Carver: A Life In Poems
Nelson, M. (2001). Carver: A Life in Poems. Asheville, NC: Front Street.
Critical Analysis:
In this esteemed collection of biographical poems Marilyn Nelson takes readers on a journey through the past as they explore and read all about the diverse life of George Washington Carver. From his time as a slave, to his adulthood spent working as a botanist in the field of agriculture, Nelson has truly captured Carver’s achievements. This collection, mostly written in free verse, is informative in nature, with photographs that accompany many of the poems content. The details of each poem, coupled with historical information and photographs, are intriguing and allow the reader to witness personal moments that George Washington Carver himself experienced. The language is fresh and genuine to the time period, although slang is used at times, the text of each piece is easy to follow, almost conversation like. Nelson has not painted a rosy picture that falsifies the true life of Carver; instead she has included poems related to slavery, lynching, segregation, and various struggles Carver encountered prior to his success in the field of agriculture. In the poem Washboard Wizard Nelson describes Carver as the townspeople see him, “He’s a colored boy, a few years older than we are, real smart. They say he was offered a scholarship to the college. They say he was turned away when he got here, because he’s a nigger.” Nelson reminds readers of a time in America when color was more important than skills, no matter what Carver could, no matter who he was better than, it didn’t matter, because his skin was dark. The theme of this collection is biographical in nature, although readers may find out some surprising information, such as how Carver himself liked to knit. In the poem The Lace-Maker Nelson shares with readers of this special past time when Carver, “bends, intent on detail, his fingers red in sunlight, brown in shade.” Even though Carver was a man who liked to dig in the dirt, he liked things that were dainty too, and Nelson has made sure readers can see every aspect of what made Carver so special. Emotions of all sorts are experienced in this collection, from sadness to joy. Carver was a dedicated individual, and in this compelling collection readers will understand the effort required in order for him to achieve what he did.
Poem Spotlight
Eureka
November 1924
His first time in New York,
As one of several speakers
before a conference crowd,
the professor is allotted twenty minutes.
He abbreviates his talk,
Stops abruptly, adds:
I never had to grope for methods;
the method is revealed
the moment I am inspired
to create something new.
The New York Times ridicules him,
the school at which he is employed,
and the entire Negro race.
Proving its prophecy, it editorializes:
Talk of that sort simply will bring
ridicule on an admirable institution
and on the race for which it has done
and still is doing much.
Because REAL scientists
do not ascribe their successes
to “inspiration.”
Marilyn Nelson
Critical Analysis:
In this poem Nelson shares with readers a touching incident that Carver experienced later in his career. This poem is emotional and the theme of racism brings out many reactions as the reader witnesses how unfairly Carver was treated solely because of his skin color. This poem is free verse in style, but as it is read, it seems to tell a story. An intelligent individual, Carver could have given up when things like this seemed to happen, but Nelson brings out the best of such an awful incident by focusing on his ability to “inspire”. The emotion this poem possesses is life-like; readers understand that Carver did not let things like this get in his way. Nelson has truly captured what makes Carver so special in the final line of this poem, “Real scientists do not ascribe their successes to “inspiration”. Readers will have a true sense of the ideas and principles Carver lived by after reading this well written biographical account of such a trying time in Carver’s life.
Classroom Connections:
This poem evokes such thought provoking discussions on “inspiration” and what it means to inspire someone. After a brief discussion on George Washington Carver and his successes, the teacher could read aloud the poem to the class. Have the class discuss how a man who experienced such success and achievement could have been treated in a manner of such ridicule. Discuss with the class what it means to ridicule, and also why Carver was ridiculed. This poem would fit great into studies related to character education, Black History month, or any biographical study. Students could also discuss other individual they know from history who were treated similarly such as Martin Luther King Jr. As a culminating activity the class could make acrostic poems using the word INSPIRE, and listing words that describe this theme.
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