Margaret Cavendish's poem "The Circle of the Brain cannot be Squared" presents an impossible mathematical problem: a square cannot be created with the same area as a given circle. My interpretation of this poem is that the circle discussed was representing the brain. The first line, "A circle round divided in four parts" is representative of the brain's four areas- frontal, parietal, occipital and temporal. She discusses thoughts, doubts, and hopes but "none hath yet by demonstration found/the way, by which to square a circle round". These lines suggest that all of these ideas that our brain creates (thoughts, doubts and hopes) have limitations, and are limited by subjects such as mathematics and science. She also draws upon the idea that scientists must learn to work together in order to create progress, as she states "while thoughts divide, no figures will agree". The poem draws to a conclusion with the statement that "for such is Man's curiosity and mind, to seek for that, which is hardest to find". The author is suggesting that although man hopes to find the answers to what the brain's functions are in their entirety, the journey to determine this will be difficult. Overall, the poem seems to be ahead of its time in the way the author approaches the ideas of the brain and science.
Hi Sirisha—
ReplyDeleteA strong opening reading of Cavendish’s “The Circle of the Brain Cannot be Squared.” Your notes on the area of a circle and a square, as well as the four-divisions of the brain (frontal/parietal/occipital/temporal) are particularly apt. I especially liked your reading of the lines, "none hath yet by demonstration found/the way, by which to square a circle round" as a description of thought exceeding precise mathematical limits and functions.
I wondered if you might take this idea further in the final passages you cite—in which case “thoughts divide” could also refer to the multiplicity of the mind’s ideas (n! rather than √n)—as well as to the reading you mentioned re: scientists and philosophers unnecessarily splitting hairs. If so, what then? Also, would be great to hear more from you in class re: your final comment about the poem seeming “ahead of its time” in the way Cavendish approaches the ideas of the brain and science. Lovely to hear. How so, if so?