Walt Whitman's Notebooks and Poetry: The Sweep of the Universe

CCSS.ELA-LITERACY.CCRA.R.1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

CCSS.ELA-LITERACY.CCRA.R.2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

CCSS.ELA-LITERACY.CCRA.R.3. Analyze how and why individuals, events, or ideas develop and interact over the course of a text.

CCSS.ELA-LITERACY.CCRA.R.4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

CCSS.ELA-LITERACY.CCRA.R.5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

CCSS.ELA-LITERACY.CCRA.W.2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

CCSS.ELA-LITERACY.CCRA.W.6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

• Review the lesson plan. Locate and bookmark suggested materials and other useful websites. Download and print out documents you will use and duplicate copies as necessary for student viewing.
• Download the worksheet Whitman's Notebooks, Whitman's Poetics, available here as a PDF. Print out and make an appropriate number of copies of any handouts you plan to use in class.
• In this lesson, students will work with one specific aspect of Whitman's poetics: the poet's goal of creating a marriage between universal themes and the details of individual experience and feeling. The class will discuss a brief statement from Whitman's Notebook LOC #94 and use that discussion as a basis for comparing Whitman's "A Noiseless, Patient Spider" to William Carlos Williams's "To a Poor Old Woman." Next, students working in groups will analyze and make connections between a Civil War photograph and a Whitman notebook excerpt, poem, and prose selection on similar subjects. To enliven their presentation of these materials, students will rework some Whitman notebook material into poems, to be read as part of the presentation. Finally, using their own notebook entries as raw material, students will create a poem from their own experience. Complete directions for the group activity are found in Activity 2.
• For background information on the life and poetry of Walt Whitman, consult the following EDSITEment resources:
  • The Academy of American Poets offers Walt Whitman, a concise biography with links to selected poems.
  • Bartelby.com features an extended treatment of Whitman by Emory Holloway from The Cambridge History of English and American Literature. Click in the lower right-hand corner of each page to access the next chapter. From its Walt Whitman page, Bartelby.com also provides links to much of Whitman's writing as well as quotations.
  • A hypertext version of "Leaves of Grass" (1891), searchable by line, is available via a link from the NEH supported Walt Whitman Archive.
  • Modern American Poetry provides access to biographical information plus commentary on a number of Whitman poems (including I Hear America Singing) from its Whitman page.
• The EDSITEment-reviewed website American Memory provides information About Whitman's Notebooks, including the following excerpts:

  "In these typical writer's notebooks, Whitman jotted down thoughts in prose and expressions in poetry. The earliest examples include journalistic entries with ideas for articles he might write. His first trial lines for what would soon become part of the 1855 edition of Leaves of Grass appear in an early notebook (LC #80) which bears an internal date of 1847; it was his habit, however, to use these notebooks over a number of years, filling in blank pages at will, and the remarkable trial flights of verse for "Song of Myself" in it are likely to date closer to 1854."
  
  "In the Civil War years, he was more apt to carry tiny notebooks in his shirt pocket in which he took notes about the needs and wants of wounded soldiers whom he visited and comforted in the hospitals in and near Washington, D.C. In these he noted what treats a soldier might like on the next visit--raspberry syrup, rice-pudding, notepaper and pencil--or notes and addresses of family to whom Whitman would then write in place of the gravely wounded or dead young man. Occasionally he would also describe scenes on the battlefield, probably from reports from others in the camps."

  American Memory also provides information about Daguerreotypes, including the following excerpts:

  [Daguerreotypes] occasionally document American laborers in the mid-nineteenth century. The subjects of occupational daguerreotypes pose with the tools of their trade or goods that they have made. Most occupational daguerreotypes depict tradesmen, such as cobblers, carpenters, and blacksmiths…
  
  Nineteenth-century paintings, prints, and illustrations of the American working class often presented idealized and heroicized images. In contrast, this daguerreotype of a locksmith with his scrawny arms, grave demeanor, and stained apron provides a different perspective on the nineteenth-century American tradesman.

  American Memory provides information about Civil War photography as well in Taking Photographs at the Time of the Civil War.
• Further information on William Carlos Williams is available on the EDSITEment resource Modern American Poetry and in the biographical entry for William Carlos Williams on the EDSITEment-reviewed website The Academy of American Poets.
• For further reading, consult the Recommended Reading List provided here as a PDF.

Activity 1. "Small in Theme ... Universal in Sweep"

Amid mundane notes including addresses and information about people he had met, page 19 of Walt Whitman's Notebook LOC #94, available at the Walt Whitman Collection at the Library of Congress, includes this tantalizing fragment: "small in theme yet has it the sweep of the universe." No explanation accompanies the statement, but it could be interpreted to represent one idea Whitman had about his poetry—the desire to explore universal themes using specific, sensory details from his own experience. "A Noiseless, Patient Spider" is an example of one attempt to do so. After observing a spider constructing a web, Whitman becomes aware of his "soul … Ceaselessly musing, venturing, … Till the gossamer thread you fling catch somewhere."

Read aloud to the students Whitman's "A Noiseless, Patient Spider." Which details in the poem describe what the spider is doing? In what ways does the poet see similarities between his soul and the spider?

Share with the class Whitman's statement from page 19 of Walt Whitman's notebook LOC #94: "small in theme yet has it the sweep of the universe." (If students have an interest in seeing the original in Whitman's hand, share the page image on the computer or by downloading and copying it.) Would it be accurate to say that "The Noiseless Patient Spider" is "small in theme"? Does it also have the "sweep of the universe" in it?

Now share with the class William Carlos Williams's poem "To a Poor Old Woman," available on the EDSITEment-reviewed website of The Academy of American Poets. To use Whitman's term, is this poem also "small in theme"? What about it is universal? Share the following quote about Williams' work from The Academy of American Poets's essay The Modernist Revolution: Make It New!:

"William Carlos Williams wrote in "plain American which cats and dogs can read," to use a phrase of Marianne Moore. "No ideas but in things," he proclaimed. In succinct, often witty poems he presents common objects or events-a red wheelbarrow, a woman eating plums-with freshness and immediacy, enlarging our understanding of what a poem's subject matter can be."

What did Williams mean when he said, "No ideas but in things"? If desired, share Williams' famous—and controversial—poem "The Red Wheelbarrow," available on the EDSITEment resource The Academy of American Poets. It obviously features a "thing," and it is certainly small in theme. Is it also universal? In what sense does so much depend upon a red wheelbarrow? Williams wanted the poem to be simple yet explore an idea. Did he succeed?

Activity 2. Whitman and the Civil War

In this section of the lesson, students will work with Walt Whitman's words in three different formats—notebooks, prose, poetry—to deepen their understanding of them and of Whitman's process. Using Whitman's writing as well as Civil War photographs and poems created from Whitman notebook entries, student groups are challenged to create a presentation for the class that demonstrates the connections between the materials they have analyzed.

If desired, begin by sharing some information about Whitman and the Civil War, such as the following excerpt from the Biography of Walt Whitman available on the EDSITEment-reviewed website of The Academy of American Poets:

Establish an anticipatory set by sharing with the class a recruiting poster for New York's 51st Volunteers (from the Selected Civil War Photographs Collection), the subject of many of the Whitman notebook pages assigned below. What impression about Civil War service do you get from this poster? (The poster does not emphasize idealistic reasons for signing up.)

Next, divide the class into groups limited in size, as follows (note: There can be fewer students per group and fewer groups than those noted below, if desired or necessary.):

The groups will be assigned the following materials, available on EDSITEment resources:

• Hospital Group
  • Notebook pages: page 1, page 2, page 4
  • Photo: Washington, D.C. Patients in Ward K of Armory Square Hospital
  • Poem: The Wound Dresser
• Washington During the War, Part I Group
  • Notebook pages: page 15, page 16, page 17, page 18, page 22
  • Photo(s): Washington, D.C. The execution of Captain Wirz. Reading the death warrant to Wirz on the scaffold. November, 1865
  • Poem: "The City Dead House"
• Washington During the War, Part II Group
  • Notebook pages: page 24, page 33, page 34, page 36, page 37
  • Photo(s): Washington, D.C. Infantry units with fixed bayonets passing on Pennsylvania Avenue near the Treasury (NOTE: This photo was taken just after the end of the war.)
  • Poem: "How Solemn As One by One"
• The Fighting Fifty-First, Part I Group
  • Notebook pages: page 97, page 99, page 101, page 103, page 106, page 108 (NOTE: If desired, the sample poem for page 107 can be included as part of the group's poetry reading.)
  • Photo(s): Burnside's Bridge Photo, Confederate Dead By Fence (Antietam)
• The Fighting Fifty-First, Part II Group
  • Notebook pages: page 111, page 114, page 117, page 119, page 120
  • Photo(s): Portrait of a Federal Soldier from New York
• A Hundred Day March Group
  • Notebook pages: top of page 124 and page 125 (one assignment), page 127, page 129, page 130, page 131, page 135, page 137
  • Photo(s): Falmouth, Va. Drum corps of 61st New York Infantry
  • Poems: A March in the Ranks Hard-Prest, and the Road Unknown / A Sight in Camp in the Daybreak Gray and Dim

(Note: All the notebook entries listed above are from Notebook LOC #94 on Poet at Work: Recovered Notebooks from the Thomas Biggs Harned Walt Whitman Collection. The photos are from the Selected Civil War Photographs Collection. Click on any image for additional, larger images.  The poems (unless otherwise noted) are from "Leaves of Grass" (1891), available via a link from the EDSITEment resource American Studies at the University of Virginia.)

Student groups will analyze the assigned photographs, prose pieces, and poems using the "Media Comparison Chart: Cubing Exercise" on page 1 of the PDF (see "Preparation Instructions", above, for download instructions). The analysis is intended to help students prepare for presenting these materials to the class and to encourage them to make connections between the sights Whitman saw during the Civil War, the prose pieces he wrote, and his poems. When creating a script for their presentation, students should find useful material in their answers to the cubing exercise.

If you are unfamiliar with cubing, the "Media Comparison Chart" contains basic instructions. In addition, the "Sample Cubing Exercise Answers" on pages 2–3 of the PDF offer one set of sample answers for the "Hundred Day March" media.

After the cubing exercise has been completed, students have one more task before working on their presentations-creating a poem from a Whitman notebook page to be read aloud as part of the presentation. The poem to be created could be considered a "found poem" because students can choose to use Whitman's words exactly as they find them or add and delete as desired, as long as they change the form to poetry, that is, by working with the length of lines and the places where the lines break. (Note: In Activity 3, below, students will create poems from their own notebook entry; novice poetry writers should gain confidence when they discover they can "find" an original poem in their own notebook entry using the same process.)

Model the process for creating poems from Whitman's notebook by sharing an image of page 107 from Whitman's Notebook LOC #94. Give students the chance to read parts of the entry aloud. Can they discern every word? Probably not. That's okay. In fact, unavoidable misreadings of a few words and guesses about illegible items can become fortunate accidents in the poem and reading to be created.

Once all of page 107 has been read, share with students the sample poem "The Sixth Battle, September 17th 1862" on page 4 of the PDF. In what way is this poem "small in theme"? In what way is it "universal in sweep"? What choices has the poet made in turning the notebook page into a poem? Especially note the shortened poetry lines, the addition of punctuation, the lack of major changes. This poet has chosen to use only words from the original.

Each group member will tackle one page from Whitman's notebook from which he/she will create a poem using Whitman's words. The reading of these brief poems will be part of each group's presentation to the class. The group is responsible for exactly as many notebook entries as there are group members.

After the groups have completed their analysis of the assigned media, and individual students have completed their poems, each group should prepare to present its materials to the class in a way that incorporates reading of the student-created poems while touching on the assigned photos, prose pieces and Whitman poems to communicate the connections between them and the impact conveyed by the combined images and texts. Presentations can be as simple as a brief description of each item assigned to the group followed by a reading of the student poems, or they can be more elaborate, with students, for example, writing a narration or brief skit that allows the presentation of the materials to be part of a dramatic framework. If desired, the readings could be multimedia (live or online) with the addition of appropriate music and display of photographs. Groups are encouraged to use other Civil War photographs from the Selected Civil War Photographs Collection and/or audio clips from the collection Band Music of the Civil War Era.

• Hospital Group—3 students
• Washington During the War, Part I Group—5 students
• Washington During the War, Part II Group—5 students
• The Fighting Fifty-First, Part I Group—6 students (Note: This group has one of the longer prose pieces.)
• The Fighting Fifty-First, Part II Group—5 students
• A Hundred Day March Group—7 students (Note: This group has a graphic prose piece.)

"[Whitman] traveled to Washington, D.C., in December 1862 to care for his brother who had been wounded in the war. Overcome by the suffering of the many wounded in Washington, Whitman decided to stay and work in the hospitals. Whitman stayed in the city for 11 years. He took a job as a clerk for the Department of the Interior, which ended when the Secretary of the Interior, James Harlan, discovered that Whitman was the author of Leaves of Grass, which Harlan found offensive. Harlan fired the poet."

Activity 3. A Poem Small in Theme

Now the students are ready to compose their own poems with small themes (and, perhaps, universal sweep). Remind students of the spider in Whitman's poem and the old woman eating plums in Williams's. At home or in class, have students select a mundane object or event and then write about it freely, quickly, concretely, and in detail-the facts, just the facts. It would be best if students could write while (or right after) viewing the object or event. Students should fill a page or more. The next day in class, students can use their own or someone else's notes from which to create a "found poem" as they did with Whitman's notebook page.

• Students can search for and identify other images and words of interest from Whitman's notebooks using Princeton University's Searchable Leaves of Grass (1891), a link from the EDSITEment resource American Studies at the University of Virginia.
• Students can view construction worker John Doherty reading Whitman, from "Song of Myself" at the Favorite Poems Project, by clicking on the forward or backward arrows of the image viewing strip. When they get to the image of John Doherty (all images are titled), they can bring up the video by clicking on Doherty's image. They can also peruse the list of poems submitted to the project for which video readings presently exist. Consider Whitman's test of a poem from Notebook 80, page 110:

  "Test of a poem: How far it can elevate, enlarge, purify, deepen, and make happy the attribute of the body and soul of a man."

  Why do students think any one of these poems was chosen by someone as a personal favorite? In times of stress, such as after September 11, people often turn to poetry for comfort. Why? Students can conduct their own favorite poem project.
• For another look at the poet's process, students can view Whitman's own correction of and comments about a published version of "O Captain, My Captain" through the exhibit Letter and corrected reprint of Walt Whitman's "O Captain, My Captain" with comments by author, 9 February 1888. Consideration of Whitman's famous dirge could also lead to discussion of the Civil War, Lincoln, and his place in the hearts of the American people.
• Find out about the recovery and preservation process of Whitman's notebooks:
  • The Story of the Recovery of the Notebooks
  • Preserving the Notebooks
  • Conserving the Notebooks (Includes photos of the notebooks and of the preservation process.)
• Learn more about the process of Taking Photographs at the Time of the Civil War from the Selected Civil War Photographs Collection.
• Students can explore the special presentation Does the Camera Ever Lie?, part of the Selected Civil War Photographs Collection. It presents photographs with Alexander Gardner's 1865 narrative. Readers can scrutinize the photos to determine if Gardner was accurate, and read a professional analysis. Things are not always what they seem!
• Image 189 of Notebook LOC #94 contains Whitman's notes that formed the basis of the poem "The Noiseless Spider." Interested students can transcribe the notes and compare them to the poem as published.

Selected EDSITEment Websites

• The Academy of American Poets
  • Walt Whitman
  • William Carlos Williams
  • Favorite Poems Project
• American Memory
  • Poet at Work: Recovered Notebooks from the Thomas Biggs Harned Walt Whitman Collection
  • Selected Civil War Photographs Collection
  • Does the Camera Ever Lie?
  • Taking Photographs at the Time of the Civil War
• American Studies at the University of Virginia
  • Complete Prose Works
  • Specimen Days
  • "Leaves of Grass" (1891)
  • The Institute for Advanced Technology in the Humanities
  • The Walt Whitman Archive (Contains an array of material, including contemporary reviews of Whitman's work, photographs, and criticism.)
• The American Verse Project
• National Archives Educator Resources
  • Photo Analysis Worksheet
• Internet Public Library
  • Bartelby.com
  • Walt Whitman
  • PBS
• Modern American Poetry
  • William Carlos Williams
  • Williams's Life and Career