“Wisdom, Doubt, and Modern Consciousness: A Practical Criticism of ‘Solomon and Gray’”

 A Practical Criticism of I. A. Richards’ “Solomon and Gray”



This blog forms part of a Thinking Activity assigned by Dr. and Prof. Dilip Barad sir as part of our study of I. A. Richards’ theory of Figurative Language and Practical Criticism. The task involves a close reading of the poem “Solomon and Gray,” focusing on its figurative language while critically examining my own interpretative responses and biases in the process of meaning-making.

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Reading “Solomon and Gray” through I. A. Richards’ Theory of Meaning

Introduction: Richards Reading Richards

I. A. Richards’ poem “Solomon and Gray” offers a subtle but powerful contrast between ideal wisdom and practical modern consciousness. When read through Richards’ own theory of the Four Kinds of Meaning—Sense, Feeling, Tone, and Intention—the poem becomes an excellent example of how poetry communicates far beyond literal statement. Rather than delivering a moral lesson directly, the poem stages a quiet intellectual and emotional conflict between two figures who represent different ways of understanding life.

My Interpretation of the Poem



When I read “Solomon and Gray,” I do not experience it as a narrative poem or a philosophical argument. Instead, I feel it as a reflective dialogue between ancient authority and modern scepticism. Solomon, traditionally associated with divine wisdom, appears distant and idealized, while Gray feels closer to modern humanity—limited, questioning, and uncertain.

The poem does not ask me to choose one figure over the other. Instead, it makes me aware of the tension between inherited wisdom and lived experience. I sense that the poem quietly questions whether absolute wisdom is possible in the modern world, or whether knowledge itself has become fragmented and provisional.

My understanding of the poem emerges not from external philosophical systems but from the poem’s restrained language, contrast of attitudes, and reflective tone—exactly the kind of reading Richards advocates in Practical Criticism.

I. A. Richards’ Four Kinds of Meaning Applied to “Solomon and Gray”

1) Sense



(What is said: the logical or conceptual meaning)

According to Richards, sense refers to the intellectual content conveyed by the words.

In “Solomon and Gray,” the sense lies in the contrast between two figures:

  • Solomon symbolizes traditional, absolute wisdom—knowledge that claims certainty and authority.

  • Gray represents modern consciousness—limited, reflective, and aware of uncertainty.

On the surface, the poem presents a comparison between these two attitudes toward knowledge and life. Literally, the poem suggests that wisdom is not a fixed possession but something shaped by time, experience, and human limitation. The sense, therefore, revolves around the problem of knowing in the modern age.

2) Feeling



(The emotional state expressed in the poem)

Richards defines feeling as the emotional attitude communicated by the poem.

As I read “Solomon and Gray,” I feel a quiet melancholy and intellectual unease. There is no dramatic grief or anger, but rather a subdued emotional tension. The poem makes me feel the weight of disillusionment with absolute truths. Solomon’s grandeur feels remote, while Gray’s uncertainty feels painfully familiar.

The feeling conveyed is reflective rather than passionate. It communicates the emotional condition of modern humanity—aware of wisdom’s limits and burdened by self-consciousness.

3) Tone



(The poet’s attitude toward the reader and subject)

In Richards’ framework, tone reveals the speaker’s stance toward the audience.

The tone of “Solomon and Gray” strikes me as detached, ironic, and contemplative. The poet does not mock Solomon, nor does he celebrate Gray uncritically. Instead, the tone maintains a measured distance, inviting the reader to think rather than feel instructed.

I sense that Richards is speaking with the reader, not at the reader. The poem’s calm and controlled tone reinforces its intellectual seriousness and avoids emotional manipulation.

4) Intention



(The effect the poet wishes to produce in the reader)

According to Richards, intention concerns the response the poem seeks to evoke.

From my reading, I feel that Richards’ intention is to make the reader question simplistic ideas of wisdom. The poem does not offer solutions or moral conclusions. Instead, it encourages a reflective awareness of the gap between ancient ideals and modern realities.

The poem intends to sharpen critical consciousness—to make me aware that understanding is complex, provisional, and deeply human. It does not aim to comfort but to clarify.

Misunderstandings in “Solomon and Gray”



(According to My Reading, in the Light of I. A. Richards)

1) Misunderstanding of the Sense (Careless or Intuitive Reading)

If I read the poem casually, I may assume it is simply contrasting a wise man and a foolish one. This oversimplifies the poem. Such a reading ignores the subtle intellectual tension and reduces the poem to a moral fable, which it is not.

2) Over-Literal or Prosaic Reading

A prosaic reading may treat Solomon and Gray as historical or biographical figures. This would be a misunderstanding. I feel they function symbolically, representing modes of thought, not individuals. Reading the poem literally strips it of its philosophical depth.

3) Defective Scholarship; Inappropriate Metaphor

If I rely excessively on biblical or historical scholarship about Solomon, I risk forcing external meanings onto the poem. Richards warns against this kind of critical error. The poem’s meaning arises from its language and structure, not from encyclopedic knowledge.

4) Difference between Poetic and Prose Meaning

Misunderstanding also occurs when I expect logical clarity and argumentative precision. The poem communicates through implication, contrast, and tone rather than explanation. Forgetting that poetic language is suggestive rather than declarative can make the poem seem vague or incomplete.

Conclusion: Practical Criticism in Practice

Reading “Solomon and Gray” through I. A. Richards’ own critical framework demonstrates how poetry operates as a complex emotional and intellectual act, not merely a container of ideas. The poem exemplifies Richards’ belief that meaning arises from the interaction of sense, feeling, tone, and intention—and that misunderstanding often results from ignoring this interaction.

Ultimately, the poem does not teach wisdom; it enacts the difficulty of being wise in the modern world.

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