walden essay contest

Live Deliberately Essay Contest Submission Form

The 2019-2020 live deliberately essay contest is now open  submit your essay below.

PLEASE NOTE THE FOLLOWING CHANGES/INFORMATION FOR 2019-2020:

• The Contest is now open ONLY to ages 14-18 (and 19-year-olds enrolled in high school or the equivalent)
• EVERY Contestant is required to submit the name of an adult sponsor who has reviewed their essay for eligibility.
• The Deadline is February 15, 2020 (Midnight EST). Essays submitted after this time will not be considered.
• Please read ALL of the Contest Guidelines to assure that your essay meets all eligibility requirements!

We have been informed by our on-line submission platform that their forms work best with Chrome and Firefox internet browsers. If you have difficulty submitting this form, please try one or both of those browsers. If you still have difficulty, Contact Whitney Retallic , Director of Education.

• Young  Georgia  Authors Contest  (grades K-12)
• The Georgia Council for the Arts  Poet Laureate Prize  (high school students)
• The Atlanta History Center’s Poetry Out Loud competition (high schools)
• The Booth Western Art Museum   Writing Through Art Literary Competition  ( grades 9-12)
• Leslie Walker Writers of Promise (grades 3-12)
• NCTE's Achievement Awards in Writing  
• NCTE Students' Writing Awards Information (11th Grade)
• NCTE Promising Young Writers Award (8th Grade)
• T.A. Barron Prize for Real-Life Young Heroes (ages 8 to 18) who have initiated exemplary service projects.
• National Novel Writing Month  (Nov. 1 - 30)
• “Live Deliberately” essay contest :

The Walden Woods Project’s Thoreau Institute is accepting submissions for the annual Live Deliberately Essay Contest. Students are asked to consider what their own deliberate lives look and feel like. Winners will be featured on the World Wide Waldens website and will receive a signed copy of Walden from the Thoreau Institute.

ENGL405: The American Renaissance

Essay on henry david thoreau and "walden".

You have already been introduced to Thoreau as a writer. Read this short essay on get a better sense of him as an activist.

On July 4, 1845, Henry David Thoreau took up residence in a cabin he had constructed on land owned by Ralph Waldo Emerson on the shores of Walden Pond, just outside of Concord, Massachusetts. For the next 27 months, Thoreau would live there, contemplating nineteenth-century American life and the world as a whole as it passed by, compiling notes and thoughts that would eventually form the basis of what has been considered his masterpiece , Walden . Organized around the calendar year, Walden consolidates Thoreau's two-year experience into one calendrical cycle, but it is far more than a memoir or a naturalist's report, moving from philosophical and political considerations to short sketches of the people and animals that move in and out of his life to rhapsodic celebrations of the pond and its environs to scientific data on its depth and its climate. To an extent none of his other writings do, Walden balances Thoreau's various interests and themes – understanding nature from a scientific and spiritual perspective, criticizing nineteenth-century U. S. materialism and inequality on the basis of natural laws and spiritual truth, and experimenting with language as a way of conveying those laws and truths in order to transform himself and his society.

Thoreau was born in 1817 in Concord, where he lived almost the entirety of his life. His family was fairly well off economically, as they owned one of the premier pencil-making factories in the nation. This financial security allowed Thoreau to attend Harvard, from which he graduated in 1837, in the midst of one of the worst financial panics of the nineteenth century. After resigning from his first job as a teacher because he refused to inflict corporal punishment, he opened a school with his brother John in Concord, which they ran together until 1841, when John became ill. After John's death in 1842, which would leave him without one of his closest companions, Thoreau took a teaching position in Staten Island as a way of gaining a foothold in the New York literary market. However, he would soon return to Concord. Following his experiment on Walden Pond, Thoreau continued in Concord, first living with the Emerson family for a short time, before returning to his family home, where he lived as a boarder until his death in 1862.

Early on, Thoreau came under the influence of Emerson and the transcendentalist circle, publishing essays and poetry in The Dial edited by Emerson and Margaret Fuller in the early 1840s, and living with Emerson from 1841 to 1843. While Emerson's influence can be felt in many of Thoreau's writings, their relationship was not always easy and Thoreau departs from Emerson in significant ways. Thoreau's time at Walden Pond and the experience he records of being jailed for not paying taxes in "Resistance to Civil Government" ("Civil Disobedience") can be readily understood as putting Emerson's philosophy of self-reliance into material practice. But as significant as that philosophical basis is to Thoreau's activity, the material nature of his activity may be more important. For Thoreau, the material world and his interaction with it become central in a way that the world never seems to be quite so real in Emerson's writings. While many of Emerson's essays and lectures tend to focus on abstract ideas, principles, and social positions as indicated by their very titles – "Self-Reliance", "Compensation", and "The Poet" – Thoreau's writings ground themselves in specific experience and particular locales, as indicated by the two books he published during his life time: A Week on the Concord and Merrimack Rivers (1849) and Walden .

Also unlike Emerson, who would achieve great fame as a lecturer and essayist, Thoreau would remain relatively obscure during his lifetime, even as he circulated among the most important literary circles of his age. A Week on the Concord and Merrimack Rivers was an infamous publishing failure – fewer than 300 of the original edition of 1000 books sold – but it helped to establish Thoreau's ability to weave philosophical insights and meditations, commentary on nature and history, into a narrative structure. Written during his time at Walden Pond, the book ostensibly chronicles the trip Thoreau and his brother John took in 1839. But Thoreau uses their journey both to mourn and remember his brother and to explore the philosophical and social questions at the core of his thought, the relationship between the self and nature, the history of Euro-American exploitation of American nature and its native inhabitants, and the connection between specific locales and times and the eternal and the universal.

During the same year of the publication A Week , Thoreau produced his most famous essay, "Resistance to Civil Government", better known now by the title "Civil Disobedience". "Resistance to Civil Government", with its argument that the individual conscience trumps man-made laws when those laws become the machinery of injustice, has influenced a number of important political activists, most famously Gandhi and Martin Luther King, Jr. The essay uses Thoreau's experience of being imprisoned for one night in 1846 (during his sojourn at Walden Pond) for not paying his poll tax in protest of American policies, most importantly the U.S.-Mexican War and the continuation of slavery. In defending and explaining his conduct, Thoreau produces an individualistic, transcendentalist politics based on the inviolability of the individual conscience, a conscience or moral sense that potentially grants each of us access to a higher truth. This faith in the individual's ability to conduct himself properly through the use of an inner moral sense provides the foundation for the fundamentally anarchistic position Thoreau articulates at the beginning of the essay – "'That government is best which governs not at all;' and when men are prepared for it, that will be the kind of government which they will have". Thoreau returns to his hope for a state that will all but cease to exist at the end of the essay and describes his ability and desire to escape contact with the government as much as possible, concluding his inserted history of his night in prison by recounting a huckleberry picking expedition that led him into nature where "the State was nowhere to be seen".

Yet much of the essay takes a more practical approach to the realities of the government in the antebellum U. S., with Thoreau even recognizing it as doing some good, as when he acknowledges paying the "highway tax:" "to speak practically and as a citizen, unlike those who call themselves no-government men, I ask for, not at once no government, but at once a better government". As much as Thoreau bases his radical individualism and anarchist tendencies in his transcendentalist philosophy, then, he is most concerned with the specific American government of his time and its policies. The fundamental problem with government is that it takes on a life of its own, becoming, in Thoreau's central metaphor in the essay, a machine that then attempts to treat individual men as machines lacking in thought or conscience. In articulating his more specific focus, he grounds his critique in American political thought, recalling the Revolution in order to contend that "All men recognize the right of revolution; that is, the right to refuse allegiance to, and to resist, the government, when its tyranny or its inefficiency are great and unendurable". While he seems to suggest that any violation of one's sense of justice by the government would validate resisting the state by withholding one's allegiance or by refusing to pay taxes, his argument largely relegates such extreme acts to only the most severe violation of right. He advises us to let certain injustices go: "If the injustice is part of the necessary friction of the machine of government, let it go, let it go". And he makes it clear that he is not calling upon his fellow citizens to engage in a crusade to eliminate all evil: "It is not a man's duty, as a matter of course, to devote himself to the eradication of any, even the most enormous wrong". Thoreau's point is not that slavery and what he – and many others – saw as an imperialistic war are wrong. There's much evil in the world, and it is beyond our capacity to eliminate it all.

What goads Thoreau to action is that the government that asks for his allegiance and support has created machinery for unjust purposes, as "oppression and robbery are organized" to support war and slavery. While Thoreau does not see it as his duty to oppose all injustice, he argues that "it is his duty, at least, to wash his hands of it . . . not to give it practically his support. . . . . I must first see, at least, that I do not pursue [my pursuits] sitting upon another man's shoulders. I must get off him first, that he may pursue his contemplations too". Much of his critique is aimed at his many neighbors who ostensibly oppose slavery and the U. S.-Mexican War but do little in actuality to stop the federal government from continuing as it has and, in supporting the government, actually further the injustices they claim to oppose, thus "practically" giving their support. It is here that he dismisses voting as an empty gesture because the voter does not fully invest himself in the outcome of the vote. This is where civil disobedience becomes necessary, for the individual must make his "life a counter friction to stop the machine" of injustice by attempting to clog up the wheels of the government's machinery: "Cast your whole vote, not a strip of paper merely, but your whole influence". If each person who thought slavery or the U.S.-Mexican War was wrong withheld support for the government, Thoreau contends, the government would have to relent rather than jailing thousands of citizens. While this idea of nonviolent resistance became one of the most influential parts of Thoreau's political thought, he moved away from this position as the nation stumbled closer and closer to Civil War. Specifically, in his eulogistic essays on John Brown, following his failed attempt at provoking a slave rebellion in Virginia, Thoreau celebrated Brown's ability to stir Northerners from their slumber, as "He has liberated many thousands of slaves, both North and South". This figuring of his fellow Northerners as slaves – as enslaved to the system of slavery specifically and to social norms more broadly – connects this later apology for violence to "Resistance" where he similarly opines that slavery could only be abolished by voting when society has become "indifferent" to it and the voters themselves "will then be the only slaves".

As his more explicitly political writings frequently speak of his fellow citizens as slaves for their continuing support of slavery, Walden similarly equates those who "lead lives of quiet desperation" in which they have "no time to be any thing but a machine" to being "slave-driver[s]" of themselves. If slavery and industrialization provide the most prominent contexts for Thoreau's critique, Nature provides the antidote for these moral and social ailments. Most pronouncedly, he announces his social project in terms of his fellow Americans being asleep: "I do not propose to write an ode to dejection, but to brag as lustily as chanticleer in the morning, standing on his roost, if only to wake my neighbors up". For Thoreau, especially in the second chapter of Walden , "Where I Lived, and What I Lived For", morning becomes a figure for the ever-present possibility of waking to "a poetic or divine life" through both the imaginative constitution of the world and direct contact with its material reality.

Much of Walden consists of Thoreau's meditations on his experiment in Spartan living, an experiment based in an attempt at discovering exactly what a man needs to live, materially and spiritually, and his focus is largely on discerning his place within nature and, through it, within the universe. Yet running through these more philosophical and, at times, scientific threads is a steady critique of American society – "this restless, nervous, bustling, trivial Nineteenth Century" – for having misplaced priorities due to a failure of imagination and perspective. While not as explicitly political as "Resistance" or his essays and lectures on slavery, Walden takes aim both at specific injustices and at the broader social and ideological underpinnings of those injustices. Among other things, Thoreau, for example, attacks industrialized labor for merely seeking "that the corporations may be enriched" and repeatedly gestures to the travesty of Southern slavery. But the basis for these critiques lies in his returning to nature and a world that exists outside the nineteenth century and its narrow interests, allowing him the perspective to see the limitations of his time.

It is through his deeper engagement, his "closest acquaintance with Nature", that Thoreau discovers the higher laws that guide his critique of American society. In particular, in the chapter "Higher Laws", Thoreau attempts to link the higher "spiritual life" with "a primitive", more "rank hold on life", even as he recognizes these instincts as quite distinct. He argues that it is through his experiences in the wild, that he gains access to "the most original part of himself", through a kind of "clarifying process". In "Spring", he famously describes such a clarifying process within nature itself through his description of the thawing of the railroad bank. As with his depiction of morning as reflecting the awakening of the self to the world, so with "Spring" he offers an account of the world coming back to life. Viewing the bank, he feels as if he "stood in the laboratory of the Artist who made the world and me". This experience leads him to meditate on the connections between various material phenomena and language, captured in the repeated form of leaves, as he concludes that "it seemed that this one hillside illustrated the principle of all the operations of Nature". "Spring" concludes with images that suggest the unimportance of human or any specific animal's existence within nature, as Thoreau defends and celebrates nature's extravagance, the fact that "Nature is so rife with life that myriads can be afforded to be sacrificed" – "tadpoles which herons gobble up, and tortoises and toads run over in the world". Yet nature also provides the springboard for transforming human life – both in general, in a particular society, and for the individual – for it enables us to recognize that this earth and "the institutions upon it, are plastic" and to see "our own limits transgressed" by its "inexhaustible vigor, vast and Titanic features". It is this emphasis on continually transgressing our limits as our experience with nature repeatedly reminds us that leads Thoreau to leave Walden Pond. As he famously puts it, "I had several more lives to live", and during his time at Walden he had already made "a beaten track" between his cabin and the pond and a similar path "which the mind travels". Nature, Thoreau suggests, helps to correct our tendency to fall into the same paths, the same routines, and as such it can help to reorient ourselves as individual and as a society.

Suggested Additional Reading

Buell, Lawrence. The Environmental Imagination: Thoreau, Nature Writing, and the Formation of American Culture. Cambridge, Mass.: Harvard University Press, 1995.

Cavell, Stanley. The Senses of Walden. Expanded ed. San Francisco: North Point Press, 1981.

Milder, Robert. Reimagining Thoreau. Cambridge, U.K.: Cambridge University Press, 1995.

Myerson, Joel, ed. The Cambridge Companion to Henry David Thoreau. Cambridge, U.K., and New York: Cambridge University Press, 1995.

Richardson, Robert D., Jr. Henry Thoreau: A Life of the Mind. Berkeley: University of California Press, 1986

Robinson, David M. Natural Life: Thoreau's Worldly Transcendentalism. Ithaca, N.Y.: Cornell University Press, 2004.

Walls, Laura Dassow. Seeing New Worlds: Henry David Thoreau and Nineteenth-Century Natural Science. Madison: University of Wisconsin Press, 1995.

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The Winners of Our ‘How To’ Contest

Over 2,200 teenagers submitted essays on how to do everything from fix a toilet to fight a kangaroo. We’ll be publishing the work of the winners all week.

By The Learning Network

Almost from the time our new “ How To” Informational Writing Contest for Teenagers went live in January, we knew it would be a success.

First there was the creative range of topics. As submissions rolled in — 2,223 by the deadline — we were happy to see students take on a variety of key emotional, intellectual and physical skills, including how to win an argument, fix a toilet, cope with anxiety, remember names and trip gracefully.

But we were even more delighted to be introduced to a few offbeat skills we hadn’t previously realized were crucial, like how to do the worm, snowball-attack your sister, fight a kangaroo and “talk to your crush without sounding like a talking potato.”

Our participants had fun. We know that because in their accompanying process statements they told us so. They liked coming up with topic ideas, and writing something for school in a format they’d never seen before. They even enjoyed finding and interviewing experts — a contest requirement that had seemed daunting at first to many, but turned out to be one of the most rewarding steps.

We hope you’ll enjoy the results as much as we have. We’ll be publishing the work of the top 11 winners all week, and we’ll add links here when we do.

In alphabetical order by the writer’s first name

“ How to Befriend an Introvert ” : Ashley Zhang, 14, Collingwood School, West Vancouver, British Columbia

“ How to Do the Worm ” : Camille Gonzales, 18, Kinder High School for the Performing and Visual Arts, Houston

“ How to Find Your Balance ” : Chelsea Hu, 18, Phillips Academy, Andover, Mass.

“How to Make Bubble Tea” : Hanyi Zhou, 14, Chinese International School, Hong Kong

“How to Make the Perfect Sandwich” : Jackson DeNichilo, 15, Fallston High School, Fallston, Md.

“How to Wrap a Dumpling” : Jacob Wang, 16, Charterhouse School, Godalming, England

“How to Conduct a Podcast Interview” : Matthew Jeong, 17, Kinder High School for the Performing and Visual Arts, Houston

“How to Be a Kid Forever” : Raniya Chowdhury, 17, John Fraser Secondary School, Mississauga, Ontario

“How to Become Friends With a Wild Bird” : Shannon Hong, 16, Herricks High School, New Hyde Park, N.Y.

“How to Host Unexpected Guests” : Sofia Fontenot, 18, Kinder High School for the Performing and Visual Arts, Houston

“How to Make Fear Your Friend” : Zoe Brown, 14, Summit High School, Bend, Ore.

“How to Recover After Yet Another Disappointing Season by Your Favorite N.F.L. Team” : Alden Comes, 13, Briarcliff Middle School, Mountain Lakes, N.J.

“How to Tell the Ugly Truth” : Alex (Hayoung) Jung, 16, Seoul Foreign School, Seoul

“How to Remember Names” : Anahita Driver, 13, Gregory Middle School, Naperville, Ill.

“How to Find Gratitude in Everyday Life” : Andrew Coraggio, 16, Arrowhead Union High School, Hartland, Wis.

“How to Antique Shop” : Callisto Lim, 17, Kinder High School for the Performing and Visual Arts, Houston

“How to Build an Optimal Environment for Your Fish” : Chasity Rolon, 16, Deer Park High School, New York, N.Y.

“How to Snowball Attack Your Sister” : Harper Mooney, 14, Marblehead High School, Marblehead, Mass.

“How to Achieve Inner Peace by Washing Your Dishes” : Jackson Cooke, 18, Briarwood Christian High School, Birmingham, Ala.

“How to Spot Counterfeit Currency” : Kaylie Milton, 17, West High School, Iowa City, Iowa

“How to Pee On a Hike” : Lauren Acker, 17, Lakeside High School, DeKalb County, Ga.

“How to Mimic an Accent” : Michael Noh, 14, Korea International School Pangyo Campus, Seongnam, South Korea

“How to Speak Like a British Person” : Owen Wilde, 16, Maynard High School, Maynard, Mass.

“How to Ask a Teacher for Help” : Sarah Harris, 15, Boothbay Region High School, Boothbay Harbor, Maine

“How to Spin Pens” : Siddharth S., 16, Peepal Prodigy School Coimbatore, Tamil Nadu, India

“How to Make Kids Excited About History” : Vivian Wenan Chang, 17, BASIS Chandler, Chandler, Ariz.

“How to Ride a Roller Coaster Without Fear” : Wang Ziyun, 16, Raffles Girls’ School, Singapore

“How to Make a Three-Point Shot” : Will Peña, 17, Academy at the Lakes, Land O’ Lakes, Fla.

“How to Play Darts” : Xizhe Yang, 15, Shanghai High School International Division, Shanghai

Honorable Mentions

“How to Survive Middle School Hallways” : Alice Liang, 13, Islander Middle School, Mercer Island, Wash.

“How to Learn a New Language” : Andrew Chen, 14, International School of Beijing, Beijing

“How to Let Go of Someone” : Ariel Ting, 16, Taipei American School, Taipei, Taiwan

“How to Cope With Your Anxiety” : Ava Cho, 18, Daegu International School, Daegu, South Korea

“How to Live Openly As a Lesbian” : Ayco Phlypo, 17, Atheneum Gentbrugge, Ghent, Belgium

“How to Make Homemade Pasta” : Bella DiBernardo, 16, Alta Vista Middle College, Santa Barbara, Calif.

“How to Prepare for Running a Marathon” : Brett Barker, 17, Arrowhead Union High School, Hartland, Wis.

“Keep the Sandman at Bay” : Bryant, 18, Bandung Independent School, Bandung, Indonesia

“How to Fix a Toilet!” : Carla Lopez, 16, Jose Marti STEM Academy, Union City, N.J.

“How to Order at a Specialty Coffee Shop” : Cassandra Garcia, 16, home school, Portland, Texas

“How to Trip Gracefully” : Eileen Kim, 15, Urbana High School, Ijamsville, Md.

“How to Drive Your Siblings Mad” : Elaine Kim, 15, West Ranch High School, Stevenson Ranch, Calif.

“Being Objective” : James Yi, 17, Orange County School of the Arts, Santa Ana, Calif.

“How to Accept Failure” : Jamie Park, 16, Yongsan International School of Seoul, Seoul

“How to Cope With a Panic Attack” : Jason Kim, 15, Georgetown Preparatory School, North Bethesda, Md.

“How to Escape a Night Market” : Joyce Chang, 16, Stella Matutina Girls’ High School, Taichung City, Taiwan

“How to Overcome Assault: A Survivor’s Guide on Trauma-Related Shame” : Juliana Segal, 17, The Montessori School of Raleigh Upper School, Raleigh, N.C.

“How to Play Out of Tune On the Flute” : Kavya Muralidhar, 13, Islander Middle School, Mercer Island, Wash.

“How to Write a Poem” : Lareina Yuan, 14, YK Pao School, Shanghai

“How to Make Tanghulu” : Lehan Gu, 15, Northwood High School, Irvine, Calif.

“How to Be When Meeting New People” : MaryEden Rall, 13, Montgomery Catholic Preparatory School, Montgomery, Ala.

“How to Make the Perfect Playlist” : Rachel Wieland, 17, Arrowhead Union High School, Hartland, Wis.

“How to Talk to Your Crush Without Sounding Like a Talking Potato” : Roxanne Wu, 16, International School of Beijing, Beijing

“How to Help a Child With Autism” : Sarah Zeng, 15, Victoria Park Collegiate Institute, Toronto

“How to Deal With Nerves” : Sasha Luhur, 14, Northwood School, Lake Placid, N.Y.

“How to Watch Clouds” : Shio Kim, 14, North London Collegiate School Jeju, Seogwipo, South Korea

“How to Discuss Controversial Issues With Parents” : Siyao Feng, 18, Linden Hall School for Girls, Lititz, Pa.

“How to Write a Song” : Sophia Kim, 15, Chadwick International School, Incheon, South Korea

“How to Write a Song” : Stephanie Ma, 16, The Webb Schools, Claremont, Calif.

“How to Be a Good Dukjil-er” : Suevean (Evelyn) Chin, Asia Pacific International School, Seoul

“How to Win an Argument” : Suri Boryang Kim, PTGMS, South Korea

“How to Tie a Shoe” : Vivian Olivera, 17, Academy at the Lakes, Land O’ Lakes, Fla.

“Grilling Pork Belly For the Best Flavor” : Yoonseo Cho, 17, Portola High School, Irvine, Calif.

Thank you to our contest judges.

Ana Paola Wong, Annissa Hambouz, Caroline Gilpin, Dana Davis, Elisa Zonana, Isaac Aronow, Jeremy Engle, Jeremy Hyler, John Otis, Juliette Seive, Katherine Schulten, Kathryn Curto, Ken Paul, Kimberly Wiedmeyer, Kirsten Akens, Michael Gonchar, Natalie Proulx, Phoebe Lett, Shannon Doyne, Sharon Murchie, Shira Katz, Sue Mermelstein, Susan Josephs, Sydney Stein

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