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Henry Wadsworth Longfellow's the Village Blacksmith
Henry Wadsworth Longfellow’s The Village Blacksmith Vickie L. Ziegler Penn State University Center for Medieval Studies Under a spreading chestnut-tree The village smithy stands; The smith, a mighty man is he, With large and sinewy hands; And the muscles of his brawny arms Are strong as iron bands. His hair is crisp, and black, and long, His face is like the tan; His brow is wet with honest sweat, He earns whate’er he can, And looks the whole world in the face For he owes not any man. Week in, week out, from morn to night, You can hear his bellows blow; You can hear him swing his heavy sledge, With measured beat and slow, Like a sexton1 ringing the village bell, When the evening sun is low. And children coming home from school Look in at the open door; They love to see the flaming forge And hear the bellows roar, And catch the burning sparks that fly Like chaff from a threshing floor. He goes on Sunday to the church, And sits among his boys; He hears the parson pray and preach, He hears his daughter’s voice, Singing in the village choir, And it makes his heart rejoice. It sounds to him like her mother’s voice, Singing in paradise! He needs must think of her once more, How in the grave she lies; 1 See endnotes to Freneau poem. And with his hard, rough hand he wipes A tear out of his eyes. Toiling,-rejoicing,-sorrowing, Onward through life he goes; Each morning sees some task begin, Each evening sees it close; Something attempted, something done, Has earned a night’s repose. -
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. -
Summarized by © Lakhasly.Com Image of Henry Wadsworth Longfellow
Image of Henry Wadsworth Longfellow Science History Images / Alamy Stock Photo Henry Wadsworth Longfellow was one of the most widely known and best-loved American poets of the 19th century. He achieved a level of national and international prominence previously unequaled in the literary history of the United States and is one of the few American writers honored in the Poets’ Corner of Westminster Abbey—in fact, he is believed to be the first as his bust was installed there in 1884. Poems such as “Paul Revere’s Ride,” Evangeline, A Tale of Acadie (1847), and “A Psalm of Life” were mainstays of primary and secondary school curricula, long remembered by generations of readers who studied them as children. Longfellow’s achievements in fictional and nonfictional prose, in a striking variety of poetic forms and modes, and in translation from many European languages resulted in a remarkably productive and influential literary career. His celebrity in his own time, however, has yielded to changing literary tastes and to reactions against the genteel tradition of authorship he represented. Even if time has proved him something less than the master poet he never claimed to be, Longfellow made pioneering contributions to American literary life by exemplifying the possibility of a successful authorial career, by linking American poetry to European traditions beyond England, and by developing a surprisingly wide readership for Romantic poetry. Born on February 27, 1807, in Portland (while Maine was still a part of Massachusetts), Henry Wadsworth Longfellow grew up in the thriving coastal city he remembered in “My Lost Youth” (1856) for its wharves and woodlands, the ships and sailors from distant lands who sparked his boyish imagination, and the historical associations of its old fort and an 1813 offshore naval battle between American and British brigs. -
On Fellow Ous Ulletin
on fellow ous L g ulletinH e Volume No. A Newsletter of the Friends of the Longfellow House and the National Park Service December Longfellow House Archives CatalogingB Complete At Last fter sixteen years of painstaking and region, has worked to- Ameticulous work, archivists have fin- gether with the Longfel- ished cataloging the multigenerational col- low NHS museum staff lection of Henry Wadsworth Longfellow to complete this monu- and his extended family’s papers in the mental project. The team Longfellow House archives. Skilled profes- combed through un- sionals have examined and organized over sorted and inadequately , documents – letters, journals, man- stored papers, categoriz- uscripts, and drawings – from the Longfel- ing and filing them in lows, Appletons, Danas, and Wadsworths. acid-free folders. Archi- Twenty-two corresponding finding aids, vists then labeled each most of which are now available on the folder and listed it in a Longfellow National Historic Site website, finding aid. Sometimes provide researchers with an indispensable they cross referenced the Catalogers of the House archives (left to right): David Vecchioli, tool for learning about this extraordinary historic items by listing Margaret Welch, Anita Israel, Jennifer Lyons, Lauren Malcolm, collection and for locating materials. them in more than one finding aid. Each finding aid includes an overview of its Since , the National Park Service’s Without the cataloging and finding subject, biographical information, and an Northeast Museum Services Center staff, aids, these documents would be lost to index of the particular collection’s con- which catalogs collections throughout the scholars of American culture and history. (continued on page ) Treasuring Family Heritage: A Brief History of the House Archives uring his lifetime, Henry early seventeenth century. -
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. -
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. -
Research Guide for Longfellow House Bulletins
Research Guide to Longfellow House Bulletins Table of Contents by Issue Titles of Articles in Bold Subjects within articles in Plain text [Friends of the LH= Friends of the Longfellow House-Washington’s Headquarters] [NPS=National Park Service] December 1996, Vol. 1 No. 1: Welcome to the Friends Bulletin! ................................................................................. 1 Mission of the Longfellow House Bulletin Interview ......................................................................................................................... 1 Diana Korzenik, founding member and first president of the Friends of the LH Longfellow’s Descendants Donate Paintings ............................................................ 3 Lenora Hollmann Ernest Wadsworth Longfellow Frances (Frankie) Appleton Wetherell Kennedy and Kerry Win Funding for House .............................................................. 3 Senator Edward M. Kennedy Senator John Kerry Brooklyn Museum Plans to Borrow Paintings ........................................................... 4 Eastman Johnson Adopt-an-Object ........................................................................................................... 4 Dutch tall case clock at the turn of the front hall stairs, c. 1750 June 1997, Vol. 1 No. 2: Longfellow Archives Throw New Light on Japan’s Meiji Period ............................... 1 Charles (Charley) Appleton Longfellow Japan New High-School Curriculum Features Charles Longfellow .................................... 1 Charles Appleton -
Longfellow House-Washington's Headquarters National Historic Site
Longfellow House-Washington’s Headquarters National Historic Site Archival & Museum Collections Summary The artifacts and manuscript collections of Longfellow House-Washington’s Headquarters National Historic Site reflect the accumulation of generations of inhabitants, their varied intellectual pursuits, and their desire to preserve and memorialize the past. Museum collections complement each other, giving the collections depth and exceptional research value. They reveal the major themes of the site: Colonial and Revolutionary War history, literary history, arts patronage and education, and historic preservation. Fine Arts Collections The fine arts collection showcases the tastes and interests of Henry Wadsworth Longfellow (1807- 1882), his wife, Frances Appleton (1817-1861), and their children. Major fine arts collections include the sculpture collection of Longfellow’s close friend, Charles Sumner, and the art collection of Fanny Longfellow’s brother, Thomas Gold Appleton. Artists represented include: John Kensett, Eastman Johnson, William Morris Hunt, George Healy, Thomas Crawford, John Gadsby Chapman, Benjamin Champney, and Winkworth Allen Gay. Also included are works by earlier American masters, such as Washington Allston, Gilbert Stuart, and Mather Brown. Of particular note for their fine quality are thirteen crayon portraits by Eastman Johnson, commissioned by Henry Longfellow of his family and friends in 1846. In addition to the American artists, well-known nineteenth-century English, German, and Italian born artists are represented in the collection, including Albert Bierstadt, Jean Baptiste Camille Corot, Myles Birket Foster, Eugene and Jean Baptiste Isabey, Samuel Prout, Friedrick Overbeck, Pierre Jules Mene, Lorenzo Bartolini, and Jacques Louis David (att. to). A 1664 church interior by Dutch painter Daniel de Blieck is included in the collection, as well. -
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....................................................................................................... -
Family of Stephen Longfellow
__________________________________________________________________________ Family of Stephen Longfellow Subject* STEPHEN LONGFELLOW IV Birth* 23 Mar 1776 Gorham, Maine. Marriage* 1 Jan 1804 Portland, Maine. Death* 2 Aug 1849 Portland, Maine. Burial* __ ___ ____ Western Cemetery, Portland, Maine. Father* STEPHEN LONGFELLOW III (3 Aug 1750-25 May 1824) Mother* PATIENCE YOUNG (5 Dec 1745-12 Aug 1830) __________________________________________________________________________ Spouse* ZILPAH WADSWORTH Birth* 6 Jan 1778 Duxbury, Massachusetts. Death* 12 Mar 1851 Portland, Maine. Father* PELEG WADSWORTH (6 May 1748-12 Nov 1829) Mother* ELIZABETH BARTLETT (9 Aug 1753-20 Jul 1825) __________________________________________________________________________ Eight Children __________________________________________________________________________ M STEPHEN LONGFELLOW Birth* 14 Aug 1805 Portland, Maine. Marriage* 14 Aug 1831 MARIANNA PREBLE (30 Jul 1812-14 Mar 1888), daughter of WILLIAM PITT PREBLE and NANCY GALE TUCKER; Portland, Maine. Son: 27 Jun 1833 STEPHEN LONGFELLOW Son: 23 Mar 1834 STEPHEN LONGFELLOW; Portland, Maine. Son: 25 Oct 1836 WILLIAM PITT PREBLE LONGFELLOW; Portland, Maine. Daughter: 7 Apr 1838 ELLEN THEODORA LONGFELLOW; Portland, Maine. Son: 5 Nov 1839 HENRY WADSWORTH LONGFELLOW; Portland, Maine. Daughter: 1 Apr 1849 MARIAN ADELE LONGFELLOW; Portland, Maine. Death* 19 Sep 1850 Portland, Maine. __________________________________________________________________________ M HENRY WADSWORTH LONGFELLOW Birth* 27 Feb 1807 Portland, Maine. -
Longfellow House Bulletin, Vol. 8, No. 1
on fellow ous L g ulletinH e Volume 8 No. 1 A Newsletter of the Friends of the Longfellow House and the National Park Service June 2004 First New Biography of Henry WadsworthB Longfellow in Forty Years n order “to discover the real Longfellow,” ents who suffered mid-life ICharles C. Calhoun has written the first breakdowns, among oth- new biography of the poet since 1964. ers. “He could have suc- Longfellow: A Rediscovered Life will be published cumbed to the depression this month by Beacon Press. that haunted him, but he “Henry Longfellow had a voluminously didn’t,”says Calhoun. “His documented life, but the paradox is that the poetry held him together. more documentation there is, the harder it He used it to deal with the is to know the real person,” says Calhoun, sorrow of life, and he dis- who is a staff member of the Maine covered that his readers Humanities Council in Portland, former found a similar solace in Rhodes Scholar, and a newspaper reporter his work.” by training. The idea for this biogra- After six years of research at the Long- Charles Sumner and Henry W. Longfellow, 1863 phy grew out of Calhoun’s fellow House and other archives including He later lost an infant daughter and his work in the late 1980s at Longfellow’s alma Harvard’s Houghton Library—thanks to a beloved second wife, Fanny, who is said to mater, Bowdoin College, when he was com- grant from the National Endowment for have died from burns after her daughter missioned to write a bicentennial history of the Humanities—Calhoun describes the Annie dropped a match which ignited her the college.