Literature is hardly a distinct subject, so closely is it associated with history, whether general or English…and it is astonishing how much sound learning children acquire when the thought of an age is made to synchronise with its political and social developments.
A point which I should like to bring before the reader is the peculiar part which poetry plays in making us aware of this thought of the ages, including our own. —Charlotte Mason, Vol. 6
Our history and literature study, including poetry, is intertwined. As Charlotte Mason suggests, poetry helps illuminate history for us by letting us peek over the shoulder at the thoughts of those who came before us.
Please take advantage of this rich primary source material by including poetry — the very words of those living in the particular time period you are studying in history — into your homeschooling.
Anne Bradstreet, America’s First Poet
The first woman to be published in the U.S. and considered by many to be America’s first poet, Anne Bradstreet was actually born in England. Two years married, Anne braved the Atlantic and moved with her young Puritan family to Massachusetts Bay, where her husband and father were eventually each governors of this new United States colony.
Anne’s vivid, beautiful poetry is a window into the intentional strength and faith of the Puritan soul in response to the hardship of life in Colonial America.
Below is one of Anne’s poignant poems followed by lesson plan ideas to use for your elementary to high school-aged students.
Here followes some verses upon the burning of our house, July 10th, 1666.
by Anne Bradstreet
In silent night when rest I took,
For sorrow neer I did not look,
I waken’d was with thundring nois
And Piteous shreiks of dreadfull voice.
That fearfull sound of fire and fire,
Let no man know is my Desire.
I, starting up, the light did spye,
And to my God my heart did cry
To strengthen me in my Distresse
And not to leave me succourlesse.
Then coming out beheld a space,
The flame consume my dwelling place.
And, when I could no longer look,
I blest his Name that gave and took,
That layd my goods now in the dust:
Yea so it was, and so ’twas just.
It was his own: it was not mine;
Far be it that I should repine.
He might of All justly bereft,
But yet sufficient for us left.
When by the Ruines oft I past,
My sorrowing eyes aside did cast,
And here and there the places spye
Where oft I sate, and long did lye.
Here stood that Trunk, and there that chest;
There lay that store I counted best:
My pleasant things in ashes lye,
And them behold no more shall I.
Under thy roof no guest shall sitt,
Nor at thy Table eat a bitt.
No pleasant tale shall ‘ere be told,
Nor things recounted done of old.
No Candle ‘ere shall shine in Thee,
Nor bridegroom’s voice ere heard shall bee.
In silence ever shalt thou lye;
Adieu, Adeiu; All’s vanity.
Then streight I gin my heart to chide,
And didst thy wealth on earth abide?
Didst fix thy hope on mouldring dust,
The arm of flesh didst make thy trust?
Raise up thy thoughts above the skye
That dunghill mists away may flie.
Thou hast an house on high erect
Fram’d by that mighty Architect,
With glory richly furnished,
Stands permanent tho’ this bee fled.
It’s purchased, and paid for too
By him who hath enough to doe.
A Prise so vast as is unknown,
Yet, by his Gift, is made thine own.
Ther’s wealth enough, I need no more;
Farewell my Pelf, farewell my Store.
The world no longer let me Love,
My hope and Treasure lyes Above.
How to Read Poetry
No matter the age of your students, there are basic steps to reading poetry, as presented in How to Read a Book: The Classic Guide to Intelligent Reading. (This is a classic that should be read by all homeschooled high school students, in my opinion!)
First, read the poem through the first time without stopping. Even though there are unfamiliar words and phrases, you will glean much more by first reading the poem through without stopping to figure out the vocabulary.
Then, read the poem through a second time, but this time read it aloud.
Poetry’s inherent rhythm brings the words and phrases to life. Now, you may start asking what the poem is saying.
The more you read it, the more the poem can speak to you.
For Younger Students
In true Charlotte Mason fashion, resist the urge to “teach” this poem. Instead, allow the poem to speak directly to your student. And this particular poem will be more suitable for older elementary children than younger.
For elementary students, just focus on reading the poem. If you anticipate your student becoming frightened about your house burning down, remind him that during colonial times candles were used for light and most household items were of wood, so house fires were much more common than today. (Although we ALWAYS have to be careful of fire, etc…)
For an older elementary or middle school-aged student, read a stanza aloud, one at a time, and have your student narrate (tell back) what s/he has heard. Record your student’s thoughts for each stanza.
After the narration is complete, you may ask your student to describe how the author feels about what happened, especially if this was not included in the original narration. Your student may also ask you questions about the poem, which is fine, but try to be brief in your answers. If your student shows particular interest in any poem, encourage questions, re-reading and further observation.
Of course, younger students will miss the biblical allusions and will focus on the more ‘concrete’ aspects of this poem, as is normal for their stage of development.
You may choose to read other poems by Anne Bradstreet while studying the American Colonial period, as Charlotte Mason advocated reading one poet at a time, for six weeks or more. For the younger set, focus mainly on reading and enjoying the poems.
For High School Students
High school students should initially approach the poem in the same way recommended earlier: first by reading the poem in its entirety, without stopping; then reading the poem a second time, aloud, again without stopping.
Most high school students would benefit by reading this poem through every day for a week or more. As it is rich in biblical allusions and principles and Puritan theology, there is much here to be gleaned by the discerning student.
Assignment Possibilities (High School)
These are written to the student.
- As you read through the poem, note at least eight examples of the dialect of the time period. Draw a line down the center of a piece of notebook paper and write the phrase or word on the left, as gleaned by your examination of the poem, and the meaning or spelling of the sample on the right, as it might be expressed in today’s language.
- Read through each stanza of the poem, then write a summary of each in your own words.
- As you read through each stanza, note any biblical allusions/principles. (There are several.) Make sure to identify and explain the allusion and for extra or Honors credit – add a Scripture reference.
Additional Assignment Ideas from our American Literature course:
- Read an additional book of poetry by Anne Bradstreet, such as To My Husband and Other Poems.
- Read at least one poem from each of the sections of the book and be prepared to discuss with your teacher what you learn about Anne from the sample of poems that you read.
- After reading at least five of her poems, write two to three paragraphs about what you learn about Anne as a person. What is important to her? What did she believe? What did she love? What kind of person do you think she was?
- Research Anne Bradstreet’s life and compare what you learn to what you discovered from her poetry. Were your observations accurate? How did they differ, if at all, from what you learned through research? Write two to three paragraphs discussing how your research compares to your observations from reading her poetry.
Is poetry something you enjoy reading at your house, or do you struggle to include it?