"Every now and then a man will come who will reduce to words—as Mr. Ruskin has done—some impression of vivid pleasure which has never been reduced to words before. It is only the great master who makes these advances; by studying his works you may perhaps come somewhere near the mark that he has set." This further word from the same paragraph should influence us to pause with Mr. Ruskin's poetry in prose form for a brief study on our way to the lyrics of Wordsworth and Shelley and Keats, a song from Shakespeare, and some few from the rare, more modern lyricists. I shall trust you to this by-path under the guidance of The Forms of Prose Literature, where you will find passages from such masters of prose as Mr. Ruskin and Mr. Stevenson—passages of surpassing lyric beauty which shall furnish models for your correlated study in Description.
SUGGESTIVE ANALYSIS
I have chosen for suggestive analysis of the lyric, Shelley's ode To a Skylark. I shall analyze in detail only the first five stanzas:
Hail to thee, blithe Spirit!
Bird thou never wert,
That from heaven, or near it
Pourest thy full heart
In profuse strains of unpremeditated art.
Higher still and higher
From the earth thou springest,
Like a cloud of fire
The blue deep thou wingest,
And singing still dost soar, and soaring ever singest.
In the golden lightning
Of the sunken sun
O'er which clouds are brightening,
Thou dost float and run,
Like an unbodied joy whose race is just begun.
The pale purple even
Melts around thy flight;
Like a star of heaven
In the broad daylight
Thou art unseen, but yet I hear thy shrill delight.
Keen as are the arrows
Of that silver sphere
Whose intense lamp narrows
In the white dawn clear,
Until we hardly see, we feel that it is there.
How shall we create an atmosphere for the reading of these verses! How can we catch the spirit of the creator of them! Shall we ever feel ready to voice that first line? Do you know Jules Breton's picture The Lark? Do you love it? Go, then, and stand before it, actually or in imagination. Let something of the spirit which informs that lovely child, lifting her eyes, her head in an attitude of listening rapture, steal over you. I know her power. I have tested it. In reading the "Skylark" with a class of boys and girls from twelve to fourteen years old, I tried the experiment. I happened to have with me a beautiful copy of Breton's picture. I took it to the class-room. I wrote on the blackboard verses of the poem and hung the picture over them. The picture taught them to read the poem. The eyes of the girl became their teacher. I tried the experiment, with a private pupil in my studio, with a somewhat different result. I had told her to bring a copy of Shelley's poems to her next lesson. "Do you know the ode To a Skylark?" I asked. "Yes," she said. A copy of Breton's picture hung on the wall. "Before you open your book look at the picture," I said. She obeyed. Her expression, always radiant, deepened its radiance. "Do you know what the girl is doing?" I asked. "Oh yes, she is listening to the skylark." "How do you know?" "I have heard the skylark sing." "I never have," I said. "Read the poem to me." Now when I read the "Skylark," I see the girl in Jules Breton's picture, but I hear the voice of my English pupil.