against verbatim memorization, which is certainly
justified when we are considering those subjects which involve primarily
an organization of ideas in terms of problems to be solved, rather than
memory for the particular form of expression of the ideas in question.
It is worth while, however, at every stage of education to use whatever
power children may possess for verbatim memorization, especially in the
field of literature, and to some extent in other fields as well. It
seems to the writers to be worth while to indicate as clearly as
possible in the illustration which follows the method to be employed in
verbatim memorization. As will be easily recognized, the number and
organization of associations are an important consideration. It is
especially important to call attention to the fact that any attempt at
verbatim memorization should follow a very careful thinking through of
the whole selection to be memorized. An organization of the ideas in
terms of that which is most important, and that which can be
subordinated to these larger thoughts, a combination of method of
learning by wholes and by parts, is involved.

It is not easy to indicate fully the method by which one would attempt
to teach to a group of sixth-grade boys or girls Wordsworth's
"Daffodils." The main outline of the method may, however, be indicated
as follows: The first thing to be done is to arouse, in so far as is
possible, some interest and enthusiasm for the poem in question. One
might suggest to the class something of the beauty of the high, rugged
hills, and of the lakes nestling among them in the region which is
called the "Lake Region" in England. The Wordsworth cottage near one of
the lakes, and at the foot of one of the high hills, together with the
walk which is to this day called Wordsworth's Walk, can be brought to
the mind, especially by a teacher who has taken the trouble to know
something of Wordsworth's home life. The enthusiasm of the poet for the
beauties of nature and his enjoyment in walking over the hills and
around the lakes, is suggested by the poem itself. One might suggest to
the pupils that this is the story of a walk which he took one morning
early in the spring.

The attempt will be made from this point on to give the illustration as
the writer might have hoped to have it recorded as presented to a
particular class. The poet tells us first of his loneliness and of the
surprise which was his when he caught sight for the f