Robert Frost, "Education by Poetry"
Questions to consider while reading:
This essay by Frost is really what this course is about--"Education by Poetry." Consequently, we will come back to it again and again over the course of the year. Read it first to get an overall impression of its argument; then, read it with the following questions in mind. Your extensive Journal notes should house the answers to these questions:
1. What -- exactly-- does Frost say that "education by poetry" is?
2. What --as exactly as you can find-- does Frost say metaphor is?
3. What --as exactly as you can find-- does Frost say thinking is?
4. What is the authors tone? Where and how does it change?
5. What passages capture your attention, arouse a reaction?
6. What does Frost mean by the term "closeness"?
7. How does Frost organize this piece? Can you connect the different parts?
8. See if you can put in your own words the "Beliefs" that end the essay.
9. What is your reaction to the essay? Is it an emotional one or a logical one?
"Education by Poetry"
["Education by Poetry" was a talk delivered at Amherst College and subsequently revised for publication in the Amherst Graduates Quarterly of February 1931. It is from the conclusion of this Piece that Mr. Frost once extracted the text separately printed under the title The Four Beliefs.]
I am going to urge nothing in my talk. I am not an advocate. I am going to consider a matter, and commit a description. And I am going to describe other colleges than Amherst. Or, rather say all that is good can be taken as about Amherst; all that is bad will be about other colleges.
I know whole colleges where all American poetry is barredwhole colleges. I know whole colleges where all contemporary poetry is barred.
I once heard of a minister who turned his daughterhis poetry-writing daughterout on the street to earn a living, because he said there should be no more books written; God wrote one book, and that was enough. (My friend George Russell, "Æ", has read no literature, lie protests, since just before Chaucer.)
That all seems sufficiently safe, and you can say one thing for it. It takes the onus off the poetry of having to be used to teach children anything. It comes pretty hard on poetry, I sometimes think,what it has to bear in the teaching process.
Then I know whole colleges where, though they let in older poetry, they manage to bar all that is poetical in it by treating it as something other than poetry. It is not so hard to do that. Their reason I have often hunted for. It may be that these people act from a kind of modesty. Who are professors that they should attempt to deal with a thing as high and as fine as poetry? Who are they? There is a certain manly modesty in that.
That is the best general way of settling the problem; treat all poetry as if it were something else than poetry, as if it were syntax, language, science. Then you can even come down into the American and into the contemporary without any special risk.
There is another reason they have, and that is that they arc, first and foremost in life, markers. They have the marking problem to consider. Now, I stand here a teacher of many years experience and I have never complained of having had to mark. I had rather mark anyone for anythingfor his looks, carriage, his ideas, his correctness, his exactness, anything you please,I would rather give him a mark in terms of letters, A, B, C, D than have to use adjectives on him. We are all being marked by each other all the time, classified, ranked, put in our place, and I see no escape from that. I am no sentimentalist. You have got to mark, and you have got to mark, first of all, for accuracy, for correctness. But if I am going to give a mark, that is the least part of my marking. Thc hard part is the part beyond that, the part where the adventure begins.
One other way to rid the curriculum of the poetry nuisance has been considered. More merciful than the others it would neither abolish nor denature the poetry, but only turn it out to disport itself, with the plays and gamesin no wise discredited, though given no credit for. Any one who liked to teach poetically could take his subject, whether English, Latin, Greek or French, out into the nowhere along with the poetry. One side of a sharp line would be left to the rigorous and righteous; the other side would be assigned to the flowery where they would know what could be expected of them. Grade marks where more easily given, of course, in the courses concentrating on correctness and exactness as the only forms of honesty recognized by plain people; a general indefinite mark of X in the courses that scatter brains over taste and opinion. On inquiry I have found no teacher willing to take position on either side of the line, either among the rigors or among the flowers. No one is willing to admit that his discipline is not partly in exactness. No one is willing to admit that his discipline is not partly in taste and enthusiasm.
How shall a man go through college without having been marked for taste and judgment? What will become of him? What will his end be? He will have to take continuation courses for college graduates. He will have to go to night schools. They are having night schools now, you know, for college graduates. Why? Because they have not been educated enough to find their way around in contemporary literature. They dont know what they may safely like in the libraries and galleries. They dont know how to judge an editorial when they see one. They dont know how to judge a political campaign. They dont know when they are being fooled by a metaphor, an analogy, a parable. And metaphor is, of course, what we are talking about. Education by poetry is education by metaphor.
Suppose we stop short of imagination, initiative, enthusiasm, inspiration and originalitydread words. Suppose we dont mark in such things at all. There are still two minimal things, that we have got to take care of, taste and judgment. Americans are supposed to have more judgment than taste, but taste is there to be dealt with. That is what poetry, the only art in the colleges of arts, is there for. I for my part would not be afraid to go in for enthusiasm. There is the enthusiasm like a blinding light, or the enthusiasm of the deafening shout, the crude enthusiasm that you get uneducated by poetry, outside of poetry. It is exemplified in what I might call "sunset raving." You look westward toward the sunset, or if you get up early enough, eastward toward the sunrise, and you rave. It is ohs and ahs with you and no more.
But the enthusiasm I mean is taken through the prism of the intellect and spread on the screen in a color, all the way from hyperbole at one endor overstatement, at one endto understatement at the other end. It is a long strip of dark lines and many colors. Such enthusiasm is one object of all teaching in poetry. I heard wonderful things said about Virgil yesterday, and many of them seemed to me crude enthusiasm, more like a deafening shout, many of them. But one speech had range, something of overstatement, something of statement, and something of understatement. It had all the colors of an enthusiasm passed through an idea.
I would be willing to throw away everything else but that: enthusiasm tamed by metaphor. Let me rest the case there. Enthusiasm tamed to metaphor, tamed to that much of it. I do not think anybody ever knows the discreet use of metaphor, his own and other peoples, the discreet handling of metaphor, unless he has been properly educated in poetry.
Poetry begins in trivial metaphors, pretty metaphors, "grace" metaphors, and goes on to the profoundest thinking that we have. Poetry provides the one permissible way of saying one thing and meaning another. People say, "Why dont you say what you mean?" We never do that, do we, being all of us too much poets. We like to talk in parables and in hints and in indirectionswhether from diffidence or some other instinct.
I have wanted in late years to go further and further in making metaphor the whole of thinking. I find some one now and then to agree with me that all thinking, except mathematical thinking, is metaphorical, or all thinking except scientific thinking. The mathematical might be difficult for me to bring in, but the scientific is easy enough.
Once on a time all the Greeks were busy telling each other what the All wasor was like unto. All was three elements, air, earth, and water (we once thought it was ninety elements; now we think it is only one). All was substance, said another. All was change, said a third. But best and most fruitful was Pythagoras comparison of the universe with number. Number of what? number of feet, pounds, and seconds was the answer, and we had science and all that has followed in science. The metaphor has held and held, breaking down only when it came to the spiritual and psychological or the out of the way places of the physical.
The other day we had a visitor here, a noted scientist, whose latest word to the world has been that the more accurately you know where a thing is, the less accurately you are able to state how fast it is moving. You can see why that would be so, without going back to Zenos problem of the arrows flight. In carrying numbers into the realm of space and at the same time into the realm of time you are mixing metaphors, that is all, and you are in trouble. They wont mix. The two dont go together.
Lets take two or three more of the metaphors now in use to live by. I have just spoken of one of the new ones, a charming mixed metaphor right in the realm of higher mathematics and higher physics: that the more accurately you state where a thing is, the less accurately you will be able to tell how fast it is moving. And, of course, everything is moving. Everything is an event now. Another metaphor. A thing, they say, is all event. Do you believe it is? Not quite. I believe it is almost all event. But I like the comparison of a thing with art event.
I notice another from the same quarter. "In the neighborhood of matter space is something like curved." Isnt that a good one! It seems to me that that is simply and utterly charmingto say that space is something like curved in the neighborhood of matter. "Something like."
Another amusing one is fromwhat is the book?I cant say it now; but here is the metaphor. Its aim is to restore you to your ideas of free will. It wants to give you back your freedom of will. All right, here it is on a platter. You know that you cant tell by name what persons in a certain class will be dead ten years after graduation, but you can tell actuarially how many will be dead. Now, just so this scientist says of the particles of matter flying at a screen, striking a screen; you cant tell what individual particles will collide, but you can say in general that a certain number will strike in a given time. It shows, you see, that the individual particle can come freely. I asked Bohr about that particularly, and he said, "Yes , It is so. It can come when it wills and as it wills; and the action of the individual particle is unpredictable. But it is not so of the action of the mass. There you can predict." He says, "That gives the individual atom its freedom, but the mass its necessity.
Another metaphor that has interested us in our time and has done all our thinking for us is the metaphor of evolution. Never mind going into the Latin word. The metaphor is simply the metaphor of the growing plant or of the growing thing. And somebody very brilliantly, quite a while ago, said that the whole universe, the whole of everything, was like unto a growing thing. That is all. I know the metaphor will break down at some point, but it has not failed everywhere. It is a very brilliant metaphor, I acknowledge, though I myself get too tired of the kind of essay that talks about the evolution of candy, we will say, or the evolution of elevatorsthe evolution of this, that, and the other. Everything is evolution. I emancipate myself by simply saying that I didnt get up the metaphor and so am not much interested in it.
What I am pointing out is that unless you are at home in the metaphor, unless you have had your proper poetical education in the metaphor, you are not safe anywhere . Because you are not at ease with figurative values: you dont know the metaphor in its strength and its weakness. You dont know how far you may expect to ride it and when it may break down with you. You are not safe with science; you are not safe in history. In history, for instanceto show that [it] is the same in history as elsewhereI heard somebody say yesterday that Aeneas was to be likened unto (those words, "likened unto"!) George Washington. He was that type of national hero, the middle-class man, not thinking of being a hero at all, bent on building the future, bent on his children, his descendents. A good metaphor, as far as it goes, and you must know how far. And then he added that Odysseus should be likened unto Theodore Roosevelt. I dont think that is so good. Someone visiting Gibbon at the point of death, said he was the same Gibbon as of old, still at his parallels.
Take the way we have been led into our present position morally, the world over. It is by a sort of metaphorical gradient. There is a kind of thinkingto speak metaphoricallythere is a kind of thinking you might say was endemic in the brothel. It was always there. And every now and then in some mysterious way it becomes epidemic in the world. And how does it do so? By suing all the good words that virtue has invented to maintain virtue. It uses honesty, first,frankness, sinceritythose words; picks them up, uses them. "In the name of honesty, lust us see what we are." You know. And then it picks up the word joy. "Let us in the name of joy, which is the enemy of our ancestors, the Puritans . . . Let us in the name of joy, which is the enemy of the kill-joy Puritan. . ." You see. "Let us," and so on. And then, "In the name of health . . ." Health is another good word. And that is the metaphor Freudianism trades on, mental health. And the first thing we know, it has us all in up to the top knot. I suppose we may blame the artists a good deal, because they are great people to spread by metaphor. The stage toothe stage is always a good intermediary between the two worlds, the under and the upper,if I may say so without personal prejudice to the stage.
In all this I have only been saying that the devil can quote Scripture, which simply means that the good words you have lying around the devil can use for his purposes as well as anybody else. Never mind about my morality. I am not here to urge anything. I dont care whether the world is good or badnot on any particular day.
Let me ask you to watch a metaphor breaking down here before you.
Somebody said to me a little while ago, "It is easy enough for me to think of the universe as a machine, as a mechanism."
I said, "You mean the universe is like a machine?"
He said, "No. I think it is one . . . Well, it is like . . ."
"I think you mean the universe is like a machine."
"All right. Let it go at that."
I asked him, "Did you ever see a machine without a pedal for the foot, or a lever for the hand, or a button for the finger?"
He said, "Nono."
I said, "All right. Is the universe like that?"
And he said, "No. I mean it is like a machine, only . . ."
". . . it is different from a machine," I said.
He wanted to go just that far with that metaphor and no further. And so do we all. All metaphor breaks down somewhere. That is the beauty of it. It is touch and go with the metaphor, and until you have lived with it long enough you dont know when it is going. You dont know how much you can get out of it and when it will cease to yield. It is a very living thing. It is as life itself.
I have heard this ever since I can remember , and ever since I have taught: the teacher must teach the pupil to think. I saw a teacher once going around in a great school and snapping pupils heads with thumb and finger and saying, "Think." That was when thinking was becoming the fashion. The fashion hasnt yet quite gone out.
We still ask boys in college to think, as in the nineties, but we seldom tell them what thinking means; we seldom tell them it is just putting this and that together; it is just saying one thing in terms of another. To tell them is to set their feet on the first rung of a ladder the top of which sticks through the sky.
Greatest of all attempts to say one thing in terms of another is the philosophical attempt to say matter in terms of spirit, or spirit in terms of matter, to make the final unity. That is the greatest attempt that ever failed. We stop just short there. But it is the height of poetry, the height of all thinking, the height of all poetic thinking, that attempt to say matter in terms of spirit and spirit in terms of matter. It is wrong to anybody a materialist simply because he tries to say spirit in terms of matter, as if that were a sin. Materialism is not the attempt to say all in terms of matter. The only materialistbe he poet, teacher, scientist, politician, or statesmanis the man who gets lost in his material without a gathering metaphor to throw it into shape and order. He is the lost soul.
We ask people to think, and we dont show them what thinking is. Somebody says we dont need to show them how to think; bye and bye they will think. We will give them the forms of sentences and, if they have any ideas, their they will know how to write them. But that is preposterous. All there is to writing is having ideas. To learn to write is to learn to have ideas.
The first little metaphor . . . Take some of the trivial ones. I would rather have trivial ones of my own to live by than the big ones of other people.