Karshi state university

Conclusion
Longfellow, was an attorney and a Harvard graduate active in public affairs. His mother, Zilpah (Wadsworth) Longfellow, was the daughter of General Peleg Wadsworth, who had served in the American Revolution. She named this second son among her eight children for her brother, Henry Wadsworth, who had died in Tripoli harbor in 1804. The family occupied the first brick house in Portland, built by the general and still maintained as a literary shrine to its most famous occupant. Henry began his schooling at age three, when he and his older brother, Stephen, enrolled in the first of several private schools in which they prepared for entrance to Bowdoin College. Aside from a leg injury that nearly resulted in amputation when he was eight, Henry apparently enjoyed his school friendships and outdoor recreation both in Portland and at his Grandfather Wadsworth’s new home in Hiram, Maine. His father’s book collection provided literary models of a neoclassical sort, and family storytelling acquainted him with New England lore dating to pilgrim days. The boy’s first publication, appearing in the November 17, 1820 Portland Gazette and signed simply “Henry,” drew on local history for a melancholy four-quatrain salute to warriors who fell at “The Battle of Lovell’s Pond.” A family friend’s dismissal of the piece as both “stiff” and derivative may have discouraged Henry’s ambition for the time. Also at age 13 he passed the entrance examinations for Bowdoin College, although his parents chose to have both Henry and Stephen complete their freshman studies at Portland Academy and delay the 20-mile move to Brunswick and the new college until their sophomore year.
Bowdoin College, when Henry and Stephen Longfellow arrived for the fall 1822 term, was a small and isolated school with a traditional curriculum and conservative Congregational leadership. The stimulus Henry Longfellow found there came less from classes or the library (open one hour a day and allowing students only limited borrowing privileges) than from literary societies. Elected to the Peucinian Society, he mixed with the academically ambitious students of the college (more serious than his brother or than classmates Nathaniel Hawthorne, Franklin Pierce, and Horatio Bridge—all belonging to the Athenean Society). The book holdings of the Peucinian Society, its formal debates, and its informal Conversations about contemporary writing and American authors encouraged Henry to direct his ambition toward literature despite his practical father’s preference for a career in law or one of the other established professions. Favorable responses to poems, reviews, sketches, and essays he contributed to the Portland Advertiser, American Monthly Magazine, and United States Literary Gazette sparked hopes for editing and writing opportunities that collided against the materialistic pragmatism of New England culture. Public speaking provided other outlets for Henry’s artistic and rhetorical skills at Bowdoin: in his Junior Exhibition performance he anticipated The Song of Hiawatha (1855) by speaking as a “North American Savage” in a dialogue with an English settler, and his commencement address argued for redirection of national values in support of “Our American Authors.”Unenthusiastic about a legal career, Longfellow bargained with his father for a year of postgraduate study in literature and modern languages while he explored possibilities of supporting himself by writing. Fate, however, intervened to protect him from the bar. Mrs. James Bowdoin, for whose late husband the college had been named, contributed $1,000 to endow a professorship in modern languages (only the fourth in the United States), and—on the strength of Longfellow’s translation of a Horace ode that had impressed one of his father’s colleagues among Bowdoin trustees—college authorities offered the position to the young graduate at his 1825 commencement on the condition that he prepare for the post by visiting Europe and becoming accomplished in Romance languages. On the advice of George Ticknor of Harvard, Longfellow decided to add German to French, Spanish, and Italian. He sailed from New York to Le Havre in May 1826 and spent the next three years rambling through Europe’s cities and countrysides, absorbing impressions of cultures and places, living with families in Paris, Madrid, and Rome, and developing linguistic fluency. Before he settled down in the university town of Göttingen, to which Ticknor had directed him, Longfellow’s approach to language acquisition was less systematic than impressionistic and even desultory. His model was Washington Irving, to whom he was introduced while in Spain, and Longfellow envisaged putting his experience to Irvingesque literary use. Homesickness, however, prompted him to develop a proposal for a never published new-world sketchbook featuring New England settings and stories, rather than any literary account of European materials; “The Wondrous Tale of a Little Man in Gosling Green,” which appeared in the November 1, 1834 issue of the New Yorker, exemplified his intent for that projected volume. In Germany, Longfellow settled down to relatively disciplined study in preparation for his Bowdoin professorship, though his readings there focused more on Spanish literature than German.