Henry David Thoreau: the Making of a Naturalist Walden Pond State Reservation Parks As Classrooms Module

Home , Four occupations, Middlesex Canal, Peace, Slavery in Massachusetts, Thoreau Society, Walden Woods Project

Henry David Thoreau: the Making of a Naturalist Walden Pond State Reservation Parks as Classrooms Module

Spring 2007

Introduction Observing like Thoreau ...... 19 Historical Timeline ...... 33 About Parks As Classrooms . 1 A Walk with Henry ...... 23 About this Module ...... 3 Writing like Thoreau ...... 27 About Walden Pond State The Timelines that Shape Us Reservation ...... 7 ...... 29 Thoreau’s Place and Time . 15 Appendices

department of Conservation and Recreation The Making of a Naturalist Spring 2007 Print Version 1

Walden Pond State Reservation About Parks As Classrooms and DCR Welcome! You and your students have chosen to participate in one of the many quality curriculum-based educational programs hosted in Massachusetts by the

Department of Conservation and 10% of its land area, for its resi- Recreation (DCR). Parks As dents and visitors. Massachusetts’ Classrooms is one of the ways we parks system offers hundreds of invite young people to engage in facilities from the common- our natural and cultural resources. wealth’s highest peak at Mount Greylock to the shores of Cape Stewardship Responsibility Cod and the Islands. More than For more than one hundred years 35,000,000 people a year take the Commonwealth of Massachu- advantage of the resources of the setts has proudly served as stew- park system! ard to one of the oldest and largest state park systems in the Stewardship Legacy country. As one of Massachu- Massachusetts’ role as an en- setts’ principal conservation vironmental steward began in agencies, the DCR serves to pro- 1891 with the creation of the tect, promote and enhance our Trustees of Public Reservations, common wealth of natural, cul- followed by the Metropolitan tural and recreational resources District Commission in 1892. The for the well being of all. DCR first State Reservation, 400 acres manages these resources for the on Mt. Greylock, was established safe enjoyment of the public and in 1898. Today DCR continues to preserves them as part of the heri- lead the nation in exemplary natu- tage we will pass to future gen- ral resource and recreation pro- erations. grams. The state’s Universal Access Program is a national While it is one of the smallest model of inclusiveness for visi- states in the country, Massachu- tors of all abilities. DCR ’s Heri- setts stands as the sixth largest tage State Park Program creates parks system, having set aside destinations for visitors and out- close to a half-million acres, or door opportunities for urban

Walden Pond State Reservation 1 Parks As Classrooms and DCR Introduction

communities by integrating the that span disciplines, learning rich cultural history of New Eng- styles, and teaching techniques. land’s urban areas with reclaimed natural features. DCR ’s vast net- Dedication to programming is the work of land boasts some of the cornerstone of the Department of most beautiful scenery in New Conservation and Recreation’s England and endless recreational policy of fostering stewardship in opportunities. Other notable the State’s natural and cultural treasures comprise DCR ’s system resources. including Olmstead’s Emerald Your Stewardship Role Necklace, Thoreau’s Walden Enjoy your program! By intro- Pond and the Bay Colony’s Ply- ducing your students to their mouth Rock. Our lands and wa- natural or cultural heritage, you ters offer unique and valuable A student recording his are helping to build a mindful archeological, geological and observations at one of the citizenry with critical thinking Department of Conservation biological resources that are im- and Recreation’s facilities skills and community awareness. portant parts of our cultural heri- Building and maintaining a tage. world-class park system takes Stewardship through participation on many levels. We Education all have an important part to play An important component of our in sustaining a park system of this stewardship of these lands is edu- size and diversity. cation. Through interpretation If you or your participants would and environmental education the like to explore more of the state, Department strives to offer from seashores to mountaintops enlightening programs that lead to areas steeped in the history of to an understanding and apprecia- our nation, please contact us at: tion of our natural resources. DCR Bureau of Ranger Services Parks As Classrooms is an initia- 251 Causeway St., Suite 600 tive that uses a facility’s unique Boston, MA 02114 (617) 626-1463 character to provoke critical or thinking skills about our environment. Modules include activi- www.massparks.org ties for the field and classroom

2 department of Conservation and Recreation

Henry David Thoreau: the Ma k- ing of a Naturalist: an environmental educat ion module This module provides education about design and use of landscapes through hands-on activities and direct experience with natural and cultural resources.

The intent of this module is to mental levels and Massachusetts’ expose young people to Walden Curriculum Frameworks. Teach- Pond State Reservation while ers may choose to adapt individ- offering educators a means to ual activities for different age incorporate these opportunities groups. into their curriculum. There are three different types of The Henry David Thoreau: The activities in this packet: pre-visit, Use pre-visit Making of a Naturalist builds on-site, and post-visit activities. activities to enhance upon the idea that environmental and social factors influence a Pre-visit activities . These activi- students’ visit to person's life path. Specifically, ties are designed to introduce Walden Pond State activities in this packet provide students to some of the concepts Reservation. exposure to world, national, local, and vocabulary related to what and personal events encouraged they will learn on their visit to the Henry David Thoreau to develop park. Students and interpreters observational skills and to be- benefit from this previous aware- come a naturalist. This packet ness, as it gives new material and includes the instructions and sup- ideas a place to “stick” and facili- plemental materials for all the tates more efficient learning dur- activities included. ing their visit. Generally, the more pre-visit experiences the How to use this module students have, the more worth- while their visit will be. There The activities and experiences are may be specific activities the visit designed for students from coordinator may request teachers middle school based on develop- to perform with their students.

department of Conservation and Recreation 3 About this Module Introduction

On-site activities. These activi- here. Materials and equipment Self-guided on-site ties are conducted during the may be supplied by the facility, activities provide students’ visit to the park. While but for these and other questions, structure and some of these activities are con- please ask your visit coordinator. ducted by interpreters at the facil- supporting activities ity, some of them may self- Post-visit activities. These activi- for field experiences. guided by teachers. This is par- ties are included to provide clo- ticularly useful when a large sure to the students’ visit to the group needs to be broken up into park. These activities may extend smaller units. The outlines in this concepts, reinforce ideas, or pro- packet indicate whether an activ- vide a conduit to further related ity is intended to be facilitated or study. In many cases, post-visit self-guided. activities complete the learning experience, and your visit coordi- The full text of guided activities nator will recommend one for is included here so teachers can your students. Otherwise, feel become familiar with and partici- free to use these or even unused pate in the content their students pre-visit activities to support your Use post-visit will experience on their visit. students’ visit. or unused pre-visit If you will be conducting an ac- Introductory material and Ap- activities to rein- tivity from this module on-site, pendices . Some of the back- force students’ procedure and content provided ground information and other experiences after their visit.

Entering her thoughts on Red Cross Beach at Walden Pond State Reservation

Walden Pond State Reservation Henry David Thoreau: the Making of a Naturalist Parks as Classrooms

supporting material does not fit tivity periods, and 3) closing. neatly into an activity. Use the introduction sections and appen- Large groups need to be divided dices for more information. into class-sized groups, and each smaller group will cycle through Worksheets. Some of the activi- sessions. Large groups may con- ties have accompanying work- sider splitting the day with an- sheets, handouts, or props. These other local heritage site. Contact materials are located in the back your site coordinator for details. pocket of the packet and are ref- erenced by name in the text of the When schools arrive at the park, activity. the interpreter will meet them at Thoreau’s house replica (near the Outline of your visit to parking lot). Walden State Reservation This illustration shows how a Introduction. The interpreter school with three classes would rotate through three sessions. The day is broken into three will briefly outline the day and Smaller groups could use this parts: 1) the introduction, 2) ac- provide an overview. He or she format as well to take advantage of a full day at Walden State Reservation

department of Conservation and Recreation 5

About the Module Introduction

Teachers will lead the second The following chart provides Students Number Minimum recommended lengths of stay of Ses- Length of group down the trail to Goose for programming purposes: sion Stay pond, where they will conduct an 0-25 2 2 hrs observational exercise called 25-50 2 2 hrs “Observing like Thoreau.”

50-75 3 3 hrs Teachers will also lead the third 75+ Discuss arrange- ments with site coor- and other groups. These activity dinator periods can be added to the rota- tion and filled with self-guided will conduct opening discussion trail walks (maps provided), and review the pre-visit activity lunch sessions, or free periods. with the whole group. Closing. At the end of the day, Activity Periods. The interpreter the interpreter will meet the entire will take the first group on a tour group at the house replica to of the pond trail, leaving from the process information gathered house replica and going to the during the activities, finalize the house site. Along the way, the timeline of Thoreau’s life, and interpreter will describe Tho- introduce post-visit activities. reau’s intentions for coming to Walden, who and what were his influences, what he accomplished there, and what he did after he left.

Walden Pond State Reservation About Walden Pond State Reservation Renowned author and naturalist Henry David Thoreau once made his home at Walden Pond. Now part of the state park system, Walden Pond State Reservation includes 436 acres of protected youth exploring the town’s open space so visitors from ponds and woods. near and far may come to experience the pond that He began his formal education inspired Thoreau. A replica of at Concord Academy and Thoreau’s house and location continued his studies at of his modest home are Harvard College. An avid available for viewing by the reader and note taker, Thoreau public. was interested in subjects as diverse as Greek mythology Henry David Thoreau and English ballads. During this time, Ralph Waldo In 1845, Henry David Thoreau Emerson moved to Concord to went to live and work at begin his career as a writer and Walden Pond. He stayed for lecturer. Thoreau admired two years, keeping a journal of Emerson’s 1836 essay, Nature , his thoughts and encounters which advanced the then with nature and society. He unique idea that each individual continued to collect and revise should seek a spiritually these observation during the fulfilling relationship with the next seven years and published natural world. them in the book Walden , in 1854. After graduating from Harvard in 1837, Thoreau returned to Thoreau was born on July 12, Concord, where he taught 1817 in the village of Concord, school, improved and expanded Massachusetts. Under the his family’s pencil-making influence of his brother John, business and engaged in an amateur ornithologist, he carpentry, stonemasonry and developed an early interest in gardening. He began his nature and spent much of his lifelong friendship and

department of Conservation and Recreation 7 About Walden Pond State Reservation Introduction

association with Emerson, who woods and embark on his introduced him to other writers career as a writer. When and nonconformist thinkers Emerson offered him the use of who were making Concord the a newly purchased woodlot at center of new ideas. Among Walden Pond, Thoreau gladly them were Bronson Alcott, accepted. Ellery Channing, Margaret Fuller and Nathaniel Walden Pond was surrounded Hawthorne. Emerson, who by one of few remaining valued Thoreau’s practical woodlands in a heavily farmed talent and companionship, area. In March of 1845, invited him to live in the Thoreau began planning and Emerson household. Grief building his one room house. brought them closer together. On July 4 of that year, he took The Emersons’ first son died up residence. He studied natural just two weeks after the death history, gardened, wrote in his of Thoreau’s beloved brother, journal, and drafted his first Thoreau made the first accu- John. Three years later, book, A Week on the Concord rate survey at Walden Pond. and Merrimack Rivers , a story This map of depth soundings Thoreau, still suffering from his taken in 1846 appeared in loss, wanted to live in the of a trip taken with his brother the first edition of Walden. in 1839. He also made the first

Walden Pond State Reservation Henry David Thoreau: the Making of a Naturalist Parks as Classrooms

accurate survey of the pond. By family, Thoreau helped no means a hermit, he runaway slaves escape to frequently walked to the freedom in Canada. His 1849 village, entertained visitors at essay, Civil Disobedience , his house and hired himself out eventually brought him as a surveyor. international recognition.

In September of 1847, Thoreau On May 6, 1862 at the age of completed his experiment in 44, the self-appointed inspector simplicity and became a of snowstorms and rainstorms sojourner in civilized life again. and author renowned for Thoreau gave the house to motivating the world to value Emerson, who sold it to his our natural environment, died gardener. Two years later two after a prolonged struggle with farmers bought it and moved it tuberculosis. He is buried on to the other side of Concord Authors’ Ridge at Sleepy where they used it to store Hollow Cemetary in Concord. grain. In 1868, they dismantled it for scrap lumber and put the History of the Reservation roof on an outbuilding. Henry David Thoreau’s sojourn After his Walden experience, at Walden started a long Thoreau applied his skills as a tradition of people coming to surveyor and pencil-maker to the pond and its surrounding earn what little money he woods for recreation and needed for things he could not inspiration. The emergence of grow or make due without. He Walden as a public park was in spent his free time walking, keeping with the belief that studying, writing and lecturing nature is meant to be enjoyed at the Concord Lyceum and by people. “I think that each elsewhere in New England. town should have a park… a common possession forever, for Thoreau became increasingly instruction and recreation,” he involved with social and wrote in an 1859 journal entry political issues of this time. He lamenting the deforestation thst often spoke out against had taken place around Walden. economic injustice and slavery. “All Walden wood might have With other members of his been preserved for our park

department of Conservation and Recreation 9 About Walden Pond State Reservation Introduction

forever, with Walden in its In 1922 the Emerson, Forbes midst.” and Heywood families granted approximately 80 acres th In the latter part of the 19 surrounding the pond to the century, numerous projects Commonwealth of were undertaken to make Massachusetts with the Walden Pond a public stipulation of “preserving the destination for recreation. The Walden of Emerson and Fitchburg Railroad, which had Thoreau, its shores and nearby laid tracks past Walden the year woodlands for the public who before Thoreau took up wish to enjoy the pond, the residence there, built an woods and nature, including excursion park on the shore at bathing, boating, fishing and Ice Fort Cove in 1866. The picknicking.” Middlesex facilities were mainly used for County was given the fund-raisers, festivals and responsibility for management groups. The park included of the reservation. In the concessions, swings, summer of 1935, some 485,000 bathhouses, boats, a baseball people visited Walden Pond, diamond, a hall for dining, with Sunday crowds numbering dancing and public speaking as high as 25,000 visitors. and a cinder track for runners and bicyclists. The park burned In November of 1945, the down in 1902 and was never centennial of Thoreau’s move rebuilt. to Walden, Roland Wells Robbins, an amateur historian The automobile brought and Thoreau enthusiast increasing numbers of visitors discovered and excavated the to Walden Pond. The Town of foundation of Thoreau’s Concord began offering chimney. In July of 1947, the swimming lessons in 1913 and Thoreau Society dedicated the new bathhouses were built in inscribed fieldstone that marks 1917. Summer visitation had the hearth site today. In 1965, risen to 2,000 visitors a day the National Park Service even before the bathhouses designated Walden Pond as a were built. Registered National Historic Landmark.

Walden Pond State Reservation Henry David Thoreau: the Making of a Naturalist Parks as Classrooms

In 1975, the Department of bank erosion is controlled by Environmental Management redirecting access points to the assumed responsibility for pond and embedding natural managing the reservation. It stabilizing materials. It is this became part of the quality of stewardship that will Massachusetts State Forests keep Walden, in the words of and Parks system that currently Thoreau, “preserved for our consists of over 285,000 acres park forever.” of protected land throughout the state.

Today, it is estimated that Natural History of Walden approximately 600,000 people Pond visit the reservation each year. By the time the Commonwealth In an effort to balance public acquired the land in 1922, recreation with protection of much of Walden’s forest had the resource, DEM has been cut down. The woods established a ‘people capacity’ have since grown back so the at the park to ensure a positive vegetation resembles the hard visitor experience and to and soft wood mix of Thoreau’s maintain the integrity of the day and includes mostly berry resources. Trail activities are bushes, sumac, pitch pine, limited to foot traffic. Land hickory and oak. Above

The shoreline of Walden Pond with the swimming beach in the middle ground.

department of Conservation and Recreation 11 About Walden Pond State Reservation Introduction

Thoreau’s house site are stumps broke off and became of some of the 400 white pines surrounded and covered by vast planted by Thoreau leveled by amounts of sand and gravel the great hurricane of 1938. carried by streams flowing from the glacier. As these Much of the wildlife of blocks melted, they left behind Thoreau’s time can still be depressions that eventually found. Gray squirrels, filled with water. Because of chipmuncks and rabbits are this geological history, most common. Skunks, raccoons and kettle holes like Walden Pond red foxes are active at night, but have no streams flowing into or can occasional be seen shortly out of them. before sunset or after sunrise. Kingfishers, blackbirds, chickadees and red-tail hawks.can often be seen flying among the trees or over the water. In the spring and fall, migratory ducks and geese pass overhead and land in nearby marshes for food and rest. As noted by Thoreau, the pond “is not very fertile in fish. Its pickerel, though not very abundant, are its chief boast.” The pickerel disappeared around the turn of the century and the pond is now stocked with rainbow trout annually. In addition, sunfish, perch and bass compete for crayfish.

Walden Pond is a kettle hole, a deep (103 foot) pond formed over 12,000 years ago when the last glacier to cover New England slowly melted away. As it did, large chunks of ice

Walden Pond State Reservation Activities

department of Conservation and Recreation 13

Walden Pond State Reservation Thoreau's Place and Time

Activity in Brief Pre-visit “… I … have been born into the most estimable place in all the world, and in the very nick of time, too. ” Students will be given a Activity narrative of part of Henry Thoreau's life that puts it in a historical context. The story is reinforced with a timeline activity that Objectives illustrates cause-and-effect relationships between world events and Students will name at least Thoreau's decisions. 3 historic events that took place between 1800 and1850. Background How did Thoreau become a Students will describe world-renowned “poet- Thoreau's life as a boy. A naturalist is one versed in natu- naturalist?” In a journal entry ral sciences, one who explores dated December 5, 1856, Thoreau Activity at a Glance and tries to understand the natural wrote "I have never got over my Grade level: Middle school world around him or her. Some surprise that I should have been naturalists are also skilled com- born into the most estimable Subject Areas: History, language arts (historical figures municators who share what they place in all the world, and in the in literature) learn with others. John Muir, very nick of time, too.” 1 Aldo Leopold, and Rachel Carson Duration : are examples of these kinds of From the industrial revolution to Prep : 10 minutes naturalists. Thoreau was also a the death of his brother, the Activity: 45 minutes naturalist, one of the first in fact, Setting: Classroom and inspired many others’ interest Skills : Chronology, cause- in nature as well, especially and-effect, reading for con- through his writing. tent, supporting a position with a source Thoreau considered himself a Vocabulary : Henry David naturalist or a “man of science,” Thoreau, naturalist as he was seeking a better understanding of nature for personal Materials: Copies of Henry and spiritual reasons. Bronson David Thoreau's Story (enclosed), copies of timeline Alcott, a contemporary, described (enclosed or make your own), him as “out poet-naturalist, our Event cards (enclosed), tape, seer of the seasons” markers

Thoreau was also an activist for social causes as well, including abolitionism. 1 Odell Shepard, The Heart of Tho- reau’s Journals , New York: Dover 1961

department of Conservation and Recreation 15 Thoreau’s Place and Time Pre-visit Activity

events and people in his life in- of the major events in the world fluenced Henry David Thoreau. that happened while he was grow- ing up? How do you think these Procedure events shaped him?

Prepare the activity materials, 2. Tell students that they are including the event cards (one set going to solve a type of puzzle per class) , the blank timeline (one about Henry. Tell them they are per class), and a copy of the going to use what they have reading for each student. The learned to answer this central blank timeline can be a copy from question: " Why did Henry be- the worksheet “Thoreau’s Place come a naturalist?" and Time” (tape the pages together) or made from your own 3. Distribute the event cards materials. If you create your own, among the students so that each note that this activity only student gets at least one. addresses the first part of 4. As a group, using what they Thoreau's life, until he visits learned from the reading, students Walden Pond. A timeline for the play a game where they place part of his life during and after their event cards on the timeline Walden will be given as a where they think they fit best. handout at the park. Some students have cards that are Distribute copies of the story to verifiable (with dates), and others each student to read, either in are open for interpretation. class or in advance of the activity. 5. When all the cards or on the Hang the blank timeline on the timeline, begin a discussion about wall or on a table so students can how they decided to place the have access to it. cards. How did they decide one card came before another? Activity 6. At the close of this part of the 1. Invite students to react to the activity, use the answer key to story of Henry David Thoreau as help students correct the position a child. What are some of the of misaligned cards. Allow stu- similarities and differences to dents an opportunity to offer sug- your childhood? What were some gestions, so long as they are

Walden Pond State Reservation Henry David Thoreau: the Making of a Naturalist Parks as Classrooms

supported by a reference to what they read or from supporting material you have provided.

7. When the timeline is complete and correct, as the students to identify patterns they see.

8. Wrap-up the activity by ex- plaining that they will be going on a field trip to Walden Pond. At Walden Pond, students will get the rest of the story of Thoreau's life and will continue to see the connections between events in his life and the decision he made.

department of Conservation and Recreation 17 department of Conservation and Recreation 18 Observing Like Henry

Activity in Brief Self-Guided Being the self-appointed inspector of rainstorms, Thoreau was a world-class observer. By using similar techniques of distant and On-site close-up observation, students will practice Thoreauvian observation and note-taking skills while quietly witnessing the nature around Activity them. Objectives

inspection of a place or thing with Students will apply Tho- Background reau’s methods of observa- an objective eye, identifying its tion. Henry David Thoreau is known intrinsic worth. He then detailed around the world for his perspec- his thoughts in his notes, often Students will record observations of two natural scenes. tive on human interactions with with a generous amount of com- nature. Much of that perspective mentary about how the natural he gained by close study of the world reflected society and hu- Ac tivity at a Glance world in which he lived. Thoreau man endeavors. Grade level: Middle school investigated the ponds, forests, Subject Areas: Science, and fields near his home in Con- Metaphor was a key tool Thoreau Language Arts cord; he also traveled extensively used to share his thoughts about throughout New England—to the nature and humanity. Comparing Duration : wilderness of Maine, the shores society to natural events often Activity: 45 minutes of Cape Cod, and the peaks of the revealed his feelings about topics Setting: Goose Pond at Wal- Berkshires—to further his under- ranging from a particular event or den Pond State Reservation standing of the natural world. political position to human pro- Skills : Creative writing, writ- gress. It also added a human ele- ing from notes, Thoreau was an avid note-taker, ment to a topic that was and during his explorations, he Vocabulary : Metaphor, unfamiliar to many people of the symbolism, draft, naturalist remarked on his observations in day. his journals. Thoreau’s journals Materials: Copies of the reveal his style of observation and “Observing Nature,” Procedure worksheet, Scrap paper, contemplation: he made careful Pencils, clipboards

“For many years, I was the self-appointed inspector of snow storms and rain storms, and did my duty faithfully; surveyor, if not of highways, than of forest paths and all across -lot routes, keeping them open, and ravines bridged and passable at all seasons, where the public heel had testified to their utility.”

Henry David Thoreau, Walden , New York: Dover, 1995

department of Conservation and Recreation 19 Observing Like Henry Self-guided On-site Activity

Worksheet “Observing Nature,” a through his observations and viewing frame, a hand lens, and writing, he was able to share his clipboard will be provided for views with other people. Read the each student. Maps and provided sample quotations to the supporting materials will be students to show the way that that provided for teachers. Thoreau documented his thoughts in his field notes and journal. Activity Explain to students that they will 1. Lead the group along the be observing nature as Thoreau Goose Pond Trail to the did, by exploring a particular area designated group gathering area on their own. Students will be to introduce the activity. taking notes on what they observe for use in a future activity and in Explain to students that Henry discussion. David Thoreau was an expert observer of nature, and that 2. Distribute the worksheets and

Instructions for Observation Activity

1. Find a place to sit or stand for 20 minutes, far enough away from other students so as not to be distracted. (Stations may be provided at the site.)

2. Observe a distant scene fro 10 minutes . Holding the viewing frame at arms length, find a scene that is interesting to you. Without changing scenes, write down everything noteworthy in the appropriate section of the worksheet. Sketches are welcome, but you should have an emphasis on using descriptive language. Complete thoughts (sentences) are pref- erable to lists of words.

3. Observe something close-up for 10 minutes . At the signal, change your focus. Again hold the frame at arms-length to frame something interesting nearby (ex. a patch of bark, chewed leaves, or an interesting rock). Students write down their observations on the worksheet, again with a focus on descriptive language and complete thoughts.

4. Return to the gathering area at the second signal.

Walden Pond State Reservation Henry David Thoreau: the Making of a Naturalist Parks as Classrooms

equipment to the students and Ask students to share some of the provide the instructions for the interesting things they saw. En- activity (see text box). courage students to read their work in addition to (or instead of) 3. Help students find a place just speaking about them. where they can sit or stand quietly, which is far enough from 6. In closing, explain to students other students that they will not that they will be using the notes be tempted to communicate. De- they took during this exercise for pending on student levels, teach- a follow-up exercise so see how ers may assign locations, or Henry Davis Thoreau used obser- students may choose their own. vation and note-taking to share his beliefs about nature with oth- 4. Give students the first signal ers. indicating that they should have a distant scene selected and should Assessment begin recording their observations. After 10 minutes pass, give The post-visit activity “Writing another signal indicating that they like Thoreau” serves as an as- should move on to the close-up sessment to this activity by syn- scene. After another 10 minutes, thesizing student observations give the final signal for students about the places they visited. to return.

5. Debrief students about their experience. Invite students to share responses to the following questions:

• What was it like focusing on one scene and writing about it for that period of time?

• Which scene did they find easier/more challenging to describe.

• How did it feel to sit quietly along in the woods?

department of Conservation and Recreation 21 department of Conservation and Recreation 22 A Walk with Henry

Activity in Brief

Famed American author Henry David Thoreau is most often remem- bered for his now historic written account of his life in the woods alone along the shores of Walden Pond. Despite the fame, his soli- tary experience and the reasons for it are often mis-understood. Why did he choose to live at Walden Pond and what was he seeking to find there? On this guided walking tour, students visit a replica of Thoreau’s single room house and the location of where he lived to learn the influences behind these life choices Thoreau had to make. Personal choices which would have a lasting significance on him and on generations to follow.

Outline of Walden will discuss these events and Pond Tour surmise which of these may have been influential in his decision to Thoreau’s Transcen- move to Walden. dental Transformation At the replica Private Business: Students learn why Thoreau is seeking solitude, At the Thoreau statue, interpreters so that he can “transact some will provide the students with a private business” and how Wal- welcome to the park and an over- den Pond becomes his destina- view of the day’s activities. Staff tion. and teachers ensure that students are prepared for this outdoor ex- Life’s Essentials: Before Tho- perience. reau can get down to work he must first obtain the essentials for Prelude to Walden: Park staff all life (food, water, shelter & will review with the students space). Students view the replica Thoreau’s life events and influ- of Thoreau’s House to see how ences up until 1845. Events and these essentials were achieved. influences such as his boyhood, Park staff explain how Thoreau attending Harvard, stays at Flint’s did more than just survive at the Pond, meets Mr. Emerson, teach- pond but lived an active and in- ing career, meets Mr. Channing, dependent life of nature observa- boat trip with his brother and the tion, personal reflection, walking death of his brother. Students and journaling.

department of Conservation and Recreation 23 A Walk with Henry uided On-site Activity

Pond in the Woods proximity of the railroad and how At Red Cross Beach it became a symbol for the Indus- trial Revolution. After reading As students walk along the shore aloud selected excerpts from of Walden Pond towards the ac- Walden, discuss how Thoreau tual House Site, students discover used symbols and metaphors in and observe the physical setting his writing to contrast his lifestyle of Walden Pond. Discussion on with the lifestyle of those who how the setting met his needs and rode on the railroad. why it was an easy choice for him to make. Inkstand in the Woods At the House Site Transcending Society At Sandy Point Students view the historical area and see a sketch of Thoreau’s Park staff share with the students Walden House. After students more about what Thoreau did become oriented to the house site with his days at Walden and the location, park staff discuss the effects of his transcendental be- goals Thoreau set for himself This is the site of Henry liefs. Why did he value his inde- while living there. How did long David Thoreau’s cabin, pendence and time so much? Did which was a humble stru c- walks in the woods and floating ture by the side of Walden his lifestyle correspond with his across the pond help him reach Pond. philosophy on life? Notice the those goals? Learn what books he brought with him to read and what book was he there to write? Students will learn about his tire- less motivation and dedication to his writing goal.

Curve Ball. Students hear a fac- tual account of Thoreau’s arrest. Why was he arrested and why did he choose to go to jail? Learn how’s his quiet life and writing in the woods gets temporarily side tracked by his principles. What did Thoreau gain and lose from

Walden Pond State Reservation Henry David Thoreau: the Making of a Naturalist Parks as Classrooms

this unexpected detour in his life? Ralph Waldo Emerson to Herman How did the world benefit? Melville and John Muir to Presi- dent Kennedy and Martin Luther Reputation Precedes Him. Tho- King and to Gandhi and the world reau’s unusual lifestyle, beliefs today. and actions generates an unfavor- able reputation for himself. How Program concludes. did he respond to all of his crit- Options available as time al- ics? lows

Leaving the Woods. Thoreau A. Walk back with guide to “left the woods for as good as next location for addi- reason as why I came”. Stu- tional activities. dents learn how Thoreau met all of his objectives in short B. Stay near House Site for order and was remarkably pro- self guided quiet reflec- ductive. tion and journaling.

Legacy. Thoreau’s two year ex- C. Continue walk self- guided around the re- periment in living at Walden was Students will end their private, personal and unconven- mainder of the pond (1 guided tour at the site where mile) Henry David Thoreau lived tional lifestyle and motivated by for two years, two months, many significant influences. But and two day during his ex- . periment in simplicity. Like it did lead to the production of travelers before them, stu- three major pieces of writing. dents can place a rock on the cairn in honor of Thoreau One piece, which was the most important to Thoreau himself while the other two pieces go on in time to become masterpieces in American Literature and are still in the 21 st century world renowned and read. Reflect on how influences led Thoreau to Walden and how Thoreau in turn has led others to Walden. View the cairn of rocks and show how it provides tangible proof of his influence from Louisa May Alcott and

department of Conservation and Recreation 25

Walden Pond State Reservation Writing like Thoreau

Activity in Brief Post-visit Thoreau’s style of writing is noted for its detail and ability to humanize nature. This is due in large part to his observation and Activity note-taking skill. In this activity, students will use their notes to begin the writing process. Objectives

observations with friends, family, Students will recognizeidentify a Procedure thatwriting the processland is a that common authors or an unknown audience. Prepare copies of the worksheet, inspirationuse to transform for writers. their experience into a finished product. “Thoreau’s Words: Before and 3. Pass out copies of the Students will com- After” for each student. worksheet, and ask students to pare/contrast Students will writing observe samples the read them. You may choose to usewith of different metaphor objectives. and symbol- Activity ize in nature writing. have hem read them to Students will articulate themselves or aloud. The work- their Students own reflections will create on a thefin- 1. Begin by asking students to sheet has paired passages: one is ishedland in essay two differentusing field styles. notes remember different parts of the from Thoreau’s journals, and one landscape they saw on their visit is from a publication it inspired. Activity at a Glance to Walden Pond. Record the stu- Grade level: Middle SchoolEle- dents’ observations on a white- Discuss the passages and look for mentary board or flipchart. literary devices Thoreau used, Subject Areas: Language including metaphor and symbol- ArtsSubject Areas: Language 2. Just as the students made Arts ism. Duration : notes during their field DurationPart A: Prep: : 10 minutes, experience, Henry David Thoreau 4. Instruct students to look at the Activity:Part A: Prep one: or 10 several minutes, class also took notes about nature. notes they took during the obser- Activity:periods, dependingone or several on student class Thoreau used those notes to vational exercise. (Redistribute periods,levels and depending desired depth on student of programminglevels compile this ideas in his journal. them if they were collected after Ask students how they would the activity.) Setting: Classroom rewrite their field notes for their Skills : Comparing and con- own private use, without planning 5. Tell students that they will trasting, writing for detail.detail, on ever sharing it with others. write two reflections on their creative writing, writing from Materials: Copies of the Thoreau used his notes and experience at Walden Pond. One notes, “Whittier’s Poems” and “A journal to write essays and for will be a private piece, like a LandscapeVocabulary Journal”: metaphor, others to read. How would these journal entry. The other piece is symbolism,worksheets draft, naturalist two approaches differ? Ask intended to be shared with others. Materials: Copies of the students how would they share A characteristic of Thoreau’s “Thoreau’s Words: Before they would share their writing, in addition to his and After,” “Thoreau’s attention to detail, is his use of Metaphors, ”Field notes from observational exercise

department of Conservation and Recreation 27 Writing Like Thoreau Post-visit Activity

metaphor, comparing natural writing each piece. How did they events to human affairs. He also approach each exercise differ- often refered to other people’s ently? Did they choose words writing and additional research to differently whether or not some- help make connections. one else would be reading it? Encourage students to use the example on the worksheet to 9. Invite students to share their write in Thoreau’s manner of essay with the class. Students writing. may also share their journal en- tries as well. Ask students how it Note: The student’s writings felt to share their writing. Com- could be as long as several pages pare the writings to see if other or as short as 20 words; adjust the students could relate to what they depth of the assignment for your heard. needs. The important part is that students will have three examples 10. In closing, ask how their writ- of their own to compare—their ing reflects the landscape at Wal- field notes, their personal journal den Pond. entry, and their finished product.

6. Allow students to do additional research about things they observed but don’t know well. Students may also include their personal thoughts or other experiences. Remind them, however that their essay should be about what they observed while at the park.

7. You may choose to encourage students to write a rough draft first, to further illustrate the writing process.

8. When students complete the assignment, lead a discussion about what the students felt when

Walden Pond State Reservation The Timelines that Shape Us

Activity in Brief Post-visit Henry David Thoreau—the writer, the naturalist, the activist—was a product of many factors in his life. All of us are, too. In this activity, Activity students will construct a timeline of their own life and use it to help set goals for their own lives, and then write an essay about it. Objectives Students will synthesize the connections between Tho- may need to be done to find the Procedure reau’s life experiences and his dates and impacts of specific life as a naturalist Activity- Part A items. An option is to split up the Students will identify sig- class list, have students research 1. Review the completed outline nificant events during the them, and have them report back. of Thoreau’s life and the story period of their own lives “The Making of a Naturalist” 4. Instruct students to use items Students will articulate with the students. Review some from the class list and their pri- their desired future based on of the connections revealed on the vate list to construct a timeline of their experiences field trip between the events of events that impacted them per- Thoreau’s life and his becoming a sonally. Students can model Tho- Activity at a Glance naturalist. Conclude with the reau’s timeline for format. Grade level: Middle School students that the events and people in our lives have a significant Note: This portion of the activity Subject Areas: Social Stud- ies impact on how our lives are can be done as simply as stated shaped. above; however students will get Duration : more out of the exercise if they Part A: Prep : 10 minutes, Activity: One or several class 2. Have the class brainstorm are given the opportunity to re- periods major events and significant peo- search a personal set of local and ple that have happened during world events. Another is to have Part B: Activity: One or sev- their lifetime. These may be local, students look for significant eral periods, or done outside of class national, or international news events individually to include on items that have had local impact. their timeline. Setting: Classroom Post these items to create a class Skills : list. During the discussion, have Note also that this portion of the students consider significant per- activity is meant to be personal, Vocabulary : sonal events or people in their and care should be given when Materials: Timeline of lives and note them privately. choosing to require students to Thoreau’s life, Large paper, share their results. markers, crayons, etc. 3. As a class, students will as- semble a large timeline of the 5. When students have com- events on the class list. Research pleted their timelines, discuss

department of Conservation and Recreation 29 The Timelines that Shape Us Post-visit Activity

with the class the connections 7. Assign students to write an between the events in their lives essay incorporating the goals and and the direction their lives have predictions from their timeline. taken. As a class, try to mark The essay could be titled “The patterns among students. Making of ______,” and should answer the following questions: Activity-Part B • What do you want to become Students will extend their time- and why? line into the future and use it to help predict what they might be- • How do you foresee yourself come. getting to that point?

6. Instruct students to extend • Explain what experiences their timeline 10 years. For the (past or present) have guided future years, suggest that students you in the direction of your insert goals or predictions where lives. personal events would be. For example, at year four, students might write “go to college.” For interest, students may also try to predict the future of local, national, or international events.

Walden Pond State Reservation Appendices

department of Conservation and Recreation 31 department of Conservation and Recreation 32 Historical Timeline

The following timeline is provided as a supplement to “Thoreau’s Place and Time’ and as a bridge between Thoreau’s timeline and students’ timelines.

This list is for reference only and is not intended to be exhaustive. Timeline Symbols Key:

# 1775 Battles of Lexington and Concord + World history * 1775 Harvard University is moved temporarily to Concord, Ma # American history * Local history # 1776 Declaration of Independence ! Throreau’s history # 1780 Boston becomes state capitol of Massachusetts + 1783 Treaty of Paris (ends Revolutionary War) # 1786 Shay’s Rebellion # 1788 Constitution ratified # 1789-1797 George Washington is President * 1789 First American Novel Power of Sympathy published by William Hill Brown, Worcester, Ma. # 1789 Bill of Rights adopted + 1789 French Revolution # 1793 Eli Whitney invents cotton gin # 1793 Invention of the telegraph + 1800 Electric battery invented by Volta # 1803 Louisiana Purchase * 1803 Birth of Ralph Waldo Emerson * 1804 Middlesex Canal opens (27 miles from Chelmsford to Boston) # 1804 Lewis and Clark expedition * 1804 Birth of Nathaniel Hawthorne + 1806 Noah Webster publishes the Compendious Dictionary of Eng- lish Language

department of Conservation and Recreation 33 Historical Timeline Appendix

+ 1812 War of 1812 * 1814 Boston manufacturing Company established, Waltham, Ma # 1814 Steam locomotive developed !! 1817 Henry David Thoreau is born in Concord, Ma # 1819 Birth of Walt Whitman # 1820 Federal Government offers land out West for $1.25 an acre # 1820 Maine separates from Massachusetts and becomes a state as part of the Missouri compromise # 1827 Audubon publishes Birds of America * 1831 The Liberator is published by William Lloyd Garrison, Boston, Ma # 1832 Louisa May Alcott is born, Germantown, PA # 1832 Samuel Moorse designs telegraph + 1834 Slavery is abolished by the British Empire * 1835 Boston/Lowell railroad established # 1836 Siege of the Alamo * 1836 Ralph Waldo Emerson publishes Nature * 1836 Transcendental Club formed !! 1837 Henry David Thoreau graduates from Harvard and starts a journal !! 1837 Henry reads Nature by Ralph Waldo Emerson * 1837 Women’s Anti-slavery society formed in Concord by Cynthia Thoreau (Henry’s mom) # 1838 Cherokee Trail of Tears !! 1838-1841 After graduating from Harvard with a degree in education, Thoreau opens a private school with his brother, John. # 1838 Birth of John Muir !! 1839 Henry hosts his first watermelon party !! 1839 Henry and John Thoreau take a trip on Concord and Merrimack River + 1839 Slave revolt on the Amistad

Walden Pond State Reservation Henry David Thoreau: the Making of a Naturalist Parks as Classrooms

* 1839 Thoreau works in his father’s pencil factory * 1840 Typewriter invented by Charles Thurber, Worcester, Ma * 1841 George Ripley starts Brook Farm , Roxbury, Ma * 1841 Thoreau goes to live with the Emerson family where he tutors their children. !! 1842 John Thoreau Jr. dies from Tetanus !! 1842 Hawthorne moves into the Old Manse. Henry plants a garden for him. * 1843 Alcott starts Fruitlands , Harvard, Ma * 1843 Thoreau works in his father’s pencil factory and makes im- provements in the lead pencil making process. * 1844 Emerson purchases 14 acres of land surrounding Walden Pond. * 1844 The Boston and Maine Railroad completes the Fitchburg line that passes the western shore of the pond. * 1844 Thoreau hikes up Mt. Greylock with Ellery Channing * 1845 First sewing machine invented by Elias Howe, Boston, Ma !! 1845 On July 4 th , Henry David Thoreau moves into his cabin at Wal- den Pond !! 1846 Thoreau spends historic night in jail for refusing to pay his poll tax. !! 1846 Henry David Thoreau measures the depth of Walden Pond * 1846 Concord’s anti-slavery society meets at Walden Pond * 1846 First use of ether as anesthesia demonstrated in Boston * 1846 First year of the famine in Ireland * 1846 Concord’s Female anti-slavery society meets at Walden Pond !! 1847 Thoreau leaves Walden Pond # 1848 First American women’s rights convention, Seneca Falls, New York. # 1848 Gold discovered in California # 1849 Harriet Tubman escapes from slavery !! 1849 Henry David Thoreau’s cabin is purchased by James Clark. Cabin is moved to the Clark farm in Concord.

department of Conservation and Recreation 35 Historical Timeline Appendix

!! 1849 Thoreau publishes A Week on the Concord and Merrimack Riv- ers !! 1849 Thoreau’s cabin is purchased by two farmers and moved to the Clark farm in Concord. It is used for grain storage. !! 1849 Thoreau publishes Civil Disobedience * 1850 Nathaniel Hawthorne writes Scarlet Letter # 1850 Fugitive Slave Act # 1851 Herman Melville writes Moby Dick # 1851 Singer patents sewing machine # 1852 Harriet Beecher Stowe publishes Uncle Tom’s Cabin # 1854 Republican party formed * 1854 Thoreau publishes Walden or Life in the Woods * 1854 Thoreau delivers essay Slavery in Massachusetts * 1854 Massachusetts passes the Personal Liberty Law (makes Fugitive Slave Act null and void) * 1856 Massachusetts antislavery senator Charles Sumner is attacked on the floor of the U.S. Senate !! 1857 Thoreau meets John Brown # 1858 Lincoln/Douglas debates # 1859 John Brown’s raid on Harper’s Ferry !! 1859 Thoreau delivers his lecture A Plea for Captain John Brown # 1860 Abraham Lincoln is elected President # 1861 Civil war begins !! 1861 Thoreau makes final journey to Walden Pond !! 1862 Thoreau dies from complications of Tuberculosis on May 6 th , at age 44 # 1863 Emancipation proclamation is issued # 1865 13th Amendment is ratified # 1865 Civil War Ends # 1865 President Lincoln is assassinated * 1866 Fitchburg railroad establishes the Ice Fort Cove excursion park at Walden Pond.

Walden Pond State Reservation Henry David Thoreau: the Making of a Naturalist Parks as Classrooms

* 1868 Louisa May Alcott publishes Little Women * 1868 Thoreau’s cabin is dismantled for scrap lumber, the roof is used for a pig barn. # 1872 Victoria Woodhall becomes first woman to run for President # 1876 Alexander Graham Bell patents the telephone # 1876 Yellowstone becomes first National Park # 1876 General Custer is defeated at Little Big Horn, Montana # 1879 Thomas Edison invents incandescent light * 1881 Walt Whitman visits Walden Pond * 1883/1893 Join Muir visits Walden Pond # 1890 Yosemite National Park established 1891 Fig Newtons produced by Kennedy Biscuit Works (Nabisco) Newton, Ma. * 1896 First American public beach in Revere, Ma * 1897 First American subway system in Boston, Ma # 1902 Roosevelt begins conservation of forests (U.S. Forest Service est.) * 1902 Ice Fort Cove Excursion park burns down at Walden Pond # 1903 Wright brothers first flight, Kitty Hawk, NC # 1903 Ed Binney and Harold Smith invent Crayons # 1905 Einstein proposes his Theory of Relativity # 1906 William Kellogg invents Cornflakes # 1906 Thoreau’s complete journal is published # 1906 San Francisco earthquake # 1908 General Electric patents the toaster # 1908 Henry Ford introduces the model T # 1912 Titanic sinks * 1912 Bread and Roses strike, Lawrence, Ma # 1912 Lifesavers are created by Clarence Crane * 1913 Town of Concord offers swimming lessons at Walden Pond in conjunction with the Red Cross.

department of Conservation and Recreation 37 Historical Timeline Appendix

+ 1914 Panama Canal opens for shipping * 1917 John F. Kennedy is born, Bookline, Ma * 1917 Bathhouse built at Walden Pond # 1920 18 th Amendment prohibits alcohol # 1920 19 th Amendment gives women the right to vote * 1922 Gift of deed grants 80 acres surrounding Walden Pond to the Commonwealth of Massachusetts. The land is managed by Middlesex County. * 1922-1974 Walden Pond managed by Middlesex County # 1927 Lindbergh crosses the Atlantic # 1928 Bubble gum is invented by Walter Diemer # 1929 Stock Market crash # 1935 Social Security Act # 1941 Japanese attack Pearl Harbor # 1941 Thoreau Society Formed # 1943 Slinky is introduced by Richard James # 1943 Silly Putty is introduced by James Wright + 1945 United Nations formed * 1945 On the centennial year of Thoreau’s move to Walden, Roland Wells Robbins excavates the chimney foundation of Thoreau’s house * 1947 Microwave invented by Percy Spencer of Raytheon Corp. # 1955 Montgomery bus boycott * 1957 To accommodate the increasing number of visitors to the pond, the county bulldozes the slope above Red Cross beach in to the pond and creates a wider, more accessible, beach area. # 1960 John F. Kennedy is elected 35 th President of the United States # 1961 Peace Corps is established # 1962 Rachel Carson publishes Silent Spring # 1962 John Glenn becomes first American to orbit the earth # 1962 Cuban Missile crisis

Walden Pond State Reservation Henry David Thoreau: the Making of a Naturalist Parks as Classrooms

# 1963 Maritn Luther King delivers his I Have A Dream Speech, Wash- ington, D.C. # 1965 Walden Pond State Reservation becomes a National Historic landmark # 1968 Martin Luther King are assassinated # 1969 First manned lunar mission (first men on the moon, Neil Arm- strong, Edwin Aldrin, Michael Collins.) # 1970 Environmental Protection Agency is introduced # 1973 Endangered Species Act * 1974 Bussing program to integrate Boston schools * 1975 Department of Environmental Management takes over management of Walden Pond State Reservation. A Capacity limit of 1000 people is established and enforced. # 1977 Star Wars is created by George Lucas # 1979 Cell phones are introduced # 1985 Windows is introduced by Microsoft * 1985 Thoreau House Replica is built at Walden Pond. * 1985 DEM removes the swimming pier and changing rooms located near the Main Beach and renovates the existing bathhouse and shoreline. + 1987 Hole in the ozone discovered over Antarctica * 1988-Present Shoreline restoration project is established to preserve the fragile shoreline surrounding Walden Pond. * 1990 Walden Woods project is established # 1995 Oklahoma City Bombing # 1997 NASA spacecraft lands on Mars * 1997 Shoreline restoration begins at Walden Pond * 1998 Thoreau institute opens + 1998 Construction begins on the International Space Station # 2001 9/11/01 Terrorist bombings of the World Trade Center Towers in New York and the Pentagon in Washington, D.C.

department of Conservation and Recreation 39 Historical Timeline Appendix

* 2003 Merger of Department of Environmental Management and Met- ropolitan District Commission creates the Department of Con- servation and Recreation. !! 2002 Thoreau’s bean field is discovered * 2006 Dedication of Brister’s Hill within Walden Woods

Walden Pond State Reservation Henry’s Story Parks As Classrooms at Walden Pond State Reservation

An individual's life is shaped by the many influences that surround him or her. Influences, such as historical events occur either locally, regionally, nationally or even worldwide. Individuals are often influenced by the setting in which they live, the people they meet, and the media (newspapers, books, radio and television) which they are exposed to. The following is a story that highlights the life of Henry David Thoreau up to his historic stay at Walden Pond in 1845. Today, he is simply referred to as "Thoreau" and is a renowned writer, philosopher and naturalist around the world. What influences helped to shape his life?

Revolutions and the the town. In 1798 and in estimable (deserving of Nick of Time 1800, Cynthia Dunbar and esteem) place in all the John Thoreau moved to world, and in the very nick Concord, Massachusetts, Concord with their families as of time, too.” founded in 1635, was a small, young children. The two met, quiet New England town until eventually fell in love and School Years and the Battle at the North were married in May of 1812 Nature Bridge between British shortly before the start of a Young Thoreau enjoyed soldiers (the Redcoats ) and second war with the British; his native Concord and lived a colonial militia (the the War of 1812 . This war small-town boy's life that was Minutemen ). Concord was much shorter. It ended in typical of the early 19th exploded onto the world scene 1814, when a new revolution, century. He “learned his and into history in 1775 when the Industrial Revolution, ABC's at a private 'infant' this battle kick-started the was picking up steam in school, and if he were bad, he American Revolution. The Massachusetts. During this would be shut into a dark American Revolution waged time of peace, prosperity and garret staircase for on for eight long years until independence, John and punishment." Then, he the Peace Treaty of 1783 . Cynthia Thoreau had their attended public grammar After which, with Concord third child, David Henry school where he learned residing on a major trade route Thoreau born on July 12 th passages from the Bible and and being approximately one 1817 . Only six weeks later, English classics such as day's ride (on horseback!) his Uncle David Thoreau Shakespeare and Bunyan . from Boston, it continued to passed away and so he would Despite being a good student grow and prosper. Numerous be later baptized with the and he did not always fit in. inns, taverns and shops were name of David Henry. built to cater to all of the Thoreau would later state that "Many of his classmates traders coming and going thru he was born in "the most considered him 'stupid' and

It’s Your Nature Henry’s Story page 2 of 5

'unsympathetic' because he flowers, to pick huckleberries Higher Education would not join in their games. for pudding and to visit They could not recollect his nearby hills, cliffs, rivers and By age 16, Thoreau ever playing with them, for he ponds. These memorable completed his schooling at preferred to stand on the outdoor opportunities were a Concord Academy and his sidelines and watch. He was treat for him in contrast to the parents decided that he should so quiet and solemn that their dreaded Puritan Sundays , in attend Harvard College . favorite nickname for him was which he had to remain Deemed more scholarly, he 'Judge' but when they wanted indoors. was chosen over his brother to tease him, they called him John Jr. to attend college and 'the fine scholar with the big Pencil Success to represent the family. nose.'" Fortunately with the family During Thoreau’s pencil business prospering, the At age 11, Thoreau and his schooling, his father’s years of family was able to find the older brother John Jr. were misfortune in business came to necessary funds to pay the $ enrolled in Concord an end with help and a little 179 in expenses per year. Academy despite the family's luck from his Uncle Charles Harvard, at that time struggle to meet the five dollar Dunbar. In 1821 while hiking emphasized the classics as tuition per quarter per pupil. in New Hampshire, Uncle well and student life was not His parents had always pushed Charles discovered a easy. for their children to achieve plumbago (graphite) deposit the best education that they and staked claim to it. He "Morning-prayers ... in could afford. At the academy, soon embarked upon creating winter, about half an hour they read Greek and Roman a pencil making business. But before sunrise in a bitterly cold classics in their original competition existed in town chapel. Thence...passed into languages as well as from William Munroe who several recitation-rooms ...and geography, history, grammar, had started a making the first three-quarters of an hour later math and composition. Here American pencils, ten years the bell rang for a second set Thoreau became active in the prior. Charles soon enlisted of recitations...then came debating society until the the help of John Thoreau, who breakfast, which ...consisted creation of a new venue - the was able to quickly improve solely of coffee, hot rolls and Concord Lyceum in 1829. the quality of their pencils. butter...between ten and Over the next few years, the twelve every student attended Despite his boyhood business was so successful that another recitation or a lecture. reputation of being a stoic, he it was re-named John Thoreau Dinner was at half-past quickly developed deep & Co. and it out-competed the twelve...There was another appreciation for and Munroes. John Thoreau was recitation in the afternoon then relationship with nature. His finally a success in business evening prayers at six...then mother fostered this by often and now able to support his evening meal, plain as the taking her children outdoors to family of a wife, two sons and breakfast, with tea instead of hear bird songs, to enjoy wild two daughters. coffee, and cold bread, of the

It’s Your Nature Henry’s Story page 3 of 5 consistency of wool...After tea success, Thoreau always called for a truly American the dormitories rang with song longed for his hometown of literature and is often referred and merriment till the study- Concord and visited as often to America’s intellectual bell, at eight...sounded the as possible. Graduation came declaration of independence. curfew for fun and frolic, in late August of 1837 after a proclaiming dead silence 6-week summer vacation. He Teaching Attempt, throughout the college took full advantage of this Name Change, Odd-Ball, premises, under the penalty of time off and spent the time Emerson a domiciliary visit from the sharing a hut with a classmate, As a college graduate, officer of the entry, and, in Charles Stearns Wheeler , on David had four occupations case of a serious offense, of the shore of Flint's Pond in from which to choose: private or public admonition." Lincoln, Massachusetts . Not minister, lawyer, doctor or more than just a shanty with teacher. David chose to Harvard gave Thoreau his straw bunks, the two young become a teacher. Thoreau first access to a large and high men had a leisurely outdoor was soon rewarded for his quality library, which he took retreat. great advantage of. He now studies by being offered a had the opportunity to read "The two ate their meals teaching position in his books from foreign writers and with the Wheeler family, hometown. He accepted and distant lands, without the high spending their time at the hut, was very fortunate to obtain it cost of buying such literature. reading, loafing and sleeping as the country was in the midst He later stated that "the library that must have helped to of an economic depression . was the best gift the college stabilize Thoreau's precarious His good fortune did not last, had to offer." health." as Thoreau's public teaching career ended quickly. David Also, he made sure to get Thoreau earlier had to resigned after just two-weeks outdoors and explore the withdraw temporarily from for not wanting to discipline banks of the Charles River so Harvard in 1836 due to illness, his students with a whip, that he could observe all the which is thought to be one of which was a common practice. wildlife. For example, "all one his first bouts with He only wanted to teach his winter he visited daily the nest tuberculosis or way. His resignation did not of a weasel in a hollow apple (consumption) , a disease sit well with the local tree." These adventures were which threatened him community. People thought it a beneficial and delighted throughout the rest of his life. was odd that someone would break from his indoor routine give up a good job during a of attending class and Thoreau’s graduating class depression and that students studying. He was an excellent received what would become a had always been whipped. student and often "he was now famous commencement awarded $25 in "exhibition address from Ralph Waldo Around this same time, money for his high grades." Emerson titled the David changed his christened Despite the library and his “American Scholar” . It name from "David Henry" to

It’s Your Nature Henry’s Story page 4 of 5

"Henry David." He just In 1837, Henry read Nature were taught about the area's changed it without the legal and it had a great influence on history of the Indians and of process of that time. His him. natural history. These were neighbors did not approve of two of Henry's life long someone changing what they Teaching Success and passions and he was always considered was their God- Tragedy eager to impress others with given name and that one the wonders of both. Henry David's friendship should be satisfied with their with Emerson and lack of name. The two brothers enjoyed teaching positions created a life in Concord running their "Henry D. Thoreau - spark of interest to become an own private school. On Henry D. Thoreau....His name author, like the successful summer break from school in ain't no more Henry D. Emerson. By 1837, Emerson 1839 , the two brothers took a Thoreau than my name is had persuaded Henry to start long desired boat trip on the Henry D. Thoreau. And writing in a journal which he Concord and Merrimack everybody knows it, and he did almost daily until his Rivers . Their good life was to knows it. His name's Da-a-vid death. After a year of turn suddenly. John's own Henry and it ain't never been unfruitful searching for struggle with tuberculosis nothing but Da-a-vid Henry. another teaching position, forced their school to close in And he knows that!" Henry decided to create his 1841 . Then, in 1842 , John Jr. own. died suddenly from tetanus at Both of these "irregular" only 27 years old. actions brought him a lot of So in September of 1838, attention and ire from the local Henry opened his own school This tragedy great affected community. Despite all the called Concord Academy for Henry. He was criticism, Henry always stuck both young girls and boys. understandably depressed and by his decisions and went to The academy soon became a did not seek work for a long work in his father's pencil success and enrollment period of time. Eventually, his factory. He continued to look swelled enough that another family and friends persuaded for other teaching positions, teacher was needed. Henry that he needed to find but they were scarce. Soon he Therefore, Henry's older something new to help get on became friends with Ralph brother, John Jr., joined him. with his life. Henry’s spark to Waldo Emerson , a prominent The school was praised for its become a writer became a Concord citizen, who saw a lot innovations; "It was one of the flame. He had long thought of of promise in the young man. first in our educational history writing a book about the 1839 The more senior, Boston-born to operate on the principle of river voyage he took with his Emerson, wrote lectures and 'learning by doing' and to brother. He was eager to start books, and published his first devote a considerable part of fresh by moving to a quiet book titled Nature in 1836. its program to field trips." On place where he could do so. This friendship would last a weekly field trips, the lifetime and was invaluable. students, both girls and boys,

It’s Your Nature Henry’s Story page 5 of 5

Previously Henry wrote in Another alternative “As for these his journal, "I want to go soon presented itself when communities, I think I rather and live away by the pond, Emerson’s friend George keep a bachelor’s hall in hell where I shall hear only the Riply invited Henry along than go to board in wind...my friends ask what I with many other heaven…The tomb is the only will do when I get there. Will transcendentalists to move to boarding-house in which a it not be employment enough Brook Farm, a communal hundred are served at once” to watch the progress of the experiment in the suburbs of season?" Thoreau thought Boston. At the farm, members, Henry was too much the about returning to Flint's Pond by pooling their resources, individualist to let his but Mr. Flint denied his would work a few hours each freedoms go. Henry instead request to build a cabin there. day to earn enough to meet need to find another place to Disappointed, Henry remained their needs. In his journal, begin the new life he emotionally restless as he felt Henry responded: envisioned he had little to show for his years.

It’s Your Nature Thoreau’s Place and Time

Historical Context:

Thoreau’s Life:

Before 1800 1800 1801 1802 1803 1804 1805 1806 1807 1808

Thoreau’s Influences:

1809 1810 1811 1812 1813 1814 1815 1816 1817 1818 1819 1820 1821 1822 1823 1824 1825 1826 1827 1828 1829 1830 1831 1832

1833 1834 1835 1836 1837 1838 1839 1840 1841 1842 1843 1844 Historical Context Parks As Classrooms at Walden Pond State Reservation

1775 1803 Battle at the North Bridge Louisiana Purchase (Concord, MA)

1783 1812 Treaty of Paris (ends the American The War of 1812 Revolutionary War)

1820s Late 1820s Lyceum movement sweeps across U.S. The Industrial Revolution Begins Concord Lyceum started in 1829

1844 1836 Boston & Maine Railroad completes Transcendental Club established in Fitchburg Line to Concord passing by Massachusetts Walden Pond

It’s Your Nature Personal Influences Parks As Classrooms at Walden Pond State Reservation

1822 to 1827 1821 Uncle Charles discovers a plumbago Thoreau’s parents take young David (graphite) deposit in New Hampshire, Henry Thoreau out to explore the woods which ultimately lead to the success of of Concord. the Thoreau pencil business

1836 1841 Brook Farm Community established and Ralph Waldo Emerson publishes Nature Henry David Throreau invited to attend and gives a copy to Henry David Thoreau (he declines)

1817-1833 1842 Thoreau’s mother, sister, and brother were all once employed as teachers. John Thoreau Jr. dies unexpectedly or Family promotes and encourages Henry tetnus David Thoreau’s education.

1844 1817 Ralph Waldo Emerson purchases 14 Uncle David Thoreau dies acres of land near Walden pond

It’s Your Nature Thoreau’s Life Parks As Classrooms at Walden Pond State Reservation

1817 1833 David Henry Thoreau enrolls at Harvard David Henry Thoreau is born College to become a teacher

1837 1837

David Henry Thoreau changes his name Ralph Waldo Emerson persuades Henry to Henry David Thoreau David Thoreau to start a journal

1838 1839 Henry David Thoreau opens Concord Boat trip with brother John Thoreau Jr. on Academy with his brother John Thoreau the Concord and Merrimack Rivers. Jr.

1844 1844

Henry David Thoreau seeks a quiet Henry Davit Thoreau asks Mr. Flint for location where he can write about his permission to use his land to stay on but boat trip is denied

It’s Your Nature Thoreau’s Words: Before and After

Henry David Thoreau’s fairly straightforward process of getting his ideas to paper— one that most writers use—was that of drafting. Thoreau took field notes and compiled them in his journal. Henry then used his journal as a rough draft for his finished product. Compare this journal entry with the completed passage it inspired Entry in Thoreau’s Journal unequally disposed along the branches, trembling Journal, May 16, 1860 in the wind. Like the flower of the shad-bush, so

The deciduous trees are just beginning to this handsome fruit is seen for the most part now invest the evergreens, and this, methinks, is the against the bare twigs, it is so much in advance of very midst of the leafing season., when the oaks it’s own and other leaves. The peduncles are getting into the gray. gracefully rise a little before they curve A lupine will open to-day. One wild pink downward. They are only a little darker shade than out. Red cherry apparently in prime. the samarae. There are sometimes three samarae A golden crowned thrush keeps the trunks together. Sun goes down red. of the young trees between me as it hops away. Are those poplars the tremuliformis which Thoreau’s finished passage From Wild Fruits, began in 1859, published look so dead south of Holbrook’s land, not having posthumously in 2000 leafed out? As it increases in size, the maple tops Menyanthes, apparently a day or two. acquire a browner red, almost a birch red. About Andromeda polifolia, how long? Andromeda the middle of May, the red maples along the edge calyculata much past prime. of the swamps, their fruit being nearly ripe, are Nemopanthes, maybe a day or two out. among the most beautiful objects in the landscape, The swamps are exceedingly dry. On the and more interesting than when in flower, 13th I walked wherever I wanted to in thin shoes in especially if seen in a favorable light. Kalmia Swamp, and to-day I walk through the I stand now on the knoll in the midst of a middle of Beck Stow’s. The river meadows are swamp and observe a young red maple at its base more wet, comparatively. a few rods off, on one side with respect to the sun. I pass a young red The keys are high-colored, a sort of pink scarlet, maple whose keys hang down and hang down three inches or more. Masses of three inches or more and appear these double samarae with their peduncles to be nearly ripe. This, being a favorable light (on gracefully rising a little before they curve one side from the sun) and being of high color,—a downward, and only a little darker shade than the pink scarlet,—is a very beautiful object, more so fruit, are unequally dispersed along the branches than when in flower. Masses of double samarae and trembling in the wind. It’s Your Nature Henry’s Metaphors Walden Pond State Reservation

Henry David Thoreau’s used a number of literary devices in his work- both in hi final products and in his interim “drafts”—his journals. These are most notably when he is comparing nature and society. What literary devices are present in the passages below?

From “Conclusion” in Walden, 1854 becomes putrid, but frozen remains sweet forever? I left the woods for as good a reason as I went It is commonly said that this is the difference there. Perhaps it seemed to me that I had several between the affections and the intellect. more lives to live, and I could not spare any more time for that one. It is remarkable how easily and From his journal, June 30, 1840 insensibly we fall into a particular route, and we I sailed from Fair Haven last evening as gently make a beaten track for ourselves. I had not lived and steadily as the clouds sail through the there a week before my feet wore a path from my atmosphere. The wind came blowing blithely from door to the pond-side; and although it is five or six the southwest fields, and stepped into the folds of years since I trod it, it is still quite distinct. It is our sail like a winged horse, pulling with a strong true, I fear that others may have fallen into it, and and steady impulse. The sail bends gently to the so helped keep it open. The surface of the earth is breeze, as swells some generous impulse of the soft and impressible by the feet of men; and so heart, and anon flutters and flaps with a kind of with the paths which the mind travels. How worn human suspense. I could watch the motions of a and dusty, then must be the highways of the sail forever, they are so rich and full of meaning. world, how deep the ruts of tradition and II watch the play of its pulse, as if it were my own conformity! I did not wish to take a cabin passage, blood beating there. The varying temperature of but rather go before the mast and on the deck of distant atmospheres is graduated on its scale. It is the world, for there I could best see the moonlight a free buoyant creature, the bauble of the heavens amid the mountains. I do not wish to go below and the earth. A gay pastime the air plays with it. now. If it wells and tugs, it is because the sun lays his windy finger on it. The breeze it plays with has From the “Pond in Winter” in Walden, been outdoors so long. So thin as it is, and yet so 1854 full of life; so noiseless when it labors hardest, so They told me that they had some in the ice houses noisy and impatient when least serviceable. So I at Fresh Pond five years old which was as good as am blown on by God’s breath, so flutter and flap, ever. Why is it that a bucket of water soon and fill gently out with the breeze.

It’s Your Nature Student timeline

Historical influences:

Student’s timeline:

Personal influences: