Who Has Seen the Wind?

 NOTE: Click to Enlarge Poem

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What Robert Louis Stevenson said about this poem - from the University of Toronto:
 

"I had an extreme terror of Hell, implanted in me, I suppose, by my good nurse, which used to haunt me terribly on stormy nights, when the wind had broken loose and was going about the town like a bedlamite. I remember that the noises on such occasions always grouped themselves for me into the sound of a horseman, or rather a succession of horsemen, riding furiously past the bottom of the street and away up the hill into town; I think even now that I hear the terrible howl of his passage, and the clinking that I used to attribute to his bit and stirrups. On such nights I would lie awake and pray and cry, until I prayed and cried myself asleep" (Graham Balfour, Life of Robert Louis Stevenson)

Audio version of the poem - Listen at Reely's Audio Poems 

"WHO HAS SEEN THE WIND?"
 

Who has seen the wind?
Neither I nor you;
But when the leaves hang trembling,
The wind is passing through.

Who has seen the wind?
Neither you nor I;
But when the trees bow down their heads,
The wind is passing by.

Christina Georgina Rossetti

The Wind's Work.

The busy wind we cannot see
At its work or play,
But it turns the weather vane
East and west this way.

The busy wind we cannot see
At its work or play,
But it blows the windmill's fans
Round and round this way.

The busy wind we cannot see
At its work or play,
But it lifts the kites on high
As we run this way.

The busy wind we cannot see
At its work or play,
But it blows the leaves about
To  and fro this way.

The busy wind we cannot see
At its work or play,
But it bends the forest trees
And they bow this way.

 

Title: A Year Book for Primary Grades: based on Froebel's mother plays
Authors: Etta Merrick Graves, Amelia Warfield Watkins, Rupert W. Graves
Publisher: M. Bradley company, 1908
Pages 159-160

NOTE: The Wind's Work - Daily Printing Practice - See below the jump (end of post)*****

Image from Ethnobotany wiki

THE WIND THAT SHAKES THE BARLEY

There's music in my heart all day,
I hear it late and early,
It comes from fields are far away,
The wind that shakes the barley.
Ochone!

Above the uplands drenched with dew,
The sky hangs soft and pearly,
An emerald world is listening to
The wind that shakes the barley.
Ochone!

Above the bluest mountain crest
The lark is singing rarely,
It rocks the singer into rest,
The wind that shakes the barley.
Ochone!

Oh, still through summers and through springs
It calls me late and early.
Come home, come home, come home, it sings,
The wind that shakes the barley.
Ochone!

Title: The Wind in the Trees: A Book of Country Verse
Author: Katharine Tynan
Publisher: Grant Richards, 1898
Pages 57-58

 

THE WIND

The wind, the wind,
The mourning wind!
It comes and grieves
About my eaves
It knocks and groans
It cries and moans,
And the chilly moon
Rides aloft at noon
In the mourning, mourning wind.

The wind, the wind,
The raining wind!
Thro' dripping sprays
And grass-wet ways
It winds and lifts
It weaves and shifts,
And I walk apart
Where the storm-rills start
In the raining, raining wind.

The wind, the wind,
The summer wind I
In idle ease
Thro' weeds and trees
It wafts and woos
It soothes and sues,
And I fall asleep
Where the grass is deep
In the summer, summer wind.

The wind, the wind,
The thieving wind!
It whisks and starts
It scuds and darts
It whips the vanes
It shakes the panes,
And the apples fall
Where the weeds are tall
In the thieving, thieving wind.

The wind, the wind,
The winter wind!
It sweeps and soars
It howls and roars
It drives the snow
It piles the floe,
And the drifting sky
Runs gainless and dry
In the winter, winter wind.

The wind, the wind,
The midnight wind!
When night hours wane
And star-hosts reign
In monotone
It moves alone,
And nobody knows
Where the dead world blows
In the midnight, midnight wind.

Title: Wind and Weather
Author: Liberty Hyde Bailey
Publisher: Comstock Publishing Co., 1919
Pages 17-19

NOTE: The Wind - Vocabulary Work - See below the jump (end of post) *****

THE PIPER ON THE HILL
A Child's Song

There sits a piper on the hill
Who pipes the livelong day,
And when he pipes both loud and shrill
The frightened people say:
"The wind, the wind is blowing up
'Tis rising to a gale."
The women hurry to the shore
To watch some distant sail.
The wind, the wind, the wind, the wind,
Is blowing to a gale.

But when he pipes all sweet and low,
The piper on the hill,
I hear the merry women go
With laughter, loud and shrill:
"The wind, the wind is coming south
'Twill blow a gentle day."
They gather on the meadow-land
To toss the yellow hay.
The wind, the wind, the wind, the wind,
Is blowing south to-day.

And in the morn, when winter comes,
To keep the piper warm,
The little Angels shake their wings
To make a feather storm:
"The snow, the snow has come at last!
The happy children call,
And "ring around" they dance in glee,
And watch the snowflakes fall.
The wind, the wind, the wind, the wind,
Has spread a snowy pall.

But when at night the piper plays,
I have not any fear,
Because God's windows open wide
The pretty tune to hear;
The Wind and the Moon
And when each crowding spirit looks,
From its star window-pane,
A watching mother may behold
Her little child again.
The wind, the wind, the wind, the wind,
May blow her home again.

Dora Sigerson Shorter

Image from The Baldwin Project

THE WIND AND THE MOON

Said the Wind to the Moon, "I will blow you out
You stare
In the air
Like a ghost in a chair,
Always looking what I am about—
I hate to be watched; I'll blow you out."

The Wind blew hard, and out went the Moon.
So, deep
On a heap
Of clouds to sleep,
Down lay the Wind, and slumbered soon,
Muttering low, "I've done for that Moon."

He turned in his bed; she was there again!
On high
In the sky,
With her one ghost eye,
The Moon shone white and alive and plain.
Said the Wind, "I will blow you out again."

The Wind blew hard, and the Moon grew dim.
"With my sledge,
And my wedge,
I have knocked off her edge!
If only I blow right fierce and grim,
The creature will soon be dimmer than dim."

He blew and he blew, and she thinned to a thread.
"One puff
More's enough
To blow her to snuff!
One good puff more where the last was bred,
And glimmer, glimmer, glum will go the thread."

He blew a great blast, and the thread was gone.
In the air
Nowhere
Was a moonbeam bare;
Far off and harmless the shy stars shone—
Sure and certain the Moon was gone!

The Wind he took to his revels once more;
On down.
In town,
Like a merry-mad clown,
He leaped and halloed with whistle and roar—
"What's that?" The glimmering thread once more!

He flew in a rage—he danced and blew;
But in vain
Was the pain
Of his bursting brain;
For still the broader the Moon-scrap grew,
The broader he swelled his big cheeks and blew.

Slowly she grew—till she filled the night,
And shone
On her throne
In the sky alone,
A matchless, wonderful silvery light,
Radiant and lovely, the queen of the night.

Said the Wind: "What a marvel of power am I!
With my breath,
Good faith!
I blew her to death"—
First blew her away right out of the sky—
Then blew her in; what strength have I!"

by George MacDonald
 
Title: The Home Book of Verse, American and English, 1580-1918, Volume 1
Compiled by: Burton Egbert Stevenson
Edition: 3
Publisher: H. Holt, 1918

(Google book link)

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CLASSIC LITERATURE

Title: The Wind in the Willows
Author: Kenneth Grahame
Publisher: Charles Scribner's Sons, 1915
(Google book Link)

Title: Old Mother West Wind
Author: Thornton Waldo Burgess
Publisher: Little, Brown, 1913
(Google book Link)

Title: Mother West Wind's Animal Friends
Author: Thornton Waldo Burgess
Publisher: Little, Brown, 1912

(Google book Link)

 

Daily Printing Practice and Vocabulary Work -- Below the Jump

The Water Cycle: Facts, Poetry, Songs and Stories

Still image of an excellent interactive diagram from earthguide.ucsd.edu

This sequence of lessons was published by MacMillan Company in 1908. I like that it teaches a scientific concept -- across curriculum. Sure, there are the facts, even the experiments, which are super! But there is also poetry, which invites visualization, descriptive writing, vocabulary building, and making connections - to the child's world.

RAIN
An Exercise in Explanation

Under the influence of heat, water evaporates; that is to say, it passes into the air in the form of vapor. This vapor is invisible. If you leave water in an open dish, within a few days, especially if the air is warm, the water will be gone. You could not see the water passing off, and yet it has evaporated. When water is boiling in a tea kettle, you can see no steam close to the spout, but just as soon as this steam comes into contact with the colder air outside it becomes visible.

In the same way the heat of the sun causes constant evaporation from the surface of all water, and even from the surface of all land that contains moisture. This moisture is lighter than the air, and therefore is constantly rising. In this way water is all the time being drawn up into the air in the form of vapor, and when this vapor gets into the colder regions high above the land, it condenses into visible masses which we call clouds.

Now what causes rain? If you hold a cold plate in front of the steam coming out of a kettle, the steam will condense in little particles of water, and these particles will unite into drops which will run down the plate. In the same way when a cold wind strikes the fine particles of water in a cloud, these particles unite and form drops which, being heavier than the air. fall to the ground as rain.

1. What is explained in the first paragraph? What in the second? What in the third?

2. Learn the meaning of evaporate, invisible, contact, visible, moisture, condense, masses, particles.

3. Perform and report the experiments suggested.

4. Learn other facts about rain, and talk them over in class. Without the help of your book, write three or four paragraphs on the subject.

5. Look up and tell a story about James Watt.

Water Cycle Vocabulary Flash Cards - Created at Printable Flash Cards

A Study of Poetic Pictures

We knew it would rain, for all the morn,
A spirit on slender ropes of mist
Was lowering its golden buckets down
Into the vapory amethyst

Of marshes and swamps and dismal fens,
Scooping the dew that lay in the flowers,
Dipping the jewels out of the sea,
To sprinkle them over the land in showers.

We knew it would rain, for the poplars showed
The white of their leaves, the amber grain
Shrank in the wind —. and the lightning now
Is tangled in tremulous skeins of rain.

— Thomas Bailey Aldrich.

Conversation. — Have you ever seen "the sun drawing water," as children sometimes call it? Tell how the sun and sky looked at such a time. What lines in the poem seem to describe this appearance? Are there really any slender ropes and golden buckets dipping up the water? . To what fact does this word picture refer? How are clouds formed?

What is the color of amethyst? What does the word stand for here?

What five sources of the vapor that formed the clouds are mentioned in the second stanza?

How many signs of the coming rain are mentioned in the poem? Name them. What is the meaning of the word tremulous? What is the usual meaning of skein? What does the word mean here?

Commit the poem to memory.

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PROSE AND POETRY

In the first lesson  we had a simple explanation of how rain is produced. It contains a series of plain statements about the evaporation of water, the formation of clouds, and the cause of rain. Each sentence states a fact. It is evident that the person who wrote the explanation was not trying to write something beautiful but rather to make the explanation plain, simple, and easily understood.

The poem in the last lesson shows you another view of the same subject. It gives you the poet's view. It shows how a plain, common occurrence like a thunderstorm calls up in the poet's imagination a series of beautiful pictures.

Be sure you see the word pictures — the sun letting down the golden buckets and scooping up the dew and the jewels (drops) of water, the poplars showing the white of their leaves, the grain bending before the wind, and finally the lightning mingled with the pouring, whirling rain.

Which is more beautiful, the plain scientific explanation or the pictures formed by the poet's imagination? Why do you think so?

NOTE: This next poem would be a good one to use for copy work or dictation:

THE CLOUD

 
As you read these verses, try to think of the cloud as a person who is talking to you and telling you what she does:
 

I bring fresh showers for the thirsting flowers
From the seas and the streams;
I bear light shade for the leaves when laid
In their noonday dreams.
From my wings are shaken the dews that waken
The sweet buds every one,
When rocked to rest on their mother's breast.
As she dances about the sun.
I wield the flail of the lashing bail,
And whiten the green plains under;
And then again I dissolve it in rain,
And laugh as I pass in thunder.

—Shelley.

What is meant by "thirsting flowers "? Where do the showers come from? What is meant by "noonday dreams"? When the sun is very hot and the ground very dry, do the leaves droop as if asleep? Does a cloud have wings? In what respect is a cloud like a bird? When does the dew fall? What is thought of as the mother of buds and flowers? What is a flail? Why is hail spoken of as a flail? Why is hail called "lashing "? How does it feel to have snow driven into your face by a strong wind?

Go over the lines again. Name all the things which the cloud does. Memorize the lines.

Conversation. — Is there near your home a lake or a pond; a creek, a brook, or a river? If so, tell: —

1. Which form named above have you in mind? What is its proper name? How did it get this name?

2. Where is the water? How do you get to it? What are its surroundings?'

3. How does the water look? What use is made of it?

4. Why do people visit it in summer? in winter?

Written Exercise.

Write one or more paragraphs describing a body of water.

Word Study

Can you use any of these words in your description?

Is, lies, flows, runs, murmurs, chatters, nestles, still, running.

Title: Lessons in language, literature, and composition: New Terminology
Authors: Henry Pendexter Emerson, Ida Catherine Bender
Publisher: The Macmillan Company, 1908
Pages 158-162

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More useful poems, stories and activities to teach the Water Cycle:

 Diagram from SA Water - Australia

THE WATER DROPS' JOURNEY.
 

Some little drops of water,
Whose home was in a sea,
To go upon a journey
Once happened to agree.
A cloud they had for carriage;
They drove a playful breeze;
And over town and country
They rode along at ease.
But oh! there were so many.
At last the carriage broke,
And to the ground came tumbling
These frightened little folk.
And through the moss and grasses
They were compelled to roam,
Until a brooklet found them
And carried them all home.
 

—Author unknown.

 Image from kmott-wikispaces

THE RAINDROPS' JOURNEY.

Resting in a dark cloud were many little raindrops. They had a quiet life, but they were quite content to stay there in the great sky, rocking In the cloud-cradle, and dreaming of the time when East Wind would call them out on a journey to the brown earth. Mother Cloud had told them what that journey would be, so, as they waited, they sang merrily:

East wind will call;
Down we will fall,
Pattering over the green fields below
Gay little showers,
Bathing the flowers,
Washing the grasses and helping them grow.

At last, one afternoon a push from East Wind sent the cloud scurrying across the sky.

"Whew-ew-ew!" he called loudly, "are you ready to come with me, little raindrops?"

"Yes, yes!" they cried, tumbling out as quickly as possible:

Here we come merrily,
Down we come cheerily,
Gay little raindrops are we!
Wee silvery brother,
We'll help one another,
Together the great world we'll see.

Quickly they fell, soaking into the dry earth that the flower roots might drink the sweet, cool water, and on and on, until they swelled a tiny spring that bubbled out of the stones and moss.

"Come, journey with us," they cried to the spring, and ran on with merry song.

By and by they came to a little stream.

"Dear little brother," It said, "one little stream can't do much alone. Let's join hands and run together."

The two little streams hurried on, meeting others, and saying to all alike:

"We can have so much more fun together than by ourselves. Come, play with us." And now the streams formed a brook where flowers were refreshed and the meadow land made fertile by its cool waters.

Presently it found another brook, and cried, "One little brook can't do much all alone. We can do twice as much if we work together."

Now it became a large brook. Mother Sheep and her little lambs could drink from it, while, as it ran past the farm-house, the children could have fine fun sailing their boats on its merry current.

Other brooks joined it, and now it had come so far, and so rapidly, that it stopped to rest in a quiet pond, then more quietly went on its way.

At last it came to a great river.

"Do you need my waters?" It asked, and the river answered: "I could not live if the brooks and streams did not join me. Come help me, and we can do much good together."

Then the cattle were refreshed by the river water, mill-wheels were turned, hundreds of fish found a home, and men, women and children used and rejoiced in it. Boats went up and down, and where the river was broadest, great ships sailed on its calm surface. "How glorious to help so much," murmured the river.

At last the ocean was reached, and into its mighty arms the river hurried.

"Is this the end?" wondered the little water-drops. "Will we always be a part of the great ocean?"

The sun shone down warmer and warmer. It whispered, "Dear little raindrops, would you like to go on another journey, giving rest and refreshment wherever you go?"

Then, softly, they were drawn up in a fine mist by the sun's bright rays, until the merry little raindrops rested once more in their cloud-cradle, waiting for East Wind to bid them go forth on another joyful mission.

By Mary Howell Wilson

Title: The Outlook, Volume 59
Volumes 386-420 of American periodical series, 1850-1900
Authors: Ernest Hamlin Abbott, Lyman Abbott, Francis Rufus Bellamy, Hamilton Wright Mabie
Publisher    Outlook Co., 1898
Page 647

Another "Raindrops' Journey" story. This one could be printed and stapled for independent reading, depending on the age of the student:

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Scholastic has a SUPER little cartoon video showing and explaining the water cycle! Be sure to check it out.

Image from Science With Me - great website.

Here are a couple of "Water Cycle" songs to sing - makes remembering those big words much easier:

This first song is sung to the tune of She'll Be Coming Around the Mountain:

Water travels in a cycle, yes it does

(use pointer finger to make a big circle)

Water travels in a cycle, yes it does

(repeat finger circle)

It goes up as evaporation

(moves hands up to the sky

Forms clouds as condensation

(make a cloud overhead with arms)

Then comes down as precipitation, yes it does!

(sprinkle with fingers while bringing arms down in front of you)

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NOTE: Piano solo sound clip of My Darlin' Clementine can be found at Songs for Teaching, for those of you not fam
iliar with the song. For She'll be Comin' Around the Mountain, click the little red music symbol next to "piano solo" HERE.

Water Cycle

(Tune: “My Darlin’ Clementine”)

 

Evaporation,  

(Push palms up toward the ceiling.)

    Condensation,        

(Bring palms together over your head.)

     Precipitation all around,         

(Wiggle fingers as you bring your palms down.)

                      Accumulation,                         

(Sweep arms together as if gathering up something.)

      Evaporation,           

(Push palms up toward the ceiling.)

           The water cycle goes round and round.            

(Arms out by sides and make circles.)

        Evaporation, evaporation, water goes up in the air,            

(Palms up.)

     Gets together and condenses and rain clouds do appear.         

(Palms together over head.)

    Then it rains, that’s precipitation, water falls to the ground.        

 (Wiggle fingers down.)

     It accumulates in puddles and splashes all around.            

(Sweep arms together.)

The water cycle starts all over when it evaporates again.

It condenses in the clouds, then precipitation will begin.

Evaporation, condensation, precipitation all around,

Accumulation, evaporation, the water cycle goes round and round.

 

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Looking for some fun weather activities for the younger set? Little Giraffes Teaching Ideas has some great activities to introduce weather concepts. I love the "water cycle" bracelets!

Michael's Craft Store has instructions for the simple Water Cycle Mobile.