Biography of Angelina Grimké, American Abolitionist

Biography of Angelina Grimkà ©, American Abolitionist Angelina Grimkà © (February 21, 1805–October 26, 1879) was a southern woman from a slaveholding family who, along with her sister Sarah, became an advocate of abolitionism. The sisters late became advocates of womens rights after their anti-slavery efforts were criticized because their outspokenness violated traditional gender roles. With her sister and her husband Theodore Weld, Angelina Grimkà © wrote American Slavery As It Is, a major abolitionist text. Fast Facts: Angelina Grimkà © Known For: Grimkà © was an influential abolitionist and womens rights advocate.Born: February 20, 1805 in Charleston, South CarolinaParents: John Faucheraud Grimkà ©Ã‚  and Mary SmithDied: October 26, 1879 in Boston, MassachusettsSpouse: Theodore Weld (m. 1838-1879)Children: Theodore, Sarah Early Life Angelina Emily Grimkà © was born on February 20, 1805, in Charleston, South Carolina. She was the 14th child of Mary Smith Grimkà © and John Faucheraud Grimkà ©. Mary Smiths wealthy family included two governors during colonial times. John Grimkà ©, who was descended from German and Huguenot settlers, had been a Continental Army captain during the Revolutionary War. He served in the state House of Representatives and was the states chief justice. The family spent their summers in Charleston and the rest of the year on the Beaufort plantation. The Grimkà © plantation produced rice until the invention of the cotton gin made cotton more profitable. The family owned many slaves, including field hands and household servants. Angelina, like her sister Sarah, was offended by slavery from an early age. She fainted one day at the seminary when she saw a slave boy her own age opening a window and noticed that he could barely walk and was covered on his legs and back with bleeding wounds from a whipping. Sarah tried to console and comfort her, but Angelina was shaken by the experience. At age 13, Angelina refused confirmation in the Anglican church of her family because of the churchs support for slavery. When Angelina was 13, her sister Sarah accompanied their father to Philadelphia and then to New Jersey for his health. Their father died there, and Sarah returned to Philadelphia and joined the Quakers, drawn by their anti-slavery stance and their inclusion of women in leadership roles. Sarah briefly returned home to South Carolina before moving to Philadelphia. It fell on Angelina, in Sarahs absence and after her fathers death, to manage the plantation and care for her mother. Angelina tried to persuade her mother to set at least the household slaves free, but her mother refused. In 1827, Sarah returned for a longer visit. Angelina decided she would become a Quaker, remain in Charleston, and persuade her fellow southerners to oppose slavery. In Philadelphia Within two years, Angelina gave up hope of having any impact while remaining at home. She moved to join her sister in Philadelphia, and she and Sarah set out to educate themselves. Angelina was accepted at Catherine Beechers school for girls, but their Quaker meeting refused to give permission for her to attend. The Quakers also discouraged Sarah from becoming a preacher. Angelina became engaged, but her fiance died in an epidemic. Sarah also received an offer of marriage but refused it, thinking she might lose the freedom she valued. They received word about that time that their brother Thomas had died. He had been a hero to the sisters, for he was involved in emancipating slaves by sending volunteers back to Africa. Abolitionism The sisters turned to the growing abolitionist movement. Angelina joined the Philadelphia Female Anti-Slavery Society, which was associated with the American Anti-Slavery Society, founded in 1833. On August 30, 1835, Angelina Grimkà © wrote a letter to William Lloyd Garrison, a leader of the American Anti-Slavery Society and the editor of the abolitionist newspaper The Liberator. Angelina mentioned in the letter her first-hand knowledge of slavery. To Angelinas shock, Garrison printed her letter in his newspaper. The letter was reprinted widely and Angelina found herself famous and at the center of the anti-slavery world. The letter became part of a widely-read anti-slavery pamphlet. The Quakers of Philadelphia did not approve of Angelinas anti-slavery involvement, however, nor of Sarahs less radical involvement. At the Philadelphia Yearly Meeting of Quakers, Sarah was silenced by a male Quaker leader. The sisters decided to move to Providence, Rhode Island, in 1836, where the Quakers were more supportive of abolitionism. In Rhode Island, Angelina published a tract, Appeal to the Christian Women of the South. She argued that women could and should end slavery through their influence. Her sister Sarah wrote An Epistle to the Clergy of the Southern States. In that essay, Sarah confronted Biblical arguments typically used by the clergy to justify slavery. Sarah followed that with another pamphlet, An Address to Free Colored Americans. While these were published by two southerners and addressed to southerners, they were reprinted widely in New England. In South Carolina, the tracts were publicly burned. Speaking Career Angelina and Sarah received many invitations to speak, first at anti-slavery conventions and then at other venues in the north. Fellow abolitionist Theodore Weld helped train the sisters to improve their speaking skills. The sisters toured, speaking in 67 cities in 23 weeks. At first, they spoke to all-woman audiences, but then men began to attend the lectures as well. A woman speaking to a mixed audience was considered scandalous. The criticism helped them understand that social limitations on women were part of the same system that upheld slavery. It was arranged for Sarah to speak to the Massachusetts legislature on slavery. Sarah became ill and Angelina filled in for her. Angelina was thus the first woman to speak to a United States legislative body. After returning to Providence, the sisters still traveled and spoke but also wrote, this time appealing to their northern audience. Angelina wrote an Appeal to the Women of the Nominally Free States in 1837, while Sarah wrote an Address to the Free Colored People of the United States. They spoke at the Anti-Slavery Convention of American Women. Catherine Beecher publicly criticized the sisters for not keeping to the proper feminine sphere, i.e. the private, domestic sphere. Angelina responded with Letters to Catherine Beecher, arguing for full political rights for women- including the right to hold public office. Marriage Angelina married fellow abolitionist Theodore Weld in 1838, the same young man who had helped prepare the sisters for their speaking tour. The marriage ceremony included friends and fellow activists both white and black. Six former slaves of the Grimkà © family attended. Weld was a Presbyterian; the ceremony was not a Quaker one. Garrison read the vows and Theodore renounced all legal power that laws at the time gave him over Angelinas property. They left obey out of the vows. Because the wedding was not a Quaker wedding and her husband was not a Quaker, Angelina was expelled from the Quaker meeting. Sarah was also expelled for attending the wedding. Angelina and Theodore moved onto a farm in New Jersey and Sarah moved in with them. Angelinas first child was born in 1839; two more and a miscarriage followed. The family focused their lives around raising the three Weld children and on demonstrating that they could manage a household without slaves. They took in boarders and opened a school. Friends, including Elizabeth Cady Stanton and her husband, visited them at the farm. Angelinas health, however, began to decline. American Slavery As It Is In 1839, the Grimkà © sisters published American Slavery As It Is: Testimony From a Thousand Witnesses. The book was later used as a source by Harriet Beecher Stowe for her 1852 book Uncle Toms Cabin. The sisters kept up their correspondence with other anti-slavery and pro womens rights activists. One of their letters was to the 1852 womens rights convention in Syracuse, New York. In 1854, Angelina, Theodore, Sarah, and the children moved to Perth Amboy, New Jersey, operating a school there until 1862. All three supported the Union in the Civil War, seeing it as a path to end slavery. Theodore Weld traveled and lectured occasionally. The sisters published An Appeal to the Women of the Republic, calling for a pro-Union womens convention. When it was held, Angelina was among the speakers. The sisters and Theodore moved to Boston and became active in the womens rights movement after the Civil War. All three served as officers of the Massachusetts Womens Suffrage Association. On March 7, 1870, as part of a protest involving 42 other women, Angelina and Sarah illegally voted. Death Sarah died in Boston in 1873. Angelina suffered several strokes shortly after Sarahs death and became paralyzed. She died in Boston in 1879. Legacy Grimkà ©s activism had a profound effect on the abolitionist and womens rights movements. In 1998, she was posthumously inducted into the National Womens Hall of Fame. Sources Browne, Stephen H.  Angelina Grimke Rhetoric, Identity, and the Radical Imagination. Michigan State University Press, 2012.Grimkà ©, Sarah Moore, et al.  On Slavery and Abolitionism: Essays and Letters. Penguin Books, 2014.

Immigration Reform Research Paper Example | Topics and Well Written Essays - 1500 words

Immigration Reform - Research Paper Example On June 15, 2012, with immediate effect, the Obama administration declared that the administration would not deport young illegal immigrants arrived in the US as children. To speak precisely, the illegal immigrants will get work permit if they have arrived in the US before age 16 and the current age of the applicant is less than 30. They may also be granted work permit if they have been living in this country for 5 years uninterruptedly, have graduated from a US high school, or have served in the military. Above all, it is necessary that they do not have any criminal history during the stay in the US. Janet Napolitano, the Homeland Security further clarified, "It is not immunity; it is not amnesty. It is an exercise of discretion," (Peralta and Memmott, 2012). This implies that the State is using its discretion powers and allowing people to apply for job permits. In this policy measure, the government decides to bypass Congress because of their inability to enforce the Dream Act that has provision of granting citizenship to illegal immigrants provided they serve in the military or go to college. For many undocumented children, English is their first language and the US is their home. Many of these illegal immigrants are in the process of completing schooling with the top grades. They do have the potential of becoming future teachers, nurses, doctors and scientists but their illegal status comes in their way. The Presidents initiative will give them an opportunity to exploit their full potential. The initiative is aimed at achieving the following objectives (American Immigration Council, 2012). a. Initiative provides opportunity not only to enhance their living standards but contribute to the US economy by increasing its GDP and tax contributions. It has been found that those with higher degrees earn two to three times more than a person with only high-school degree

ANALYSIS OF THE MOVIE TABLOD Review Example | Topics and Well Written Essays - 250 words

ANALYSIS OF THE TABLOD - Movie Review Example the old style of interviewing or reporting, where the audience has the same feeling of listening the story as the filmmaker experiences while listening it. The fact that I like about the documentary is that Morris trains the Camera on McKinney. In this way, McKinney tells her story on her own. She highlights different aspects of the case, yet she can be observed not telling the truth or hiding things at some places as she forces so intently to believe her story (Tabloid). Morris has used different strategies to gain audience’s attention such as he has added a bit of tabloidism himself to make it more appealing. He has also used different clips of the movie named ‘The Godmakers’ that gives the better insight about the role of Mormons and their work. He has made use of attractive headlines one after another in order to keep audience interest  in  the movie such as different journalists  and reporters resembled  the chained up position of Kirk Anderson as ‘Spread-Eagle’. In that way, the phrase flashes on the screen each time he does

The Role Of Teaching Grammar In School

The Role Of Teaching Grammar In School In the past, in a traditional classroom, grammatical competence and explicit knowledge of language rules were emphasized. Grammar teaching held such an essential part in language teaching that other aspects became either ignored or downplayed. People assumed that if the grammatical rules of a language were mastered, the success of communication in that language was ensured (Richards and Renandya, 2002, p.145). Therefore, at that time this assumption required learners to pay much attention to grammar rules, sentence structures and forms. Every leaners, even children at a very young age, were made to study the complicated rules of grammar (Dash, 2007, p.91). This viewpoint inherits in itself several weaknesses. Dash also pointed out one of them, saying that modern educationists believe although a pupil has known all the grammar rules, he or she still makes the most elementary mistakes in grammar. Moreover, increased knowledge in grammar doesnt help students to increase the ability to use english correctly (p. 92). If learners just spend years learning only the formal properties of the language, they cannot exchange information, express ideas or feelings. To be able to communicate, they must learn grammatical rules in real communication. That is the reason why though students can do excellent exercises after studying grammar lesson, their ability to speak may not be improved. It is traditional grammar teaching that led to failure in communication. Acknowledging the imperfection of traditional view of grammar, things began to change in the late 1960s and early 1970s. It is argued that to be a competent user of a language, one needs to knows not only the rules of grammar, but also how the rules are used in real communication (Richards and Renandya, 2002, p.145). During this period, grammar teaching became less important or in some cases was abandoned. Many other teaching methods which were sought to replace traditional language teaching such as Communicative Language Teaching (CLT), Functional grammar and Consciousness-raising mainly focused on how to use it communicatively. To replace traditional grammar practice, Consciousness-raising is offered. Consciousness-raising, also known as awareness-raising, is part of the process a learner can go through with new language. Students first become aware or conscious of the new language, then recognise and distinguish it, then produce it. Through Consciousness-raising, learners will develop an explicit knowledge of the grammar of the language which facilitates their ability to communicate (Richards and Renandya, 2002, p.146. Opposite to traditional approaches, the goal of teaching grammar in a consciousness-raising is to instil correct grammatical patterns and habits directly through carefully-designed activities. This means it is not always a must to teach grammar points explicitly. Learners may also be led to grammatical rules implicitly. Nevertheless, this method has its own limitations. Because this method requires thinking much, it may not be appropriate for young learners and beginners, or others who prefe r learning by practising to thinking may dislike it. In addition, the aim of this method is helping learners to know about the language and it does not emphasize on immediate language use. Consequently, it may take a long time for the learners to be able to communicate in L2 spontaneously. Communicative Language Teaching (CLT) mainly focused on the communicative process and the negociation of meaning between participants. Learners need to know not only forms but also meanings and functions.That is, according to Hymes (1971), in CLT they will develop communicative competence, knowing when to say what to whom and how. (Freeman, 2002, p.121). Therefore, the activities in CLT are often meaningful tasks which involve real communication such as: language games, picture strip story,role play..etc. Though this is an effective approach of teaching grammar communicatively, it is believed to fill the gap in traditional grammar between forms and usage indirectly. The reason is that it does not necessarily deal with grammar sytematically. Actually, when communicative approaches are adopted, they are often represented as a combination of traditional grammar with communicative enhancements. (Hinkel and Fotos, 2002, p.79) Another approach related to CLT is teaching functional grammar. It is a general theory of the organization of natural language developed by Simon C. Dik, Michael Halliday and others. In general, the difference between functional approaches and traditional approaches is their focus. Functional approaches primarily focus on the communicative aspect of language in a particular context while traditional grammar focus on rules and syntax. According to this method, a given language form cannot guarantee an effective communicative skill without referring to the circumstances because some forms of expression may be appropriate while the others are not. Therefore, this way of teaching grammar provides leaners with good knowledge of using the right forms in different situations. Nonetheless, though representing an important advance in tying grammar to meaningful functions (Hinkel and Fotos, 2002, p.79), it causes some difficulty for learners. For instance, systemic functional grammar developed by Halliday mainly deals with meaning in context, it is often more complex than traditional grammar in terms of labels while traditional grammar is more concerned with rules. Therefore, it may take time to learn functional grammar. After a period in which the role of grammar declined, in recent years it has regained its rightful place in the language curriculum (Richards and Renandya, 2002, p.145). Now people realize that grammar is very important to the leaners language development. Teaching grammar in classroom today In today classroom, though there are many methods for teaching grammar, some teachers still prefer traditional grammar because it does not require much of the their language competence beyond the texbook. (Ho, 2007, p.28). This method is also supported by public attitudes. People assume that in public high schools teachers will teach good grammar for student success. Therefore, traditional grammar teaching is still widely accepted. There are others who believe an integrated method may be a good choice. In sum, until now there is no conclusion which is the best method in teaching grammar and methodologists are still doing researchs to find as many effective ways as possible.

Should the celebrity scandals in the press be banned?

One of the most disputable questions in our time is â€Å"Should the celebrity scandals in the press be banned†. Many people think that the tabloids shouldn’t write about the private life of the film and music stars. For example: when Brad Pitt and Jennifer Aniston got married, all tabloids wrote stories about their private life. The journalists made up a lot of them. As a result of that they split up. I think that the scandals in the press should be banned!In my opinion it’s none of our business what the stars do in their free time. Personally, I believe that most of the people that read such ridiculous stories about the stars’ private life don’t believe they are true. They read them just for fun. Nevertheless, I think we can do without this kind of entertainment. I don’t go along with the tabloids because the half of the stuff they print is just a complete rubbish. What is more: I think that the famous people have immoral lives but it is mo re immoral to write and read about it.Perhaps the most important point however is that when the teenagers read about the scandalous things that music and film stars do, they think that it’s OK to do such things. I don’t believe that is good about the youth – the future of our world. In conclusion, I would say that tabloids must stop to make up stories about the famous people. I think that reading such newspapers is just waste of time. We can spend our time in more pleasant things like going hiking or going swimming or just stay with our friends.

Psychology Is The Study Of The Mind And Behavior - 1389 Words

Psychology is the study of the mind and behaviour. Since Psychology first emerged there has been ,many differing schools of Psychology each with different theories in which to understand human behaviour. In this essay I will explain the four major schools of psychology including psychoanalysis, behaviourism, biological and cognitive, and the major influences behind each such as Freud. Psychoanalysis is a school of thought first developed by Sigmeund Freud(1856-1939) one of the most influential psychologists to date. Although Psychoanalysis has been developed over years since Freud’s death mainly by Erik Erikson, there are still key elements which remain the same. Freud’s approach to the human mind mainly focused on the unconscious†¦show more content†¦The id develops as a newborn baby and is driven by the libido and aggression, linked to psycho sexual development. The id is unconscious it is not driven by morality or logic and therefore must be satisfied immediately . The id receives gratification based purely on pleasure with no thought for consequences. The ego; is learned at a later stage around four years old. The ego brings more reasoning to our behaviour. The ego still intends to satisfy the ids needs however without consequences. The ego looks more at societies â€Å"norms† and influences from others in . â€Å"like a ma n on horseback, who has to hold in check the superior strength of the horse (S. Freud,The ego and the id, SE, 1923, p.15). The ego therefore is trying to control the powerful id. The superego; is the last part of our behaviour to develop. The superego attempts to suppress the desires of the id, the superego focuses primarily on perfect ideals of morality instead of realism in dealing with desires and aggressions. Psychoanalytic therapy looks at the unconscious mind and how repressed memories and thoughts can become present in behaviour. In psychotherapy people mainly talk to a psychotherapist or psychologist however music or other arts can be used. Psychotherapy can be used to treat depressions, drug abuse, anxiety disorders and many others. There are many strengths and weaknesses in psychoanalysis some key strengths in psychoanalysis are that Freud brought

Stopping by Woods on a Snowy Evening, by Robert Frost Essay

Robert Frost uses metaphor and symbolism extensively in ‘Stopping by Woods on a Snowy Evening’, developing deeper and more complex meanings from a superficially simple poem. Frost’s own analysis contributes greatly to our appreciation of the importance of metaphor, claiming that â€Å"metaphor [is] the whole of thinking,† inviting the reader to interpret the beautiful scene in a more profound way. However, the multitude of possible interpretations sees it being read as either carefully crafted lyric, a â€Å"suicide poem, [or] as recording a single autobiographical incident† . Judith Oster argues, therefore, that the social conditions individual to each reader tangibly alter our understanding of metaphor. Despite the simplicity of language,†¦show more content†¦The issues that Frost explores are universalised by metaphor, with allusions to literary traditions such as in Hamlet’s soliloquy, where the nature of life is explored. These conflicts between our duties and the promise of â€Å"sleep† are pre-eminently relevant to both the personal dilemma faced by the traveller but also to the reader, who is no closer to determining whether the final conclusion made is one of suicide and ‘rest’ or whether the â€Å"promises† outweigh the traveller’s ‘intemperance’ with the woods. As the poem becomes increasingly complex, the conventional metaphor of falling â€Å"snow† contributes layer upon layer of meaning. The â€Å"downy flake† transcends its literal sense, becoming a ‘blanket’ that both obscures and numbs the senses, hiding the dangers whilst tempting the traveller to stop. The coldness and darkness of the setting contrasts the purity of snow with the shadowy, even sinister idea that nature is enticing us with eternal rest. Frost’s allusions to the poem, ‘Keen fitful gusts’ with the line â€Å"and miles toShow MoreRelatedStopping By Woods On A Snowy Evening By Robert Frost Essay1256 Words   |  6 Pagesallows people to creatively observe the boundaries of depth. Forms of poetry are equal in difficulty; humankind might consider a sonnet difficult, in contrast others find it to be elementary. A poem I admire is called â€Å"stopping by woods on a snowy evening† by Robert Frost. (Frost, R. 1922). Mar veling at the simplicity of this poem, no wonder it’s considered a masterpiece! Words are beautifully painted inside the text. I would consider this poem to be free style. Poetry conforms to its own set ofRead MoreSymbolism in Stopping by Woods on a Snowy Evening by Robert Frost602 Words   |  3 PagesSymbolism in Stopping by Woods on a Snowy Evening by Robert Frost Many people consider Robert Frost to be one of Americas greatest poets, and one of his best known poems is Stopping by Woods on a Snowy Evening. In the poem, Frost describes a person stopping just outside of town in a wooded area with his horse. He stops for a moment to appreciate the wonder of the world that he has spent so much time in, something that he may not have done much in his younger years. The horse couldRead MoreAnalysis Of Stopping By Woods On A Snowy Evening, By Robert Frost778 Words   |  4 PagesRobert Frost is a great American poet that mastered the art of eloquently imprinting his readers with an overarching idea, or theme, through his use of symbolic language, precise picture painting, and metronome rhyme and meter. Frost addresses many different themes across his poems, but sometimes has similar methods of displaying his themes; three of the most prominent are the crossroads of a decision in â€Å"Stopping by Woods on a Snowy Evening,† the battle between desire and hate in â€Å"Fire and IceRead MoreAnalysis Of Stopping By Woods On A Snowy Evening By Robert Frost1405 Words   |  6 PagesWhile Robert Frost is often portrayed as a regionalist poet, whose focus typically turns to the simplicity and beauty of the New England landscape, many of Frost’s poems have an underlying darkness; â€Å"Stopping by Woods on a Snowy Evening,† a seemingly simple glimpse into the beauty of a winter night, is in both content and form a metaphor for the contemplation of suicide. The title of the poem suggests a familiarity, with the narrator â€Å"stopping by† the woods, a neighborly phrase that suggests thatRead MoreAnalysis Of Robert Frost s Poem Stopping By Woods On A Snowy Evening 923 Words   |  4 PagesIn Robert Frost’s poem â€Å"Stopping by Woods on a Snowy Evening† the speaker is traveling at night through the snow and pauses with his horse near the woods by a neighbor’s house to admire the snow falling in the woods. His little horse shakes his â€Å"harness bells†, questioning his sudden respite; perhaps indicating that this isn’t the destination of their journey. Throughout the poem, the speaker seems to be wrestling between obligations and desire. For example, he continues to stand near the woods attractedRead MoreAnalysis Of Robert Frost s `` Stopping By Woods On A Snowy Evening `` And `` Mending Wall ``1817 Words   |  8 Pages Robert Frost was an American poet born on March 26, 1874. Living to the age of eighty eight, Frost was able to become an accomplished poet in his lifetime, creating beautiful works of art through his words. In many of his poems one can find similar themes that discuss intense feelings and ideas about isolation and loneliness in one’s life, such as in â€Å"Stopping by Woods on a Snowy Evening† and â€Å"Mending Wall†. Each of the following poems discussed will demonstrate that throughout Robert Frost’sRead MoreSnow Imagery in â€Å"Desert Places† and â€Å"Stopping by Woods on a Snowy Evening†1246 Words   |  5 PagesRobert Frost (1874- 1963). Robert Frost â€Å"was the most widely admired and highly honoured American poet of the 20th century (Eiermann).† Robert Frost was raised in rural New England where he grew a fond love for the outdoors and nature (Merriman). His love with nature elements has probably overwhelmed him so much that it has been reflected upon in many of his poems such as â€Å" The Tuft of Flowers,† â€Å"Reluctance,† and â€Å"Birches.† One of the nature imageries that have been used frequently by Robert FrostRead More Perseverance in Robert Frosts Stopping by Woods on a Snowy Evening1095 Words   |  5 PagesPerseverance in Robert Frosts Stopping by Woods on a Snowy Evening Epictetus once wrote, First say what you would be; and then do what you have to do. This aphorism of self-discovery and obligation clearly describes Robert Frosts poem, Stopping by Woods on a Snowy Evening. In the course of the poem, Frosts speaker is confronted with two choices: he can either forget his problems or he can follow through with his responsibilities and make the most of life. It is through Frosts remarkableRead MoreEssay about Stopping by Woods on a Snowy Eve808 Words   |  4 PagesFrosts poem, Stopping by Woods on a Snowy Evening, seems to be a simple story of a man and his horse. It portrays beautiful imagery with an enjoyable rhythm and rhyming scheme. Taking a second look at this poem may bring a more complex curiosity about what Frost is exactly trying to achieve through his words. It is apparent in the breakdown of the poem that new meanings and revelations are to be found. This is seen by relating almost all of his statements to each stanza and line. Robert Fro sts aestheticRead MoreThe Use of Literary Devices in Robert Frosts Stopping by Woods on a Snowy Evening800 Words   |  4 PagesThe Use of Literary Devices in Robert Frosts Stopping by Woods on a Snowy Evening In Robert Frosts poem. â€Å"Stopping by Woods on a Snowy Evening.† the speaker uses literary devices to show the reader the poems meaning. Symbolism plays an important role in this poem. Robert Frost uses symbolism to show the correlation between the woods and village with heaven. Mythological symbolism is also found in this poem. when the speaker talks about the lake. it is a reference to Hel in Norse Mythology