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For the attainment of these ends nothing seems to me better fitted than to embue the youthful mind with genuine poetry; and it is with this view that the poems composing the following volume have been selected. They are necessarily of various degrees of excellence, and various degrees of difficulty. In making the selection, I have been anxious to avoid, on the one hand, poems fit only for the nursery or the infant school. and, on the other, those which require a higher range of thought, and a greater insight into human life than are to be found in youth. It is good gently to stimulate the fancy of the child, and very good to excite the highest thought of the matured mind; but these are not the objects now aimed at. This volume is meant to occupy an intermediate region, and to afford matter of fit instruction for young persons from ten to sixteen years

of

age. In teaching these poems, the great object to be kept in view is, first, that they be understood as far as grammatical and logical structure is concerned, and so far as historical or geographical knowledge is required; and, secondly, that they be felt and appreciated through that mysterious contact of mind with mind in which all true teaching consists. The teacher who rests satisfied with the dead letter of the poem, and does not inspire his pupil with its living spirit performs but half the business of education. It is true that some of these

poems, and parts of many

of them, appeal to higher stages of thought than can by possibility have been reached by young persons. But the teacher will have sufficiently done his duty who assists his pupil to interpret by his own consciousness, so far as that extends, what the poet means, and when he is no longer able to

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understand, to keep him from misunderstanding. The evolutions of life will let him understand that which for the present he cannot comprehend. In every poem, perhaps, in this way there may be something understood and something not understood, and if the unknown is not out of proportion to the known the pupil will be benefited by the study.

A subordinate object, though not an unimportant one, in drawing up this volume, was to bring together a larger collection of truly poetical pieces, fit to be committed to memory, than is at present before the public. In teaching any science it is now pretty generally agreed on, that it is better not to prescribe formulæ to be committed to memory, but to leave each pupil to store up facts, theories, &c., in his own way. But from this it has been too hastily assumed that verbal memory is not worth cultivation. In the old modes of teaching, this faculty was too much appealed to, but, perhaps, in the new it is too little. How far it may be exerted will depend on circumstances and the individual constitutions of pupils; but it may, without risk of contradiction, be asserted, that few will feel it a task to commit to memory one or two of these pieces in the course of a week. In this way a great fund, from which they may in after years draw, will be gradually accumulated. The best words in the best language" will be rendered familiar to them, and indelibly impressed on their memory; their sympathies will be called forth and properly directed, and their taste at once elevated and improved.

E. H. Royal Naval Schools, Greenwich Hospital,

January, 1851,

CONTENTS.

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Bowring

12. Home James Montgomery

Thornson

7 23. The German Rhine. Becker

78 24. The Poet's Wish

Burns

.

95

96

.

Work and Progress.

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Page

Page

1. The Village Blacksmith,

97

versary of the Royal British

Longfellow

System of Education,

122

2. The Printer's Song, Anonymous 99

James Montgomery

3. The Song of the Shirt . Hood 100 21. Try Again

Eliza Cook 123

4. The Lay of the Labourer 102 22. Never Give Up Tupper 125

Hood 23. Courage

Tupper 126

5. There's a Good Time Coming, 105 24. Best Cure for Trouble,

127

Charles Mackay

Anonymous.

6. Never say Fail Anonymous 107 25. Go On

Langley 128

7. The Sluggard

Watts 108 26. No Work the Hardest Work, 129

8. The Moral Change Anticipated

C.F. Orme

by Hope

Campbell 109 27. Labour

.R. M. Milnes 131

9. Daily Work Charles Mackay 110 28. My Own Age,

133

10. Excelsior

Longfellow 111 From Politics for the People.”

11. Knowledge Progressive, Pope 113 29. The Weaver's Song,

134

12. Amelioration and the Future,

Barry Cornwall

Man's Noble Tasks

113 30. Work

Barrett 135

L. E. Landon 31. Song after Labour,

13. Education the Duty of the State, 114

Barry Cornwall

Wordsworth 32 The Builders Longfellow 136

14. Go-a-head.

Goethe 115 33. The Labourer

Gailagher 138

15. Light for All . Anonymous 116 34. The Labourer's Noon-day

16. The Questioner

Nicoll 118 Hymn. Wordsworth 139

17. The Toy of the Giant's Child, 118 35. All have got their work to Do, 141

Richardson

Ernest Warmough

18. The Gleaner Anonymous 120 36. The Dream of the Future, Sharp 142

19. Aspirations of Youth,

121 37. Progress the Law of Nature, 143

James Montgomery

Tennyson

20. Occasional Ode for the Anni. 38. Arouse Thee, Soul Nicull 143

SECTION IV.

The õra and the Znilor.

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Park Benjamin

3. Sea-side Thoughts,

149 14. Sea-Piece

Mrs. Hemans 162

Bernard Barton 15. The Sailor's Mother, Wordsworth 163

4. The Stormy Petrel.

149 16. The Mariner's Song,

164

Barry Cornwall

Allan Cunningham

5. The Ship Foundering . Byron 151 17. The Ship at Sea . Malcolm 165

6. Dangers of the Deep, Southey 152 18. Columbus

Tupper 167

7. The Cast-away Ship,

152 9. Nelson

Tupper 167

James Montgomery

20. Look Aloft, Jonathan Lawrence 168

8. The Sailor Returning to his 21. The Lighthouse . Longfellow 169

Family

Crabbe 156 22. Sir Humphrey Gilbert,

171

9. The Mighty Sea, Mrs. Hemans 157

Longfellow

10. Ye Mariners of England, 158 23. The Wreck of the “ Hesperus," 173

Campbell

Longfellow

11. The Fate of the Oak,

159 24. The Treasures of the Deep, 175

Barry Cornwall

Mrs. Hemans

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