CHAPTER VII

POETRY

The Value of Poetry.-Poetry adds efficacy to the meaning of the simplest events in life; it deals with emotions and situations that we all share; it appeals to sympathies born of and fostered by the imagination. We come to regard life too much as a package of dry facts, and, as a consequence, need the refreshment of another's vision. It is the poet who gives us not a new aspect of things in the universe, but adds a much-needed enthusiasm to old aspects. Because he speaks in poetical terms he adds force to what he says and gives us an impression less easy to forget. Poetry to-day has as its theme an increasing social consciousness. This element is imperative to the health and wholesomeness of our social structure.

The arguments against poetry are the old ones of its impracticability, and the charge that it deals only with the superficial and non-essential aspects of life. Because of its supposed impracticability it has been considered as fit only for the leisure class. Indulgence in it has been held as conducive to the acquiring of false ideals of respectability. Poetry has ever been treated with a certain unwarranted distrust.

The average man and woman can experience great emotions of love, hate, joy, sorrow, patriotism, and of sacrifice. They are moved by kindness, are great in courage, in endurance, and above all in hope. On the other hand, they have moments of deep despair. A sun

rise, a sunset, a brook, a mountain, or a flower holds some message for them. The poet can and does reveal this message to them. In other words, he, through his interpretations of facts and environments, adds a new enthusiasm to aspects of life which are much in need of brightening. The rhythms of poetry bear direct relation to the emotions which they portray, and rhythm has ever fulfilled a most important function in the well-being of the human race.

In conclusion, poetry is unconditionally upon the side of life. It can supply the need of every mood, and it has always identified itself with truth, wisdom, and morality. These identifications place it without question on the side of achievement and designate it a means toward the poetry of life. As such it should be considered a definite and practical need in the curriculum of the adult student.

The Selection of Poetry.-In selecting poetry for the adult class choose poems which deal with nature, the home, the family, friends, leaders in history, patriotism, and important national events, and a few which deal simply with abstract ideas or philosophies of the conduct of life. The selections as a rule should be short and of sufficient brevity that they may be taught in one lesson.

The Teaching of Poetry.-The teaching of poetry differs in many ways from the teaching of prose. The poet leaves much to the imagination of the reader; he tells a great deal in a few words; he tells the soul of a story; he presents many of his thoughts through figurative language; he chooses diction with meticulous care; he presents thoughts which are vigorous, logical, and complete. The chief aim in presenting a poem to a class is to teach the meaning of the poem. The teacher must dis

cover the thought or ideal embodied in the selection and then prepare the group to grasp the thought.

The universal starting-point in teaching a poem is the title. It is often the clew to the understanding of the idea presented.

In the more advanced adult classes do not stop with the mere telling of the story, but study the words, phrases, figures of speech, and word-pictures. Furthermore, the simplest poem can be taught in such a way as to awaken and to develop imagination.

Encourage students to memorize portions of poems taught. The teacher should always select as quotations the most meaningful and appropriate lines.

The teaching of poetry in the adult class is valuable in that it:

1. Acquaints the student with ideals in nature, home, patriotism, and philosophy.

2. Trains him in the use of beautiful English diction. 3. Acquaints him with the lyric quality of the English language.

4. Enables him to understand figurative language. 5. Arouses his powers of imagination.

6. Develops a taste for the English classics.

7. Appeals to the æsthetic nature of the individual. 8. Gives flexibility of expression.

9. Increases vocabulary.

10. Furnishes material for memory work.

The following analysis gives in detail the steps which may be followed in teaching "Trees,"* by Joyce Kilmer. Copy the poem carefully on the board, observing the stanza division of the selection. Ask the students to

* See Appendix, page 363.

read the entire poem silently. After the class has had sufficient time to read the poem slowly and carefully, ask in order the following questions, which are intended to bring out the meaning of each stanza:

1. Which does the poet think is the more beautiful, a poem or a tree?

2. Where does the tree get its food?

3. What is the "hungry mouth" of the tree?
4. What does the tree drink from the earth?

5. How is the earth like a mother to the tree?

6. At what does a tree look all day?

7. What are the arms of the tree?

8. What are the things for which a tree would pray?

9. To what does the tree give a home?

10. What is the "hair" of the tree?

II. What does the tree wear in her hair?

12. What falls on the tree in summer? in winter?

13. Who makes poems?

14. Who makes trees?

The following questions are intended to bring out the idea of personification and the larger meaning of the poem:

1. In what ways does the poet speak of the tree as though it were a person?

2. How do trees show that they are thankful to God for rain and sunshine?

3. Which stanza do you like best and why?

The class interest may be greatly augmented if the teacher brings to the classroom pictures of different varieties of trees. Some of these may be obtained from various tree catalogues.

Questions for oral work which could grow out of the study of "Trees," by Joyce Kilmer, are as follows:

1. How may we make the world more beautiful? 2. How do trees serve man other than to make the world more beautiful?

3. Do all trees look alike?

4. Name some of the points in which trees are different.

5. Do we find the same kind of trees in all parts of the world?

6. Is our government interested in trees?

7. How is the United States Government trying to protect trees?

8. What variety of forest trees grows in many parts of your city?

9. Can you name some forest trees which are found in the United States?