We have próved we have heárts in a caúse: we are nóble stíll.
Tennyson.
Dactyllic:
Very rare in English.
. . . . . . .
While the remainder of the exercises in syllabication and graphic transcription, as described by Dr. Montessori, would seem to follow naturally on the above exercises in the analysis of line stress, it is clear that additional attention must be given to questions of terminology. For the metrical syntheses performed in the tables at the end of the preceding section will not be possible for English poetry unless the child is able to identify the kinds of feet and the kinds of lines. We suggest accordingly two supplementary drills with the card system familiar to the child from his exercises in grammar. The first consists of a list of words, each on a separate card, with the tonic accent marked. Each word with its accent represents a foot (iambus, trochee, anapest, dactyl), indicated on the card in graphic transcription beneath the word:
wóndering
Corresponding to each word is another card bearing simply the graphic transcription and the name of the foot. The exercise, of the greatest simplicity, is to pair off the cards, arranging the words in a column on the table, putting after each the card that describes it. The cards, when properly arranged, read as follows:
| betweén |  iambus |
| |
| móther |  trochee |
| |
| disrepúte |  anapest |
| |
| wónderful |  dactyl |
|
A second stage of this exercise consists in offering a similar series of cards where, however, the word-cards are without the indication of the tonic accent and without the graphic transcription of the measure: