Emily_Dickinson_迪金森作家与作品的介绍.pptVIP

Since then--’tis Centuries--and yet Feels shorter than the Day I first surmised the Horses’Heads Were toward Eternity-- 因为我不能停下来等待死神 因为我不能停下来等待死神 他和善地停下来等我—— 那辆车只能容我们两个—— 还有不朽。 我们慢慢驱车——他不慌不忙 我也把我的劳与闲 统统丢掉一边， 为了他的礼让—— 我们慢慢驱车——他不慌不忙 我也把我的劳与闲 统统丢掉一边， 为了他的礼让—— 我们走过校园，孩子们你推我搡， 在休息时间，在圆形广场—— 我们走过在田间凝眸的麦杆—— 我们走过落日旁—— 或毋宁说，他走过我们身旁 寒露降，身子冻得打颤—— 因为我的长衫落纱般—— 我的披肩如丝网—— 我们停步在一所房子前， 那似乎是隆起的土地一片 屋顶几乎看不见—— 屋檐在地里面—— 离那时已是几个世纪 过了还不到一天， 我首次猜测到， 马头 在朝向永恒奔窜。 “Because I could not stop for Death –” 1. In this poem Dickinson personifies death and immortality so as to make her message strongly felt. 2. “we” were riding in a hearse (or carriage), heading toward Eternity. 1) “he”: death 2) “carriage”: hearse, carriage for carrying a coffin at a funeral 3) The School, The Fields of Gazing Grain , The Setting Sun- symbolize three stages of one’s life: youth, manhood and old age. 4) “gown”: grave clothes 5) “house” : grave Analysis The poem begins with a leisurely image. At first, the protagonist feels totally at ease and the usually frightening death is described as if a familiar friend, gentle and polite. Continuingly, the poem is developed upon a basic metaphor that life is a journey. It was truly rather old a comparison, Analysis but Dickinson enriched it with her creativity and imagination: School, where Children strove --childhood; Fields of Gazing Grain--maturity; and Setting Sun--old age. Then “the Dews drew quivering and chill-” makes the protagonist feel terribly cold, which may mean that they are getting nearer and nearer to the tomb. But at last, his companions, Immortality and Death, finally desert him and leave him alone to go toward Eternity. Her poem about nature ’T WAS later when the summer went? Than when the cricket came,? And yet we knew that gentle clock? Meant nought but going home.? ?? ’T was sooner when the cricket went???????? Than when the winter came,? Yet that pathetic pendulum? Keeps esoteric time.?  夏天刚刚离去蟋蟀就出现，可那柔和的钟表只是催我们回家。