PR35 B3 ^h i Date Due MAR 2( 1 155? JUL S i960) Hntt College of Agriculture 2U (fontell IninecattH Jttfara, N. f. ffiihrartj Cornell University Library PR 35.B3 Standard requirements for memorizing lit 3 1924 014 551 166 mat '» m 'in •soia BW»iA»s iapuig pjBoqssaid UNIVERSITY OF ILLINOIS BULLETIN Issued Weekly Vol. XVII FEBRUARY 23, 1920 No. 26 [Entered aa second-class matter December 11, 1912, at the post office at Urbana, Illinois, under the Act of August 24, 1912. Acceptance for mailing at the special rate of postage provided for in section 1183, Act of October 3, 1917, authorized July 81, 1018.] BUREAU OF EDUCATIONAL RESEARCH— BULLETIN NO. t STANDARD REQUIREMENTS FOR MEMORIZING LITERARY MATERIAL BT VELD A C. BAMESBERGER Price 50 Cents PUBLISHED BY UNIVERSITY OF ILLINOIS URBANA BULLETINS OF THE BUREAU OF EDUCATIONAL RESEARCH B. R. Buckingham. Editor Cornell University Library The original of this book is in the Cornell University Library. There are no known copyright restrictions in the United States on the use of the text. http://www.archive.org/details/cu31924014551166 BUREAU OF EDUCATIONAL RESEARCH— BULLETIN NO. 3 STANDARD REQUIREMENTS FOR MEMORIZING LITERARY MATERIAL VELD A C. BAMESBERGER, A.M. Research Assistant Bureau of Educational Research University of Illinois Price 50 Cents PUBLISHED BY THE UNIVERSITY OF ILLINOIS URBANA TR35 B3 Copyright, 1920 By THE UNIVERSITY OF ILLINOIS (0^3/5-00 . FOREWORD This bulletin grew out of an investigation which has been carried on in the Bureau of Educational Research during the past two years. A part of the study afforded material for a Master's thesis which was submitted to the Graduate School of the University of Illinois in June, 1919. Sincere thanks are ex- tended to Professor B. R. Buckingham, Director of the Bureau of Educational Research, under whose direction and supervision the investigation was made. EDITORIAL INTRODUCTION If we accept Arnold's definition of culture as "acquainting ourselves with the best that has been known and said in the world," we shall make no small effort to assure ourselves that that with which we become acquainted shall indeed be the best. If we transfer this idea to the school and seek to offer to children the best that has been said and done, we shall be very careful in our selection of teaching materials. The best thinking and doing of the race are recorded in books. A part of the record is so well made — so fine in thought and so beautiful in form — that we desire school children to acquire it in the exact words in which it is expressed. It is, clear that the body of such material cannot be large; and it is equally clear that it must be of unusual excellence. From the vast range of what we call literature we select as much of the best as we can for reading purposes. But far more rigor- ously selected material is chosen to be memorized — to be made a permanent possession. The report presented in the following pages attempts to show of what this highly restricted body of material actually consists according to the practice of the schools from which in- formation may be obtained. Opinions will differ as to the ex- tent to which these schools have succeeded in selecting the best. The value of the poems, proverbs, and "memory gems" is not a primary consideration in the report. It is evident, however, that any desirable reform must be based upon present practice as a point of departure. If memory requirements are ill-advised, we must know what these requirements are in order to supplant them. If they are well suited to the purpose, we must know what they are in order to preserve them. It is, therefore, be- lieved that to show the facts, and to present them in a useful way, will not only be of immediate practical value to teachers and school officers, but will also provide an indispensable basis upon which a more worthy selection of memory materials may subsequently be made. B. R. Buckingham, Director, Bureau of Educational Research, University of Illinois. TABLE OF CONTENTS Part I — Poetry PAGE I The Problem 9 II Procedure .10 III Distribution of Poems 11 IV The Selected List 12 V Grading the Selected List 22 VI Verifying the Grading of the Selected List . . 39 VII Preferred Lists of Poems for Memory Work . . 43 VIII The Finding List 47 IX Authors Mentioned In The Selected List . .66 X Quantitative Standards 74 XI "Memory Gems" 79 Part II — Prose I Proverbs 80 II Biblical Material 83 III .Longer Prose Selections 86 Part III — Bibliographies I Courses of Study 87 II Collections of Poetry 90 III Collections of Quotations 91 IV Readers 92 LIST OF TABLES PAGE I Distribution of Poems According to Frequency of Mention 11 II A Selected List of Poems and Parts of Poems Men- tioned Five or More Times in Fifty Courses of Study 13 III A Suggested Grading of Peoms Mentioned Five or More Times 24 IV Lists of Poems for Memorizing in Grade I . . 31 V Lists of Poems for Memorizing in Grade II . . 32 VI Lists of Poems for Memorizing in Grade III . . 33 VII Lists of Poems for Memorizing in Grade IV .34 VIII Lists of Poems for Memorizing in Grade V . . 35 IX Lists of Poems for Memorizing in Grade VI .35 X Lists of Poems for Memorizing in Grade VII . . 36 XI Lists of Poems for Memorizing in Grade VIII . . 37 XII Correspondence in the Grading of the 111 Poems Common to the Selected List and Atherton's List 40 XIII Correspondence in the Grading of the 272 Poems Com- mon to the Selected List and to the Elementary Readers 42 XIV Preferred Lists of Poems for Memory Work . . 43 XV The Selected List Organized as a Finding List . . 48 XVI Number of Poems by Authors and by Suggested Grades. Selected List . ... 66 XVII Frequency of Mention of Each Author Represented • in the Selected List ...... 71 XVIII Minimum Quantitative Requirements for Memory Work 76 XIX Distribution of the Courses of Study According to the Number of Poems Required to be Memor- ized in Each Grade ...... 79 STANDARD REQUIREMENTS FOR MEMORIZING LITERARY MATERIAL PART I— POETRY I — The Problem The amount and character of the memory work required in English Literature in the elementary school came up as a practical problem in the Bureau of Educational Research. The question emanated from a Superintendent of Schools who wished to know standards pertaining to memory work. An attempt was made to find investigations bearing on the subject, and one study was found. In the January, 1914, number of the Elemen- tary School Teacher, Lewis Atherton published an article en- titled "Literary Selections Most Frequently Memorized in The Public School." His data were collected from thirty-four city and state courses of study. He listed the selections mentioned by three or more courses according to the grades in which they were most often placed. The article, however, was no more than a good beginning. It did not contain quantitative standards for memory work — i.e., no answer to the question "How much memorizing of liter- ary material is being required." It made no distinction between poetry and prose. It grouped but a relatively small part of the selections (those mentioned 10 or more times) into grade lists and omitted to provide a bibliography showing where the selec- tions might be found in printed form. Complete data as to the frequency of mention of a given poem in each grade were not given, nor an arrangement of the poemte in the order of their popularity. Moreover the study was carried out upon a relative- ly small number of courses of study, and had been finished at least five years before the problem came up for consideration by the Bureau of Educational Research. The problem was there- fore thought worthy of a more extensive treatment than had been attempted in Atherton's article. 10 II — Procedure Two hundred or more courses of study were examined and about one hundred which contained references to memory work were chosen. Later the state courses of study were eliminated as well as some city courses whose statements regarding memory work lacked precision. The number was thus reduced to fifty of the better city courses of study, and it is upon these that this report is directly based. These were the courses which showed the most complete lists of memory material and which contained specific requirements as to the amount of memory work demand- ed. An attempt was made to include courses of study from cities in various parts of the country. Five were from cities having a population of more than 250,000, eleven from cities between 100,- 000 and 250,000, and thirty-four from cities between 25,000 and 100,000. The cities were distributed geographically as follows : twenty from the North Atlantic states, three from the South Atlantic states, eleven from the North Central states, eight from the South Central states, and eight from the Western states.* The references to literary material other than poetry were so indefinite that only poems were studied in detail. Some courses of study mentioned prose selections. In most of these cases it was impossible to determine agreement. In Part II, however, an attempt has been made to show in a general way the common practice with respect to material other than poetry. The nature of the requirements concerning memory work varied greatly among the different courses of study. Poems were indicated "for study" by some courses. Others gave lists of poems, a few of which were "required for memory," the rest being merely "suggested for memory." Still other courses gave Very long lists from which the teacher might choose a specified number for memory work. A few courses required all the poems mentioned to be memorized. A record of the character of the mention accorded each selection was kept. It was thought that the information might be used in determining its "im- portance" for memory work. The grades in which poems were mentioned were also recorded in order that the poems might be arranged in graded lists. All the poems were located in col- lections of poetry and the first lines were copied. *A complete list of the courses of study is shown in Part III of thte report. 11 III — Distribution of Poems In all 2,435 different poems were mentioned in the fifty courses of study. Table I shows the distribution of poems ac- cording to frequency of mention. One thousand five hundred forty poems or about five-eights of the 2,435 poems were listed but once. A great many of these poems are anonymous, and some are very long. This latter fact may explain why most cities do not include them in their lists of memory selections. Sectional preferences are also evident to a certain extent. For example, a large number of Lanier's poems were mentioned by one southern city, while only one of them was popular enough to be mentioned by as many as five cities. Three hundred twen- ty-nine poems were mentioned five or more times. One hundred seventy-five poems were mentioned ten or more times; seventy- seven, twenty or more times; forty-six, twenty-five or more times; and twenty-six, thirty or more times. TABLE I — DISTRIBUTION OF POEMS ACCORDING TO FREQUENCY OF MENTION NUMBER OF POEMS Mentioned Times the indicated Accumulated Mentioned number of from the times beginning Over 45 1* 1 40—44 6 7 35—39 7 14 30—34 12 26 25—29 20 46 20—24 31 77 15—19 35 112 10—14 63 175 5—9 154 329 (9) (18) (193) (8) (25) (218) (7) (30) (248) (6) (31) (279) (5) (50) (329) 1—4 2106 2435 (4) (96) (425) (3) (155) (588) (2) (315) (895) (1) (1540) 2435 (2435) Total '59 12 IV — The Selected List The 329 poems mentioned five or more times in the fifty courses of study constitute the so-called Selected List which forms the basis of this report. Table II contains this list ar- ranged in the order of decreasing frequency of mention. The poem which was named the greatest number of times (59) was "America." It sometimes happened that a given course of study men- tioned the same poem in two or more grades. This was particu- larly true in the case of patriotic poems. In Table II the column headed "Cities Mentioning" indicates the number of different cities whose courses of study listed each poem. As will be ob- served, "America," although mentioned 59 times, was listed by but 30 of the 50 cities. Fifteen other poems were listed by a greater number of cities. It is rather remarkable that 20 out of 50 representative cities should have failed to mention "America," when listing poems which they desire their children to learn. Perhaps most if not all of these cities, however, required the memorizing of this poem in connection with the music work. The same condition holds true for the "Star Spangled Banner" (No. 8) which was mentioned by only 26 cities. . Weighted Values — It was felt that more weight ought to be given to a listing of a poem "Required for Memory" than to a listing in which the poem was merely "Suggested for Memory," and that still less weight should be given when a poem was suggested for memory while others, presumably bet- ter, were required. The least weight would seem to be appro- priate when poems were merely "Suggested for Study," although it is to be understood that in this case poems are expected to be much more than merely read by pupils, and parts of them are often recommended for memorizing. Poems merely recom- mended for reading were omitted from this study entirely. In arriving at a judgment, therefore, of the importance of poems for elementary school use, it was thought proper to give weights of one, two, three, and four respectively to lists made up "For Study," to those made up of poems "Suggested for Memory Others Required," to those made up of poems "Suggested for Memory Without Distinction," and to those made up of poems "Required for Memory." The number of courses of study in- dicating each type of "mention" was multiplied by its corres- 13 TABLE II — A SELECTED LIST OF POEMS AND PARTS OF POEMS MEN- TIONED FIVE OR MORE TIMES IN FIFTY COURSES OF STUDY Times Cities No. Author Title Men- Men- Weighted 1 tioned tion'g Value Smith America 59 30 207 2 Longfellow Children's Hour, The 44 39 135 3 Field Dutch Lullaby 43 41 136 4 Longfellow Village Blacksmith", The 42 39 134 5 Stevenson My Shadow 42 40 130 6 Jackson September 41 36 125 7 Scott Breathes There a Man 40 38 129 8 Key Star Spangled Banner 38 26 135 9 Stevenson Wind, The 38 32 112 10 Browning Songs from Pippa Passes 35 30 105 11 Hunt Abou Ben Adhem 35 35 111 12 Jackson October's Bright Blue Weather 35 32 109 13 Longfellow Arrow and the Song, The 35 33 116 14 Stevenson Bed in Summer 35 33 102 15 Lowell First Snowfall, The 34 26 104 16 Bennett Flag Goes By, The 33 27 101 17 Hemans Landing of the Pilgrims, The 33 30 101 18 Ingelow- Seven Times One 33 33 96 19 Tennyson Sweet and Low 33 31 103 20 Whittier Barefoot Boy, The 33 31 102 21 Wordsworth I Wandered Lonely as a Cloud 33 27 96 22 Stevenson Swing, The 32 31 102 23 Rands Great, Wide, Beautiful, Wonderful World 32 29 93 24 Field Night Wind, The 31 ; 29 92 25 Tennyson Bird and the Baby, The 31 30 94 26 Holmes Chambered Nautilus, The 30 28 97 27 Child Thanksgiving Day 29 26 85 28 Field Why Do Bells for Christ- mas Ring? 29 , 25 82 29 Drake American Flag, The 28 21 94 30 Miller Blue Bird, The 28 24 81 31 Thaxter Sandpiper, The 28 21 82 32 Emerson Concord Hymn 27 24 85 33 Holmes Old Ironsides 27 27 86 34 ! Howe Battle. Hymn of the I Republic 27 19 94 35 j Larcom Brown Thrush, The 27 25 77 36 Longfellow Hiawatha's Childhood 27 24 82 37 Sherman Daisies 27 24 85 38 Stevenson Land of Story Books, The 27 26 76 39 Field Little Boy Blue 26 26 76 40 j Moore Visit from St. Nicholas, A 26 24 77 41 Tennyson Bugle Song 26 24 77 42 Whittier Corn Song, The 26 23 78 43 Bryant Robert of Lincoln 25 23 75 44 Longfellow Day is Done, The 25 23 78 45 Miller Columbus 25 i o 4 76 46 Tennyson Brook, The 25 1 20 73 14 table ii — (Continued) Times Cities No. Author Title Men- Men- Weighted tioned tion'g Value 47 Bryant To a Waterfowl 24 ,23 76 48 Kipling Recessional 24 24 76 49 Longfellow Paul Revere's Ride 24 22 70 50 Shakespeare Mercy Speech (Merchant of Venice) •24 23 77 51 Bunner One, Two, Three 23 22 64 52 Carlyle To-day 23 23 . 73 53 Cary November 23 18 63 54 Coolidge How the Leaves Came Down 23 20 64 55 , Hogg Boy's Song 23 23 67 56 Holland Gradatim 23 22 71 57 Longfellow Builders, The 23 21 67 58 Rossetti Wind, The 23 23 67 59 Taylor Twinkle, Twinkle, Little Star 23 23 65 60 Whitman O Captain! My Captain! 23 22 72 61 Brooks O Little Town of Bethle- hem 22 20 67 62 Brown Little Plant, The 22 22 64 63 Longfellow Psalm of Life, A 22 20 68 64 Stevenson Rain 22 22 62 65 Stevenson Where Go the Boats? 22 21 64 66 Tennyson Charge of the Light Brigade 22 22 . 66 67 Emerson Fable 21 20 75 68 Longfellow Hiawatha 21 18 56 69 Lowell Vision of Sir Launfal, The 21 17 61 70 Stevenson Windy Nights 21 19 57 71 Alexander All Things Bright and Beautiful 20 20 61 72 Allingham Wishing 20 19 56 73 Bjornson Tree, The 20 19 59 74 Cary Suppose 20 19 60 75 Jackson Down to Sleep 20 20 58 76 Payne Home, Sweet Home 20 13 67 77 Stevenson Cow, The 20 20 54 78 Bryant Planting of the Apple Tree, The 19 19 75 79 Field Norse Lullaby 19 19 56 80 Gould Frost, The 19 18 49 81 Houghton Good-Night and Good- Morning 19 18 48 82 Houghton Lady Moon 19 18 56 83 Kingsley Lost Doll, The 19 19 54 84 Pierpont Warren's Address 19 17 59 85 Whittier Snow Bound: A Winter Idyll 19 18 48 86 Aldrich Marjorie's Almanac 18 17 53 87 Cooper Come, Litle Leaves 18 16 52 88 Whittier In School Days 18 17 53 89 Allingham Fairies, The 17 17 43 - 90 Cary Nobility 17 17 53 15 table II — (Continued) Times Cities No. Author Title Men- Men- Weighted tioned tion'g Value 91 Field Duel, The 17 17 46 92 Finch Blue and the Gray, The 17 16 51 93 (From the German) Sleep Baby Sleep 17 16 54 94 MacDonald Baby, The (At the Back of the North Wind) 17 17 47 95 Riley Old Glory 17 16 54 96 Rossetti Boats Sail on the Rivers 17 16 51 97 Thaxter Spring 17 17 49 98 Allingham Robin Redbreast 16 16 46 99 Allison Which Loved Best? 16 16 45 100 Child Who Stole the Bird's Nest? 16 15 43 101 Field Japanese Lullaby 16 16 47 102 Field Rockabye Lady, The 16 16 46 103 Longfellow Daybreak 16 13 45 104 Longfellow Hiawatha's Sailing 16 16 48 105 Longfellow Ship of State, The 16 16 52 106 Morris Woodman, Spare That Tree 16 15 46 107 Bryant March 15 14 41 108 Burns For A' That and A' That 15 ' 15 44 109 Holmes Last Leaf, The 15 14 45 110 Sherman Four Winds, The 15 14 42 111 Sill Opportunity 15 15 42 112 Wadsworth Over in the'Meadow 15 15 39 113 Aldrich Before the Rain 14 14 43 114 Bryant Thanatopsis 14 13 39 115 Lear Owl and the Pussy Cat, The 14 13 43 116 Procter Sea, The 14 13 38 117 Shakespeare Under the Greenwood Tree (As You Like It) 14 12 38 118 Shelley Cloud, The 14 13 36 119 Sherman Dewdrop, A 14 13 40 120 Stevenson Autumn Fires 14 14 40 121 Stevenson Land of Counterpane, The 14 13 47 122 Addison Spacious Firmament on High, The 13 13 36 123 Bryant Gladness of Nature, The 13 13 36 124 Bryant To the Fringed Gentian 13 13 38 125 Cary Don't Give Up 13 13 40 126 Coleridge He Prayeth Best 13 12 35 127 Emerson Snow 1 Storm, The 13 11 37 128 Emerson We Thank Thee 13 11 33 129 Field Sugar Plum Tree, The 13 12 37 130 Follen New Moon, The 13 13 36 131 Longfellow Rain in Summer 13 12 34 132 Lowell Day in June, A 13 11 36 133 Lowell Fatherland, The 13 13 39 134 Stevenson My Bed is a Boat 13 12 36 135 Stevenson Sun's Travels, The 13 11 36 136 Tennyson Break, Break, Break 13 12 40 137 Tennyson Crossing of the Bar 13 13 40 138 Whittier Barbara Frietchie 13 13 ,36 16 TABLE II — (Continued) Times Cities No. Author Title Men- Men- Weighted 139 tioned tion'g Value Coleridge Answer to a Child's Question 12 10 34 140 Longfellow Excelsior 12 12 34 141 Lowell Fountain, The 12 11 30 142 MacDonald Wind and the Moon, The 12 12 35 143 Riley Sudden Shower, A 12 10 28 144 Shakespeare Polonius to Laertes (Hamlet) Lamplighter, The 12 11 36 145 Stevenson 12 12 31 146 Taylor I Like Little Pussy 12 12 33 147 Taylor Violet, The 12 12 34 148 Wordsworth To a Butterfly 12 11 42 149 Brooks Christmas Everywhere 11 10 32 150 Browning Incident of the French Camp, An 11 11 29 151 Fields Ballad of the Tempest, The 11 11 30 152 Hopkinson Hail Columbia! 11 4 31 153 Longfellow Building of the Ship, The 11 10 29 154 Read Sheridan's Ride 11 11 35 155 Riley Little Orphant Annie 11 11 30 156 Sherman Golden Rod 11 9 32 157 Tennyson Owl, The 11 10 29 158 Thaxter March 11 11 24 159 Blake Lamb, The 10 10 31 160 Holmes Union and Liberty 10 10 37 161 Hugo Good Night 10 10 30 162 Kingsley Farewell, A 10 10 31 163 Krout Little Brown Hands 10 10 28 164 Longfellow Rainy Day, The 10 10 28 165 Lowell To the Dandelion 10 8 25 166 Newman Lead Kindly Light 10 10 31 167 Perry Coming of Spring, The 10 10 27 168 Riley Song, A 10 10 27 169 Shelley Sky Lark, The 10 10 28 170 Sherman Leaves at Play 10 10 27 171 Stevenson Foreign Children 10 9 25 172 Stevenson Foreign Lands 10 10 28 173 Tate Christmas 10 9 23 174 Tennyson Ring Out, Wild Bells 10 10 30 175 ! Wordsworth Written in March 10 10 26 176 Browning Child's Thought of God, A 9 9 23 177 ; Bryant Death of the Flowers, The 9 9 25 178 | Bryant Song of Marion's Men 9 9 23 179 | Cone Dandelions, The 9 8 26 24 180 Garabrant Dandelion 9 9 181 Gray Elegy Written in a Country Churchyard 9 9 22 182 Jewett Discontent 9 9 24 ' 24 18 27 183 Kipling White Seal, The 9 9 184 Macauley Horatius 9 9 185 Riley Knee Deep in June 9 9 186 Shakespeare Hark, Hark! the Lark ' (Cymbeline) 9 9 23 17 table ii. — (Continued) No. 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 221 222 223 224 225 226 227 228 229 230 231 232 233 Author Title Sherman Stedman Thaxter Thomas Vandegrift Wolfe Wordsworth Frowning Campbell Edwards Field Herford Higinson Howitt Larcom Longfellow Longfellow Longfellow Longfellow Lowell Lowell Riley Scott Shakespeare Sherman Sherman Southey Taylor Tennyson Tennyson Thaxter Wordsiworth Bates Browning Cary Cary Cooper Cooper Cooper Holland Hood Kipling Lanier Lowell Lowell Mackay Riley Clouds What the Winds Bring Wild Geese Talking in Their Sleep Sand Man, The Burial of Sir John Moore To a Skylark How They Brought the Good News Hohenlinden Child's Prayer, A Seein' Things Elf and the Dormouse, The Four Leaf Clovers Voice of Spring, The If I Were a Sunbeam Bell of Atri, The Evangeline Old Clock on the Stairs, The Wreck of the Hesperus, The Heritage, The Yussouf Brook Song, The Lochinvar Good Name (Othello) Snowflakes Wizard Frost Inchcape Rock, The Thank You Pretty Cow Flower in the Crannied Wall Throstle, The Little Gustava My Heart Leaps up When I Behold Who Likes the Rain? Home Thoughts from Abroad Order for a Picture, An They Didn't Think October's Party Wonderful Weaver, The What Robin Told Christmas Carol, A I Remember, I Remember L'Envoi Song of the Chattahoochee, The Aladdin Finding of the Lyre, The Tubal Cain Life Lesson, A Times | Cities j Men- Men- Weighted tioned tion'g , Value 9 9 25 9 9 24 9 9 20 9 9 24 9 9 24 9 9 ! 27 9 9 ! 23 8 8 18 8 8 22 8 8 ' 21 8 7 18 8 ! 7 17 8 8 20 8 8 17 8 8 24 8 8 18 8 8 19 8 8 22 8 8 20 8 8 21 8 8 23 8 8 22 8 7 21 i 8 8 23 8 8 17 8 7 17 8 7 26 8 8 16 i 8 8 22 1 8 8 21 8 8 20 ! 8 8 19 7 7 16 7 6 17 7 7 19 7 7 19 7 7 22 7 6 15 7 7 21 7 7 20 7 7 17 7 7 19 7 7 18 7 7 20 7 7 17 7 ' 7 17 7 7 22 18 TABLE II — (Continued) Times Cities No. Author Title Men- Men- Weighted 234 tioned tion'g Value Scott Lullaby of an Infant Chief 7 7 17 235 Shakespeare Mark Anthony's Address (Julius Caesar) 7 7 21 236 Shakespeare Orpheus with His Lute (King Henry the Eighth) 7 7 17 237 Sherman Real Santa Claus, A 7 7 ' 15 238 Sherman Hide and Seek 7 7 14 239 Sherman Snowbird, The 7 7 15 240 Taylor Song of the Camp, The 7 7 18 241 Tennyson In Memoriam 7 6 21 242 Tennyson King Arthur 7 7 20 243 Tennyson Sir Galahad 7 7 17 244 Tennyson Window, The 7 7 18 245 Watts Busy Bee, The 7 7 15 246 Whittier Huskers, The 7 5 15 j 247 Wordsworth Lucy Gray 7 7 17 248 Wordsworth Kitten and the Falling Leaves, The 7 7 17 249 Anonymous Laughing Chorus, A 6 6 16 250 Bangs Little Elf, The 6 6 13 251 Blake Tiger, The .6 6 17 252 Burns Bannockburn 6 6 14 253 Byron Eve of Waterloo, The 6 6 16 254 Campbell Lord Ullin's Daughter 6 6 14 255 Cary Leak in the Dyke, The 6 6 15 256 Emerson Rhodora, The 6 6 13 257 Hale Mary's Lamb 6 6 15 258 Hemans Casabianca 6 6 12 259 Hogg Skylark, The 6 6 15 260 Howlister Our Flag 6 6 21 261 Jones What Constitutes a State? 6 6 15 262 Kingsley Three Fishers, The 6 6 14 263 Kipling If 6 5 19 264 Lang Scythe Song 6 6 14 265 Lear Nonsense Alphabet 6 5 13 266 Longfellow Courtship of Miles Standish, The 6 6 12 267 Longfellow Ladder of St. Augustine, The 6 6 17 268 Lowell Stanzas on Freedom 6 6 17 269 McDonald Little White Lily, The 6 6 16 270 Mackay Miller of the Dee, The 6 6 18 271 Nesbitt Your Flag and My Flag 6 6 20 272 Proctor One by One 6 6 16 273 Rossetti Milking Time 6 6 15 274 Sherman May 6 5 15 275 Stevenson Happy Thought 6 6 15 276 Stevenson Whole Duty of Children 6 6 18 277 Thaxter Chanticleer 6 6 12 278 Wilder Stand by the Flag 6 6 16 279 Wordsworth We Are Seven 6 5 12 280 Alexander Burial of Moses, The 5 5 14 281 Anonymous Secret, The 5 5 13 282 Browning Pied Piper of Hamelin, The 5 5 9 19 table II — (Continued) No. Author 283 284 285 286 287 288 289 290 291 292 293 294 295 296 297 298 299 300 301 302 303 304 305 306 307 308 309 310 311 312 313 314 315 316 317 318 319 320 j 321 i 322 ! 323 i 324 I 325 : 326 327 328 329 I Title Times Cities Bryant Burns Byron Cary Cowper Deland Dodge Emerson Emerson Howitt Jelliffe Keats Keble Larcom Larcom Longfellow Longfellow Longfellow Lowell Milton Milton Moore Poulsson Poulsson Rossetti Rossetti Rossetti Sangster Saxe Scott Shakespeare Shaw Sherman Southey Stevenson Stevenson Stevenson Stevenson Stevenson Stoddard Tennyson Thaxter Thaxter Van Dyke Whittier Wordsworth Wordsworth Yellow Violet, The My Heart's in the Highlands Destruction of Sennacherib Obedience ' • Nightingale and the Glowworm, The While Shepherds Watched Their Flocks by Night Snowflakes Each and All Forbearance Fairies of the Caldon Low, The Clovers, The On the Grasshopper and Cricket All Things Beautiful Calling the Violet Rivulet, The Hiawatha's Friends King Robert of Sicily Sandalphon Ode Recited at the Har- vard Commemoration On His Blindness Song on a May Morning Minstrel Boy, The First Christmas, The While Stars of Christmas Shine O Lady Moon Swallow, The What Does the Bee Do? We Thank Thee Blind Men and the Elephant, The Lady of the Lake Ariel's Song (The Temp- est) Columbia, the Gem of the Ocean Song for Winter Little Ladybird, The Good Play, A Farewell to the Farm Singing Moon, The Time to Rise Abraham Lincoln Eagle, The April Piccola Song Sparrow, The Three Bells, The Fidelity Pet Lamb, The Men- tioned 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 Men- tion'g Weighted Value 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 5 5 5 5 5 5 5 5 5 5 5 4 5 11 13 13 13 12 15 12 12 11 10 11 12 13 12 12 13 11 11 13 15 13 13 14 18 14 13 12 18 14 7 12 18 8 8 12 16 11 15 13 14 13 12 11 12 9 9 11 20 ponding weight and the sum of the products was taken to give the "Weighted Value" appearing in the last column of Table II. For instance, "America" was mentioned as follows : Frequency Weight Product For Study 11 1 Suggested for Memory Others Required 3 2 6 Suggested for Memory with- out Distinction 20 3 60 Required for Memory 35 4 140 TOTAL 59 207 Weighting these frequencies of mention according to our scheme we have for the weighted value of "America" 207 as shown in Table II. This value greatly exceeded that of any other poem. Poems which were mentioned an equal number of times might thus vary considerably in weighted value according to the type of mention which they received. For example, "Abou Ben Adhem," "The Arrow and the Song," and "Bed in Summer," were all mentioned 35 times, but varied in weighted value from 102 to 116. "Bed in Summer" and "Abou Ben Adhem" were definitely required for memory only 5 and 9 times respectively; while "The Arrow and the Song," which received the weighted value of 116 was required for memory by 12 cities. Correspondence in Ranking by the Three Methods — An examination of Table II will show in a general way the extent to which the ranking of the poems is the same under the three captions "Times Mentioned," "Cities Mentioning," and "Weight- ed Value." The table is arranged according to the decreasing frequencies of "Times Mentioned." Considering only the first twenty-five poems (those mentioned 31 or more times) one finds that but two of them would fail to be included in a list of the twenty-five poems mentioned by the largest number of cities. In other words, the twenty-five most popular poems according to the one arrangement are also the twenty-five most popular poems according to the other arrangement with but two ex- ceptions. These poems are "The Star Spangled Banner" and Lowell's "The First Snowfall." Although they have a ranking of 8 and 15 respectively on the basis of "Times Mentioned" they were listed in each case by but 26 different cities. 21 Again, only 3 poems (Holmes' "Chambered Nautilus"; Drake's "The American Flag" ; and Howe's "The Battle Hymn of the Republic") which fall outside the first 25 poems according to "Times Mentioned" are entitled to a ranking among the first 25 on the basis of "Weighted Value." Here as in so many other instances, the introduction of weights proves to have little prac- tical utility — at least where the number of measures is fairly large. A general expression of the closeness of correspondence between the three arrangements is furnished for the entire 329 poems by the correlation coefficients. These are: 1. Correlation between "Times Mentioned" and "Cities Mentioning" 0.96 2. Correlation between "Times Mentioned" and "Weighted Value" 0.99 3. Correlation between "Cities Mentioning" and "Weight- ed Value" 0.95 Evidently either one of these bases of arrangements will yield much the same results. Only occasionally, as in the cases pointed out above, does this fail to be the case, and even then the deviations are not large. At this point it would be natural to mention the ten, twenty, thirty, etc., most frequently used poems. Since, how- ever, a reading of Table II at once discloses this information, it is clearly unnecessary to repeat here the names and authors of such poems. Those interested in selecting for school use, the poems which are now used to the greatest extent throughout the country may do so directly from Table II. Comparison of the Selected List with Atherton's List — As a criticism of the Selected List we have compared it with the list submitted by Atherton in the article mentioned above. His list consisted of 382 titles ; ours of 329. There were 255 titles com- mon to both lists. Therefore, 66.7% or two-thirds of the 382 poems in Atherton's list appeared in the "Selected List." Simil- arly, 77.5% or more than three-fourths of the poems in the Selected List, were also included in his list. If the "Selected List" had contained all the poems mentioned 3 or more times (as Atherton's list did) practically all of the selections in his list would have been included. Since the courses of study used in the two investigations covered different periods of time and 22 for the most part different localities, it is clear that the "Selected List" contains poems which are considered by concensus of opinion to be the most valuable for memory work in the schools. Moreover, since the courses of study used by Atherton's investi- gation preceded those used in ours by from five to ten years, it would appear that material chosen for memory work has scarce- ly changed during recent years. Poems which have found a place in courses of study are those which have stood the test of time. Teachers will find it necessary to supplement such lists by more recent poetry which in their judgment should be in- cluded. The Newer Poetry — A few of the 1919 courses of study did include some of the best-known war poems. McRae's "In Flanders Fields," Service's "Carry On," and Seegar's "Rendez- vous with Death" were all noted. One course of study required for memory "Keep the Home Fires Burning" and "There's A Long, Long Trail A-Winding." The inclusion of the last two selections illustrates the recent tendency of some courses to in- clude almost any material dealing with the war regardless of its .value. No recent poems other than those dealing with the war were listed by any of the courses of study. If we may comment in general terms on this condition, we should say that in this type of material we have a conspicuous example of the extent to which the course of study in our schools lags behind current conditions. We pay a price for the assur- ance that each piece of literary material has "stood the test of time." V — Grading the Selected List One of the most important steps in the study of standards in memory work is to determine the grades in which the various poems should be taught. Table III shows a grading of the 329 poems in the Selected List. The figures in the first column cor- respond to those preceding the poems in Table II. Thus poem No. 1 in Table III is "America" ; poem No. 2 is "The Children's Hour"; etc. The figures in the body of the table indicate the number of times each poem was mentioned in grades one to eight inclusive. The figures in the column headed "Total" give the total number of times each poem was mentioned. They are the same as the entries in the column headed "Times Mentioned" in Table I. 23 How the Poems Were Graded — The grade in which a poem received the highest frequency of mention was, in general, taken as the grade to which, on the basis of practice, it belonged, the argument being that the most reasonable grading was that agreed to by the greatest number. Poem 1 was mentioned fifteen times in Grade II. This is a higher frequency than was found for it in any other grade; therefore Grade II is the one to which usage assigns "America" for memorizing. Similarly, No. 2 with a frequency of 20 in Grade III is assigned to that grade. Occasionally a poem was found with an equal frequency in two adjacent grades. No. 54 (Coolidge's "How the Leaves Came Down") is an example of this case. The poem was men- tioned eight times in Grade II and the same number of times in Grade III. However, it was mentioned six times in Grade I and only once in Grade IV. Therefore, the greater frequency in Grade I suggests that the poem is better placed in Grade II than in Grade III. No. 259 (Hogg's "The Skylark") shows a frequency of two both in Grade IV and in Grade VI. It was not mentioned in Grade. V by any course of study, but the poem was mentioned once in Grades III and VIII. It was, however, placed in the fifth grade because just as many schools had seen fit to place it above the fifth as had placed it below the fifth. If a greater number of schools had mentioned the poem, there probably would have been a piling up of frequency in Grade V. Patriotic poems show as a rule a fairly even distribution in all the grades. This condition is largely due to the fact that many cities require these poems throughout the school system. Nevertheless, the grade receiving the highest frequency is taken as the grade in which the poem may be most appropriately taught. Patriotic reasons may dictate the presentation of such poems in earlier grades, but the children in these grades are unlikely to appreciate their thought. It must be remembered that although our patriotic poetry appeals to a relatively simple emotion, it was not composed for children and the style in which it is written is a mature style. One needs but to run over in mind the first stanzas of "America" or of the "Star Spangled Banner" with their inversions and involved constructions, to ap- preciate the fact that children of the lower grades rarely under- stand their meaning. 24 TABLE III — A SUGGESTED GRADING OF P0EM5 MENTIONED FIVE OR MORE TIMES No. Number of Times Mentioned in the Indicated Grades Total II III IV V VI VII VIII Grade Suggested 11 3 6 21 4 15 5 22 3 20 11 8 2 2 9 14 16 10 4 5 11 12 2 13 2 1 14 22 12 15 1 16 2 17 18 4 18 19 3 6 20 2 21 22 23 7 23 1 9 24 11 25 29 2 26 27 5 12 28 14 12 29 1 1 30 2 13 31 32 33 34 1 1 35 15 36 6 16 37 10 15 38 3 12 39 9 7 40 6 3 41 42 43 1 44 45 46 47 48 49 50 51 4 9 10 20 13 6 1 16 2 3 6 7 10 2 1 4 3 2 11 14 2 1 2 17 1 2 10 5 2 11 6 14 1 1 5 11 12 2 20 4 1 14 11 11 6 4 7 10 10 5 17 1 6 19 1 1 2 1 3 2 1 8 11 1 1 7 4 4 12 10 2 ! 4 6 11 1 6 12 7 10 10 13 2 15 5 1 2 11 4 14 2 5 2 9 1 10 5 4 15 2 2 8 12 11 4 10 1 8 14 3 11 6 3 10 11 1 8 5 3 4 15 2 1 3 1 1 1 6 17 8 5 10 1 2 3 2 8 19 1 17 59 44 43 42 42 41 40 38 38 35 35 35 35 35 34 33 33 33 33 33 33 32 32 31 31 30 29 29 28 28 28 27 27 27 27 27 27 27 26 26 26 26 25 25 25 25 24 24 24 24 23 II III II IV I III VIII V II V VI IV IV I IV V V II III V VI I III IV I VIII II I VI II IV VI VI VIII II II II II I III VI V IV V VII IV VII VIII V VIII II 25 TABLE III (Continued) Number of Times Mentioned in the Indicated Grades Grade Mo. Total Suggested I 11 III IV V VI | VII VIII 52 3 1 13 4 2 23 V 53 3 6 9 1 ! 3 ! 1 23 III 54 6 8 8 1 23 II 55 1 1 11 10 23 III 56 2 : 4 i 5 7 ! 5 23 VII 57 6 ! 14 3 ' 23 VI 58 20 3 i > 23 I 59 21 2 ' ; 1 23 I 60 6 | 17 23 VIII 61 1 8 5 5 3 22 III 62 21 1 ■ 22 I 63 6 13 2 1 22 VI 64 20 2 22 I 65 6 9 7 22 II 66 2 10 9 1 22 VI 67 3 3 11 4 21 V 68 3 6 4 3 2 1 1 ! 1 21 II 69 1 1 1 2 5 : 11 21 VIII 70 7 10 3 1 1 21 II 71 10 8 1 1 1 20 I 72 5 12 3 20 III 73 2 6 11 1 20 III 74 2 9 8 1 20 II 75 3 3 10 4 20 V 76 1 1 1 6 5 ,3 1 2 20 IV 77 19 1 20 I 78 1 5 10 1 2 ; 19 V 79 -1 2 11 5 \ 19 III 80 1 5 5 7 1 19 IV 81 3 8 8 19 II 82 9 9 1 19 II 83 8 8 2 1 i 19 II 84 3 1 3 6 | 7 19 VIII 85 1 1 2 2 5 i 8 19 VIII 86 4 12 2 18 III 87 10 7 1 i 18 I 88 1 1 3 8 j 5 18 V 89 7 5 4 1 17 II 90 i 2 2 10 3 17 VI 91 2 13 2 17 II 92 119 3 | 3 17 VI 93 15 2 i I j 17 I 94 14 2 j 1 ! 17 I 95 2 1 3 5 3 ; 3 17 VI 96 14 3 i 17 I 97 3 8 6 17 II 98 2 8 5 1 16 II 99 6 ! 6 4 16 II 100 7 7 2 16 II 101 1 6 4 5 16 II 102 5 ; 7 4 16 II 103 2 2 6 3 1 2 16 IV 26 table ill — (Continued) Number of Times Mentioned in Grade Suggested the Indicated Grades Total No. ' I II III 11 IV V VI VII VIII 104 2 1 2 16 III 105 1 6 3 2 4 16 V 106 2 3 9 2 16 V 107 3 2 3 7 15 VI 108 1 4 2 8 15 VIII 109 1 2 2 3 7 15 VIII 110 2 7 4 2 15 II 111 1 4 10 15 VIII 112 14 1 15 I 113 3 11 14 VI 114 4 10 14 VIII 115 2 5 5 2 14 II 116 1 5 3 3 2 14 IV 117 4 6 1 3 14 V 118 1 1 2 2 3 5 14 VIII 119 10 3 1 14 I 120 8 5 1 14 I 121 6 4 4 14 I 122 1 4 5 3 13 VII 123 2 8 3 13 V 124 1 1 3 3 3 2 13 VI 125 1 12 13 III 126 5 6 1 1 13 IV 127 2 1 1 3 5 1 13 VII 128 4 7 1 1 13 II 129 6 5 1 1 13 I 130 6 7 13 II 131 2 6 4 1 13 IV 132 2 1 1 2 7 13 VIII 133 1 1 2 2 4 3 13 VII 134 5 6 2 13 II 135 3 8 2 13 II 136 1 3 7 1 1 13 VI 137 1 2 5 5 13 VII 138 2 9 1 1 13 V 139 6 5 1 12 J II 140 2 8 1 1 12 V 141 3 6 1 1 1 12 IV 142 1 1 2 6 2 12 IV 143 4 5 2 1 12 IV 144 / 1 . 11 12 VIII 145 6 3 3 1 12 I 146 11 1 12 I 147 2 8 2 12 III 148 1 7 3 1 12 III 149 1 1 1 1 3 4 11 VI 150 2 3 4 2 11 VII 151 1 5 2 2 1 11 III 152 1 1 , 2 2 1 2 1 1 11 IV 153 ; 1 7 3 11 VII 154 1 6 2 2 11 VI 155 7 2 1 1 ** III 27 table ill — (Continued) Number of Times Mentioned in No. the Indicated Grades Grade Suggested , , Total 156 1 4 11 III IV V VI VII VIII 3 1 3 11 I 157 1 7 3 11 III 158 % 1 4 2 1 1 11 III 159 5 3 1 1 10 I 160 3 5 2 10 VII 161 9 1 10 I 162 2 5 2 1 10 IV 163 5 3 2 10 III 164 1 2 1 1 4 1 10 VII 165 2 1 5 2 10 VI 166 3 1 2 4 10 VIII 167 2 1 1 2 4 10 VI 168 3 1 3 1 2 10 V 169 1 3 6 10 VIII 170 5 4 1 10 I 171 2 5 2 1 10 II 172 1 4 4 1 10 II 173 3 3 1 3 10 IV 174 2 4 2 2 10 VI 175 2 2 4 2 10 IV 176 1 6 2 9. III 177 1 3 2 3 9 VII 178 2 5 2 9 VII 179 5 1 1 1 1 9 III 180 1 4 3 1 9 II 181 1 8 9 VIII 182 1 5 1 2 9 II 183 3 2 2 1 1 9 II 184 1 2 4 2 9 VII 185 1 1 3 3 1 9 V 186 1 3 1 3 1 9 VI 187 : 1 1 5 2 9 III 188 1 2 6 9 III 189 1 4 2 2 9 II 190 1 1 4 3 9 III 191 1 8 9 III 192 1 5 1 2 9 VI 193 1 5 3 9 VI 194 4 3 1 8 VI 195 1 3 4 8 VII 196 2 2 4 8 III 197 1 4 2 1 8 III 198 1 6 1 8 II 199 1 1 1 2 3 8 V 200 ' 5 2 1 8 III 201 7 1 8 II 202 4 1 2 1 8 IV 203 5 3 8 VII 204 1 1 5 . 1 8 V 205 2 4 2 8 IV 206 1 3 2 2 8 V 28 TABLE ill — (Continued) Number of Times Mentioned in Grade Suggested No. the Indicated Grades Total I 11 III IV V VI VII VIII 2 207 2 1 i 1 2 8 VII 208 7 1 8 IV 209 13 2 2 8 . VI 210 1 "1 4 2 8 VII 211 3 2 3 8 II 212 3 4 1 8 III 213 1 4 11 1 8 V 214 5 2 1 8 I 215 2 1:2 3 8 VIII 216 2 3 1 1 ' 1 8 III 217 2 2 3 1 i 8 III 218 2 i 1 1 2 1 1 8 V 219 4 2 1 7 I 220 1 4 2 7 VII 221 12 1 3 7 VI 222 5 1 1 7 I 223 3 3 1 7 II 224 1 5 1 ! 7 III 225 1 5 1 7 II 226 1 2 3 1 7 VI 227 2 3 J 1 1 7 IV 228 2 5 7 VIII 229 1 1 1 4 7 VIII 230 4 2 1 7 V 231 2 5 7 VII 232 1 2 2 1 1 7 VI 233 2 1 3 1 7 VII 234 3 1 1 2 7 II 235 7 7 VIII 236 2 5 7 VI 237 3 4 7 III 238 3 4 7 II 239 4 3 7 I 240 ; 1 2 3 1 7 VII 241 1 1 3 2 7 VII 242 2 2 3 7 VIII 243 4 3 7 VII 244 2 i 2 2 ; 7 IV 245 4 3 7 I 246 i 1 2 ! 3 7 VII 247 3 3 S i 7 IV 248 5 2 7 III 249 2 1 2 1 6 IV 250 1 5 6 , II 251 2 1 2 1 I 6 VI 252 1 1 3 2 6 VII 253 1 1 5 6 VIII 254 , 5 1 6 VI 255 1 1 2 ; > 6 V 256 ! 2 ! 2 2 6 VII 257 6 i 6 I 258 2 2 2 1 6' IV 29 table in — (Continued) ... Number of Times Mentioned in i No. the Indicated Grades Total Grade | i Suggested I II in ! iv V VI ' VII VIII 1 259 1 2 1 2 ' 6 V 260 3 2 ; 1 6 II 261 2 4 6 VIII 262 1 1 2 1 1 6 VI 263 1 2 3 6 VIII 264 1 4 1 1 6 VI 265 4 1 1 6 I 266 1 5 6 VII 267 2 2 2 6 VII 268 t 1 5 6 VIII 269 2 4 6 II 270 3 12 6 III 271 1 3 111 6 III 272 1 i 2 3 6 VI 273 4 2 i 6 II 274 1 I 1 1 3 ' 6 VI 275 6 i 6 I 276 5 1 ! 6 I 277 2 2 l ! i 6 II 278 : 2 13 6 VII 279 2 ; 2 1 1 6 IV 280 1 1 2 1 5 VII 281 5 5 I 282 1 2 1 1 5 VI 283 1 1 1 2 5 VI 284 2 3 5 VII 285 1 1 3 5 VIII 286 4 1 ! 5 II 287 3 1 1 5 III 288 2 2 1 5 IV 289 2 3 . 5 II 290 1 1 3 5 VII* 291 2 2 1 5 V 292 13 1 5 III 293 1 4 ' 5 II 294 3 1 1 5 V 295 3 2 5 I 296 1 1 j 3 5 IV 297 1 j 4 ! 5 III 298 l ! l ! 2 1 5 IV 299 1 2 2 5 VII 300 3 2 5 VI 301 5 5 VIII 302 i 1 4 5 VIII 303 3 ! ; l 1 5 V 304 l 3 1 5 VI 305 3 l l 5 I 306 3 1 ; 1 1 5 I 307 4 1 1 1 5 I 308 1 12 1 5 III 309 1 5 I 310 1 * i 5 II 30 TABLE III — (Continued) Number of Times Mentioned in Grade Suggested No. the Indicated Grades Total 311 I II III IV 1 V 2 VI VII VIII 2 5 V 312 l 4 5 VIII 313 1 2 2 5 II 314 1 3 1 5 III 315 3 2 5 I 316 2 2 1 5 III 317 2 2 1 5 II 318 4 1 5 II 319 5 5 I 320 2 1 1 1 5 I 321 4 1 , 5 I 322 1 2 2 5 VII 323 1 1 l 1 1 5 VI 324 2 2 1 5 II 325 1 1 2 l 5 V 326 1 2 1 l 5 III 327 3 2 5 IV 328 1 3 1 5 VI 329 1 1 2 1 5 IV The Selected List Arranged by Grades — Tables IV to XI group the 329 poems in the Selected List according to the grades to which the agreements of the courses of study suggest that they belong. The poems are arranged alphabetically by authors. The column headed "Frequency" indicates the number of times each poem was named in the grade to which it is assigned. The tables also show the "percent of frequency" with; which a poem was mentioned in the given grade based on the to- tal frequency of mention which it received for all grades. Other things being equal poems which receive a high "percent of frequency" in a given grade may be chosen as poems best suited for memory work in that grade. In selecting poems for memory lists from Tables IV to XI the teacher should also give attention to the total frequency of mention (the index of importance of the poem) as well as to the "percent of total frequency" for the grade in question. For example, Alexander's "All Things Bright and Beautiful" was mentioned ten times for memorizing by children of Grade I. It received a total frequency of men- tion of 20 and was, therefore, assigned by 50 percent of the courses as best suited to Grade I. Similarly, Brown's "The Little Plant" was mentioned 21 times and shows a "percent of total frequency" of 95.4. The total frequency may be found by re- ferring to Tables II and III. In order to facilitate finding the poems in Tables II and III the code numbers of the poems are indicated in the last column of Tables IV to XI. 31 TABLE IV — LIST OF POEMS FOR MEMORIZING IN GRADE I Author Alexander Anonymous Anonymous* Bates Blake Brown Cary, P. Cooper Field Field Field Hale Hugo Keble Lear MacDonald Poulsson Poulsson Rossetti Rossetti Rossetti Rossetti Sherman Sherman Sherman Sherman Sherman Stevenson Stevenson Stevenson Stevenson Stevenson Stevenson Stevenson Stevenson Stevenson Stevenson Stevenson Stevenson Stevenson Taylor Taylor Taylor Tennyson Wadsworth Watts Title All Things Bright and Beautiful Secret, The Sleep, Baby, Sleep Who Likes the Rain? Lamb, The Little Plant, The They Didn't Think Come, Little Leaves Little Boy Blue Sugar Plum Tree, The. Why Do Bells for Christmas Ring? Mary's Lamb Good Night All Things Beautiful Nonsense Alphabet At the Back of the North Wind First Christmas, The While Stars of Christmas Shine Boats Sail on the Rivers 0, Lady Moon What Does the Bee Do? Wind, The Dewdrop, A Golden Rod Leaves at Play Sncrwbird, The Song for Winter Autumn Fires Bed in Summer Cow, The Happy Thought Lamplighter, The Land of Counterpane, The Moon, The My Shadow Rain Singing- Swing, The Time to Rise Whole Duty of Children I Like Little Pussy Thank You, Pretty Cow Twinkle, Twinkle, Little Star Bird and the Baby, The Over in the Meadow Busy Bee, The Frequency Per Cent Code No. in Grade of Total I Frequency 10 50.0 71 5 100.0 281 15 88.2 93 4 59.1 219 5 50.0 159 21 95.4 62 5 71.3 222 10 55.5 87 9 34.6 39 6 46.2 129 14 48.3 28 6 100.0 257 9 90.0 161 3 60.0 295 4 66.7 265 14 82.4 94 3 60.0 305 3 60.0 306 14 82.4 96 4 80.0 307 4 80.0 309 20 86.9 58 10 71.4 119 4 36.4 156 5 50.0 170 4 57.1 239 3 60.0 315 8 57.1 120 22 62.9 14 19 95.0 77 6 100.0 275 6 50.0 145 6 42.9 121 2 40.0 320 21 50.0 5 20 90.9 64 5 100.0 319 23 71.9 22 4 80.0 321 5 83.3 276 11 91.7 146 5 62.5 214 21 91.3 59 29 93.6 25 14 93.3 112 ' 4 55.6 245 *From the German 32 TABLE V — LIST OF POEMS FOR MEMORIZING IN GRADE II Author Allingham Allingham Allison Bangs Bunner Cary, P. Cary, P. Child Child Coleridge Coolidge Cooper Cooper Dodge Emerson Field Field Field Field Follen Garabrant Herford Houghton Houghton Howlister Ingelow Jelliffe Jewett Kingsley Kipling Larcom Larcom Lear Longfellow Longfellow MacDonald Miller Rossetti Sangster Scott Shakespeare Sherman Sherman Sherman • Sherman Smith Stevenson Stevenson Stevenson Stevenson Stevenson Stevenson Stevenson Stevenson Fairies, The Robin Redbreast Which Loved Best? Little Elf, The One, Two, Three Obedience Suppose Thanksgiving Day Who Stole the Bird's Nest? Answer to a Child's Question How the Leaves Came Down October's Party What Robin Told Snowflakes We Thank Thee Duel, The Dutch Lullaby Japanese Lullaby Rockabye Lady, The New Moon, The Dandelion Elf and the Dormouse, The jood-Night and Good- Morning Lady Moon Our Flag Seven Times One Clovers, The Discontent Lost Doll, The White Seal, The If I Were a Sunbeam Brown Thrush, The Owl and the Pussy Cat, The Hiawatha Hiawatha's Childhood Little White Lily, The Blue Bird, The Milking Time We Thank Thee Lullaby of an Infant Chief Ariel's Song (Tempest, The) Daisies Four Winds, The Hide and Seek Snowflakes America Good Play, A Farewell to the Farm Foreign Children Foreign Lands Land of Story Books, The My Bed is a Boat Sun's Travels, The Where Go the Boats Frequency Per Cent Code in Grade of Total No. II Frequency 7 41.2 89 8 50.0 98 6 37.5 99 5 83.3 250 9 39.1 51 4 80.0 286 9 45.0 74 12 41.4 27 7 43.8 100 6 50.0 139 8 34.9 54 3 42.8 223 5 71.4 225 3 60.0 289 7 53.8 128 13 76.5 91 22 51.2 3 6 37.5 101 7 43.8 102 7 53.8 130 4 44.4 180 6 75.0 198 8 42.1 81 9 47.4 82 3 50.0 260 18 54.5 18 4 80.0 293 5 55.5 182 8 42.1 83 3 . 33.3 183 7 87.5 201 15 55.5 35 5 35.7 115 6 28.6 68 16 59.3 36 4 66.7 269 13 46.4 30 4 66.7 273 3 60.0 310 3 42.9 234 2 40.0 313 15 55.5 37 7 46.7 110 4 57.1 238 2 25.0 211 15 25.4 1 2 40.0 317 4 80.0 318 5 50.0 171 4 40.0 172 12 44.4 38 6 46.2 134 8 61.5 135 9 40.9 65 33 table v — (Continued) Frequency Per Cent Code No. Author Title in Grade of Total II Frequency Stevenson Wind, The 16 42.1 9 Stevenson Windy Nights 10 47.6 70 Thaxter April 2 40.0 324 Thaxter Chanticleer 2 33.3 277' Thaxter Spring 8 46.5 97 Thaxter Wild Geese 4 44.4 189 TABLE VI — LIST OF POEMS FOR MEMORIZING IN GRADE III i Frequency Per Cent Code No. Author Title in Grade of Total III Frequency Aldrich Marjorie's Almanac 12 66.7 86 Allingham Wishing 12 60.0 72 Bjornson Tree, The 11 55.5 73, Brooks. Little Town of Bethlehem 8 36.4 61 Browning Child's Thought of God, A 6 66.7 176 Cary, A. November 9 39.1 53 Cary, P. Don't Give Up 12 92.3 125 Cone Dandelions, The 5 55.5 179 Cooper Wonderful Weaver, The 5 71.4 224 Cowper Nightingale and the Glow- worm, The 3 60.0 287 Edwards Child's Prayer, A 4 50.0 196 Field Norse Lullaby 11 57.9 79 Field Seein' Things 4 50.U 197 Fields Ballad of the Tempest, The 5 45.5 151 Hogg Boy's Song 11 47.8 55 Howitt Fairies of the Caldon Low, The 3 60.0 292 Howitt Voice of Spring, The 5 62.5 200 Jackson September 16 39.0 6 Krout Little Brown Hands 5 50.0 163 Larcom Rivulet, The 4 80.0 297 Longfellow Children's Hour, The 20 45.5 2 Longfellow Hiawatha's Sailing 11 68.7 104 Mackay Miller of the Dee, The 3 50.0 270 Moore Visit from St. Nicholas, A 14 53.8 40 Nesbitt Your Flag and My Flag 3 50.0 271 Rands Great, Wide, Beautiful, Won- derful World 17 53.1 23 Riley Little Orphant Annie 7 63.6 155 Rossetti Swallow, The 2 40.0 308 Shaw Columbia, the Gem of the Ocean 3 60.0 314 Sherman Clouds 5 55.5 187 Sherman Real Santa Claus, A 4 57.1 237 Sherman Wizard Frost 4 50.0 212 Southey Little Ladybird, The 2 40.0 316 Stedman What the Winds Bring 6 66.7 188 34 table VI — (Continued) Frequency Per Cent Code Author Title in Grade III of Total Frequency No. Taylor Violet, The 8 66.7 , 147 Tennyson Owl, The 7 63.6 157 Tennyson Sweet and Low 14 42.2 19 Tennyson Throstle, The 3 37.5 216 Thaxter Little Gustava 3 37.5 217 Thaxter March 4 36.4 158 Thomas Talking in Their Sleep 4 44.4 190 Vandegrift Sand Man, The 8 88.9 191 Van Dyke Song Sparrow, The 2 40.0 326 Wordsworth Kitten and the Falling Leaves, The 5 71.4 248 Wordsworth To a Butterfly 7 58.3 148 TABLE VII — LIST OF POEMS FOR MEMORIZING IN GRADE IV Frequency Per Cent Code No. 249 Author Title in Grade of Total IV Frequency Anonymous Laughing Chorus, A 2 33.3 Browning Songs from Pippa Passes 4 11.4 10 Bryant Robert of Lincoln 11 44.0 43 Coleridge He Prayeth Best 6 46.2 126 Deland While Shepherds Watched Their Flocks by Night 2 40.0 288 Field Night Wind, The 17 54.8 24 Gould Frost, The 7 36.8 80 Hemans Casabinanca 2 33.3 258 Hood I Remember, I Remember 3 42.9 227 Hopkinson Hail Columbia 2 18.2 152 Jackson October's Bright Blue Weather 14 40.0 12 Kingsley Farewell, A 5 50.0 162 Larcom Calling the Violet 3 60.0 296 Longfellow Arrow and the Song, The 11 31.4 13 Longfellow Bell of Atri, The 4 50.0 203 Longfellow Daybreak 6 37.5 103 Longfellow Hiawatha's Friends 2 40.0 298 Longfellow Rain in Summer 6 46.2 131 Longfellow Village Blacksmith, The 20 47.6 4 Longfellow Wreck of the Hesperus, The 4 50.0 205 Lowell First Snowfall, The 11 32.4 15 Lowell Fountain, The 6 50.0 141 MacDonald Wind and the Moon, The 6 50.0 142 Payne Home, Sweet Home 6 30.0 76 Procter, B. W Sea, The 5 35.7 v 116 Riley Brook Song, The 7 87.5 208 Riley Sudden Shower, A 5 41.7 143 Tate Christmas 3 30.0 173 Tennyson Brook, The 7 28.0 46 Tennyson Winter (Window, The) 2 28.6 244 Thaxter Sandpiper, The 19 67.9 31 Whittier Three Bells, The 3 60.0 327 Wordsworth Lucy Gray 3 42.9 247 329 Wordsworth Pet Lamb, The 2 40.0 Wordsworth We are Seven 2 33.3 279 Wordsworth Written in March 4 40.0 175 35 TABLE VIII — LIST OF POEMS FOR MEMORIZING IN GRADE V Author Title Frequency in Grade Per Cent of Total Code No. V Frequency Bennett Flag Goes By, The 10 30.3 16 Bryant Gladness of Nature, The 8 61.5 123 Bryant Planting of the Apple Tree, The 10 52.6 78 Carlyle Today 13 56.5 52 Cary, P. Leak in the Dike, The 2 33.3 255 Emerson Fable 11 52.4 67 Emerson Forbearance 2 40.0 - 291 Hemans Landing of the Pilgrims, The 13 39.4 17 Higginson Four Leaf Clovers 3 37.5 199 Hogg Skylark, The 00.0 259 •Jackson Down to Sleep 10 50.0 75 Keats On the Grasshopper and Cricket 3 60.0 294 Key Star Spangled Banner 11 28.9 8 Longfellow Day is Done, Thy 14 56.0 44 Longfellow Excelsior 8 66.7 140 Longfellow Old Clock on the Stairs, The 5 62.5 204 Longfellow Paul Revere's Ride 9 37.5 49 Longfellow Ship of State, The 6 37.5 105 Lowell Aladdin 4 57.1 230 Lowell Heritage, The 3 37.5 206 Milton Song on a May Morning 3 60.0 303 Morris Woodman, Spare That Tree 9 56.3 106 Riley Song, A 3 30.0 168 Riley Knee Deep in June 3 33.3 185 Saxe Blind Men and the Elephant, The 2 40.0 311 Shakespeare Under the Greenwood Tree (As You Like It) 6 42.9 117 Southey Inchcape Rock, The 4 50.0 213 Thaxter Piccola 2 40.0 325 Whittier Barbara Frietchie 9 69.2 138 Whittier Barefoot Boy, The 15 45.5 20 Whittier Corn Song. The 11 42.3 42 Whittier In School Days 8 44.4 88 Wordsworth My Heart Leaps Up When I Behold 2 25.0 218 TABLE IX — LIST OF POEMS FOR MEMORIZING IN GRADE VI Author Title Frequency in Grade VI Per Cent of Total Frequency Code No. 113 251 149 194 282 Aldrich Blake Brooks Browning Browning Before the Rain Tiger, The Christmas Everywhere How They Brought the Good News Pied Piper of Hamelin, The 11 2 4 4 2 78.6 33.3 36.3 50.0 40.0 36 table IX — (Continued) Frequency Per Cent Code No. Author Title in Grade of Total VI Frequency Bryant March 7 46.7 107 Bryant To the Fringed Gentian 3 23.1 124 Bryant Yellow Violet, The 2 40.0 283 Campbell Lord Ullin's Daughter 5 83.C 254 Cary, A. Nobility 10 58.8 90 Cary, A. Order for a Picture, An 2 28.6 221 Drake American Flag, The 8 28.6 29 Emerson Concord Hymn 8 29.6 32 Finch Blue and the Gray, The 9 52.9 92, Holland Christmas Carol, A 3 42.9 226! Holmes Old Ironsides 14 51.9 33 Hunt Abou Ben Adhem 15 42.9 11 Kingsley Three Fishers, The 2 33.3 262 Lang Scythe Song 4 G6.6 264 , Longfellow Builders, The 14 60.S 57 Longfellow Psalm of Life, A 13 59.1 63: Longfellow Sandalphon 3 60.( 300 Lowell To the Dandelion 5 , 50.0 165 Mackay Tubal Cain 2 28.6 232 Moore Minstrel Boy, The 3 60.0 304 Perry Coming of Spring, The 4 40.0 167 Procter, A. One by One 3 50.0 272 Read Sheridan's Ride 6 54.5 154 Riley Old Glory 5 29.4 95 Scott Lochinvar 3 37.5 209 Shakespeare Hark, Hark! the Lark (Cym- beline) 1 11.1 186 Shakespeare Orpheus With His Lute (King Henry the Eighth) 5 71.4 236 Sherman May 3 50.0 274 Tennyson Break, Break, Break 7 53.8 136 Tennyson Bugle Song 11 42.3 41 Tennyson Charge of the Light Brigade 10 45.5 66 Tennyson Eagle, The 1 20.0 323 Tennyson Ring Out, Wild Bells 4 40.0 174 Wolfe Burial of Sir John Moore 5 55.6 192 Wordsworth Fidelity 3 60.0 328 Wordsworth I Wandered Lonely as a Cloud 10 30.3 21 Wordsworth To a Skylark 5 55.6 193 TABLE X — LIST OF POEMS FOR MEMORIZING IN GRADE VII Frequency Per Cent Code No. Author Title in Grade of Total VII Frequency Addison Spacious Firmament on High, The 5 38.5 122 Alexander Burial of Moses, The 2 40.0 280 Browning Home Thoughts from Abroad 4 57.1 220 Browning Incident of the French Camp, An 4 36.4 150 37 table x — (Continued) Frequency Per Cent Code No. Author Title in Grade of Total - VII Frequency Bryant Death of the Flowers, The 2 22.2 177 Bryant Song of Marion's Men 5 55.6 178 Bryant To a Waterfowl 8 33.3 47 Burns Bannockburn 3 50.0 252 Burns My Heart's in the Highlands 3 60.0 284 Campbell Hohenlinden 4 50.0 195 Emerson Rhodora, The 2 33.3 256 Emerson Snowstorm, The 5 38.5 127 Holland Gradatim 7 30.4 56 Holmes Union and Liberty 5 50.0 160 Longfellow Building of the Ship, The 7 63.6 153 Longfellow Courtship of Miles Standish, The 5 83.3 266 Longfellow Evangeline 5 62.5 202 Longfellow King Robert of Sicily 2 40.0 299 Longfellow Ladder of St. Augustine, The 2 33.3 267 Longfellow Rainy Day, The 4 40.0 164 Lowell Fatherland, The 4 30.8 133 Lowell Finding of the Lyre 5 71.4 231 Lowell Yussouf 2 25.0 207 Macaulay Horatius 4 44.4 184 Miller Riley Columbus 11 44.0 45 Life Lesson, A 3 42.9 233 Shakespeare Good Name (Othello) 4 50.0 210 Stoddard Abraham Lincoln 2 40.0 322 Taylor Song of the Camp, The 3 42.9 240 Tennyson Crossing the Bar 5 38.5 137 Tennyson In Memoriam 3 42.9 241 Tennyson Sir Galahad 4 57.1 243 Whittier Huskers, The 3 42.9 246 Wilder Stand by The Flag 3 50.0 278 TABLE XI — LIST OF POEMS FOR MEMORIZING IN GRADE VIII Frequency Per Cent Code No. Author Title in Grade of Total VIII Frequency Bryant Thanatopsis 10 71.4 114 Burns For A' That and A' That 8 53.3 108 Byron Destruction of Sennacherib 3 60.0 285 Byron Eve of Waterloo, The 5 83.3 253 Emerson Each and All 3 60.0 290 Gray Elegy Written in a Country Churchyard 8 88.9 181 Holmes Chambered Nautilus, The 17 56.7 26 Holmes Last Leaf, The 7 46.7 109 Howe Battle Hymn of the Republic 10 37.0 34 Jones What Constitutes a State? 4 66.7 261 Kipling If 3 50.0 263 Kipling L'Envoi 5 71.4 228 Kipling Recessional 19 79.2 48 Lanier Song of the Chattahoochee 4 57.1 229 38 table viii — (Continued) Frequency Per Cent Code No. Author Title in Grade of Total V Frequency Lowell Day in June, A 7 53.8 132 Lowell Ode Recited at the Harvard ' Commemoration 5 100.0 301 Lowell Stanzas on Freedom 5 83.3 268 Lowell Vision of Sir Launfal, The 11 52.4 69 Milton On His Blindness 4 80.0 302 Newman Lead Kindly Light 4 40.0 166 Pierpont Warren's Address 7 36.8 84 Scott Breathes There a Man 15 37.5 7 Scott Lady of the Lake 4 ' 80.0 312 Shakespeare Mark Anthony's Address (Julius Caesar) 7 100.0 235 Shakespeare Mercy Speech (Merchant of Venice) 17 70.8 50 Shakespeare Polonius to Laertes (Hamlet) 11 91.7 144 Shelley Cloud, The 5 35.7 118 Shelley Skylark, The 6 60.0 169 Sill Opportunity 10 66.7 111 Tennyson Flower in the Crannied Wall 3 37.5 215 Tennyson King Arthur 3 42.9 242 Whitman Oh Captain! My Captain! 17 73.9 60 Whittier Snowbound: A Winter Idyll 8 42.1 85 The number of poems in each grade list as shown in Tables IV to XI is as follows : Grade Number of Poems I II III IV • V VI VII VIII 46 60 45 36 33 . 42 35 32 Total 329 Why More Poems are Given for Lower Than for Upper Grades — It is evident that there are more poems for the lower than for the upper grades. This difference may be due in part to the greater ease of choosing appropriate poems for the lower grades. Several of the authors who contributed the greatest number of poems to the Selected List are authors whose poems have been written largely for young children. For example, there are 23 poems by Stevenson all of which are suggested for Grades I and II. Similarly, seven of the 10 poems by Field are suggested for Grades I and II. Nine of the 13 poems by Sher- 39 man are for the first two grades, and 5 of Rossetti's 6 poems are for the same grades. Another reason why our material led to the selection of a greater number of poems for the lower "grades was that, in general, the courses of study presented relatively shorter lists of poems in the upper grades. Indeed, several courses of study did not contain any lists at all for grades above the fourth. Again, there is an evident tendency on the part of mak- ers of courses of study to assign poems to the lowest grade to which they are thought to be appropriate. For example, as has been pointed out, patriotic poems are often assigned for very young children to learn. Other poems are likewise required in the primary grades which better judgment might place in higher grades. Tables IV to XI reveal numerous examples of this. Tennyson's "Sweet and Low" is assigned to the third grade. Yet the thought of this lyric, apart from its music, is no doubt quite beyond the understanding of third grade children. Like- wise, Longfellow's "Children's Hour" is assigned to the third grade. Its vocabulary, its allusion, its atmosphere of New England culture — these are by no means familiar to the major- ity of third grade children. It is true the poem is about children ; but a poem about children may be very far from a child's poem. At any rate, the tendency to grade poems down is much more marked in these courses of study than the tendency to grade them up; and this, as well as the conditions above mentioned, accounts for the fact that although the literature appropriate to the understanding of upper grade children is no doubt richer than that which appeals to lower grade children, the poems selected for the latter to memorize considerably outnumber those selected for the former. VI — Verifying the Grading of the Selected List Comparison with Mherton's Grading — Atherton like- wise grouped some of his selections into grade lists according to the grades in which they were most frequently noted. For this purpose he used only the selections which were mentioned at least ten times. These grade lists contained 117 of his original 382 titles; and of the 117 titles, 111 also appear in our graded lists (Tables IV to XI). The remaining six titles not on our lists, are: (1) MacDonald's "Baby", (2) Stedman's "What the Winds Bring," (3) Scott's "Love of Country", (4) Lincoln's "Gettysburg Address", (5) "The Twenty-third Psalm", (6) 40 "Mother Goose." Only two of these are really additions to the Selected List. Our list does not contain prose selections, psalms, or mother goose rhymes. Moreover, Scott's "Love of Country" is the same selection as "Breathes There a Man", which appears in Atherton's Grade Lists and also in ours. Table XII shows the correspondence between the grade assignments of the 111 titles common to the two investigations. The correlation between the grade assignments of the two lists is +0.84. Eighty-one of the 111 poems or 73 percent were placed in the same grade by both studies. The table shows a slight though consistent tendency for a poem to be introduced into a lower grade by our lists than by Atherton's lists. In other words, our lists are a little more exacting. The correlation ratios which express more generally — and especially when the regression lines are not rectilinear — the relationship between two series of measures, were computed with the result that ^ equals 0.945 and i? y equals 0.943. These correlation ratios differ somewhat from the correlation co- efficient although the difference is not very great. The differ- ence, however, suggests that the relationship between the grad- ing by the Atherton list and the grading by our list may not TABLE XII — CORRESPONDENCE IN THE GRADING OF THE 111 POEMS COMMON TO THE SELECTED LIST AND ATHERTON'S GRADE LIST ■ Grading According to Selected List Total I II III IV V 1 VI | VII i VIII Grading According to Atherton. I II III IV V VI VII VIII 8 1 2 15 1 2 11 3 1 9 4 1 1 1 )4 2 2 1 1 9 3 1 4 1 1 2 10 10 16 13 15 19 14 12 12 Total 9 20 14 16 20 13 6 13 111 r=0.836 ,,,==0.945 Vy =0.943 41 be exactly rectilinear — in other words, that equal differences in the scale of grading according to Atherton do not correspond troughout the range to equal differences in grading according to our list. The point, however, is rather too remote from prac- tical utility to be pressed to its statistical conclusion. On its face Table XII shows a close and regular relationship between the two sources of grading. Comparison with Grading in Readers — An examination of the grading of the poetry appearing in 102 of the most popu- lar elementary school readers was also made; and the results were compared with those shown in the Selected List. The read- ers ranged from those for the first grade to those for the eighth grade.* These readers contained 272 poems which were also in the Selected List. A grading of the poems as they appeared in the readers was made by the same method used in grading the Selected List. The frequency of mention ranged from 1 to 10. Two poems, "Abou Ben Adhem," by Leigh Hunt, and "The Wind" by Rossetti, occurred in 10 of the readers. Since most of the poems appeared but relatively few times in the readers, the grading according to them is necessarily less reliable than is the grading of the Selected List. Table XIII shows the relationship between our grading of the poems and that of the readers. A greater scattering in grade assignments is evident in Table XIII than in Table XII (which shows the relationship between Atherton's grading and the grading of the Selected List). In the first four grades, courses of study tend to assign poems to lower grades than do readers. In other words, school practice places more difficult poems in the hands of young children for memorizing than mere- ly for reading. This is not difficult to explain. Obviously, chil- dren can memorize poetry long before they can read it. On the other hand, in the upper grades courses of study are less exact- ing than readers. It appears to be assumed that, with reference to poetry, ability to read has not only caught up with ability to memorize but has actually become superior to it. The correlation coefficient by the product moment for- mula is +0.85 which is slightly larger than the correlation be- tween Atherton's grading and the grading of the Selected List. Yet only 95 poem's, or 34.9 percent of those common to the read- *See appendix for list of readers. 42 ers and the Selected List, are assigned to the same grades, as opposed to 73 percent for Atherton's Grade List and the Selected List. TABLE XIII — CORRESPONDENCE IN THE GRADING OF THE 272 POEMS COMMON TO THE SELECTED LIST AND TO THE ELEMENTARY READERS trading According to ! 1 Selected List Total i I I II III IV | V i_ i VI ' VII VIII 1 1 bo I 11 1 i 11 T3 II 17 14 2 3 36 o h III 5 28 13 1 47 j Acc leadi IV 3 5 13 15 i 5 2 1 44 V 6 12 , 16 14 4 i 5 57 £ o VI 2 5 5 13 3 28 T3 +j C8 VII 1 ! 4 7 io 8 ; 30 o VIII 1 4 3 11 1 19 Total 36 47 36 32 30 33 31 27 272 r=0.850 ,,=0.853 , y =0.867 This again raises the question of the sufficiency of the correlation coefficient as a measure of relationship. A casual inspection of Table XIII may lead one to believe that the rela- tionship between the two methods of grading is not rectilinear. This suspicion, however, is not borne out by further statistical analysis. The correlation ratios are: t? x equals 0.853 and -q y equals 0.867. These are so nearly equal to the correlation coefficient that the rectilinearity of the regression lines appears to be established. The test for a rectilinear relationship rests upon a comparison of each Eta-value with the r-value. If the values are equal, the regression lines are straight. Here the differencts between the Eta-values and the r-value are so small that they are quite within the variability which may be expected by chance. On the whole, it will appear evident, we think, that both Atherton's grading and the grading by readers justify us in the belief that our grading is reasonably accurate. 43 VII — Preferred Lists of Poems for Memory Work The 81 poems, placed in the same grades by both Ather- ton's Grade Lists and by ours, were examined with reference to the following criteria: (1) Do they have a high frequency in the grade to which they are assigned; and (2) do they have a high total frequency. Practically every one of these poems met the criteria. We have therefore made up for each grade a "Preferred List" consisting of poems agreed upon as to grading by Atherton and ourselves, together with a few other poems which according to our lists also met the criteria above men- tioned. The poems in roman type are those which were placed in the given grade by both Atherton's study and by ours. The poems in italics are those which according to our lists are ap- propriate, but which were not so graded by Atherton. Table XIV shows the total frequency of mention which each poem re- ceived according to our investigation and also its percent of frequency in the grade to which it was assigned. Patriotic poems were purposely omitted, because their grading is not thought to have the same meaning that grading has in the case of other poems. TABLE XIV — PREFERRED LISTS OF POEMS FOR MEMORY WORK ' Grade I Total Percent of Author Title Freq- Frequency in uency Grade I 1. Alexander, Mrs. All Things Bright and 20 50.0 C. F. Beautiful 2. Brown, Kate L. Little Plant, The 22 95.4 3. From the German Sleep, Baby, Sleep 17 88.2 4. Stevenson, R. L. Autumn Fires 14 57.1 5. Stevenson, R. L. Rain 22 90.9 6. Stevenson, R. L. Swing, The 32 71.9 7. Taylor, Jane Twinkle, Twinkle, Little Star 23 91.3 8. Tennyson, Lord Bird and the Baby, The 31 93.6 9. Cooper, Geo. Come Little Leaves 18 55.5 10. Field, Eugene Why Do Bells for Christ- mas Ring? 29 48.3 ■ 11. Rossetti, Christina Wind, The 23 86.9 12. Stevenson, R. L. My Shadow 42 50.0 44 TABLE XIV — (Continued) Grade II , Total Percent of Author Title Freq- Frequency in uency Grade II 1. Allingham, ¥m. Fairies, The 17 41.2 2. Cary, Phoebe Suppose 20 45.0 3. Child, Lydia M. Thanksgiving Day 29 41.4 4. Coleridge, S. T. Answer to a Child's Question 12 50.0 5. Field, Eugene Dutch Lullaby 43 51.2 6. Field, Eugene Rockabye Lady, The 16 43.8 7. Houghton, Lord Lady Moon 19 47.4 8. Ingelow, Jean Seven Times One 33 54.5 9. Kingsley, Chas. Lost Doll, The 19 42.1 10. Larcom, Lucy Brown Thrush, The 27 55.5 11. Lear, Edward Owl and the Pussy Cat, The 14 35.7 12. Sherman, F. D. Daisies 27 55.5 13. Sherman, F. D. Four Winds, The 15 46.7 14. Stevenson, R. L. Land of Story Books, The 27 44.4 15. Field, Eugene Duel, The 17 76.5 16. Longfellow, H. W. Hiawatha's Childhood 27 59.3 17. Miller, Emily Blue Bird, The 28 46.4 18. Stevenson, R. L. Wind, The 38 42.1 19. Stevenson, R. L. Windy Nights 21 47.6 Grade III Total Percent of Author Title Freq- Frequency in uency Grade III 1. Aldrich, T. B. Marjorie's Almanac 18 66.7 2. Allingham, Wm. Wishing 20 60.0 3. Bjornson, Tree, The 20 55.5 Bjornsterne 4. Brooks, Phillips O Little Town of Bethle- hem 22 36.4 5. Cary, Alice November 23 39.1 6. Field, Eugene Norse Lullaby 19 57.9 7. Hogg, James Boy's Song 23 47.8 8. Krout, Mary H. Little Brown Hands 10 50.0 9. Longfellow, H. W. Hiawatha's Sailing 16 68.7 10. Moore, C. C. Visit from St. Nicholas, A Owl, The 26 53.8 11. Tennyson, Lord 11 63.6 12. Jackson, Helen H. September 41 39.0 13. Longfellow, H. W. Children's Hour, The 44 45.5 14. Rands, W. B. Great, Wide, Beautiful, Wonderful World 32 53.1 45 table xiv — (Continued) Grade IV Author 1. Field, Eugene 2. Gould, Hannah F. 3. Jackson, Helen H. 4. Longfellow, H. W. 5. Lowell, J. R. 6. Tate, Nahum 7. Tennyson, Lord 8. Thaxter, Celia 9. Wordsworth, Wm. 10. Bryant, W. C. 11. Longfellow, H. W. 12. Lowell, J. R. 13. Riley, J. W. Total Percent of Title Freq- Frequency in uency Grade IV Night Wind, The 31 48.4 Frost, The 19 36.8 October's Bright Blue 35 45.7 Weather Village Blacksmith, The 42 47.6 Fountain, The 12 50.0 Christmas 10 30.0 Brook, The 25 28.0 Sandpiper, The 28 67.9 Lucy Gray 7 42.9 Robert of Lincoln 25 44.0 Arrow and the Song, The 35 31.4 First Snowfall, The 34 32.4 Brook Song, The 8 87.5 Grade V Author Title Total Freq- uency Percent of ! Frequency in Grade V 1. Bryant, W. C. 2. Bryant, W. C. 3. Carlyle, Thomas 4. Hemans, Felicia 5. Jackson, Helen H. 6. Longfellow, H. W. 7. Longfellow, H. W. 8. Longfellow, H. W. 9. Longfellow, H. W. 10. Morris, G. P. 11. Shakespeare, Wm. 12. Whittier, J. G. 13. Whittier, J. G. 14. Whittier, J. G. 15. Emerson, R. W. 16. Whittier, J. G. Gladness of Nature, The Planting of the Apple Tree, The Today Landing of the Pilgrims, The Down to Sleep Excelsior Paul Revere's Ride Day is Done, The Old Clock on the Stairs, The Woodman, Snare That Tree Under the Greenwood Tree In School Days Barefoot Boy, The Corn Song, The Fable Barbara, Frietchie 13 19 23 33 20 12 24 25 8 16 14 17 33 26 21 13 61.5 52.6 56.5 39.4 50.0 66.7 37.5 56.0 62.5 56.3 42.9 44.4 42.4 42.3 52.4 69.2 46 table xiv — (Continued) Grade VI Author 1. Aldrich, T. B. 2. Cary, Alice 3. Drake, J. R. 4. Holmes, O. W. 5. Hunt, Leigh 6. Longfellow, H. W. 7. Tennyson, Lord 8. Wolfe, Chas. 9. Wordsworth, Wm. 10. Longfellow, H. W. 11. Tennyson, Lord 12. Tennyson, Lord Title Before the Rain Nobility , American Flag* The Old Ironsides Abou Ben Adhem Builders, The Charge of the Light Brigade Burial of Sir John Moore I Wandered Lonely as a Cloud Psalm of Life, A Break, Break, Break Bugle Song Total Freq- uency 14 17 28 27 35 23 22 9 33 22 13 26 Percent of Frequency in Grade VI 78.6 58.8 28.6 51.9 42.9 60.9 45.5 55.6 30.3 59.1 53.8 42.3 Grade VII Total Percent of Author Title Freq- Frequency in uency Grade VII 1. Bryant, W. C. To a Waterfowl 24 33.3 2. Emerson, R. W. Snowstorm, The 13 38.5 3. Holland, J. G. Gradatim 23 30.4 4. Miller, Joaquin Columbus 25 44.0 5. Browning, R. Home Thoughts from Abroad 7 57.1 6. Longfellow, H. W. Building of the Ship, The 11 63.6 7. Lowell, J. R. Fathetlahd, The 13 30.8 8. Lowell, J. R. Yussouf 8 25.0 9. Macaulay, T. B. Horatius 9 44.4 10. Taylor, Bayard Song of the Camp, The 7 42.9 11. Tennyson, Lord Sir Galahad 7 57.1 Grade VIII 1 Total Percent of Author Title i Freq- Frequency in uency Grade VIII 1. Bryant, W. C. Thanatopsis ! 14 71.4 2. Holmes, O. W. Last Leaf, The 15 46.7 3. Kipling, Rudyard Recessional 24 . 79.2 4. Pierpont, John Warren's Address 19 . 36.8 5. Shakespeare, Wm. Mercy Speech 24 70.8 6. Shelley, P. B. Cloud, The 14 35.7 7. Sill, E. R. Opportunity 15 66.7 8. Whitman, Walt O Captain! My Captain! 23 73.9 9. Whittier, J. G. Snowbound 19 42.1 10. Burns, Robert For A' That and A' That 15 53.3 11. Gray, Thomas Elegy Written in a Country Churchyard 9 88.9 12. Holmes, 0. W. Chambered Nautilus, The 30 56.7 13. Lowell, J. R. Day In June, A 13 53.8 14. Scott, Sir W. Breathes There a Man 40 37.5 15. Shakespeare, Wm. Polonius to Laertes 12 91.7 47 These Preferred Lists probably constitute the best short lists which an investigation of present courses of study can yield. Such lists, it is to be understood, are based on agreement between courses of study. If there! is any constant bias — any convention which has grown up whereby one writer of a course imitates others — these results will likewise be biased in the same direction. If, for example, there is a tendency to assign to elementary school children poems which they cannot understand or appreciate, this tendency will be evident in the resulting lists. A useful criticism of these lists would be afforded by reading the poems to children and obtaining their preferences. At pres- ent, however, it is important to know what the current require- ments are. Many of them are unquestionably good; and we feel sure that our lists are more reliable and more useful than those contained in any single published course of study. VIII — The Finding List Table XV was devised primarily as a "finding list." The first column contains in alphabetical order the names of authors who contributed to the Selected List, together with the titles of their poems. It also shows the nationality and dates of birth and death of the authors so far as it has been possible to obtain these facts. The number in parenthesis following the title is the code number of the poem and may be used to locate it in Tables II and III. The second column gives the first line of each poem. There is sometimes a question as to the identity of a given poem or selection — a question which the first line will usually clear up. Or a poem may be better known by its opening lines than by its title. For these reasons the poems have been examined and the first lines have been quoted. The column headed "Grade" in- dicates the grade to which each poem has been assigned, and the last column headed "Reference" gives the code numbers of compilations of poetry which contain the various poems. The titles of these compilations and their code numbers may be found in the bibliography in Part III. 48 TABLE XV — THE SELECTED LIST ORGANIZED AS A FINDING LIST Author and Title 1. Addison, Joseph (English 1672-1719) (a) Spacious Firmament on High, The (122) 2. Aldrich, Thomas Bailey (American 1836-1907) (a) Before the Rain (113) (b) Marjorie's Almanac (86) 3. Alexander, Cecil (Mrs.) (Irish 1818-1895) (a) All Things Bright and Beautiful (71) (b) Burial of Moses, The (280) 4. Allingham, Wm. (Irish 1828-1889) (a) Fairies, The (89) (b) Robin Redbreast (98) (c) Wishing (72) 5. Allison, Joy (Cragin, Mrs. Mary) (a) Which Loved Best (99) 6. Anonymous (a) Laughing Chorus, A (249) (b) Secret, The (281) (c) Sleep, Baby, Sleep, (93)* 7. Bangs, John Kendrick (American 1862- ) (a) Little Elf, The (250) 8. Bates, Clara Doty (Ameri- can 1838-1895) (a) Who Likes the Rain? (219) 9. Bennett, Henry Holcomb (American 1863-) (a) Flag Goes By, The (16) "From the German First Line The spacious firmament on high We knew it would rain, for all the morn Robins in the tree top All things bright and beautiful By Nebo's lonely moun- tain Up the airy mountain Good-bye, good-bye to summer ! Ring-ting! I wish I were a Primrose "I love you mother," said little John Oh, such a commotion under the ground We have a secret just we three Sleep, baby, sleep I met a little elf man once, "I," said the duck, "I call it fun Hats off! Along the street there comes Grade VII VI III I VII II II III II IV I I Refer- ence 25, 26, 30 4,30 1,32 9,82 25,30 9, 25, 26 30,32 9, 25, 26 32 25, 26, 32 15, 12 12 31 .II I 24,25,26 32 31 1, 24, 25 26,30 49 table xv — (Continued) Au hor and Title First Line Grade Refer- ence 10. Bjornson, Bjornsterne (Norwegian 1832-1910) (a) Tree, The (73) 11. Flake, Wm. (English 1757-1827) (a) Lamb, The (159) (h) Tiger, The (251) 12. Brooks, Phillips (Ameri- can 1835-1893) (a) Christmas Everywhere (149) (b) O Little Town of Beth- lehem (61) 13. Brown, Kate Louise (American 1857- ) (a) Little Plant, The (62) 14. Browning, Elizabeth Bar- rett (Mrs.) (English 1809-1861) (a) Child's Thought of God, A (176) 15. Browning, Robert (Eng- lish 1812-1889) (a) Home Thoughts from Abroad (220) (b) How They Brought the Good News j(194) (c) Incident of the French Camp, An (150) (d) Pied Piper of Hamelin, The (282) (e) Songs from Pippa Passes (10) 16. Bryant, William Cullen (American 1794-1878) (a) Death of the Flowers, The (177) (b) Gladness of Nature, The (123) (c) March (107) (d) Planting of the Apple Tree, The (78) (e) Robert of Lincoln (43) (f) Song of Marion's Men (178) (g) Thanatopsis (114) I love thee when thy swelling buds appear Little lamb, who made thee? Tiger, tiger burning bright Everywhere, everywhere, Christmas tonight! little town of Bethle- hem In the heart of a seed They say that God lives very high! Oh, to be in England I sprang to the stirrup, and Joris and he: You know we French stormed Ratisbon: Hamelin town's in Brunswick The year's at the spring The melancholy days are come, the saddest of the year Is this a time to be cloudy and sad, The stormy March is come at last Come, let us plant the apple tree Merrily swinging on brier and weed Our band is few, but true and tried To him who, in the love of Nature holds, III I VI VI III III VII VI VII VI IV VII V VI V IV VII VIII 25, 26, 30 32 9, 25, 26 32 9, 25, 26 30 24, 25, 30 12 32 25,26 9, 25, 26 30 9, 25, 26 30 9, 25, 26 30 9, 25, 26 24, 25, 30 25,26 30 24, 25, 26 30 9, 25, 26 32 25,26 1, 24, 25 26 50 table XV — (Continued) Author and Title 16. Bryant, William Cullen (Cont.) (h) To a Waterfowl (47) (i) To the Fringed Gen- tian (124) (j) Yellow Violet, The (283) 17. Bunner, Henry Cuyler (American 1855-1896) (a) One, Two, Three (51) 18. Burns, Robert (Scotch 1759-1796) (a) Bannockburn (252) (b) For A' That and'A' That (Is There For Honest Poverty) (108) (c) My Heart's in the Highlands (284) 19. Byron, Lord (George Gor- don) (English 1788- 1824) (a) Destruction of Sen- nacherib (285) (b) Eve of Waterloo, The (253) 20. Campbell, Thomas (Eng- lish 1777-1844) (a) Hohenlinden (195) (b) Lord Ullin's Daughter (254) 21. Carlyle, Thomas (English 1795-1881) (a) Today (52) 22. Cary, Alice (American 1820-1871) (a) Nobility (90) (b) November (53) (c) Order for a Picture, An (221) 23. Cary, Phoebe (American 1824-1871 (a) Don't Give Up (125) (b) Leak in the Dike, The (255) First Line Whither 'midst falling dew, Thou blossom bright with autumn dew When beechen buds be- gin to swell, It was an old, old, old, old lady- Scots, wha hae wi' Wallace bled Is there, for honest poverty My heart's in the high- lands, my heart is not here: The Assyrian came down like the wolf on the fold, There was a sound of revelry by night On Linden when the sun was low, A chieftain to the High- lands bound So here hath been dawning True worth is in being, not seeming, The leaves are fading and falling, Oh, good painter, tell me true If you've tried and have not won, The good dame looked from her cottage Grade VII VI VI II VII VIII VII Refer- ence 1, 24, 25 26,30 24, 25, 31 9,32 6,30 1, 25, 26 9, 25, 30 VIII 25 VIII 9, 25, 30 VII 4, 25, 30 VI 9, 25, 26 30 V 9, 25, 26 30 VI 1, 8 III 8 VI 8 III 8 V 8 51 table XV — (Continued) Au'.hor and Title First Line 23. Cary, Phoebe (Cont.) (c) Obedience (286) (d) Suppose (74) (e) They Didn't Think (222) 24. Child, Lydia Maria (American 1802-1880) (a) Thanksgiving Day (27) (b) Who Stole the Bird's Nest? (100) 25. Coleridge, Samuel Tay- lor (English 1772-1834 (a) Answer to a Child's Question (139) If you're told to do a thing Suppose, my little lady Once a trap was baited, Over the river and through the wood, '!To-whit! to-whit! to- whee!" (b) He Prayeth Best (126) 26. Cone, Helen Gray (Amer- ican 1859-) (a) Dandelions, The (179) 27. Coolidge, Susan (Woolsey, Sarah) (American 1845-1905) (a) How the Leaves Came Down (54) 28. Cooper, George (American 1820-1876) (a) Come, Little Leaves (87) (b) October's Party (223) (c) What Robin Told (225) (d) Wonderful Weaver, The (224) 29. Cowper, William (Eng- lish 1731-1800) (a) The Nightingale and the Glowworm (287) 30. Deland, Mary Margaret (American 1857-) (a) While Shepherds Watched Their Flocks by Night (288) 31. Dodge, Mary Mapes (Mrs.) (American 1838-1905) (a) Snowflakes (289) 32. Drake, Joseph Rodman (American 1795-1820) (a) American Flag, The (29) Do you ask what the birds say? The Sparrow, the Dove, He prayeth best, who loveth best, Upon a showery night and still, Grade ['11 tell you how the leaves came down Come little leaves," said the wind one day, October gave a party How do robins build their nest? There's a wonderful weaver A nightingale that all day long Like small curled feath- ers, white and soft Whenever a snowflake leaves the sky, When Freedom from her mountain height II II I II II II IV III II II II III III IV II VI Refer- ence 32 9,32 25, 26 25 25,32 25, 26, 32 31 25,26 12 12 6, 25, 32 26,30 24, 26, 32 4, 24, 25 26,30 52 table xv — (Continued) Au'hor and Title First Line Grade Refer- ence 33. Edwards, Matilda Betham (English 1836-) (a) Child's Prayer, A God make my life a III 9,32 (196) little light 34. Emerson, Ralph Waldo (American 1803-1882) (a) Concord Hymn (32) By the rude bridge that VI 1, 4,24 arched the flood, 25,26,30 (b) Each and All (290) Little thinks, in the field, yon red-cloaked clown VIII 1, 24, 25 (c) Fable (67) The mountain and the squirrel, V 25, 32 (d) Forbearance (291) Hast thou named all the V 24, 25, 26 birds without a 30 gun? (e) Rhodora, The (256) In May, when sea-winds VII • 1,24,25 pierced our soli- 26,30 * tudes, (f) Snowstorm, The (127) Announced by all the trumpets of the sky VII 24,30 (g) We Thank Thee (128) For gainful hours of pain and loss II 10 35. Field, Eugene (Ameri- can 1850-1895) (a) Duel, The (91) The gingham dog and II 1, 9,11 the calico cat 25,26 (b) Dutch Lullaby (Wyn- Wynken, Blynken and II 6, 9,11 ken, Blynken and Nod one night 24, 25, 26 Nod) (3) 32 (c) Japanese Lullaby (101) Sleep, little pigeon, and fold your wings II 11 (d) Little Boy Blue (39) The little toy dog is cov- I 1> 9,11 ered with dust 24,25 (e) Night Wind, The (24) Have you ever heard the wind go "Yooooo?" IV 11 (f) Norse Lullaby (79) The sky is dark and the hills are white III 11 (g) Rockabye Lady, The The Rockabye Lady from II 9,11 (102) Hushabye Street (h) Seein' Things (197) [ ain't afeared uv snakes, or toads, or bugs, or worms, or mice III 11 (i) Sugar Plum Tree, The Have you ever heard of I 9, 11, 25 (129) the sugar plum tree? 26 (j) Why do Bells for Why do the bells for I 11 Christmas Ring? (28) Christmas ring? 36. Fields, John T. (American 1817-1881) (a) Ballad of the Tempest, We were crowded in the III 4, 6, 25 The (Captain's Daugh- cabin 26 ter, The) (151) 37. Finch, Francis Miles (American 1827-1907) (a) Blue and the Gray, By the flow of inland VI 1, 4,24 The (92) river, 25 53 table XV — (Continued) Au'.hor and Title First Line 38. Follen, Eliza Lee (Cabot) (American 1787-1860) (a) New Moon, The (130) 39. Garabrant, Nellie (a) Dandelion (180) 40. Gould, Hannah F. (Ameri- can 1789-1865) (a) Frost, The (80) 41. Gray, Thomas (English 1716-1771) (a) Elegy Written in a Country Churchyard (181) 42. Hale, Sarah Josepha (American 1790-1879) (a) Mary's Lamb (257) 43. Hemans, Felicia (Mrs.) (English 1793-1835) (a) Casabianca (258) (b) Landing of the Pil- grims, The (17) 44. Herford, Oliver (Ameri- can 1863- ) (a) Elf and the Dormouse, The (198) 45. Higginson, Ella (Ameri- can 1862-) (a) Four Leaf Clovers (199) 46. Hogg, James (Scotch 1770- 1835) (a) Boy's Song (55) (b) Skylark, The (259) 47. Holland, Josiah Gilbert (American 1819-1881) (a) Christmas Carol, A (226) (b) Gradatim (Way to Heaven) (56) 48. Holmes, Oliver Wendell (American 1809-1894) (a) Chambered Nautilus, The (26) (b) Last Leaf, The (109) (c) Old Ironsides (33) (d) Union and Liberty (160) 49. Hood, Thomas (English 1799-1845) (a) I Remember, I Remem- ber (227) Dear mother, how pretty There's a dandy little fellow The frost looked forth on a still, clear night The curfew tolls the knell of parting day, Mary had a little lamb, The boy stood on the burning deck The breaking waves dashed high Under a toadstool I know a place where the sun is like gold Where the pools are bright and deep Bird of the wilderness There's a song in the air Heaven is n6t reached at a single bound This is the ship of pearl which poets feign I saw him once before Ay, tear her tattered ensign down Flags of the heroes who left us their glory, I remember, I remember, the house where I was born Grade II II IV VIII IV V II Refer- ence III V VI VII VIII VIII VI VII IV 1,31 12 6, 26, 32 1, 4,25 26,30 12 6, 9,25 26 6, 25, 26 30 9, 24, 25 26,32 20, 24, 25 6, 9,25 26,32 4, 6, 9 25, 26, 32 24, 26, 30 1, 4, 25,26 1, 6,24 25,26 24,25 6, 24, 25 26,30 14 4, 6,25 32 54 table XV — (Continued) Author and Title 50. Hopkinson, Joseph (Amer- ican 1770-1842) (a) Hail Columbia (152) 51. Houghton, (Lord Milnes, R. W.) (English 1809-1885) (a) Good-Night and Good-Morning (81) (b) Lady Moon (82) 52. Howe, Julia Ward (Mrs.) (American 1819-1910) (a) Battle Hymn of the Republic (34) 53. Howitt, Mary (English 1799-1888) (a) Fairies of the Caldon Low, The (292) (b) Voice of Spring, The (The Coming of Spring) (200) 54. Howlister, Mary (Ameri- can (a) Our Flag (260) 55. Hugo, Victor (French 1802-1885) (a) Good Night (161) 56. Hunt, Leigh (James Henry) (English 1784- 1859) (a) Abou Ben Adhem (11) 57. Ingelow, Jean (English 1820-1897) (a) Seven Times One (18) 58. Jackson, Helen Hunt (Mrs.) (American 1831-1885) (a) Down to Sleep (75) (b) October's Bright Blue Weather (12) (c) September (6) 59. Jelliffe, Helena L: (Mrs.) (American 1867-1916) (a) Clovers,, The (293) 60. Jewett, Sarah Orne (American 1849-1909) (a) Discontent (182) First Line Hail Columbia, happy land! A fair little girl sat un- der a tree Lady moon, lady moon, where are you rov- ing! Mine eyes have seen the glory of the coming of the Lord And where have you been, my Mary, I am coming, little maiden, There are many flags in . many lands Good-Night! Good- Night! Far flies the night Abou Ben Adhem (may his tribe increase!) There's no dew left on the daisies and clover November woods are bare and still, O suns and skies and clouds of June, The goldenrod is yellow The clovers have no time to play Down in the field one day in June Grade IV II II VIII III III II VI II i V IV III II II Refer- ence 24,25 9,32 9,32 26 9, 25, 26 32 9 13 1, 4, 6 9,25,26 30 9, 25, 32 30 26,30 32 7 32 55 table XV — (Continued) Auihor and Title 61. Jones, Wm. (English 1746-1794) (a) What Constitutes a State? (261) 62. Keats, John (English 1795-1821) (a) On the Grasshopper and Cricket (294) 63. Keble, John (English 1792-1866) (a) All Things Beautiful (295) 64. Key, Francis Scott (Amer ican 1780-1843) (a) Star Spangled Banner, The (8) 65. Kingsley, Chas. (English 1819-1875) (a) Farewell, A (162) (b) Lost Doll, The (Water Babies, The) (83) (c) Three Fishers, The (262) 66. Kipling, Rudyard (Eng- lish 1865- ) (a) If (263) (b) L'Envoi (228) (c) Recessional (48) (d) White Seal, The (Seal's Lullaby, The) (183) 67. Krout, Mary Hannah (American 1857-) (a) Little Brown Hands (163) 68. Lang, Andrew (Scotch 1844-1912) (a) Scythe Song (264) 69. Lanier, Sidney (Ameri- can 1842-1881) (a) Song of the Chatta- hoochee, The (229) First Line What constitutes a state? The poetry of earth is never dead: All things bright and beautiful, O say, can you see, by the dawn's early light My fairest child, I have no song to give you ; I once had a sweet little doll, dears, Three fishers went sail- ing away to the West If you can keep your head when all about you When earth's last pic- ture is painted, and and tubes are twist- ed and dried God of our fathers, known of old Oh, hush thee my baby the night is behind us They drive home the cows from the pas- ture Mowers, weary and brown, and blithe, Out of the hills of Habersham Grade Refer- ence VIII 4,25,26 V IV II VI VIII VIII VIII II III VI VIII 25,30 12 6, 24, 25 26 4, 6, 9 25, 26, 30 9 4,25 1,25 1, 6,20 25, 26, 30 32 12 25,30 1, 24, 25 56 TABLE xv — ( Continued) Author and Title First Line Grade Refer- ence 70. Larcom, Lucy (American 1826-1893) II 25, 26, 31 (a) Brown Thrush, The There's a merry brown (35) thrush sitting up in the tree IV .16 (b) Calling the Violet Dear little Violet, (296) II 16 (c) If I Were a Sunbeam If I were a sunbeam, (201) III 32 (d) Rivulet, The (297) Run, little rivulet, run! 71. Lear, Edward (English 1812-1888) (a) Nonsense Alphabet A was an ant who sel- I 19 (265) dow stood still (b) Owl and the Pussy The owl and the pussy II 1, 6,25 Cat, The (115) cat went to sea 32 72. Longfellow, Henry Wads- worth (American 1807-1882) (a) Arrow and the Song, I shot an arrow into IV 6, 18, 24 The (13) the air, 25,26 (b) Bell of Atri, The At Atri in Abruzzo, a IV 18 (202) small town (c) Builders, The (57) All are architects of Fate, VI 1,18 (d) Building of the Ship, Then the master with a VII 1,18 The (153) gesture of command (e) Children's Hour, The Between the dark and III 1, 4,18 (2) the daylight 24, 25, 26 (f) Courtship of Miles In the Old Colony days, VII 18 Standish, The (266) in Plymouth the land of the Pilgrims (g) Day is Done, The (44) The day is done, and the darkness V 1, 18, 25 (h) Daybreak (103) A wind came up out of the sea IV 18,25 (i) Evangeline (203) This is the forest prim- eval VII 18,24 (j) Excelsior (140) The shades of night were falling fast V 18,25,26 (k) Hiawatha (68) Should you ask me whence these stor- II 18 (1) Hiawatha's Childhood les . By the shores of Gitche II 6, 9,18 (36) Gumee 25 (m) Hiawatha's Friends Two good friends of IV 18 (298) Hiawatha (n) Hiawatha's Sailing Give me your bark, O III 18 (104) Birch Tree! (o) King Robert of Robert of Sicily, brother VII 18 Sicily (299) of Pope Urbane (p) Ladder of St. Augus- Saint Augustine! well VII 18 tine, The (267) hast thou said (q) Old Clock on the Somewhat back from the V 18,25 Stairs, The (204) village street, (r) Paul Revere's Ride Listen my children, and V 1, 18, 25 (49) you shall hear 26 57 table xv — (Continued) Author and Title (s) Psalm of Life, A (63) (t) Rain in Summer (131) (u) Rainy Day, The (164) (v) Saridalphon (300) (w) Ship of State, The (Building of the Ship, The) (105) (x) Village Blacksmith, The (4) (y) Wreck of the Hes- perus, The (205) 73. Lowell, James Russell (American 1819-1891) (a) Aladdin (230) (b) Day in June, A (132) (c) Fatherland, The (133) (d) Finding of the Lyre (231) (e) First Snowfall, The (15) (f) Fountain, The (141) (g) Heritage, The (206) (h) Ode Recited at the Harvard Commem- oration (301) (i) Stanzas on Freedom (268) (j) To the Dandelion (165) (k) Vision of Sir Launfal, The (69) (1) Yussouf (207) 74. Macaulay, Thomas Bab- ington (English 1800- 1859) (a) Horatius (Lays of Ancient Rome (184) 75.MacDonald, George (Scotch 1824-1905) (a) Baby, The (At the Back of the North- wind) (94) (b) Little White Lily, The (269) (c) Wind and the Moon, The (142) First Line Tell me not in mournful numbers How beautiful is the rain The day is cold, and dark, and dreary, Have you read in the Talmud of old? Thou, too, sail on, O ship of State Under a spreading Chestnut tree It was the schooner Hesperus When I was a beggarly boy, O, what is so rare as a day in June Where is the true man's fatherland There lay upon the ocean's shore The snow had begun in the gloaming Into the sunshine The rich man's son in- herits land Weak winged is song, They are slaves who fear to speak Dear common flower that grows beside the way, Over his keys the musing organist A stranger came one night to Yussouf's tent Grade VI IV VII VI V IV IV V VIII VII VII IV IV V VIII VIII VI VIII VII Lars Porsena of Clusium VII Where did you come from baby dear? Little white lily II Said the wind to the IV moon, "I will blow you out." I Refer- ence 1, 6,18 24, 25, 26 18,30 18,25 18 18 6, 9,18 24, 25, 26 6, 9,18 25, 26, 30 25 1, 4, 6 24, 25, 26 25, 26, 30 6 24,25 12 25, 26 24,25 24 25, 26, 30 12 12 1, 6,25 26 1, 24, 26 6, 25, 26 32 6,25,26 58 table XV— (Continued) Author and Title First Line Grade Refer- ence 76. Mackay, Chas, (Scotch 1814-1889) (a) Miller of the Dee, There dwelt a miller III 24,25 The (270) hale and bold (b) Tubal Cain (232) Old Tubal Cain was a man of might VI 12 77. Miller, Emily (Mrs.) 1 (American 1833-1913) (a) Bluebird, The (30) I know the song that the bluebird' is II 32 78. Miller, Joaquin (Miller, singing Cincinatus Hiner) (American 1841-1913) (a) Columbus (45) Behind him lay the VII 1, 6,24 gray Azores 25, 26, 30 79. Milton, John (English 1608-1674) (a) On His Blindness When I consider how VIII 1. 4, 6 (302) my light is spent 25,26 (b) Song on a May Morn- Now the bright morn- V 25, 26, 30 ing (303) ing star, day's harbinger 80. Moore, Clement Clarke (American 1779-1863) (a) Visit from St. Nich- 'Twas the night before III 24,26 olas, A (40) Christmas, when all through the house, 81. Moore, Thomas (Irish • 1779-1852) (a) Minstrel Boy, The The Minstrel-boy to the VI 25,30 (304) war has gone, 82. Morris, George Pope (American 1802-1864) (a) Woodman, Spare That Woodman, spare that V 4, 6,24 Tree (106) tree 25 83. Nesbitt, Wilbur Dick (American 1871- ) (a) Your Flag and My Flag (271) 84. Newman, John Henry Your flag and my flag III 12 (Cardinal Newman) (English 1801-1890) (a) Lead Kindly Light Lead kindly light, amid- VIII 4, 6,25 (Pillar of the Cloud, the .encircling gloom The) (166) 85. Payne, John Howard (American 1791-1852) (a) Home, Sweet Home 'Mid pleasures and pal- IV 6,25 (76) aces though we may roam, • 86. Perry, Nora (American 1832-1896) (a) Coming of Spring, There's something in VI 26 The (167) the air . 59 table XV — {Continued) Author and Title First Line 87. Pierpont, John (Ameri- can 1785-1866) (a) Warren's Address (84) 88. Poulsson, Emilie (Ameri- can 1853-) (a) First Christmas, The (305) (b) While Stars of Christ- mas Shine (306) 89. Proctor, Adelaide (Eng- lish 1825-1864) (a) One by One (272) 90. Procter, Bryan Waller (Barry Cornwall) (English 1787-1874) (a) Sea, The (116) 91. Rands, William Bright (English 1823-1882) (a) Great, Wide, Beautiful, Wonderful, World (Child's World, The; Wonderful World, The) (23) 92. Read, Thomas Buchanan (American 1822-1872) (a) Sheridan's Ride (154) 93. Riley, James Whitcomb (American 1853-1916) (a) Brook Song, A (208) (b) Knee Deep in June (185) (c) Life Lesson, A (233) (d) Little Orphant Annie (155) (e) Old Glory (Name of Old Glory, The (95) (f) Song, A (168) (g) Sudden Shower, A (143) 94. Rossetti, Christina Geor- gina (English 1830- 1894) (a) Boats Sail on the Rivers (96) (b) Milking Time (273) Stand! the ground's your own, my braves ! Once a little baby lay While stars of Christ- mas shine One by one the sands are flowing, The sea! the sea! the open sea Great, wide, beautiful, wonderful world Up from the south, at break of day, Little brook! Little brook ! ' Tell you what I like the best There! little girl, don't cry! Little orphant Annie's come to our house to stay, Old Glory! say, who by the ships and the crew There is ever a song somewhere my dear Barefooted boys scud up the street Boats sail on. the rivers When the cows come home, the milk is com- ing Grade VIII I I VI IV III Refer- ence I II 4, 6,24 25, 26, 30 13 13 25 24, 25, 26 30 24,25,26 32 VI 1, 6,25 26 IV 21 " V 1 VII 24,25 III 26 VI 30 V 21 IV 21 12 32 60 table xv-— (Continued) Author and Title (c) 0, Lady Moon (307) (d) Swallow, The (308) (e) What Does the Bee do? (309) (f) Wind, The (58) 95. Sangster, Margaret Eliza- beth (American 1838- 1912) (a) We Thank Thee (310) 96. Saxe, John Godfrey (American 1816-1887) (a) Blind Men and the Elephant, The (311) 97. Scott, Sir Walter (Scotch 1771-1832) (a) Breathes There a Man (Love of Country; My Native Land; Patriot- ism) (7) (b) Lady of the Lake (312) (c) Lochinvar (209) (d) Lullaby of an Infant Chief (234) 98. Shakespeare, Wm. (Eng- lish 1564-1616) (a) Ariel's Song (Tem- pest, The) (313) First Line (b) Good Name (Reputa- tion) (Othello) (210) (c) Hark, Hark! the Lark (Cymbeline) (186) (d) Mark Anthony's Ad- dress (Julius Caesar) (235) (e) Mercy Speech (Mer- chant of Venice) (50) (f) Orpheus With His Lute (King Henry the Eighth) (236) (g) Polonius to Laertes (Hamlet) (144) (h) lender the Greenwood Tree (As You Like It) (117) O Lady Moon, your horns point toward the east: Fly away, fly away, over the sea, What does the bee do? Who has seen the wind? For peace and for plenty, for freedom, for rest, It was six men of Indo- stan Breathes there a man with soul so dead Harp of the north that mouldering long has hung Oh, young Lochinvar's come out of the west O, hush thee, my babie, thy sire was a knight, I. Come unto these yel- low sands II. Foot it featly here and there; III. Where the bee sucks there suck I; IV. Full fathom five thy father lies; Good name in man and woman, dear my lord, Hark! Hark! the lark at Heaven's gate sings Friends, Romans, Coun- trymen ! The quality of mercy is not strained Orpheus with his lute made trees, And these few precepts in thy memory Under the greenwood tree Grade III I I II V VIII VIII Refer- ence 32 19 12 25, 26, 31 25 1, 4, 9 26,30 22 VI II 6,25,26 30 25,32 II 30 30 9,30 30 VII VI VIII 4, 9,25 30 6 VIII 1, 6 VI 9,30 VIII 1, 6,30 V 9, 25, 26 30 61 table xv — (Continued) Author and Title First Line Grade Refer- ence 99. Shaw, D. T. (American) (a) Columbia, the Gem of O, Columbia the gem of III 12 the Ocean (314) the ocean 100. Shelley, Percy, Bysshe (English 1792-1822) (a) Cloud, The (118) I bring fresh showers for the thirsty flowers VIII 1,25,30 (b) To a Skylark (169) Hail to thee, blithe VIII 1, 4, 6 spirit 25, 26, 30 101. Sherman, Frank Demps- ter (American 1860- 1916) (a) Clouds (187) The sky ic full of clouds III 23, 32 today (b) Daisies (37) At evening when I go to bed II 12,23 (c) Dewdrop, A (119) Little droc of dew I 23,31 (d) Four Winds, The In winter, when the II 23 (110) wind I hear (e) Goldenrod (156) Spring is the morning of the year i 23 (f) Hide and Seek (238) Now hide the flowers beneath the snow, II 23 (g) Leaves at Play (170) Scamper, little leaves, about May shall make the I 23 (h) May (274) VI 23, 32 world anew, (i) Real Santa Claus, A (237) (j) Snowbird, The (239) Santa Claus I hang for III 23 you When all the ground I 23 with snow is white, (k) Snowflakes (211) Out of the sky they come II 23 (1) Song for Winter Now winter fills the I 23 (315) world with snow (m) Wizard Frost (212) Wonderous things have come to pass III 23 102. Sill, Edward Roland (American 1841-1887) (a) Opportunity (111) This I beheld, or dreamed it in a dream: — VIII 1,25,30 103. Smith, Samuel Francis (American 1808-1895) (a) America (1) My country 'tis of thee II 6, 24, 25 26 104 Southey, Caroline (Mrs.) (Bowles, Ann) (Eng- lish 1786-1854) (a) Little Ladybird, The Lady-bird! lady-bird fly III 31 (316) away home 105. Southey, Robert (Eng- lish 1774-1843) 6, 9,25 30 (a) Inchcape Rock, The (213) No stir in the air, no stir in the sea, V 62 TABLE XV — (Continued) Author and Title First Line Grade Refer- ence L06. Stedman, Edmund Clar- ence (American 1833- 1908) (a) What the Winds Which is the wind that III 32 Bring (188) brings the cold? 107. Stevenson, Robert Louis (Scotch 1850-1894) (a) Autumn Fires (120) In the other gardens I 27 (b) Bed in Summer (14) In the winter I get up at night I 9,27 (c) Cow, The (77) The friendly cow all red and white, I 9,31 (d) Farewell to the Farm The coach is at the door II 27 (318) at last; (e) Foreign Children Little Indian, Sioux or II 27 (171) Crow (f) Foreign. Lands (172) Up into the cherry tree II 25, 26, 27 (g) Good Play, A (317) We built a ship upon the stairs II 27 (h) Happy Thought The world is so full of a I 25, 26, 27 (275) number of things, (i) Lamplighter, The My tea is nearly ready I 9,27 (145) and the sun has left the sky (j) Land of Counterpane, When I was sick and lay I 9, 26, 27 The (121) abed (k) Land of Story Books, At evening when the II 26, 27, 32 The (38) lamp is lit (1) Moon, The (320) The moon has a face like the clock on the wall I 27 (m) My Bed is a Boat My bed is like a little II 25, 26, 27 (134) boat; (n) My Shadow (5) I have a little shadow I 6, 24, 25 that goes in and out 26,27 with me, (o) Rain (64) The rain is raining all around, Of speckled eggs the I 27,31 (p) Singing (319) I 27 birdie sings (q) Sun's Travels, The The sun is not abed, II 27 (135) when I (r) Swing, The (22) How do you like to go up in a swing, I 27 (s) Time to Rise (321) A birdie with a yellow bill I 27 (t) Where Go the Boats? Dark brown is the river II 27,32 (65) (u) Whole Duty of Chil- A child should always I 25, 26, 27 dren (276) say what's true (v) Wind, The (9) I saw you toss the kites on high II 26, 27, 30 (w) Windy Nights (70) Whenever the moon and stars are set II 27,32 108. Stoddard, Richard Henry (American 1825-1903) (a) Abraham Lincoln This man whose homely VII 24,30 (322) face you look upon, 63 table XV — (Continued) Author and Title First Line Grade Refer- ence 109. Tate, Nahum (English 1652-1715) (a) Christmas (While Shepherds Watched) (173) 110. Taylor, Bayard (Ameri- can 1825-1878) (a) Song of the Camp, The (240) 111. Taylor, Jane (English 1783-1824) (a) I Like Little Pussy (146) (b) Thank You, Pretty Cow (214) (c) Twinkle, Twinkle, Little Star (59) (d) Violet, The (147) 112. Tennyson, Lord Alfred (English 1809-1892) (a) Bird and the Baby, The (25) (b) Break, Break, Break (136) (c) Brook, The (46) (d) Bugle Song (41) (e) Charge of the Light Brigade (66) (f) Crossing the Bar (137) (g) Eagle, The (323) (h) Flower in the Cran- nied Wall (215) (i) In Memoriam (241) (j) King Arthur (242) (k) Owl, The (157) (1) Ring Out Wild Bells (In Memoriam) (174) (m) Sir Galahad (243) (n) Sweet and Low (19) (o) Throstle, The (216) (p) Winter, (Window, The) (244) 113. Thaxter, Celia (Mrs.) (Alia Leighton) (American 1835-1894) (a) April (324)* While shepherds watched their flocks by night "Give us a Song!" the soldier cried, I like little pussy Thank you,' pretty cow, that made Twinkle, twinkle, little star; Down in a green and shady bed What does little birdie say Break, break, break, I come from haunts of coot and hern, The splendor falls on castle walls Half a league, half a league, Sunset and evening star, He clasps the crag with crooked hands; Flower in the crannied wall Strong son of God, im- mortal Love, Leodogran the King of Camdiard When cats run home and light is come, Ring out wild bells, to the wild sky My good blade carves the casques of men, Sweet and low, sweet and low, Summer is coming, sum- mer is coming The frost is here IV VII I I I III I VI IV VI VI VII VI VIII VII VIII III VI VII III III IV II 25,26,30 6, 24, 25 26,30 25,26,31 32 31 25, 26, 32 9, 25, 26 4,25 6,25,26 30 12 1, 6, 9 25,26,30 1, 6,20 25,26 25 28 25 28 32 28 6,25 9,32 25,26 28 sss, = £ arts? 1 a^:^ux,ra^s swre: « alder by the river" under both titles. 64 table xv — (Continued) Author and Title (b) Chanticleer (277) (c) Little Gustava (217) (d) March (158) ' (e) Piccola (325) (f) Sandpiper, The (31) (g) Spring (97)* (h) Wild Geese (189) 114. Thomas, Edith Matilda (American 1854-) (a) Talking in Their Sleep (190) 115. Vandegrift, Margaret (Janvier Margaret) (American 1845-1913) (a) Sand Man, The (191) 116. VanDyke, Henry (Ameri- can 1852-) (a) Song Sparrow, The (326) 117. Wadsworth, Olive A. (Mrs.) (Dana, Kath- arine Floyd). (Ameri- can 1835-1886) (a) Over in the Meadow (112) 118. Watts, Isaac (English 1674-1748) (a) Busy Bee, The (245) 119. Whitman, Walt (Ameri- can 1819-1892) (a) O Captain! My Cap- tain! (60) 120. Whittier, John Greenleaf (American 1807-1892) (a) Barbara Fritchie (138) (b) Barefoot Boy, The (20) (c) Corn Song, The (42) (d) Huskers, The (246) (e) In School Days (88) (f) Snowbound: A Winter Idyll (85) *See note regarding Thaxter's "April.' First Line I wake! I feel the day is near; Little Gustava sits in the sun, I wonder what spend- thrift chose to spill Poor, sweet Piccola! did you hear Across the narrow beach we flit, The alder by the river The wind blows, the sun shines, the birds sing loud You think I am dead, The rosy clouds float overhead, There is a bird I know so well, Over in the meadow, How doth the little busy bee O Captain ! My Captain ! our fearful trip is done, Up from the meadows rich with corn, Blessings on three, little man, Heap high the farmer's wintry hoard! It was late in mild October, and the long autumnal rain Still sits the school- house by the road, Unwarmed by any sun- set light Grade II III III V IV II II III III III I VIII V V V VII V VIII Refer- ence 32 25, 26, 32 13 13 6, 24, 25 26,30 13,32 12 12 25, 26 12 12 1, 6, 24, 25, 26 30 6, 9,25 26, 29, 30 1, 24, 25 26, 29, 30 29,30 29 24,29 24, 29, 30 65 table XV — (Continued) (g) Three Bells, The Beneath the low hung IV 29 (327) night cloud 121. Wilder, J. N. (American) (a) Stand by the Flag Stand by the Flag! Its VII 1 (278) stars, like meteors gleaming, 122. Wolfe, Chas. (English 1791-1823) (a) Burial of Sir John Not a drum was heard, VI 4, 6, 9 Moore, The (192) not a funeral note 25, 26, 30 123. Wprdsworth, Wm. (Eng- lish 1770-1850) (a) Fidelity (328) A barking sound the shepherd hears, VI 6 (b) I Wandered Lonely I wandered lonely as a VI 1. 4, 6 as avCloud (Daffodils, cloud 25, 26, 32 The) (21) (c) Kitten and the Fall- That way look, my in- III 26,32 ing Leaves, The (248) fant lo! (d) Lucy Gray (Solitude)... Oft I had heard of Lucy IV 9, 25, 26 (247) Gray; 32 (e) My Heart Leaps up My heart leaps up when V 4, 6,25 When I Behold (Rain- I behold 26 bow, The) (218) (f) Pet Lamb, The (329) The dew was falling fast, the stars began to blink; IV 9 (g) To a Butterfly (148) I've watched you now a full half hour, III 25 (h) To a Skylark (193) Up with me, up with me into the clouds VI 25,2a (i) We Are Seven (279) A simple child, (I met a little cottage girl) IV 26 (j) Written in March The cock is crowing IV 4, 25, 26 (175) We have tried to make the number of titles in this biblio- graphy as small as possible, omitting collections which con- tained but one or two of the poems in our list. The result is that a few poems are not in any collection listed in the bibliography. Some of these are to be found in the collected works of poets — e.g. Tennyson's "The Bugle Song," Shakespeare's "Good Name" (Othello), etc. Others are printed in readers — such as Wads- worth's "Over in the Meadow." There are still a few poems, however, which are not to be found in any of these sources. In such cases we have referred the reader to Granger's "Index to Poetry and Recitation" (Code No. 12). This book does not contain the text of these poems but it gives references to sources in which the text appears. 66 IX — Authors Mentioned in the Selected List Among the questions brought up by this study are the fol- lowing: Who are the authors whose poems are mentioned in the Selected List? Who are the most popular authors ? To what grades are their poems best adapted? Tables XVI and XVII attempt to answer these questions. One hundred twenty-two poets contributed 326 of the 329 poems in the Selected List. The remaining three poems are anonymous. The list of authors contains the names of most of the major English and American poets, as well as the names of many minor poets — particularly of the minor American' poets- One of the interesting possibilities of this study would be an attempt to find out how nearly the material included in the Selected List approximates the type of literature with which our children should become familiar. While this is a problem for literary criticism and is quite outside the scope of the present re- port, one may at least point out two dominant tendencies as ex- hibited by the Selected List. The first is the marked tendency to favor things American. Not only is this apparent in the patriotic selections so often referred to, but it is also clear from the nationality of the authors. Of the 326 poems whose authors are known 183 are by American authors. This is a much larger number than the body of high-grade American and English verse would lead us to expect. It seems clear that the inclusion of an American poem offers less conclusive evidence of its merit than does the inclusion of an English poem. TABLE XVI — number of poems by authors and by suggested GRADES. SELECTED LIST Author Addison, Joseph Aldrich, T. B. Alexander, Mrs. C. F. Allingham, Wm. Allison, Joy Anonymous* Bangs, J. K. Bates, Clara D. Bennett, H. H. Bjornson, Bjornsterne Blake, Wm. Brooks, Phillips *A Laughing Chorus ; The Secret Primary Grades (I, II ) Intermediate Grammar Grades Grades Total (III, IV, V) (VI, VII, VIII) 1 1 1 1 2 1 2 1 3 1 1 3 1 1 1 1 1 1 1 2 1 1 2 Sleep, Baby Sleep — From the German. 67 table xvi — (Continued) - ' Primary Intermediate Grammar Author Grades Grades Grades " Total (I, II ) (III, IV, V) (VI, VII, VIII) Brown, Kate L. 1 1 Browning, Elizabeth B. 1 1 Browning, Robert 1 4 • 5 Bryant, W. C. 3 7 10 Bunner, H. C. 1 1 Burns, Robert 3 3 Byron, Lord 2 2 Campbell, Thomas 2 2 Carlyle, Thomas 1 1 Cary, Alice 1 2 3 Cary, Phoebe 3 2 5 Child, Lydia M. 2 2 Coleridge, S. T. 1 1 2 Cone, Helen G. 1 1 Coolidge, Susan 1 1 Cooper, George 3 1 4 Cowper, Wm. 1 1 Deland, Mary 1 1 Dodge, Mary 1 1 Drake, J. R. 1 1 Edwards, Matilda B. 1 1 Emerson, R. W. 1 2 4 7 Field, Eugene 7 3 10 Fields, J. T. 1 1 Finch, F. M. 1 1 Follen, Eliza 1 1 Garabrant, Nellie M. 1 1 Gould, Hannah F. 1 1 Gray, Thomas 1 1 Hale, Sarah J. 1 1 Hemans, Felicia 2 2 Herford, Oliver 1 1 Higginson, Ella 1 1 n Hogg, James 2 2 Holland, J. G. 2 2 Holmes, 0. W. 4 4 Hood, Thomas 1 1 Hopkinson, Joseph 1 1 Houghton, Lord 2 2 1 Howe, Julia W. 1 Howitt, Mary 2 2 1 Howlister, Mary 1 Hugo, Victor 1 1 1 1 3 1 1 1 1 1 1 3 4 1 Hunt. Leigh 1 Ingelow, Jean 1 Jackson, Helen H. 3 Jelliffe, Helena L. 1 lewett, Sarah 0. 1 1 Tones, Wm. Keats, John 1 Keble, John 1 Key, F. S. Kingsley, Charles Kipling, Rudyard 1 1 1 1 1 1 3 Krout, Mary 1 1 Lang, Andrew 68 table xvi — (Continued) Primary Intermediate Grammar Author Grades Grades Grades Total (I, II ) (III, IV, V) (VI, VII, VIII) Lanier, Sidney 1 1 Larcom, Lucy 2 2 4 Lear, Edward 2 2 Longfellow, H. W. 2 14 9 25 Lowell, J. R. 4 8 12 Macaulay, T. B. 1 1 MacDonald, George 2 1 3 Mackay, Charles 1 1 2 Miller, Emily 1 1 Miller, Joaquin 1 1 Milton, John 1 1 2 Moore, C. C. 1 1 Moore, Thomas 1 1 Morris, G. P. 1 1 Nesbitt, W. D. 1 1 Newman, J. H. 1 1 Payne, J. H. 1 1 Perry, Nora 1 1 Pierpont, John 1 1 Poulsson, Emilie 2 1 1 Procter, Adelaide 1 1 Procter, B. W. 1 1 Rands, W. B. 1 1 Read, T. B. 1 1 Riley, J. W. 5 2 7 Rossetti, Christina 5 1 6 Sangster, Margaret 1 1 Saxe, J. G. 1 1 Scott, Sir Walter 1 3 4 Shakespeare, Wm. 1 1 6 8 Shaw, D. T. 1 1 Shelley, P. B. 2 2 Sherman, F. D. 9 3 1 13 Sill, E. R. 1 1 Smith, S. F. 1 1 Southey, Caroline 1 1 Southey, Robert 1 1 Stedman, Edmund 1 1 Stevenson, R. L. 23 23 Stoddard, R. H. 1 1 Tate, Nahum 1 1 Taylor, Bayard 1 1 Taylor, Jane 3 1 4 Tennyson, Alfred 1 5 10 16 Thaxter, Celia 4 4 8 Thomas, Edith 1 1 Vandegrift, Margaret 1 1 Van Dyke, Henry 1 1 Wadsworth, Olive A. 1 1 Watts, Isaac 1 1 Whitman, Walt 1 1 Whittier, J. G. 5 2 7 Wilder, J. N. 1 1 Wolfe, Charles 1 1 Wordsworth, Wm. 7 3 10 69 Who are Excluded — The second tendency is evident in the practical exclusion of all foreign writers. Of the 329 poems only two, "Sleep Baby Sleep" (anonymous) and Hugo's "Good Night," are translations from another language. It is a question whether some of the admirable French and German poems — some of which have been translated by poets shown in this study to be especially popular — should not be included. It may be added that one or two of the national hymns of other coun- tries just missed inclusion in the Seleeted List. The Marseillaise was mentioned four times. An examination of the authors and poems listed in our tables reveals some surprising omissions. For example, even among American poets we do not find Poe. We should have ex- pected to find at least two or three of his poems — the ones espe- cially characterized by richness of imagery and rhythm. Among English poets no mention is made of Mathew Arnold nor of Dryden. Keats is represented only by "On the Grasshopper and the Cricket" — a questionable selection. Four lines from the "Ancient Mariner" and the "Answer to a Child's Question" are all that we find by Coleridge. As has been pointed out before, there is a total absence of modern verse. A careful selection of recent poems should be made, and a portion of it should be taught, for some of the poetry of the day is undoubtedly good. Wlho are Included — One hundred twenty-two poets, however — a sufficient number, one might say — are represented on our Selected List of poems. The following table shows the number of poets who contributed the indicated number of poems as shown by Table XVI. Number Number of Poems of Poets 1 76 2 18 8 6 4 6 5 2 6 1 7 3 8 2 9 10 3 11 12 1 13 1 16 1 23 1 25 1 Total 122 70 Thus, 76 or more than half of the 122 poets contributed but one poem to our list. Only eight poets, Longfellow, Stevenson, Tennyson, Sherman, Lowell, Field, Bryant, and Wordsworth had ten or more poems in the Selected List. The poets who con- tributed six or more poems are as follows : Longfellow 25 Stevenson 23 Tennyson 16 Sherman 13 Lowell 12 Field 10 Fryant 10 Wordsworth 10 Shakespeare 8 Thaxter 8 Emerson 7 Riley 7 Whittier 7 Rossetti (Christina) ... 6 Grades for Which Each Author's Poems are Appropriate — Table XVI shows the grading of the poems contributed by each author. This is shown not by yearly grades but by groups of yearly grades. Grades I and II form the first group ; Grades III -V the second group; and Grades VI -VIII the third. This division of the elementary school was used because it was thought that the interest and abilities of children in these groups were rather sharply defined. These divisions are commonly re- ferred to as Primary, Intermediate and Grammar grades. The idea was to indicate the authors whose poems as shown in our lists were most suitable to the above divisions of the elementary school. For example all of Stevenson's poems are listed for the Primary grades. Eugene Field and Frank Dempster Sherman also wrote for the most part for the Primary children. Long- fellow is clearly the poet of the intermediate grades, although he contributed a number of poems for the grammar grades. Most of Tennyson's and Lowell's poetry was regarded as suitable for the grammar grades although each contributed a few poems to lower grades. Popularity of Authors — In order to determine the re- lation between the number of poems which an author furnished to the Selected List, and the popularity of these poems Table XVII was devised. It indicates the frequency of mention (all poems considered) which each author received in the Primary, Intermediate and Grammar grades, as well as the total frequency for all grades combined. The table reads as follows (second 71 line) : Aldrich was mentioned by the listing of a poem or poems four times in Grades I, and II, iseventeen times in Grades III, IV, and V, and eleven times in Grades VI, VII, and VIII — a total of thirty-two listings. This table may be used in the same way as Table XVI to find out the poets best suited to Primary, Intermediate, or Grammar grades. t TABLE XVII — FREQUENCY OF MENTION OF EACH AUTHOR REPRE- SENTED IN THE SELECTED LIST Author Addison, Joseph Aldrich, T. B. Alexander, Mrs. C. Allingham, Wm. Allison, Joy Anonymous* Bangs, J. K. Bates, Clara D. Bennett, H. H. Bjornson, Bjornsterne Blake, Wm. Brooks, Phillips Brown, Kate L. Browning, Elizabeth B. Browning, Robert Bryant, W. C. Bunner, H. C. Burns, Robert Byron, Lord Campbell, Thomas Carlyle, Thomas Cary, Alice Cary, Phoebe Child, Lydia M. Coleridge, S. T. Cone, Helen Coolidge, Susan Cooper, George Cowper, Wm. Deland, Mary Dodge, Mary Drake, J. R. Edwards, Matilda B. Emerson, R. W. Field, Eugene Fields, J. T. Finch, F. M. Follen, Eliza Garabrant, Nellie Gould, Hannah F. Gray, Thomas Hale, Sarah J. Hemans, Felicia 'A Laughing Chorus Primary Grades (I, II ) 4 18 22 12 24 6 6 2 8 8 3 21 1 9 1 13 22 31 14 30 5 2 4 11 130 1 13 5 Intermediate Grades (IH.IV.V) 1 17 3 30 4 4 1 19 12 5 23 1 8 20 65 10 4 1 13 22 27 13 17 7 9 9 4 5 7 4 33 87 3 13 Grammar Grades (VI, VII, VIII) 12 11 4 1 12 3 7 37 80 22 11 13 1 25 2 1 2 2 19 46 1 1 15 1 9 Total The Secret ; Sleep, Baby 25 14 Sleep — From the German. 13 32 25 53 16 28 6 7 33 20 16 33 22 9 66 146 23 26 11 14 23 47 51 45 25 9 23 39 5 5 5 28 8 90 218 11 17 13 9 19 9 6 39 72 TABLE XVII- -(Continued) Primary Intermediate Grammar Author Grades Grades Grades Total (I, II ) (III, IV, V) (VI, VII, VIII) Herford, Oliver 7 1 8 Higginson, Ella 2 6 8 Hogg, James 2 24 3 29 Holland, J. G. 1 8 21 ■ 30 Holmes, 0. W. 8 74 82 Hood, Thomas 5 2 7 Hopkinson, Joseph 2 5 4 11 Houghton, Lord 29 9 38 Howe, Julia W. 2 7 18 27 Howitt, Mary 1 12 13 Howlister, Mary 3 3 6 Hugo, Victor 9 1 10 Hunt, Leigh 13 22 35 tngelow, Jean 22 11 33 Jackson, Helen H. 17 73 6 96 Jelliffe, Helena L. 5 5 Jewett, Sarah 0. 6 3 9 Jones, Wm, 6 6 Keats, John 3 2 5 Keble, John 5 5 Key, F. S. 4 20 14 38 Kingsley, Chas. 16 14 5 35 Kipling, Rudyard 3 4 39 46 Krout, Mary 10 10 Lang, Andrew 6 6 Lanier, Sidney 1 6 7 Larcom, Lucy 24 21 45 Lear, Edward 12 8 20 Longfellow, H. W. 51 232 133 416 Lowell, J. R. 1 58 85 144 Macaulay, T. B. 1 8 9 MacDonald, George 24 11 35 Mackay, Charles 7 6 13 Miller, Emily 15 13 28 Miller, Joaquin 3 22 25 Milton, John 3 7 10 Moore, C. C. 9 17 26 Moore, Thomas 1 4 5 Morris, G. P. 14 2 16 Nesbitt, W. D. 1 4 1 6 Newman, J. H. 3 7 10 Payne, J. H. 2 12 6 20 Perry, Nora 2 4 4 10 Pierponty John 3 16 19 Poulsson, Emilie 8 2 10 Procter, Adelaide 3 3 6 Procter, B. W. 9 5 14 Rands, W. B. 10 22 32 Read, T. B. 1 10 11 Riley, J. W. 49 25 74 Rossetti, Christina G. 56 5 61 Sangster, Margaret 4 1 5 Saxe, J. G. 3 2 5 Scott, Sir Walter 3 13 44 60 Shakespeare, W. 3 21 62 86 Shaw, D. T. 1 4 5 73 TABLE XVII- -(Continued) Primary Intermediate Grammar ' Author Grades Grades Grades Total (I, II ) (III, IV, V) (VI, VII, VIII) Shelley, P. B. 1 4 19 24 Sherman, F. D. 96 35 3 134 Sill, E. R. 15 15 Smith, S. F. 26 25 8 59 Southey, Caroline 2 3 5 Southey, Robert 5 3 8 Stedman, Edmund 3 6 9 Stevenson, R. L. 323 58 1 382 Stoddard, R. H. 1 4 5 Tate, Nahum 7 3 10 Taylor, Bayard 1 6 7 Taylor, Jane 44 11 55 Tennyson, A. 46 78 109 233 Thaxter, Celia 33 53 3 89 Thomas, Edith M. 2 7 9 Vandegrift, Margaret 1 •8 9 Van Dyke, Henry 1 3 1 5 Wadsworth, Olive A. 15 15 Watts, Isaac 7 7 Whitman, Walt 23 23 Whittier, J. G. 3 81 37 121 Wilder, J. N. 2 4 6 Wolfe, Charles 1 8 9 Wordsworth, W. 7 61 34 1 102 The fourteen authors who received the highest frequency of mention are the following : Author Frequency of Mention Longfellow 416 Stevenson 382 Tennyson 233 Field 218 Bryant 146 Lowell 144 Sherman 124 Whittier 121 Wordsworth 102 Jackson 96 Emerson 90 Thaxter ........ 89 Shakespeare 86 Holmes ° 2 Twelve of these fourteen authors are also on the list of the fourteen who contributed the greatest number of poems to the Selected List. Longfellow, Stevenson, and Tennyson are the first three poets on each list in the order given. The first seven poets on both lists are likewise the same, but there is some variation in their order. 74 The two poets who were on the list of the fourteen receiv- ing the highest frequency of mention, but who were not on the list of the fourteen who contributed the most poems were Holmes and Jackson. Only fouif of Holmes' poems are included in the Select- ed List ; but each of them received a high frequency of mention. Likewise the three poems contributed by Helen Hunt Jackson were very popular. Thus the frequency of mention which she received was greater than that of several authors who con- tributed a larger number of less popular poems. The authors who contributed a large enough number of poems to place them among the fourteen having the largest number of poems men- tioned, but whose poems were not mentioned often enough to place them among the fourteen most frequently mentioned, were Rossetti and Riley. Rossetti contributed seven poems, only one of which received a mention as high as seventeen, and three of which received a mention of five (the lowest number of "men- tions" which would secure the listing of a poem). Riley, who contributed seven poems to the Selected List, ranked fifteenth in "Frequency of Mention" and consequently fell just outside the group of fourteen most frequently mentioned authors. Patriotic poems and well-known selections by authors who contributed but one or two poems inversely affected the relationship between the two tables. For instance, "America" with a total frequency of 59 gives S. F. Smith a comparatively high rank in the list of "Total Frequency of Mention" while he is at the foot of the list of "Number of Poems Contributed." The same condition holds true for Key's "Star Spangled Banner" with a frequency of 38. Ingelow also contributed one popular poem "Seven Times One" with a frequency of 33; and "The American Flag", the only poem by Drake in our list, has a fre- quency of mention of 28. These cases, however, were so infrequent that the corre- lation was effected but slightly. The closeness of correspondence between "number of poems" and "number of mentions" as measures of an author's popularity is maintained throughout the entire list of 122 authors. The correlation coefficient (which best measures this correspondence) is +0.96. X — Quantitative Standards This study would not be complete without an attempt to determine the amount of memory work required by the cities whose courses of study were used. The courses varied in their 75 types of qualitative requirements. Only 34 of them contained statements which were definite enough to be used. A few courses (most of them not among the 34 just mentioned) recognized that the same requirements should not be set up for all children. For example, the course of study for Chelsea, Massachusetts, indicated in the following words, that individual differences among pupils should be taken into con- sideration : "It is not expected that all children will learn equal amounts or that any will be required to master every selection, but that each teacher will use such parts as seems best suited to the taste and ability of her class and such as she can present most en joy ably and efficiently." This sort of statement, however, was unusual. Most of the courses of study which gave definite requirements expressed them in terms of poems to be learned during the year or semes- ter. A few stated the number of poems required each month. All such statements were changed into the number of poems per year by multiplying the number for each semester by two or the number for each month by nine. Three courses of study (New York, Jersey City and Lexington) stated the requirements only in terms of lines of poetry. In one other case (Yonkers, N. Y.), specific poems or parts of poems were required and the lines were counted for our purpose. Where requirements were given in terms of lines per week, they were likewise converted into requirements per year, the school year being regarded as composed of 36 weeks. The Number of Poems Required to be Memorized — Table XVIII shows the quantitative requirements of all the cities whose courses contained such requirements. These are indicat- ed for each grade in the form of the number of poems or the number of lines to be memorized each year. Several courses con- tained quantitative statements for some grades, but not for all- in a few such cases the requirements were evidently uninten- tionally omitted, and it was sometimes possible to infer them. Whenever such an inference was made, it was indicated in Table XVIII by a foot-note. Table XVIII gives the detailed requirements by cities. From this arrangement it is difficult to secure a total impres- sion. Accordingly, Table XIX has been made up to show, in the form of distributions, the number of courses of study requir- ing in each grade the memorizing of three poems, four poems, 76 o Ph ft! o w o H z p of Eh < < o» 2 < w H Q « M en 13 uj to oo rH rH 00 CO IM IM in I Ph d to IO©N W* 1 * fllCl ID to C3 tOOO "rH rH rH > a 13 us to 00 rH rH 00 CO IM IM s OJ o Oh £3 © 0^tOt005^l/3 CTW OSCJ5t-tO t- to O OOtOOO H H IM > w CO 3 O IS V ^ lO IM rH ■* rH IM IM rH o Ah £2 00 C5 C7S to Oi Cs ^J< U3 00 ™ OCSOOtO to to oo w to to 00 > ED 0) B 13 © lO to "^ lO IM rH Tjl rH IM (M rH ! o ^OOOS tOCiOTflOWIOClO)OOIO to to oo totooo rH rH > m C 3 o ■■# to ■* O ■«* rH ■■* rH rH * to ™ oocscsooto "*t-tD ootototooo V 3 ■■# to ■* ■>* rH T* rH N rH £J tO OS tD tO tO tO Tfl tO^rHCSCJt-tO Tfl t- tO 00 Hjf 00 tO CO " rH m .9 ►J rH rH Ph 2 to Ci to to to 00 ^l to ■* " OTCTlOtO O TjimtO 00-fl 10 i S «D " 00 CO OJ 00 " 3 eo c TO t— 1 13 > u> s «b"" 005OO500CO K> o c ■<* 3 > (A s »" mieaoo^ to o V iH G r-l i > 3 w (A S 0) o „ W «C 00tOC500^< Q e- m ■* « C to O > 3 01 I to" axosio^f Ph u o c iH 13 iH M t— ( 1 (D^QOOOIOLO o tH rH Pn (0 r-l C T-t 3 rH M 1 CD -^ 00 t- OS O U3 o rH £. $ o e t- 3 a 4J o to Tf 00 OS O^ ^f Pm 73 o 0) 0? -4-» '£ Spokane Salt Lak St. Paul Tacoma Tulsa Washing Yonkers c 1 1 1 C c « c r^ 1 t j O | T »H