John G Reen Leaf W Hittier - Simply Charlotte Mason

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CharlotteMasonpresentsPoetry is, Simplyperhaps,themostsearching anintimate of our teachers. To know aboutsuch a poet and his works may beinteresting, as it is to know aboutJohn Greenleaf Whittierrepoussé work; but in the latter case wemust know how to use the tools before wget joy and service out of the art. Poetrtoo, supplies us with tools for themodelling of our lives, and the use ofJohn Greenleaf Whittierthese we must get at for ourselves. Theline that strikes us as we read, thatrecurs, that we murmur over at oddCompiled by Ruth Smithmoments––thisismaterialthe bylinethatWith additionalSonya Shafer

Poetryperhaps,thethanmostsearchinginstructsis,our consciencemore effectuallymany wisesaws. As wePtenderness towards the past, a sense of continuance, and of a part toaboutsuch a poet and his works mays Nourish a love for poetic expression by allowing the poems to speakrepousséwork;butit forinourselves.the latter casethemselves.to each forof usonly as we discoverrA couplet such as this, though it appear to carry no moral weight,digest,' reverenceunawares, gentleness,a wistfuland'inwardlyintimateof comesourto usteachers.Toknow iMake poetry study simple and enjoyable!be interesting,aswithithelpfulistipstoknowabout Encourage imaginationfor Settingthe Imaginary Get to know a poet and his style through 26 complete poems and alivingbiography.play thatshallnot be loud and discordant, but of a piece with theStage.is one of the 'lessons never learned in schools' which comeswhole. Thisfavouritewithpoetfor a yearorinspiringtwo,to Poetrybe thediscardedfor anotherwe Manymustknowhowtouse haveGainaconfidencepracticalandNotestoolsfrom Enjoy powerful use of language with occasional definitions.and another.Somearecharacterhappy enoughtobeautifulfind thepoetwellof theirlifetime in iceoutofCharlotte Mason and others.the art.Poetry,suppliesus“The linethat strikes us as wetoo,read, that recurs,that we murmurover withatSpenser, Wordsworth, Browning, for example; but, whether it be for atoolsforgoodtheofweourlives,Note howthis lastmodellingword is. What we digestassimilate,take intomoments—thislineread,that influencesour living.”year or odda life,let us markisasthewelet us learnand inwardly digest.—Charlotte MasonimgtmGive your children the gift of poetry with theEnjoythe Poemsseries!that it ofis partand parcelof us, andno longergetseparable.andourselves,the sousethesewemustat for tMany have a favourite poet for a year or two, to be discarded for anotherourselves.The line that strikes us asand another.SimplySome are happy enough to find the poet of their lifetime inwe read, that recurs, that we murmurCharlotte Masonlroveryearatoddis theor a life,let us moments––thismark as we read, let us learn and inwardlydigest.line mSpenser, Wordsworth, Browning, for example;.com but, whether it be for a

Enjoy the Poems ofJohn Greenleaf WhittierCompiled by Ruth SmithWith additional material by Sonya Shafer

Enjoy the Poems of John Greenleaf Whittier 2016 by Simply Charlotte MasonAll rights reserved. However, we grant permission to make printed copies or use this work on multipleelectronic devices for members of your immediate household. Quantity discounts are available forclassroom and co-op use. Please contact us for details.Cover Design: John ShaferISBN 978-1-61634-369-9 printedISBN 978-1-61634-370-5 electronic downloadPublished bySimply Charlotte Mason, LLC930 New Hope Road #11-892Lawrenceville, Georgia 30045simplycharlottemason.comPrinted by PrintLogic, Inc.Monroe, Georgia, USA

Enjoy the Poems ofJohn Greenleaf WhittierSuggested Schedule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4How to Enjoy the Poems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Getting to Know John Greenleaf Whittier . . . . . . . . . . . . . . . . . . . . . . . . . . 7The PoemsInvocation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .April . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .The Barefoot Boy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Forgiveness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .First-Day Thoughts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Our State . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .The Fishermen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .A Dream of Summer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .The Pumpkin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Barbara Frietchie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .The Drovers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .My Dream . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Trust . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .The Frost Spirit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .The Reward . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .The Kansas Emigrants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .In Peace . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .All’s Well . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .The Ship-Builders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .For an Autumn Festival . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .My Birthday . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .The Mayflowers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Red Riding-Hood . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .The Wish of To-Day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .The Lake-Side . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .The Clear Vision . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 254Pages for Poem Illustrations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57

Suggested ScheduleTo linger with this poet for a year, you might follow a schedule something like this. Also try tomemorize and recite one poem each 12-week term.Week 1: Read a new poem.Week 2: Read a new poem.Week 3: Read the poet’s biography and narrate it.Week 4: Read a new poem.Week 5: Read a new poem.Week 6: Enter the poet in your Book of Centuries.Week 7: Read a new poem.Week 8: Read a new poem.Week 9: Choose one of the previous poems and illustrate it.Week 10: Read a new poem.Week 11: Read a new poem.Week 12: Tell what you know about this poet.Week 13: Read a new poem.Week 14: Read a new poem.Week 15: Read a new poem.Week 16: Read a new poem.Week 17: Children read aloud favorite poems so far.Week 18: Read a new poem.Week 19: Read a new poem.Week 20: Read a new poem.Week 21: Choose one of the previous poems and illustrate it.Week 22: Read a new poem.Week 23: Read a new poem.Week 24: Revisit favorite poems.Week 25: Read a new poem.Week 26: Read a new poem.Week 27: Read a new poem.Week 28: Read a new poem.Week 29: Children read aloud favorite poems so far.Week 30: Read a new poem.Week 31: Read a new poem.Week 32: Read a new poem.Week 33: Choose one of the previous poems and illustrate it.Week 34: Read a new poem.Week 35: Read a new poem.Week 36: Revisit favorite poems.4simplycharlottemason.com

How to Enjoy the Poems1. Gather the children and read a poem aloud at least once a week. Focus on one poet’s work formany months. Linger and get to know his or her ideas.“ ‘Collections’ of poems are to be eschewed; but some one poet should have at least a year tohimself, that he may have time to do what is in him towards cultivating the seeing eye, the hearing ear, the generous heart” (Vol. 5, p. 224).2. Read complete poems, not just portions or snippets. We have included only complete poems inthis book.“Selections should be avoided; children should read the whole book or the whole poem towhich they are introduced” (Vol. 6, p. 340).3. Share poems that are suitable for your children during each season of life.“What can we do to ensure that the poetry our children learn shall open their eyes to beauty,shall increase their joy? In all humility I would offer one suggestion on this point to-day, this:The poetry must be such as to delight them, (1) by being in itself delightful; and (2) by beingsuitable to their years” (“An Address on the Teaching of Poetry” by Rev. H. C. Beeching, TheParents’ Review, Vol. 3 (1892–93), edited by Charlotte Mason, pp. 893–898).4. Understand that the purpose of poetry is to cultivate the imagination, right emotions, and thepower of vivid expression.“The purpose of poetry is to communicate or extend the joy of life by quickening our emotions. . . . It teaches us how to feel, by expressing for us, in the most perfect way, right humanemotions, which we recognise as right, and come ourselves to share. It is good for all of us to betaught how to feel; to be taught how to feel in the presence of Nature; how to feel to one’s country, to one’s lover, or wife, or child; to be taught to feel the mystery of life, the glory of it, thepathos of it; good for us to be shaken out of our lethargic absorption in ourselves, and to haveour eyes anointed with salve, that we may look round us and rejoice, and lift up our hearts. . . .“It will be readily seen that if the poems become real and vivid to them, the children gain,besides the immediate joy in the life represented, and the right training of the emotions by theirright exercise thus administered (which I maintain is the true function of poetry), they gain,I say, besides this, exercise to their own powers of imagination; the wings of their own fancybecome fledged, and they can fly at will. And, secondly, they gain skill in the use of language”(“An Address on the Teaching of Poetry” by Rev. H. C. Beeching, The Parents’ Review, Vol. 3(1892–93), edited by Charlotte Mason, pp. 893–898).5. Don’t turn the poetry readings into lessons. Give only enough explanation necessary to helpyour children realize the situation of the poem. We have included occasional notes to help youdo this.“Poetry must not on any pretence be made into a poetry lesson; all that is at enmity with joymust be banished from this ideal province. What one wants, of course, is that the poem shallbecome to the reader what it was to the writer; a few words may need explaining, but the exsimplycharlottemason.com5

planation must not be elaborate . . .; the chief thing will be to make sure that the child realisesthe facts, the situation” (“An Address on the Teaching of Poetry” by Rev. H. C. Beeching, TheParents’ Review, Vol. 3 (1892–93), edited by Charlotte Mason, pp. 893–898).6. Allow your children time and space to feel the force and beauty of words.“The thing is, to keep your eye upon words and wait to feel their force and beauty; and, whenwords are so fit that no other words can be put in their places, so few that none can be left outwithout spoiling the sense, and so fresh and musical that they delight you, then you may be surethat you are reading Literature, whether in prose or poetry” (Vol. 4, Book 1, p. 41).7. Encourage your children to make the poetry their own.Let them Read it aloud, being careful to say beautiful words in a beautiful way. Act it, presenting the dramatic poems in their own style. 6Draw it, portraying a favorite scene in art.Copy it, transcribing a favorite stanza in their best handwriting.Memorize and recite it, conveying their own interpretation of the ideas.Treasure it, entering favorite passages or phrases in a personal journal for years to come.simplycharlottemason.com

Getting to KnowJohn Greenleaf WhittierJohn Whittier grew up on a rugged New England farm. His family were Quakers,so he was raised in simplicity and integrity of life, with devotion to God and love forhis fellow man.Life on the farm was never dull for the little boy. Nearby was a noisy brookthat foamed, rippled, and laughed. John and his three siblings would often findwildflowers on its banks and accompany their Uncle Moses on pleasant fishingexpeditions there.He recalls, “At an early age I was set at work on the farm and doing errands formy mother, who, in addition to her ordinary house duties, was busy in spinning andweaving the linen and woollen cloth needed for the family.” One day she sent Johnto pick wild strawberries. Imagine her surprise when she discovered that he could seeno difference between the color of the berry and the color of the leaf! John was colorblind. “I have always thought the rainbow beautiful,” he once said with an amusedsmile, “but they tell me I have never seen it. Its only color to me is yellow.”Though he could not see many colors, he could easily see letters on a page, andJohn was fond of reading. Since the family farm did not have many books, the bulkof his reading was in the Bible. PNQMFUF CJPHSBQIZ JT JODMVEFE XJUI UIF GVMM CPPL simplycharlottemason.com7

INVOCATIONThrough thy clear spaces, Lord, of old,Formless and void and dead earth rolled;Deaf to thy heaven’s sweet music, blindTo the great lights which o’er it shined;No sound, no ray, no warmth, no breath,—A dumb despair, a wandering death.The poet wasreferencing Genesis1:2.To that dark, weltering horror cameThy spirit, like a subtle flame,—A breath of life electrical,Awakening and transforming all,Till beat and thrilled in every partThe pulses of a living heart.Then knew their bounds the land and sea;Then smiled the bloom of mead and tree;From flower to moth, from beast to man,The quick creative impulse ran;And earth, with life from thee renewed,Was in thy holy eyesight good.As lost and void, as dark and coldAnd formless as that earth of old,—A wandering waste of storm and night,Midst spheres of song and realms of light,—A blot upon thy holy sky,Untouched, unwarned of thee, am I.O thou who movest on the deepOf spirits, wake my own from sleep!Its darkness melt, its coldness warm,The lost restore, the ill transform,That flower and fruit henceforth may beIts grateful offering, worthy thee.Poetry Note: “Poetryis, perhaps, themost searching andintimate of ourteachers.”—Charlotte Masonsimplycharlottemason.com11

Pages forPoem Illustrationssimplycharlottemason.com57

An Illustration of58simplycharlottemason.com

Week 4: Read a new poem. Week 5: Read a new poem. Week 6: Enter the poet in your Book of Centuries. Week 7: Read a new poem. Week 8: Read a new poem. Week 9: Choose one of the previous poems and illustrate it. Week 10: Read a new poem. Week 11: Read a new poem. Week 12: Tell what you know about this poet. Wee

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