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APPRECIATION OF LYRIC lyrics. Be prepared to read these to the POETRY class. As you read your lyric to the class, the A CONTRACT FOR THE SENIOR HIGH SCHOOL class will indicate stresses by tapping the OR THE JUNIOR COLLEGE desk with pencil. Part One—Required Jobs Sense of rhythm should be so well fixed that you can always feel the stressed sylla- I. Reading Lyrics bles even in reading silently. Form into groups of about six persons Any of these poems are full of rhythm: each, and select a leader for each group. Choose a short lyric for him to read before How They Brought the Good News from Aix to Ghent. Robert Browning. the class, and discuss its meaning with him. L'Envoi. Rudyard Kipling. The representative from each group will Mandalay. Rudyard Kipling. then read his lyric, and the class will decide which group has the best reading. In this The Song of the Chattahoochee. Sidney decision they will consider the selection Lanier. made, and the reading of it. Continue this The Raven. Edgar Allan Poe. until each pupil in each group has read a Annabel Lee. Edgar Allan Poe. Break, Break, Break. Alfred Tennyson. poem to the class. (Books containing good selections are Crossing the Bar. Alfred Tennyson. Magic Casements, Carhart and McGhee; The Blessed Damozel. Dante Gabriel Literature and Life, Greenlaw; Readings in Rossetti. Literature, Volume II, Hanes and McCoy; Insomnia, Dante Gabriel Rossetti. and Golden Treasury, Palgrave.) IV. Writing Poetry II. Making Anthologies A. Select in class a subject on which to A. Selecting the poems write a poem. The poem will be writ- 1. Prepare to read five or six of your ten on the board line by line as sug- favorite lyrics to the class. Be able gested by members of the class. When to tell why you wish each included in the poem is completed, check for our class anthology. meaning, delicacy of thought, unity, 2. Choose two of these poems that have rime, and rhythm. not been considered for the anthol- B. Now, write a poem of your own. ogy, and prove to the class that they Choose a simple emotional experience should be included in it. which you still feel. Try to improve 3. The class will vote for the poems on the poem written by the class; a they wish included in the anthology. lyric poem by one person has more B. Compiling the anthology "unity of feeling than has a lyric by 1. Group the anthology according to many persons. these types of lyric poetry: ode, son- V. Memorizing Poetry net, elegy, ballad, rondeau, Memorize one hundred lines of poetry. 2. Decide on the make-up of the anthol- This job must be done before any record ogy ; kind and size of paper, type of can be made on the class chart. (Optional cover, table of contents, and illustra- job, number VII). tions. These anthologies will be In general, it is well to memorize passages mimeographed, and a copy made that available to each of you. A. Are quoted frequently. III. Sensing Rhythm B. Impress you as the perfect expression Select for rhythmic qualities several short of a great thought or idea. [Vol. 8, No. 8 246 THE VIRGINIA TEACHER in life make their poetry similar or dissim- C. Bear on, or enrich your experiences, ilar. especially your physical environment. Vl. Making Definitions III. Studying Tone Color Be able to make a definition of each of Choose a lyric poem and show in what the following terms: Lyric, rime, asson- ways it is rich in tone color. To do this ance, repetition, alliteration, meter, iambus, analyze the poem for internal rime, asson- physical experience, psychic experience, ance, repetition, alliteration, and onomato- trochee, dactyl, couplet, imagery, measure, poeia. . • , ■ i metaphor, tetrameter, pentameter, hexamet- Some poems particularly rich in this ele- er, refrain, rime-scheme, anapest, onoma- ment are: topoeia, spondee, tone color. She Walks in Beauty. Byron. Be sure that the definitions do not have An Epitaph, de la Mare. Arabia, de la Mare. a "dictionary ring" to them. (Get these to a great extent from class discussion, or see The Humble Bee. Emerson. An Introduction to Poetry, Alden; A Study Sea Rose. "H. D." Loveliest of Trees. Housman. of Poetry, Perry, using index in each case.)1 La Belle Dame Sans Merci. Keats. II. Optional Jobs To Helen. Poe. Ulalume. Poe. I. Scanning Poetry Tell Me Where Is Fancy Bred. Shakes- Compare the rhythm and rime schemes peare. of several lyric poems. ^ , You may, however, choose any other A. Be able to distinguish trochaic, dactyl- poem rich in tone color. lic, iambic, and anapestic meters. B. Select any poem and scan the lines. IV. Studying Imagery (Use An Introduction to Poetry, Alden, The theme of Masefield's Sea Fever is the longing and insatiate desire of a seaman and A Study of Poetry, Perry.) II. Studying the Subjective Element in Ly- for the sea. ric Poetry A. Make a list of the images used in each stanza. Be able to point out the main forces m B. Write after each image others that the life of any lyric poet you select. Note might have been used, and combine how his life influenced his poetry. them in different ways to see the ef- A. Note especially; 1. Do his poems reflect the nature and fect. experiences of the poet? C. Change the adjectives in the images. 2. Do his poems reflect the public af- At the end of this experiment you will fairs of his time? realize how greatly the author's intention affects the choice of imagery. B. Compare two lyric poets such as 1. Browning and Tennyson V. Studying Words 2. Keats and Shelley A .Make a list of the words expressing 3. Poe and Longfellow physical experience in The Eve of St. 4. Frost and Robinson Agnes by Keats, lines 262 to 270. De- 5. Teasdale and Lowell (Amy) fend your list before the class. Show how their experiences and ideals B. Likewise, list the words expressing psychic experience in Remember, by iFor guidance in definition making: Practice Christina Rossetti. Be able to defend Leaves in Junior English, Logan and ^ Anthony, Good English in Speaking and IVrthng, Book your selection of words. VI VU, or VIII, Young and Memmott. October, 1927] THE VIRGINIA TEACHER 247

VI. Illustrating Lyric Poetry Bibliography A. Illustrate lyric poetry by bringing to I. Material for Method A. Books class pictures which Bates, Arlo—Talks on the Teaching of Literature. 1. Fit a particular lyric. Houghton Mifflin Co. (Pages 207-221). Bolenius, Emma—Teaching Literature in Gram- 2. Express the emotions of the painter as mar Grades and High Schools. Houghton Mif- a lyric expresses the emotion of the flin Co. (Pages 49-90). poet. Fairchild, A. H. R.—Teaching Poetry in High School. Houghton Mifflin Co. If you do No. 1, be able to show how Huber, Bruner and Curry—Children's Interests in the painting and the poem compare in feel- Poetry. Rand McNally and Co. ing. Rickert, Edith—New Methods for the Study of Literature. University of Chicago Press. If you do No. 2, tell how the painting is B. Magazines. a "lyric" to the artist. Eareckson—-A Painless Introduction to Lyric The pictures must be mounted well Poetry, English Journal, September, 1925. Fiske, Christobel—Problems in Teaching of Poet- enough to gain the approval of the class; ry, English Journal, October, 1923. otherwise, they will not be accepted. Pendleton, Charles S.—The Teaching of Poetry, or English Journal, May ,1924. B. Bring a phonograph record of some H. Material for Enjoyment and Appreciation. lyric put to music. Play it to the class Alden, Raymond—An Introduction to Poetry. Henry Holt and Co. (Pages 55-73.) several times. Tell the name of the Carhart-McGhee—Magic Casements, Macmillan. poem, the author, and the theme of Eastman, Max—The Enjoyment of Poetry. Scrib- the lyric. Explain why that lyric was ner. peculiarly suited to be put to music. Erskine, John—The Kinds of Poetry. Duffield. Greenlaw and Miles—Literature and Life, Book VII. Memorizing Poetry H. Scott Foresman and Co. Record your own progress in memorizing Hanes and McCoy—Readings in Literature, Vol- ume II. Macmillan. lyric poetry on a chart posted in the class- Neilson, William A.—Essentials of Poetry— room. A sample chart is given you below: Houghton Mifflin Co. Chart Showing Progress of Pupils in Memorizing Lyric Poetry Name Lines of Poetry Memorized 1 10 20 30 40 | 50 | 60 | 70 80 90 100 110 120 Aflame, ■pllpn 1 1 1 1 Bowers, Mary jfj

1 1 i i i ■H i I

1 H 1 1 1 1 Cole, James ■■■■ Davis, Tnhn ES Bm nil 1 VIII. Listing Poems According to Theme Palgrave, Francis—Golden Treasury. Allyn and Choose one subject such as: the sea, love, Bacon Perry, Bliss—A Study of Poetry. Houghton Mif birds, death, animals. Make a list of all the flin Co. (Pages 227-298). poems with their authors that you can find Dorothy R. Cox on the theme you select. Narrow your field of choice until you can make the list American education week will be observ- rather complete. ed this year from Monday, November 7, IX. Writing Poetry to Sunday, November 13, inclusive. The Write a poem on any subject you select. American Legion and the National Educa- All the poems written will be judged by the tion Association are cooperating to arrange class as to their merit. the program.