imagination can be devised than the stirring narratives and the moving songs written in commemoration of heroic deeds. The man who feels such embodied ideals as worthy of his imitation has gone a long way on the road to patriotism. The flame of patriotism which swept our country at the outbreak of the War, welding together all the sections of our broad land and all our diversified peoples, is a forerunner of the international spirit of the future, the real brotherhood of man. We have, therefore, included poems which have stirred the peoples of other lands, all of whom are now represented in our country. The editors hope that this volume will also prove an acceptable aid in teaching English in secondary schools, arousing and fostering a love for good poetry. In pursuance of this aim, the usual method of beginning with the classical types has been discarded; and the opening section includes selections dealing with phases of the present war, as presenting subject matter not only familiar but also interesting to the boy and girl of to-day. This affords many "points of contact” for the appreciation of poetry as a form of expression. The sections naturally most interesting follow next; for example, the deeds of individual heroes, and great battles on land and sea. They have been selected with a view to their moving quality, both of matter and of rhythm. The last section emphasizes two ideals which make for true citizenship in a democracy: high individual endeavor and recognition of the rights of others. These are necessary in a society recognizing the real brotherhood of man. The good citizen must battle not for his own soul only, but for his brother's also. It is not expected that formal instruction will be given on each of the included poems. Detailed analysis would defeat both of the purposes for which this book is intended. But few of the poems in any section should be assigned for definite study. Many are simple enough to be readily understood by pupils in the first year of high school. Others will appeal only to older students. The notes, which have purposely been made brief, should place" any poem sufficiently to convey its full message or to provide the student with the necessary startingpoint for further investigation. Most of the narratives and lyrics the student should be allowed to enjoy undisturbed by any designed effort to enlarge his vocabulary, or to add to his collection of facts, historical or otherwise. 66 JEAN BROADHURST, APRIL 5, 1919. ACKNOWLEDGMENTS ACKNOWLEDGMENT of valuable criticism is hereby made to Miss Maud Oldham, of the Bayonne High School, and to Miss Frances Caldwell Higgins, of the Bay Ridge High School, Brooklyn. The volunteer services of Miss Alice Forman Wyckoff have relieved the editors of many laborious details. To Miss Stella Center, of the Julia Richman High School, New York City, the editors wish to express special gratitude for unselfish interest and helpful advice. Acknowledgment (in the form preferred by the respective copyright holders) has been made at the end of each poem, except where it is obviously unnecessary. The illustrations are also credited on the pages on which they occur. The editors wish to express their sincere thanks to the many artists, authors, and publishers who have so generously contributed to this collection. Without such coöperation, the cost of a volume of this character would have been prohibitive. CLARA LAWTON RHODES, NEW YORK CITY, |