mething occult and mysterious about poetry that puts it outside the
range of common interests, or to the idea that the technique of verse
must in some way be emphasized. The first step in using poetry
successfully with children is to brush away all these and other
extraneous matters and to realize that poetry is in essence a simple and
natural mode of expression, and that all attempts to explain how poetry
does its work may be left for later stages of study. It is not necessary
even for the teacher to be able to recognize and name all the varieties
of rhythm to be able to present poetry enthusiastically and
understandingly. Least of all is it necessary to have a prescribed list
of the hundred "best poems." Some of the best poems for children would
not belong in any such list.

The selections in this section cover a wide variety. They are not all
equally great, but no teacher can fail to find here something suitable
and interesting for any grade. The few suggestions which it is possible
to make in this brief introduction may best, perhaps, and without any
intention of being exhaustive, be thrown into the form of dogmatic
statements:

1. If in doubt about what to use beyond the
material in the following pages, depend upon
some of the fine collections mentioned in the
bibliography. Every teacher should have access
to Stevenson's _Home Book of Verse for Young
Folks_, which contains many poems from recent
writers as well as the older favorites. If
possible, have the advantage of the fine taste
and judgment of the collections made by Andrew
Lang, Miss Repplier, E. V. Lucas, and as many
of the others as are available.

2. Remember that in poetry, more than
elsewhere, one can present only what one is
really interested in and, as a consequence,
enthusiastic about. Even poems about whose
fitness all judges agree should be omitted
rather than run the risk of deadening them for
children by a dead and formal handling.

3. Mainly, poetry should be presented orally.
The appeal is first to the ear just as in
music. The teacher should read or, better,
recite the poem in order to get the best
results. There should be no effort at
"elocution" in its worst sense, but a simple,
sincere rendering of the language of the poem.
Th