The Leaden Echo and the Golden Echo

At Dame Elizabeth Taylor’s funeral Thursday, good friend Colin Firth read “The Leaden Echo and the Golden Echo” by Gerard Manley Hopkins. I have copied the text here from Project Bartleby, which adds some notes about this version at the end:

The Leaden Echo and the Golden Echo
(Maidens’ song from St. Winefred’s Well)

THE LEADEN ECHO

HOW to kéep—is there ány any, is there none such, nowhere known some, bow or brooch or braid or brace, láce, latch or catch or key to keep
Back beauty, keep it, beauty, beauty, beauty, … from vanishing away?
Ó is there no frowning of these wrinkles, rankéd wrinkles deep,
Dówn? no waving off of these most mournful messengers, still messengers, sad and stealing messengers of grey?
No there ’s none, there ’s none, O no there ’s none,
Nor can you long be, what you now are, called fair,
Do what you may do, what, do what you may,
And wisdom is early to despair:
Be beginning; since, no, nothing can be done
To keep at bay
Age and age’s evils, hoar hair,
Ruck and wrinkle, drooping, dying, death’s worst, winding sheets, tombs and worms and tumbling to decay;
So be beginning, be beginning to despair.
O there ’s none; no no no there ’s none:
Be beginning to despair, to despair,
Despair, despair, despair, despair.

THE GOLDEN ECHO

Spare!
There ís one, yes I have one (Hush there!);
Only not within seeing of the sun,
Not within the singeing of the strong sun,
Tall sun’s tingeing, or treacherous the tainting of the earth’s air,
Somewhere elsewhere there is ah well where! one,
Oné. Yes I can tell such a key, I do know such a place,
Where whatever’s prized and passes of us, everything that ’s fresh and fast flying of us, seems to us sweet of us and swiftly away with, done away with, undone,
Undone, done with, soon done with, and yet dearly and dangerously sweet
Of us, the wimpled-water-dimpled, not-by-morning-matchèd face,
The flower of beauty, fleece of beauty, too too apt to, ah! to fleet,
Never fleets móre, fastened with the tenderest truth
To its own best being and its loveliness of youth: it is an everlastingness of, O it is an all youth!
Come then, your ways and airs and looks, locks, maiden gear, gallantry and gaiety and grace,
Winning ways, airs innocent, maiden manners, sweet looks, loose locks, long locks, lovelocks, gaygear, going gallant, girlgrace—
Resign them, sign them, seal them, send them, motion them with breath,
And with sighs soaring, soaring síghs deliver
Them; beauty-in-the-ghost, deliver it, early now, long before death
Give beauty back, beauty, beauty, beauty, back to God, beauty’s self and beauty’s giver.
See; not a hair is, not an eyelash, not the least lash lost; every hair
Is, hair of the head, numbered.
Nay, what we had lighthanded left in surly the mere mould
Will have waked and have waxed and have walked with the wind what while we slept,
This side, that side hurling a heavyheaded hundredfold
What while we, while we slumbered.
O then, weary then why
When the thing we freely fórfeit is kept with fonder a care,
Fonder a care kept than we could have kept it, kept
Far with fonder a care (and we, we should have lost it) finer, fonder
A care kept.—Where kept? Do but tell us where kept, where.—
Yonder.—What high as that! We follow, now we follow.—Yonder, yes yonder, yonder,
Yonder.

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Mark Twain Museum Hosting Teacher Workshops

The Mark Twain Museum in Hannibal, Missouri, will hold three workshops in June and July for teachers on Teaching Mark Twain in the classroom. General information and a link to a full description and application form are available at http://www.marktwainmuseum.org/index.php/education/for-teachers.

These workshops combine general information lectures, discussion sessions and field trips to Mark Twain related sites, all designed to equip teachers to approach Mark Twain with confidence and a variety of teaching strategies.

For more information, contact Henry Sweets at henry.sweets@marktwainmuseum.org.

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Norman Mailer Award for Creative Nonfiction

Have some outstanding student writers? Submissions are now being accepted for the 2011 Norman Mailer High School and College Writing Awards for Creative Nonfiction. Cash prizes of $5,000 to $10,000 will be awarded to National Winners.

Visit Norman Mailer High School and College Writing Awards for Creative Nonfiction for more info and to download a brochure. The submission deadline is April 28, 2011, Noon CST.

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Propagate

We were working on vocabulary, and Ian was looking up the word “propagate” in the online dictionary. Suddenly he exploded. “Look at that!” he nudged his buddy. Almost immediately two other guys were also looking over his shoulder.

“What’s the matter, Ian?” I asked.

“Uh, nothing, Ms. Beard. Just looking up vocabulary words.” I walked toward his seat. “Really, it’s nothing.” He started clicking out of the page. “There, all gone.”

“If there’s a problem, I should know about it,” I said.

Finally he relented. He showed me the definition he had been looking at:

Propagate: to cause (an organism) to multiply by any process of natural reproduction from the parent stock.

I read it aloud.

“Oh,” Ian said. “‘Organism’? Never mind. I thought it said something else.”

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Etymology: Australia

I was talking to students about where words come from, getting ready to teach the word etymology. I put the word checkmate on the board and asked if anyone knew what language the word came from.

One young man spoke up immediately. “It’s from Australia.”

“Australia?”

“Yeah,” he grinned. “Check, mate!”

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Huck Finn

Last year I put together a series of lesson plans for Adventures of Huckleberry Finn. In the process I read the novel several times and gained new respect for Twain’s subtlety. The book had me laughing and crying and angry by turns, sometimes cheering Huck and Jim, sometimes impressed with Twain’s writing.

Writing the lesson plans also reminded me of the 2 times I have taught the novel in a classroom. I was not satisfied either time. I wrote the first effort off to the fact that I hadn’t worked with the novel before and promised myself I’d approach it more effectively “next time.” The next time was more than 10 years later, and the experience left me with a firm conviction: Huck Finn should be reserved for college-level reading. High school students aren’t ready for it.

The offensive n-word (an issue handled inappropriately by Professor Alan Gribben at Auburn University) is my primary reason. After all, it takes a certain maturity to read a word more than 200 times and not let it slip into one’s own vocabulary or not to take personal offense at it. Some high school students may possess that maturity, but the majority do not; and forcing them to read this novel will not cause them to develop it.

Many other excellent novels, biographies, or autobiographies could replace Huck Finn. The iPod generation just needs more time.

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On Becoming an “Educational Practitioner”

Comedian George Carlin had a routine on euphemisms in which he talked about soldiers who were unable to cope with combat any more. In World War I, he said, the condition was called shell shock. By World War II it was battle fatigue. (“We’re up from 2 syllables to 4,” Carlin observed. “‘Fatigue’ sounds nicer than ‘shock.’”) During the Korean War, the term was “operational exhaustion.” (“We’re up to 8 syllables,” he said, “but we’ve squeezed the humanity out. ‘Operational exhaustion’ sounds like something that might happen to your jeep!”) By Vietnam, the same condition was called post-traumatic stress disorder. (“Still 8 syllables, but we’ve added a hyphen!”)

I couldn’t help thinking of Carlin’s words as I read my state’s Department of Education website. It referred to the people who had developed the state’s new standards map as “educational practitioners.” At one time the professionals who worked with children were called “schoolteachers” or just “teachers.” Then we started using “educators,” which included people like librarians, guidance counselors, and administrators. I didn’t mind using “educators” when I needed an inclusive term. I preferred “teacher” for myself.

But I’m having trouble with “educational practitioners.” Is this just the 9-syllable equivalent of ‘educators,’ or is it meant to include even more people? Perhaps an educational practitioner is someone who runs a Fortune 500 company and sits on the State School Board? Might it include a senator on the Senate Education committee? Or the administrator of a charter school who has never actually been a teacher? If that is the case, what is it in education that they are “practitioners” of?

I hope “educational practitioners” does not prove to be a term that hides the people in power. I want doctors and nurses to make health care decisions, not the insurance companies. I want parents, teachers, and local administrators to make educational decisions, not politicians, however well-intentioned and invested.

Because, as Carlin pointed out, language can hide meaning as well as it conveys it: “I bet if we still called it ‘shell shock,’ the guys coming back from Vietnam would have received the attention they needed.”

Educational practitioners should be the people on the front lines who make sure kids get the attention they need.

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Why I will never be a “value-added” teacher …

The test question: In Edgar Allan Poe’s poem, “The Raven,” the speaker is sad because ___. Students who don’t remember anything else about Poe should remember that the answer has to involve the fact that someone, somewhere has died.

But so far today 10 students have chosen this response: “someone keeps pranking him by knocking on his door and then running away.”

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A Bad Case of Stripes

“I don’t want to take notes. I’m not going to need this.”

Cody sat in the back row, his arms folded across his chest, his mind made up about the value of Emily Dickinson in his life. I smiled and encouraged him to take some notes, anyway. He sighed — the deep, eye-rolling sigh of adolescence — and picked up his pen.

That night I came home and logged into my webmaster tools in search of a way to improve the page loading time at Web English Teacher. I was quickly introduced to new vocabulary and some slick tools. I followed directions, and in no time at all, the entire site had gone from a solid green background to a bad case of green stripes. So I tried again. And again. Eventually I had my solid green background back and a slightly faster page loading time. I had also picked up some geeky words. But I couldn’t help thinking of Cody.

When I was in high school, computers were the size of whole rooms, and the internet was a gray cable on the floor between a couple of computers at UCLA. We watched men walk on the moon, though, and we knew that technology was changing; we just didn’t know how. How did my teachers prepare me in the 1970s for a job in the new millennium that they didn’t know anything about?

They taught me to read, to write, and to think. The rest was up to me.

That’s really all we can do for Cody and our other students. We can’t see their future any more than our parents and teachers could see ours. But anyone who can read and interpret a poem will be able to look with confidence at a lease agreement, a credit card contract, or a web tutorial and know they can figure it out. Eventually.

I mentioned this in Cody’s class today. For the record, he was unimpressed.

I like to see it lap the miles,
And lick the valleys up,
And stop to feed itself at tanks;
And then, prodigious, step

Around a pile of mountains,
And, supercilious, peer
In shanties by the sides of roads;
And then a quarry pare

To fit its sides, and crawl between,
Complaining all the while
In horrid, hooting stanza;
Then chase itself down hill

And neigh like Boanerges;
Then, punctual as a star,
Stop–docile and omnipotent–
At its own stable door.

(Emily Dickinson)

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Final thoughts from NCTE

We tell our principals that we come to NCTE for the workshops, and we do. But just as important, we come to NCTE to spend time with like-minded people, to let our inner reading geek or inner writing geek come out and play with friends in an environment unfettered by bells. In that spirit, I’d like to offer some vignettes from the conference:

  • The Crucible? I hate that play! I have to teach it, though.” These words led to a lively discussion of different approaches to understanding and teaching the play. She had never thought about approaching it any other way than her way, and I was guilty of the same. We both came away with new perspectives.
  • Another teacher mentioned using digital video to produce a review of a book at Amazon.com. We tried to find a sample, but, on the spot like that, nothing turned up. This morning Amazon sent me an invitation to review a product I’d bought a couple of weeks ago, and there it was — a link for a video review. I think my students would enjoy this task, and publishing on Amazon could be an incentive: I would only let the projects that receive an A be published.
  • Every now and then I’ll look at someone’s name tag and think, “Why does that name sound familiar?” Then it dawns on me: I follow them on Twitter, or we’ve seen each other’s posts on the E.C. Ning, or we have mutual friends on Facebook, or we’ve exchanged a few emails over the years. It’s good to put faces with names.
  • Teachers don’t usually carry business cards, and besides, they’re easy to misplace among other conference materials. Troy Hicks has the best solution I’ve seen so far: at the beginning of his presentation on Wikis and Writing, he handed around a sheet of address labels. Those who took a label got a picture of his book, The Digital Writing Workshop (a nice design element and great advertising!), his Twitter name, his email address, and the URL of his wiki, where his presentation materials were available. I stuck the label next to my notes from the session, and everything was together. Brilliant!
  • The M. R. Robinson dinner has become a tradition for many conference-goers, too. It’s a welcome time to be reminded of the importance of excellence in every line of work. Thanks once again for the generosity of the unnamed sponsor.

The M. R. Robinson dinner

At the M. R. Robinson dinner Saturday evening


The conversations and friendships we have here advance the profession, focus our thoughts, and renew enthusiasm. Next year in Chicago!

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