I had a student that submitted a research paper about the country of Japan. It was really well written, but I was especially taken by the font she used for typing her final paper. It was different from what she usually used. It made such an impression on me that I had to find out what font it was.
I was reminded of the 2005 commencement speech given by Steve Jobs at Stanford in which he spoke about how he came to learn about calligraphy and, inspired by that course, later developed fonts for the Mac. You can watch the speech here.
So. I’ve been thinking how important it is to understand that each of the fonts one may use when typing actually COME from somewhere! They have a history! In my search for the history of one font I see all the time, every where I go, I discovered that there was actually a movie made about the font! You can view the trailer for Helvetica the movie here, and you can also purchase it.
How interesting to know that certain fonts are used to impress the reader! So if I use comic sans, I’m pretty much setting a certain mood. In fact, I may investigate further what font this blog is typed in. (It isn’t possible for me to change it to another font.) I think I’ll also find out which fonts the Oak Meadow curriculum uses.
By the way, the font the student used was Philosopher. Next time you type a paper, think about the font you are using and what impression it may leave on the reader!
Quotes on ceiling of Michel de Montaigne's study in France.
“Among the liberal arts, let us begin with the art that liberates us…”
Michel de Montaigne wrote these words in the late 1570s, when he withdrew from public life to hole up in a tower where he read, wrote, thought, paced, and ultimately, transformed the landscape of writing altogether.
Montaigne was a French nobleman and former magistrate whose life prior to his writing career has been called “unremarkable.” But it is precisely the things society has always called unremarkable that he fixed his mind on when he chose to sit down and begin writing in a style and form the world had never seen before.
Actually, he didn’t even sit. He felt his mind was more active if he paced around his library and dictated his thoughts to another person in the room. When he moved his books into the tower, he had his favorite quotes painted on the wooden beams that held up the ceiling. In this way, he could gaze up at them while walking and allow their ideas to inspire him as he walked.
“For our boy, a closet, a garden, the table and the bed, solitude, company, morning and evening, all hours will be the same, all places will be his study.”
This active approach to writing and thinking makes sense when we consider what he was writing about—ordinary, mundane things that everyone experiences but which no one ever talks about, to this day and certainly not in 1580. These were topics like: “Of thumbs,” “That we laugh and cry for the same thing,” “Of smells,” “Of sleep,” “Not to counterfeit being sick,” “Of the resemblance of children to fathers,” “Of liars,” “Of the custom of wearing clothes,” and so on. They weren’t informational articles, nor were they fictional stories or poems. They didn’t fall into any category of writing that anyone recognized. So what were they?
They were the mind in active work on the page—exploring, questioning, doubting, contradicting, and meandering, through the halls of sciences, poetry, fashion, law, history, morality, and a hundred other topics and disciplines, all with one unifying factor: the pursuit of curiosity.
Montaigne called them his essais, from the French word essayer—to try, or to attempt. Montaigne wasn’t an expert in the topics he was writing about or disseminating his superior knowledge. Instead, he was thinking and writing with a passionate rigor and a humble acknowledgement that learning and the pursuit of truth and discovery are never-ending processes.
“Put into his head an honest curiosity to inquire into all things; whatever is unusual around him he will see: a building, a fountain, a man, the field of an ancient battle, the place where Caesar or Charlemagne passed.”
This active, questioning, doubting, failing, and persevering definition of the word essay has been completely discarded from the American education system (if it was ever really present at all) through the industrialized uniformity of traditional curriculum design. When I say the word essay, I doubt you think to yourself, “Oh yeah, questioning and imagining, meandering and exploring! So fun, I love essays!” but rather, “Five paragraphs, same structure every time, topic sentences, plan the ending before I begin writing, never say the word I, hamburger method, makes me hate writing and feel like I am a bad writer.” At least that is what every writing student has told me the first time I asked them what an essay was.
The five-paragraph essay is one kind of essay, but it is not the only kind of essay, and it should not be the first kind of essay we learn how to write in school. I’ll tell you why: because it does not teach you how to think. In fact, it teaches you the opposite of thinking. It does teach organization of thought—but why should you learn how to organize your thoughts before you have been given the opportunity to think?
What Montaigne got so right in his essays that we should remember in our writing today is that essay writing is not so much about convincing your readers that you are an expert, but rather demonstrating the avenues, sidewalks, flight patterns, maps, and trajectories you’ve traveled to arrive at your discoveries. It’s about crafting a question (such as, “Since it is philosophy that teaches us to live, and since there is a lesson in it for childhood as well as for the other ages, why is it not imparted to children?”), reflecting on your initial knowledge about that question, researching the question, staging a conversation between your thoughts and your research, and reflecting on the discoveries that you made. By learning to think and write rigorously in this way, you also learn all the formalities of grammar and mechanics, and gain a comfort in writing in specific forms like lab reports or the five-paragraph essay.
In the spirit of Montaigne, and this rigorous, independent learning, I’ve designed a new writing course for Oak Meadow high-schoolers called Composition: Expression & Understanding, and you can enroll in the first semester now! Semester two will roll out this summer. This course will prepare you for the independent learning style of Oak Meadow, and it will strengthen your writing abilities in preparation for studies in all disciplines. But most importantly, this course will help you discover who you truly are, what you believe in, and how you want to pursue your own full and meaningful life. At the end of the day, isn’t that what it’s all about?
This is a special guest post by Oak Meadow K-6 teacher Meg Minehan.
Meg Minehan is an Oak Meadow teacher for grades K-6. She currently homeschools her own children using the Oak Meadow curriculum. Meg co-leads a monthly forest and fields program for preschoolers in Chester, Vermont. She embraces winter by cross country skiing and sweating in her woodfired sauna.
Although all of us at Oak Meadow extol the benefits of getting children outside, we also recognize that getting young ones outdoors in winter can be quite challenging! Here are some helpful hints to help you and your children embrace these blustery, and for some of us, downright frigid days.
Perhaps most of you are familiar with the oft-quoted saying, “There’s no such thing as bad weather…” Although my feelings about that quote can change depending on my mood, the wind speed, and the type of precipitation I am about to endure, it is important to acknowledge that wearing appropriate clothing in winter is a must. These past few weeks, you may have encountered temperatures that are too cold to be safe. Most days, however, can be safely enjoyed, if only for a short time, provided you and your children are clothed appropriately. But even after investing in or, better yet, inheriting quality outdoor clothing, how do you entice children and their caretakers to go outside?
For many children, a fresh snowstorm is usually a welcome invitation to play outdoors. There are the obvious tried-and-true activities, such as sledding, snowman making, snow fort building, snowshoeing, and skiing. Now that my children are older, ages 16, 13, and 10, these are some of their favorite activities. I no longer need to encourage them to go outdoors. In fact, usually I am calling them in, so we can get some of our Oak Meadow work done. When my children were young, however, this wasn’t always the case. Sometimes they needed a hook, something to entice them to “get out and blow the stink off ye.” (quote courtesy of my father, Ed Minehan) Here are some ideas that worked, at least some of the time, for my family.
Get Moving and Follow the Tracks: On the coldest days, the only option was to keep moving. Even getting out for a short hike or snowshoe was still worth it. To keep things interesting, we often went tracking. Because we live near the woods, this was, admittedly, pretty easy for us. But driving to a special trail adds a sense of adventure too. First, spend a little time familiarizing yourself with tracking patterns. Is the animal a straight walker, hopper, waddler, or bounder? Kids can practice walking in these styles as well. Next, examine the print of the animal’s foot. Notice the shape and size. Can you count the toes? Are their claws present? What other nearby animal signs or clues can you spot? To maximize child participation, I made each of my kids a laminated detective tracking card with pictures of the four patterns and common prints. I photocopied our cards from the Shelburne Farms Project Seasons book. There are many great tracking guides or cards available. We approached each tracking expedition like a mystery. As they got older, my children became more interested in the C.S.I. scene. They loved following the tracks and searching for evidence of last meals. Yes, sometimes the results were a little gruesome, but always exciting.
Curriculum Extensions: Keep in mind these snowy mysteries can lead to imaginative storytelling, story mapping, further research, and investigative writing projects. These activities can easily be integrated into science and language arts lessons. Talk to your Oak Meadow teacher about substituting assignments. We want you and your children to embrace winter too!
Trail Games: Simple trail games are another way to keep things interesting on a cold winter walk. One of my favorite games is Christmas Tree for a Mouse. I learned it from Rachel Carson’s Sense of Wonder. As we walked through the woods, we would look at various trees, gauge their relative sizes, and decide which animal would be perfectly suited to which tree. This can be a fun way to talk about the animals that live in your area. This game could be easily modified if Christmas trees aren’t part of your family’s traditions. Maybe you could find the tree with the best treehouse option for a mouse, a mink, or a bear. If you and your child are feeling really ambitious, you might even assist with the building process.
Winter Art: Scavenger hunts and treasure walks were also a good way to build enthusiasm for a cold winter walk. After collecting simple treasures, such as pine needles, cones, and winter berries, we would put them in a mold with twine or raffia hangers, fill with water, and wait for them to freeze. We’ve used mini-bundt pans for wreaths, but silicone molds work even better. These lovely ornaments or sun catchers can be hung nearby. Quite often, however, I would encourage us to share our decorations with the birds and squirrels. Aha! Another “excuse” to get out for a walk.
Finally, on those days when everyone needs a little extra enticement, there is nothing like the promise of homemade hot chocolate and a favorite board game awaiting. Happy winter!
NOTE: Oak Meadow recently posted a great link on Facebook about following tracks: http://www.audubon.org/news/a-beginners-guide-reading-bird-tracks-snow
In through the front door Running around the back Out through the window Off jumps jack.
In last week’s blog post, rhythmic handwork in Oak Meadow’s coursework for grades one through three was the main topic of discussion. This week, the K-8 Oak Meadow teachers teamed up and offered some suggestions and simple alternatives that will help to meet the “heart” of handwork, specifically in teaching the technique of knitting.
Meg Minehan: My suggestions are to first try finger knitting, the knitting mushroom, or the wooden knitting star. My children loved those “tools”, and the process was simple, repetitive and soothing (just like knitting should be). For what it’s worth, my son, Ian, didn’t really take to knitting when it was initially introduced in first grade. However, he picked it up again last year (at age 9) and loved it.
Michelle Menegaz: I agree that teaching knitting as an inexperienced teacher can be challenging.I suggest offering the “pre-knitting” activities and really encourage the home teacher to find a knitter to help them, if possible. Also, Sunny’s Mittens is a great book with a story that contains knitting directions right in the events of the tale. I would read a bit of this and knit along with the story. The child would also knit along, if interested. We would read a bit, knit a bit, stop and get our knitting sorted or show what the written directions in the story meant. Very satisfying!
Lesley Arnold: I highly recommend the DVD, The Art of Knitting 4 Kids . If a tutor isn’t available for knitting, then this video is great! Be sure to also check your library, for many libraries have knitting clubs.
Leslie Daniels: Another site that I absolutely adore and share with my Oak Meadow families is called “Knitted Bliss“. It includes story books to inspire future knitters for three different age groups: ages 2-4, ages 4-6 and ages 6-9. The title of each book is a joy in itself!
Meg Minehan: Shall I Knit You a Hat is one of our favorite Christmas books for 6-9 year olds!
Andy Kilroy: My friend Clare, a long-time kindergarten teacher, loves to take yarn into her classroom and just let her kids play with the yarn – wrap it, wind it, tie bows with it, braid it, touch it – just to get the feel of fabric/yarn on their skin. Then when it comes time to knit, they already have the awareness of yarn as a material. I taught my granddaughter to finger knit (she had never done it), and she was very excited at all the possibilities that opened for her! She has also enjoyed exploring loom knitting from kits. Long live fiber arts – let’s not give up on them!
Anna Logowitz: My micro-schoolers got a great start by making their own knitting needles. They sanded chopsticks smooth, and then glued wooden beads to the ends: nice and simple. It gave them a sense of ownership over their work before they began knitting, which also seemed to increase their frustration tolerance!
As someone who juggles multiple jobs, interests, and artistic pursuits, I find it helpful to identify what each of these endeavors share. I gain a stronger appreciation for all areas of my life when I understand why I engage with each one, and how they influence each other.
Building connections between the different areas of one’s life is something I learned as a student at Bennington College. Similar to Oak Meadow, Bennington encourages students to approach their lives as learners, artists, and innovators holistically: rather than compartmentalizing the different parts of you, how can you step back and observe yourself on multiple levels, then build a complete picture who you are?
I am an essayist, a poet, an editor of a poetry press, and a writing and literature teacher. I also make comics and embroidery art, and write resumes for a career counseling company. These are such different things! What connects them all?
I’m interested in framing devices–finding a frame for a concept, and identifying a form that highlights that concept. This interest in framing is why I make comics, where the juxtaposition of panels, image, and text tell a story all their own. It’s why I write literary essays that spiral around a question. It’s the reason I make embroidery art, where the circular hoop frames the artwork. It’s why I choose artwork for my poetry magazine that matches the style of writing we publish. It’s one of the main reasons I teach writing–to guide students toward strengthening their ability to frame their thoughts, reflections, and arguments. It’s also the reason I work as an editor, where I help professionals learn how to frame their achievements in the best possible light.
I make a conscious effort to pull these threads together by filling my space with phrases and juxtapositions of objects that show me how things fit together. For 2018, I’m using a new planner with the words STILL LEARNING on the cover, to remind myself that I am still learning through all my endeavors, whether it be my new efforts in comics and embroidery, or the fields where I am already experienced, such as teaching and editing. I’m also restructuring my daily schedule to make time for handcrafts before and after long days in front of a screen.
Now, let’s take an Oak Meadow student as an example. What connections can a student build between the following courses and extracurriculars?:
The Hero’s Journey: Introduction to Literature and Composition
Environmental Science for a Changing World
A Sense of Place: The Geography of Global Change
To answer this completely would take the fun out of a student making their own connections, but here’s what I see on first glance:
Ballet uses the French language for all the names of its steps and positions. By studying French more in-depth, a student of ballet can gain a much more grounded understanding of the art form. For example, the word échappé in French literally means “escaped,” and it is the name for a leap where the feet move from close together to far apart! There is also so much to learn about the history of ballet by learning about French culture, where ballet has been tied to the country’s aesthetics for centuries. This interest in the cultures of other countries can carry over to A Sense of Place: The Geography of Global Change, and can go even deeper by engaging with a focused exploration of Environmental Science for a Changing World. The changing world, along with the ways we must change with it, is very much at the heart of The Hero’s Journey, where students read coming-of-age tales that take their heros through unknown lands. And let’s not forget Geometry! Gaining the skills to draw and comprehend shapes and spatial topographies and orientations will be incredibly useful when studying and drawing maps and landscapes in all of these courses. It will also bring clarity to spatial patterns in choreography for ballet (not to mention why and how your body can make the shapes it is able to make!).
There you have it. As we all dive back into our work at Oak Meadow in this new year, I encourage you to identify connections between your courses, your extra / co-curriculars, and the interests that keep you aware, curious, and growing through each and every day.
This time of year I start thinking about the birds in my area. The temperatures are dropping close to freezing. I see birds in great flocks swooping into the bird bath and landing on the feeder. Last week there were about 15 Common Grackles splashing and crowding into my bird bath. The winter is upon us here in New Hampshire. The birds need to eat quite a bit of food to keep up their energy for traveling south. Those that stay will need food all winter. I often look out the kitchen window in the winter to see a little black -capped chickadee at the feeder, and I wonder how it can keep warm. The tiny little feet and the skinny little legs look so vulnerable. They need high energy foods and lots of it! I know there are Oak Meadow students that enjoy watching and feeding the birds. If you do also, then you might like to join the Project FeederWatch that is a program of the Cornell University Lab of Orinthology.
“Project FeederWatch is a winter-long survey of birds that visit feeders at backyards, nature centers, community areas, and other locales in North America. FeederWatchers periodically count the birds they see at their feeders from November through early April and send their counts to Project FeederWatch. FeederWatch data help scientists track broadscale movements of winter bird populations and long-term trends in bird distribution and abundance.“
Here’s one: The Common Grackle often allows ants to crawl over its body so that they may secrete formic acid, which is thought to kill parasites, a practice called anting. Besides formic acid from ants, the Common Grackle has been observed using various other substances, such as walnut juice, mothballs, lemons, limes, and choke cherries in similar ways.
Do you watch the birds? Do you keep a list of the birds you’ve seen? Let us know!
On a recent visit to my parents’ house, I discovered a room in the basement full of electronics from the turn of the century – bookshelves piled high with old monitors, printers, keyboards, and even stacks of floppy disks. We joked that my dad should open a history museum and give guided tours of the year 2001: “This is what technology looked like when you were born!”
One of those monitors had been mine in high school. I recognized it by the magazine cutouts taped around the border of the screen. I had a flashback of waiting several minutes for the computer to turn on whenever I wanted to chat with friends on AOL Instant Messenger (RIP). We had text messages but used them rarely. We still talked on the phone and made plans in advance in person, then met up at the designated time and place. We put up Away Messages on AIM with subtle tones that hinted vaguely about the exciting lives we were leading away from the screen. Then we truly stepped away from those screens, and into our lives.
These days, it’s extremely difficult to disconnect ourselves from technology. From the minute I wake up to the sound of the morning alarm emanating from my smartphone, there are a hundred ways I check connections through social media to the outside world. I’ve got text messages and Instagram ‘likes’ that came through while I was asleep, and emails from contributors to my online poetry journal; I check the weather, my daily horoscope, and browse my Facebook feed; I read articles on the news, poetry, and education; and soon enough, my brain is fried from all the back-and-forth screen time, and I feel like curling up into a ball and going to sleep. Problem is, it’s only noon!
So, how can we use social media for all its wonderful connections without feeling overwhelmed, exhausted, or anxious?
I’m writing this blog post in my office. The door to the office is closed, and my phone is lying on the dining room table, far away from me. This is one tactic I employ while I am working, as there is no need for me to be on my phone while emailing my Oak Meadow colleagues, designing curriculum, or writing feedback to students on their work. Phones have become an extra limb for so many of us – it’s important to identify the times in which it would be more beneficial for you to unplug and focus on the people or task in front of you.
Recently, I decided to teach myself how to embroider. I’ve never done this before, and my mother and I joke that she would not have been able to teach me, as it is a skill she claims she did not inherit from my crafty grandmother. While I do wish I could have learned how to embroider from my grandmother herself, I was determined to find another way.
Hashtags can be an incredibly useful and instructive tool in the digital world. In order to teach myself my new desired skill, I began searching embroidery hashtags on Instagram. Now, every day, I search the #hoopart #embroideryhoopart #modernembroidery hashtags on Instagram to find accounts where I can learn tools and tricks for my new trade. Once I have learned these strategies, I put my phone down again at a table far away, curl up in the armchair by the fire, pull out my embroidery hoop, thread, scissors, needle, and marking pen, and get to work for several hours on a creation from my own imagination.
What skills, hobbies, or pastimes are you interested or would like to learn? Try searching those hobbies through hashtags on Instagram, on Pinterest, or watch YouTube tutorials! Find specific accounts you can follow for updates and new strategies. Mark out time during your week to browse those accounts, then unplug and get to stitching, swimming, fishing, gardening, or whatever else your heart desires.
In my high school journals, I often wrote about where I wanted to be when I grew up. Looking back on these entries with the distance of a decade, and the knowledge of what I’ve pursued in life, I am in awe that my essential self is still the same. It’s comforting, but it’s also empowering. It means that the person I became at 17 is still the person I am proud to be – just with more experience and more tools for how to accomplish the things I used to dream about from inside the decorated, forest green (my favorite color, then and now) walls of my high school bedroom.
From my high school journal: “When I think about ‘what I want to do’ when I graduate, I think of these things: I want to be the most approachable English teacher at an independent high school for unconventional young people, and I want to have a cabin on a lake with bookshelves everywhere filled with books, and I want to wake up every morning and find the passages I underlined in all my favorite books and remember what it felt like to be that age and read those words for the first time.”
Today, I live beside a river in a cottage full of books. I teach English at an independent high school for pretty cool young people (that’s you guys), and every morning, I wake up and flip through the passages I underlined ten years ago in my favorite books. I think about what it felt like to be 17 and reading those words for the first time.
In college, I learned about the concepts of Place and Space. Place was a physical location, while Space was an ambiance that could be evoked in a building or room. In a Place, one performed their public persona; in a Space, one could be their most private, interior self.
This reminded me of my high school bedroom – that place where I had engaged in journaling, daydreaming, painting, drawing, writing, singing, dancing – activities and rituals that gave the place a certain ambiance; that made it into a space.
I am writing these words in my office, the front room in my cottage. My desk faces the yard; the trees; the mountain. This is the room in which I design curriculum for the courses I teach through Oak Meadow; chat with students; communicate with my faculty peers; read submissions for my poetry journal; write these blog posts, and a hundred other outward-facing things.
On the ceiling of my office is a drop-down ladder that leads to a secret loft; intimate, with slanted walls. I can stand upright in the center, but otherwise have to crawl. Pillows and cushions line the floor. One wall is a balcony, overlooking the living room below. Against the railing are my bookshelves. Photographs of places I’ve lived and the people I’ve known line the slanted walls. On the exterior wall is a tiny square window looking out to the mountain and the yard, just above where I sit at my desk in my office below. Up here, I am curled into a nest; I am closer to the mountain; I have my books and mementos and journals scattered around me. Below, the office is light, bright, and open, inviting all the work I do that connects to the outside world. Above, I enter the interior space of my mind – the space where I dream up creative projects and muse over the big questions of life and the world, my beliefs, my values, and who I feel myself to be.
The place of my office and the space of my loft are both necessary for the work that I do as a teacher and a writer. But I have to wonder if I would have ever discovered that these were the best places and spaces for me if I hadn’t dreamed about them in high school.
High school is not only the time when you begin to state your goals and ambitions – it is also a crucial time to dream. It is the most important time in your life to ask essential questions about who you are, what you believe, and what kind of path you see yourself pursuing in life.
By “path,” I don’t just mean career. Careers are your public persona – your exterior self. You will accomplish great things in the public places of your careers – I’m sure of it. But if you allow yourself the space of interior dreaming, musing, and questioning, then you will also become a person you’ll be proud to be – someone who lives by the virtues you believe in.
You can’t know where you will be ten, fifteen, twenty years from now. If you did, that would take away half the fun of the discovery. But what you can do is think about the kind of place you want to be in; where you can be productive by offering your skills and knowledge to your community.
And you can think about the space you want to have around you: what kind of weather and landscape make you feel grounded and at home? Do you want trees and mountains around you, or skyscrapers? Do you want to live on the road, in a tiny house, an apartment building in a big city, or a rambling old country house on a farm? If you ask yourself these questions now, you’ll find out what kind of person you are, and the kind of person you’ll be down the road, when the dust has settled, and the air has cleared, and you open your eyes: what do you see?
“The word ‘philatelist’ means a person who practices philately or stamp collecting. It comes from the French word ‘philatelie’, which was derived from the Greek words ‘philos’, meaning loving, and ‘atelia’, meaning exemption from tax which also came to mean ‘postage is prepaid.’.”
When I was little and traveled with my family, we didn’t have computers for emailing and so we wrote lots of letters to family and friends. We also made a tradition of mailing ourselves letters to our own home! We would go to a post office in a country or town that we were visiting, and purchase a special stamp. (You can ask the post master to show you what stamps he/she has available.) Then, using the stamp, we would mail the letter home to ourselves. It was fun to see the letters and the stamps when we arrived home. I don’t have a very big collection of stamps, but the ones that I do have hold some wonderful memories for me.
This year a really cool stamp is going to be offered! A first of its kind! Some background first:
You may have read that there is going to be a total eclipse of the sun across the United States this summer. (Monday, August 21, 2017.) People from all over the world will be coming to different spots in the United States to witness this solar eclipse.
What does a solar eclipse have to do with a stamp? Well, the Postal Service will be offering a first-of-its-kind stamp! It changes when you touch it! The Postal Service announcement says: “The Total Eclipse of the Sun, Forever® stamp, which commemorates the August 21 eclipse, transforms into an image of the Moon from the heat of a finger.”
You can read the story of how the stamp was designed here.
If you would like to view other stamps that have commemorated eclipses, you can view them here.
So, as you travel to new places, or even stay in your hometown, take a look at the many stamps that the post office has to offer!
At Oak Meadow, we celebrate student poetry during our annual Poetry Extravaganza. In April, we invited our enrolled students to submit their favorite original poems. We hope you will enjoy their poems as much as we do!
Freddy Lives On By Deanna Oakes Oak Meadow, Grade 6
In front of the fire,
At the foot of the bed,
In the warm sun,
At the homestead,
Freddy is gone.
Freddy is gone, but his memory lives on.
He rode in the truck,
He played with his toys,
He snored real loud,
But he didn’t like noise.
Freddy’s memory lives on,
He will never truly be gone.
“Last year, my librarian’s friend was grieving the passing of her dog, who had recently passed away. Her friend was very sad, so Mrs. Hoffman, my librarian, asked me to write a poem in memory of Freddy, the dog. She told me a little about Freddy, and I used what I learned about him to write this poem. It was wonderful to gift this poem to her; she loved it.”