xt7kh12v791m https://exploreuk.uky.edu/dips/xt7kh12v791m/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1947-01 bulletins  English Frankford, Ky. : Dept. of Education  This digital resource may be freely searched and displayed in accordance with U. S. copyright laws. Educational Bulletin (Frankfort, Ky.) Education -- Kentucky Educational Bulletin (Frankfort, Ky.), "Thoughts Have Wings", vol. XIV, no. 11, January 1947 text 
volumes: illustrations 23-28 cm. call numbers 17-ED83 2 and L152 .B35. Educational Bulletin (Frankfort, Ky.), "Thoughts Have Wings", vol. XIV, no. 11, January 1947 1947 1947-01 2022 true xt7kh12v791m section xt7kh12v791m  
   
   

0 Commonwealth of Kentucky 0

 

EDUCATIONAL BULLETIN
person ”

'iver of
not use
he shall

I

1e oper-
scretion

 

 

 

063 and if
held in - 58
essfully E ‘E
:te and E 3
*st aid, ? wins
bv the "
“ w-l :2 a
educa- 343' L:
.0015 of f3 2 g"
o c g5
1:1,: w:
p .2: 5»?
w p. M‘
Published by
DEPARTMENT OF EDUCATION
JOHN FRED WILLIAMS
‘ Superintendent of Public Instruction

 

 
   

ISSUED MONTHL

Entered as second-class matter March 21, 1933, at the post office at
Frankfort, Kentucky, under the Act of August 24. 1912.

'5 - e u g t ‘ ' 1 L .

 
  
 

 
  
 
 
    
 
 
 
 
   
  
  
  
  
      
 

 

 

  

 

 

 

 

HISTORY OF KENTUCKY POETRY DAY

In 1942 a resolution, prepared by Mrs. Marguerite T. Rosebery
of Louisville, establishing a day to be devoted to Kentucky poets
and their poetry, wasintrodueed in the Legislature." It passed both
houses and was duly signed by Governor Keen Johnson. Kentucky
Poetry Day has had a definite place on the State Calendar each
year beginning April 7, 1942.

 

’1‘
of lie
poets
true i
of thc
peopl‘

’1
child]
of th
about,
with
gettir
storie
are c
prom

]
to M
Conr
to th
Educ

Fran
Janu

 

 osebery
,7 poets
3d both
entucky
LI' each

 

FOREWORD

There are many tangible evidences that the annual observance
of Kentucky Poetry Day has aroused deeper interest. in Kentucky
poets and poetry, and in the writing of poetry. This is particularly
true in the elementary and secondary schools. inherent in this feature
of the sehool program is the problem—how to get children and young
people to write with freedom, originality, and beauty of expression.

This Bulletin presents a glimpse of three teachers at work with
children in getting them to do creative writing. It illustrates some
of the methods and approaches that eomport with what is known
about, children and how they learn. These examples of children’s
writings demonstrate what can be accomplished with children in
getting them to express their thoughts and feelings in poems and
stories. It. is hoped that this Bulletin will be helpful to teachers who
are concerned with how children really learn to write and how to
promote growth of ehildren through written expression.

For the preparation of this Bulletin appreciation is extended
to Miss Rubie Smith, Murray State Teachers College, to Miss Kitty
Conroy and Miss Martha Shipman of the University of Kentucky,
to their students, and to Miss Louise Combs, State Department of
Education.

J OHN FRED \ViLLLxms,
Superintmzduzt of Public Instruction
Frankfort, Kentucky
January 1, 1947

 

 

  

 

 
 
 
 

    
 
 
 
  
   
    

THOUGHTS HAVE WINGS

Examples of creative writings produced by groups of
sixth grade children during the years 1939—1946,
under the guidance of *Miss Rubie Smith, teacher,
Training School, Murray State Teachers College ' 9- {

 

‘Miss Smith is now Assistant Professor of Education, .
Murray State Teachers College. ‘

719

 

  

 

 

 

 

 

 

 

 

THOUGHTS HAVE WINGS

By RUBIE SMITH
Assistant Professor of Education, Murray State Teachers College

The title used for this bulletin was created in 1946 by a group
of children in the sixth grade of Murray Training School. It was
first used as the title for a collection of poems, stories, and other
literary forms written by these children. The subtitles in Part I
were used in the same book. Illustrations were drawn by the children.
The poetry section was called “Above the Clouds”; the prose c01-
leetion was titled “Gliding Along”; and the section containing
records of class activities was named “Down to Earth”.

The approach to teaching a child to express his thoughts in
correct form is necessarily an individual approach. In no phase
of teaching is it more true than here that we must take the child
where he is and carry him as far as he can go. In his first attempt
to put his ideas on paper he needs to be let. alone, the teacher stand-
ing ready to help on call. He should always be encouraged to read
his paper carefully, correcting as many errors as he finds before he
turns it in for anyone to see. It is then that the teacher, a sympathetic
helper, finds other errors and showshim how to correct them. This
is the place for drill. Only when a sizable group of children need
help in the same technique does the teacher conduct drill exercises
with several children. There is nothing so boring or so deadening
to the creative spirit as the hour after hour drilling on some language
technique already mastered. The teacher must also realize that the
child writes with case about the things he knows something about or
has an interest in. Assigned subjects for compositions often leave
children with a helpless feeling. We must realize they have endless
interests and need only a suggestion of something in their environ-
ment and a feeling that everything which is about them is im-
portant enough to write about. The new calf7 the fire engine, the
new baby, swimming on a hot day, a flying kite, a new puppy, hot
chocolate—these and myriad other things are far better suggestions
than those on “page 27” of any text book.

The young child will say his thoughts to you, but you will need
to write his stories or poems for him because writing is such a task
for little hands. Time spent in recording these stories and poems
is not wasted. Not until the child is in the latter half of the third

720

“—4"———-——-

 

grade 6.
ing to
Th
experie
less by
ing to :
E);
by chili
betweei
eluded

 

     

  

age

group
It was
_ other
Part I
,ildren.
se e01-
:aining

‘hts in
phase
a child
ttempt
stand-
0 read
ore he
athetie

This
1 need
ereises
:lening
iguage
at the
out or
leave
ndless
.viron«
is im-
e, the
y, hot
:stions

l need
a, task
poems
third

grade does he write with enough ease and speed to do his own record—
ing to a very great extent.

The wings of thought can gain strength with each satisfactory
experience from year to year, or they can be kept pinioned and power-
less by inadequate, nnimaginative teaching at any level. It is excit-
ing to see them strengthened and to feel you helped a little. Try it!

Examples of writing given in Part I of this bulletin were done
by children from ten to twelve years of age. They have been collected
between 1939 and 1946. Some of the children whose work is in—
cluded are now in college.

Children’s thoughts have wings,
And through these thoughts
Their souls can sing.

 

 

 
 
 

 
  
  
 

  
  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
    

  

 

 

 

 

 

 

 

 

 

 

 

ll

 

 

 

 

 

 

 

 

 

-— __ABOVE TlHEg‘
:_—= wCLOUDSm

 

 

 

 

 

 

 

 

 

 

 

 

 

 

‘1 __ Will”

 

 

 

 

Children who enjoy a great deal of poetry by hearing it read,
by learning it together, and by reciting it in concert or verse speak-
ing choir, often try writing it. Some children seem to have a spark
of creative genius and lovely poems come easily, For all children
time to write and an atmosphere of freedom may result in poetry of
surprising quality. It must not be forced, never assigned, but rather
accepted as an expression, however rich or meager, from the soul of a
child. Sometimes the poem is filled with humor and lilting merriment;
again it has the simple beauty of a word picture; or it may reveal
deep pride and feeling for something we had not realized meant so
much. Whatever emotion brings loveliness from the fingers of any
artist is present in children. It will. result in creative expression if
teachers do not, in the rush to get “things taught”, literally clip
the wings of. thought.

The following poems were written by children. They enjoyed
writing them, and hope you have fun reading them.

A QUEEN’S DRESS

A cobweb for her lacy mantle,
Lady’s slippers for her feet,
Foxgloves for her milk white hands,
A skirt of rose leaves scented sweet,
These are fit for a fairy queen.

ANN Lower (10)

722

     
 

IN MY LOVELY GARDEN

 
 
 
 
 
 
 
 
   
 
 
 
  
  
 
  
  
 
 
  
  
  
  
 
   
 
  
 
  
 
 
 
 
 
 
 
 
 
    

In my lovely garden where the birds all sing,

In my lovely garden where the bluebells ring,

In my lovely garden I could stay all day.

I For in my lovely garden there ’s a lovely

Place to play. . _‘ ‘ . ;
WANDA FARMER (11) n . 5 i: l

I APPLE BLoss0Ms

l Dressed in gowns of pinkish white. . ‘ fl

, 1

Apple blossoms are having a ball tonight i
l

The winds make the music with a rhythmic sound. l
l

Baby petals are confetti

 

 

it read, I Tumbling t0 the ground. ‘ _ '1 i,
e speak- 1 The orchard is the ballroom in decoration gay. i
a spark ‘ The admission? None.
children You don’t have to pay. ,
(26:31:: i GLoRIA SPANN (11)
ml of a l . .i '} .
'riment; ‘ ANGRY FATHER ‘ i
y reveal Oh, goodness gracious me. l
want so Can ’t you ever, ever see ‘ i
O.f any That I’m working“? i
:ss1on if ‘

Llly 011p Would anger any father. ; j
Now stop that smirking! . . ,;
enjoyed ANN LOWRY (10)

l The very way you bother
l
\

HOW OLD IS MA?

How old is Ma, how old is she?
Her birthday is today.
, She won’t tell a single she or he
1 How old she is today. .. = ' ‘ ‘ . r .
How old is Ma,..how old is she? . ' ' i
I don’t have any idea; . - i
l But Papa knows and here he comes, ' ' 1
But I’ll wait ’til Ma’s not near.

JACKIE SHARBOROUGH (11) X l

723

 

  

 

 

 

 

 

 

MAKING A MURAL

We cut out paper, nice and neat,

Then we sketch on a notebook sheet.

We put the sky in, and then the hills,

Then come the students who have great skill.
We work as carefully as we can,

Then we can tell people we did it by hand.

JOE SPANN (12)

MY CHARGER

Oh, see my black charger
Riding around!
Now up in the sky,
Now down to the ground.
His flying black mane and floating black tail
Make me look, though I’m sunbrowned,
Quite a bit pale.
ANN LOWRY (10)

SNOW FAIRIES

At the old farm house upon the hill
When the moon’s in the sky,
If you watch carefully you’re sure to see
The lovely snow fairies going by
The waters are lapping
And everything ’3 still,
The fairies are coming
T0 dance by the mill.
MARY DODGE (10)

I MET A LITTLE ELF MAN

I met a little elf man
Out on the lawn one day.

He had a coat of red
That was very fine I’d say

The toes of his shoes were pointed

The laces 011 them were so neat,

And the bells on his shoes went ting-a-ling-ling
To everyone he’d meet.

LURENE WILKERSON (12)

724

 BED
When I go to bed at night
I look in the heavens bright
And see the stars with their glittering light.
Then Old Man Moon peeks over the hill
To see it' all the world is still.
ARDATII BOYD (11)

RED MAPLE
Oh, Red Maple, how did you get your leaves?
Did you have someone weave them?
Or did a gypsy leave a red dress 011 your branches
and they fought over it C?
Is this 110w you got your tattered edges?
RALPH XVADE MORRIS (11)

SPRTNG FAlRY
There in slumber she did lie
Beneath the cloudy sky,
The fairy princess of the spring,
\Vaiting for the birds to sing
And waken her from slumber.
ARDATII BOYD (11)

GRANDMA HARRIET

There is a hair trunk in our garret
And Grandpa said it belonged to

Grandma Harriet.
But if you won’t tell anyone,
Best friends the same,
Best. friends the same,

ANN LOWRY (10)

DA‘VN

The mists had passed and the sky was filled with
delicate purple clouds.

The dawn had come.

A gorgeous ray of yellow crept across the sky.

And in the east the ball of fire was seen against the
heavens.

The flowers opened up their eyes, the birds were
singing gaily

They let the whole world know that another day
was here. MARY DODGE (11)

725

 

 

 

 

 

  

 

 

 

 

 

A \VILD MARCH XVIND

The wind blows high,

The winds blows low,

It’s whistling around the house, 0-Ho;

Twisting and whirling, singing and dancing:
Clearing the way for the March wind is prancing.
Up in the tree he calls aloud;

His audience is a white fleeey cloud.

Clear the way for wild Marell wind.

ANN Summer (12)

LITTLE LEAVES
Little leaves, where have you been
Upon the trees so gay?
Have any birds built on your branches
And hatched little birds today?

\VANDA TREVATHAN (11)

SPRING SUNSET

The golden sun was sinking low in a sky of blue
And 011 the grass most. everywhere
\Vere frosty drops of dew.

Yellow jonquils and eroeuses were nodding to and fro.

Long and slender daffodils
Were bobing in a row.
FRANCES WAsnAM (12)

SNOW PALACES

The woods were snow palaces

With dainty'eeilings that no sculptor could have
shaped,

\Vit‘h all his tools and skill.

The laey bushes no weaver could have woven or
draped,

The path was hard and clear.

ANN Lower (10)

726

4A.. J"m_ _. ,——‘

h
ideas
langu
torials
other
room
subje<
come
book
on V0
by da
alert
an es
what

]
what
Kite.
the s
gold.

brow
and :

 

 #4 4r ‘

 

Not all children write poetry, but everyone learns to express his
ideas in clear, interesting sentences if we are really teaching the
language arts. This prose includes letters, stories, descriptions, edi-
torials, accounts of happenings, records of conversations, plays, and
other types. In this section examples of writing not specifically about
room activities will be given. Sometimes an event at home is the
subject; sometimes a picture gives the suggestion; or the theme may
come from the weather, a. radio announcement, a heated discussion, a
book recently read, or a feeling the child has. A great deal of work
on vocabulary, beauty of expression, and clarity of ideas is done day
by day. Children who write well usually read well. They are always
alert to interesting" sections in the books they read, often sharing aloud
an especially well written paragraph. It can be seen 'iather readily
what the motivation was in the selections given below.

POT OF GOLD
How would you like a. pot. of gold? I knew you would. Here is
what you have to do. Listen carefully. First, you go to see Johnny
Kite. Ask him if he will take you up to see Mr. Sun. Then slide down
the sunbeams and you’ll land on rainbow end. You’ll find a pot of
gold. It is a lot of fun to do. Do you want to try?
ARDATII BOYD (11)

A DOG
A dog is such a lovely friend with soft brown eyes and a shaggy
brown coat; a rough red tongue, and a wage] tail; a black wet nose

and a Whine that would never be forgotten.
ARDATH BOYD (11)

   
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
  
 
 
 
    

 

 

  

 

 

 

 

 

BE\VARE THE MOSQUITO
Do you know that the mosquito is a dangerous insect?
There is just one of all types of mosquitoes around here that is
dangerous. Although others call him “Anopheles”, I call him the
“Dive Bomber”, for he is the only one which comes in head first, and
stands on his l'ront feet with his hind feet. in the air. This mosquito
is the one which gives m‘ilaria. Symptoms are chills, fever, aehinO'

C,

tiredness, and also laziness.
The most common way to keep mosquitoes out of your house is
by means of mosquito nets and good screens.

JAMES GLAsGoW (10)

RAIN AND SNOW
It was a rainy night and the cold wind hissed by the house, slip-
ping into the cracks. The firelight made a glittering sparkle on the
wet snow. The sky was dark and gray. Trees were hanging with
icicles.
CnARLIE XVALDROP (11)

A PRAYER-

Dear Lord, thank you for my Mommy, and for Daddy, and for
my Gradma and my Grandpa, and for my little dog, J aek.

And please forgive me for trying to put J aek in our flour sack.
I was only playing like I was a great hunt‘er capturing lions.

And forgive me for eating all those green apples.

And forgive me for pushing little \Villie in the creek. We were
only playing commandos and I was trying to get him tough.

And forgive me for giving little \Villie a black eye today. If he
hadn’t thrown stones at Jack, I wouldn’t have popped him so.

And, Dear Lord, have all Angels watch over me tonight.

BILLY JACKSON (11)

Somewhere in Scotland
Dear Joe,

I am writing you about Lassie. She was very unhappy here. The
other day when IIynes was taking her for a walk the eollar pulled
over her head. Then she was free. He tried to catch her but he
couldn’t. He got her inside of the wall. He told me to shut the gate,
but I didn’t, so she got away. I hope she comes back.

Yours truly,
Priscilla
By VERONA AMITH (12)

728

 

A
whistle
large (
zig-zag
ping h

M
snow (
frozen
that hl

 

 5 that is
him the
lrst, and
mosquito

aching,

house is

10)

156, slip-
: on the
mg with

11)

and for

ur sack.

Ve were

If he

)N (11)

rtland

re. The
' pulled
but he
he gate,

THE STORM
A storm is made of lightning, thunder, wind, and rain. The Wind
whistles around corners, down chimneys, in the woods and tears up
large oak trees by the roots. The lightning flashes across the sky in
zig-zag paths. The thunder booms in the sky like a huge giant clap-

Pin‘é his hands. MARY LEE HICKS (12)

\VINTER MORNING
Monday morning; when I got out of bed, 1 started to feed. The
snow crunched under my feet and the bitter wind Whistled in my
frozen ears. My cold, stiff fingers aehed when I took hold of the chain

that held the crib door. \V. D. POYNER (12)

729

 

 

 

  

 

 

 

 

 

 

 

    

DOWN TO EARTH

If children are not writing just for the fun of it, the reason

should be a very real one. \Vhen they are busy people, working at real
~tasks of responsibility endless occasions for writing arise. Letters can
always be written to people either to invite them to come to school
or to thank them for a service performed. Publicity articles have to
be written, minutes of meetings must be kept, accounts of activities
are needed. The examples of these are chosen to show how these
situations arise naturally and are taken care of in very business—like
fashion by little people who are developing into active, responsible big
people.

Murray Training School

Murray, Kentucky

Dear Dad and Mother, Itebruary 13’ 1946

There is going to be a Pot Luck Supper at the Training School
in the lunehroom at 6:15 on February 15. I hope you will come, be
with the teachers, and talk with them.

Sincerely,

KATHLEEN HAWKINS (12)

EDITORIAL 0N SALESMEN
At our last stockholders’ meeting we critized the Buyers and Al‘-
rangers very heavily. Today I worked at Buying- and Arranging and
I found out that. it is not all together their fault about several things
we brought up. One of the things was that they were not keeping the
stand in fruit. This is not their fault. The salesmen will wait until
ther are completely out of fruit before they call for more.

BILLY JACKSON (11)

730

 

Mr. t
Murr

Dear

r

strati
soon.

that

put. 1'
rook,
libra:

Grad
9 :30
and I
bit d
of th

 

    
   
 
 
  
 
 
 
  
  
  
 
  
   
    
  
   
  
  
 
 
 
  
 
 
 
  
 
  
 
 
 
 
    

Murray Training School
Murray, Kentucky
April 24, 1946

Mr. S. V. Foy, County Agent

Murray, Kentucky

l
Dear Mr. Foy: ‘ . f

The Sixth Grade thanks you for taking them to the Test Demon— ‘ ‘.
stration farms and telling them about soil. I hope you ean come back
soon. \Ve are looking forward to the day you test soil for us. H. .;

Yours truly, . l
i l

EUGENE BURKEEN (12)

 

reason ‘ , ,
at real GAME CABINET ‘ .. g t
ers can l The Sixth Grade has organized a Game Cabinet for the children M {
5011001 l that have to wait for the buses. The Mother ’s Club bought games to
1396,“) i put. in the cabinet. Some of the games are pareheesi, checkers, pit, ti
:t1v1t1es rook, lotto, jacks, etc. The Sixth Grade children are serving as game l
V these l librarians.
.eSS—hlie ‘ BARBARA CLoUTON (11)
lble blg
iol OUR VlTAMlN VILLAGE “ ;

\Ve have a fruit stand that we call Vitamin Village, and the Sixth

, Grade is very proud of it. XVe open Vitamin Village every day at
School l 9 :30 and stay open until 10 :30. \Ve have. a. lot of fun selling, auditing, i
and loading trays although sometimes it is a “teensy weensy” little ‘ ‘

bit difficult. \Ve bought shares so we can make money. We give half . . i .
‘ i l

we, be l ,
of the profit to the Training School.
v: LEVENIA JONES (11)
2) :+ 14

Children ’s thoughts have wings,
.nd Ar- And through these thoughts
Their souls can sing.

ng and

things '

ing the 1 .
.t until ‘ .[

1)

 

  

 

 

 

PROCLAMATION
BY THE
GOVERNOR
OF THE
COMMONWEALTH OF KENTUCKY

To All to Whom These Presents Shall Come:

\VHEREAs, The General Assembly of the Commonwealth of Kentucky
at its regular session in 1942, did, by resolution, recognize the
need of stimulating cultural development through an educational
program giving particular recognition to Kentucky poetry, and
by that resolution did authorize the Governor to designate by
proclamation the seventh day of April in each year as Kentucky
Poetry Day to honor and preserve the memory of poets of Ken-
tucky, to promote the study and appreciation of Kentucky poetry,
and to encourage creative talent in this field; and,

\VHEREAS, It is further provided that this day shall be observed with
suitable activities by the citizens of the Commonwealth, and by
study and special observance of poetry in the public schools of
the state according to such program as may be suggested by the
Superintendent of Public Instruction;

NOW, THEREFORE, I, Simeon \Villis, Governor of the Commonwealth
of Kentucky, do hereby proclaim the seventh day of April, 1947,
as

KENTUCKY POETRY DAY

and request all citizens of the Commonwealth to join with the
schools in observing through an appropriate program the memory
of the leaders who have contributed to the literature and poetry
of Kentucky.

Done at Frankfort, Kentucky, this the twenty-fourth day Of
March in the year of our Lord one thousand nine hundred and forty-
seven, and in the year of the Commonwealth, the one hundred and
fifty-fifth.

(Signed) SIMEON WILLIS,
Governor
(Signed) CHARLES K. O’CONNELL,
Secretary of State

732

 

 

 

 Kentucky
‘gnize the
lucational
‘etry, and
ignate by
Kentucky
s of Ken-
;y poetry,

rved with
1, and by
schools of
ed by the

1011wea1th
)ril, 1947,

with the
3 memory
1d poetry

1 day of
,nd forty-
dred and

”WM?

 

 

 

 

 

  

 

 

 

 

 

“Com

DEDICATION ‘ I

I am
I
I the cc
[ taine(
2 I attc
Fran]
and I
Unive
. and I
I teach
‘ then
tucky
i, to th‘
I facul
i ]
‘3 Life;
the S
I A Br

110“" l

 

 

]
joint
to be

v was I
Asse]

~ Poet
Z ; ;5,z 1 ' ‘ been

missi

I teach

POET LAUREATE OF KENTUCKY ' E 31:10

! end.

734

 

 165 N. Carson Road, Beverly Hills, California
January 23, 1947

“Committee on Kentucky Poetry Day:

In compliance with your request for a brief sketch Of my career,
I am happy to submit the following:

I was born in \Vashington County, Kentucky, near Springfield,
the county seat, a good many years ago. My early education was ob-
tained in the schools of Springfield and Perryville, following which
I attended Franklin College (Indiana). After my graduation from
Franklin, I taught and was principal of high schools in Kentucky
and Indiana for four years, and then did graduate work in Cornell
University, where I studied Philology under James Morgan Hart,
and Literature with IIiram Corson, a famed Shakespearean critic and
teacher of Poetry. I practiced law in Springfield for four years, and
then returned to teaching in Hartsville, Tennessee, Pineville, Ken-
tucky, and Lincoln Memorial University, from which place I went
to the University of. Kentucky, where I remained a member of the
faculty for nearly thirty years, retiring in 1934.

I am the author of the following books of poetry: The Loom of
Life; The Blood of Rachel; Tip Sams of Kentucky; The Legend of
the Silver Band; The Valleys of Parnassus; OOlOOloon; In Kentucky;
A Brief Anthology of Kentucky Poetry; and Tip Sams Again, just
now coming from the University of Kentucky Press.

I was made Poet Laureate of Kentucky in March of 1926, by a
joint resolution of the General Assembly of Kentucky. This seems
to be the general method of creating poets laureate. John G. Neihradt
was made Poet Laureate of: Nebraska by joint resolution of the General
Assembly of that state, and, so far as I know, he was the first official
Poet Laureate of any state in the Union. Since then, I believe, it has
been the custom to appoint a poet laureate by joint resolution Of the
legislative branch of the state, though Governors sometimes do com-
mission a poet laureate.

I am very happy that Kentucky is encouraging the schools in
teaching poetry and creative writing. I doubt that any state of the
Union has more native talent than does Kentucky, which needs only
the stimulus which the schools can give to make it productive in the
end.

J. T. COTTON NOE.”

735

 

t
l
l
l
v

 

 

  

 

 

Part II

GAINING ALTITUDE IN CREATIVENESS

Examples of ereativeness expressed in prose and
poetry this year by a group of eighth grade students,
under guidance of Miss Martha Shipman, teacher,
University School, University of Kentucky

736

 

Eig

child
how
ereai
wrih
are i
regu
thin;
have
essay
the 1
com}

to te
does
be e:
the 4
01‘ st

he 0:

the ;
tent
he a
velo;
in‘VO
imag

efEec
the
st UC
den]
sent
mat
the
He
\Ver

of;

 

 .—/_.

GAINING ALTITUDE IN CREATIVENESS

By MARTHA SHIPMAN
Eighth Grade Teacher, University School, University of Kentucky

In my efforts to stimulate creative writing among my eighth grade
children, I do not have a set, or even well planned, program. Always,
however, I have before me the idea of leading them toward some
creativeness in their expression. Since I feel that all children must
write and write often to develop any facility in writing, my children
are first urged to write, and then written work is required of them at
regular intervals. The children are free to write about almost any—
thing that appeals to them: book reviews, retelling of experiences they
have had, read, or heard, informational articles, editorials, letters,
essays, poetry, paraphrasing: of poems, “pieces” designed to convey to
the reader the author’s feeling, impression, 0r emotion, and descriptive
compositions.

I frequently suggest. that any writing should be just long enough
to tell what the author has to say; that every sentence or idea that
does not move the composition forward with ease and clarity should
be eliminated; and that. the most effective writing is usually based on
the author’s own experience or emotion. Furthermore, a short article
or story allows the child time and energy to revise and polish so that

he can avoid errors and perhaps produce the effect he desires.

“'0 hold frequent evaluative discussions, in which we consider
the good and bad elements of a piece of work. \Ve pay particular at-
tention to such things as the author’s purpose and the means by which
he achieved that purpose, unity of thought or impression, logical de-
velopment of the idea, the complexity or simplicity of the concepts
involved, timeliness, appropriateness, choice of words, phrasing,
imagery, and figures of speech.

W’herevcr I notice a sentence or ph 'ase that seems particularly
elfective, original, or interesting, which lifts the composition above
the everyday or hum-drum, I make a great deal of it. On a social
studies test, I, found this sentence: “America’s march toward
democracy is a slow and often interrupted procession.” That one
sentence, written by a boy who had appeared timid, shy, and afraid,
made the grading of those papers a pleasure instead of a chore. I told
the class of its effect, without mentioning the name of the author.
He knew, and his whole bearing changed. And a few other children
were encouraged to say what they wanted to say.

One of the big jobs is to help the children to overcome their fear
0f appearing ridiculous in their efforts, to reestablish in them that

737

 

 

 

  

 

 

 

 

freedom of expression and richness of imagination which is revealed
in the small child in imaginative play and which the adults about him
so completely destroy or drive inside. If a child tries out his wings,

' I discuss his efforts with him and usually obtain his permission to

read his composition to the class. Some other child “lets himself go”
because of the first child’s success. Soon there are several children
who try. And some succeed. I never expect many in any group to do
really creative writing. Alut I am happy over those who do.

Here are some samples of the work done by my eighth grade
pupils this year. As has been said, “Even the gods on Olympus nod.”

THE WORLD

The world is a queer old thing,

‘Vith hidden secrets unfound, undreamed.

Tortured by her many wars,

Upon her surface lay the scars of hate, and death,
and all that enmity brings.

Ever moving on her unchanged path,

She whirls and twirls, unwilling to stop and rest.

The world is a mighty thing,

For only God knows what the future brings.

AURA JEAN PRICE
February 13, 1947
NIGHT
Night is a mystery;
lt envelops all with a deep cloak,
It hides the ugly scars of life
Leaving blurry lights surrounded by darkness.
Night is disillusionment.
Night is a mystery;
It fills up the holes of the world,
. And keeps one dreaming and wondering
About the unknown, until daylight comes.
Night is disillusionment.
Night is a mystery;
It holds everyone in its magic spell,
It possesses an air of solemnity and stillness
That is wonderful, for it covers truth.
Night is disillusionment.

MARY LEWIS PATTERSON
February 21, 1947

738

 

._fi._/ _J “A—

 

  
 
 
 
 
 
  
  
 
 
 
 
 
 
 
 
 
 
 
 
  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
    
  

saled l MOONLIGHT

THE MISSISSIPPI
Ever rusing, forward crushing,
Swirls the mighty Mississippi
Onward to its mouth,
Always swirling, always whirling
Forward to the south.
l Always nearer, always farther,
'1 It strains against its banks
Like a young man, adventurous, brave and free.
i And sometimes grows too large,
‘ Too impatient, for the course
. It ’s destined to follow and the life its’ meant to lead.‘
l Like an old man, too, crooked, bent and old,
Many ’s the tale it shares which
Still may lie untold. ‘ ,
The Mississippi is the young, restless and strong; , ‘
It is the old, a dreamer of the past, and destined to ‘ ' i

live long. NAN MITCHELL
January, 1947

l
l
.1111“ ' The moon rises over the mountain, ,
lugs, l Its silver fingers reach far down into the valley , ' l it
In to covering the river huts with a clear brightness. |
go” Tomorrow they will be as ever. . 1
dren , ' But tonight they are enchanted like some strange l l
,0 do dream. ROSA TUCKER ‘ ‘ 5
made January 23,1947 ‘-
’7 1 I
°d' THE VIOLET ‘
i The violet of ravishing blue, L V
i Stood on the hillside with all its colors true, ‘ , 9* 5 l
| Swaying in the evening breeze, . '_ {
l Like some king ruling the grassy seas. ,
His head erect, his petals out, - i ;
Reminded me of an Eagle Scout. I i ,
His body stern and long and straight
i Looked to heaven as each sunset ray .
i Reflected light upon his purplish face ‘ _ l
l As he swayed and bowed at the close of another day. ,
AURA JEAN PRICE i
1 February 21, 19.47 I
1947 J ‘i
l
l 1
l

 

  

 

 

 

FADED DREAM

The swamp so splashed with restful colors was like a faded dream.

The silent crystal waters lapped against the rocky ledges and
made the soft moss swing.

A wand struck the waters and circles grew.

The magic colors dripped into a whirlpool—and I awoke.

ROSEMARY MCLAIN
February 13, 1947

SNOW FL-AKES

The snowflakes come dancing
And falling over all the land,
Coming to join all the snow.
The storm has hushed, yet still
More little flakes keep whirling
As down, down they go!
They are madly whirling, whirling,
Dancing all the steps they know
As if dancing at a fairy ball.
They hide in every nook and cranny
As they jump to and fro.
All different patterns sprinkle their dresses
And sparkle in the sun ’s glow.
Now they seem to be whirling
As if at a glimmering fashion show.
No two of these beautiful designs are alike,
And invisible to the human eye
\Vhile jumping all over the land,
As down, down they go!
CAROLYN CARTER
February 20, 1947

THE PRAYER

The congregation was silent as the preacher rose in his pulpit.

The sunlight streaming in through the stained glass windows
marked golden rainbows over the people, whose heads were bowed in
prayer. _

He stood there, head bowed as the others, and his black robe
made his face look pale but very wise and understnading.

Then he spoke; his voice filled the quiet surroundings with
great and wise words.

740

1 i-_../‘_n ..,r