How do I love thee? by Elizabeth Barrett Browning is a heartfelt declaration of love which explores the depths and constancy of love in the form of a sonnet.
This study guide is written for students and teachers of English Literature, particularly those studying CCEA’s GCSE English Literature Relationships Anthology and Pearson Edexcel’s Relationships Anthology. For more study guides from the CCEA anthology, check out the Relationships page, or the list of poems in the series at the bottom of this guide. If you are studying one of the other anthologies in the CCEA Literature course, check them out here: IDENTITY Anthology or CONFLICT Anthology.
How do I love thee? (Sonnets from the Portuguese, XLIII)
How do I love thee? Let me count the ways.
I love thee to the depth and breadth and height
My soul can reach, when feeling out of sight
For the ends of Being and ideal Grace.
I love thee to the level of everyday’s
Most quiet need, by sun and candle-light.
I love thee freely, as men strive for Right:
I love thee purely, as they turn from Praise.
I love thee with the passion put to use
In my old griefs, and with my childhood’s faith.
I love thee with a love I seemed to lose
With my lost saints! – I love thee with the breath,
Smiles, tears, of all my life! – and, if God choose,
I shall but love thee better after death.
What is 'How do I love thee?' all about?
In “How do I love thee?” Elizabeth Barrett Browning explores the vastness and intensity of her love for her beloved. She opens the poem by stating her intention to count the ways she loves him, and the rest of the sonnet reads like a list of descriptions, as the speaker tries to pinpoint her feelings.Â
Her first attempt to describe this love is by emphasising the depth, breadth, and height her soul can reach, suggesting a love that goes beyond physical boundaries.Â
She loves him in small ways as well as big ways, in everyday, mundane tasks, whether in the morning or the evening, suggesting a practical and unwavering love.
The speaker says her love is free, the way good people love justice, and pure, the way humble people turn away from vanity.
She loves with the fierce passion of past hurts and with the faith of a child (i.e. openly and sincerely).
Her love persists even through loss, and in any and every emotion she could ever feel. Indeed, she states that her love will continue to grow even stronger after death.
Context
Elizabeth Barrett Browning's life, education and career
Elizabeth Barrett Browning was born on March 6, 1806, in Coxhoe Hall, County Durham, England.
Elizabeth was the eldest of twelve children in a wealthy family. Her father, Edward Barrett Moulton Barrett, was a prosperous plantation owner in Jamaica. Elizabeth received an excellent education for a woman of her time, learning several languages including Greek, Latin, and Hebrew, which allowed her to read classical literature and philosophy. She began writing poetry at a young age and published her first collection, “An Essay on Mind, with Other Poems,” in 1826, when she was just 20 years old. Elizabeth had a strong faith, teaching herself Hebrew in order to read the Old Testament in its original form. You can read more of her faith and career here.
Her life was marked by chronic illness, which left her largely confined to her home. Despite her health issues, she continued to write and publish poetry, gaining critical acclaim with works such as “The Seraphim and Other Poems” (1838) and “Poems” (1844). Her 1844 collection brought her significant recognition and the admiration of fellow poet Robert Browning.
Elizabeth’s relationship with Robert Browning began through letters, and they eventually met in 1845. Their courtship was conducted secretly due to her father’s strict opposition to her marrying. In 1846, Elizabeth and Robert eloped and moved to Italy, where they lived happily and had a son, Robert Wiedeman Barrett Browning, born in 1849.
In Italy, Elizabeth found a more favourable climate for her health and continued to write prolifically. Her most famous work, “Sonnets from the Portuguese,” written between 1845 and 1846 and published in 1850, is a collection of 44 love sonnets dedicated to her husband. This collection includes the famous sonnet “How do I love thee?”
Elizabeth Barrett Browning’s work was widely respected in her lifetime, and she was considered a contender for the position of Poet Laureate after the death of William Wordsworth. Her poetry is known for its emotional intensity, intellectual depth, and exploration of social and political themes, including women’s rights and the abolition of slavery.
Elizabeth Barrett Browning passed away on June 29, 1861, in Florence, Italy.
Context of 'How do I love thee?'
“The Portuguese” in Elizabeth Barrett Browning’s “Sonnets from the Portuguese” refers to the poet herself. The title was chosen to give the collection a sense of exoticism and to suggest that the poems were translations, adding a layer of privacy and modesty.
The term “Portuguese” also has a personal connection to Elizabeth and her husband, Robert Browning. Robert affectionately called Elizabeth “my little Portuguese” because of her complexion, which was reminiscent of Portuguese women. The sonnets, written during their courtship and early marriage, are deeply personal and intimate, expressing her profound love for Robert. By framing them as “from the Portuguese,” Elizabeth was able to share these private sentiments with the public in a less direct manner.
Women in Victorian England
In Victorian England, women were largely confined to domestic roles and were expected to conform to the ideals of purity, piety, and submissiveness. They had limited legal rights and were often seen as the property of their fathers or husbands. Education for women was focused on domestic rather than intellectual skills.Â
Despite these restrictions, Elizabeth Barrett Browning emerged as one of the most prominent poets of her time, challenging norms through her work and personal life. Barrett Browning was highly educated and well-read, which was uncommon for women of the time. Her poetry often addressed social and political issues, including women’s rights and the abolition of slavery, showcasing her intellectual engagement with contemporary issues, for example, her wide reading from other feminist authors such as Mary Wollstonecraft. Her relationship with Robert Browning, whom she married despite her father’s opposition, and her relocation to Italy, further demonstrate her defiance of traditional gender roles. As a female author, Barrett Browning carved out a significant space in the male-dominated literary world, using her voice to advocate for equality and social justice, and paving the way for future generations of women writers.Â
In this poem, the female voice speaker is strong, autobiographical, intimate and beautifully structured, embodying the goal of many women of her time, to be allowed freedom and self-expression.
Line-by-line analysis
How do I love thee? Let me count the ways.
- A rhetorical question is used to open the poem setting up the exploration of love, inviting readers to think about the nature of her feelings.
- The question mark creates a caesura (pause in the middle of a line of poetry due to punctuation), allowing the reader a moment to think.
- In response to the opening question, the speaker introduces the structure of the rest of the poem: it will be a list of the ways she loves him. The open-endedness of the list suggests that her love may also be open-ended.
I love thee to the depth and breadth and height
- Anaphora is used throughout the poem – we see it first here in the phrase “I love thee…” – The repetition at the beginning of several lines emphasises the many facets of her love.
- The imagery of dimensions and space is used to convey the vastness and boundlessness of her love
- The triplet structure of ‘depth and breadth and height’ also creates a limitless perspective, as if she is struggling to imagine the size of this metaphorical description.
My soul can reach, when feeling out of sight
- The metaphor which describes the size of her love by comparing it to a place at the farthest point that her soul can reach takes this description out of the physical realm and into the spiritual realm.
- Enjambment is used at the end of this line to run it straight into the next line. The continuation of a sentence beyond the end of the line creates an overflowing, uninterrupted feel, mimicking the endless reach of her love.
For the ends of Being and ideal Grace.
- Abstract nouns are used “ends of Being and ideal Grace”. These abstract concepts elevate the description of her love to a philosophical and spiritual level.
- The use of capital letters for these abstract nouns personifies them, and suggests a religious significance, supported by the reference to God later in the sonnet. The speaker loves her beloved to the very limits of existence (“Being”) and perfect spiritual grace (“ideal Grace”), suggesting a love that is God-like and pure.
- The end-stop on this line allows a slight shift here, between the ethereal, spiritual love in the opening quatrain to the more everyday descriptions of her love in the second quatrain.
I love thee to the level of everyday’s
- Juxtaposition is used to contrast her ordinary, everyday needs with her profound, spiritual love: “everyday’s/ Most quiet need, by sun and candle-light”.
Most quiet need, by sun and candle-light.
- The speaker shifts from grand, abstract concepts to the mundane aspects of daily life. Her love is present in the simplest, most routine moments, both during the day (“sun”) and night (“candle-light”).
- These symbols of time (‘sun’ and candle-light’) create pictures in the mind of the reader.
I love thee freely, as men strive for Right:
- The simile “freely, as men strive for Right” compares the freedom of her love to the moral pursuit of justice.
- Anaphora is used to repeat the opening phrase ‘I love thee’, adding rhythm and structure to the sonnet.
- ‘Right’ is personified, adding importance to the abstract idea of justice.
I love thee purely, as they turn from Praise.
- Parallelism is used here, mimicking the structure of the line above and therefore adding structure.
- Another simile is used: “purely, as they turn from Praise.” This simile compares the purity of her love to the sincerity of those who reject the praise of others.
I love thee with the passion put to use
- Anaphora is used again here, opening a third line with the same phrase ‘I love thee’, emphasising the importance of these words.
- This line is the third of a triplet of lines, however, the idea runs on with enjambment beyond one line, finishing with an end stop in the next line. This variation in the third line allows for auditory interest, keeping the reader engaged.
- Plosive alliteration in the repeated /p/ sound is used to emphasise the words “passion put” – The repetition of the ‘p’ sound emphasizes the intensity of her emotions.
- This line marks the beginning of the sestet (the six-line section) and is also the Volta, or shift in tone. The sestet follows a different rhyme scheme to the octave above. It also takes up a more melancholic tone, as the speaker explores the intensity of her love in the context of past hurts and losses.
In my old griefs, and with my childhood’s faith.
- Juxtaposition in the opposing ideas ‘old griefs’ and ‘childhood’s faith’ shows the depth and resilience of her love.
- This line ends with a full-stop, bringing a pause to this more reflective moment.
I love thee with a love I seemed to lose
- Repetition of the key word ‘love’ in this line emphasises the continuity and intensity of her affection.
- Alliteration of the /l/ sound in “love I seemed to lose / With my lost saints!” creates a lyrical quality and highlights the emotional significance of a loss of love or faith which the speaker refers to here.
With my lost saints! – I love thee with the breath,
- The exclamation mark after ‘lost saints!’ expresses strong emotion of grief or loss at this experience. While the details are vague and it is a leap to assume this poem is autobiographical, this could refer to a loss of faith experienced by Barrett Browning as a young person.
- The exclamation mark and hyphen create a long pause in the middle of the line (caesura), allowing the reader a moment to process these darker images.
Smiles, tears, of all my life! – and, if God choose,
- Another exclamation mark here highlights the extremities of her love – every emotion of life is considered in the list.
- Synecdoche is used in the line “I love thee with the breath, / Smiles, tears, of all my life!”. The speaker uses parts of life (breath, smiles, tears) to represent the whole of her emotional experience.
- The reference to God as well as what we know of the author’s religious faith, contextualises the poem and sets it firmly within a Christian worldview.
I shall but love thee better after death.
- The speaker concludes this sonnet with hyperbole, exaggerating to convey the eternal and transcendent nature of her love.
Analysis of form and structure
Verse structure
“How do I love thee?” is structured as a Petrarchan sonnet, also known as an Italian sonnet.
This form is traditionally composed of 14 lines, divided into an octave (eight lines) and a sestet (six lines).
In Browning’s poem, the octave introduces the vast, all-encompassing nature of her love, while the sestet intensifies this declaration, reflecting on the purity, passion, and spiritual dimensions of her love.
The volta, or thematic shift, occurs at the beginning of the sestet, where the focus moves from the description of love’s qualities to a more personal, profound declaration of eternal love that transcends even death.
The choice to write this as a Petrarchan (Italian) sonnet rather than a Shakespearean (English) sonnet gives it a more European, exotic feel. Despite the boundaries pushed by the author, she wanted to remove herself a little from this passionate overflowing of emotion, and the Petrarchan sonnet, as well as the reference to ‘the Portuguese’ gives it the feel of a translated sonnet from another time and place.
Rhyme
The rhyme scheme of this sonnet, as with most Petrarchan sonnets, is ABBAABBACDCDCD.Â
The octave typically follows an ABBAABBA rhyme scheme, establishing a problem, situation, or emotional state. The sestet, which can vary in rhyme scheme, in this case CDCDCD, usually offers a resolution or counterpoint to the octave.
The sestet in Browning’s poem uses a CDCDCD rhyme scheme, which is slightly different from the more common CDECDE or CDCCDC schemes often found in Petrarchan sonnets.
The rhymes in the poem often link significant words and ideas. For example, in the octave, “ways” rhymes with “Grace” and “height” with “light.” These rhymes connect the abstract dimensions of love (ways, height) with more tangible representations (Grace, light), enriching the poem’s thematic layers.
Despite the strict rhyme scheme, Browning frequently uses enjambment (running lines of poetry without terminal punctuation) to create a natural flow and conversational tone. This technique prevents the rhyme from feeling forced and allows the poem to maintain an intimate, heartfelt expression of love.
Rhythm
Like traditional sonnets, ‘How do I love thee?’ uses iambic pentameter to maintain a natural, flowing rhythm to the poem. It is regular throughout.
Iambic Pentameter: This term refers to a type of metrical line used in traditional English poetry. Each line consists of five pairs of syllables, known as “feet,” where each foot is an iamb. An iamb is a metrical unit with two syllables, where the first syllable is unstressed (˘) and the second is stressed (ˈ). Thus, iambic pentameter lines have a rhythmic pattern of five unstressed-stressed syllable pairs, creating a da-DUM da-DUM da-DUM da-DUM da-DUM sound. Let’s look at the example below of the opening two lines of the poem. The backslash represents each pair of syllables (a foot), and the bold syllable is the stressed or emphasised syllable in each pair:
How do / I love / thee? Let / me count / the ways.
I love / thee to / the depth / and breadth / and height
The consistent use of iambic pentameter contributes to the formal structure of the sonnet, lending it a sense of order and balance. This reflects the enduring and unwavering nature of the love described in the poem.
Themes in 'How do I love thee?'
Love
In the poem, there are different types of love described.
- Eternal love: the poem expresses a love that transcends time and space, suggesting that it will continue even after death.
- All-encompassing love: Browning describes her love as vast and boundless, reaching the “depth and breadth and height” her soul can achieve.
- Divine love: The poet compares her love to religious and spiritual experiences, indicating that it is pure and sacred. Phrases like “by sun and candle-light” and “With my lost saints” link her love to a higher, almost holy dimension.
- Both ordinary and extraordinary: Browning balances the everyday aspects of love with an idealised, hyperbolic form. She loves her partner “to the level of everyday’s / Most quiet need, by sun and candle-light,” indicating that love permeates both mundane and sublime moments.
- Pure and free: The poet loves “freely, as men strive for Right” and “purely, as they turn from Praise,” emphasising the authenticity and integrity of her feelings.
Past, Present, and Future
The poem reflects on the past (“with my childhood’s faith”), the present (“I love thee with the breath, / Smiles, tears, of all my life”), and the future (“I shall but love thee better after death”), illustrating how love encompasses all time periods and experiences.
Love as a Source of Strength
Love is portrayed as a source of strength, comfort and empowerment, capable of overcoming past griefs and sustaining the speaker through life’s challenges. This is shown in lines like “I love thee with the passion put to use / In my old griefs.” Love is also a source of resilience. The speaker’s love remains strong and unwavering, suggesting that true love can endure all trials and tribulations.
Quiz
‘How do I love thee?’ by Elizabeth Barrett Browning
Test your knowledge of the poem 'How do I love thee?' by Elizabeth Barrett Browning
Comprehension Questions
- What themes are addressed in the poem “How do I love thee?”?
- How many ways of loving her beloved does the speaker list in the poem?
- What does the speaker mean by loving “to the depth and breadth and height / My soul can reach”?
- How does the speaker express the constancy of her love in the poem?
- What significance does the speaker find in loving “freely” and “purely”?
- How does the poem reflect the speaker’s personal history?
- What does the speaker imply about her love, her life and her faith in the line, “if God choose, / I shall but love thee better after death”?
- Identify and explain two examples of imagery used in the poem.
- How does the structure of the sonnet contribute to the overall expression of love in the poem?
- Which poem from your anthology would you choose to compare and contrast with this sonnet, and why?
Shakespeare’s ‘Sonnet 130’ contrasts with Browning’s idealised view of love. While Browning’s sonnet describes her beloved with hyperbolic declarations, Shakespeare’s sonnet takes a more realistic and humorous tone. Shakespeare describes his mistress in unflattering, yet honest terms, stating that her eyes are ‘nothing like the sun’. The similarity lies in the depth of genuine affection conveyed in both poems. Despite his blunt description, Shakespeare concludes with an affirmation of his love, stating that his mistress is ‘rare’. Both sonnets ultimately celebrate true love, whether it is expressed through idealisation or realism.
Marvell’s poem urges his beloved to seize the day and consummate their love before time runs out. He argues that if they had endless time, her coyness would be acceptable, but since life is short, they must act on their desires now. While Browning’s sonnet focuses on a love that transcends time and will continue even after death, Marvell’s poem emphasises the fleeting nature of life and the need to enjoy physical love in the present. Both poems explore the theme of love, but Marvell’s approach is grounded in physical desire and the passage of time, whereas Browning’s is rooted in eternal, spiritual connection.
