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Two Children’s Poetry Anthologies in the 1920s: Still a Colony

~ Frank Hudson ~ 1 Comment

I keep meaning to write some things in general about the two anthologies aimed at children I’m featuring during this U.S. National Poetry Month: “A Girls Book of Verse”  (1922) and “A Boys Book of Verse”  (1923). NPM implies an American focus in its name — and these 1920s anthologies were published by an American publisher (Frederick A Stokes) with American editors (Mary Gould Davis & Helen Dean Fish) and they remained in print until at least the WWII years.

Long-time readers here will know that I have an affinity for the first quarter of the 20th century as a literary era. It’s the time of Modernism’s emergence and triumph in the arts, and English language literary poetry was transformed largely by a group of Americans: Ezra Pound, Carl Sandburg, Langston Hughes, T. S. Eliot, Robert Frost, H. D., William Carlos Williams, Amy Lowell et al.

How much of this is reflected in our two 1920’s anthologies?

Close to zero, zilch, nada, nothing,

There’s a single poem by Amy Lowell, “A Little Garden,”  a metered and rhymed poem that barely reflects her influence on a branch of Imagism, that indispensable early Modernist poetic movement. There is one Modernist with several poems included in the two anthologies — an American not in the above list, one that I’ll reveal later this month — but most of you won’t know that poet’s name.

This is not because the anthologists wanted to include only older poems from before America was in the game. Most of those published postdate America’s Whitman/Dickinson/Longfellow and the “Fireside poets” poetic emergence. Many of the poems are from the young 20th century or the final years of the old century. OK, let’s quantify how many poems by U. S. poets are in this set of English language poetry from just about a century ago.*

I did a quick and dirty count of American’s poems in these two anthologies’ tables of contents. Remember, Americans are making these two books, and while they might have been sold overseas, I suspect American parents, libraries, and children were the intended audience. Are they going to be flying the red, white and blue from the library ramparts? Cheering the home team?

Apologies for the cursory numbers to follow. Even if I’m reasonably knowledgeable about poets of this era, there are a lot of unknown authors in these two books 237 poems. Stopping to search Pamela Tennant, Jean Ingelow, Cecil Roberts, Alice Meynell, and Young E. Allison, and the like would have delayed this post.**

Here’s the rough count: 42 poems with known U.S. authors. 150 written by known non-U. S. authors (almost all British Isles residents). The poems by unknowns (which still included those in the footnote below when I did the tally) counted as 42. Given the over 3-1 breakdown in the knowns, and the revealed makeup of the short sample of the unknowns, I expect the unknowns would break similar to the knowns.

So, there you have it: about a hundred years ago — within our parents’ and grandparents’ childhoods for many readers of this post — they easily could have gotten the idea that poetry was still largely a British thing. I was surprised at this lopsidedness. I’d also say that before reading through the anthologies this year I expected at least a smattering of the Modernists, though I’m not surprised by the overwhelming rhymed/syllabic metric poetry .

And then I remembered how poetry was taught to me as an American student. Modernism was acknowledged, though things seemed to stop at Frost and Yeats. The art started with Chaucer and Beowulf, quickly moved to the Tudor poets, and spend a fair amount of time on the 19th century worthies that were included in these 1920s books.

However de-emphasized poetry may be in today’s America, I doubt we’d see such a disproportionate mix now. But before I end off today, I’ll reiterate what I wrote last time: I’m not that much of a literary nationalist, and so I’ll leave you with two non-American authors from this gendered pair of books of verse for children, two poems that speak of longing for their home nations. Both were written when the poets were no longer living in their birth countries, intensifying their poetic expressions. As I’m doing throughout this series, I’m asking you to guess if the poems appeared in the girls or boys book of verse.

The first is one of the most famous and best-loved poems to appear in the pair of books: William Butler Yeats “The Lake Isle of Innisfree.”   I was at a poetry reading here in America this past Thursday night, and not just one, but two of the reading poets said that one of their own poems was inspired by this poem of Yeats. It’s such an Irish poem that it’s printed on the Irish passport. Yet the poem was written in London, by a man whose father had moved his family to England when the poet was only two. I performed this as part of this Project in 2019, and you can hear it here with this audio player — or if you don’t see the player, with this link.

Can you guess if it’s in the girls or boys book?

The second one, is by Robert Browning, who’d eloped off to Italy with his poetic life-partner Elizabeth Barrett Browning. He called his poem “Home Thoughts from Abroad”  and I recast it for singing and call my version “In England Now.”  My aim in my recasting was to make the dislocation from an ideal England seem less a matter of geography and more a matter of time and change. You can hear that version with the next audio player gadget, or with this link.

Was this floral longing poem in the girls or boys book?***

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It ain't cricket 600

Here at NPM2024 Field the British side has shown up to face the Modernist American 9. The Brits advantages: fine woolens, bats that could also be used in a pizza oven. Americans? Plenty of sharp Latin-American players, closer, more aerodynamic beard trims. Read the post for the score.

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*In case you’re wondering, I think the only translations from a non-English poet are a pair of William Cullen Bryant translations of Homer, and a KJV Song of Songs  excerpt.

**Anyone who knows me, knows that just typing this excuse makes me want to indeed do a web search for at least this quintet. I did. Results: only Allison is an American.

***Yeats’ poem of his bee-loud Mojo Dojo Casa Dream House was the leadoff poem in the “Girls Book of Verse.”  Browning’s poem of an April unaware for those who simply live in it was in both the boys and the girls volumes. So, if you’re keeping score, you guessed this second one correctly.

The Minstrel Boy

~ Frank Hudson ~ 2 Comments

The Parlando Project’s thing: taking a literary poem and combining it with a piece of music isn’t a new thing. If poetry exists in every language, poetry combined with music exists in every language too, and such casual melding typically pre-dates the culture’s written poetry. We have just kept on doing it as a practical and immediate art.

This is National Poetry Month here in the U. S., but I don’t think I’m overly nationalist in the words I use here. Still, just as poetry and music go together, national and ethnic pride often takes poetry and song onto itself. W. H. Auden notably stated that “poetry makes nothing happen” but if we examine it the other way around, it’s unlikely that any great movement for change or nationhood ever has had no poetry and song associated with it.

As a poem “The Minstrel Boy”  was first published in 1813 as part of the author’s collection titled Irish Melodies, and its central image is a harp carried by a “warrior bard.” It’s therefore apt that Moore combined it with music forthwith, using what he named as a traditional Irish tune.*  Harps and lyres etc. are an extraordinarily large family of instruments, but Moore seems clearly to be writing of Ireland, where the Celtic harp has become a national symbol. At the time of its writing, Ireland was still under the long-standing, often cruel and exploitative, rule of England. Classmates of Moore had recently died in one of the periodic Irish rebellions.

Minstrel Boy

I asked alternate voice and keyboard player connected to this Project Dave Moore if his family has any connection to the liked named poet. None known, he tells me. Dave’s father preached for decades, and he wrote at least one literary short story that I read after he — one of the generation this month’s poetry anthologies were marketed for — had returned from WWII.  I told Dave’s dad his story reminded me of Hemingway. He replied “I don’t think I knew anything about Hemingway then, he was kind of avant-garde stuff at the time.”

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The song also became popular in America, though I’m not certain how rapidly it took root here — but in the year of its publication America was at war with Britain for the second time after its revolution. And by later in the 19th century, the song had currency among Irish-American immigrants.

Ironically, Moore received a British diplomatic post to Bermuda, and in 1803 he not only visited the United States but met President Thomas Jefferson. The tale I read online says the two did not hit it off, and that Moore was not impressed with American chattel slavery. **

Since those times the song (or sometimes just the tune associated with it) has been closely associated with the armed forces, police, and firefighters — folks whose sense of professional duty includes risk of death. I find that ironic too, for the song’s minstrel boy is the definition of an untrained irregular, possibly underage, untrained (he has to borrow a weapon), and more of a singer-songwriter than a SEAL Team professional. *** This is one of those cases where tradition overwhelms close reading.

I’m performing this song as part of my NPM series looking at poems from a pair of 1920’s anthologies of verse for children: The Girls Book of Verse  andThe Boys Book of Verse, and “The Minstrel Boy”  appears in one of this gendered pair of books. In each instance this month I’ve asked you to guess which one: Boys or Girls.  Today’s poem is a free square in that game, as one would easily guess this military service theme would be in the boy’s book — as it is. Indeed, The Boys Book of Verse  has an entire section, Songs of Peace and War dealing with poems about battles and military service. The editors, both women, would have had recent experience of WWI, and whatever their feeling about warfare, they must have felt that subject was something their readers or purchasers would want included for the boys.

I stop to think here — as I do as I consider the entirety of this pair of “the last Twenties” books — that the first audience for these books would go on to experience a much greater and deadlier world war.

I’m likely not one of the best singers to have sung this well-loved song, but I performed it with a full rough’n’ready rock-band arrangement as best as I could peel off in this month’s accelerated schedule. My inspiration for singing this song? A similarly not-ready-for-the-most skilled-singer-contest one, Joe Strummer, who also recorded this song. You can hear me tear through those chords asunder with the audio player you should see below. If no audio player sullies your screen, it’s because some ways of reading this blog won’t show it. This highlighted link is your alternative — it will open a new tab with an audio player.

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*The tune Moore selected, named as “The Moreen,”  was said to be a traditional tune. Wikipedia says that no one has independently found a source of this tune from before its pairing with “The Minstrel Boy’’ —  so it could be that it would have disappeared forever if Moore hadn’t tapped it for his poem about a doomed harper. That adds an air of mystery to the song, doesn’t it.

**The stirring final line stating the harpers fight was against slavery does and doesn’t require an explanation. Servitude in general, even government duties and tributes required from monarchs or tyrants, was often rhetorically called out as slavery, while American chattel slavery was totalitarian: humans — and with added cruelty, any families of those enslaved — owned in perpetuity like animals without rights of any kind. I read that this song was sung by both sides of the American Civil War — the “slavery” on one side rhetorical, the slavery on the other total and abject. When I started this post talking about the widespread tradition of nationalist poetry and song, take note: a corollary from Auden’s dictum may be that poetry and song prove nothing.

***This might be a fair poetic description of the Irish rebels that the teenage Moore knew, those who died in an ineffective rebellion. The long fight for Irish independence seems to have had an outsized portion of “warrior bards,” folks with less military experience and tactical acumen than literary and musical bona fides.

Each in His Own Tongue and the “middlebrow” problem

~ Frank Hudson ~ 3 Comments

Social media likes controversy, so it’s no surprise that two things have recently mingled there in provocative assertion: poet Mary Oliver and the dread “middlebrow” epithet.*  It’s not a long bridge between the two: Oliver’s poems are put forward as all too middlebrow in this charge, and middlebrow is a sign of significant lack of ambition or achievement. I’m not a fan of the term “middlebrow,” for a hierarchy is implied and I don’t care for hierarchies much — but to speak of this I should define middlebrow poetry. A definition that works for me is: poems that remind us of something we already sorta-kinda know, but maybe couldn’t quite put into words. These poems are usually immediately understandable on first reading by a significantly literate reader.

Why’s this bad or lacking? If this is a singular mode it rules out poems that tell us multivalent things, or mysterious things that require more thought to comprehend, thought perhaps taken in stages. It rules out shocking, utterly surprising poems. And such poetry doesn’t feed our playful desire to puzzle-solve with clues we are proud to have acquired.**

My view? I think various modes of poetry (even differing modes of reading the same poem) have diverse values, and I’m more than OK with that. Poetry’s eye should be the insect’s compound eye, containing a hundred, a thousand, ommatidia. And so, if it was up to me, the best cultures wouldn’t be restricted to, or rewarding of, one poetic mode. This may be a visceral thing with me: I get bored with all one type of thing quickly. Building towers of hierarchies might be fun, and illustrative of what one can stably hold long enough to build such a tower, but in the end, the domain one will look out on will have a lot of scenery that isn’t in your tower. In the right mood, I can get pleasure out of looking at the commonplace apprehension poem and a “difficult” avant-garde one — and in the wrong mood on my part, or insufficient achievement in the poet, not a touch of pleasure in either mode. And beyond all this meaning and metaphor, there’s the oldest part of poetry, the part even young children understand, that poetry also has abstract pleasures like music has — poetry is the instrument on which the meaning plays.

A great many of the poems in our pair of 1920s children’s poetry anthologies are as middlebrow as any Mary Oliver poem brought up on charges in this controversy. This shouldn’t surprise us. A modern children’s anthologist looking to duplicate the task of those in the previous decade called The Twenties would, I think, do likewise. Some of those pressures would be commercial: what will sell to parents, libraries, teachers. Some would be practical: these children aren’t yet bored with the lessons of the world — those lessons are new and useful building-blocks for their youthful towers — and maybe a lesson of my old age (and a lesson of Mary Oliver) is that I shouldn’t have been bored with the lessons of the world either.

I think too of what happened as the first childhood readers of these poems in the 1920s progressed into the economic distress of the Great Depression, the rise of nationalist dictators, the Second World War, and the Damoclean Cold War. All through the middle of their lives how much time would they have for poetry that offered them the highbrow pleasure of gnostic meaning, of shocking new combinations and collisions?

The answer is: some would find the time, some went on and made their own verses in those modes — and many others would not. Some kept food on the table, kept bolts tightened on airplanes, tended the sick, kept fuel in NATO tanks facing east. Some had their yet young lives ended sans poetic envoi. Others desired, birthed, and raised my generation.

Highbrow, middlebrow, it is neither sophistication nor no-nonsense populism to forget either part of that cohort.

On to today’s poem, an example of a poem that earnestly intends to be a lesson: “Each in His Own Tongue”  by William Herbert Carruth. Look! Mary-Oliver-approved wild geese make their appearance in it, decades too early! I also offer this month’s puzzle challenge: the pair of 1920’s anthologies I’m drawing from were gendered: one for boys, one for girls. So as with each post this month, you’re asked to guess in which volume did the poem appear. Answer lower down.

Each in His Own Tongue

dedication to Ina Coolbrith

Here’s today’s poem as it appeared as the title poem in a book-length poetry collection by Carruth.. Marginalia picked up in the scan of  a copy of that poetry collection. Wonder who Ina Coolbrith is? Here’s a link.

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The brief Wikipedia stub for Carruth tells me he was “president of the Pacific Coast Conference of the Unitarian Church.” One of my preacher relatives once said of an Unitarian school he’d attended “The only time anyone would speak of ‘God’ is when someone stubbed their toe.” I read this morning a brief poetic knot of a summary of Oliver’s earnest lessons delivered by A. M. Juster who wrote that he’s “Not a big fan or a big detractor of Mary Oliver” but then sums up his impressions of her work by saying “I also think her spirit wanted to write religious poetry, but her mind wouldn’t let her.” Each in their own tongue I’d say, ungendering Carruth. Carruth wrote “His,” and his poem appeared in the Boys Book of Verse. You can hear my musical performance with the audio player gadget below. No gadget to be seen? This highlighted link is a backup which will open a new tab with an audio player.

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*Here’s a link to a well-done post on the controversy, and a refresher on Oliver’s poetry if you are not familiar with it.

*This last factor is less-often laid out as I just did, perhaps because it doesn’t seem serious when complex poetry is discussed. But let’s admit it: great portions of humanity loves puzzles and challenges in which they feel rewarded if they can progress farther than some other human.

Sea Fever

~ Frank Hudson ~ Leave a comment

For National Poetry Month this year we’ve been looking a poems that were selected in 1922 and 1923 for a pair of gendered poetry anthologies: The Girls Book of Verse  and The Boys Book of Verse.  Today’s poem is another reasonably well-known selection, John Masefield’s “Sea Fever.”

I’ll not have much to write about the poem itself, it speaks so straightforwardly. I will say that I always thought of it as a poem by an older poet, and an archaic one at that in that it speaks of ocean-going sailing ships. Turns out, I read this poem with misapprehensions. Reading briefly about the poem, I found it was published by a poet only in their mid-twenties, and though the long-lived Masefield’s life overlapped mine — he was still England’s Poet Laureate during my schooldays in the United States — he indeed worked on windjammers.

The Gilcruix

The young Masefield sailed on the cargo ship Gilcruix at the end the 1800s, and yet the ship looks like it could have been from the beginning the 1800s.

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These two 1920’s poetry anthologies clearly wanted to encourage reading for the children that would grow to become the fabled Greatest Generation of the Great Depression, WWII, and the Cold War. Ironically, Wikipedia says Masefield was unhappy in school and shipped out to a life at sea “to break his addiction to reading, of which his aunt thought little.”

Masefield worked at sea and in America* for the next decade. The seagoing did not cure his reading addiction,** he continued to read on shipboard and eventually began to write himself.

While “Sea Fever”  is more in the mode of poetic memoir than our poem last time by Emily Dickinson — it’s a nice bit of parallelism that Dickinson imagined books as a replacement for sailing far away, and Masefield imagined he could sail far away as a replacement for books!

As with our other poems from this pair of gendered anthologies this month, I’m going to ask you to guess if this was in the boys or the girls poetry anthology — answer below.

Here at the Parlando Project we take words, usually literary poetry written by various poets, and set them to original music in different styles. Not for the first time, this is a poem that already has a fairly well-known “art song” setting: one by John Ireland. Ireland made a lovely song, and not an overly elaborate one melodically for that sort of thing — but it’s beyond the limits of my vocal talent. So, the setting I created and performed with just my cruder voice and acoustic guitar is what you can hear below. I don’t know if you will be able to hear the canvas slap or the wind through the rigging in this version, but I was trying for that and a hearty song feeling in this one. There’s a graphical audio player to hear it below, but if that player is not visible, this highlighted link is your backup. It will open a new tab with its own audio player. Was this song of manly company on the high seas in the girls or boys book? It was in the girl’s volume.

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*In between voyages, Masefield worked in a factory in Yonkers New York, something I did in my early 20s too. I may not have shared his nautical adventures, nor will I ever become the poet laureate of anyplace, but that tiny little happenstance made me feel kinship with Masefield 70 years apart.

**More of what is likely only coincidence: when Lou Reed’s protagonist in his song “Heroin” escapes into his drug addiction he likens it to a wish that he’d “Sailed the darkened seas on a great big clipper ship sailing from this land here to that.” If Reed had started his other song of that era “I must go down to Lexington 125, to the call of the running tide” we’d have an actual connection to go on.

There is no Frigate like a Book

~ Frank Hudson ~ 1 Comment

For National Poetry Month I’ve set out on a feature where I’m examining the poems in a pair of poetry anthologies directed at children which were published roughly a century ago: The Girls Book of Verse and The Boys Book of Verse. Each collected around a hundred poems in a variety of styles, sub-categorized in broad subject areas the anthologists thought reflected childhood moods and interests.

That child audience became our ancestors. The early readers of the first edition would have been the oft-praised Greatest Generation which grew up in the Great Depression and served in the titanic national struggles of WWII and the Cold War. It’s likely that childhood has changed since then, but did these books in any way equip the young minds for the panorama of their future?

One of the pair of anthologies used this well-known poem by Emily Dickinson as a lead-off poem placed even before the table of contents. How many libraries had, maybe still have, this poem on the wall of their children’s section? I can’t say, but I recall seeing it in more than one in my post-WWII childhood.

Some of the words, if laid plain on the page, might risk being obscure to a 1920 or 2020’s child. Dickinson and the anthologists seemingly had little fear of that. A frigate is a class of fast war ship. Do children still have youthful romance with sea-ships? Born in a landlocked Midwestern state, I did — reading of and knowing all the classifications of ships, famous naval battles, famous captains, that sort of thing. Modern youthful D&D fantasists of the earth-like realms seem kind of land-bound to me, perhaps because Tolkien seems to have left his sea-faring tales to the long unpublished Silmarillion. Current SciFi readers might still have all the trappings of sea-battles recast in airless space, but that is less the exact particulars of historic ships.

FRIGATE

Bookplate, warship. Did you know the warship was largely saved from rot and disposal by a poem?

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Coursers too is not a word in most modern children’s vocabularies, and I have my doubts for a 1920s child. It’s a term for a fast-pursuing horse, and by extension those that ride them. With frigates just preceding it, I always heard and misremembered the word here as corsairs, a term for pirates or privateers, and it’s possible Dickinson thought she was punning there.

Dickinson’s second stanza makes reference to funds, and by extension class, in its metaphor. Rather than the appeal to straightaway imagination in the more remembered first stanza, here she makes the case that it doesn’t take much money to read. Dickinson’s family seems to have been roughly middle class, despite some challenges in her family’s finances during her childhood. Extensive world travel might have been outside their means or attitudes, but books wouldn’t have been. Oddly though, she says the “poorest” can have this book-led adventure. Does she simply not know of that level of poverty, or is this just “poetic license?”

I’m grateful to my parents and librarians for extending limited means to afford books as a child. My mother, an avid reader, knew how to use library extension services to order nearly any book, and I can still recall my joy when she’d open a substantial cardboard box from a letter-placed order which would include several books picked by some far-off librarian to be about sailing and historic sea battles for me to read. My father would let me ride in the empty well of his bread truck to be let off at the county seat which had a beautiful and bountiful library for me to wander in.

Here’s a standing question for this month’s pieces from the two gendered anthologies: do you think it was the for boys or for girls book that lead off with this Dickinson poem? Answer below.

A note about how today’s musical setting of Dickinson’s poem came about. At around 10 PM, which ought to be bed-thinking time, I was still thinking about more recording opportunity to bank musical pieces for this Project. Like last-time’s Blake piper, today’s poem’s book-with-far-flung-words seems to invoke not only poetry, but this Project itself — so I thought I should do this one sooner rather than later. My wife, who’s sometimes bothered trying to sleep if I strum an unplugged electric guitar in the next room was out house-sitting for a friend. I need a tune! I grabbed an old plastic acoustic guitar with a large crack in its top that I bought in a second-hand shop decades ago and now keep out in the dry, wood-cracking-weather of my home office. The chord progression I settled on was simple. My melody, like many of mine, is doomed to be served by my voice, and so is utilitarian. After finding that music in the nighttime, I decided to record a short demo then and there. It was after midnight. I rigged up some way to record the cracked plastic guitar — a brittle and unappealing pickup as there’s no room for a mic on its body like I would use in my studio space — and set one down.

No Frigate

Simple guitar chord sheet in case you’d like to sing this song yourself.

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The next morning I listened to the demo and thought it aspired to be presentable. To disguise the crinkly sound of the guitar I did my best to sweeten it with EQ and reverb — but more elaborately, I composed one of my simple string trio parts to further cover the guitar sound up. You can hear that night sound Tolless-Traverse with the audio player below. No player?  This highlighted link is a backup way, as it opens a new tab with its own audio player. Was our poem, written by a woman hunting on fast, pursuing ships in her imagination, in the girls or the boys verse anthology? It was the boy’s book.

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Piping Down the Valleys Wild

~ Frank Hudson ~ Leave a comment

From my Parlando outlook, this is a fine choice to start off a look at our twin girls and boys 1920’s poetry anthologies for National Poetry Month. Today it’s a poem by William Blake, a poet still known and rated today, and a poem that includes a child and praise for music inside of it. It’ll make a natural beginning I figured.

After I made that decision, I started to notice a couple of things. The poem began to seem stranger than it somewhat straightforward first reading might suggest. The odd thing I noticed first was the amount of insistent repetition in it. Lyric poetry, and even more so poetry meant to be sung. will often refrain lines, repeat entire verses or sections — look at many a modern charting pop song and you’ll see hooks as repetitious as today’s poem — but it still struck me as odd. The child continues to ask for song. The piper plays it. Immediately, the child asks for the song again. Parents experienced with young children may relate here — insert your own bête noire kids-song ear worm and insatiable toddler — those requests can be cute and dulling at the same time. Blake’s child is laughing at the time of the first request, weeping at the second, Why? Best guess: because the song is over, and they must hear it again. But then the child asks for a third song — perhaps the same one, perhaps not — and they are asking for it without the piper playing the pipe. Since most pipes are wind instruments it’s likely the piper in the poem hasn’t been singing the first two times.*

Combining the child’s responses after the first two requests which the piper has immediately fulfilled (laughing, weeping) the child “wept with joy” after the third go-round.

The picture I get here is joy in repetition, and woe at ending. The child makes one more request: the piper should cease the singing and write this music down. The piper MacGyvers up a pen and ink and gets to scoring.

Piping Down

Simple guitar chords on the chord sheet this time.

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Then we’re told the child vanishes. This shouldn’t surprise us. If we were paying attention, this child appeared to the piper “on a cloud.” This child wasn’t a flesh and blood child — wasn’t one of the potential readers or listeners to the anthology’s contents — it’s a spiritual emanation of childhood.

OK, that’s a little weird, but Blake was a self-confessed visionary, and literary inspiration stories can be peculiar. Just another day at the poetic office for Blake. And as the piper makes his own pen and ink, I thought of one of the things that I found most inspirational in Blake’s life: that despite literary poverty he mastered the means of creating his own poetry, art, and engraved books.

Just after completing my musical version of this, another area of concern came to me. Just how strange did this seem to the children in the 1920s or to their parents who might read this to them if they were younger children?

I was a young child in post-WWII America, and in my time and place, I would have been puzzled. About the only piper I’d have any reference to was The Pied Piper, a page-bound storybook character. Yes, various kinds of musical pipes were extant then, as there would have been in the 1920s, but nothing I would expect in my time to see being played in wild valleys. Blake’s poem was over a century old when the 1920s anthology was made—  maybe late 18th century England had itinerant rural pipers?

As they grew up, the child reader, then or now, would likely understand this is fantasy, even if exactly what Blake was getting at with his fable might be missed. Its value would remain as a set of word-music that speaks to the joy found in music and the arts.

Is anyone trying to guess if this was in the girls’ or boys’ anthology? Male author. The cloud/child is male, the piper is not gendered. Is joy in music a gender role thing? Not really.

wild valley piper 3

Wilderness cumulous-carried spirit children are not a reliable compositional prompt.

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It’s from the introductory section of the “for girls” book. My music is a simple folk music setting: acoustic guitar and bass, and eventually an Irish tin-whistle for piping. The tin-whistle is a played VI.** Two other instruments make a subtle entry in this recording. There’s a quiet electric piano in the piece, played and mixed so low it almost sounds like an overtone of the guitar, and another VI of a small obscure 1940s keyboard instrument, the Solovox that comes in for the next-to-last verse.

The Solovox was an FDR-era monophonic analog keyboard synthesizer, with glowing tubes and a wood-veneer case like a large table radio of the time. I used it for two reasons. If this song floats in fairy-tale time with children appearing and disappearing out of clouds, I thought the piper’s sound could change from the tin whistle to something more mid-20th century as a marker of how the children the anthologies were written for grew and changed. But also, I’ve seen, even briefly played, a particular real Solovox. The mother of alternative voice and keyboard player in this Project Dave Moore had one, and when he was young his mother would play piano and deftly slip one hand over to play melody lines on a Solovox. Dave now has his mother’s example of this old instrument, and has had it fixed so it plays, though with some glitches.

To hear “Piping Down the Valley’s Wild”  you can use the graphical audio player you should see below. Player vanished?  This highlighted link will open a new tab with an audio player. I plan more poems, adapted musical pieces, and observations from The Girls/The Boys Book of Verse  coming up soon.

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*There are methods to do that, where a singer alternates using their breath to sound the instrument and to sing lines of song. And there are bagpipes and the like where the wind comes from a bellows. But the child has asked the piper to drop their pipe and sing, so it stands to reason this is a request for the piper to sing a song with words after playing instrumentally for two renditions. The song then progresses from melody, to sung words, to finally written words — a plausible metaphor for the writing of a poem.

**I explained VI/Virtual Instrument technology last time, but in short it’s playable software that tries to contain all the sounds an actual instrument makes, often by capturing all conceivable notes and many articulations of those notes with a microphone it makers placed on the real instrument.

Whispering Often

~ Frank Hudson ~ 1 Comment

Perhaps we should remind ourselves in this pre-AI age that every poem, any poem, is written by another human being. I did the math with the years, and this is a poem published and likely written about a hundred years ago by a 40-something Midwestern American.

I’m decades past that age, as was Donald Hall when Hall gave us his law that states that most poets, even prize-winning ones, will be forgotten 40 years after they die. This may sound callous, but that process is likely necessary. How many poets can we hold as a culture, as a reader? Dozens? Certainly more. Hundreds? Whatever, there’s a limit. The poet who wrote today’s piece? Who would we give up in the pantheon to let him in?

I came upon the poet who wrote today’s poem, Edwin Ford Piper, by reading a striking poem he wrote of the closing American wilderness that I’ve already presented earlier this year. I know little about him as a person.*  I almost worry to find out more, since human beings are full of all kinds of faults, deleterious opinions, vanities, and misapprehension. Did he write this poem in this time of the year, in the Spring? Who can say. Writers are full of memories, and imagination that can redress any cold or baren place, but it feels like he did. The poem’s trope of Spring’s reincarnation of driving/seeking life paired with the Christian holiday of Easter is far from unique — but the poem’s not, in feeling, much of a Sunday-dress observance — it’s luxuriously pantheistic. “Whispering Often”  was written in a past era we still call Modernism, published in a journal that put forward many of the great English Language Modernist poets, Chicago’s Poetry Magazine, and it was included in Poetry’s  founder’s anthology shortly afterward that had Modern American Poetry  imprinted on its end-boards — but I can’t call it an example of Modernism.

Whispering Often song

If you can un-embarrass yourself, you could sing this Spring poem too.

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It’s not end-rhymed. It does sing on the page, despite having a meter that I can’t easily chart out. There’s a familiar iambic rise to many of the phrases, but I don’t think I can call it blank verse, a form that Piper used elsewhere. Oh, but does this rite of Spring want to sing! The title says whispering, so maybe the poet is abashed at the voice that is called forth. Not a lot of today’s poetry sings like this. Instead, we’re more often interested in a poem showing us a particular apprehension the poet has uncovered, an apprehension we are to recognize and share. We are want to pause and recognize the matter of typical 21st century poems, like a friend speaking with us. A wise friend perhaps, a little better with language than we normally are — but still, we wouldn’t want them to break out into a song over shared teacups or beer glasses. How gauche that’d be!

And so, I think of this poem now, as Spring is rebeginning here in my Midwest, as the Abrahamic religions are celebrating holidays of freedom, rebirth, and revelation — but more so as the northern half of earth is celebrating something that Abraham could have seen in a place outside Ur. In this case, a man in his 40s, a Midwestern American like myself, stopped and wrote this down.

What an odd act! If he paused to think about it, he would know that by all odds this poem will be soon forgotten. Yes, Piper was a professor of literature, but he was an adult, someone who knows the comings and goings, the correct way to behave, the agreed worth of this and that. Yet the poem will appear as something as outrageous as an unbidden public song, one with a crush of erotic desire for life. Religion can shape and seek to make that solemn — and perhaps such a transformation teaches wisdom, brings thoughtful ethics to our roots and melting eddies — but that Spring is older than wisdom.

It’s enough to make a grown man break out into song after all.

So I did. Earlier this month I hurriedly sang a bunch of pieces I had written that I feared wouldn’t have time to shape and improve into full arrangements in an interrupted life. Long-time listeners will know my voice isn’t going to be polite, though maybe it should be. You can hear that quick, short, performance with the graphical audio player below. No player? You don’t have to rush past, you can use this alternative highlighted link that will open a new tab with its own audio player.

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*It’s not certain, but there’s a fair chance that later this year I will make another trip to pay respects to one of my poetic heroes, Carl Sandburg, and on the way tarry awhile to see if I can learn more about Edwin Ford Piper.

The Wind Didn’t Come from the Orchard Today

~ Frank Hudson ~ Leave a comment

Today is World Poetry Day, and if I want to represent the United States poetically to the world, one of my first thoughts for a representative poet would be Emily Dickinson. Dickinson has many “Greatest Hits,” poems remembered, poems anthologized, poems that literary critics have generated essays from.

Today’s poem isn’t one of those, for whatever reasons. I suspect it seems too playful, even child-like. The Dickinson I was taught in my youth, when she was considered a less important poet than she is today, was at least eccentric, often gothic. But here there’s no death in a carriage, no fly-funerals — there seems no novel slant of light or truth being told. It’s just the wind, an ordinary thing — or that’s the first impression.

The other immediate impression the poem might give is from its sound. This is Dickinson’s prosody at its most exuberant. No stern march of iambs here, and the use of unpredictable rhyme, end and internal, near, imperfect, and perfect. I love the loosening of rhyme personally, though I know there are others for whom imperfect rhyme grates. But this poem is so rich with the rhyme and pararhyme:  today, hay, hat, very; bur, door, fir, where, declare, ever, there; odors, clovers, ours, mowers, hours; pebble, stubble, steeple; hay, day, say, stay.

The Wind Didn't Come

A chord sheet in case you want to celebrate World Poetry Day by singing it yourself. For performance I broke-apart Dickinson’s text, which is all one stanza —  indeed, a single onrushing sentence!

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America is a big country, a big culture. We certainly have our perfect formalists. But we have artists, like Dickinson, for whom form, and perfection in duplicating the form, is but an armature on which to improvise variations. While I’m one small ear compared to American Culture, I’ll take Dickinson’s side and place this poem in evidence.

Another thing to love in this one: the asides, set off with famous Dickinson dashes. “He’s a transitive fellow — very — rely on that” for example.

OK, so is this a musical slight-and-light poem about a playful wind we might meet in Spring?

Maybe.

Note that the poem starts off with a difference. The wind doesn’t come from the fruitful orchard.*  It’s from somewhere distant. When I performed the poem, I began with the sense this must be an important fact to lead the poem off with it, but I didn’t know more. A playful breeze is mentioned, but again in the negative,  this wind is too much in a hurry, that “transitive fellow — very,” and we can rely only on its capriciousness.

The sound of the “fir/where/declare” is so delightful, but what has happened here? Is the fir tree gone, uprooted, now out of place? Or is it just branches and seed-cones carried away from the location of the tree?

The sound of the mowers section is also delightful — and the work of hand mowing is so poetic one could create a whole suite of poems mentioning that kind of work — but it’s also the decapitation of anything above a height, and that’s always been part of the metaphor.

The final segment of the poem suggests a fiercer wind. An unremarkable wind might raise a little sand, but pebbles are being flung.**  A playful March wind might dislodge a hat, but here it’s a steeple that has toppled off its head and the thing is like a run-away carriage.

In my Midwest, tornadoes are a common and feared storm with extraordinarily intense, though localized, winds. Dickinson’s New England has few of these. However, in the fall of 1861 during Dickinson’s most active years as a poet, two hurricanes, storms that can have high winds spread over a larger area, hit New England. Detailed contemporary meteorological measurements for that sort of thing don’t seem to exist, but sustained 60 mph winds are estimated. Ships were damaged, a ship was lost only a mile from the Boston harbor light, there were storm-driven high tides, and so forth. How far inland to Dickinson’s Amherst and at what force level it reached there I can’t say, but Dickinson could have been writing from regional news reports.***

In the many decades since Dickinson wrote her poem, we might not at first be able to hear the runaway roar of storm winds when we brush up against this poem — just the rush and song of Dickinson. So today, I will prod you to sense the mystery of the weather and the wind which we do not control.

For those of you who may have noticed a bit of a break in posts this month, it was not due to anything bad, more at a lot of effort toward new composing and recording. For the first time since last fall, The LYL Band reconvened last week, and you can hear their full folk-rock band performance of my song made from Dickinson’s poem with the audio player below. Has that audio player gadget seemingly blown away? Some ways of viewing this blog suppress showing it, so I provide this highlighted link as a backup.

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*The Dickinson household was engaged in raising some of its own food, with Emily and her mother being known as experts in that field. The landscaping has changed at the Dickinson Homestead, but I understand that fruit trees were part of their domestic garden in Emily’s time.

**An incident from my own life. After a tornado at a branch radio network studio a few decades ago, I got a box containing the studio’s Macintosh tower audio computer to see what could be done for it. I took the computer out of its carton, and opened it to see what I could see, and the interior was packed with pea-sized landscaping gravel that had surrounded the building that housed our branch.

***I first read about the hurricane here.  More about the pair of two Fall 1861 storms and how they impacted Civil War operations at this New York Times story.

The Drunken Singer

~ Frank Hudson ~ Leave a comment

Even though the Parlando Project is about presenting other people’s words,* I sometimes remind myself that I still write poetry and lyrics. Every so often I’ll think of a song, sometimes one I wrote years ago, maybe one that never got a presentable recorded version, and I’ll wonder if I could record it like a regular Parlando Project piece.

“The Drunken Singer”  is one of those songs. It’s well over a decade old, predating the Parlando Project altogether. A couple of coincidental things made it come to mind. At another place online that I participate in, there was a recent thread on another older song, one by the extraordinary singer-songwriter Richard Thompson called “God Loves a Drunk.”   I love Richard Thompson’s work, but his fans sometimes feel called to warn potential listeners that he can be very dark. Like the British Isles folk music that influenced him, he can produce songs of death and misadventure — but he’ll also go another step further and produce songs of even greater bleakness. “God Loves a Drunk”  is one of those.

Early in this Project I told the story of my misapprehension of a folk song of alcoholic abandon “Rye Whiskey.”   I had wondered how my teetotaler great-grandfather could have been fond of it. In the process of working with this Project I discovered it was an oft-performed set-piece for the popular “Cowboy Singer” Tex Ritter, who played the song for laughter by imitating a drunken fool while he sang it. Thompson’s drunk song has no plausible laughter, though it does point out something ironic: that inside their degradation, the alcoholic touches on elemental things about the limits of the human condition.

Thompson’s song, and his performance of it, are skilled and intricate as are the many details he uses in it. None-the-less, it reminded me of this song of mine. “The Drunken Singer”  uses only three sketchily presented incidents, a less-is-more approach that I often favor when writing lyrics or other poetry.**

The Drunken Singer

A part of the inspiration for writing this song: despite my being in the cold-water army, my voice often produces sounds that too are not proper or correct.

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The second reason “The Drunken Singer”  came to mind was that I found myself working this month on a handful of possible songs I could set from poems that referenced singers, and you just heard one of them last post: “The Late Singer”  by William Carlos Williams.

So, these are my reasons for inserting this, my own song, into the Project today. You can hear my new recording of “The Drunken Singer”  with the player gadget you should see below. If there’s no gadget (some ways of viewing this blog suppress it) you can use this highlighted link that will open its own tab with an audio player.

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*New here? The Parlando Project takes those words, usually literary poetry intended for the page, and combines them with music we compose and perform. Because I almost always use poetry in the public domain, I often use poems from the most recent period that has clearly moved into that status: the early 20th century, the era when Modernism emerged. But I don’t keep to the early Modernists only, as an examination of the more than 700 audio pieces available here since we started eight years ago will demonstrate.

**As to the “Are song lyrics poetry?” question, my summary answer is “They are a kind  of poetry.” Do lyricists and literary poets focus on, or stress different things, or work with different expectations? Yes — but the range of what is canonically literary poetry shows those things vary widely within literary poetry too.

This Project knows there’s a tension there between page poetry and songs. I just think it’s fun to work within that tension, to push: to pull, to refer and to connect.

The Late Singer, a song for Spring

~ Frank Hudson ~ Leave a comment

A short post and a short off-the-cuff audio piece today. I keep trying to fit this Project into my life, and this William Carlos Williams’ Spring poem reminds us that it’s never too late to sing.

I had to cancel a more pristine time in my recording space this week. I lost sleep the night before as I prepared fresh material to record, and then woke up early the following morning, anxious to see what I could do performing this new material. Then just as dawn and others woke up, I heard that a mild illness would cancel my plans. Disappointing, but, oh well. If life wasn’t bigger than this Project, what would there be to sing about?

Later that same afternoon I decided that I should do something, anything, with what had been put off. It occurred to me that by the time I’d have an occasion to reschedule I might forget the musical material I had only in my mind, since at this point the songs only existed on simple paper chord sheets, like this one.

The Late Singer

Simple chords for this one, which you can take as an invitation for you to sing this one yourself. The most obscure part of this poem is the “moth-flowers.” I’m not sure what WCW is going for there. Maple trees do have small Spring flowers. I read today that their different flower colors are actually sexually differentiated.  There’s also a moth WCW might have known that is attracted to maple trees.

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Here’s one catch of my recording space: while ramshackle, and having a remarkable sound capturable in the room, is not acoustically isolated. Since outside sound leaks in, recording quieter acoustic instruments requires planning and scheduling. I decided, no matter if it wasn’t quiet there, I should record short, demo versions of the seven songs I was planning to work up. I figured I could do that in an hour or so, and I could afford that time.

I sat down in the space, background noise accepted, and used my Telecaster electric guitar* instead of an acoustic guitar, and ran through the seven songs one after the other. A couple of takes each, a third only if I had a major stumble. Time was so compressed that the first take was largely my own test of my “so far, only in my head” plans for the song.

During that hour I produced this quick & dirty version of William Carlos Williams’ “The Late Singer”  that you can hear below with the audio player you should see. No player?  This highlighted link then.  It occurs to me that Spring itself has its way of being quick and dirty, and we find charm in that.

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*Electric guitar masks much of the leaked noise compared to the sensitive microphones used for acoustic guitar. Some of the leakage into the vocal mic I found I could minimize with software that does a good job of “ducking” that noise. Solo electric guitar with a single singer is not a common musical format. Jazz has some examples, ones using more chops than I have. Some early Blues makes it powerful, but that format was soon superseded by full bands. Jeff Buckley’s outrageously good “Live at Sin-é”  makes me want to put my voice inside a box in a closet and hide it. Billy Bragg, a man more of my utilitarian approach, busked and recorded with just his own electric guitar backing.