I will not write much about the Yeats poem I present today. Unlike some others I’ve performed here, it’s quite well-known. Phrases in the poem like “things fall apart; the centre cannot hold,” “the ceremony of innocence,” “the best lack all conviction, while the worst are full of passionate intensity,” and “what rough beast…slouches towards Bethlehem to be born” have been quoted, reused, and brought out as touchstones and summaries alongside distressing events. Still, if you’d like to see the entire poem “The Second Coming” as it appears on the page, here’s a link.
Where folks do explainers for this 1919 poem, it’s usually pointed out that the Irish poet William Butler Yeats studied mysticism and magic, and alongside this short poem, he wrote other texts explaining his esoteric theories of the rise and fall of epochs. This was more than colorful stuff for poetry for him, he believed it, and believed that the 20th Century was some kind of end-times. Now that we’re a quarter of the way into the 21st Century, we seem to be running a little late — but Yeats was writing of millennia, so being off a hundred years or so might be a rounding error. And as he starts off writing of the cycles, the widening gyres of history, his sonorous phrases of dread keep coming back to us.
Yeats as wizard. Here are some of Yeats magical weapons. Photos from “Yeats, The Tarot and the Golden Dawn by Kathleen Raine” which I found at this web page.
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Even ignoring all the mystical back-story, this is a poem about the breaking of nations. Therefore,“The Second Coming” fits with the theme of civic poetry, and I put this poem down on a short list of poems to consider combining with music for this April’s National Poetry Month, but we’re nearly half-way into the month before I could complete a version that I felt was presentable.* Given its grand scope it called for some big music, and my orchestral scoring skills have atrophied from where they had developed earlier in this project. Another way to make a large noise is to perform it with a full rock band, and I have been trying to recover my skills in that kind of ensemble playing this Spring. But there was another obstacle: I found that, unlike other Yeats’ poems, this one isn’t easy to fall into singing. The blank verse here tends stentorian, and I’m not a big-voiced powerful singer. For one stubborn section of the poem, I felt I needed to break into chant rather than try to keep the lyrical lift of singing. This sort of thing is a consequence of a composer needing to rely on a limited singer to realize the work.
The raw tracks I recorded for today’s song were somewhat messy due to the number of instruments: three guitars, organ, piano, bass, and drums, It was quite the operation to mix them even to my “good enough” level. You can hear that musical performance of W. B. Yeats’ “The Second Coming” with the audio player you should see below. What, has that rough beast not slouched onto your screen? It’s not the end of the world — some ways of reading this blog suppress showing the player gadget. Here’s an alternative, a highlighted link that will open a new tab with its own audio player.
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*As I write this sentence, I take stock and consider that since this Project began 9 years ago, I’ve been composing and recording the more than 800 pieces presented here at a rapid pace. To create a single album’s worth of music in a month is considered a challenge — since 2006 there has been an “RPM challenge” to write and record an album of songs during the month of February. I’ve been doing something like that, nearly every month, for nearly 9 years!
Has that been good for the quality of the work? I don’t think the answer is a straightforward “Of course not.” While there are times when I wonder about some months-long work focused on a single composition, at my age I figure anything I want to explore or express needs to be a matter of getting down to it and getting it done as well as my current skills allow.
I’ve been dealing out the civic poetry so far this American National Poetry Month, but for today’s Poem in Your Pocket Day here’s a charming poem by Edna St. Vincent Millay. If I understand Poem In Your Pocket correctly, its idea (as distinct from the entire Poetry Month) is to put emphasis on publicly sharing other people’s poetry. The rest of Poetry Month has a lot of examples of encouraging the writing of poetry oneself: poetry prompts, daily haiku writing pledges, poets putting forward their own work, and so on. That’s all fine—but this Project from its beginning has sought to go beyond the supply side to encourage the consumption of poetry. With the recorded musical versions we make here, there’s a modest hope of community in singing or speaking the poetry aloud. A song not heard is one of those trees-falling-in-an-uninhabited-forest things—whatever the result, it means to be a sound. Now onto today’s poem, situated in a forest.
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“Counting-Out Rhyme” indicates with its title that it should be considered as that children’s game or process. As a game, a counting-out rhyme is a delineated incantation, each beat accompanied by a pointed indication around a group until the ending beat arrives and the final pointed-to individual is chosen. The most common folk poem in this manner in my childhood was “Eenie, Meanie, Miney, Moe.”*
I, having emigrated from the republic of childhood so long ago, have no idea if kids still use this process on playgrounds. From my more recent experience as a parent, modern younger children who would use it seem more supervised more often than my cohort, and responsible adults might be likely to select without rhymes. In my day, when the 20th century still had decades to run, kids just knew how this worked via the folk process.
Despite its title, as I worked with Millay’s poem I couldn’t really think she authored it for playground uses. Though not a long poem, it’s longer than it needs to be for selection, and the poem seems utterly beholden to its own, internal, incantatory powers. It picked up from the Imagists the flagrant naming of colors, decoration not needed for utility. I suspect Millay is remembering her own New England childhood here, much as E. E. Cumming was recalling his in his Spring poem, and the poem is rather more a magical spell, one meant to bring on Spring or bring one back to when the woodland sights of it were unprecedented and wonderous. It’s lovely word-music, and I heard it from off the page — and then played it in the musical version below — as a languid song, not the hurried rota of trying to make a quick, randomized choice.
In a week when chronological adults (whatever their maturity) are playing counting-out games with numbers that will empty or fill pockets and prisons, I share this poem from my pocket — not legal tender, but Spring tender. With the audio player below you can hear me perform this with 12-string guitar and sparse contributions from an ensemble of viola, violins, flute, clarinet, English horn, and silence. No player? You won’t need to find a wood-nymph to cast a spell, I provide this highlighted backup link that will open a new tab with its own audio player.
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*In my experience from my times and place, the following line always included that dammed ethnic slur that makes the opening line of nonsense words almost offensive in anticipation. I noted in the Wikipedia article on that verse that the ethnic slur was an American variation, and there are multiple theories of the rhyme’s origin without it. I have no full accounting of the harm the slur brought by its childhood ubiquitousness — but I was somehow pleased to read as an aged adult that it was something the folk process added in America, and in order to form a more perfect playground republic, the same process can remove it.
The other similar selection process I recall from childhood was deciding which side would bat first in kids-run baseball games by alternating two kid’s hand-grasp up the length of the barrel of a bat until the final grasp topping the length was up first. Wouldn’t flipping a coin be faster? I’m not sure we had coins in our pockets back then.
I woke up to economic tumult around the world this morning after finishing a mix of this song I made from a poem by Carl Sandburg last night. I’d gone back and forth on mixing this simple piece of music. At one point I thought it needed piano. I tried an arpeggiated part. Hmmm….no. I tried a coda with underlying low-register sustained intervals. Nope too. So, no piano. I was going to post the remainder yesterday when I began to wonder if the bass line was mixed too high. I told myself I’d reconsider in the morning and went to sleep.
Awaking, I found the news of international economic fears overlaying the world of our current sustained carelessness and cruelties. Well, I thought, maybe it’s not all that important how perfectly the song is recorded or mixed. It’s time to get this little bit of Carl Sandburg out to our modern world for National Poetry Month.
This Project spends a lot of time in the previous decade to be called The Twenties, a time when all the arts and poetry had to deal with a changing culture that ended with a great falling of commerce. For much of the decade it was written up as a time of fashionable Modernism, easily pilloried as a faddish, brainless rush. The label “The Jazz Age” wasn’t meant as cultured praise. Even Afro-American intellectuals were worried that Jazz was just some fast-tempo frivolity, a soundtrack for licentiousness. Luckily for us, some Black composers and songwriters kept on making their form of Modernism.
From our time, we know the plot arc of that last Twenties. A great worldwide depression began in 1929. Fascism rose in multiple countries. Poets may have started the decade engaged with new, freer verse modes, but by The Thirties they’d be charged with dealing with the IRL world of racial-nationalist authoritarians, widespread economic hardship, and war.
I believe it’s easy to forget what an early and fervent Modernist Carl Sandburg was. He was close to his brother-in-law Edward Steichen, who was thoroughly engaged in the international visual arts Modernist revolution. His poetry helped popularize English language free-verse. His collections were peppered with clean, concise poems as Imagist as any written within that vanguard. It appears to me that he may have written Jazz/Blues literary poetry even before Langston Hughes.* Like some others in his American Modernist cohort, Sandburg had early ties to political economics of a leftist kind. How would he traverse this change in the artistic climate?
He was going to go folksy.
Much of his energy would turn from poetry to a giant biography of Lincoln, who he’d portray as a canny folklore-sage. He would publish a popular landmark book of collected folk songs. He brought his guitar to poetry readings. A Robert Frost may have made much of his farmer neighbors, but his blank-verse eclogues were orchestrated with a more academic formality.**
Sandburg’s long-form poem “Good Morning America” is a case in point. It’s a civic poem, a stock-taking set of observations of the United States, peppered with folk-wisdom admonishments uttered in Sandburg’s version of contemporary vernacular. I picked out this section of it to use here because I noticed it riffs on a phrase also used in a remarkably durable American folk song: “Sitting on top of the world.”
As a lyric refrain that phrase appears in a song by The Mississippi Sheiks, an Afro-American jug band. As members of the continuum of the folk-process (i.e., appropriating and reusing any good stuff they could grab) these non-Arabian Sheiks stole a harmonic cadence from Tampa Red, who had used it in another oft-covered Blues song: “It Hurts Me Too.” “Sitting on Top of the World” quickly integrated itself into American folk music. It became a country and Bluegrass standard, but it could also be done with the force of a Howlin’ Wolf or by a classic British rock power trio like Cream.
It would be a neat package for me to say that Sandburg heard the Mississippi Sheiks and shaped this poem from their music, but the timeline doesn’t work out, though it gives me more connections to mention. Sandburg published “Good Morning America” in 1928. The Sheiks record of their song was released in 1930. Sheik Walter Vinson says he came up with it while playing a white dance. He and that audience might’ve been familiar with a 1926 hit song sung by Al Jolson which used the same phrase. The Jolson “I’m Sitting on Top of the World” is a friendly ragtime ditty about a man who cites his tenuous status in the economic prosperity around him as beside the point because he’s about to marry his sweetheart. Vinson on that dancefloor stage is going to fuse Tampa Red’s riff from a song about a singer who confesses empathically that his sweetheart’s troubles trouble him, because “when things go wrong…it hurts me too” with some new lyrics.
We don’t know what lyrics Vinson sang on that first performance. As the song proceeded over the years, new verses were plugged in by various singers, but the Sheiks’ recording we can hear starts off with both economic and romantic losses. Objectively, the singer isn’t presenting a happy life, but still he refrains he has “no worries…because I’m sitting on top of the world.” This is an ambivalent statement. Is it a mantra of positive thinking in the face of misfortune? A call to party on the dance-floor even if the rest of life is hard times? An easily seen-through statement of questionable bravado? Is it even possibly sarcasm, an answer-record dis of the happy sap in Jolson’s song?
In between Jolson’s Roaring Twenties white song using that title and Vinson’s post-Black-Friday Black version, Sandburg wrote his poem, closer to Vinson’s version that would follow. Sandburg’s poem is about national wealth and hegemony, but it wants to say that that’s temporary. All it takes is one mad king blind to any contradiction. So, I sang this part of Sandburg’s poem this month, with music leaning more toward the Mississippi Sheiks. You can hear that version with the audio player below. What, has a circuit-breaker stopped trading in graphical audio players? No, some way of viewing this just won’t show it, so I offer this highlighted link that will open a new tab with its own audio player.
In adapting the 14th section of Sandburg’s long poem, I doubled the number of times “I’m sitting on top of the world” is refrained and re-lineated it from the page to fit the music.
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The audio player for my version:
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*As I read the two of them, Hughes and Sandburg, I often feel an American kinship in their voices.
**The Southern Fugitives took another, if Copperhead, path on Modernist poetry tied to an agrarian tradition in the era between the World Wars. Sandburg would leave the urban center of Chicago, first to Michigan and then to rural North Carolina and a working goat farm in the between Wars era — but he never fell into the reductionism that the “real Americans” are Anglo-Saxon-stock farmers.
If Frost didn’t haul a guitar around like Sandburg, Edwin Ford Piper recounts that between-Wars Frost was willing to offer his own renditions of folk songs at informal poet’s after-party hootenannies.
John Sinclair lived an eventful life. He’s likely still most well-known for his “10 years for two joints” marijuana sentence, and secondarily for his connection with Midwestern 1960s high-energy rock music as a manager and promoter. Maybe you know too of his founding of a White Panther Party, the quixotic attempt to translate the charismatic radicalism of the Black Panthers to young white hippies.
He was a provocative guy, and he seems to have had a promotional streak to go with that. As I often say about folks like Sinclair: no sane person can likely agree with everything he said and did. Feel free to feel about him however you did before you read this, but there’s a particular reason for a piece using his words today.
This is the last day of (U.S.) National Poetry Month, but it’s also International Jazz Day. The connection of poetry with Jazz seems to have gone back to the very beginnings of Jazz. While Jazz is a predominantly instrumental music, it grew out of a sung Afro-American music that got called Blues. Besides accompanying Blues singers, Jazz musicians often used instruments to evoke the vocal parts of Blues even when the singers weren’t present. And just as Jazz music can use abstract sounds to stand for speech, a lot of Jazz musicians infuse music into the way they talk about their life or their art. The formula of music + words is the formula of poetry.
Long time readers here may recall that I’ve made a point that lyrics in the Blues tradition are Afro-American Modernist verse, and that we can choose to frame them as such — but it’s not so novel for cultural historians to note Afro-American Jazz as an important part of Modernism in music.
Given these connections, it should be no surprise that Jazz Poetry is a long-standing flavor of American verse. Carl Sandburg and Langston Hughes wrote it early in their careers. Sandburg even sang Blues-adjacent songs. Beats adored Jazz, often thought it a literary model, and the mid-century commonplace of bohemians intoning poetry beside a Jazz combo is a influence on this Project that shouldn’t be hard to see. The Black Arts movement welded itself to Jazz too, its poetry often spoke of that music’s artists while Jazz music played.
It turns out that alongside the other things John Sinclair was, he was also a Jazz fan particularly intrigued by Jazz’s rebels. He wrote Jazz criticism, and Jazz poetry before doing anything else he was remembered for, and he kept writing that Jazz poetry throughout his life. When I read that Sinclair had died during the first week of this April’s National Poetry Month, I sought out some of that poetry of his.
The examples you can hear today may surprise you. They did me. For all Sinclair’s association with high-energy music and radical politics I expected some rantings of a passionate sort, strong declamations. He may have written some of that, but these two you can hear me perform were the ones that intrigued me the most. They might seem too casual to be poetry or even public speech, save for his intent to frame them so. They don’t even contain his own words for the most part. Instead, they are statements attributed to Jazz pianist/composer/bandleader Thelonious Monk.
Monk’s a unique creature, even in the highly individualized world of creative Jazz musicians. He was present at the creation of Bebop in NYC in the 1940s, but unlike many of that style’s pioneers there was puzzlement at his skills. To not put too fine a point on it, many connoisseurs weren’t sure he was a good musician. His piano technique was unorthodox, his note choices seemed odd-to-wrong even within the extension of harmonic language that Bebop was proposing. Was that a misunderstanding by (largely white) outside authorities? There’s more: Monk confounded other skilled Jazz musicians who thought he was erratic, not always a steadfast partner in their musical combos that could give the other soloists a predictable foundation to solo over. And on stage he would sometimes extend his eccentricities by leaving the keyboard to sort of dance and wander about the stage.
A remarkable thing happened over a decade or so of this limbo. His compositions became more and more accepted by other musicians, and with wider repetition what once seemed peculiar now seemed irresistibly catchy. Eventually they were deemed masterpieces. Other players started to understand Monk’s unique off-kilter phrasing and rhythm sense. And those odd stage antics became lovable, even if they also could have been worrying. As they would say today, Monk wasn’t neurotypical — and there’s been posthumous talk of schizophrenia-like psychosis. For a Black man working on the fringes of an increasingly marginalized art form in a mid-century America, that Monk eventually achieved so much is a monumental achievement.
Sinclair knew all this. I suspect he trusted you might know this too, and that’s why I’m taking your time to give you this capsule history of Monk. What Sinclair does collect and write down of what Monk says about his art and being an artist seems so modest — both for the poet and the musician. In the first poem, “recollections for allen ginsberg” Monk claims in effect that he’s discovered the pluperfect American music as just being in this America, ready to be gathered and heard. And the lack of esteem and appreciation he’d received by fans, esteemed critics, and other musicians? The second poem Sinclair gathers (gathers like the Jazz that’s everywhere) and titles “worry later – san francisco holiday – for my mother” says he intends to persevere trusting himself, eschewing worry about the lack of understanding. Why does he think that, how does he go on making art? The making itself: “my playing seems to work!” he says. Is he saying that he himself understands the achievement of his own work based on his goals, and so is glad he made it — or is he saying that the concreteness of making something that integrates into a something that didn’t exist before is the best therapy for a life that could otherwise be consumed with worry and doubt? My understanding is that he’s saying both.
My performance of Sinclair’s two poems features my best attempt at realizing a Monk-ish composition to accompany it. There are two unfinished drafts of this post where I tried to come to confessional terms with my feelings about that process of realizing the piece and my audacity to present myself in the context of real musicians with lives devoted to their craft. I decided to spare you all the breast-beating since I came to see that as boring. As a composer, I guess I could conclude with a variation of that Monk quote “I’ll tell you one thing: my composition seems to work.” You likely saw the video link above, but if you prefer just the audio, there’s a graphical audio player below, and this backup highlighted link for those who don’t see the player.
We’re coming to the end of my month-long look at a pair of poetry anthologies for children: 1922’s The Girls Book of Verse and the follow-up 1923 Boys Book of Verse. I’ve had a little fun with the decision to make two volumes, asking you to guess which poems the editors chose for each gender. So, before we get to a poem from them and its corresponding musical piece, let me do a quick final summary of how they divvied poetry up by gender audience.
The boys book has four sections: Outdoor Poems, Poems of Peace and War, Story Poems, Songs of Life. The first three are self-explanatory, the fourth consists of poems meant to teach stalwart virtues and honorable life. I’d hoped to include at least one poem from this section to demonstrate that flavor — a leading candidate was William Henley’s “Invictus” — but I maxed out my capacity to produce increased posts this National Poetry Month and it didn’t make the cut.
The girls book has four sections too: Melody, The Pipes of Pan, Enchantment, and Stories. Melody is more-or-less a poetic catchall, with a slight preference for poems explicitly invoking song or music. The Pipes of Pan is the girls version of the boys Outdoor Poems. Stories obviously corresponds to the narrative Story Poems in the other volume. Enchantment? It’s fairy poetry.
So, here’s our divergence: boys get war and stern life-coaching. Girls get fairies.* Most of these are fairy whimsey, only a few touch on anything truly mysterious or an outland** where humans have no dominion.
Today’s piece is made from one of the whimsical fairy poems, written by Rose Fyleman. Fyleman was making book on fairies in the run up to these American children’s verse anthologies. During WWI she submitted a fairy poem to England’s Punch magazine and it was so well liked that a number of books of fairy poems for children authored by Fyleman followed. I know no further details, but two things stand out from this career story: Fyleman was 40, a somewhat late start for a writer, and she was the daughter of an immigrant from Germany, a nation that England was at war with as she was submitting her poetry of the “Oh, nothing — just fairies pretending not to be imaginary” kind. Given the war losses in Britain then, the market for light fantasy might have been a desirable diversion.
A frontpiece from the book-length collection that included today’s poem, Fairies and Chimneys. The illustration is for another poem in Fyleman’s book that starts “The child next door has a wreath on her hat./Her afternoon frock sticks out like that,/ All soft and frilly;/She doesn’t believe in fairies at all /(She told me over the garden wall)—/She thinks they’re silly.”
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“The Fairies Have Never a Penny to Spend” isn’t “La Belle Dame Sans Merci” or “Tam Lin,” but it is fun, and after the sober Arnold, a darkly satiric Browning, and a month of much work to bring these pieces to you, we can enjoy a little of that. The music is a rock’n’roll trio, so go to the graphical audio player below and bop to the fairy beat. What? The fairies have stolen your graphical audio player? This highlighted link is a backup that will open a new tab with its own player.
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*Consider this gendered choice in the context of later years when Tolkien and all the extensions of his imagined worlds and demi-humans became a considerable sub-culture among boys and young men. While Fyleman was writing her fairy poetry, Tolkien was stuck in the battle of the Somme.
**There is another Walter De La Mare fairy poem that I planned to perform — and it might still sneak in some following day because it’s too good not to present. And this girls book section included Yeats’ “Faries Song,” a similar case to “Pippa Passes” from a couple of days ago. Both seem innocuous as stand-alone poems, but each was part of a play which provides dread context. You can read about Yeats’ play and hear my performance of the song from it here.
This April I’ve been looking at a pair of volumes of poetry for children published in 1922/23 The Girls and The Boys Book of Verse. One of the things I think about as I read the poems and consider the editor’s selections is what’s ahead for the kids that will read these books. Depending on your age, this is your parents generation, or your grandparents, or even in some cases great-grandparents. Those then-children are highly likely to now be dead, but their grownup results may be in the boundaries of our memory.
Here in a children’s book for them is this dead solemn poem. Its mood, however earnest and perceptive is downbeat. That it was written on the occasion of Matthew Arnold’s honeymoon* makes the poem’s downcast directed look at the sea as the emblem of erosive time and wear even more outlandish. Arnold wrote this in 1851, and I’d assay that the futures for a middle-class English cultural critics and civil servants like Arnold were not extraordinarily dire.
Honeymoon material? Want to discuss Sophocles in the original Greek? Do you think the editors put this poem in the girls or the boys volume of their gendered pair of anthologies? Answer below.
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What would we say for our Greatest Generation’s future, the kids for whom this poem was selected by the editors? Let me narrow that audience in a bit — acknowledging that there will be dear exceptions — a white middle-class or better audience of American tweens to younger teens would be these books most likely readers. Most of their families will have the means to not make the Great Depression a test of survival. WWII will deeply change four years of their lives, ending some, swerving others. The Cold War years afterward are held in memory as a complex mix of unconnected simplicities — particularly the first two post war decades. When the rich landlord’s son talks about the Great America to be Againing, there’s where he thinks we want to live.
I’m not a young man on a honeymoon, the sea is calm tonight, and I live in this moment in gratitude to be able to exercise my “art or sullen craft.” My mind has learned to question any unalloyed mood, but I’ve written here a few years back that the current young generation may need to be a greater Greatest Generation to face the challenges I read out my window.
Will Arnold’s poem help them. Is that likely for any poetry? I doubt I’m wise enough to say. I will say this, the music in this poem of dread carries it through, a strange energy of words forming into antiphons. Its concluding naming the fears, singing the fears, in the poem’s powerful ending: that world not committed to joy, love, light, certitude, peace, a solace for pain placed amidst a personal choice to closely realize those things.** Is that enough? I don’t know, but I can put it to music.
You can hear my musical performance of Matthew Arnold’s “Dover Beach” with the audio player below. What — has such a player retreated like the Sea of Faith? Draw back and fling your click to this highlighted link which will open a new tab with an audio player for my tremulous cadences.
**Just this month I’ve been reminded again of The Fugs, an anarchic and utterly sex-positive band of poets that should be considered as pioneers alongside The Mothers of Invention and The Velvet Underground instead of being memory-holed by musos for being musically shambolic. The Fugs performed “Dover Beach” by only refraining the final section, and I’d suppose in the depth of The Sixties, just as today, we are ready to sing where ignorant armies are clashing by night. Gender fun-quiz answer: Arnold’s mansplaining honeymoon ode was published in The Girls Book of Verse.
One never knows where strangeness will arise in this Project. Take today’s piece, which I thought was the most routine little poem in a pair of 1920s anthologies of children’s verse I’ve been exploring this National Poetry Month. I wrote down Robert Browning’s “Song from Pippa Passes” as a candidate early in this process. It’s short. It claims in its title to be singable. It contains a well-known line that’s so often repeated we may have forgotten it came from a poem. Those are all good things for a Parlando Project piece. In the context of my planned series, I figured this innocuous poem could stand for the elements of the innocence of childhood portrayed in The Girls andThe Boys Book of Verse.
Here’s the childhood context known and unknown for the editors of these books in 1922. There was much change afoot:
The United States had emerged from a pair of overseas wars — the second, WWI, broader and more deadly.
World maps had been redrawn. Kings deposed and monarchies ended.
American women had just gained the right to vote.
In the arts Modernism was breaking through, music and poetry took on forms that seemed formless.
Children are born into a world they know is new only by definition, but their parents, the ones who’d purchase such books must have sensed these changes. Is this poem a way to rest from all that change?
And then there’s what we know, but the editors would need to be prophets to foretell to those children starting to read or be read to:
The world would soon be plunged into a widespread economic depression.
Totalitarian dictators as cruel as any evil historical monarch would arise with popular backing.
A greater and more widespread world war was to come as these children reached young adulthood.
That great war would end with a fearsome weapon’s deployment and a cold war standoff between two global alliances.
Could they repeat this poem later in a breadline, bomb shelter, or landing craft?
So far this month we’ve learned that the editors would include poems of blood, murder, war, and strife. These weren’t considered off-limits for children. They would almost completely ignore Modernist poetry however (save for our special child prodigy exception). There would be some poems of adventure in the girls volume, but more poems in the realm of imagination, and no notice of women at work (though there’s little about men at work in the boys volume either). The boys volume would have sections of poems on war and battles, and another section devoted to “words to live by” poems of virtue. The girls were not given a similar section of poetic instruction. *
A thorough introduction? It does show that the editors had knowledge there was a context to this short poem. Now read the rest of this post.
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And Browning’s little poem? Well at least I won’t have to do any research for it. It’s just a poem of Springtime childhood safety and innocence. I think I ran into the poem in schoolbooks in my youth, and it was never explained as anything other than that. Well, I have to write something about it now. Let me check.
OMG, in heaven or otherwise.
Turns out the verse drama the song comes from is a nasty little piece of work. Smutty adultery, political assassination, trickery, dirty deeds done with wills and waifs. I read the first act, the part that includes this well-known poem. It portrays a scene between two adulterous lovers fondling each other and panting about their ardor. We learn this bodice-ripping ceremony celebrates that they’ve just killed off the third-wheel husband. The Pippa in “Pippa Passes” wanders by singing our 8-line ditty, and without an ounce of explanation on the part of Browning, the adulterous man kills the new widow and himself out of guilt for — well, it’s complicated — guilt for being seduced by the hot wife, not thanking the dead husband enough, and maybe a little for the murdering part, though obviously the song has occasioned him being up for some more murdering.
TL:DNR summary: more “Double Indemnity” than “Mr. Rogers.”
My reading? Browning’s intent, however ham-handed, was to draw bitter contrast between humankind’s fallen state and Pippa — a poor, innocent, factory girl, who’s passing by these scenes of mayhem on the only day-off she gets in a year. To give Browning the best I can give him: the total incongruity of this tiny song that ends “God’s in his heaven — all’s right with the world” moving the plot to some new if not exactly benign resolution is Brechtian a century before Brecht.
Now here’s what’s strangest. How the hell did this become a popular short poem all on its own as just a piece about Springtime happiness? What’s the path here? Was there a shortage of happy short spring poems? Did someone misunderstand it and promote it as such? My musical performance is left with just trying to make this set of happiness words seem vaguely strange. I’m writing this in a world with manifest suffering and dutiful cruelty explained by “You don’t understand, we have reasons and rules that prescribe that suffering.” We are slow as snails on that thorn. So, I had help.
The audio player to play my performance of Robert Browning’s “Song from Pippa Passes” is below. No player? This highlighted link will open a tab with its own audio player.
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*My wife galsplained this: “Girls were supposed to be just naturally good and virtuous.” If you’re wondering why I didn’t prompt you to guess if the poem was from the girls or the boys volume of these poetry anthologies today, this is another one that was in both books.
Today’s piece from the two volumes of The Girls and The Boys Book of Verse pair is by a poet I’ve begun to revisit during the past year, Robert Louis Stevenson. Taken just as verse, Stevenson will impress the ears of adults and children alike as charming, but as I revisit his children’s poetry I’m finding additional resonances. So, let’s look very briefly at his “The Wind” today.
A chord sheet so you can sing this one yourself if you’d like. As you look at Stevenson’s poem here you can also participate by guessing if it was placed in the boys or the girls volume of the pair of 1920’s poetry anthologies I’ve been looking at all month. Answer below.
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The two things the poem wants to establish about its title subject is the wind’s presence and its mysteriousness. It’s felt as a body pushing force, heard as gentle sound of fabric on grass. But its first-mover, its purpose, the meaning we are to derive from it, is expressed as unknown. The wind here is a symbol of motion. Those easily teleological or mythological might reduce this to a matter of God or gods. That might be Stevenson’s intent, and is likely some reader’s experience.
I prefer to find the poem restricted to what I see on the page, and there I find it as a poem of the growth and going of childhood. Stevenson chimes on that elsewhere in his children’s verse.
Do children feel that, that wind of their growth, or is it so merely there as to be unthought of? I, an old man on a bicycle this Spring, certainly think of it, wind in its expression of gusts. I huff and puff in it, mine a much weaker blowing back!
I’ve said this before but let me reiterate in this month when I’m examining a sample of the literature my parents might have experienced in childhood: a lot of good children’s literature speaks to the adult and the child with the same words, the same images — words heard, images seen, from two sides. I think that’s what Stevenson is doing here. The child will find the familiar feeling reflected on the page sensuously. The adult gets the mystery, the passingness.
In the final five days of this National Poetry Month, I’m going to try to move to completion a number of audio pieces I’ve got in various stages. The posts may come — will have to come if I do this — in rapid succession. I’m grateful for your attention, and I apologize if I will press or exceed it. The music for today’s piece is back to electric folk-rock combo mode: Telecaster guitar, drums and electric bass. You can hear my performance of Robert Louis Stevenson’s “The Wind” with the graphical audio player gadget below. Has that gadget blown away? No, you’re just reading this blog in one of the ways that suppresses showing that. This highlighted link will open a new tab with its own audio player so that you can hear my performance. And your answer to which of the two gendered poetry anthologies this poem appeared in: girls.
I’m continuing with my examination of a pair of 1920s poetry anthologies aimed at children: 1922’s The Girls Book of Verse and the following 1923 The Boys Book of Verse. Since you’re getting so much of me this month, you may welcome a short break from my singing voice today. In its place, you’ll get the voice and guitar of a singer-songwriter from The Sixties: Phil Ochs.
Despite its 18th century setting, Alfred Noyes’ “The Highwayman” wasn’t all that old a poem when the anthologist chose it for one of our pair of books. It was first published in 1906. As I write a bit more about the poem, and give you this link to the full text of it, you may choose to play along with the little game I’ve been suggesting as we look at this set of gendered poetry books: was this poem in the girls or the boys volume? The answer is below.
The poem is a highly romantic though tragic tale of a mysterious but altogether gentlemanly armed robber and his devoted landlord’s-daughter sweetheart. I’m unread in modern romance fiction for young adults, but the general characterization there strikes me as surviving into the present day in such genre novels. I’ll also say that I don’t know how many current young adult novels deal in deaths of the main characters, particularly violent deaths with a strong overtone of chosen death. I knew this poem as a mid-century child, and loved its rush of alliterative language, but I’d suspect that modern American sensibilities might find it’s death-wish problematic for younger readers. “The Highwayman” seems to have retained some general esteem in Great Britain at least through the end of the 20th century when it placed 15th in a 1995 survey of that nation’s favorite poems. One other late 20th century piece of evidence: a favorite singer-songwriter of mine, Richard Thompson, wrote a somewhat analogous death-of-a-romantic-robber narrative into one of his best-loved songs: “1952 Vincent Black Lightning” which was released in 1991 and is an obligatory part of his performances to this day.*
Speaking of death wishes, guitarists who hear Thompson play may be tempted to self-harm.
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Roughly midway between our anthology of children’s verse and Thompson’s song, American Phil Ochs set Noyes’ poem as a song he’d accompany with only his acoustic guitar. Ochs had made his way to the East Coast scene during the Cold War “Folk Scare” where he made his specialty the topical song. As one of the “sons of Pete Seeger” then, Ochs’ songs often commented on social issues and expressed left-wing viewpoints, and a good case can be made that Ochs was the purest expression of that. Yet, it was just such a summary that eventually would stunt his continuing reputation. His compatriot Bob Dylan could write songs like “Oxford Town” or “Let Me Die in My Footsteps” that overlap with the kind of songs that Ochs was writing at the same time — but alongside his advantages of untouchable charisma, Dylan had a knack for writing more abstract songs with a longer shelf-life, even early on.
Ochs did work on developing other modes of his songwriting. Near the end of his active recording career he demonstrated some achievements there — but The Seventies, that decade that took Americans from Nixon to Reagan, troubled Ochs greatly and made is New Frontier persona seem yesterday’s papers. The endgame of Phil Ochs is as tragic a story as “The Highwayman,” but the details aren’t ballad material, and they are everything but romantic.
But if I step back to 1964, I’d guess that Ochs recording Noyes poem was a way for him to buffer his branding as just a topical lefty songwriter. The rest of the LP it appeared on, “I Ain’t Marching Any More,” otherwise showcases those strengths that would be seen as limitations later.** I remember hearing that record in The Sixties, and I’m sure I filed the tactic it demonstrated — that you could set literary poems to music with only an acoustic guitar — away to later become an influence on this Project.
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OK, you’ve either heard Ochs sing Noyes or read the poem — maybe both, and it’s time to finalize your guesses: girls or boys book? Today’s answer: boys. I think this shows one marked difference between Noyes’ 1906, the anthologists’ 1923, and even Ochs’ 1964, Are young American boys or teens connected with anything like this level of romantic outlook today? That’s a honest question — I can’t say I’d know — but I suspect the answer is almost never. I can’t assay what’s good or bad about that change, it that’s so, without adding a thousand words to this post. Consider it amongst yourselves.
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*This is of course a side-point regarding a cracking good song, but has Thompson ever said (or has anyone ever asked) about Noyes’ poem (or Ochs setting of Noyes’ poem) as an inspiration for this song? As a mid-century-born British songwriter, Noyes might have been known to Thompson — and his original UK band’s USP was (at first) performing works by the North American singer-songwriters of Ochs generation.
**Other reasons Ochs might have chosen Noyes’ poem? Noyes was a life-long antiwar man, and in 1940 he even wrote a science fiction book with a prescient trope of a weapon that could — and did in the story — wipe out nearly all humankind, leaving only a handful who were under the surface to survive.
It’s 1914. A single mother is listening to her 4-year-old talk to her imaginary playmate. Has this always happened? Did children in pharaonic Egypt or ancient Ur exercise their fresh language skills and nascent social skills with such fancies while being buckled into their camel child-seats? There was no Mesopotamian Facebook — the only way we’d know this would be if someone wrote it down. No such accounts survive.
This mother was a professor of English at Smith College, associated with artists: visual artists, writers, musicians. She wrote poetry, and I’ve read she knew Robert Frost and Walter De La Mare. She chose, as an artist might do, as a mother might do, to write down some of the things that her child was saying.
At some later point, the daughter was asked if she knew what her mother was doing. “No, she was always scribbling” the daughter replied, she made nothing of it. Eventually, her mother revealed that she was writing down what the child was saying as poetry. What the child invented and spoke — at first to her imaginary friend, and now to her mother — was transcribed by the mother into lines and stanzas. The mother’s name was Grace Conkling, her child/poet was Hilda Conkling.
Short, compressed, Modernist free-verse was becoming a thing in America. Ezra Pound’s first Imagist anthology and Carl Sandburg’s Chicago Poems were published in 1914. Edgar Lee Masters’ The Spoon River Anthology was released on New Years Day in 1915. The child’s mother was savvy enough to know that a few lines with fresh, direct imagery could be a poem even without strict meter or rhyme.
Over the next few years the mother and child produced poetry this way: the child speaking it, the mother writing it down. Some of the poems were sent to magazines by the mother, and they were published.* In 1920, a book-length volume of the poetry, Poems of a Little Girl, was published. It was successful enough that two other Hilda Conkling collections soon followed. Amy Lowell wrote a preface to the first Conkling book. I read this week that Louis Untermeyer called Hilda “the most gifted of all” child geniuses. Rimbaud, dead for 30 years, couldn’t complain. When the editors of our pair of 1922/1923 poetry anthologies for kids made their choices, they included four of Hilda Conkling’s poems, an unusually high number. Only Wordsworth and De La Mare had five selections in the volume that included Conkling — Shakespeare or Robert Louis Stevenson only warranted 3 each.
As I revealed earlier this month, Conkling’s poems are the only Modernist poetry in the Girls and Boys Book of Verse.** That may somewhat account for that level of representation. The first two sentences in that book’s foreword say:
“Because real lovers of poetry know that time and place are of little importance, the poems in this book are brought together with no sense of the period in which they were written. From “The Song of Solomon” to Hilda Conkling’s “Spring Song” they are here because they are beautiful, with a beauty that neither years nor events can change.”
So, Conkling is there to represent the here and now, a representative not only for being the most recently published, but because she still hadn’t reached the age of 12 when those words were written — she wasn’t just content for an audience of boys or girls, she was still a young girl, plausibly a future as much as a present.
Verse for children? I’m children, and a Modernist too!
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Those who’ve been reading along this month know that since our anthologists decided to produce a gendered pair of books, The Girls Book of Verse and The Boys Book of Verse, I’m asking readers here this National Poetry Month to guess which book included the poem of this little girl. Answer below.
Hilda Conkling is now largely forgotten. When one looks at the published poems today, they still have their charms. When I’ve tired of reading so much derivative and rote late 19th century poetry and those 20th century poets who didn’t even try to “make it new” Conkling’s poems can be refreshingly free of the dead hand of influence or fears of being scored on exacting verse-craft. There are still effective lines in many of them. Unpretentious but striking images pop out. Professor/mother Grace Conkling was adamant that she didn’t edit the poems, that as their process developed she would read the transcribed poems to Hilda and that she would always obey Hilda’s corrections of anything she got wrong. What’s unsaid is how much selection or excision Grace did, what poems never were transcribed as unremarkable or if any lines were never transferred from scribbled notes to manuscript. Young Hilda Conkling wouldn’t be the first artist whose work was magnified by a sharp blue pencil and a shortening scissor wielded by a skilled editor.
As far as anyone knows, Hilda stopped creating poems just as she became a teenager. If there were any later-life discarded drafts from adult revisiting of her childhood inspirations, they are unknown. She lived with her mother Grace until Grace died, and made her living working in bookstores in Boston, two things indicating that Hilda could have continued to connect with literary culture if she’d wanted to. Hilda’s story, her poetry, once held as so remarkable, became a literary curiosity that only attracts folks like me who want to think about art and Modernism thoroughly.****
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I haven’t read anyone claiming that Hilda wrote her poems because she remembered past lives, because she was an “old soul” — but then or now, that sort of woo thing might have come up. Today, as I was finishing this post, days after completing the musical arrangement I used for her poem “Hills” that you can hear below, I wondered how to explain the musical choices I made for that original music. The music is sorta-kinda South Asian, based slightly on my appreciation for those World Pacific Ravi Shankar LPs that entranced me as a young man and the Indian physicians I worked with in New York in the 70s. Specifically though, it’s more at the cod-raga experiments that many Western folk/rock musicians took to in the 60s. I always liked that stuff, and it’s more approachable with my musicianship than the real thing. Was something asking me to musically express a reincarnation theory?
To hear my musical performance of the 8-year-old Hilda Conkling’s poem “Hills” use the graphical audio player below. No player manifesting? The skepticism of your way of reading this post may be blocking the ectoplasm! Knocking on this highlighted spirit-table link will open a new tab with its own audio player.
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*Poetry Magazine published Conkling’s poems alongside a great many of the formative Modernist poets. But she also appeared in Good Housekeeping.
**As a fan of early Modernist poetry, I tell myself that I could have easily found a dozen or more suitable Modernist poems published before 1922 to include in their books.
****I think of the work of New York School poet Kenneth Koch, who in the 1970’s started teaching poetry and creative writing to grade school children by reading them Modernist poetry (including poems that our 1920s anthologist overlooked) and then prompting them to create their own poems. A short web search revealed nothing so far, but the brief phenomenon of Hilda Conkling might easily have come up alongside Koch’s teaching ideas.
I have some hopes of finding the energy and audacity to write about a new attempt this year by a contemporary poet to inspire children to write poetry, but only time will tell on that one. Girls or boys book of verse for this poem of genderless camel-hills bearing the world on their backs? Girls.
Frank Hudson 