Music and Literature

Author(s): ANNE E. PIERCE

Source: The Elementary English Review, Vol. 9, No. 6 (JUNE 1932), pp. 147-150
Published by: National Council of Teachers of English
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 THE ELEMENTARY
ENGLISH REVIEW

Vol. IX JUNE 1932 No. 6

Music and Literature

ANNE E. PIERCE
Head of Department of Music
University of Iowa Experimental Schools

alone and unfold her sheep in the night, and

figured prominently among the devices fears no manner of ill, because she means
FOR figured a considerable prominently time, among correlation the devices has
used by elementary school teachers to none; yet, to say truth, she is never alone, she
arouse interest in a subject and to make it is still accompanied with old songs, honest
function more effectively in the lives of pupils. thoughts, and prayers, but short ones."
In many cases, this linking has been merely In selecting material in which music and
incidental and has brought forth no signifi-
poetry play rôles of equal importance, it
cant results. In some schools, however, a
should be borne in mind that many poems
systematic and vital relationship has been were intended to be sung rather than read or
developed enriching all materials involved. recited, for, in many cases they have been
In this association probably no subject rivals inspired by some old tune. It is said that
music in its usefulness, for by its very nature
Robert Burns wrote his poems always with
it is closely allied with history, geography, some melody in mind and it is indeed difficult
and art, and it has a great affinity for litera-
to disassociate the two. One unconsciously
ture.
links the words and the music in:
Obviously this is particularly true in the
field of song, for without words, songs lose My heart's in the Highlands, my heart
is not here,
their identity. Because of this close relation-
ship, they can, when rightly selected and My heart's in the Highlands, a-chasing
the deer,
taught, be invaluable aids in teachings litera-
ture. Singing a song which skilfully combines Ä-chasing the wild deer and following
words and music intensifies and clarifies the the roe,

meaning of a poem. Not only is it more My heart's in the Highlands wherever

easily memorized, but its impression, without I go.
doubt, is made more lasting through the Likewise, it is almost impossible for us to
melody, and it will thereby be recalled more repeat, without lapsing into the tune, "Now
readily and used more frequently. Indeed, it is the month of Maying," "Come lasses and
may become a constant companion - a fact lads get leave of your dads," "Frog went a'
aptly stated by Sir Thomas Overbury in his courtin' and he did ride, hm - , hm - ," or
description of a dairy maid: "She dares go "There was a shepherd maiden."
147

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148 THE ELEMENTARY ENGLISH REVIEW

Most ballads sing themselves. In fact, they Through music, boys and girls can, in a
were meant to be sung, and such stirring tales pleasant and easy way, become acquainted
as "John Peel," "The Lincolnshire Poacher," with the folk-lore of our own country. The
"Wraggle Taggle Gypsies," "Widdecombe songs of the mountaineers, pioneers, and cow-
Fair," and "Duke Marlborough" lose much of boys oifer many opportunities which will
their vitality when divorced from music. Chil- prove of lasting interest to them. Such ballads
dren are fascinated with the song of the im- of the plains as "Home on the Range" and
mortal "Chevy Chase," the ballad by which "The Old Chisholm Trail," the mountaineer
the heart of Sir Philip was "moved more than song "Grandma Grunts" which tells why
with a trumpet," and to the ancient story of "boys can whistle but girls must sing," and
"Sir Patrick Spens," "the best sailor who sails the negro lullaby in which the pickaninnies
upon the sea." The song of "Barbara Allen," are enticed to sleep by promises of "short'nin'
for love of whom poor Jemmy died, has lost bread" are ever sources of delight.
none of its charm throughout the years. Pepys The use of songs is not limited to folk-
in his diary for January 2, 1666, records that literature, however, for many of our standard
he was in "perfect delight" at hearing Mrs. poems can be learned through music. For
Knipp, the famous actress, sing this old example, Ethelbert Nevin added a plaintive
Scotch air. Goldsmith also admired it; and appealing melody to Eugene Fields'
Horace Greeley says his mother's singing it "Little Boy Blue" which children like to sing.
was one of his earliest recollections, and Likewise, Reginald DeKoven waa inspired by
many children today name it among their "Wynken, Blynken and Nod." Eleanor Smith,
favorite songs. The story of "Sir Eglamore" among others, has made use of the Robert
"that valiant knight" with its repetition of Louis Stevenson poems, Edward German com-
"fa la lanky down dilly" gains an enthusiastic posed a song for "Rolling down to Rio," the
response from the average group of children words by Rudyard Kipling, Schubert's music
in the intermediate grades and "Bonnie has made Shakespeare's poem "Hark, Hark
George Campbell," a poignant lament for a the Lark" familiar to many, and Barnby and
Scotch nobleman killed in battle in 1594, Tennyson share is making "Sweet and Low"
needs only to be sung to arouse lasting inter- almost universally known. The long account
est, the words and the melody carrying their of "Hiawatha's Childhood" is no deterrence to
own message:
memorizing when set to attractive music.
Selections from the Bible can be learned in
Hie upon Hielands and laigh upon Tay,
Bonnie George Campbell rode out on a day ; no better way than through the arias "He
He saddled, he bridled, and gallant rode he, Shall Feed His Flock" by Handel, "But the
And home cam his guid horse but never Lord is Mindful of His Own," and "Oh Rest
cam he! in the Lord" by Mendelssohn, thus making
traditional literature and music part of the
Down cam his mither dear, greetin' fu sair ; child's heritage.
And out cam his bonnie wife, rivin' her
Although not possessing musical settings,
hair;
many poems have been written about music
"My meadows lie green, and my corn is
which, if presented in connection with them,
unshorn,
contribute greatly to their interest and mean-
My barn is to bigg, and I'm left a' forlorn!"
ing. Eliot's poem "Stradivarius" makes direct
Saddled and booted and bridled rode he, appeal when introduced with the music of the
A plume in his helmet, a sword at his knee; violin, while Mrs. Browning's picturesque ac-
But toom cam the saddle a' bluidy to see, count of a musical instrument is more delight-
Oh, hame came his guid horse, but never ful when pupils know how the Pipes of Pan
cam he! sound and that the instrument of that fanciful

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 MUSIC AND LITERATURE 149

tale exists in various forms today. Shake- Dropping pebbles in the wave, fancies
speare's "Orpheus and His Lute" is effective into fancies.
when the lute is described and heard and [from Bui wer]
the "Pied Piper" can be re-incarnated with
well-chosen music.
Frequently poets and musicians use the
On the other hand, many musical composi- same subject for their compositions, brooks,
tions have been based on literature. Mac-
birds, and nature in all its forms serving as
Dowell re-told in tone the fairy tale "Of a an inspiration to both. The homely spinning
Tailor and a Bear" so that in imagination wheel is used by Longfellow in "The Court-
one almost sees that grizzly animal ambling ship of Miles Standish;" Mendelsohn gives a
about to the music of the tailor's fiddle. Joel vivid picture of its "hum, hum, hum" as the
Chandler Harris' "Uncle Remus" and "Br'er
thread is wound on the bobbin, and Wagner,
Rabbit" are also realistically portrayed by in the "Spinning Chorus" from "The Flying
this same composer. Mendelssohn made use Dutchman," tells of the sad Senta who sits in
of Shakespeare's Midsummer Night's Dream ; a melancholy attitude amidst her friends who
Tschaikowsky's "Nutcracker Suite" recounts are spinning and singing to the whirring ac-
Hoffman's story of the nutcracker and the companiment of the violin these words : "whir
mouse king, and Grieg, through his music, and spin thou lovely maiden." Longfellow
made the adventures of Peer Gynt familiar.
wrote of the Meistersingers of Nuremburg
In the tone poem, "The Sorcerer's Appren- while Wagner honored this guild in an opera.
tice," by the French composer, Dukas, the Wordsworth thought the cuckoo worthy of a
antics of the broom and the bewilderment of
poem, and Daquin paid homage to this bird
the apprentice are vividly described, while in an instrumental composition, "The Cuc-
"Til Eulenspiegel" has lost none of his koo."
roguishness in the Strauss composition.
The correlations just enumerated are those
While music may be used to illustrate and
which are most commonly practiced. The
enhance the mood of certain poems and
use of music in the literature period is, how-
stories, literature, in no less degree, often
ever, not necessarily limited to such pro-
helps interpret music. This is well illustrated
cedures. For example, it has been found an
by MacDowell who frequently prefaced his
excellent means of stimulating creative writ-
compositions with suitable poems. In "The
ing. Some time ago, a group of second grade
Eagle," one of a group of selections entitled
children reading about Robin Hood asked for
"Four Little Poems," he employed with tell-
a song which would tell of his adventures.
ing effect Tennyson's word picture of that
When no suitable one was forthcoming, the
mighty bird :
instructor suggested that members of the class
He clasps the crag with crooked hands, compose one which might meet the qualifi-
Close to the sun in lonely lands, cations set up. A few days later the follow-
Ring'd with the azure world he stands. ing composition was offered:

The wrinkled sea beneath him crawls

Robin, Robin, Robin Hood
He watches from his mountain walls, Blows three bugle notes;
And like a thunderbolt he falls!
Here they come on the run
Out of the green woods.
And in the same way appears "The Brook:"
Gay below the cowslip bank, see the Friar Tuck and Little John
billow dances Are great pals you know,
There I lay, beguiling time - when I One is fat, one is thin,
liv'd romances; Both can give great blows.

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150 THE ELEMENTARY ENGLISH REVIEW

Other Robin Hood songs followed in quick "Passing By," "The Keeper," "Begone Dull
succession. However, creative efforts were Care," and "Come Here's to Robin Hood."
not confined to this one field of interest, as Another effective dramatization by a fourth
the following will attest: grade was based on the fanciful story of
"Hansel and Gretei" in which German folk
The Spring Song music was used, much of which was taken
The flowers come so early from Humperdinck's opera of the same name.
So early in spring In a similar manner, third grade pupils wrote
They nod their heads so gaily a play about the pioneers and frontiersmen
And seem to dance and sing. in American history, featuring songs and sing-
ing-games of their times.
The Brook Music and literature have also been useful
The water ripples on the brook in school assembly programs. Dramatizations
On summer nights and days of ballads as "Get Up and Bar the Door,"
It ripples very, very much "My Man John," and "Bring a Torch,"
But never makes big waves. "Jeanette-Isabella," with talks about songs
and poems, motivate the work for both litera-
At the Seashore ture and music teacher and at the same time

One day as I was playing acquaint others with material that is enter-
A-playing in the sand, taining as well as educational. Likewise music
I came upon a turtle, may be a handmaid in the composition class.
That was dozing in the sand. It has not been an unusual occurrence to have
the listening lesson in music followed by
One day as I was playing themes, stories, and descriptions that rival the
A-playing in the sand, product of more mature authors.
I came upon a seashell pink Ezra Pound once said "Poetry withers and
And thought it was quite grand. dries out when it leaves music, or at least
imagined music, too far behind it." How-
One day as I was playing ever, it should be remembered that a forced
A-playing in the sand, association of subjects is highly undesirable
I caught a little silver fish and e serves merely to clutter up the lesson.
And baked it in a pan. Correlation is valuable only when it contri-
butes to each subject involved. Frequently
Apparently in these children the friendli- a spontaneous association developed by the
ness of words and music is well demonstrated, pupils themselves is far more effective than
exemplifying Mr. Gibbon's statement that a detailed plan worked out by the teacher.
"poetry is amphibious, living half in the Yet, as in all teaching activities, well-consid-
words and half in the music."
ered plans tend to produce worthwhile results.
Still a different form of creative effort and Moreover, the teacher who makes no use of
correlation was carried on by a class of older the many avenues of inter-relationship exist-
boys and girls who, also reading about Robin ing between the subjects of the curriculum
Hood and his bold companions and singing loses valuable opportunities to cultivate
songs about them, were inspired to write a breadth of information and to stimulate in-
play. Various episodes in this famous out- terest in his pupils. The suggestions as to
law's life were graphically portrayed and old association of music and literature here given
English songs appropriate to the action were are in no sense comprehensive, but are only
introduced. Among these were "The Sun is hints at some of the possibilities open to
Rising," "It was a Lover and His Lass," teachers of these subjects.

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