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The Legacy of Henry Wadsworth Longfellow
Maine History Volume 27 Number 4 Article 4 4-1-1988 The Legacy of Henry Wadsworth Longfellow Daniel Aaron Harvard University Follow this and additional works at: https://digitalcommons.library.umaine.edu/mainehistoryjournal Part of the Modern Literature Commons, and the United States History Commons Recommended Citation Aaron, Daniel. "The Legacy of Henry Wadsworth Longfellow." Maine History 27, 4 (1988): 42-67. https://digitalcommons.library.umaine.edu/mainehistoryjournal/vol27/iss4/4 This Article is brought to you for free and open access by DigitalCommons@UMaine. It has been accepted for inclusion in Maine History by an authorized administrator of DigitalCommons@UMaine. For more information, please contact [email protected]. DANIEL AARON THE LEGACY OF HENRY WADSWORTH LONGFELLOW Once upon a time (and it wasn’t so long ago), the so-called “household” or “Fire-Side” poets pretty much made up what Barrett Wendell of Harvard University called “the literature of America.” Wendell devoted almost half of his still readable survey, published in 1900, to New England writers. Some of them would shortly be demoted by a new generation of critics, but at the moment, they still constituted “American literature” in the popular mind. The “Boston constellation” — that was Henry James’s term for them — had watched the country coalesce from a shaky union of states into a transcontinental nation. They had lived through the crisis of civil war and survived, loved, and honored. Multitudes recognized their bearded benevolent faces; generations of school children memorized and recited stanzas of their iconic poems. Among these hallowed men of letters, Longfellow was the most popular, the most beloved, the most revered. -
Henry Wadsworth Longfellow
Henry Wadsworth Longfellow By Thomas Wentworth Higginson HENRY WADSWORTH LONGFELLOW CHAPTER I LONGFELLOW AS A CLASSIC THE death of Henry Wadsworth Longfellow made the first breach in that well- known group of poets which adorned Boston and its vicinity so long. The first to go was also the most widely famous. Emerson reached greater depths of thought; Whittier touched the problems of the nation’s life more deeply; Holmes came personally more before the public; Lowell was more brilliant and varied; but, taking the English-speaking world at large, it was Longfellow whose fame overshadowed all the others; he was also better known and more translated upon the continent of Europe than all the rest put together, and, indeed, than any other contemporary poet of the English-speaking race, at least if bibliographies afford any test. Add to this that his place of residence was so accessible and so historic, his personal demeanor so kindly, his life so open and transparent, that everything really conspired to give him the highest accessible degree of contemporary fame. There was no literary laurel that was not his, and he resolutely declined all other laurels; he had wealth and ease, children and grandchildren, health and a stainless conscience; he had also, in a peculiar degree, the blessings that belong to Shakespeare’s estimate of old age,—“honor, love, obedience, troops of friends.” Except for two great domestic bereavements, his life would have been one of absolutely unbroken sunshine; in his whole career he never encountered any serious rebuff, while such were his personal modesty and kindliness that no one could long regard him with envy or antagonism. -
Henry Wadsworth Longfellow Biography
Henry Wadsworth Longfellow Biography http://famouspoetsandpoems.com/poets/henry_wadsworth_longfel... HENRY WADSWORTH LONGFELLOW, whom Griswold describes as the greatest American poet, was born at Portland, Maine, February 27, 1807, and he died at Cambridge, Massachusetts, March 24, 1882. His father was of Puritan stock, and a lawyer by profession. He possessed the necessary wealth to give his children school opportunities. At the age of fourteen young Longfellow was sent to Bowdoin College, where he graduated at eighteen. He was a close student, as shown by the testimony of his classmate, the talented Nathaniel Hawthorne, also by the recollections of Mr. Packard, one of his teachers. These glimpses that we catch of the boy reveal a modest, refined, manly youth, devoted to study, of great personal charm, and gentle manners. It is the boy that the older man suggested. To look back upon him is to trace the broad and clear and beautiful river far up the green meadows to the limpid rill. His poetic taste and faculty were already Enlarge Picture apparent, and it is related that a version of an ode of Horace which he wrote in his Sophomore year so impressed one of the members of the examining board that when afterward a chair of modern languages was established in the college, he proposed as its incumbent the young Sophomore whose fluent verse he remembered. Before his name was suggested for the position of professor of modern languages at Bowdoin, he had studied law for a short time in his father's office. The position was gladly accepted, for the young poet seemed more at home in letters than in law. -
Henry Wadsworth Longfellow At
on fellow ous L g ulletinH e Volume No. A Newsletter of the Friends of the Longfellow House and the National Park Service December pecial nniversary ssue House SelectedB As Part of Underground Railroad Network to Freedom S Henry WadsworthA LongfellowI he Longfellow National Historic Site apply for grants dedicated to Underground Turns 200 Thas been awarded status as a research Railroad preservation and research. ebruary , , marks the th facility with the Na- This new national Fanniversary of the birth of America’s tional Park Service’s Network also seeks first renowned poet, Henry Wadsworth Underground Railroad to foster communi- Longfellow. Throughout the coming year, Network to Freedom cation between re- Longfellow NHS, Harvard University, (NTF) program. This searchers and inter- Mount Auburn Cemetery, and the Maine program serves to coor- ested parties, and to Historical Society will collaborate on dinate preservation and help develop state- exhibits and events to observe the occa- education efforts na- wide organizations sion. (See related articles on page .) tionwide and link a for preserving and On February the Longfellow House multitude of historic sites, museums, and researching Underground Railroad sites. and Mount Auburn Cemetery will hold interpretive programs connected to various Robert Fudge, the Chief of Interpreta- their annual birthday celebration, for the facets of the Underground Railroad. tion and Education for the Northeast first time with the theme of Henry Long- This honor will allow the LNHS to dis- Region of the NPS, announced the selec- fellow’s connections to abolitionism. Both play the Network sign with its logo, receive tion of the Longfellow NHS for the Un- historic places will announce their new technical assistance, and participate in pro- derground Railroad Network to Freedom status as part of the NTF. -
Teacher's Guide for Dear Mr. Longfellow
Teacher’s Guide for DEAR MR. LONGFELLOW by Sydelle Pearl of Storypearls Teacher’s Guide for DEAR MR. LONGFELLOW: LETTERS TO AND FROM THE CHILDREN’S POET by Sydelle Pearl, published by Prometheus Books, October 2012. Teacher’s Guide created by Sydelle Pearl, © 2012. This Teacher’s Guide contains curriculum connections for grades 3-6 to Art, Creative Dramatics, Geography, History, Languages, Math, Music, Science, and Writing Activities. Book Lists for DEAR MR. LONGFELLOW are available at www.storypearls.com for the following topics: Chairs, Letter Writing, Poetry, Teaching Poetry, Poets, and Trees. 1 Teacher’s Guide for DEAR MR. LONGFELLOW by Sydelle Pearl of Storypearls Art Activities: --Make an illustration for a scene of one of Henry’s poems that appears in Dear Mr. Longfellow. --Draw horse chestnut leaves. See Millicent Selsam’s book Tree Flowers, illustrated by Carol Lerner. --Turn to page 126 of Dear Mr. Longfellow. Find the sketch of the blacksmith shop or “smithy” that Henry made in the year 1840. Draw the tree as high and as wide you think it looked over thirty years later before it was cut down. --Turn to page 82 to see the watercolor and pencil drawing of the Longfellow House that Henry probably made with one of his children. Draw where you live using watercolor and pencil. --Turn to page 74 to see the framed picture of Henry, Fanny and their two sons, Ernest and Charley. Draw a picture of your family. Use popsicle sticks, cardboard, or construction paper to create a frame that you can decorate. Then you can place your frame around your drawing. -
Introduction
Henry Wadsworth Longfellow: A Collection of Lesson Plans for Middle School Students A resource developed through Longfellow and the Forging of American Identity Author: Gail Roller, Gifted/Talented Coordinator and Teacher, Grades 6-12, Biddeford Introduction As a middle school teacher, I have found the poetry of Henry Wadsworth Longfellow to be appealing to young adolescents. Perhaps it is Longfellow’s straightforward approach to his subject matter, his melodic rhythm and rhyme, the vivid imagery, his sentimentality, the celebration of American spirit and /or his optimism and perseverance that is engaging to young teens. Students tell me that they love the way Longfellow paints pictures with his words, tells a story, and the way his poetry just flows. These lessons were developed for seventh graders. The lesson plans can stand on their own or they can be integrated into language arts, social studies or even a science curriculum. Teachers should feel free to adapt and use these plans to suit their needs. The objectives and activities are suggested as a starting point. It is my hope that after teachers and students are exposed to this sampling of Longfellow’s poetry they will be motivated to read and study more of his works. Additional poems by Longfellow which I have found appealing to middle school students are: “The Building of the Ship,” “The Wreck of the Hesperus,” “The Village Blacksmith,” “The Rainy Day,” “The Psalm of Life,” “Hymn in the Night,” “The Arrow and the Song,” The Courtship of Miles Standish, “The Children’s Hour,” “Paul Revere’s Ride,” “The Cross of Snow,” “Footsteps of Angels,” The Song of Hiawatha, and Evangeline: A Tale of Acadie. -
Finding Aid to the Henry Wadsworth Longfellow Dana
Longfellow National Historic Site CAMBRIDGE, MASSACHUSETTS FINDING AID FOR HENRY WADSWORTH LONGFELLOW DANA (1881-1950) PAPERS, 1744-1972 (BULK DATES 1850-1950) FOURTH EDITION COLLECTION CATALOG NUMBER: LONG 17314 CATALOG NUMBER FOR INDEX CARD COLLECTION: LONG 18687 VARIOUS CATALOG NUMBERS FOR ITEMS CATALOGED INDIVIDUALLY PREPARED BY D.E.W. GODWIN ANITA B. ISRAEL JENNIFER H. QUINN Northeast MUSEUM SERVICES CENTER JUNE 2000 REVISED SUMMER 2007 CONTRIBUTORS Elizabeth Bolton Ann Marie Dubé Lauren Hewes Jalien Hollister Elizabeth Joyce Susan Kraft Steven James Ourada Jude Pfister John J. Prowse Amy E. Tasker Constance Tillinghast FY07 Project Margaret Welch Cover Illustration: Bachrach, Henry Wadsworth Longfellow Dana. Longfellow National Historic Site, Henry Wadsworth Longfellow Dana Papers (LONG 17314), Series IX. Collected Materials, box 141, folder 8. H.W.L. Dana Papers - i CONTENTS List of Illustrations......................................................................................................................... iii Preface..............................................................................................................................................v Restrictions ................................................................................................................................. vii Introduction.................................................................................................................................... 1 Part 1: Collection Description....................................................................................................... -
Henry Wadsworth Longfellow Is Considered the Most Popular American Poet of the 19Th Century. He Was Born in 1807, the Same Year
Henry Wadsworth Longfellow is considered the most popular American poet of the 19th century. He was born in 1807, the same year as another famous poet, John Greenleaf Whittier. As a boy, he loved to read and studied many of the English poets, though according to The Book of Knowledge published by the Grolier Society in 1911, his favorite book was Washington Irving’s “Sketch Book.” By the time he had graduated from Portland Academy, he had become known as a fluent translator and was offered a job as a professor of modern languages. He traveled abroad in Europe for several years as he prepared to take the job. His first published work, a collection of travel sketches from his time in Europe, did not succeed. But in 1839, he published a collection of poems called Voices of the Night. This collection became wildly popular, and he followed it by publishing a romantic novel called Hyperion. Two years later, in 1841, he published a second collection of poems called Ballads and Other Poems. It is in this collection that you will find his incredibly popular poems “The Wreck of the Hesperus” and “The Village Blacksmith.” In 1842, he spoke out against slavery in Poems on Slavery, and in 1847, he published the poem Evangeline, the romantic story of a man and woman separated by the expulsion of the Acadians from Nova Scotia. Henry served as professor of Harvard’s modern language program for eighteen years until 1854. After retiring from that position, he went on to write The Song of Hiawatha, The Courtship of Miles Standish, and Tales of a Wayside Inn. -
Henry Wadsworth Longfellow Post by Wende
Tea Time: Henry Wadsworth Longfellow post by Wende HENRY WADSWORTH LONGFELLOW was born in Portland, Maine, February 27, 1807. He was educated at Bowdoin College. After his graduation from college he spent several years abroad and upon his return to America held professorships of Modern Languages and Literature first in Bowdoin and later in Harvard College. When he moved to Cambridge and began his active work at Harvard, he took up his residence in the historic Craigie House, overlooking the Charles River-a house in which George Washington had been quartered at in 1775. At Cambridge he was a friend of authors Hawthorne, Holmes, Emerson, Lowell, and Alcott. Longfellow was the poet who had spoken most sincerely and sympathetically to the hearts of the common people and to children. His poems were often of home- life, simple hopes, and of true religious faith. His best-known long poems are "Evangeline," "Hiawatha," "The Building of the Ship," and "The Courtship of Miles Standish." He made a fine translation of Dante's "Divine Comedy." Among his many short poems, "Excelsior," "The Psalm of Life," "The Wreck of the Hesperus," "The Village Blacksmith," and "Paul Revere's Ride" are continuously popular. Longfellow was also known as the “Children’s Poet,” as his child-like spirit - affectionate, loyal, eager for romance and knightly adventure – in his poem "The Children's Hour" helps to show. Longfellow died in 1882. He was the first American writer who was honored by a memorial in Westminster Abbey. THE CHILDREN'S HOUR Between the dark and the daylight, When the night is beginning to lower, Comes a pause in the day's occupations, That is known as the Children's Hour. -
Longfellow's Life and Legacy
Longfellow’s Life & Legacy Longfellow House- Washington’s Headquarters National Historic Site 105 Brattle Street Cambridge, MA 02138 www.nps.gov/long Table of Contents Introduction .................................................................................................................................3 Biographical Information .......................................................................................................... 1 Henry Wadsworth Longfellow 1807 - 1882 ...................................................................... 2 Henry Wadsworth Longfellow: Biographical Highlights .............................................. 4 Henry Wadsworth Longfellow: A Biography .................................................................. 5 America’s Longfellow .......................................................................................................... 8 Poems and Primary Sources .................................................................................................... 14 The Children’s Hour, 1859 ................................................................................................. 15 Alice, Annie Allegra, and Edith ......................................................................................... 16 from To a Child, 1845 .......................................................................................................... 17 The Castle- Builder, 1848 .................................................................................................... 17 Charles and Ernest -
Places – Sites – Monuments History Longfellow Park
Places – Sites – Monuments History Longfellow Park Longfellow Park Address: 100 Brattle Street City: Cambridge State: Massachusetts Map and Lot Number: Map: Bromley 1903 – Longfellow Park Architect – Original Design - 1887: Eliot - Charles Eliot (1859-1897) Build Date: Circa 1887-1889 Subsequent Owners: 1843: Henry Wadsworth Longfellow (-1882) Henry Wadsworth Longfellow House Address: 105 Brattle Street City: Cambridge State: Massachusetts Map and Lot Number: Map 217 – Lot 11 First Owner: Colonel John Vassall (1713-1747) Build Date: 1759 Subsequent Owners: Andrew Craigie (1754-1819) and Elizabeth “Betsy” Nancy (Shaw) Craigie (1772-1841) Henry Wadsworth Longfellow (1807-1882) The house was the home of Henry Wadsworth Longfellow – now Longfellow House-Washington's Headquarters National Historic Site, a memorial to the famous 19th century poet and George Washington. The house also served as headquarters for General George Washington during the Siege of Boston, July 1775 - April 1776, during the Revolutionary War. The first use in the United States of anesthesia for childbirth was administered to Fanny Longfellow at the house. The house was built in 1759 for John Vassall, who fled the Cambridge area at the beginning of the American Revolutionary War because of his loyalty to the king of England. George Washington used the abandoned home as his first official headquarters as commander of the Continental Army; the home served as his base of operations during the Siege of Boston until he moved out in July 1776. Andrew Craigie, Washington's Apothecary General, was the next person to own the home for a significant period of time. After purchasing the house in 1791, he instigated the home's only major addition. -
The Fireside Poets / Anti-Slavery
363 Week Twelve: The Fireside Poets / Anti-Slavery Perkins−Perkins:LITR220 Henry Wadsworth Author Bio © The McGraw−Hill 364 Selections from American Longfellow Companies, 2000 Literature Henry Wadsworth Longfellow R(1807–1882) Longfellow was one of the most serious writers of his age, and although a poet, enormously pop- ular. He combined considerable learning with an enlightened understanding of the people, and he expressed the lives and ideals of humbler Americans in poems that they could not forget. Amid the rising democracy of his day, Longfellow became the national bard. His more popular poems strongly reflected the optimistic sentiment and the love of a good lesson that characterized the humanitarian spirit of the people. Unfortunately for his reputation in the twentieth century, the surviving picture has been that of the gray old poet of “The Children’s Hour,” seated by the fireside in the armchair made from “the spreading chestnut tree,” a present from the children of Cambridge. However, there was another Longfellow, well known to more discerning readers of his own day as the poet of “The Saga of King Olaf” and Christus, the author of great ballads and of many son- nets and reflective lyrics remarkable for imaginative propriety and constructive skill. To be sure, the familiar spirit is always present in his work, and it too contributes to what in his writing is genuine, large, and enduring. Longfellow was born in Portland, Maine, on February 27, 1807, into a family of established tradition and moderate means. He attended Portland Academy and was tutored for admission to nearby Bowdoin College, which he entered in the sophomore class, a fellow student of Hawthorne.