Nor should it be forgotten that much of our best poetry is expressed under the form of a symbol. Take, for instance, Longfellow’s little simple lyric, “Excelsior.” Think you that the full meaning of that poem lies upon the surface? Instead of representing the failure of a youth climbing the Alpine peaks of life, does the poem not rather represent the triumph of a soul over all earthly difficulties, freed from every worldly allurement? Is not the voice we hear at the close “from the sky serene and far” but the voice of triumphant immortality?
If the student would indeed know what poetry really means, and what is its function, and what the office of a poet, he should read Tennyson’s “The Poet’s Mind” and “The Lady of Shalott,” the Fifth Book of Mrs. Browning’s “Aurora Leigh,” and her “Musical Instrument,” and Browning’s poem, “Popularity.” In nearly all these poems the meaning is expressed in symbol.
Another thing to remember in the interpretation of poetry is that its value is constant; nor has it one message or meaning for the boy and another for the man. But in order that this may be realized it would be well to take up first for interpretation in the classes the poets whose work is chiefly confined to the lyric, the idyl and the ballad, and leave for mature years—the years of philosophic thought—the study of poets of the more complex and philosophic school.
THE DEGRADATION OF
SCHOLARSHIP
THE DEGRADATION OF SCHOLARSHIP.
Nothing is more evident in this our day than the degradation to which scholarship is subjected at the hands of certain so-called educators. Indeed, it has become a malady which sooner or later must prove fatal to the life and welfare of the body educational. How could it be otherwise when pedantry with all its assumption and presumption usurps the throne of scholarship, and true culture often finds but little welcome in the class-rooms and academic halls of our land?
Nor is this an exaggerated picture of the educational conditions which obtain right here in the Province of Ontario. No person at all acquainted with the character of work done in our primary and secondary schools but knows that in many respects it is not only inferior, but that much that bears the name of scholarship is only the merest pedantry tricked out in the feathers and pomp of a school curriculum.