Science and metaphor

Science and metaphor

Poet Laureate Ted Hughes • Roy.akarshak (CC BY-SA 4.0)

Originally published 27 March 1989

Reach­ing for a book on a high shelf. Down falls Sea­son Songs by poet Ted Hugh­es, attract­ing atten­tion to itself by deliv­er­ing a lump on the head. I sit on the floor and read again these nature poems writ­ten 20 years ago by Britain’s poet laureate.

Fifteenth of May. Cherry blossoms. The swifts
Materialize at the tip of a long scream
Of needle--“Look! They're back! Look!”

At Hugh­es’ invi­ta­tion we watch the swifts, those quick­est of birds, watch their “too-much pow­er, their arrow-thwack into the eaves.” Arrow-thwack! Yes, that’s exact­ly right. That’s exact­ly the way swifts zip into the eaves of the old barn on their evening high-speed rev­els. As if shot from a bow. Too quick to be animate.

At poem’s end, a life­less young swift is cupped in the poet­’s hand, in “bal­sa death.” What a phrase! By it we are made to feel the sur­pris­ing unheav­i­ness of the bird in the hand, the hol­lowed-out bones and wire-thin struts beneath the skin of feath­ers, a tiny machine per­fect­ed by 100 mil­lion years of evo­lu­tion to skim on air, as light as balsa.

Hugh­es’ delight­ful images remind us how much sci­en­tists need poets to teach us how to see. Sci­en­tists are trained in a very un-metaphor­i­cal way of see­ing. We are taught to look for imme­di­ate con­nec­tions: X caus­es Y, Y caus­es Z. We strip away the super­flu­ous, the non-causal. We iso­late. We weigh and mea­sure. The aver­age den­si­ty of a bird is sig­nif­i­cant­ly less than the aver­age den­si­ty of a mam­mal of com­pa­ra­ble size. That’s one rea­son birds fly. Bal­sa wood has noth­ing to do with it.

But any­one who has held a bird in the hand will rec­og­nize the apt­ness of Hugh­es’ image — the decep­tive light­ness, the curi­ous absence of expect­ed heft. The bal­sa metaphor is instruc­tive. We learn some­thing about birds that no ornitho­log­i­cal text quite so vivid­ly conveys.

Make no mis­take, I am not dis­miss­ing the sci­en­tif­ic way of see­ing. Weigh­ing, mea­sur­ing, abstrac­tion, and dis­sec­tion have proved their worth as roy­al roads to truth. But the poet­’s eye guides us to truths of anoth­er kind.

No field biol­o­gist has seen “hares hob­bling on their square wheels,” but Ted Hugh­es’ metaphor is so per­fect­ly truth­ful we can’t help but laugh. No ichthy­ol­o­gist has record­ed the mack­erel’s “stub scis­sors head,” but we read­i­ly imag­ine the blunt jaws of the fish shear­ing open and shut as if oper­at­ed by a child’s delib­er­ate hand. No astronomer has watched a full moon that “sinks upward/ To lie at the bot­tom of the sky, like a gold dou­bloon,” but Hugh­es’ image truth­ful­ly reminds us that there’s no up or down to the bowl of night.

Philoso­phers tell us that sci­ence is metaphor­i­cal. They cite, for exam­ple, New­ton’s “clock­work” solar sys­tem and Robert Boyle’s “spring” of air. Chris­t­ian Huy­gens, a Dutch­man liv­ing by water, first thought of light as a “wave.” Alfred Wegen­er, a mete­o­rol­o­gist who trav­eled in the frozen arc­tic, con­ceived of con­ti­nents drift­ing like “rafts” of ice. The philoso­phers are right: At root, sci­en­tif­ic knowl­edge is metaphor­i­cal. But young sci­en­tists are not trained to think (or to see) metaphor­i­cal­ly — and we may be poor­er for it.

Metaphor is a way of see­ing non-causal con­nec­tions, as when Ted Hugh­es speaks of April “strug­gling in soft excitements/ Like a woman hur­ry­ing into her silks.” On the face of it, there’s noth­ing in the metaphor of use to a sci­en­tif­ic stu­dent of the sea­sons, yet the words sig­nif­i­cant­ly alter our per­cep­tion of spring. “Strug­gle,” “soft,” “excite,” “hur­ry,” and “silk” force us to think in lay­ers and lev­els of meaning.

Sci­en­tists, espe­cial­ly those work­ing in nar­row areas of spe­cial­iza­tion, are often trapped by tun­nel vision. Metaphors have a way of explod­ing the bounds of per­cep­tion. Some of the best, most cre­ative sci­ence occurs when like­ness­es are per­ceived where none were thought to exist. Life is a “tree.” The elec­tron is a “wave.” Ther­mo­dy­nam­ic sys­tems are “infor­ma­tion.”

In his best-sell­ing book Chaos: Mak­ing a New Sci­ence, James Gle­ick describes how peo­ple work­ing in wide­ly dif­fer­ent areas of sci­ence came to under­stand that cer­tain appar­ent­ly diverse phe­nom­e­na had much in com­mon. A drip­ping faucet, a ris­ing col­umn of cig­a­rette smoke, a flag flap­ping in the wind, traf­fic on an express­way, the weath­er, the shape of a shore­line, fluc­tu­a­tions in ani­mal pop­u­la­tions and the price of cot­ton: All these things, it turns out, can be described by a new kind of math­e­mat­ics — frac­tal geom­e­try and its vari­a­tions — based on ran­dom­ness and feed­back. The new chaos sci­en­tists, says Gle­ick, are revers­ing the reduc­tion­ist trend toward explain­ing sys­tems in terms of their con­stituent parts, and instead are look­ing at the behav­ior of whole sys­tems. Their abil­i­ty to see like­ness­es between sys­tems is key to their success.

And that’s what poets can teach sci­en­tists. Per­haps a course in metaphor should be as impor­tant a part of a sci­en­tist’s train­ing as a course in math­e­mat­ics. When Ted Hugh­es writes…

The chestnut splits its padded cell.
It opens an African eye.
A cabinet-maker, an old master
In the root of things, has done it again.

…he may be on to more than he knows. The old mas­ter at the root of things is metaphor.


Excerpts from Sea­son Songs by Ted Hugh­es, © 1975.

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