Category Archives: Thoreau Quote

Sauntering the Year with Henry David Thoreau

By Donna Marie Przybojewski

“I would make education a pleasant thing both to the teacher and the scholar. This discipline, which we allow to be the end of life, should not be one thing in the schoolroom, and another in the street. We should seek to be fellow students with the pupil, and we should learn of, as well as with him, if we would be most helpful to him.” — Henry David Thoreau, Correspondence to Orestes Augustus Brownson, December 30, 1837

These words set the tone for St. Benedict Catholic School in Garfield Heights,  Ohio this school year, as we “Saunter the Year with Henry David Thoreau” to celebrate the bicentennial of his birth. At our year-end  faculty meeting last May, I presented my multi-grade curriculum proposal about the upcoming bicentennial year. Everyone was overwhelmingly positive and enthused about this collaborative endeavor.

Reflecting upon our Thoreau Bicentennial during summer break, however, it became clear to me that the students were not going to be the only recipients of Thoreau lessons, which would teach them about this iconic American author, philosopher, and naturalist. If our year was going to be successful, then the teachers would have to become pupils. As a Thoreau Bicentennial Ambassador, I was able to help the teachers become comfortable with Thoreau and his ideas, so they could impart that knowledge to their students.

I imagine that Henry would have been proud of our venture — teacher becoming pupil. Teachers were given websites to research Thoreau, which included the Thoreau Society, Walden Woods, Henry’s Hat, and Concord Museum. Our faculty worked as a collaborative team: asking questions, offering suggestions, and assisting partner teachers in preparing lessons.

As this educational enquiry transpired, I had to smile because Henry seemed to be the master teacher in every room since the Maxham daguerreotype of Henry hung upon the wall of each classroom.

It was as if he were saying, “Here I am. Remember my thoughts about education for both teacher and pupil.”
image cartoon(2)

Everywhere teachers and students looked, there was Henry looking over their shoulders and guiding them, including the halls, since he had a place of honor in our trophy cabinet. Henry had become so much an integral part of our school environment that during a particularly difficult day, I would look at the daguerreotype and ask myself, “What would Henry do?” Even students, when encountering a dilemma in class, would ask me what I thought Henry would say about the matter and what he might suggest to do about it.

The learning not only occurred in the classroom, but as Henry advised, it happened outside as well. When parents asked their children what they did in school, the typical answer, “nothing,” was not the response. Rather, parents were given a barrage of information about Henry and his visits to St. Benedict School. The enthusiasm of their children was the incentive parents told me they needed to refresh their own memories of this American author, as well as read his works.

As an educator, this bicentennial year provided me with the greatest growth I have experienced in years in a relatively short time. Surprisingly, even though I had incorporated Thoreau into my own Language Arts curriculum at the junior high level, I, too, became a pupil and learned. First and foremost, I knew that if Henry was going to be relevant, he had to become a real and tangible person to especially the primary school children. He could not just be an author in a book or a face on a wall. So, I became Henry.

Donna as HDT

The author as Henry David Thoreau

At the September kickoff to the Thoreau Bicentennial, students met Henry at an assembly, and he took them for a saunter around the baseball fields of the school. Then, as he had done during his own time, he threw a watermelon party for everyone, and from that moment on, the year has been unbelievably filled with joy. Many accounts of Thoreau describe him as being aloof, caustic, and abrupt. Our year has proved these depictions as not entirely accurate. One could see how children would gravitate to him during his life as the students of St. Benedict Catholic School would flock to him when he walked through the halls or entered a classroom to read to the students.

They grabbed his hands and hugged his knees. Smiles permeated the faces of the children, and I had the distinct privilege of witnessing this firsthand as Henry.

knees-29

A young child hugs Henry’s knees.

As a Thoreau Bicentennial Ambassador, I saw the need to simplify Thoreau enough to make young minds receptive to him, if his legacy is to be preserved for future generations. In addition, I was learning more about myself and creative abilities through this special year. Creating and publishing three children’s books about this author was not something that I had ever anticipated doing.  These books are enabling St. Benedict’s primary teachers to incorporate writing, history, art, and discussion into their curriculum while introducing Thoreau to their young students. Also, I became the pupil as my publisher guided me through my writing and illustrations. In turn, I taught my students the writing process in a very personal way and to always be awake for the unexpected opportunities that may enter into their lives.

BIOME

Students studied the biome of Walden Pond.

Throughout our celebration of Henry’s 200th birthday, teachers were expanding their knowledge of Thoreau across disciplines.

Science teachers studied the biome of Walden with their classes, and then had students put Henry in an alternative biome explaining similarities and differences.

Math teachers had students graph the dimensions of Henry’s cabin at Walden then create their own tiny house on graph paper. Another teacher grew beans in the classroom just as Henry did in his garden and measure their growth. Social Studies teachers incorporated Thoreau’s “Civil Disobedience” and “Plea for John Brown” during Black History month in February. In fact, one class attended a program on the Underground Railroad and actually “met” John Brown. Teachers were discovering that Thoreau, although primarily known as an author, could be introduced in all subject areas not just Language Arts.

It goes without saying that Language Arts teachers really soared in their classes. Students learned to model Henry and describe nature in unique ways as he had done with such clarity.

One student wrote, “When I was on a flight, the most beautiful thing I saw was the sun rising, making the sky orange, and all the clouds underneath me look like rolling pieces of cotton from a pillow.”

Another wrote, “The soft sounds of rain hitting my window, while light flashes and rumbles from the clouds. That sound soothes me even in my darkest days.

One young man described this feeling about the ocean saying, “I love watching the waves as they crash into each other, the various hues of blues are calming to me.”

Another student when explaining Henry’s profound words composed the following: “The world when I were born was clean and fresh. I hadn’t made an impact on it yet. Every day I fill it with myself and what I experience. I paint my life on the canvass before me. It is mine to create.”

Students were also able to journal their thoughts, sometimes disagreeing with Henry.

One response to Henry’s statement that his greatest talent was having few wants indicated the following: “Although I admire Henry for not wanting a lot of things, I could not do that. There are many things that I want, so need a good paying job to purchase them.”

Granted, this was not response that was desired, and the concept of simple living still needs to be understood; however, Henry would have desired such honesty in writing whether he agreed or disagreed with it, not just blind agreement but thinking for oneself. Another example included a debate about whether Henry had three chairs in his cabin or six. Some students were adding the one for solitude, two for friendship, and three for society to equal six chairs. It was a good brain exercise as students finally came to the realization of what he actually meant through discussion.

In addition, students illustrated narratives they wrote to describe what they would do with Henry if he visited them today. A few students wrote beautiful accounts of taking him to the library.

One student tenderly stated: “I would take Henry to the library to show him the books he wrote on the shelf. Knowing how much he appreciated libraries, I think he would feel proud that people were still reading his books 200 years after his birth.”

Students across grade levels also received a Flat Henry to take home and record what they did together. Henry became a part of their family as he attended basketball games, went on park walks, to the library, and even to the emergency room as one kindergartner relayed, “I had to get an X-ray on my arm but having Henry with me made me feel better.”

Even art played a factor in learning about Thoreau. Students were involved in sketching items from nature as Thoreau had doodled in his journals, illustrating their narratives, and even creating editorial cartoons about what might be Henry’s comments on modern society. Also, students recycled their own paper to create covers for their journals. The list is limitless to what the students are learning about this American icon through various activities and lessons. What is wonderful is that we are all engaged — teacher as well as student. Teachers are learning from their students and students are learning from their teachers. All are actively sharing as Henry thought we should be.

Children can relate to the simplicity of Henry. He was a dichotomy, being complex, as well as quite simple. His innocence and pure joy for life endears him to children. Henry is continuing to inspire children as well as adults to grow creatively and intellectually.

Therefore, this year has been “a pleasant thing for both scholar and teacher,” as Henry put it. Through the years, we will all continue learning and sauntering with Henry David Thoreau since we have made him our resident author at St. Benedict Catholic School. He has a permanent place in our trophy cabinet and in our classrooms. More importantly, however, he will continue to impact our intellects and spirits. Isn’t this what education is all about? Henry knew this. Now, so do we. Henry’s daguerreotype will persist to look upon us as educators and scholars in the years to come silently encouraging us to grow with each other.

Donna Marie Przybojewski is the author of three children’s books. Mrs. Przybojewski will be speaking at Thoreau Farm on Thursday, April 20, from 3-4:30pm on how to introduce Henry David Thoreau to children and launching her latest book, Henry David Thoreau Loved the Seasons. Email margaretcb@thoreaufarm.org to reserve a seat.

 

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Filed under General, Henry David Thoreau, Living Deliberately, The Roost, Thoreau Bicentennial, Thoreau Quote

To Begin at the End

“Only that day dawns to which we are awake. There is more day to dawn. The sun is but a morning star.” Thoreau, Walden

February is a stirring month. Or, more accurately, a month of stirrings. Eyes closed, face to the sun, tucked into a sheltered tree trunk or backed by a building’s corner-nook, I find a blissed-out few minutes, where the blush of warmth spreads over me, along the folds of my scarf, even, finally, to my feet. Heat is the seed of dreams. And mine are of summer and its elastic days.

Yes, I/we bow to the intervals of onslaught, the storm also stirring to our southwest. But already, it’s clear the warm will win, already it’s clear that the future is light. So much to do- for that I am thankful.

Gratitude is much on my mind today, and part of that thankfulness goes to you, a reader, on occasion, or in sequence, of this blog’s skein of posts. Over these 4+ years and 100,000+ words, I have written for you. And in doing so, again and again I’ve encountered the serendipity of learning more as I write – more about what I see and find daily, more about what lies in the folds of the world, more about Henry Thoreau, whose spirit and wide, wild intelligence stays with me like a third parent’s presence.

A familiar moment.

A familiar moment.

I send on these thanks now, because my current writing work suggests that I stop writing here on the Roost and focus on the book I’m completing. It’s about search and rescue in NH’s White Mountains (working title – On the Edge Of Elsewhere – Searchers and Rescuers in the White Mountains, University Press of New England, spring ‘18), specifically about the people who do this saving work. And so it’s about mountain altruism, a spirit and practice that runs directly counter to our always-problems of greed and selfishness. It is hopeful work; they are hopeful people. Even in the face of difficulty and tragedy. And yes, Henry Thoreau’s a presence there too: his 1858 wanderings on Mt. Washington appear as a primer on how not to get lost, or stay found.

During my time as a teacher, when my students and I reached the end of reading Walden, with its sunlit image of a morning star, I always asked them what they made of it. By then they were well attuned to the sun’s central presence and morning’s promise, and so, quick to note both. But we often lingered as you do when reaching the door of a life-room, and often I got a version of this: “You know,” said any number of them, “Thoreau’s hope is that this book, our reading, is a beginning, not an end. If the book’s had effect, we’re about to begin.”

Part of the pleasure of writing to and for you has been this feeling of starting afresh, of beginning again and again. Part of the pleasure of saying thank you lies in a sense of its being another beginning.

I hope, if an occasional post here has had effect, it too has offered a start. Thanks for reading toward each beginning; surely, there is “more day to dawn.”

Sandy

Scene from a November visit - choosing.

Scene from a November visit – choosing.

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Filed under Arts, General, Henry David Thoreau, Literature, Living Deliberately, Nature, News and Events, The Roost, Thoreau Quote, Walden

A Town Meeting – Seeding February

“The history of a woodlot is often, if not commonly, here a history of cross-purposes, of steady and consistent endeavor on the part of Nature, of interference and blundering with a glimmering of intelligence at the eleventh hour on the part of the proprietor.” Thoreau, Faith in a Seed.

While I read a morning poem, the snow wanes. A few tiny flakes slant still in from the north; spaced even father apart, a few fat flakes fall like random punctuation undecided about the day’s line – here and here; that will do. A flurry at the feeder makes me look over, reminds me to fill its sleeve before turning out to work.

Last evening, I went to a meeting of fellow citizens on two of our town’s commissions. Our charge was to look over a 30-year mistake involving two small parcels of a subdivision that had been set aside for conservation or recreation land and somehow never conveyed to the town as was intended. The recreation lot, suitable only for “passive recreation,” which is an oxymoron of sorts and to most of us means watching trees grow, had the added question of a right-of-way. That drive could only pass through in the shape of a question mark. More possible punctuation.

Tucked behind the houses and still-to-be-built lots was the prize. Down its few-acre center runs Great Gully Brook, and given our underlying sand-plain, this deep cut also features fragile banks. Not far to the south of the site, the brook runs into a broad, mud-rich bay, and also nearby are a couple of wildlife corridors. Smelt are rumored to run in the stream, and, reportedly, turkeys have become its bully-birds. So, keeping the brook’s gully intact is important for the bay, which needs no more silt, and for the fish who would swim and spawn there. The birds and quadrupeds who use it as passage also recommend the gully.

All of this was rich fodder for a little dreaming as the meeting-clock ticked forward. Each night the long darkness comes first to this gully, and through it pass any number of night wanderers; through it too pass the always-waters of the brook, on their way to the bay.

Melt-detail from nearby

Melt-detail from nearby

The current residents, who like their gully neighbor and want it protected, were at the meeting in numbers. They offered sightings of wildlife and the added life of having such a neighbor. The question-mark right-of-way, they said, was in such a shape because it needed to skirt the gully at enough distance to preserve its banks. They warned of disturbance, of loosing the banks and sending them to choke the bay.

Our commission, which will end up holding title or rights to the gully and so will become its overseer, listened to these stories carefully. We are already maxed out with such seeing over. But the right thing is what must be done – it’s part of being part of a town, of looking out for and after where we live. It is, we hope, the eleventh-hour “glimmering of intelligence” that joins us to our land. It helped to imagine Great Gully’s water running in the night and all who follow it to and from the sea. Even as we talked and listened that life was pulsing along the gully.

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Filed under Environment, General, Henry David Thoreau, Living Deliberately, Nature, The Roost, Thoreau Quote