Telling a story in poetry happens less often these last two
centuries. Rudyard Kipling would do it,
Tennyson. When story is attempted now, however, the intent is often comic. We
don’t allow songs to go on at story length very much these days. But we do see the memory advantage of this,
don’t we? “Bumpty, bumpty, bumpty bright,
BUMPity, bumpty, bump tonight!” And
if you get lost, having to slur a few syllables, you can get right back on the
horse next line.
The Illiad had a specific meter. It wasn’t for decoration,
though the skilled can use such things to good effect. We used to call Homer the author, and he may
have been the final one rounding it into shape, but we now see it as descending
from an oral poem, likely dragging in the good bits from other poems of its
time, with stock phrases and reiterations.
Anglo-Saxon poetry has an alliterative convention that seems
odd to us, of using a single initial sound for at least three of the four
stressed beats of a line. We use the
final sounds of words instead, as rhymes.
Looked at that way, it’s not very different. In the same way that a line in our songs
might be a bit forced in order to fit it into rhyme or meter, lines in even the
best of Old English poetry are forced into the alliterative form, so that they work, in both senses of that word. Good
poets find ways to make it less and less forced sounding, and are always on the
lookout for a clever turn of phrase to work in. Banging around on the harp the
next day, a professional is thinking “I don’t like the way that H-line followed
by the M-line is going about Grendel’s mother. And I still need more
back-references to Hrothgar in that whole section.”
Those weird kennings in that poetry come about in that way. There just weren’t as many words to draw from
as we have now. “I need a synonym for
the sea that begins with a hr-sound.
Maybe a whale-something.
Hran-radh. Whale road.” It wasn’t just to be clever, it had to fit
the convention and push the story forward.
If you’ve even tried to put a poem or song into rhyme and meter you’ve
seen this happen. Novice lyricists force
in dumb stuff, some of it so trite and predictable that we joke about it:
moon/June; love/thinking of. If you do it for a living, like a bard, you get
better at it. And you definitely steal
good stuff from other bards you hear. In
the Germanic traditions there was also a fondness for riddling, as Tolkien used
with Bilbo and Gollum, so you would have an audience who really liked paying attention
and trying to guess what your new little poetic figure meant when you threw it
in there. “Whale-road? Oh, Whale-road, ocean! Very good! Hehehe.” Poetic performances had a
participatory audience in that way. They wanted to hear about heroes, they
liked stories about adventures and monsters, and having a string of small,
clever guessing games thrown in added to the fun. The poet had to apply these
judiciously, certainly. It would be
tedious to have to solve a small puzzle every four seconds, especially while drinking
mead and shoving your friends around for fun.
Thus “bone-house” as a poetic word for body, especially in the context of
singing about people getting injured or killed, or undead spirits rising again to
threaten the living, became a standard form that the listener did not break
down into component parts, much as we don’t entirely break “graveyard” “daydream,”
or “groundhog” into their literal pieces now.
It is technically called “Oral -Formulaic Theory,” explaining how ancient
poets were both wildly creative and mere boring overrated craftsmen at the same
time. The composition pattern is there,
so when “ponytail” or “videogame” suddenly shows up, we get it immediately.
Which is all to say, as I usually do, that people in other times
were completely different and exactly the same as we are now. Except now you
have cool examples and are way more educated that you were ten minutes ago.
15 comments:
We still see this even in our literate culture. Children learn the states of the union as a song “There’s AL-abama, AL-aska…Rhode Island, Tennessee!
I do not recall learning that song. I wonder where and when schoolchildren learned it. Granted, my memory of what songs I learned in elementary school has faded. All that comes to mind is that song about eating "big fat juicy worms....scuzzy wuzzy wuzzy wuzzy worms." That was a song our teacher taught us.
English classes, where students learned to write essays by assuming the role of Junior Literary Critic, killed my liking of poetry. Not to mention it teaching me to loathe writing.
Song lyrics kept the flame of poetry alive for many of us.
In later years my dislike of poetry diminished by simply reading poetry out loud and forgetting about any pretension to literary criticism. Just enjoy its sound and rhythm.
I once substituted for a fifth grade class of "problem" children whose teacher had gotten good results by, among other things, having students learn and recite poetry. Why did poetry reciting have success? Children love an audience- especially children who feel that no one is listening to them. They also learn a good rule of thumb: if you want people to listen to you, you need to also listen to others. Class behavior improves.
I also suspect that the Ed School honchos who dislike "drill and kill" forget that a lot of what children learn comes from memorization. Such as the vocabulary a child has before entering school.
The Ed School honchos assume that because the Internet is now available, it is not necessary to memorize as we used to. ( I have read that is the case for phone #s.) Nonetheless, knowing certain facts helps in one's information search.
So he kissed her and took his horse,
And rode to a forest deep and shady.
And there found men with brutal force,
Who arrested one lonely lady.
Threatened with swords she stood stately,
Raven of hair and stern of eye,
And their violence did defy.
Alexander drew his sword and cried
Against the foes who threatened,
Under his first blow, first man died:
He turned his horse, and the other beckoned
So he sought and fought the second,
For hours they fought and for hours bled
Until one was, one almost, dead.
Since it seems that young children memorize more easily than older ones or adults, why not leverage that ability?
"The Ed School honchos assume that because the Internet is now available, it is not necessary to memorize as we used to."
Here's something I wrote on the subject of Thinking and Memorizing:
***
Jakob Dylan has a song that includes the following lines:
Cupid, don't draw back your bow
Sam Cooke didn't know what I know
Think of how much you need to know in order to understand these two simple lines:
1)You need to know that, in mythology, Cupid symbolizes love
2)And that Cupid's chosen instrument is the bow and arrow
3)Also that there was a singer/songwriter named Sam Cooke
4)And that he had a song called which included the lines "Cupid, draw back your bow."
"Progressive" educators, loudly and in large numbers, insist that students should be taught "thinking skills" as opposed to memorization. But consider: If it's not possible to understand a couple of lines from a popular song without knowing by heart the references to which it alludes--without memorizing them--what chance is there for understanding medieval history, or modern physics, without having a ready grasp of the topics which these disciplines reference?
And also consider: in the Dylan case, it's not just what you need to know to appreciate the song. It's what Dylan needed to know to create it in the first place. Had he not already had the reference points--Cupid, the bow and arrow, the Sam Cooke song--in his head, there's no way he would have been able to create his own lines. The idea that he could have just "looked them up," which educators often suggest is the way to deal with factual knowledge, would be ludicrous in this context. And it would also be ludicrous in the context of creating new ideas about history or physics. To use a computer analogy, the things you know aren't just data--they're part of the program.
I've seen no evidence that there exists a known body of "thinking skills" so powerful that they bypass the need for detailed, substantive knowledge within specific disciplines. And if such meta-level thinking skills were to be developed, I suspect that the last place to find them would be in university Education departments.
There are skills which facilitate thinking across a wide range of disciplines: such things as formal logic, probability & statistics, and an understanding of the scientific method--and, most importantly, excellent reading skills. But things like these certainly don't seem to be what the educators are referring to when they talk about "thinking skills." What many of them seem to have in mind is more of a kind of verbal mush that leaves the student with nothing to build on.
There's no substitute for actual knowledge. The flip response "he can always look it up" is irresponsible and ignores the way that human intellectual activity actually works.
None of which is to say that traditional teaching practices were all good. There was probably too much emphasis on rote memorization devoid of context--in history, dates soon to be forgotten, in physics, formulae without proper understanding of their meaning and applicability. (Dylan needed to know about Sam Cooke's song; he didn't need to know the precise date on which it was written or first sung.) But the cure is to provide the context, not to throw out facts and knowledge altogether--which is what all too many educators seem eager to do.
From AVI's wife
From my English textbook in High School came this excerpt that I used to read to my students when we discussed alliteration in poetry. Translated from The Seafarer dating back to the 5th or 6th century.
"True is the tale that I tell of my travels,
Sing of my seafaring sorrows and woes;
Hunger and hardship's heaviest burdens,
Tempest and terrible toil of the deep."
You can't look up something if you don't know what it is you're looking for; but if you're lucky, you could stumble on to it.
I've never run across AVI's wife's bit; of if I have, it is lost in the mists and fogs of my memory of my youth. As I keep saying, my memory is not what it never was...
@ David Foster - get off my favorite soapbox, please. I staked out that territory decades ago ;).
Yes, higher order cognitive skills do not exist outside the context of memorised info. It is on the order of teaching four-year-olds to shoot three-pointers in basketball, because that is what the best pros do. It is ridiculous to downplay memorising that Luther's 95 theses were nailed up in 1517 as a not very important detail. If you thought it had taken place in AD 517 instead you would begin to wildly misunderstand history at many levels. Even 100 years earlier or later, there is a different enough context to change everything.
My unkind guess is that...
No, that will be a separate post. I have not gone at that subject in years. There is more than just some foolishness of educational theorists which even the classroom teachers wisely ignore as unworkable. The modern phrase about "controlling the narrative" lurks beneath the surface in this particular lagoon.
Oh yes. Got distracted there. Plus, I want to preserve this thread for discussing poetry. If you are gearing up to discuss education, you will just have to simmer down and wait until that post goes up. It will be good for you to delay gratification on the matter. Think of something intelligent to say about poetry instead while you are waiting.
C'mon, you can do it. The world isn't ending tomorrow and you aren't in any rush to fix the educational system tonight. Poetry. Shared cultural memory. Griots. The Giver. Chesterton. Aragorn, Gimli, and Legolas. Boccacio writing just after the Black Death. Odysseus was also a gentleman farmer. The Rig-Vedas versus impossibly terse Oriental poetry. Leave American high schools behind and give us some fun.
For those of us who like poetry that was originally in ancient Greek or Old English or Norse, translation becomes an art in itself. My favorite version of Homer in English is Robert Fitzgerald's. I bought audiobook copies that I used to play for my son when he was a baby and put down for a nap. It's poetry that was meant to be sung, after all, rather than read on a page. Getting one that has a strong aural feel is getting closer to the spirit of the thing.
I liked parodies of poems when I was a kid. A Mad Magazine parody of Joyce Kilmers' "Tree:"
I think that I shall never hear
A poem lovelier than beer.
The brew that Joe’s Bar has on tap,
With golden base and snowy cap.
And there I’ll sit and drink all day
Until my mem’ry floats away.
Poems are made by fools, I fear
But only Schlitz** can make a beer
A classmate recited it in class in 7th grade.
Never having been a Tigers' fan- unless they played the Yankees- I wasn't aware of the following parody of Blake's "Tiger, Tiger." One Christmas I gave my uncle a T-Shit w the poem - not the parody- printed on it. The narrative was that he could pull double duty of rest and instructing his children by wearing the Tiger Tiger t-shit while reclining in a hammock. (My gift included a Mexican hammock.)
Tigers, Tigers, burning bright,
in the ballparks of the night,
your pitching’s good, your field adroit,
so why no pennants for Detroit?
You blaze around the big league parks
with bats that fairly give off sparks.
But when they total up the score,
you’ve lost again to Baltimore.
You start out brave with each new year,
with stalwart hearts, you know no fear.
Then from on high, while sitting pretty,
you blow four games at Kansas City.
The Cleveland Indians go to work,
they beat you good, so does New York.
When Boston adds a mortal blow,
all you can cry’s “look out below!”.
Before the season’s finally done,
you’ve been outplayed by Washington.
Amid the heated pennant race
you fight to cling to seventh place.
Tigers, Tigers, burning bright,
in the ballparks of the night,
some day the fans will get their fill,
and ship the team to Louisville.
In the spring of 1986, of all years, Prairie Home Companion had a klezmer group singing a song about the Red Sox. "Waiting without reason
For a better season
Than you had last year."
I have looked, but have not found a video or printed version of the song.
@RichardJohnson:
According to John Derbyshire's audiobook recording of several American poems, "Tree" was itself intended as a parody. Joyce Kilmer wrote it to make fun of the genre, and it ended up being his most famous poem (it's inscribed on a plaque at the Joyce Kilmer Forest, which is here in the Nantahala National Forest, right by the Slickrock Wilderness Area).
@ Richard Johnson - I, too, have searched for that klezmer Red Sox song! They were from Massachusetts, so it wasn't that surprising. "Oh-oh - Give it to him let 'em see the fastball. Give it to him let 'em see the fastball..."
AVI, that goes to show that Sox fans are like the Bourbons- we neither learn nor forget. Though after the Series victories of the 21st century, it might be said that we have learned something.
"From New Hampshire to the ocean
Sox fans are in motion
Hoping without reason
For a better season
Than you had last year."
I recall its being Klezmer because the song finished with "Mazeltov."
Grim, I had never heard that Trees had been written as a parody. Parody of a parody. That reminds me of an assistant/vice principal at my high school named Paradis. Prounounced "parody."
In Jersey, there is a rest stop on the Jersey Turnpike named for Joyce Kilmer.
Kilmer was a cool guy. Did you know that he was killed on a scouting mission in WWI? That’s real courage, coupled with poetic power.
On the subject, this is my favorite of his poems:
As Winds That Blow Against A Star
(For Aline)
Now by what whim of wanton chance
Do radiant eyes know sombre days?
And feet that shod in light should dance
Walk weary and laborious ways?
But rays from Heaven, white and whole,
May penetrate the gloom of earth;
And tears but nourish, in your soul,
The glory of celestial mirth.
The darts of toil and sorrow, sent
Against your peaceful beauty, are
As foolish and as impotent
As winds that blow against a star.
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