How to Use Literary Nonfiction to Teach the Common CoreDecember 17th, 2012
At the Common Core blog, Barbara Davidson reminds that the Common Core State Standards’ emphasis on nonfiction need not mean that teachers excise great literary works from their curricula. Instead, she writes, teachers should use the opportunity to expand their repertoire and use literary nonfiction texts and narratives to engage students. Nonfiction does not have to be informational texts filled with technical language and graphs and charts.
One such narrative that will draw in young readers is Oliver Wendell Holmes, Sr.’s account of his search for his wounded son, the future Supreme Court Justice, after the Battle of Antietam. In the essay, first published this month in 1862 in The Atlantic Monthly—a magazine the elder Holmes helped found—Holmes recounts how, on the night of September 17, he and his household were awakened by a Union messenger with the news that Captain Holmes had been shot through the neck, a wound the message notes was “thought not mortal.”
The next morning, Holmes set out on his journey to find his son. The story he gives of his travels is not limited to his specific focus on his son—though this, of course, is the overarching concern of the narrative. Holmes explains:
[Readers] must let me tell my story in my own way, speaking of many little matters that interested or amused me, and which a certain leisurely class of elderly persons, who sit at their firesides and never travel, will, I hope, follow with a kind of interest. For, besides the main object of my excursion, I could not help being excited by the incidental sights and occurrences of a trip which to a commercial traveller or a newspaper-reporter would seem quite commonplace and undeserving of record. There are periods in which all places and people seem to be in a conspiracy to impress us with their individuality, in which every ordinary locality seems to assume a special significance and to claim a particular notice, in which every person we meet is either an old acquaintance or a character; days in which the strangest coincidences are continually happening, so that they get to be the rule, and not the exception. Some might naturally think that anxiety and the weariness of a prolonged search after a near relative would have prevented my taking any interest in or paying any regard to the little matters around me. Perhaps it had just the contrary effect, and acted like a diffused stimulus upon the attention. When all the faculties are wide-awake in pursuit of a single object, or fixed in the spasm of an absorbing emotion, they are oftentimes clairvoyant in a marvellous degree in respect to many collateral things, as Wordsworth has so forcibly illustrated in his sonnet on the Boy of Windermere, and as Hawthorne has developed with such metaphysical accuracy in that chapter of his wondrous story where Hester walks forth to meet her punishment.
Be that as it may,—though I set out with a full and heavy heart, though many times my blood chilled with what were perhaps needless and unwise fears, though I broke through all my habits without thinking about them, which is almost as hard in certain circumstances as for one of our young fellows to leave his sweetheart and go into a Peninsular campaign, though I did not always know when I was hungry nor discover that I was thirsting, though I had a worrying ache and inward tremor underlying all the outward play of the senses and the mind, yet it is the simple truth that I did look out of the car-windows with an eye for all that passed, that I did take cognizance of strange sights and singular people, that I did act much as persons act from the ordinary promptings of curiosity, and from time to time even laugh very much as others do who are attacked with a convulsive sense of the ridiculous, the epilepsy of the diaphragm.
Later, Holmes describes his visit to the battlefield where the Battle of Antietam—the bloodiest day of the entire war, with 23,000 soldiers killed or wounded—was fought:
On coming near the brow of the hill, we met a party carrying picks and spades. “How many?” “Only one.” The dead were nearly all buried, then, in this region of the field of strife. We stopped the wagon, and, getting out, began to look around us. Hard by was a large pile of muskets, scores, if not hundreds, which had been picked up, and were guarded for the Government. A long ridge of fresh gravel rose before us. A board stuck up in front of it bore this inscription, the first part of which was, I believe, not correct: “The Rebel General Anderson and 80 Rebels are buried in this hole.” Other smaller ridges were marked with the number of dead lying under them. The whole ground was strewed with fragments of clothing, haversacks, canteens, cap-boxes, bullets, cartridge-boxes, cartridges, scraps of paper, portions of bread and meat. I saw two soldiers’ caps that looked as though their owners had been shot through the head. In several places I noticed dark red patches where a pool of blood had curdled and caked, as some poor fellow poured his life out on the sod. I then wandered about in the cornfield. It surprised me to notice, that, though there was every mark of hard fighting having taken place here, the Indian corn was not generally trodden down. One of our cornfields is a kind of forest, and even when fighting, men avoid the tall stalks as if they were trees. At the edge of this cornfield lay a gray horse, said to have belonged to a Rebel colonel, who was killed near the same place. Not far off were two dead artillery horses in their harness. Another had been attended to by a burying-party, who had thrown some earth over him but his last bed- clothes were too short, and his legs stuck out stark and stiff from beneath the gravel coverlet. It was a great pity that we had no intelligent guide to explain to us the position of that portion of the two armies which fought over this ground. There was a shallow trench before we came to the cornfield, too narrow for a road, as I should think, too elevated for a water-course, and which seemed to have been used as a rifle-pit. At any rate, there had been hard fighting in and about it. This and the cornfield may serve to identify the part of the ground we visited, if any who fought there should ever look over this paper. The opposing tides of battle must have blended their waves at this point, for portions of gray uniform were mingled with the “garments rolled in blood” torn from our own dead and wounded soldiers. I picked up a Rebel canteen, and one of our own,–but there was something repulsive about the trodden and stained relics of the stale battle-field. It was like the table of some hideous orgy left uncleared, and one turned away disgusted from its broken fragments and muddy heeltaps. A bullet or two, a button, a brass plate from a soldier’s belt, served well enough for mementos of my visit, with a letter which I picked up, directed to Richmond, Virginia, its seal unbroken. “N. C. Cleveland County. E. Wright to J. Wright.” On the other side, “A few lines from W. L. Vaughn.” who has just been writing for the wife to her husband, and continues on his own account. The postscript, “tell John that nancy’s folks are all well and has a verry good Little Crop of corn a growing.” I wonder, if, by one of those strange chances of which I have seen so many, this number or leaf of the “Atlantic” will not sooner or later find its way to Cleveland County, North Carolina, and E. Wright, widow of James Wright, and Nancy’s folks, get from these sentences the last glimpse of husband and friend as he threw up his arms and fell in the bloody cornfield of Antietam? I will keep this stained letter for them until peace comes back, if it comes in my time, and my pleasant North Carolina Rebel of the Middletown Hospital will, perhaps look these poor people up, and tell them where to send for it..
Finally, after traveling hundreds of miles, Holmes is finally reunited with his son:
To-day there was the delay spoken of, but nothing worse. The expected train came in so quietly that I was almost startled to see it on the track. Let us walk calmly through the cars, and look around us.
In the first car, on the fourth seat to the right, I saw my Captain; there saw I him, even my first-born, whom I had sought through many cities.
“How are you, Boy?”
“How are you, Dad?”
Such are the proprieties of life, as they are observed among us Anglo-Saxons of the nineteenth century, decently disguising those natural impulses that made Joseph, the Prime Minister of Egypt, weep aloud so that the Egyptians and the house of Pharaoh heard, nay, which had once overcome his shaggy old uncle Esau so entirely that he fell on his brother’s neck and cried like a baby in the presence of all the women. But the hidden cisterns of the soul may be filling fast with sweet tears, while the windows through which it looks are undimmed by a drop or a film of moisture.
Fling open the window-blinds of the chamber that looks out on the waters and towards the western sun! Let the joyous light shine in upon the pictures that hang upon its walls and the shelves thick-set with the names of poets and philosophers and sacred teachers, in whose pages our boys learn that life is noble only when it is held cheap by the side of honor and of duty. Lay him in his own bed, and let him sleep off his aches and weariness. So comes down another night over this household, unbroken by any messenger of evil tidings,—a night of peaceful rest and grateful thoughts; for this our son and brother was dead and is alive again, and was lost and is found.
Read Holmes’s entire account at The Atlantic.Click here to sign up for our newsletter.
Tags: Civil War, Common Core State Standards, literary nonfiction, Oliver Wendell Holmes, teaching resources