CREATING HOME
A Tapestry of Faith Program for Children
SESSION 5: HOME IN NATURE
BY JESSICA YORK AND CHRISTY OLSON
© Copyright 2008 Unitarian Universalist Association.
Published to the Web on 11/7/2014 12:46:58 PM PST.
This program and additional resources are available on the UUA.org web site at
www.uua.org/religiouseducation/curricula/tapestryfaith.
SESSION OVERVIEW
INTRODUCTION
I went to the woods because I wished to live deliberately, to front only the essential facts of life, and see if I could not learn what it had to teach, and not, when I came to die, discover that I had not lived. -- Henry David Thoreau
Many Unitarian Universalists applaud Henry David Thoreau as a transcendentalist who truly understood the world. He believed in a simple world where we can look to the rhythms of nature for examples of a good life. Opinionated and philosophical, Thoreau was likely considered a curmudgeon by some of his peers. Dying at age 44, he lived a short life by today's standards, yet his writings were prophetic and ageless.
The lessons of modeling our home life after nature and keeping life simple are relevant to children in today's world. Thoreau observed animals in nature as they created their family homes, using their homes to rest, to eat, and to grow, and to protect their young. While never a spouse, nor a parent, Thoreau taught school and tutored Ralph Waldo Emerson's children. These experiences surely helped him to understand the cycle of human life as beginning with the birth of young.
In Walden, Thoreau sets out a life of deliberate living that includes learning. He chose nature as an instructor. This session introduces children to the idea of learning from nature as they observe nature and transfer the knowledge they gain to their own family homes and their shared faith home.
In this session, participants use nature journals. The Leader Resources section for this session offers ideas for making journals for your participants before the session.
The Faith in Action activity engages participants in a clean-up of a public green space within walking distance of your meeting location. Consider incorporating the Closing for this session into this Faith in Action activity. An outdoor closing ritual will reinforce this session's focus on our human relationship with the natural world.
Related content:
GOALS
This session will:
LEARNING OBJECTIVES
Participants will:
SESSION-AT-A-GLANCE
ACTIVITY | MINUTES |
Opening | 5 |
Activity 1: Preparing Observation Journals | 10 |
Activity 2: Story — Thoreau and the Cottage | 15 |
Activity 3: Through My Window | 10 |
Activity 4: The Web of My Life | 15 |
Faith in Action: Tidying a Shared Natural Space — Short-term | 60 |
Closing | 5 |
Alternate Activity 1: Nature Picnic | 60 |
Alternate Activity 2: Urban Garden | 30 |
SPIRITUAL PREPARATION
Our material-centered, time-based lifestyle makes simplicity in living hard to imagine. Explore for yourself a time when you feel your life was simplest.
Take a piece of paper and a pencil and draw yourself at that time in your life. Stick people are fine. Draw a few of the things that you did in that simpler time of life. Draw some symbols of your feeling about that simple time in your life. Now turn the paper over and draw your life now. Draw the things that fill your days in this time in your life.
Look at each picture for several minutes. How can you take your life now and reclaim some of the simplicity of the other time of your life? Promise yourself to take one small step toward simplicity.
SESSION PLAN
OPENING (5 MINUTES)
Materials for Activity
Preparation for Activity
Description of Activity
As children enter, invite them to retrieve their name stones from the basket and join you at the labyrinth. The labyrinth should be spread on the floor with the chalice in the center. Welcome newcomers or guests and have extra stones so the new people can be part of the ritual.
When all are seated, light the chalice and recite these opening words. Invite everyone to say with you:
We are Unitarian Universalists,
with minds that think,
hearts that love,
and hands that are ready to serve.
Tell the group, in your own words:
This labyrinth reminds us that we are taking a journey together. Every time we meet, we move forward in our journey, and everyone is asked to place his or her stone within the labyrinth. Each stone is a symbol of us as fellow members of this Creating Home community.
When it is your turn to place your name stone on the labyrinth, please say your name and share any joys or concerns you have had since we last met. Joys are the things that make you feel happy. Concerns are worries. Sharing our joys and concerns with each other is a tradition in our faith community.
Allow children, one at a time, to step onto the labyrinth, speak their joys and concerns, place their stones, and return to the circle. Thank each participant.
Close the joys and concerns by affirming that it is very good to be together. Say, in your own words:
Today we will talk about looking carefully at nature, and learning from nature what we can.
Extinguish the chalice.
ACTIVITY 1: PREPARING OBSERVATION JOURNALS (15 MINUTES)
Materials for Activity
Preparation for Activity
Description of Activity
Children will explore the practice of picture journaling. Tell the group, in your own words:
Today we will talk about a man who had a special relationship with nature. Henry David Thoreau left his home in a busy town, and went to live in a cottage in the woods all by himself. Today we will try some experiences to help us imagine what Henry David Thoreau did, and what he thought and felt about nature. Thoreau also took long trips into the wilderness of Maine and New Hampshire, keeping a journal of what he saw in the woods and mountains.
Hold up a blank journal. Ask participants whether they know what a journal is and what it is used for. Affirm their responses. Mention that people use a journal to write or draw about what they see, think, and feel.
Explain that while he was alone in his cottage in the woods, Henry David Thoreau spent much time watching nature quietly and writing in his journals. Say in your own words:
Henry David Thoreau's journals hold many wonderful observations about nature. The things he saw and thought about in nature gave him ideas for how he could live every day in his home in the woods.
Today we will observe nature, too. And we will each have a journal to draw pictures about what we see.
Distribute journals to all participants. Invite them to decorate the cover of their journals. Be sure each child includes his/her name on the cover. You may need to write some children's names for them.
If you have time and the weather permits, take the group outside to sit and draw. If your meeting place does not have its own accessible green space, determine ahead of time where you can take the group to sit and draw trees, grass, or a landscape view. Make sure you have enough adult supervision and any necessary permissions if the group will leave the premises.
If weather is inclement or you lack a suitable outdoor setting, arrange a substitute natural setting such as a planter with plants. You may want to play nature music in the background if you need to be inside. Ask children to sit quietly, breathe deeply, and record in the journals pictures of what they see.
ACTIVITY 2: STORY — THOREAU AND THE COTTAGE (15 MINUTES)
Materials for Activity
Preparation for Activity
Description of Activity
Invite the children to sit so that they will be comfortable listening to a story. Introduce the story by asking the group:
Allow some responses.
Read the story aloud or tell it in your own words.
After you finish the story, invite participants to sit at worktables, find a piece of large, white paper, and draw, color, and decorate the way they imagine Henry David Thoreau's cottage in the woods from the story.
ACTIVITY 3: THROUGH MY WINDOW (10 MINUTES)
Materials for Activity
Preparation for Activity
Description of Activity
Looking through a window and recording their observations by drawing will focus children's attention on nature. Tell the group that Henry David Thoreau observed nature by looking out the window of his cottage as well as by taking walks in the woods. Say, in your own words,
Wherever you live, you can observe and learn something from nature by looking carefully out a window. Even if you live in a busy city on the top floor of a building, you can see the horizon never changing, the location of the sun and moon, and the changing cloud formations.
Take the children to a window. Ask:
Most children will understand a window's primary function: to let light inside. Point out, also, that windows allow us to see outside. Invite them to call out any natural events they can see outside the window. Guide them to look for:
Allow time for silent observation, and more conversation about what the children can see of nature outside the window. As the children look out the window, encourage them to share what they see and to talk about what it makes them think about, what it means to them, and how it makes them feel. Then, ask children to return to their worktables. Distribute handouts and drawing implements and invite children to fill the window on the handout with what they have seen.
You may wish to send another handout home so children can draw what they see out a window at home.
ACTIVITY 4: THE WEB OF MY LIFE (15 MINUTES)
Materials for Activity
Preparation for Activity
Description of Activity
Children will explore the connectedness of their family home, their faith home, and other important settings in their lives by making a web in the style of a spider web. They will use yarn to make a web that shows how their different "homes" connect.
Say, in your own words:
A spider's web connects several places together. The spider moves around on the web, and uses the web to eat and grow. Did you know there is a web in your life that helps you eat and grow?
We are going to make a web that shows how the different homes in your life are connected, and includes other places that are important as you live and grow.
Distribute the 12-inch squares of corrugated cardboard and a piece of yarn to each child. Set push pins, stickers, and markers or crayons at children's work tables.
Ask the children to choose a push pin to stand for themselves. (If you have done Session 2: Symbols of Faith, you can reinforce their understanding of the word "symbol" by using it here.) Suggest they place themselves in the center of their cardboard. Show them how to stick the push pin in firmly.
Now invite the children to place a push pin in the corrugated cardboard to represent their family home and mark that spot with a sticker. Next, ask them to push a pin into the cardboard to represent their faith home and place a sticker there. Then, ask them to push a pin into the cardboard to represent their school and add a sticker. Some children may be home-schooled; invite them to give "school" its own push pin. You can explain that going to school is a special part of the web of their lives, and different from other kinds of things they do in their family home.
Some children — for example, those who have two custodial parents living in different homes — may want to use additional pins. Encourage all the children to think of a few more places they go regularly that are important to them and help them grow. You may say:
Some people spend so much time someplace outside their home that they might say, "I like to read so much that the library is like my second home," or "The swimming pool is like my second home." Some children have a grandmother or an aunt or an uncle or a family friend whose house they spend a lot of time at. Maybe some of you have a place that is almost like another home for you.
You may wish to prompt discussion with these questions:
Once all children have placed and marked their push pins, show the group how to wind yarn around all of the pins to make a web. Tell them they can wind the yarn any way they wish to show how the different places are connected to them.
When all the yarn is gone, explain that this is how we build a web of relationship between the people in our lives and the homes we live in. Ask children to share how the yarn connects each place in their lives.
Including All Participants
Some children may have more than one family home, for example, if divorced parents share custody. Children of interfaith families may have a connection to another faith home along with your Unitarian Universalist congregation. Some children may have multiple extracurricular activities that are meaningful for them; others may have none. As you give directions for this activity, be sensitive to these possibilities and others. Allow children to use as many push pins as the web of their lives requires.
Avoid using stickers with images that represent specific kinds of families or homes. Families and homes differ widely.
CLOSING (5 MINUTES)
Materials for Activity
Preparation for Activity
Description of Activity
Gather the group in a circle around the labyrinth. Tell the group that it is now time to share a closing ritual. Relight the chalice.
Invite the children to take their stones from the labyrinth and return them to the basket. Then, ask a few volunteers to help you fold or roll the labyrinth and put it away.
If you have a Word Wall, tell participants:
The words for our World Wall today are "cottage," "journal," and "nature."
Show the group the index cards or post-its on which you have written "cottage," "journal," and "nature." Post them on the Word Wall, or ask a volunteer to do so.
Next, invite everyone to hold hands and sing the chorus to "When Our Heart Is in a Holy Place ," Hymn 1008 in Singing the Journey.
If you prefer, invite participants to recite the words to the song:
When our heart is in a holy place,
When our heart is in a holy place.
We are blessed with love and amazing grace.
When our heart is in a holy place.
Say in your own words:
Today we have been talking about Henry David Thoreau. We remember that Henry built his cottage in natural surroundings and this became his favorite home. We hope that after our session today, as you go back to doing all the things you normally do, you will also take a moment to observe nature as Henry did. Stop, look, and see what nature has to teach you. We will see you next time.
Extinguish the chalice.
Distribute the Taking It Home handout you have prepared. Remind participants to give the handout to their parents.
Thank and dismiss participants.
Related content:
FAITH IN ACTION: TIDYING A SHARED NATURAL SPACE — SHORT-TERM (6O MINUTES)
Materials for Activity
Preparation for Activity
Description of Activity
Ask the children what kind of trash Henry David Thoreau might have found, when he walked in his woods. Tell them he most likely did not find much trash. Say, in your own words:
Thoreau lived on many acres of land by himself. Today, many more people share the land. As Unitarian Universalists, we believe that we have a responsibility to keep our shared natural spaces free of human trash.
Show the children the large garbage bags and the latex gloves you have brought. Explain that some of the trash will have germs, so that everyone will wear gloves while they collect trash in the bags. Tell the group where you will go to clean up trash. Children who know the place may have comments about the litter they anticipate finding there.
Ask children to don outdoor wear, if needed, and walk together to the cleanup location. When you arrive, explain where participants may go, and where everyone will gather when you call them back. Give guidelines about what not to touch without asking an adult, such as broken glass.
Dispatch the children in small groups, accompanied by an adult, to pick up trash for ten or 15 minutes. Then, call them back to rest. Send them for another round of cleaning, if you have time. Picking up human trash can be a spiritually draining experience so be sure to allow time for reflection and maybe some time to swing on the swings or run a relay race.
You may wish to lead some reflection before you leave the site. Gather the children, and ask them to point out the areas where they picked up trash. Invite them to compare how the area looks now with how it looked when they arrived. What would Henry David Thoreau think? In this opportunity for reflection, encourage the children to share how they felt about this experience, and what they think happened to make this place messy. What can we do to protect nature?
If participants did Activity 1: Preparing Nature Journals, the tidied-up green space might be an ideal setting for a ten-to-15-minute drawing activity. Ask the children to find an object or a view they would like to observe and draw and to sit quietly and comfortably where they can see it. Remind them that by picking up human trash, they have restored the green space to something more like what Henry David Thoreau might have seen. You can invite them to pretend they are alone, while drawing, sitting outside a cottage in the woods.
You could lead a Closing outdoors after the clean-up. Bring any items you want to use, such as the chalice. If this project is part of a regular Creating Home session, when you return to the meeting space ask some children to help you complete the Closing ritual: collecting name stones from the labyrinth, putting away the labyrinth, distributing the Taking It Home handout, and (if you have a Word Wall) posting today’s words.
Allow time for the walk back to the meeting place. If you are carrying large, trash-filled bags, the walk back may take longer than the walk to the site.
Including All Participants
If any participants use a wheelchair or have other mobility limitations, make sure the route you will take is free of impassible curbs and other hindrances. If a child is physically unable to pick up litter, assign him/her a role such as timekeeper, or "keeper of the latex gloves." Make sure each individual has a meaningful role in the activity.
Most inexpensive, protective gloves contain latex. Check with parents for allergies to latex. If children are allergic, ask their parents for suggestions as to how to protect the participant's hands.
LEADER REFLECTION AND PLANNING
Henry David Thoreau learned by observation of nature. He had a unique way of transferring knowledge obtained in his natural home to his relationships in the human world.
Take a moment to reflect on the session. What kinds of connections did the children make between themselves and the observed world of nature? How can you strengthen the children's experience of these connections, when you meet again in future sessions?
TAKING IT HOME
I went to the woods because I wished to live deliberately, to front only the essential facts of life, and see if I could not learn what it had to teach, and not, when I came to die, discover that I had not lived. – Henry David Thoreau
IN TODAY’S SESSION…
Connecting our human homes to nature is something we often try to accomplish. Whether by use of houseplants and fish tanks inside our homes or by using our yard to portray beauty, we immerse ourselves in the healing power of natural surroundings.
This week the children explored the life of Henry David Thoreau and had their own experiences of observing and appreciating nature.
EXPLORE THE TOPIC TOGETHER. Talk about…
Henry David Thoreau built himself a cottage on Walden Pond because he wished to simplify his life. Does your family feel that life is too complicated? Do family members feel they have enough time to sit and observe life, or does it feel as if between the mandatory activities such as school, work and chores and the optional activities such as sports or arts you continually rush from one thing to the next? How does your family slow down and take time together? Are there moments such as a Saturday morning, some time after dinner on weeknights, or another time during the week when you could carve out some “slow” time?
EXTEND THE TOPIC TOGETHER. Try…
A Family Game
A fun way to practice being a nature observer is to play outdoor “I Spy.” Take turns choosing some natural item that you can see in your yard or at a park. Questioners try to guess the item by asking questions of the person who has chosen the item. You may be surprised by what you find in your back yard if you look for something near-to-hand that is not immediately obvious!
A Family Adventure
Today in Creating Home the children took time to do a picture journal, recording their observations of nature. You may wish to go on a family adventure to a nearby regional park to observe nature there. What is the tiniest plant or animal you can find? What is the largest? If you have a portable audio recorder you may wish to create an audio journal of birdsongs or other natural sounds.
FAMILY DISCOVERY
Have a look at a wonderful children’s computer experience with Henry David Thoreau (at www.cyberbee.com/henryhikes/henry.html).
There is abundant information online about organic foods (at healthresources.caremark.com/topic/organickids) and health for children (at www.yumyumsnacks.com/index.html).
Children’s books on Henry David Thoreau:
Henry David’s House by Henry David Thoreau, edited by Steven Schnur (Watertown, MA: Charlesbridge, 2002)
A Mind with Wings: The Story of Henry David Thoreau by Gerald Hausman and Loretta Hausman (Trumpeter, 2006)
New Suns Will Arise: From the Journals of Henry David Thoreau by Henry David Thoreau, John Dugdale, and Frank Crocitto (Hyperion Press, 2000)
Henry Hikes to Fitchburg written and illustrated by D.B. Johnson (Houghton Mifflin, 2000)
Henry David Thoreau: In Step with Nature by Elizabeth Ring (Millbrook Press, 1993)
Related content:
ALTERNATE ACTIVITY 1: NATURE PICNIC (60 MINUTES)
Materials for Activity
Preparation for Activity
Description of Activity
In your own words explain:
Henry David Thoreau's simple way of life included his food. When he lived in his cottage in the woods, he often ate fruits and vegetables and natural foods he could find in the woods near his cottage. Today we will share a snack picnic and try some of the simple foods that Henry David Thoreau might have eaten when he lived in the cottage.
Gather the group, your quilt(s), and the picnic basket you have prepared. Bring participants to the indoor or outdoor location you have chosen. Settle the group in a circle on the quilt(s). Pass hand sanitizer so all may clean their hands.
Present, identify, and pass around the simple foods you have chosen to share. Explain that food is most nutritious — best for your body — when you eat it in the form closest to the way it is grown. A fresh apple has more nutrition than a cup of applesauce. Applesauce is apples that have been cooked, and sugar and preservatives may have been added to them.
Let children taste some of the foods and share comments. Clean up and return to the meeting space.
Including All Participants
Check with parents to verify all children's ability to eat all of the foods you wish to include. Adapt the menu as necessary.
ALTERNATE ACTIVITY 2: URBAN GARDEN (30 MINUTES)
Materials for Activity
Preparation for Activity
Description of Activity
Share, in your own words:
In the woods where he lived, Henry David Thoreau would have found wild onions and wild strawberries that he could eat. Nowadays few of us have wild berries or vegetables we can find near our family homes to eat.
Today we will begin to grow some food right here in our meeting space.
Guide participants to place an inch or so of gravel across the bottom of the pot. Explain that the gravel and the hole at the bottom of the pot allow the extra water to drain away, so the soil does not get moldy.
Invite one or two children to help you fill the pot(s) three-quarters full with potting soil. Allow the children to take turns planting the strawberry plants and then adding more potting soil. Leave an inch or two between the top of the potting soil and the rim of the pot.
To plant the onions, push an onion bulb into the potting soil, until the onion is just covered with dirt.
Each time you meet, invite children to observe the growth of the plants. They may want to draw the plants in their journals. When the strawberries or onions are ready to harvest, have a plan for sharing them with the group or with others.
CREATING HOME: SESSION 5:
STORY: HENRY DAVID THOREAU AND THE COTTAGE
Written by Tracey L. Hurd.
This is a story is about a boy who loved the outdoors. His name was Henry David Thoreau. All his life, he loved nature. It was almost as if he had a small, still voice inside him that whispered, “Go outside. Be amidst the trees, and lakes, and grass. This is your true home.” Henry listened to that voice all of his life. This is his story.
Henry lived in Concord, Massachusetts more than 100 years ago. The town had some buildings, but all around there were forests and ponds, rivers and fields. Henry loved being outdoors; he loved to explore. He liked the feeling of being close to the earth, of being surrounded by plants, bugs, birds, and wildlife. Outside, Henry was never bored. He was busy watching, finding, and enjoying nature. Outside, Henry felt at home.
Henry kept notes about nature and liked to share ideas about what he saw. Later, when he was grown up, he wrote that nature was like a nursery (a special room for the care of children) for him. Henry went to school, and church, and he helped with the chores of his family but most of all he loved being outdoors. When he went to bed at night, he placed his bed so that he could look out at the stars. For Henry, seeing nature and knowing that he was part of the world around him made him feel most comfortable.
Henry grew up and went to school and later to college. He read a lot of books. He was especially interested in books written by Transcendentalists, who believed that appreciating the beauty of nature is a way of feeling close to the Spirit of Life or God. Henry listened to that small voice inside him, telling him to spend time outside—exploring in the icy snow or in the summer heat. He became friends with Transcendentalists who agreed that even grown-ups can learn a lot by spending time in nature. Henry hoped that one day he could live very simply in nature. He knew he would feel at home.
One Transcendentalist friend named Ralph Waldo Emerson told Henry, “You should keep a journal about all the things you notice in nature.” He also invited Henry to try out his idea of living close to nature. Henry called it his great experiment. He decided to make a very simple home on a large area of land that surrounded Walden Pond. The land was owned by his friend Emerson, who allowed him to live there in exchange for Henry’s help doing some repairs around Emerson’s house.
Henry decided to build his home as small, simple, and plain as it could be. He wanted to spend most of his time outside; he wanted to feel close to the land. Henry wanted to have time to notice and write about the changes in nature—the birds, the plants, and the leaves on the trees. Henry made a list of all the things he would need to live on Walden Pond. He tried to include as few things as possible. The list included some tools for farming, a bed, a writing desk, a table and three chairs. With the help of his friends, Henry built a small cabin, just one room, ten feet wide and fifteen feet long. He used old wood, bricks from other houses, windows that nobody else needed, to build his small cabin. When it was completed, Henry moved in.
Although his friends and family understood what Henry was doing, townspeople found Henry’s experiment in living in nature confusing. They wondered why he would want to live that way. But Henry listened to that small, still voice. He felt at home in nature. He planted food for himself to eat, using a small amount of land. He took great care to notice all around him. He watched the changes in the Walden Pond over the seasons. He found everything from grasshoppers to wildflowers to be beautiful and interesting. Henry wrote in his journal, “I look down into the quiet parlor (living room) of the fishes, pervaded by a softened light. Ah, the pickerel (fish) of Walden! When I see them lying on the ice, I am always surprised by their rare beauty, as if they were fabulous fishes. They possess a quite dazzling… beauty.”
Henry lived on Walden Pond for more than two years. He came to town to see people, to work for Emerson, to get some supplies, but mostly Henry remained at his home in the woods. Sometimes people would visit him there. Many children liked his small cabin and they understood that feeling of being at home in nature.
And then, one day, Henry decided that he was finished. He had learned so much from living in nature that he felt ready to try something else. He felt ready to make his home with people again. But he never forgot his time on Walden Pond. He wrote books about it. And he taught other people that caring about nature is important.
Some people say that Henry David Thoreau was one of the most important naturalists (writers about nature) that ever lived. Henry was able to listen to that voice inside him that told him that he was at home in nature. He was able to live his dream; he felt at peace. As he finished his book about his time at Walden Pond he wrote: “I learned this, at least, by my experiment; that if one advances confidently [goes] in the direction of his dreams, and endeavors [tries] to live the life which he has imagined, he will meet with a success unexpected.”
CREATING HOME: SESSION 5:
HANDOUT 1: THROUGH MY WINDOW
Download a high-resolution PDF (at www.uua.org/documents/tapestry/home/window.pdf) for printing.
CREATING HOME: SESSION 5:
LEADER RESOURCE 1: MAKING NATURE JOURNALS
Method 1
For each journal, you will need:
You will also need a sewing machine and thread, and some glue.
1. Stack six pieces of copy paper together, and fold them in half.
2. Using a sewing machine, bind the pages together into a booklet by sewing along the fold line, eight stitches per inch.
3. Open the booklet, and glue a single page of heavier, card stock paper to the outside – the page that will become the cover and back cover of the booklet. Do not use glue on the binding edge of the booklet, where the stitches are.
4. Allow the glue to completely dry. Then, fold the cover over the stitched pages to close the booklet.
Method 2
For each journal, you will need:
1. If you are using binders, place ten pages into each three-ring binder.
2. If you are using simple rings, stack together ten unlined pages and one page of card stock for each journal. Then, put the binder rings in the holes.
FIND OUT MORE
Go online to find out more information about urban gardening (at www.urbangardeninghelp.com/).
Healthy Food and Nutrition
Online, you can find more information about organic foods and health for children (at healthresources.caremark.com/topic/organickids)or browse healthy, natural, and organic snacks (at www.yumyumsnacks.com/index.html)for children.
Henry David Thoreau
A website called CyberBee offers wonderful children's computer experience (at www.cyberbee.com/henryhikes/henry.html)with Henry David Thoreau and a namesake, the bear in D.B. Johnson's illustrated books such as Henry Hikes to Fitchburg.
Here are some children's books on Henry David Thoreau:
Henry David's House by Henry David Thoreau. Excerpts from Walden, edited by Steven Schnur, illustrated by Peter M. Fiore (Watertown (Massachusetts): Charlesbridge Publishing, 2002)
A Mind with Wings: The Story of Henry David Thoreau by Gerald Hausman and Loretta Hausman (Trumpeter, 2006)
New Suns Will Arise: From the Journals of Henry David Thoreau, by Henry David Thoreau, John Dugdale, and Frank Crocitto (Hyperion Press, 2000)
Henry Hikes to Fitchburg, written and illustrated by D.B. Johnson (Houghton Mifflin, 2000 (hardcover), 2006 (paperback)
Henry David Thoreau: In Step with Nature, Elizabeth Ring (Millbrook Press, 1993)
Related content: