The Fireside Poets / Anti-Slavery
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Zukofsky), 736–37 , 742–43 Asian American Poetry As, 987–88 “ABC” (Justice), 809–11 “Benefi T” Readings, 1137–138 Abolitionism
Cambridge University Press 978-1-107-00336-1 - The Cambridge History of: American Poetry Edited by Alfred Bendixen and Stephen Burt Index More information Index “A” (Zukofsky), 736–37 , 742–43 Asian American poetry as, 987–88 “ABC” (Justice), 809–11 “benefi t” readings, 1137–138 abolitionism. See also slavery multilingual poetry and, 1133–134 in African American poetry, 293–95 , 324 Adam, Helen, 823–24 in Longfellow’s poetry, 241–42 , 249–52 Adams, Charles Follen, 468 in mid-nineteenth-century poetry, Adams, Charles Frances, 468 290–95 Adams, John, 140 , 148–49 in Whittier’s poetry, 261–67 Adams, L é onie, 645 , 1012–1013 in women’s poetry, 185–86 , 290–95 Adcock, Betty, 811–13 , 814 Abraham Lincoln: An Horatian Ode “Address to James Oglethorpe, An” (Stoddard), 405 (Kirkpatrick), 122–23 Abrams, M. H., 1003–1004 , 1098 “Address to Miss Phillis Wheatley, academic verse Ethiopian Poetess, Who Came literary canon and, 2 from Africa at Eight Year of Age, southern poetry and infl uence of, 795–96 and Soon Became Acquainted with Academy for Negro Youth (Baltimore), the Gospel of Jesus Christ, An” 293–95 (Hammon), 138–39 “Academy in Peril: William Carlos “Adieu to Norman, Bonjour to Joan and Williams Meets the MLA, The” Jean-Paul” (O’Hara), 858–60 (Bernstein), 571–72 Admirable Crichton, The (Barrie), Academy of American Poets, 856–64 , 790–91 1135–136 Admonitions (Spicer), 836–37 Bishop’s fellowship from, 775 Adoff , Arnold, 1118 prize to Moss by, 1032 “Adonais” (Shelley), 88–90 Acadians, poetry about, 37–38 , 241–42 , Adorno, Theodor, 863 , 1042–1043 252–54 , 264–65 Adulateur, The (Warren), 134–35 Accent (television show), 1113–115 Adventure (Bryher), 613–14 “Accountability” (Dunbar), 394 Adventures of Daniel Boone, The (Bryan), Ackerman, Diane, 932–33 157–58 Á coma people, in Spanish epic Adventures of Huckleberry Finn (Twain), poetry, 49–50 183–86 Active Anthology (Pound), 679 funeral elegy ridiculed in, 102–04 activist poetry. -
December 5, 2016 Group TPCASTT Analysis-- Fireside Poets You Will
Due: December 5, 2016 Group TPCASTT Analysis-- Fireside Poets You will work as a team to analyze a poem by one of the great Fireside Poets. 1. Pick a poet (tell Mrs. Peden -- first come, first served) a. Henry Wadsworth Longfellow d. John Greenleaf Whittier b. Oliver Wendell Holmes e. James Russell Lowell c. William Cullen Bryant 2. Pick a poem (minimum of 20 lines) by that poet. 3. Complete the artifacts below Artifacts 1. Complete the TPCASTT as a group via GoogleDocs and share it with me. Make sure EVERYONE’s name is on the document. Answer all questions using complete sentences. 2. Create a slide with poet’s biographical information on it. Include a picture. Share your slide with me. 3. Create an artistic representation of the poem (poster, diorama, model, movie, skit, etc.). It may NOT be submitted on copy paper or notebook paper. Bring your representation on Monday, December 5th. 4. Answer the question: how does your poem reflect the values/characteristics of American Romanticism? Names:____________________________________Group Leader:___________________________ *The artifacts will be submitted TOGETHER using the group leader’s Henry County Gmail account. They must be shared with me BEFORE class starts so as to aid with presentations. Rubric: COLLABORATION (Peer survey).....................................................................____/25 ● Did ALL members of the team work together? COMPLETED TPCASTT (using complete sentences).................................____/25 ● Correctness ● Depth of analysis PRESENTATION………………………………………………………………..____/50 1. Present your biographical information slide to the class. Include pictures, but keep it simple (10 points). a. CITE your sources! b. Is it: Visually appealing? Correct? Informational? 2. -
Lyrical Liberators Contents
LYRICAL LIBERATORS CONTENTS List of Illustrations xiii Acknowledgments xv Introduction 1 1. Calls for Action 18 2. The Murder of Elijah P. Lovejoy 41 3. Fugitive Slaves 47 4. The Assault on Senator Charles Sumner 108 5. John Brown and the Raid on Harpers Ferry 116 6. Slaves and Death 136 7. Slave Mothers 156 8. The South 170 9. Equality 213 10. Freedom 226 11. Atonement 252 12. Wartime 289 13. Emancipation, the Proclamation, and the Thirteenth Amendment 325 Notes 345 Works Cited 353 General Index 359 Index of Poem Titles 367 Index of Poets 371 xi INTRODUCTION he problematic issue of slavery would appear not to lend itself to po- etry, yet in truth nothing would have seemed more natural to nineteenth- T century Americans. Poetry meant many different things at the time—it was at once art form, popular entertainment, instructional medium, and forum for sociopolitical commentary. The poems that appeared in periodicals of the era are therefore integral to our understanding of how the populace felt about any issue of consequence. Writers seized on this uniquely persuasive genre to win readers over to their cause, and perhaps most memorable among them are the abolitionists. Antislavery activists turned to poetry so as to connect both emotionally and rationally with a wide audience on a regular basis. By speaking out on behalf of those who could not speak for themselves, their poems were one of the most effective means of bearing witness to, and thus also protesting, a reprehensible institution. These pleas for justice proved ef- fective by insisting on the right of freedom of speech at a time when it ap- peared to be in jeopardy. -
INFORMATION to USERS the Most Advanced Technology Has Been Used to Photo Graph and Reproduce This Manuscript from the Microfilm Master
INFORMATION TO USERS The most advanced technology has been used to photo graph and reproduce this manuscript from the microfilm master. UMI films the original text directly from the copy submitted. Thus, some dissertation copies are in typewriter face, while others may be from a computer printer. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyrighted material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are re produced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. Each oversize page is available as one exposure on a standard 35 mm slide or as a 17" x 23" black and white photographic print for an additional charge. Photographs included in the original manuscript have been reproduced xerographically in this copy. 35 mm slides or 6" x 9" black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. ■UMIAccessing the Worlds Information since 1938 300 North Zeeb Road, Ann Arbor. Ml 48106-1346 USA Order Number 8726748 Black 'women abolitionists: A study of gender and race in the American antislavery movement, 1828-1800 Yee, Shirley Jo>ann, Ph.D. The Ohio State University, 1987 Copyright ©1987 by Yee, Shirley Jo-ann. All rights reserved. UMI 300N. ZeebRd. Ann Aibor, MI 48106 BLACK WOMEN ABOLITIONISTS: A STUDY OF GENDER AND RACE IN THE AMERICAN ANTISLAVERY MOVEMENT, 1828-1860 DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of the Ohio State University By Shirley Jo-ann Yee, A.B., M.A * * * * * The Ohio State University 1987 Dissertation Committee: Approved by Dr. -
James Russell Lowell - Poems
Classic Poetry Series James Russell Lowell - poems - Publication Date: 2012 Publisher: Poemhunter.com - The World's Poetry Archive James Russell Lowell(22 February 1819 – 12 August 1891) James Russell Lowell was an American Romantic poet, critic, editor, and diplomat. He is associated with the Fireside Poets, a group of New England writers who were among the first American poets who rivaled the popularity of British poets. These poets usually used conventional forms and meters in their poetry, making them suitable for families entertaining at their fireside. Lowell graduated from Harvard College in 1838, despite his reputation as a troublemaker, and went on to earn a law degree from Harvard Law School. He published his first collection of poetry in 1841 and married Maria White in 1844. He and his wife had several children, though only one survived past childhood. The couple soon became involved in the movement to abolish slavery, with Lowell using poetry to express his anti-slavery views and taking a job in Philadelphia, Pennsylvania as the editor of an abolitionist newspaper. After moving back to Cambridge, Lowell was one of the founders of a journal called The Pioneer, which lasted only three issues. He gained notoriety in 1848 with the publication of A Fable for Critics, a book-length poem satirizing contemporary critics and poets. The same year, he published The Biglow Papers, which increased his fame. He would publish several other poetry collections and essay collections throughout his literary career. Maria White died in 1853, and Lowell accepted a professorship of languages at Harvard in 1854. -
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 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. -
Longfellow House's Brazilian Connection
on fellow ous L g ulletinH e Volume 4 No. 2 A Newsletter of the Friends of the Longfellow House and the National Park Service December 2000 The Emperor and the Poet: LongfellowB House’s Brazilian Connection t Brazil’s Independence Day celebra- Ambassador Costa went on to cite Dom Using Longfellow’s published letters Ation on September 7, 2000, Ambas- Pedro II‘s long correspondence with and the House archives, Jim Shea sador Mauricio Eduardo Cortes Costa, Henry Wadsworth Longfellow confirmed that on June 10, 1876 Consul General of Brazil in Boston, and his visit to the poet’s Dom Pedro II dined with bestowed upon Boston’s Mayor Thomas house in 1876. Henry W. Longfellow and Menino the “Medal Order of the South- This story has recently friends at what was then ern Cross, Rank of Commander.” The been pieced together known as Craigie House. medal was created by Brazil’s first emperor, through a collaboration In his journal Longfel- Dom Pedro I, in 1822, as he wrote, to “ac- between members of the low wrote: “Dom Pedro knowledge the relevant services rendered to National Park Service II, Emperor of Brazil, the empire by my most loyal subjects, civil and the Brazilian Con- dined with us. The servants, and foreign dignitaries, and as a sulate. In August Mar- other guests were Ralph token of my highest esteem.” cilio Farias, Cultural Waldo Emerson, Oliver In his address at the ceremony at Boston Affairs Advisor at the Wendell Holmes, Louis City Hall, the Ambassador spoke of the Brazilian Consulate in Agassiz, and Thomas Gold ties between Brazil and the U.S., particu- Boston, called Site Manager Appleton. -
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. -
A Brief History of Poetry
10/19/2017 A Brief History of Poetry A Brief History of Poetry blog.bookstellyouwhy.com /a-brief-history-of-poetry Unlike other literary forms that we can date to precise texts and time periods, it’s a challenge to pinpoint the earliest work of poetry. In one form or another, poetry has been around for thousands of years. However, we might think of the epic poem as the first instance of poetry, appearing as early as the 20th century B.C. Jumping hundreds of years ahead, we might turn, then, to the sonnet form and its early appearance in the 13th century. Before moving into more modern poetic forms, it’s important to consider Restoration poetry of the 17th century and the satirical verses of John Dryden and Alexander Pope. When most of us think about poetry’s beginnings, we’re drawn to the work of notable Romantic poets or to the American fireside poets who responded to the work of those British writers, reusing old forms and creating new ones. Yet by the 20th and 21st centuries, Modernism and the waves of change brought about by world war also influenced poetry, resulting in works by poets with distinct voices who came to enjoy global circulation. Where Does Poetry Begin? Discovering the Epic Poem Who wrote the first work of poetry, and is it something that a collector can seek out in an antiquarian bookstore? The Epic of Gilgamesh often is cited as one of the earliest works of epic poetry, dating back to the 18th century B.C. -
A Companion to American Literature]
Journal of Transnational American Studies 10.2 (Winter/Spring 2019–20) Reprise Connecting a Different Reading Public: Compiling [A Companion to American Literature] Yu Jianhua Shanghai International Studies University At the end of 2015, ten years after the project was initiated, A Companion to American Literature was finally published by Commercial Press in Beijing. This was the first attempt in Chinese academia at compiling a large-scale handbook covering foreign literature published in China and in Chinese. The Companion provides readers in China with easy access to sources in order for them to gain a better understanding of three hundred years of American literature. It includes well-known authors and their major works, literary historians and critics, literary journals, awards, organizations and movements, as well as terminologies such as “tall tale” and “minstrel show” that are unique to American literature. We started in a small way in 2003 after a suggestion from Fudan University Press that we provide a handy companion on American literature for Chinese undergraduates and graduate students. After American Literature: Authors and Their Works was published in 2005, a more ambitious plan emerged for a new handbook that was to be more comprehensive, and one that was to be written in Chinese for Chinese readers. The proposition received financial support from the Shanghai International Studies University Research Fund, and later, The National Social Science Fund of China, with more than thirty professors and young scholars participating in the project. After decisions were made in regard to the general layout and entries, we set to work, each responsible for an area that he or she specialized in, and together we contributed to the project that came to fruition ten years later.