1. Because I Could Not Stop For Death
Emily Dickinson

3. Emily Dickinson Because I Could Not Stop for Death
Born in Amherst, Massachusetts, USA, in 1830, Emily Dickinson was a prolific poet, though few poems were published during her lifetime. Her family was very prominent – her grandfather founded Amherst College, where her father, also a US Congressman, was Treasurer. However, Emily challenged many of the conventions of the society around her, particularly religion. While she read the works of other 19th century poets in England and America, she developed her own idiosyncratic style, using dashes and capitalisation. In later life she became very reclusive and died in 1886.

4. Because I Could Not Stop For Death
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 labour, and my leisure too, For his civility. We passed the school where children played, Their lessons scarcely done; We passed the fields of gazing grain, We passed the setting sun. We paused before a house that seemed A swelling of the ground; The roof was scarcely visible, The cornice but a mound. Since then 'tis centuries; but each Feels shorter than the day I first surmised the horses' heads Were toward eternity.

5. Emily Dickinson Because I Could Not Stop for Death
This poem is a good example of her style, with punctuation dominated by dashes and words intermittently given initial capital letters. The poem is slightly disconcerting, presenting the arrival of death as a friend, or even a bridegroom, to escort the narrator in a leisurely manner towards her tomb.
The personified Death’s actions are ‘kindly’, he shows ‘Civility’ and the journey has ‘no haste’. The central stanza poignantly contrasts children at play with death and the children are the first of three references to the passing of time towards the end of life. They are followed by the ripening grain, ready for harvest, and the setting sun, a frequent metaphor for the end of life.
Describing the tomb as a ‘House’ suggests comfort and the final stanza confirms this, compressing the ‘Centuries’ since the journey into less ‘than the Day’.
Consider whether the capitalisations are random, or serve to highlight key words. There are a number of repetitions, internal rhymes and examples of alliteration in the poem. Consider what these sound features add to a reading and understanding of the poem.

6. Dickinson personifies “Death” and uses alliteration of the “c”
Because I could not stop for Death–
He kindly stopped for me–
The Carriage held but just Ourselves–
And Immortality.
Dickinson personifies “Death” and uses alliteration of the “c”
She describes this as a pleasant event that takes place in a carriage
She uses end rhyme in lines 2 and 4 and internal rhyme in line 3
Immortality: (or eternal life) is the concept of living in physical or spiritual form for an infinite length of time.

7. We slowly drove—He knew no haste My labor and my leisure too,
And I had put away
My labor and my leisure too,
For His Civility–
She walks away from her busy schedule, such as work and even her leisure time for death
Civility- politeness, courtesy
Uses alliteration of the letters “h” and “l”

8. …the children at recess symbolizing the beginning of her life
We passed the School, where Children strove
At Recess--in the Ring–
We passed the Fields of Gazing Grain–
We passed the Setting Sun–
Dickinson is talking about the different stages of her life or seeing her own life flash before her eyes
…the children at recess symbolizing the beginning of her life
…the fields of grazing grain symbolize adolescence/adulthood
…the setting sun symbolizes the writer’s final years
The repetition of “we passed” is called anaphora
She also uses alliteration of the letters “s” “r” and “g”

9. Or rather--He passed us— The Dews drew quivering and chill–
For only Gossamer, my Gown–
My Tippet--only Tulle–
Sun is personified as “He”
Describing being inside the ground; being cold
Also talks about what she is wearing gossamer- material for a wedding dress, tippet (scarf) & Tulle (netting)
Slant rhyme “chill/ tulle”

10. Alliteration of the letter “s”
We paused before a House that seemed A Swelling of the Ground– The Roof was scarcely visible– The Cornice--in the Ground–
The house/swelling of the ground symbolizes her gravesite
Cornice: a decorative framework to conceal curtain fixtures at the top of a window casing
Alliteration of the letter “s”

11. Since then--'tis Centuries—but each Feels shorter than the Day
I first surmised the Horses' Heads
Were toward Eternity--
Time has passed since her carriage ride with death
Paradox- century (100 yrs) feels shorter than a day
Ends with her realizing that towards the end of her ride with death she figured out that this wasn’t temporary
“Horses Heads were toward eternity” meaning the horses pulling the carriage were taking her somewhere she couldn’t return from
realizes she is dead; that this “ride” is for all eternity

12. Analysis and Commentary
Each stanza is a quatrain- four lines
In each stanza the first line has 8 syllables, the second has 6 syllables, the third has 8 syllables, and the fourth has 6 syllables
The overall theme of the poem seems to be that death is not to be feared because it is part of the endless cycle of nature.
Her tone is optimistic because she sees death as a friend

13. GET FLIRTY!!!
F L I R T Y
Focus on the form of the poem , looking at the structure, punctuation, line lengths and the arrangement of the poem’s stanzas. How do these features add interest and meaning to the poem? Also examine the arrangements of the words, phrases and sentences in the poem.
Examine the language used in the poem, looking at the meaning of words and whether they have negative or positive connotations.
Look at the techniques, imagery and sound devices, alliteration, that has been used? How do these techniques bring out the main themes and ideas in the poem?
How does the poet make use of rhyme (end and internal), repetition and rhythm? Why does she do this?
What are the poet’s main ideas that she brings out in the poem and how does he do this? Explain the feelings that the poet conveys throughout the poem. Describe the poet’s attitude to his subject. Does this change as the poem progresses? Carefully examine the tone throughout the poem and find vocabulary to back up your discussion.
How do you react to this poem? Does it bring any particular thoughts to mind? Which poems would you compare this one with?