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Because I could not stop for Death –

He kindly stopped for me –

The Carriage held but just Ourselves –

And Immortality.

We slowly drove – He knew no haste

And I had put away

My labor and my leisure too,

For His Civility –

We passed the School, where Children strove

At Recess – in the Ring –

We passed the Fields of Gazing Grain –

We passed the Setting Sun –

Or rather – He passed Us –

The Dews drew quivering and Chill –

For only Gossamer, my Gown –

My Tippet – only Tulle –

We paused before a House that seemed

A Swelling of the Ground –

The Roof was scarcely visible –

The Cornice – in the Ground –

Since then – 'tis Centuries – and yet

Feels shorter than the Day

I first surmised the Horses' Heads

Were toward Eternity –

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 4. What figures of speech are used? How do they contribute to the tone and meaning of the poem?- nhu

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 4. What figures of speech are used? How do they contribute to the tone and meaning of the poem?- nhu

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The figure of speech used in this poem is personification. The use of personification in this poem gives the poem an optimistic feeling of death rather than a negative feeling. In the poem it states "Because I could not stop for Death –

He kindly stopped for me –

The Carriage held but just Ourselves –

And Immortality." Emily is saying that death is kindly stopping for her. Death cannot stop for someone and therefore she is giving a humanlike action to death.

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1. What is the poem’s tone? Which words reveal this tone? Is the poem ironic?- Nhu

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1. What is the poem’s tone? Which words reveal this tone? Is the poem ironic?- Nhu

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The speaker of the poem uses a positive/ optimistic way of describing death. She describes the carriage that carries her to her final destination as "kind" for waiting for her. She also describes the scene where she passed by in the carriage "We passed the School, where Children strove

At Recess – in the Ring –

We passed the Fields of Gazing Grain –

We passed the Setting Sun –". These places were beautiful to her as she was reaching towards death.

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3. What images does the poet use? How do the images relate to one another? Do these images form a unified pattern (a motif) throughout the poem? - Gibson

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3. What images does the poet use? How do the images relate to one another? Do these images form a unified pattern (a motif) throughout the poem? - Gibson

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An image used by Emily Dickinson was the setting sun. After the setting sun was introduced the positive images like children playing at the school disappeared. It was when the sun was taken away that the happiness around suddenly disappeared. The stanza that follows the brightness is dark. An image portrayed was a molding house, barely visible above the ground.

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 5. Are there any symbols? What do they mean? Are they universal symbols or do they arise from the context of this poem? -Jordan Phi

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 5. Are there any symbols? What do they mean? Are they universal symbols or do they arise from the context of this poem? -Jordan Phi

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The symbols used in the poem are the carriage, the school, the fields of gazing grain, the setting sun, and the horses' heads. The carriage is a symbol for the journey of life and death and the school is childhood and the fields of gazing grain is adulthood/maturity and the setting sun is death while the horses represent eternity in the afterlife or tomb. Evidence to the horses being eternity is, "Since them - 'tis Centuries- and yet Feels shorter than the Day, I first surmised the Horses' Heads, Were toward Eternity.(Dickinson)." Most of these are universal symbols, such as the setting sun and the school and the carriage itself.

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 6. What is the theme (the central idea) of this poem? Can you state it in a single sentence? Elaborate on your idea. -Jordan Phi

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 6. What is the theme (the central idea) of this poem? Can you state it in a single sentence? Elaborate on your idea. -Jordan Phi

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The theme of this poem is that life to death is a journey and to not rush things and let death stop for you. The entire poem goes on about how death stopped for her, and how death itself was not hasty while it drove her past a school (her childhood), fields of gazing grain (her adulthood), and finally pass the setting sun, her death. Evidence from the poem, "We drove slowly - He knew no haste... We passed the school... We passed the Fields of Gazing Grain - We passed the setting sun-- (Dickinson)."