibly referring to the color of the boy's skin in regards to the Black community and how during this time it was frowned upon for him to create art instead of working. The mention of cargoes could possibly also tie into the working aspect as cargoes are a common piece of working attire. 

I still have many unknowns to this poem, but I discover more possibilities for each line's meaning as I go. Looking at stanza four's lines (“Don’t go down the plank / if you see there’s no extension."), I understood it as people telling him not to continue down this creative path because the career path is not as stable or concrete. His future isn't laid out for him, so people are telling him to go back to certainties. 

As for the use of quotations throughout the poem, it gives the boy more individuality and a voice that he would not normally have for himself. Although we assume he is relatively young, we see him taking this power, creating what he wants, and using his voice to inspire future generations. 

Overall, I really enjoyed this poem, and I find myself still intrigued and reading it over again and again. Brooks' imagery and references allow for the reader to find a deeper meaning through their own knowledge behind each word. These are my analyses on this poem, but I would love to hear your own interpretations on this piece of Brooks' work!