33 Emily Dickinson

Emily Dickinson
Image:  “Emily Dickinson.”  Wikimedia Commons,  20 June 2012.  https://commons.wikimedia.org/wiki/File:Emily_Dickinson_daguerreotype_(Restored).jpg.  Public Domain.

 

 

Author Background

Born into an influential and socially prominent New England family in 1830, Emily Dickinson (1830–1886) benefited from a level of education and mobility that most of her contemporaries, female and male, could not comprehend. The middle child of Edward Dickinson and Emily Norcross, Emily, along with her older brother Austin and younger sister Lavinia, received both an extensive formal education and the informal education that came by way of countless visitors to the family homestead during Edward Dickinson’s political career.

Image:  Bullard, Otis Allen.  “Dickinson children painting.” Wikimedia Commons, 20 Apr. 2020, https://commons.wikimedia.org/wiki/File:Dickinson_children_painting.jpeg, Public Domain.

Contrary to popular depictions of her life, Dickinson did travel outside of Amherst but ultimately chose to remain at home in the close company of family and friends.  Although she spent most of her adult life in seclusion in her family’s home in Amherst, Massachusetts, Dickinson maintained contact with the outside world through her letters, over a thousand of which have survived. After her death, Dickinson’s family published the almost 1800 poems that she had written; most of the poems were not titled, and editors have had to choose how to organize the poems.

Writing Career

Now one of the best-known American poets, Emily Dickinson was not known during her lifetime; ten poems were published anonymously, and the rest were published after her death.  An intensely private person, Dickinson exerted almost singular control over the distribution of her poetry during her lifetime. That control, coupled with early portrayals of her as reclusive, has led many readers to assume that Dickinson was a fragile and timid figure whose formal, mysterious, concise, and clever poetry revealed the mind of a writer trapped in the rigid gender confines of the nineteenth century.

Image:  Lopez, Deyvi Alvarado.  “Recreation of Emily Dickinson writing a poem.” Wikimedia Commons, 16 June 2023, https://commons.wikimedia.org/wiki/File:Recreation_of_Emily_Dickinson_writing_a_poem.jpg, CCA-SA 4.0

More recent scholarship demonstrates not only the fallacy of Dickinson’s depiction as the ghostly “Belle of Amherst,” but also reveals the technical complexity of her poetry that predates the Modernism of T. S. Eliot, Ezra Pound, William Carlos Williams, and Marianne Moore by almost three-quarters of a century.

In the selections that follow, Dickinson’s poetry displays both her technical proficiency and her embrace of techniques that were new to the nineteenth century. Like her contemporary Walt Whitman, Dickinson used poetry to show her readers familiar landscapes from a fresh perspective.

Image: Highsmith, Carol M.  “The Homestead, the birthplace and home of the acclaimed poet Emily Dickinson at the Emily Dickinson Museum site in Amherst, Mass.”  Wikimedia Commons, 25 Mar. 2023, https://commons.wikimedia.org/wiki/File:The_Homestead,_the_birthplace_and_home_of_the_acclaimed_poet_Emily_Dickinson_at_the_Emily_Dickinson_Museum_site_in_Amherst,_Mass,_by_Carol_M._Highsmith,_2019,_from_the_Library_of_Congress_-_master-pnp-highsm-57700-57797a.tif, CCO 1.0

Selected Poems

These selections illustrate the poet’s mastery of the lyric—a short poem that often expresses a single theme such as the speaker’s mood or feeling.  In many of her poems, Dickinson’s vibrant language demonstrates a vital spark in contrast to her reclusive image.  For example, “The Soul selects her own Society –” shows Dickinson using well-known images of power and authority to celebrate the independence of the soul in the face of expectations.  “Because I could not stop for Death –,” one of the most famous poems in the Dickinson canon, forms an important bookend to “The Soul” in that both poems show Dickinson’s precise control over the speaker’s relationship to not only the natural world but also the divine. While death cannot be avoided, neither is it to be feared; the speaker of this poem reminds readers that the omnipresence of death does not mean that death is immanent. Mortality and desire combine in precise lyrics that awaken both our imagination and our awareness of the natural world.

Image: “Emily dickinson.”  Wikimedia Commons, 9 Jan. 2015, https://commons.wikimedia.org/wiki/File:Emily_dickinson.png, Public Domain

Dickinson’s poetry resists easy categorization within literary movements. Traditionally Romantic themes such as nature and passion are presented in the startlingly direct—or even blunt—manner of Realism; while not truly Transcendentalist, the poems concern themselves with finding meaning in one’s self, rather than in material possessions or earthly concerns; her unconventional use of language, punctuation, and approximate rhyme (or slant rhyme) rejects traditional styles in the way that later Modernists would embrace.

In fact, it was only with the advent of Modernism that Dickinson’s poems received the kind of widespread acclaim for their innovation and daring that would mark her as one of the most significant poets of the 19th century. The poems often use common meter as a starting point (a pattern of an eight syllable line followed by a six syllable line, sometimes referred to as hymn meter), but develop other patterns—or lack of pattern—from there.  Her unusual approaches to common themes such as love, death, nature, and identity remain engaging to readers to the present day.

 

Image: Dickinson, Emily.  “Emily Dickinson Poems.” Wikimedia Commons, 6 Nov. 2008, https://commons.wikimedia.org/wiki/File:Emily_Dickinson_Poems.jpg, Public Domain.

 

I’m “wife” — I’ve finished that —

I’m “wife” — I’ve finished that —

That other state —

I’m Czar — I’m “Woman” now —

It’s safer so —

How odd the Girl’s life looks

Behind this soft Eclipse —

I think that Earth feels so

To folks in Heaven — now —

This being comfort — then

That other kind — was pain —

But why compare?

I’m “Wife”! Stop there!

 

For Discussion

  1. How does the title “I’m ‘wife’ — I’ve finished that —” set the tone for the poem? What might it suggest about the speaker’s perspective on marriage?
  2. Describe the speaker’s tone throughout the poem. How does the speaker’s tone evolve as they discuss their experience as a wife?
  3. How does the poem explore the speaker’s feelings about marriage? What is the significance of the statement “I’ve finished that” in relation to the speaker’s identity as a wife?
  4. Discuss the imagery of the “grape” and the “hare” in the poem. How do these images symbolize the different phases of the speaker’s life?
  5. The poem shifts between past and present tense, as well as between different images. How do these shifts reflect the speaker’s changing perspectives on marriage and life?
  6. How does the poem address the themes of identity and transformation? How does the speaker’s assertion that they have “finished” being a wife tie into these themes?

 

I’m ceded — I’ve stopped being Theirs —

I’m ceded — I’ve stopped being Theirs —

The name They dropped upon my face

With water, in the country church

Is finished using, now,

And They can put it with my Dolls,

My childhood, and the string of spools,

I’ve finished threading — too —

Baptized, before, without the choice,

But this time, consciously, of Grace —

Unto supremest name —

Called to my Full — The Crescent dropped —

Existence’s whole Arc, filled up,

With one small Diadem.

My second Rank — too small the first —

Crowned — Crowing — on my Father’s breast —

A half unconscious Queen —

But this time — Adequate — Erect,

With Will to choose, or to reject,

And I choose, just a Crown —

 

For Discussion

  1. How does the title “I’m ceded — I’ve stopped being Theirs —” set the stage for the themes and perspective of the poem?
  2. Describe the tone and mood of the poem. How does the language and rhythm contribute to the emotional impact of the poem?
  3. How does the poem explore the theme of personal autonomy and self-assertion? In what ways does the speaker assert their independence?
  4. The poem uses metaphors to describe the speaker’s newfound sense of self. Analyze the metaphors of “diadem” and “royal dyes.” How do these metaphors contribute to the poem’s meaning?
  5. The poem shifts between first-person and second-person perspectives. How do these shifts contribute to the poem’s sense of intimacy and its dialogue with an implied audience?

 

The Soul selects her own Society —

The Soul selects her own Society —

Then — shuts the Door —

To her divine Majority —

Present no more —

Unmoved — she notes the Chariots — pausing —

At her low Gate —

Unmoved — an Emperor be kneeling

Upon her Mat —

I’ve known her — from an ample nation —

Choose One —

Then — close the Valves of her attention —

Like Stone —

 

For Discussion

  1. What does the idea of the soul “selecting her own society” suggest about individual choice and autonomy?
  2. Describe the mood and tone of the poem. How does the language and rhythm contribute to the overall emotional impact of the poem?
  3. How does the poem explore the themes of individuality and autonomy? How does the speaker emphasize the soul’s ability to make choices and decisions?
  4. The poem uses metaphors to describe the soul’s actions. Analyze the metaphors of “Valves of her attention” and “divine Majority.” How do these metaphors enhance the poem’s meaning?
  5. The poem suggests that the soul’s choices lead to a sense of exclusivity and separation from others. How does this relate to the idea of the soul’s “Society” being limited and private?
  6. Discuss how the act of selecting one’s society might lead to both empowerment and isolation.

 

She rose to His Requirement — dropt

She rose to His Requirement — dropt

The Playthings of Her Life

To take the honorable Work

Of Woman, and of Wife —

If ought She missed in Her new Day,

Of Amplitude, or Awe —

Or first Prospective — Or the Gold

In using, wear away,

It lay unmentioned — as the Sea

Develop Pearl, and Weed,

But only to Himself — be known

The Fathoms they abide —

 

For Discussion

  1. How does the title “She rose to His Requirement — dropt” introduce the themes and perspective of the poem? What might be implied by the word “requirement” and the phrase “dropt” in relation to the poem’s content?
  2. Describe the tone and mood of the poem. How does the language and rhythm contribute to the overall emotional impact of the poem?
  3. How does the poem explore the theme of obedience to an external authority? How does the speaker portray the woman’s response to the “requirement” placed upon her?
  4. The poem uses metaphors to describe the woman’s compliance. Analyze the metaphor of “Players at the Keys.” How does this metaphor convey the idea of being controlled or manipulated?
  5. How does the poem address the concepts of empowerment and sacrifice? How does the woman’s compliance reflect her willingness to give up a part of herself?
  6. The poem subverts traditional ideas of religious submission by portraying the woman’s response as complex. How does this subversion challenge notions of blind obedience?

 

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 labor, 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 ‘t is centuries; but each

Feels shorter than the day

I first surmised the horses’ heads

Were toward eternity.

 

For Discussion

  1. How does the title “Because I could not stop for Death” foreshadow the theme and tone of the poem?
  2. Describe the mood and tone of the poem. How does the language and rhythm contribute to the overall atmosphere of the poem?
  3. How does the poem personify Death? How does this personification influence the reader’s perception of Death’s character and role in the poem?
  4. Analyze the symbolism of the carriage ride as a metaphor for the journey from life to death. How does the speaker’s perspective change during this journey? How do the images of the school, the grain, and the setting sun contribute to the symbolism of the ride?
  5. The poem involves temporal shifts, from life to the grave to eternity. How does the poem explore the idea of time and its relationship with mortality and immortality?
  6. Compare the speaker’s calm and leisurely journey with Death to more traditional and harsh depictions of death in literature. How does this contrast contribute to the poem’s impact?

 

The brain is wider than the sky

The brain is wider than the sky,

For, put them side by side,

The one the other will include

With ease, and you beside.

The brain is deeper than the sea,

For, hold them, blue to blue,

The one the other will absorb,

As sponges, buckets do.

The brain is just the weight of God,

For, lift them, pound for pound,

And they will differ, if they do,

As syllable from sound.

 

For Discussion

  1. How does the title “The brain is wider than the sky” introduce the central idea of the poem? What might be implied by the comparison between the brain and the sky?
  2. How does the poem explore the concept of imagination? How does the speaker depict the limitless capacity of the brain’s imagination?
  3. The poem uses vivid imagery to convey the idea of the brain’s expansiveness. How do phrases like “unbosoming of the heart,” “infinity,” and “shut the door” contribute to this imagery?
  4. The poem compares the brain’s capacity to the vastness of the sky and sea. How does this comparison illustrate the idea that the mind can encompass the world’s wonders?
  5. How does the poem address themes of human potential and the power of the mind? How might it encourage readers to recognize their own capacities for creativity and understanding?
  6. The poem uses metaphors to convey the brain’s expansiveness. Analyze the metaphors of the brain as “Wider than the Sky” and “Deeper than the sea.” How do these metaphors enhance the poem’s meaning?

 

Hope is the thing with feathers

Hope is the thing with feathers

That perches in the soul,

And sings the tune without the words,

And never stops at all,

And sweetest in the gale is heard;

And sore must be the storm

That could abash the little bird

That kept so many warm.

I ‘ve heard it in the chillest land,

And on the strangest sea;

Yet, never, in extremity,

It asked a crumb of me.

 

For Discussion

  1. How does the title “Hope is the thing with feathers” encapsulate the central metaphor of the poem? What might be implied by comparing hope to “the thing with feathers”?
  2. Describe the mood and tone of the poem. How does the language and rhythm contribute to the overall emotional impact of the poem?
  3. The poem employs a metaphor comparing hope to a bird with feathers. Analyze this metaphor and how it shapes the reader’s understanding of hope.
  4. How does the bird symbolize the concept of hope in the poem? What attributes of a bird align with the idea of hope?
  5. How does the poem convey the emotional significance of hope? How does it capture the feelings of comfort and solace that hope can provide?

 

I heard a fly buzz when I died

I heard a fly buzz when I died;

The stillness round my form

Was like the stillness in the air

Between the heaves of storm.

The eyes beside had wrung them dry,

And breaths were gathering sure

For that last onset, when the king

Be witnessed in his power.

I willed my keepsakes, signed away

What portion of me I

Could make assignable,—and then

There interposed a fly,

With blue, uncertain, stumbling buzz,

Between the light and me;

And then the windows failed, and then

I could not see to see.

 

For Discussion

  1. How does the title “I heard a fly buzz when I died” set the tone for the poem? What expectations might it create for the reader?
  2. Describe the mood and tone of the poem. How does the language and rhythm contribute to the overall atmosphere of the poem?
  3. Analyze the significance of the image of the fly in the poem. How does this image evoke both the mundane and the profound aspects of death?
  4. The poem foreshadows the speaker’s death with details such as the “stillness” and the “King” present. How does this foreshadowing create tension and anticipation?
  5. The poem touches on religious themes and concepts related to death. How does the phrase “With Blue — uncertain stumbling Buzz” hint at spiritual uncertainty?
  6. How does the speaker’s tone shift as they approach the moment of death? How does the speaker describe the emotional state of the dying person?

 

If I can stop one heart from breaking

If I can stop one heart from breaking,

I shall not live in vain;

If I can ease one life the aching,

Or cool one pain,

Or help one fainting robin

Unto his nest again,

I shall not live in vain.

 

For Discussion

  1. How does the title “If I can stop one heart from breaking” set the tone and expectation for the rest of the poem? What might the act of stopping “one heart from breaking” symbolize or represent?
  2. Describe the mood and tone of the poem. How does the language and rhythm contribute to the emotional impact of the poem?
  3. How does the poem convey the speaker’s sense of empathy and compassion? How does the speaker express a desire to alleviate suffering?
  4. The poem emphasizes the small act of stopping “one heart from breaking.” How might this act be perceived as significant in the larger context of human connections and empathy? How does the simplicity of the act contrast with the potential impact it can have on another person?
  5. How does the heart serve as a symbol in the poem? How might it represent vulnerability, emotions, and the interconnectedness of individuals?
  6. How does the poem’s message of offering solace and empathy resonate with individuals today? How might it relate to discussions about kindness and support in modern society?

 

Writing Prompts for Further Examination of Dickinson’s Poems

  • Personal Reflection:
    • Choose a Dickinson poem that resonates with you. Write a personal reflection on why you connect with this poem. What emotions, memories, or experiences does it evoke?
  • Modern Interpretation:
    • Select a Dickinson poem and reinterpret its themes in a modern context. How might the themes of the poem apply to contemporary issues, emotions, or situations?
  • Letter to Dickinson:
    • Imagine you are writing a letter to Emily Dickinson in response to one of her poems. Share your thoughts on its themes, emotions, and imagery. What questions would you ask her about her inspiration?
  • Parallel Themes:
    • Choose two Dickinson poems that share similar themes but approach them differently. Compare and contrast these poems in terms of their imagery, tone, and messages.
  • Visual Interpretation:
    • Create a visual representation of a Dickinson poem using drawings, paintings, or collages. How does translating the poem into a visual form change your perception of its themes?
  • Personal Experience Integration:
    • Write a poem inspired by a Dickinson poem that captures similar themes but integrates your personal experiences. How does your perspective enhance the themes she explores?
  • Dialogue with Dickinson:
    • Write a dialogue between yourself and Emily Dickinson where you discuss the themes of one of her poems. How might she respond to your interpretations and insights?
  • Comparative Analysis:
    • Choose a Dickinson poem and a poem by another poet that share similar themes. Compare and contrast how these poets approach and explore those themes.

 

Sources

Dickinson, Emily.  “I’m “wife” — I’ve finished that —.”  Public Domain.

Dickinson, Emily.  “I’m ceded — I’ve stopped being Theirs —.”  Public Domain.

Dickinson, Emily.  “The Soul selects her own Society —.”  Public Domain.

Dickinson, Emily.  “She rose to His Requirement — dropt.” Public Domain.

Dickinson, Emily.  “Because I could not stop for Death.”  Public Domain.

Dickinson, Emily.  “The brain is wider than the sky.”  Public Domain.

Dickinson, Emily.  “Hope is the thing with feathers.”  Public Domain.

Dickinson, Emily.  “I heard a fly buzz when I died.” Public Domain.

Dickinson, Emily.  “If I can stop one heart from breaking.”  Public Domain.

Kurant, Wendy.  Becoming America: An Exploration of American Literature from Precolonial to Post-Revolution.  2019, English Open Textbooks, https://oer.galileo.usg.edu/english-textbooks/19, CCA-SA 4.0

Peterson, Scott D. et al.  American Literatures After 1865.  University of Missouri – St. Louis, https://umsystem.pressbooks.pub/ala1865/, CCA-SA 4.0

Turlington, Anita et al.  Compact Anthology of World Literature II.  University of North Georgia Press, 2022, https://alg.manifoldapp.org/projects/compact-anthology-of-world-literature-ii, CCA-SA 4.0

 

 

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