20 pages • 40-minute read
Emily DickinsonA modern alternative to SparkNotes and CliffsNotes, SuperSummary offers high-quality Study Guides with detailed chapter summaries and analysis of major themes, characters, and more.
“Poem 315“ by Emily Dickinson (1858?)
An early poem, with different dates attributed to its composition, which reflects the tensions and joys of Poem 937. Here the moment of unexpected and unanticipated emotional wrenching is described not as an ax attack but rather as a scalping from which the soul never recovers. She describes her emotional moment as though delivered by an “ethereal hammer,” the metaphor capturing the sense of an emotional and spiritual moment that nevertheless registers physically. The poem also underscores how desperately alone the poet feels despite the tectonic emotional moment that has left her devastated—the larger universe about her is quite still.
“There Was a Child Went Forth” by Walt Whitman (1855)
Whitman and Dickinson have come to be regarded as the sort of grandfather and grandmother of American poetry, their styles so different (Whitman broad and expansive; Dickinson claustrophobic and introspective), their poetic constructions so unique and so American. Dickinson was familiar with Whitman, although she professed disdain with his uncouth poetic lines, his unapologetically bawdy tone, and his risqué subject matter. But this iconic Whitman poem suggests more of an alignment. Published in the years leading up to Poem 937, the poem suggests the same sort of devastating emotional moment that Dickinson records. For Whitman, that jolting experience expands and enlivens every moment of living—he compares himself to a child going out every morning enchanted with everything he sees and feels. Whitman’s bear hug of all experience contrasts with Dickinson’s trepidation over whether her heart and her intellect can ever fully recover.
“Diving into the Wreck” by Adrienne Rich (1973)
Few 20th-century poets better reflect the influence of Dickinson’s emergence as a major American poet than Adrienne Rich (1929-1912). Here the poem explores the daunting (and often harrowing) business of exploring the heart and all its contradictory emotions. The emergence of the figure of the introspective Confessional poet reflects the stature of Dickinson in post-World War Two American poetry following the 1950 publication, at last, of her collected poems. At the core of Rich’s poem (and her work generally) is the gift that Dickinson brought to American poetry, before her largely a male enterprise: the celebration of the expansive, engaged, and multifaceted woman.
“Reader Interrupted: Poetry as Thing in the Lyrical Works of Emily Dickinson” by Sarah Katherine Melcher (2015)
A doctoral thesis from Clemson University, the article, available on the web, approaches Dickinson’s poems not as expressions of her assorted psychological dilemmas but rather as things, autonomous objects free of the layers of discussion prompted by more than 70 years of attaching Dickinson’s biography to her works. In the discussion of Poem 937, for instance, the entire question of introducing Dickinson’s mental and physical issues to see it rather as a celebration of the power of the heart to survive the limits of the mind.
“The Brain Is Wider Than the Sky” by Dr. Evan Thompson (2015)
The article, which first appeared in Psychology Today and is written by a theoretical neuroscientist, explores Dickinson’s fascination with cutting edge theories of how the mind articulated emotions and the power of the brain when tested by extremes in emotions, which particularly intrigued Dickinson in her search for a way to reconstruct the intellect into the idea of a Christian God without the theological trappings. The article sees in Poem 937 an attempt to test how the mind reacts to its own disenfranchisement.
“Poetic Antagonyms” by David-Antoine Williams (2013)
A fascinating look at Dickinson’s deft word play, the article tests how often Dickinson would use antagonyms, that is a single word that means its opposite, for instance “bound” means to move forward and to be restrained. In the case of Poem 937, for instance, the word “cleave” means to cut away from and to cling to, which in turn implicates the intellect as both “joiner and divider.”
Music and Videoscore of “Poem 937” by Joe DiRienzo
Given its brevity and given its haunting emotional atmospherics, Poem 937 has been crafted many times into audio format, often taking the poem’s apparent interest in mental health as literal to create a kind of collage of performatively “troubled” people clutching their heads in despair all backed with broken minor chords and echo-y wind effects. Given Dickinson’s fascination with the Protestant hymnal, the poem has been set to music, most notably by Joe DiRienzo, part of his ambitious Emily Dickinson for Symphony Orchestra, for which YouTube provides the music and the videoscore.
Barbara Cole Reads “Poem 937” on YouTube
Perhaps the most direct and effective reading, however, is the simplest: done by Barbara Cole, a Dickinson devotee and part of the arts community in Buffalo, New York. The 2017 reading, available on YouTube, is disarmingly dramatic, the reading careful to obey the pauses Dickinson plays with with her double hyphens. And the visuals are equally simple and direct: just Cole speaking directly into the camera.



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