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. This introduction to archival poet as someone beset by losses and famil- mother’s dress. For years, Henry Longfel- research instilled in Calhoun a desire to write ial responsibilities. He was wounded early low took care of his extended and troubled the new book. He found himself asking: in life by the death of his first wife, Mary. family—an alcoholic brother and his par- (continued on page 2) Teachers as Scholars Program Comes to the Longfellow House hirteen Boston-area teachers attended Ta seminar entitled “Longfellow and the Question of American Identity” as part of a two-day Teachers as Scholars professional development program held at the Longfellow NHS on March 22 and April 2. A diverse group of teachers from nine different school districts—second-grade teachers alongside middle school English teachers and high school science teachers —analyzed Longfellow’s poetry, learned about his life and times, and grappled with questions of the poet’s waxing and waning popularity and influence. “If Longfellow has an unsteady place in the poetic canon, Park Ranger Nancy Jones leads Mr. Sousa’s class from Cambridge’s Kennedy-Longfellow School through the House why do we still pay attention to him?” teacher had received J.D. McClatchy’s on the life of Longfellow and his family asked Charles Calhoun, the seminar’s Longfellow: Poems and Other Writings and had and information about the House and leader and Longfellow’s most recent biog- been assigned twelve poems to read, includ- archives. Following morning lectures and rapher, of his audience. ing anti-slavery poems from 1842.The Park discussion, Park Rangers Nancy Jones and In preparation for the seminar, each Service prepared packages with background (continued on page 6) 1 - First New Longfellow Biography in Forty Years (continued from page 1) VWX “Why was so much written about Nathaniel in my book,” says Calhoun, “are that Hawthorne, Longfellow’s classmate at Bow- Longfellow was deeply rooted in New Eng- Friends of the Longfellow House doin, and hardly anything about Longfellow land, but at the same time was extremely Board of Directors for the past half century?” cosmopolitan. He championed the study of Barclay Henderson, President Calhoun says his book is not a tradi- modern languages and brought European Susan Wood, Vice President Robert Mitchell, Clerk tional comprehensive biography but rather culture to Americans. There was a kind of Gene A. Blumenreich, Treasurer is designed to “re-introduce Longfellow to transatlantic exchange going on because Frances Ackerly the public” and remind them that he was Longfellow was hugely popular in England, Peter Ambler one of America’s first powerful cultural for example, where they could publish his Hans-Peter Biemann forces, a poet and teacher who helped define works without copyright and in cheap edi- Polly Bryson American Victorian life. tions. In turn, foreign Charlotte Cleveland Although Cecil B. Wil- writers and artists of all Dick Dober liams wrote the most kinds visited Longfellow Diana der Hovanessian recent biography entitled at the Craigie House when Carol Johnson Henry Wadsworth Longfellow, they came to America.” Linda Kime Calhoun feels the last In writing this biog- Layne Longfellow Heather Moulton good study was Newton raphy, the author was Laura Nash Arvin’s Longfellow: His Life keenly interested in Lynne Spencer and Work, published in Longfellow’s friendships 1962. But it focused more with many well-known Advisory Board on Longfellow’s poetry people, particularly his Ruth Butler than on his life. In 1955 longstanding relation- LeRoy Cragwell Edward Wagenknecht’s ship with U.S. senator Diana Korzenik Longfellow: A Full-Length Por- Charles Sumner, who Richard Nylander trait followed a relatively had even accompanied Stephen D. Pratt Marilyn Richardson long drought in Longfel- the poet on his honey- Marc Shell low biographies, possibly moon with Fanny. “It Charles Sullivan because the poet’s family was more than chummi- Lowell A. Warren Jr. had not allowed authors to quote from fam- ness—there was an emotional tone to it. It Eileen Woodford ily papers until that point. In 1938 Lawrance was an intense and well-articulated rela- Thompson produced The Young Longfellow, tionship,” says Calhoun who pored over the Administrator covering only Henry’s first three decades. correspondence between the most popular J.L. Bell Samuel Longfellow—Henry’s brother who American poet of the time and one of the Newsletter Committee lived with him and his wife Fanny soon after most highly prominent politicians. Glenna Lang, Editor, Writer & Designer they married—edited and published many Calhoun read many letters in the Long- James M. Shea selections from Henry’s journals and letters fellow House archives, including those of in the late 1880s, following the poet’s death. Henry Longfellow’s parents for back- opq In an effort to preserve a certain image of ground, and found researching in the house his brother, Samuel avoided any passages where his subject lived “extraordinary.”Cal- National Park Service Myra Harrison, Superintendent suggesting conflict or strong emotion, houn remarked, “You get the feeling that James M. Shea, Museum Manager thereby creating what Calhoun refers to as he [Longfellow] just stepped out of the Nancy Jones, Education and Visitor Services an “embalmment” of the poet. rooms. You get the feeling of the rooms, of Paul Blandford, Museum Educator In his book, Calhoun seeks to answer the relationship of the House to the river. Anita Israel, Archives Specialist the question “How could someone reach It always helps a biographer to retrace the David Daly, Collections Manager such a peak of literary fame and fall so footsteps of the subject.” Lauren Malcolm, Museum Technician quickly?” Longfellow’s decline in popular- C. Sue Rigney, Planning & Communications ity actually started in his later years when Henry W. Longfellow, in his inaugural Liza Stearns, Education Specialist he began to be regarded as a children’s poet. Emo Dewitt, Horticulturalist address at Bowdoin College, 1835: By the 1930s and ’40s there was a lack of I regard the profession of teacher in a far Ed Bacigalupo, Chief of Maintenance critical interest his work, and he had been Scott Fletcher, Facility Manager more noble and elevated point of view than targeted as “an enemy of the Modernists,” many do. I cannot help believing that he who says Calhoun. “He was thought of as being Printed by Newprint Offset, Waltham, Mass. bends in a right direction the pliant disposi- too repressed, proper, elitist, patriarchal, tion of the young, and trains up the ductile didactic, and overly sentimental. Today mind to a vigorous and healthy growth, does 1234 we’re more sympathetic to Victorian visual something for the welfare of his country and

All images are from the Longfellow National Historic culture, but we still haven’t overcome our something for the great interests of humanity. Site collections, unless noted otherwise. resistance to Victorian poetry.” “Some of the things I try to get across - 2 Interview with a Friend…Meet Henry Bolter, Educator Henry Bolter founded and directs Teach- have fifty-three schools in the Boston area seminar leaders? ers as Scholars, a professional development now and a couple in Rhode Island. We’ve HB: I think instructors like it, not only program for elementary and high school reached capacity, but we still have two or because they like teaching. These people teachers. We spoke to him on the afternoon three school districts that want in. [taking the seminars] really do the home- following one of the program’s seminars— LH: How do individual teachers get to work. I had a guy who taught a history sem- on Henry Longfellow held at the House. participate in the program? inar come out and say, “My God, they all Longfellow House: How did the idea HB: The districts select the teachers. read the book!” It’s not graduate level. It’s for Teachers as Scholars come about? Usually they hold lotteries, and people not adult education, it’s somewhere else. Henry Bolter: Actually, Teachers as who’ve gone in previous years are often And these people take it seriously. Scholars came out of more of a personal eliminated. The regret is that districts turn LH: We know you hold these seminars experience than sitting down and thinking away three teachers for every one they take. not only at colleges, but at other kinds of up a program. I taught high school history Nine hundred fifty teachers go through the places such as here at the Longfellow NHS. for twelve years in Newton, and I went program in a year. Given the nature and size HB: Most of these seminars are held at through a lot of professional development. of professional development in public edu- Tufts, MIT, Wellesley, or Brandeis. But it What I noticed was it was usually held at cation, that’s pretty small. It started with makes it even richer to have a seminar the end of day, when people were ex- someplace like the Longfellow House, so hausted, and it was almost always technical we’re at the M.F.A. and Gardner Museum, in nature—about delivery of services, about the Mass. Historical Society, the Peabody some educational program which came out Essex Museum, the Fogg Museum…we try of the latest educational research— to really make use of the area and educa- or it could be politically driven. And it was tional organizations. I think having a pro- rarely about ideas. That’s what I thought gram at a historic site is valuable because teachers went into teaching for. I thought it’s “realer.” We just finished one at the the irony was pretty striking: there are these M.F.A. on women artists. Like the program people who dedicate to the mission of today, I couldn’t imagine it being any place bringing ideas to their students, never get- else. And the program serves to connect ting it for themselves. If I was going to do a teachers with these institutions. Just gaug- program, it had to be when teachers were ing from what I saw here, they’re planning fresh and ready and free of the distractions to come back with their students. of school, and it had to be about ideas. LH: Judging from what you saw today, LH: Are there similar professional de- do you think these teachers will incorpo- velopment programs elsewhere? rate Longfellow more in their curriculum? HB: There are other idea-driven profes- HB: I don’t think they knew the possi- sional development programs but in very public schools, but I had a private school bilities until they came here and did this. competitive situations, like NEH institutes come up to me and I thought, why not? We Longfellow is assigned now in the Social where you apply and are lucky if you are the now have twelve private schools. Studies curriculum to a particular little one chosen. I felt this program should not LH: How do you decide on topics for niche, but he had a much broader role. be something that a teacher applies for and the seminars? They do some of the well-known poetry as does on their own—I was looking for more HB: We try to keep a balanced curricu- a kind of sidebar approach, but these teach- of an impact upon the culture of the lum, but mostly we try to find people with a ers will find a way to work him into the cur- school. After running the program for a real passion for what they’re doing and try riculum. If they have access to the House, while, if I had enough teachers from that to work them into the program. Sometimes then it will become an even bigger part. school, it starts becoming part of their pro- we purposely go out and look for someone LH: Have you used any other National fessional lives. Other sites around the coun- to teach economics, say. But usually we have Parks for your seminars? try have been modeled on ours, but many enough connections that somebody will HB: I would love to. We almost worked have problems with funding. know somebody who’d be really good for the with the Lowell National Historical Park, LH: Are you funded by grants? program, who loves what she or he is doing. but you’re the first. HB: If I was going to do this, I wanted to LH: How do teachers choose a seminar? LH: We saw smiling faces and heard en- make sure I wasn’t writing a grant every six HB: We encourage teachers to take semi- thusiastic comments after today’s seminar. months. I’ve made it self-supporting. School nars that interest them. Most of them take HB: It’s been inspiring to me too, just to districts pay a membership fee which enti- seminars in their areas, but a lot don’t. In a see what happened here today. It’s incredi- tles them to a certain number of slots in the lot of the literature seminars, we get math ble to see these teachers re-engaged with the program, and they can send as few as five or people. We had an English teacher in a cal- power of ideas and how transforming that as many as fifty teachers—it depends on the culus course because he had once been really can be. To take that back to the classroom, kind of resources they have. It’s tough, but interested in math. The teachers are there not you just can’t measure... Hopefully it con- we’ve been given a real vote of confidence. because they’re necessarily going to use the tinues like that. It’s so satisfying to see School districts are so strapped, but we’ve material, but because of the power of ideas. teachers connect once again with that intel- retained 90% of last year’s membership. We LH: Have you gotten feedback from the lectual impulse that led them to teaching. 3 - The Tradition of Teaching in the Longfellow Family s the first professor of modern lan- Henry’s nephew William Pitt Preble school based upon new and radical theories Aguages at Bowdoin College, beginning Longfellow trained as an architect and of education for children of all ages up to in 1829, and the second (following George became a Professor of fifteen,” they wrote in 1917, Ticknor) at Harvard, Henry W. Longfel- Architectural Design at “and run on such terms as low found no suitable textbooks, so he M.I.T. Later, in the 1880s to make it accessible to decided to write his own: Elements of French and ’90s he was a member children of all classes. Grammar, French Exercises, Manuel de Proverbes of the Permanent Com- Every child has some sort Dramatiques, Novela Espanolas (all in 1830), and mittee in charge of the of imagination. And if the Syllabus de la Grammaire Italienne and Saggi School of Drawing and direction in which it tends de’Novellieri Italiani d’Ogno Secolo (in 1832). Painting at the Museum of can be found, an idealism His students at Bowdoin and Harvard, Fine Arts, Boston. In 1889 and desire to do things where he taught from 1836-54, revered him. his cousin Ernest Longfel- well can be developed. The Longfellow’s teaching was recorded by low, the poet’s son, estab- Aesthetic qualities of the Daniel R. Goodwin, one of his first pupils lished the Longfellow children are appealed to at Bowdoin: “To a musical voice and singu- Traveling Scholarship to through music, dancing, larly facile organs, to a refined taste, a ready send a young painter from pictures, and the natural command of the best English, and a thor- the school to Europe. beauties of the environ- ough acquaintance with the language and lit- Upon his leaving the com- Delia Dana Hutchinson, 1913 ment. Education in the erature he taught—he added an affable and mittee in 1896, its secretary, J.Templeman past has laid so much emphasis upon acqui- winning manner, a warmth of enthusiasm, a Coolidge, wrote in the school’s 20th Annual sition of knowledge that it has neglected magnetic power, a ready sympathy and an Report, “Mr. W.P.P. Longfellow has resigned the importance of developing qualities…. inexhaustible patience, which made his lec- after fifteen years of service in which he has “We are both socialists and regard the ture-room and the studies of his department given a most unusual amount of personal school as one of the many elements in soci- a joy and a pleasure at the labor and devotion to its ety which are working to abolish our pre- time, and ever afterwards development.” sent economic and social system and to set a happy memory.” After his education at up a more liberal and humane one in its Writing in 1944, Carl Harvard, Henry’s grand- place. For this purpose and for the purpose L. Johnson says of H. W. son Henry W. L. [Harry] of human happiness in general it is neces- Longfellow and George Dana spent his early sary to have persons who think for them- Ticknor: “They gave the career teaching at several selves and play a part in society.” first advanced instruction schools, including St. Harry and Delia’s cousin Anne Longfel- in the modern languages. Paul’s in Concord, New lowThorp Jr. attended Vassar College (class They opened the fields of Hampshire; the Thacher of 1917) and became a teacher of ancient the modern literature and School in Ojai, Califor- and medieval history and English at Cam- were the first language nia; and Harvard Univer- bridge’s Shady Hill School. Attracted by the teachers to provide work sity. In 1910, he taught for progressive philosophy of the school, she above the level of basic two years as lecteur d’Anglais remained there for twenty-eight years until grammar and elementary at the University of Paris 1950. Here she taught the future poet and reading. It was a liberal, (Sorbonne). He then memoirist May Sarton, who would later progressive step. As a taught comparative liter- write a loving homage to her in the form of result, the Department of William Pitt Preble Longfellow, c. 1900 ature at Columbia Univer- a novel, The Magnificent Spinster (1985). Modern Language [at Harvard] offered the sity, but was dismissed in 1917 because of his first advanced training in modern literature. association with the People’s Council of This pioneer work led naturally to the America for Democracy and Peace, an orga- development of graduate study.” nization opposed to United States’s en- Longfellow came honestly by his inter- trance into the Great War. est in teaching: his great grandfather Committed to political issues and work- Stephen Longfellow (1723-1790) had been ers’ education, Harry continued to teach a schoolteacher. After graduating from for the next thirty years at various trade and Harvard College in 1742, Stephen moved to technical schools ranging from the Boston York, Maine, to become a schoolmaster Trade Union College to Will Durant’s and then to Falmouth (now Portland). Labor Temple School in New York City. Henry must have valued several possessions Delia Dana Hutchinson, Harry Dana’s from his great grandfather because they sister, also carried on the family interest in still remain in the House archives: his education. She and her husband, Robert school account books, private and public Hare Hutchinson, established their own school notices, and school muster rolls, progressive Stony Ford School in upstate dating from 1746-1760. New York. “Our purpose was to have a Anne Longfellow Thorp Jr., 1950 - 4 Alice Longfellow, Pioneer in Women’s Higher Education lice Longfellow’s papers, housed at in England “in order to acquaint them- is somewhat curious, for her own papers “A the Longfellow National Historic selves thoroughly with the plans followed make it clear that her commitment to Rad- Site…offer a picture of Alice Longfellow there,” wrote Anne J. Clough, first Princi- cliffe and women’s education remained as a committed and articulate advocate for pal of Newnham. strong. She studied at Radcliffe after re- women’s higher education whose work Alice Longfellow kept a journal of that turning from Newnham and served on var- spanned several decades,”says Jill Lamber- year at Newnham in 1883-1884. After read- ious governing boards. ton, a doctoral candidate at the University ing the journal, Lamberton observed, “The “Later in her life, Alice Longfellow of Michigan, writing a dissertation on the three seemed adequately prepared for their composed an untitled essay on higher edu- history of women in higher education and courses, though they do struggle through cation for women. It is clear that her days researching at the House archives. at Newnham College shaped her thoughts In the 1870s Alice Longfellow (1850- on this topic, for she quotes Anne J. 1928) joined a group of women linked to Clough extensively in the piece. Longfellow Harvard faculty who were exploring ways claims that the value of higher education to give women the opportunity to study for women is that it benefits ‘the whole with Harvard professors. In 1878, one of community,’ and says that time at univer- this group, Stella Gilman, urged her hus- sity is the ‘best thing that can come to any band, historian and educator Arthur Gil- one in life,’ because it is a ‘great opportu- man, to propose the foundation of a col- nity,’ the kind that ‘develops latent powers, lege for women to Harvard’s president that demands the best one has to give, that Charles Eliot. When Eliot approved, seven quickens life & fills it with interest.’” women were chosen to plan the new insti- In 1894 the Annex was chartered by the tution. Among them were Alice Longfel- Commonwealth of Massachusetts as Rad- low, oldest daughter of the poet; Stella cliffe College, with Elizabeth Cary Agassiz Gilman; Lilian Horsford, daughter of Har- as its first president. vard chemistry professor Eben Horsford; In 1906 on behalf of the Council of and Elizabeth Cary Agassiz, the widow of Radcliffe College, William W. Goodwin renowned naturalist Louis Agassiz. In 1879, wrote to express regret at Alice Longfel- the “Harvard Annex” for women's instruc- low’s resignation from the Council: “She tion by Harvard faculty began operations. Anne & Alice Longfellow, Alice Gilman (l to r), 1883 has…been identified with every important The seven women, including Alice ethics during their first term. Alice Long- step in the work of establishing the college Longfellow, signed a flyer advertising “Pri- fellow finds her introductory course on education of women at Cambridge on a vate Collegiate Instruction for Women” at Political Economy too elementary, and firm and lasting foundation; and she has Harvard and pledged to ensure that “the wants to attend the advanced lectures, but encouraged and assisted it at every turn by students secure suitable lodging” in Cam- she is informed that women are not admit- her sound advice and her unfailing bridge and to “assist them with advice and ted to the advanced lectures, and with the interest….For her constant devotion dur- other friendly offices.” “Because women’s help of Miss Clough, she eventually secures ing this unbroken period of twenty-seven education at the Harvard Annex was con- a private tutor for the subject…. years, Radcliffe College will always feel the sidered an ‘experiment’ in its early years— “Because Alice Longfellow only kept a deepest gratitude.” even by the small group of forward-think- journal when she was traveling, the daily The students of Radcliffe College ing professors who offered instruction to nature of her involvement with women’s shared this gratitude, for on Alice Longfel- women—hospitality, friendship, and ad- higher education after she left Newnham is low’s fifty-fifth birthday nearly three hun- vice were significant and necessary pro- difficult to articulate,” says Lamberton. dred students contributed a birthday gift, mises for the women who chose to study at “She is mentioned early on as a founding “a silver loving-cup,” commemorating the the Annex,” says Lamberton. committee member in institutional histo- twentieth anniversary of the Memorial Day Alice Gilman, daughter of Arthur and ries of Radcliffe, but does not remain a key party she and her siblings held for Radcliffe Stella, lived in New York City where she figure in the existing written histories. This students at the Longfellow House each year. served on a committee to establish women’s higher education at Columbia College. Both she and Alice Longfellow shared a Henry W. Longfellow, in his novel Kavanagh, 1849: commitment to women’s higher education, (Mr. Churchill is the schoolmaster in this partly autobiographical novel.) and both tried to raise money for the cause. Like Alice Longfellow and her sister Anne Nature had made Mr. Churchill a poet, but destiny made him a schoolmaster. Life presented itself to Allegra, she took private courses with pro- him like a Sphinx, with its perpetual riddle of the real and the ideal. To the solution of this dark fessors who were willing to tutor women. problem he devoted his days and nights. He was forced to teach grammar when he would fain have When Gilman visited the Longfellows in written poems;…the trivial things of life postponed the great designs, which he felt capable of accom- April 1883, the three women decided to plishing….Thus he dallied with his thoughts…and wasted his strength on trifles. spend a year at Newnham College, the women’s division of Cambridge University 5 - Teachers as Scholars Comes to Longfellow House Recent Research at the House (continued from page 1) The Longfellow House archives contain over 700,000 manuscripts, letters, and signed documents and Paul Blandford, with his repertoire of are used extensively by researchers from around the world. Here are a few recent researchers of the sev- Longfellow’s verse, led seminar participants eral hundred who use the archives annually. on tours of the House and assisted with presentations. Anita Israel, NPS archives Jiro Sawada, Associate Professor of Modern Japanese History at Shobi University, specialist, guided teachers through the Saitama, Japan, is researching the interchange between certain American intellectu- archives and described the resources and als and one of the most popular journalists in modern Japan, Ichiro Tokutomi (1863- research possibilities. 1957). As an admirer of Longfellow, Tokutomi came to Cambridge in May of 1897, This seminar on Longfellow was one of visited Longfellow’s grave, and was shown Longfellow’s study by his daughter Alice many from which teachers could choose. Longfellow. Prof. Sawada is seeking mentions of that visit in Alice’s papers. Founded in 1996 by Henry Bolter (see inter- l view on page 3), Teachers as Scholars offers Working on her doctoral thesis in nineteenth-century cultural history at Carleton almost eighty seminars ranging in topic University, Ottawa, Kristina Guiguet is seeking materials concerning domestic music from Ancient Nubian Art to Philosophical making. She inquired about musical instruments, sheet music, and concert programs, Problems in Quantum Physics. This semi- as well as the Longfellow family’s diary and letter references to music. The Longfel- nar had the added advantage of using the lows were lovers of opera and musical performances, and had many musical evenings site as part of the learning experience. at home, some with professional performers such as the Norwegian violinist Ole Bull “These teachers were such an enthusias- or the Swedish singer Jenny Lind. The archives are rich with historic sheet music, many tic group that afterwards people volun- of which are Longfellow’s poems set to music which he received from the composers. teered to help at the House,” said Jim Shea, l NPS site manager, who sat in on the semi- Professor Don Olson of the Department of Physics at Texas State University came nar himself. One teacher asked to come to research Longfellow’s poem “Light of Stars” to see if he could determine from back during the summer to take photos to the astronomical references when the poem was written. create a PowerPoint presentation for use l with a poetry unit. For her forthcoming book on New England marriages, Elisabeth Gitter, Professor In comments collected after the pro- of English at John Jay College in New York and author of The Imprisoned Guest: Samuel gram finished, one teacher wrote, ‘What a Howe and Laura Bridgman, the Original Deaf-Blind Girl, came to read Longfellow family wonderfully conceived seminar. I come papers and journals on Henry and Fanny Longfellow’s courtship and marriage. away with inspiration, material, and a deep- ened interest in the subject. I know what I have gained here will remain an influence upon my classes on nineteenth-century Maine Humanities Council Longfellow Project poetry. Yowza!” he Maine Humanities Council is pro- Maine Historical Society and the Longfel- “This program has been superb,” wrote Tviding an opportunity for teachers to low House archives, program participants Alan Chaney of Newton South High learn about HenryW. Longfellow and to do have also visited Longfellow’s birthplace in School. “It has taught me much, inspired some original research of their own. Their Portland, Maine; Lowell National Histori- me to use Longfellow's work more in U. S. collective findings will form a module on the cal Park to see where the Appleton family history, encouraged me to bring my daugh- Maine Historical Society’s Maine Memory (the poet’s wife’s family) fortune origi- ters to the House. It has reminded me of Network. The three-year program is called nated; the Wayside Inn to study Colonial why I became a teacher,” “Longfellow and the Forging of American Revivalism; and the Longfellow NHS, "In this time of intense focus on peda- Identity” and is directed by Longfellow among others. gogy, frameworks, and testing,” Elizabeth biographer Charles Calhoun. The teachers conduct independent re- Green commented, “it is a joy and an honor Through a grant from the National search projects on a topic of their own choos- to be treated as a scholar. I enjoyed every Endowment for the Humanities, twenty- ing. One teacher is creating a virtual tour of aspect of the Longfellow program—from five Maine and five Massachusetts teachers Portland in Longfellow’s youth. Another is the authentic environment to the stimulat- of grades three through twelve spend two studying New England blacksmiths. ing discussion between curators, scholars, weeks in the summer and four Saturdays The idea for this program grew out of and colleagues. Thank you very much for during the year studying a variety of topics Calhoun’s work on Longfellow’s biography the opportunity to join you!" such as Maine in the Early Republic, under- (see page 1). Calhoun says he has a “blatant Henry Bolter appeared pleased, and standing traditional meter, and Longfel- agenda” to re-establish Longfellow’s impor- chuckled as he looked over the responses: low’s relationships with Hawthorne, Emer- tance in American literature and culture. “If “They selected the seminar. They are a self- son, Dickens, and Sumner. The program you ignore Longfellow, there is a huge hole selected group, and it works every time.” includes speakers who are museum cura- in American culture. Only a handful of lit- “I hope this becomes a tradition. I am tors, archivists, and professors of nine- erary scholars are interested in [him]. The already talking with Henry and Naomi teenth-century American literature, history, college English department is not the place Gordon [his associate] about future pro- art, architecture, and popular culture. to start—the place to begin is as early as grams,” said Jim Shea. Besides touring and working in the possible when people’s minds are still open.” - 6 Longfellow House in the Media The History Channel is filming three his- Longfellow Summer Programs 2004 toric sites—Longfellow NHS, Montpelier, Sponsored by Friends of the Longfellow House, New England Poetry Club, & Longy School of Music and Lincoln’s Cottage—all associated with All programs take place on the side lawn at Longfellow NHS and are free and open to the public. American presidents to be featured in an Seating is limited so blankets and lawn chairs are welcome. No parking available. upcoming television series called “Save Our Sundays at 4 p.m., unless otherwise noted History: The President Slept Here.” Steve Thomas, formerly of This Old House, and Sat. July 3 Cambridge Discovery Walks with the Historic Cambridge Collaborative Andy Ames, producer of the show, will presents 17 different free walks and talks throughout Cambridge including interview David McCullough, Sen. Edward two tours originating at the Longfellow National Historic Site: Kennedy, and Sen. Hillary Clinton as well 9-10 a.m. NPS ranger Paul Blandford conducts a walking tour, “ATyranny as NPS staff and Friendsabout the multi- of its Own: Tories and their Slaves,” explores the lives of 18th-century year rehabilitation of the House and the Cambridge loyalists, their families, and slaves. current rehab of the formal garden. This 10-11 a.m. “Home-keeping Hearts Are Happiest,” a tour of the Longfellow segment will be aired in late August or early family’s six Brattle Street homes, by NPS ranger Nancy Jones. Longfellow September. “Save Our History” is the His- wrote: “Stay, stay at home, my heart, and rest; Home-keeping hearts are hap- tory Channel's national initiative that pro- piest.” Family stories interspersed with Longfellow poetry. motes history education and historic July 4 Brass Connection: This brass quintet features nineteenth-century music preservation.This initiative encourages stu- and rousing patriotic pieces, including marches by John Philip Sousa, dents to get involved both locally and whose music Longfellow and his children would have heard. nationally with the preservation of histori- July 11 Emily: A chamber opera by Eva Kendrick based on the life of Emily Dickin- cally significant sites and/or artifacts. son blends classical forms and the lyrical simplicity of American folk music l with original lyrics and Dickinson’s poems. Performed by Kendrick & cast. For the 400th anniversary of the Acadian July 18 A Festival of Poets: Poetry readings by literary critic and poet Dick Allen; settlement, Layne Longfellow, creator of the poet, novelist, and children’s writer X.J. Kennedy; and Pulitzer Prize-winner CD Longfellow Reads Longfellow and a distant Maxine Kumin. Book signing. relative of the poet, will read Evangeline and July. 25 Publication Party for Longfellow: A Rediscovered Life: Talk by biographer other poems to Acadian festivals through- Charles C. Calhoun, complemented by musical interludes performed by “2,” out Maine and the Maritime provinces in flute and harp duo Peter H. Bloom & Mary Jane Rupert. Book signing. June and July. From August 1-15, at the Aug. 1 Sharon Olds, poet, reads from her works and will receive the Golden Rose request of Parks Canada, he will read daily Award from the New England Poetry Club. Book signing. in the church at Grand Pré, the village Sept. 19 Family Day: ATeddy Bear Picnic celebrating Horace the Longfellow family depicted in the opening segment of Evange- teddy bear’s 100th birthday. Bring your favorite teddy bear to meet Horace line as the site of the announcement of the and Longfellow’s great granddaughters. Poetry and painting in the garden, deportation of the Acadians. The church music, special house tours, and outdoor activities for all ages. became a major tourist attraction following Bring blankets and picnic baskets. 1-4 p.m. the publication of Longfellow's poem. Korzenik Fellow Named he Friends of the Longfellow House Tawarded Alan W. Wald, Professor of English and American Culture at the Uni- versity of Michigan, the second annual Diana Korzenik Fellowship. This grant enabled him to travel to the House archives for research for his forthcoming book on lesser known Communist writers from the 1930s.The book will include a chapter on the poet’s grandson HenryWadsworth Longfel- low [Harry] Dana. “I am especially inter- ested in Harry Dana’s publications on Soviet theater in relationship to his political activi- ties, views, and commitments,” said Wald. Harry traveled to Russia in the 1920s and 30s and acquired photos of John Reed’s funeral. (See adjacent photo from the House archives.)Wald had never seen photos of this John Reed in coffin in Moscow, October 1920 occasion and felt they should be published. 7 - " potlight on an bject Join us as a Friend and help support an international collection of nS each issue of the newsletter,O we focus Fine & Decorative Arts, Rare Books, Letters, and Historic Photographs Ion a particular object of interest in the Longfellow House collection. This time representing three centuries of American History… our spotlight shines on the chestnut tree q $1000 Benefactor q $150 Contributor chair which resides in Longfellow’s study. q q This black-stained armchair, de- $ 750 Sponsor $ 70 Family signed by W.P.P. Longfellow and crafted q $ 500 Patron q $ 30 Individual by H. Edgar Hartwell of Boston in the q $ 300 Donor q $ 15 Student style of English furniture designer Charles Locke Eastlake, is made of wood Make checks payable to: from the horse-chestnut tree described Friends of the Longfellow House in Henry Longfellow’s poem “The Vil- 105 Brattle Street, Cambridge, Massachusetts 02138 lage Blacksmith.”The tree, immortalized For more information, call (617) 876-4491. in the opening line “Under a spreading chestnut-tree the village smithy stands,” Name was felled in 1876 when Brattle Street was Address widened. Presented to Longfellow on his City seventy-second birthday in 1879 by the school children of Cambridge, the chair State Zip is carved with designs of horse-chestnut Telephone leaves and blossoms, and the seat rail is Special area(s) of interest in the Longfellow House: engraved with lines from the poem. Broken elements of the chair were q recently repaired and replaced by con- I would like someone to call me about volunteer opportunities. servator Robert Mussey Associates of Contributions are tax deductible to the extent provided by law. Boston. Its well-documented personal association with the poet makes the chair one of the most significant pieces of furniture in the House. Friends of the Longfellow House 105 Brattle Street Cambridge, Massachusetts 02138