Elements of despair evident from the inner workings of Emily Dickinson are present in her poem, “After Great Pain, A Formal Feeling Comes--.” Emily Dickinson led a difficult life which left her alone. These feelings of sorrow and isolation have produced works by Dickinson which question human existence and thought. Such works include the theme of despair which is inextricably related to spiritual strivings and misgivings. They lead inevitably to her thematic concern with man’s knowledge of death and his dream of immortality, directly relevant to “After Great Pain, A Formal Feeling Comes--.”In this poem, Emily Dickinson renders the extinction of consciousness by pain in terms of a funeral. By paraphrasing the first stanza,After great pain, a formal feeling comes--The Nerves sits ceremonious, like Tombs--The stiff Heart, questions was it He, that bore,And Yesterday, or Centuries before?The reader perceives the first of three stages of a funeral ceremony, the formal service. After the onset of suffering through death, the presence of finality through a funeral rises.
The second stanza brings with it the second stage of the ceremony, carrying off the casket by pallbearers.The Feet, mechanical, go round--A wooden wayOf Ground, or Air, or Ought--Regardless grown,A Quartz contentment, like a stone--The feet of the pallbearers work rhythmically and mechanically, performing their duty. The final stanza includes the final stage of a funeral,the burial.This is the Hour of Lead--Remembered, if outlived,As Freezing persons, recollect the Snow--First--Chill--then Stupor--then the letting go-- The reader notes that this is the time of finality, and of parting with the deceased. It is also a time of final recollections, and of healing.In an interpretation of this poem, Dickinson is neither speaking of the persona, or the funeral ritual, but instead of the state of mind at death. This perception includes the premise of one who has lost all sense of identity.
The various parts of the anatomy noted in the poem, such as the nerves, heart, and feet, are no longer part of one central being,but now moving through the acts of a meaningless ceremony. In essence, they are lifeless forms enacted in a trance. As the idea of a funeral ceremony subsides, the once living body’s form emerges. The “formal feeling” that comes after a great pain is actually no pain at all, but instead the loss of form, time, and space.
Throughout “After Great Pain, A Formal Feeling Comes--”, Dickinson uses many forms of connotation, such as imagery, symbolism, and irony.
In the play Antigone, created by Sophocles Antigone is a foil to Creon because their personalities contrast. This makes Creon a Tragic Hero because he thinks that he is a god but in reality he is a mortal upsetting the god's and he will eventually meet his demise. At the start of the play the reader is introduced to a character named Creon, who is the king of Thebes, the previous king, Eteocles, was killed by his brother Polyneices. There is a law arranged by Creon, so nobody could bury the body of Polyneices but Antigone, the sister of both Eteocles and Polyneices, wants to bury her brother and is willing to risk her life to bury him. She eventually gets caught and is sentenced to death by Creon.
though she was the daughter of his sister, Jocasta. Creon believes that if he does not
Dickinson 's poem uses poetic devices of personification to represent death, she represents death as if it were a living being. Dickinson 's capitalization of the word “DEATH”, causes us to see death as a name, in turn it becomes noun, a person, and a being, rather than what it truly is, which is the culminating even of human life. The most notable use of this, is seen in the very first few lines of the poem when Dickinson says “Because I could not stop for Death, He kindly stopped for me”. In her poem Dickinson makes death her companion, as it is the person who is accompanying her to her grave. She states that death kindly stopped for her and she even goes as far as to give death the human ability to stop and pick her up. The occasion of death through Dickinson use of personification makes it seem like an interaction between two living beings and as a result the poem takes on a thoughtful and light hearted tone. The humanization of death makes the experience more acceptable and less strange, death takes on a known, familiar, recognizable form which in turn makes the experience more relatable. As the poem
He chooses to lock up Antigone for her crimes against the state. His prophet Teiresias then tries to warn him that he’s made a mistake, “Then take this, and take it to heart... corpse for corpse, flesh of your own flesh... you have thrust the child of this world into living night” he chooses to disregard him. (Antigone, 5. 75-76, 79-82). However, when the Choragos tells him that Teiresias has correctly prophesied what will happen and he's made a mistake in locking away Antigone and leaving her fate up to the Gods, Creon gets his epiphany and states “My mind misgives- The laws of the gods are mighty, and a man must serve them to the last day of his life” (Antigone, 5.
There is probably no one, among people, who has not considered death as a subject to think about or the events, people, and spirits that they would face after death. Also, since we were little kids, we were asking our parents what death is and what is going to happen after we die. People have always linked death with fear, darkness, depression, and other negative feelings, but not with Emily Dickinson, a reclusive poet from Massachusetts who was obsessed with death and dying in her tons of writings. She writes “Because I could not stop for Death” and in this particular poem she delivers a really different idea of death and the life after death. In the purpose of doing that, the speaker encounters death, which was personalized to be in the form of a gentleman suitor who comes to pick her up with his horse-drawn carriage for a unique death date that will last forever.
She chooses this arrangement of verse in order to ordain a religious aspect into the poem, which does well to suite the theme and what she is fond of. As the recollection of the speaker’s death progresses, Dickinson uses the stanzas to mark the stages of the
Death is a controversial and sensitive subject. When discussing death, several questions come to mind about what happens in our afterlife, such as: where do you go and what do you see? Emily Dickinson is a poet who explores her curiosity of death and the afterlife through her creative writing ability. She displays different views on death by writing two contrasting poems: one of a softer side and another of a more ridged and scary side. When looking at dissimilar observations of death it can be seen how private and special it is; it is also understood that death is inevitable so coping with it can be taken in different ways. Emily Dickinson’s poems “Because I Could Not Stop for Death” and “I Heard A Fly Buzz When I Died” show both parallel and opposing views on death.
Antigone if she is caught. As the play moves on there is a building of this fear and pity that is felt for many of the characters that finally is resolved at the catastrophe. At that point the reader learns that Creon, the king, has lost his wife, his son, and his niece Antigone, all because he was too stubborn to give in as well as to afraid that if he did give in that he would be judged as an easy king. In a way this ending brings the two emotions together. The reader feels pity for Creon because of his great loss, but at the same time he feels a bit of fear because he wouldn’t want this type of tragedy to ever occur in his life.
Imagery is a big component to most works of poetry. Authors strive to achieve a certain image for the reader to paint in their mind. Dickinson tries to paint a picture of ?death? in her own words. Thomas A. Johnson, an interpretive author of Dickinson's work, says that ?In 1863 Death came into full statue as a person. ?Because I could not stop for Death? is a superlative achievement wherein Death becomes one of the greatest characters of literature? (Johnson). Dickinson's picture to the audience is created by making ?Death? an actual character in the poem. By her constantly calling death either ?his? or ?he,? she denotes a specific person and gender. Dickinson also compares ?Death? to having the same human qualities as the other character in the poem. She has ?Death? physically arriving and taking the other character in the carriage with him. In the poem, Dickinson shows the reader her interpretation of what this person is going through as they are dying and being taken away by ?Death?. Dickinson gives images such as ?The Dews drew quivering and chill --? and ?A Swelling of the Ground --? (14, 18). In both of these lines, Dickinson has the reader conjure up subtle images of death. The ?quivering an chill? brings to the reader's mind of death being ...
Mark W. Durm stated that, “it was not until 1792 that Cambridge University implemented the GPA and started the legitimate grading system” (2). In the 18th century, teachers were paid based on the sizes of their classrooms. Over time, the grading policy adapted to lessen teacher’s workloads, allowing them to have bigger classes. Due to this structure, the students’ success became less important than the grading system. The system used before the GPA was more advantageous than the newly implemented system. For example, more students interacted with each other, causing the students to learn important communication skills. The students’ level of friendly competition and understanding in the classroom was enough for the teacher to grasp that the students understood the material (gpa-calculator.us). The GPA grading system changed learning because it made grading easier for teachers to assign points and a grade, rather than making sure the students understood the concepts. This is why students today solely obsess over getting an ‘A’, rather than appreciating how to obtain knowledge for the sake of individual growth and understanding. By the 20th century, most schools in the United States had conformed to the GPA grading system and introduced a whole new structure of
Because it has become so familiar, death is no longer a frightening presence, but a comforting companion. Despite this, Dickinson is still not above fear, showing that nothing is static and even the most resolute person is truly sure of anything. This point is further proven in “I Heard a Fly Buzz”, where a fly disrupts the last moment of Dickinson’s life. The fly is a symbol of death, and of uncertainty, because though it represents something certain—her impending death—it flies around unsure with a “stumbling buzz”. This again illustrates the changing nature of life, and even death.
Dickinson’s poem lives on complex ideas that are evoked through symbols, which carry her readers through her poem. Besides the literal significance of –the “School,” “Gazing Grain,” “Setting Sun,” and the “Ring” –much is gathered to complete the poem’s central idea. Dickinson brought to light the mysteriousness of the life cycle. The cycle of one’s life, as symbolized by Dickinson, has three stages and then a final stage of eternity. “Schools, where children strove” (9) may represent childhood; “Fields of Gazing Grain” (11), maturity; and “Setting Sun” (12) old age. In addition to these three stages, the final stage of eternity was symbolized in the last two lines of the poem, the “Horses Heads” (23), leading “towards Eternity” (24). Dickinson thought about the life cycle in terms of figurative symbols.
Emily Dickinson once said, “Dying is a wild night and a new road.” Some people welcome death with open arms while others cower in fear when confronted in the arms of death. Through the use of ambiguity, metaphors, personification and paradoxes Emily Dickinson still gives readers a sense of vagueness on how she feels about dying. Emily Dickinson inventively expresses the nature of death in the poems, “I felt a Funeral, in my Brain (280)”, “I Heard a fly Buzz—When I Died—(465)“ and “Because I could not stop for Death—(712)”.
...ause I Could Not Stop for Death” Dickinson portrays her feelings of death and dying through the eyes of the dying. In this poem, the reader learns what it is like to experience death. In “After great pain, a formal feeling comes,” Dickinson personifies death and the feelings accompanied with it. Although the deceased has no feelings, Dickinson compares the two to help gain a better understanding of the feelings accompanied with the loss of a loved one.
In poetry, death is referred as the end of literature and it is associated with feeling of sorrows. However Emily Dickinson demonstrates that death is not the end of literature or feeling of sadness but death is a new element of inspiration in poetry and is the beginning of a new chapter in our life. In the poem ‘’Because I Could Not Stop for Death’, she discusses the encounter of a women with death, who passed away centuries ago. Dickenson uses metaphors and similes to show that the process of dying can be an enjoyable moment by appreciating the good moments in life, and by respecting death rather than fearing it. Also Dickinson portrays death in a humorous way as she compares it to man seducing her to go to her death as well, to childhood games that show the innocence of this encounter (Bloom). The poem is a reflection of how unpredictable death can be. Death is a scary process in life that should not be feared because it should be celebrate as new start.