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18 pages 36 minutes read

The Blue Terrance

Fiction | Poem | Adult | Published in 2006

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Symbols & Motifs

The Blues

“The blues” is a common expression for a state of sadness or lassitude. A cool color on the spectrum, blue is associated with chills, winter, and a lack of oxygen. Conversely, blue is also associated with the life-giving and sunny sky, the warm sea, as well as noble lineage (blue blood). In Hayes’s poem, the color blue symbolizes romance and encompasses the red of love and passion. The speaker recalls a garter belt flung into the “bluest part of the night” (Line 17), which means the darkest, most romantic, and loneliest period of the evening. If the garter belt is being taken off and thrown away, the moment likely involves passion, yet is also associated with sadness. Thus, the word “bluest” (Line 17) occurs in all its myriad associations.

The speaker also describes blues music, which includes jazz, funk, and associated genres, as composed of “bloodshot octaves” (Line 23). While the blues evoke the coolness of the color, bloodshot conjures redness. Blues music, therefore, expresses many emotions, in the same way that having the blues can mean various things to different people.

The speaker loves staring into the sky—which is also blue, though this is not made explicit—because the sky regrets nothing but itself. Here, the blue sky symbolizes infinity and the boundless human self. The speaker understands the sky because he too regrets his own self and actions. He projects his state of melancholy self-awareness upon the sky. As the poem concludes, the poet states he is lonesome and blue, once again knitting the word “blue” to its symbolic meaning of sadness. But since the poet’s sadness is also something he loves, the state of the blues is not forced or bleak. It is a state of acknowledgement of the speaker’s peculiar nature, the perversity of all human nature, the nature of the world, and the circumstances of history.

Love

“The Blue Terrance” defines yearning and separation as a necessary condition of romantic love. The motif of love recurs in this context throughout the poem, as in the lines: “Especially if you love as I love / falling to the earth” (Lines 25-26). The first instance of the word “love” in the poem, the lines play with the common phrase falling in love. Here, it is not just falling in love that the speaker loves, but specifically, falling to earth, a movement associated with disappointment, realization, and death. Thus, the speaker loves the dangers and loss love inherently contains: To love is to fear losing the object of love as well as one’s own sense of self. It is this duality about love that appeals to the speaker’s inner romantic.

The next instance of “love” occurs with an image of the sky. The speaker loves watching the sky, something only his lover knows, because the lover has seen the speaker stare into Heaven several times. This telescopic image of the lover watching the speaker watch something he loves highlights the contradictions of love. The speaker’s love of the sky symbolizes his love for solitude and quiet contemplation. Such a love alienates the speaker’s lover, since it implies the speaker wants long stretches of time to himself, leaving the lover lonely. The speaker’s varying loves—for himself, for his lover, for solitude, for companionship—often come in conflict with each other. He loves this conflict too, since it means love, art, and identity are worth the fight.

Math Symbols

The poem uses mathematical symbolism to convey the speaker’s particular state of mind. The speaker wants to subtract years from his life and return to the romanticized state of childhood, in the hope that this will provide him respite from his blue state. He refers to the years as losses, a term that has a general as well as a mathematical meaning, the latter in the sense of profits and losses. The subtraction or return to the past works only partially; he finds the memory of being young mixed with a series of romantic diminishments and minus signs. The feeling of smallness returns him to a classroom with a blackboard marked or “chalked” (Line 3) with his errors. The shame he felt is represented by the toe-ring his math teacher wears. The entire image with its crosses and the “o” shape of the teacher’s ring conjures up a game of tic tac toe, a game the speaker has lost.

The board chalked with crosses represents a grid and an enclosed, confined space, a frequent motif in Hayes’s poetry. The blackboard and the chalk lines are confining to the speaker, yet they also provide some safety. He goes on to describe his person as a “match box” (Line 7), a geometrical, closed shape. The garter belt “wrung / like a snake around a thigh” (Lines 14-15) represents a circular shape, as does the gutted balloon. The mathematical and geometrical symbolism implies the speaker and larger society try to box in his contradictory self, yet the self is beyond crosses and zeroes, matchbox rectangles and infinite sky.

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