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13 Last Day of School Poems From Teacher to Students

Poetry & Analysis

Last Day of School Poems

Educational Poems

Song of the Open Road, 1

By Walt Whitman

Afoot and light-hearted I take to the open road,
Healthy, free, the world before me,
The long brown path before me leading wherever I choose.

Henceforth I ask not good-fortune, I myself am good-fortune,
Henceforth I whimper no more, postpone no more, need nothing,
Done with indoor complaints, libraries, querulous criticisms,
Strong and content I travel the open road.

The earth, that is sufficient,
I do not want the constellations any nearer,
I know they are very well where they are,
I know they suffice for those who belong to them.

(Still here I carry my old delicious burdens,
I carry them, men and women, I carry them with me wherever I go,
I swear it is impossible for me to get rid of them,
I am fill’d with them, and I will fill them in return.)

Overview Short Summary

The speaker steps onto the open road with confidence and freedom. He leaves complaints behind, but he carries the people and experiences that shaped him.

Classroom Use Best For

This is a useful farewell poem for students from teacher because it frames goodbye as the beginning of a larger journey.

Core Ideas Main Themes

  • Moving forward: The open road becomes a symbol of the future.
  • Confidence: The speaker believes he carries good fortune within himself.
  • Memory and connection: People from the past travel with the speaker emotionally.

Emotional Effect Tone and Mood

The tone is bold and optimistic. The mood is freeing, which makes it effective for graduation, classroom farewell, or last day of school reflection.

Learning to Read

By Frances Ellen Watkins Harper

Very soon the Yankee teachers
Came down and set up school;
But, oh! how the Rebs did hate it,—
It was agin’ their rule.

Our masters always tried to hide
Book learning from our eyes;
Knowledge did’nt agree with slavery—
’Twould make us all too wise.

But some of us would try to steal
A little from the book.
And put the words together,
And learn by hook or crook.

I remember Uncle Caldwell,
Who took pot liquor fat
And greased the pages of his book,
And hid it in his hat.

And had his master ever seen
The leaves upon his head,
He’d have thought them greasy papers,
But nothing to be read.

And there was Mr. Turner’s Ben,
Who heard the children spell,
And picked the words right up by heart,
And learned to read ’em well.

Well, the Northern folks kept sending
The Yankee teachers down;
And they stood right up and helped us,
Though Rebs did sneer and frown.

And I longed to read my Bible,
For precious words it said;
But when I begun to learn it,
Folks just shook their heads,

And said there is no use trying,
Oh! Chloe, you’re too late;
But as I was rising sixty,
I had no time to wait.

So I got a pair of glasses,
And straight to work I went,
And never stopped till I could read
The hymns and Testament.

Then I got a little cabin
A place to call my own—
And I felt independent
As the queen upon her throne.

Overview Short Summary

The speaker describes the struggle to learn to read after years of being denied education. The poem celebrates teachers, literacy, persistence, and the freedom that comes with knowledge.

Classroom Use Best For

This poem fits end of year reading when the class has been learning about literacy, history, courage, and the value of education.

Core Ideas Main Themes

  • Education as freedom: Reading becomes a path toward independence.
  • Persistence: The speaker refuses to believe it is too late to learn.
  • Teacher support: The arrival of teachers creates a new chance for learning.

Emotional Effect Tone and Mood

The tone is determined and grateful. The mood becomes triumphant as the speaker moves from exclusion to independence.

Travel

By Robert Louis Stevenson

I should like to rise and go
Where the golden apples grow;—
Where below another sky
Parrot islands anchored lie,

And, watched by cockatoos and goats,
Lonely Crusoes building boats;—
Where in sunshine reaching out
Eastern cities, miles about,

Are with mosque and minaret
Among sandy gardens set,
And the rich goods from near and far
Hang for sale in the bazaar,—

Where the Great Wall round China goes,
And on one side the desert blows,
And with bell and voice and drum
Cities on the other hum;—

Where are forests, hot as fire,
Wide as England, tall as a spire,
Full of apes and cocoa-nuts
And the negro hunters’ huts;—

Where the knotty crocodile
Lies and blinks in the Nile,
And the red flamingo flies
Hunting fish before his eyes;—

Where in jungles, near and far,
Man-devouring tigers are,
Lying close and giving ear
Lest the hunt be drawing near,

Or a comer-by be seen
Swinging in a palanquin;—
Where among the desert sands
Some deserted city stands,

All its children, sweep and prince,
Grown to manhood ages since,
Not a foot in street or house,
Not a stir of child or mouse,

And when kindly falls the night,
In all the town no spark of light.
There I’ll come when I’m a man
With a camel caravan;

Light a fire in the gloom
Of some dusty dining-room;
See the pictures on the walls,
Heroes, fights and festivals;

And in a corner find the toys
Of the old Egyptian boys.

Overview Short Summary

The child speaker imagines traveling through distant lands, cities, jungles, deserts, and old places full of stories. The poem captures curiosity about the world beyond the familiar home or classroom.

Classroom Use Best For

This poem works well for last day of school poems for kids because it connects the end of class with summer adventure, imagination, and future discovery.

Core Ideas Main Themes

  • Adventure: The speaker dreams of places far beyond ordinary life.
  • Imagination: Travel begins in the mind before it happens in the world.
  • Growing up: The speaker imagines what he will do “when I’m a man.”

Emotional Effect Tone and Mood

The tone is excited and imaginative. The mood is bright, making it useful for a cheerful final-day reading.

The Land of Story-books

By Robert Louis Stevenson

At evening when the lamp is lit,
Around the fire my parents sit;
They sit at home and talk and sing,
And do not play at anything.

Now, with my little gun, I crawl
All in the dark along the wall,
And follow round the forest track
Away behind the sofa back.

There, in the night, where none can spy,
All in my hunter’s camp I lie,
And play at books that I have read
Till it is time to go to bed.

These are the hills, these are the woods,
These are my starry solitudes;
And there the river by whose brink
The roaring lions come to drink.

I see the others far away
As if in firelit camp they lay,
And I, like to an Indian scout,
Around their party prowled about.

So, when my nurse comes in for me,
Home I return across the sea,
And go to bed with backward looks
At my dear land of Story-books.

Overview Short Summary

The child turns a room into a world of adventure through the power of reading. Books become forests, camps, rivers, and distant places.

Classroom Use Best For

This poem is a good end of year poem for students when a teacher wants to encourage summer reading and keep imagination alive after school closes.

Core Ideas Main Themes

  • Reading: Books open imaginative worlds for children.
  • Childhood play: The speaker uses ordinary furniture to create adventure.
  • Memory: The child looks back at the world of stories before bedtime.

Emotional Effect Tone and Mood

The tone is playful and nostalgic. The mood is warm, making it suitable for a classroom goodbye that points students toward reading.

The Children's Hour

By Henry Wadsworth Longfellow

Between the dark and the daylight,
When the night is beginning to lower,
Comes a pause in the day’s occupations,
That is known as the Children’s Hour.

I hear in the chamber above me
The patter of little feet,
The sound of a door that is opened,
And voices soft and sweet.

From my study I see in the lamplight,
Descending the broad hall stair,
Grave Alice, and laughing Allegra,
And Edith with golden hair.

A whisper, and then a silence:
Yet I know by their merry eyes
They are plotting and planning together
To take me by surprise.

A sudden rush from the stairway,
A sudden raid from the hall!
By three doors left unguarded
They enter my castle wall!

They climb up into my turret
O’er the arms and back of my chair;
If I try to escape, they surround me;
They seem to be everywhere.

They almost devour me with kisses,
Their arms about me entwine,
Till I think of the Bishop of Bingen
In his Mouse-Tower on the Rhine!

Do you think, o blue-eyed banditti,
Because you have scaled the wall,
Such an old mustache as I am
Is not a match for you all!

I have you fast in my fortress,
And will not let you depart,
But put you down into the dungeon
In the round-tower of my heart.

And there will I keep you forever,
Yes, forever and a day,
Till the walls shall crumble to ruin,
And moulder in dust away!

Overview Short Summary

The poem describes children entering the speaker’s room at the end of the day and filling it with affection and play. The speaker imagines keeping them forever in his heart.

Classroom Use Best For

This poem can work as a goodbye poem from teacher to students because its central feeling is remembrance: the adult speaker wants to keep children close in the heart.

Core Ideas Main Themes

  • Affection: The speaker’s love for the children fills the poem.
  • Memory: The final lines turn children into a permanent part of the heart.
  • Playfulness: The children are described as little invaders in a mock battle.

Emotional Effect Tone and Mood

The tone is loving and playful. The mood is warm and sentimental, which fits end-of-year keepsake or farewell contexts.

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