Emily Dickinson's "Because I could not stop for Death" is a remarkable
             masterpiece that exercises thought between the known and the
             unknown. In Dickinson's poem, "Because I could not stop for Death,"
             there is much impression in the tone, in symbols, and in the use of
             One might agree to an eerie, haunting, if not frightening, tone
             in Dickinson's poem. Dickinson uses controlling adjectives-"slowly"
             and "passed"-to create a tone that seems rather calm. For example,
             "We slowly drove-He knew no haste ...We passed the School ... We
             passed the Setting Sun-," sets a slow, quiet, calm, and dreamy
             atmosphere. The tone in Dickinson's poem will put its readers' ideas
             on a track heading towards a confusing atmosphere.
             Dickinson's masterpiece lives on complex ideas that are caused
             to appear 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. Emily brought to light the mysteriousness of
             life's cycle. Ungraspable to many, the cycle of one's life, as
             symbolized by Dickinson, has three stages and then a final stage of
             eternity. In addition to these three stages, the final stage of eternity
             was symbolized in the last two lines of the poem, the "Horses Heads"
             Emily Dickinson dresses the scene such that mental pictures of
             sight, feeling, and sound come to life. The imagery begins the
             moment Dickinson invites Her reader into the "Carriage." Death
             "slowly" takes the readers on a sight seeing trip where they see the
             stages of life. The first site "We" passed was the "School, where
             Children strove." Because it deals with an important symbol, -the
             "Ring"-this first scene is perhaps the most important. In addition, at
             recess, the children performed a ven
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