Tag Archives: rhyme

Poems on Poets: George Simmers, ‘Poets in Residence’

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The Head was ambitious and nobody’s fool,
A big man, efficient, and proud of his school.

At the start of the term, as he sorted his post,
The item of mail that intrigued him the most

Was a piece puffing National Poetry Day,
Including a list of the poets who’d stay

And workshop and somehow persuade the whole school
That poets were ‘groovy’ and poems were ‘cool’.

‘Here’s status,’ the Head thought. ‘It’s not to be missed.’
The one problem, though, was the names on the list;

Though doubtless they wrote quite respectable stuff,
Not one of them, frankly, was famous enough.

His school deserved more; his ambition took wing,
And so he decided to do his own thing.

With his usual flair, and with chutzpah exquisite,
He invited the whole English canon to visit.

Geoffrey Chaucer came first, on an equable horse,
And Spenser, and Marlowe, and Shakespeare, of course

(Who was grabbed by the teachers of English, imploring
‘Do come and persuade the Year Nines you’re not boring.’)

Keats arrived coughing, Kipling marched vigorously;
Matthew Arnold began to inspect the school rigorously –

Which delighted the Head, who with pride and elation
Showed the bards of the ages today’s education.

Vaughan was ecstatic, though Clough was more sceptical.
Ernest Dowson puked up in a litter receptacle.

Coleridge sneaked off to discover the rates
Of an unshaven person outside the school gates;

Soon he’d sunk in a private and picturesque dream,
While Auden was ogling the basketball team.

Plath lectured the girls: ‘Get ahead! Go insane!’
Algernon Swinburne cried: ‘Bring back the cane!’

Dylan Thomas soon found the head’s cupboard of booze,
And Swift was disdainfully sniffing the loos.

And then the Head twigged, with a horrified jolt,
That something had sparked a Romantic revolt.

Shelley’d gathered the students out in the main quad,
And roused them to rise against school, Head, and God.

Byron soon joined him, and started to speak.
(He showed his best profile, and spouted in Greek.)

The bards of the thirties were equally Red,
And Milton explained how to chop off a head.

Decadents undermined all the foundations.
Surrealists threw lobsters and rancid carnations.

Pre-Raphaelites trashed the technology room
And the First World War poets trudged off to their doom.

Sidney with gallantry led a great charge in
(Tennyson cheering them on from the margin).

The Deputy Head, who was rather a dope,
Got precisely impaled on a couplet by Pope

(Who, while not so Romantic, was never the chap
To run from a fight or keep out of a scrap).

Then the whole solid edifice started to shake
As it was prophetically blasted by Blake. 

Soon the School was destroyed. Eliot paced through the waste,
And reflected with sorrow and learning and taste,

Which he fused in a poem, an excellent thing,
Though rather obscure and a little right-wing.

He gave this to the Head, who just threw it aside
As he knelt by the wreck of his school, and he cried

Salty tears that went fizz as they hit the school’s ashes.
He said words that I’d better imply by mere dashes:

‘——– Poets! ——– Poetry – rhyme and free verse!
Let them wilt in the face of a Headmaster’s curse!

‘Let poetry wither! How sweet it would be
If all of the world were prosaic as me!’

*****

George Simmers writes: “Poets in Residence was written as a celebration of National Poetry Day many years ago. Several people had been mouthing blandly off about how lovely poetry was in contrast to that horrible pop music young people listen to. Schools were being encouraged to give children a lot of poetry because it was nice and beautiful, and would make them nice. ‘Do these people have no idea of how incendiary the English canon is?’ I wondered. I really enjoyed demolishing the school around the ears of the pompous and pretentious head. I was a teacher at the time.”

George Simmers used to be a teacher; now he spends much of his time researching literature written during and after the First World War. He has edited Snakeskin since 1995. It is probably the oldest-established poetry zine on the Internet. His work appears in several Potcake Chapbooks, and his recent diverse collection is ‘Old and Bookish’.

Photo: “Ndélé highschool student in front of destroyed school” by hdptcar is licensed under CC BY 2.0.

Opinion: ‘Rhymes’ by Zach Weinersmith

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John Milton was perfectly capable of expressing himself in rhyme, as in his Petrarchan sonnet on his blindness, When I Consider How My Light Is Spent. Paradise Lost attracted a lot of criticism for its boring lack of rhyme (as well as a lot of unthinking religious approval for its wretched matter). At the front of the second edition of his Paradise Lost in 1674, John Milton defends his books-long use of blank verse:

“The measure is English heroic verse without rime, as that of Homer in Greek, and of Virgil in Latin—rime being no necessary adjunct or true ornament of poem or good verse, in longer works especially, but the invention of a barbarous age, to set off wretched matter and lame metre; graced indeed since by the use of some famous modern poets, carried away by custom, but much to their own vexation, hindrance, and constraint to express many things otherwise, and for the most part worse, than else they would have expressed them. Not without cause therefore some both Italian and Spanish poets of prime note have rejected rime both in longer and shorter works, as have also long since our best English tragedies, as a thing of itself, to all judicious ears, trivial and of no true musical delight; which consists only in apt numbers, fit quantity of syllables, and the sense variously drawn out from one verse into another, not in the jingling sound of like endings—a fault avoided by the learned ancients both in poetry and all good oratory. This neglect then of rime so little is to be taken for a defect, though it may seem so perhaps to vulgar readers, that it rather is to be esteemed an example set, the first in English, of ancient liberty recovered to heroic poem from the troublesome and modern bondage of riming.”

Tell that to Geoffrey Chaucer; his Canterbury Tales is longer, rhymed, more varied and more engaging. As Samuel Johnson wrote, “Milton formed his scheme of versification by the poets of Greece and Rome, whom he proposed to himself for his models so far as the difference of his language from theirs would permit the imitation.” And that’s the problem: Greek and Latin poems are simply not appropriate models for a Germanic language’s poetry.

One of the benefits of rhyme is that it prevents a writer from rambling on fluffily and indefinitely, the way anyone capable of writing blank verse can do. Indeed, when you look at a modern poet’s recent collection you are likely to see short, tight half-page pieces that rhyme, and longer, looser multi-page pieces that don’t. I invariably prefer the former. I find them more enjoyable to read, more succinctly expressed, easier to appreciate, more fun to remember and quote. The others are just lazy, uninspired fillers, or politico-religious pamphlets where zeal has replaced poetry… cf. Paradise Lost.

Illustration: ‘Rhymes‘ by Zach Weinersmith, who publishes a Saturday Morning Breakfast Comics (or SMBC) cartoon daily. He is the author of several brilliant and provocative books, including the previously reviewed ‘Shakespeare’s Sonnets: Abridged Beyond the Point of Usefulness‘.

Using form: couplets: George Simmers, ‘Trigger Warning’

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Reading this do not expect
An unconditional respect

This poem is an unsafe space
You may be told things to your face

This poem may not feel the need
To be polite about your creed

It may not think your origins
Excuse your weaknesses or sins

It maybe will not lend its voice
To validate your lifestyle choice

It may resist attempts to curb
Its power to worry or disturb

It may not think its task to be
To flatter your identity

Although its author’s male and white
It may perhaps assert the right

To speak of gender and of race.
This poem is an unsafe space

*****

George Simmers continues to be amazed and amused by the warnings that some University lecturers seem to think it essential to give their students.  He writes: “Last week there was a warning that Jane Austen’s novels contain some outdated sexual attitudes. The week before that, students thinking of taking a course on tragedy needed to be told that it might contain references to violence and other disturbing themes. The week before that someone was worried that Peter Pan contained material that some students might find it hard to cope with. Why is this? Are the lecturers afraid of legal action from the helicopter parents who are the plague of some University departments today? Or do they really feel that their students are all delicate blossoms? Or do the warnings reflect their own discomfort with the canonical material they are obliged to teach? In the past people often did not think or behave the way that responsible modern people think they should have. It must be worrying.”

Editor’s comments: Poems written as a string of rhyming couplets can quickly start to feel mechanical and boring, but they are very effective when a straightforward list of ideas is being presented, as in this poem by Simmers. ‘The Latest Decalogue‘ by Arthur Hugh Clough is a classic of good usage (and also a classic of “unsafe space”).

George Simmers used to be a teacher; now he spends much of his time researching literature written during and after the First World War. He has edited Snakeskin since 1995. It is probably the oldest-established poetry zine on the Internet. His work appears in several Potcake Chapbooks. ‘Trigger Warning’ is from his ‘Old and Bookish‘ collection of poems.
https://greatwarfiction.wordpress.com/
http://www.snakeskinpoetry.co.uk/

Photo: “trigger warning” by lostcosmonaut is licensed under CC BY-NC-SA 2.0.

Poem: ‘Some Fling Away’

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Some fling away
Some stay and cling—
Each their own Way
To do their own thing.

Sacrifice meaning
For love of the rhyme;
Know that in dreaming
You make up the time.

Sacrifice meaning—
When thought becomes sight
Your soul from its mole-hole
Blinks into life-light.

*****

An early poem, from when I was searching for meaning and questioning the various Meanings that were presented. Decades later, I feel the answer to the meaning of everything is best expressed by Leonard Cohen at the end of Tower of Song. That, and by John Cleese in the photo’s poster, and Douglas Adams’ “42”. Do your own thing, indeed; and keep dreaming and rhyming.

‘Some Fling Away’ was first published in ‘Metverse Muse‘ in India.

“Do Your Own Thing” by mikecogh is licensed under CC BY-SA 2.0.

Potcake Poet’s Choice: Michael R. Burch, ‘The People Loved What They Had Loved Before’

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We did not worship at the shrine of tears;
we knew not to believe, not to confess.
And so, ahemming victors, to false cheers,
we wrote off love, we gave a stern address
to bards whose methods irked us, greats of yore.
And the people loved what they had loved before.

We did not build stone monuments to stand
six hundred years and grow more strong and arch
like bridges from the people to the Land
beyond their reach. Instead, we played a march,
pale Neros, sparking flames from door to door.
And the people loved what they had loved before.

We could not pipe of cheer, or even woe.
We played a minor air of Ire (in E).
The sheep chose to ignore us, even though,
long destitute, we plied our songs for free.
We wrote, rewrote and warbled one same score.
And the people loved what they had loved before.

At last outlandish wailing, we confess,
ensued, because no listeners were left.
We built a shrine to tears: our goddess less
divine than man, and, like us, long bereft.
We stooped to love too late, too Learned to whore.
And the people loved what they had loved before.

*****

Michael R. Burch writes: “If I remember correctly, the poem was written after I read some disparaging comments by Formalists about Keats and Shelley being ‘too emotional.’ In the poem I make fun of the naysayers by pointing out how they now wail about a lack of attention from readers. I was also told by poets on Eratosphere – I call it ErraticSphere – not to use the word ‘love’ in a love poem and to avoid abstractions and personification. Such wisdom! When I pointed out that Erato was the abstract personification of love poetry, I was banned for life! So I worked that into the poem: ‘We wrote off love.’ One might think the wailing poets are free versers, but the inspiration for the poem was actually Formalists who object to abstract language, personifications and even the word ‘love’ in modern poetry.”

Michael R. Burch is an American poet who lives in Nashville, Tennessee with his wife Beth and two outrageously spoiled puppies. Burch’s poems, translations, essays, articles, reviews, short stories, epigrams, quotes, puns, jokes and letters have appeared more than 7,000 times in publications which include TIME, USA Today, The Hindu, BBC Radio 3, CNN.com, Daily Kos, The Washington Post and hundreds of literary journals, websites and blogs. Burch is also the founder and editor-in-chief of The HyperTexts, a former columnist for the Nashville City Paper, and, according to Google’s rankings, a relevant online publisher of poems about the Holocaust, Hiroshima, the Trail of Tears, Darfur, Gaza and the Palestinian Nakba. Burch’s poetry has been taught in high schools and universities, translated into fifteen languages, incorporated into three plays and two operas, set to music by twenty composers, recited or otherwise employed in more than forty YouTube videos, and used to provide book titles to two other authors. To read the best poems of Mike Burch in his own opinion, with his comments, please click here: Michael R. Burch Best Poems.

Photo: “Folk Band” by garryknight is licensed under CC BY 2.0.

Calling the Poem: 12. ‘Memorableness’

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That* for an idea, for an idea’s transmission.
But that isn’t poetry. Poetry’s mission
is memory – every quick trick of the tongue
to give ear-to-mouth memory,
words sung and strung
from an ear to an ear,
bearing clear repetition,
not just the idea,
but the idea’s expression,
silk wrapping the emery –
rhythm and rhyme,
form, pattern, compression,
feet, movements, beat, time,
iter-, reiter- and alliteration,
sense, nonsense and assonance, insinuation,
barbs and allusions,
hooks, jokes and confusions,
directions, inflections, creating connections…
So memory favours your chanting, reciting,
enchanting beyond all mere reading and writing –
and magicking into the mind of forever.
You’ve taken control of poetic endeavour.

*****

*The first word, “That”, is referring back to the previous poem in the e-chapbook’s sequence, dealing with the process of obtaining the thoughts and ideas for a poem. This poem shifts the focus to the wordsmithing that makes a poem word-for-word memorable, memorisable, repeatable, recitable.

Consider the pieces of verse that are easiest for you, personally, to recite… nursery rhymes, passages of Shakespeare, bits of Tennyson’s ‘Charge of the Light Brigade’, quatrains from FitzGerald’s ‘Rubaiyat of Omar Khayyam’, an Emily Dickinson or Edward Lear poem?

Then consider how many prose passages of similar length you can recite – perhaps a Bible passage or part of Lincoln’s ‘Gettysburg Address‘? There will be some, prose passages you have heard many, many times. But poetry is going to win out over prose by number of pieces, length of pieces, and accuracy, because poetry is deliberately uses a variety of tricks that make memorisation as easy as possible.

Poetry is not just the idea but also, essentially, the idea’s expression.

Photo: “Maori Chant” by pietroizzo is licensed under CC BY-NC-SA 2.0.

Review: ‘By Heart – 101 poems to remember’, ed. Ted Hughes

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This book’s theme is the memorisation of poems, and there are things I like and things I don’t like about both Ted Hughes’ introduction to the subject and the 101 poems that he has chosen.

First, the introduction. I like that it encourages people to learn poems by heart. But although the book’s title is ‘By Heart‘, Hughes instead teaches ‘by head’. His method is extremely cerebral, using the kind of image-association-chain taught by neuro-linguisitic program consultants to help you remember the names of business associates and clients. Hughes would have you construct a Cumberbatch-Sherlock Holmes ‘mind palace’. Taking Hopkins’ poem ‘Inversnaid’ as an example, Hughes explains that the opening lines
This darksome burn, horseback brown,
His rollrock highroad roaring down,
can be dealt with as follows:
For ‘peaty burn’ it might be enough simply to imagine, like a frame in a colour film, a dark torrential mountain stream coming down among boulders. But to make sure it is ‘burn’ and not ‘stream’ that you remember, it might be better to imagine the stream actually burning, sending up flames and smoke: a cascade of dark fire, scorching the banks. The next item, ‘brown horse’, now has to be connected to the burning stream. The most obvious short-cut is to put the horse in the torrent of fire, trying to scramble out – possibly with its mane in flames.
He then goes on to connect it to the horse causing an avalanche (rollrock highroad) which comes down on a lion (roaring down), and so on.

My difficulty with all this is that the images he is creating are simply not what the poem is about. When Hopkins writes ‘burn’ meaning stream, it’s not appropriate to set it on fire. Of course the poem summons up images, and they are useful for memorizing… but for godssake, why not think of it as a Scottish stream rather than setting it on fire? The burn is brown and in spate, and rocks are rolling down it and it makes a roaring noise – and that is the picture you can hold in your head as you recite Hopkins’ lovely rich words, without having to involve fires, animals and avalanches.

It seems to me that Hughes is in danger of losing the beauty of the actual poem by going through his ‘mind palace’ activities. He appears to be reducing the memorisation of poetry to a party trick, performed at the expense of the poem itself. If he didn’t love the poem for its actual imagery, what did he love it for? When he memorised a poem, did he check it off and then forget it? Wouldn’t all the peripheral imagery have gotten in the way when he tried to recite the poem a few decades later? Better and safer to my mind to stay with the essential images and the richness of the language, rather than setting fire to a stream because the poet uses the word ‘burn’.

And this leads in to my thoughts about the selection of the 101 poems to be learnt by heart. Auden, Blake, Dickinson, Eliot, Frost, Wordsworth and Yeats each get at least five poems, and Shakespeare over a dozen. The less-represented poets are a wider mix, from John Betjeman to Elizabeth Bishop, Elizabeth Barrett Browning, Lewis Carroll… The poems themselves are interesting, and many of them are perfect for memorising, so it is a worthwhile read.

But I don’t think it appropriate to waste five or six pages on the 130 or 170 lines of Blake’s ‘Auguries of Innocence’ or Wordsworth’s ‘Tintern Abbey’. Perhaps Ted Hughes learnt those two along with Blake’s ‘The Tyger’ and Wordsworth’s ‘Upon Westminster Bridge’, but the latter two are far more suitable than the former for a book that is meant to encourage others to achieve memorisation.

Again, most of the poems are good for learning by heart, but too many of them have none of the qualities that make it easy to learn poetry in English: rhyme, metre, alliteration, wordplay. William Empson’s translation of the Japanese poem ‘From the Small Bird to the Big’ is interesting, but inappropriate for this book. The same goes for Pound’s ‘The Return’ and Eliot’s ‘Marina’ – inappropriate because they are missing the music, the song-like qualities, that make memorisation easy. Easy, that is, if you are learning by heart, as the book’s title requires.

Updated Call for Submissions: Potcake Chapbooks

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I am always keen to read and consider rhymed and metered verse that has already been published. There are several chapbooks that are jostling in the queue for completion and publication:

City! Oh City! (urban life)
Just a Little Naughty
Portraits Unpleasant
Various Heresies (religion)
The Horror of Spring! (seasons)
a Christmas season chapbook, needs Hanukkah, Divali, Festivus, etc

and there are more; but a recent one, ‘Robots and Rockets’, wasn’t part of my original plans: I just ran across a bunch of Science Fiction poems that I liked, and they filled a chapbook nicely. So I’m an unashamed opportunist. I’ll modify my plans if I think something better is available. All the chapbooks listed above are nearly full already but, as with all of them, if I run across another poem I really like, I’ll include it. And if I receive enough good poems on an unplanned theme, that theme will get slotted in.

And if I receive more good poems than I can fit in a chapbook, there is a good chance of a second chapbook on the same theme. The most recent, ‘Travels and Travails’, is similar to the very first, ‘Tourists and Cannibals’; and the upcoming ‘Lost Love’ (which has gone to Alban Low for illustrating) is similar to the second chapbook, ‘Rogues and Roses’.

When there is enough good material on a single theme to fill 13 pages of a chapbook (still leaving room for Alban’s artwork, of course), then it may become the next project. But until a chapbook actually goes to print everything is subject to change. An even better poem may show up and displace one tentatively placed. A slew (or slough) of poems on a new theme may cause a reprioritisation of planned chapbooks.

This is one of the reasons that I prefer to consider only poems that have already been published–so that I don’t feel guilty about having a bunch of poems that will sit with me for months, years, and may or may not be included in the Potcake series. I have flagged a thousand poems that interest me; but I can only publish a dozen in a chapbook, and only a few chapbooks will get produced in a year.

Poems in the chapbooks run from two or three lines to some 40 lines in length–obviously, with space at a premium, poems over 20 lines and running over one page are less likely to be included… but it does happen. Other criteria: I’m looking for wit, elegance, a variety of traditional and nonce forms, a variety of voices and moods: happy, sad, angry, sardonic, meditative… anything interesting I can scrounge. If you have something you think I might like, on any topic, please send it along to robinhelweglarsen@gmail.com. Submit:

  • Formal, or traditional verse: rhymed and metrical
  • Previously published
  • Must be your own work, you must have the rights to it
  • Send 3 to 10 poems in a single attachment, or in the body of the email
  • In a covering note, include a link to where I can read more of your work

I can’t promise to use your work, but I will read it and reply!

Sonnet: ‘We Know We Will Be Dead’

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We know we will be dead, who are alive.
But should some element of us survive –
fragment of consciousness or memory –
what value could it have? What should it be
that the whole universe might benefit?
The atom matters – what’s not made of it?
And we’re not large – not like a conscious star
(if time will let us all evolve that far).
You’re not much different in real magnitude
from an ant crushed for going for your food,
a gnat rubbed out, its tiny consciousness
a dot… but does it build the universe?
If that gnat can’t, I don’t see how you can:
there’s not much difference between gnat and man.

Does a poem of 14 lines, rhymed in pairs, count as a sonnet? Perhaps, but it doesn’t feel quite right. Petrarchan and Shakespearian sonnet structures, with more complex structures of rhyme, produce a much greater impact with the final line–a sense of revelation, inevitability, an impression of absolute truth–purely by the successful rounding out of the pattern. I like this poem’s ending couplet… but it would be stronger if the previous 12 lines were better structured.

‘We Know We Will Be Dead’ was published in the most recent Allegro, edited by British poet Sally Long.

“Hubble’s colourful view of the Universe” by Hubble Space Telescope / ESA is marked with CC BY 2.0.

Poem on poetry: ‘Diatribe Against Unversed Poets’

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Ignoring clockwork towns and fertile farms
Tied to the sun-swing as the seas to moon,
They searched for verse in deserts without rhyme,
Lifted erratic rocks nonrhythmically
In search of poetry, then through the slough
Of their emotions hunted for a trail:

“The scent is cold. Its Spirit must have fled;
The body of its work, though dead,
Has been translated to some higher plane.
Look how the world’s translated verse
Comes to us plain—why can’t we emulate?
Then if the words themselves are unimportant,
If poetry in essence is idea,
And song is wrong,
Rhyme a superfluous flamboyance
(Like colour in Van Gogh),
Rhythm a distraction to the memoring mind,
Then we determine poetry’s true form is mime!”

While in the air the deafening blare
Confounds their silence everywhere:
Before our hearts began to beat
We were conceived in rhythmic heat;
So, billions strong, we sing along
For all the time, in time, our time, the song
Goes rocking on in rhythmic rhyme. Rock on!

“Unversed” means “not experienced, skilled, or knowledgeable”. Poetry takes different forms in different languages, but the forms all have the same desirable outcome: to make it easier to memorise and recite word-for-word. Alliteration, assonance, rhyme, metre – these are all useful tools for achieving this, along with less tangible tools such as fresh or startling imagery. Metre/beat/rhythm is viscerally important to us, because the mother’s heartbeat is the background to sensory development in the womb, and our own heartbeat and breathing rhythms continue throughout life. As humans we drum, we dance, we sing, just as we walk and run rhythmically, tap our fingers rhythmically when we are bored, teach small children to clap and sing, teach older children clapping and skipping games. Rhythm is built into us from before birth.

Rhythmic poetry didn’t die when it almost stopped being publishable. It just went into folk songs, blues, rock, country-and-western, musicals, rap, hip hop… Popular music let teenagers and adults continue to thrive with what they were not given by schools: rhythm and rhyme. This drive to make words memorable and recitable is part of who we humans are. So schools do best when they leaven “creative self-expression” with getting kids to learn things by heart, and getting them to pay attention to the qualities that make it easy to memorise and recite.

Photo: “Lost in desert” by Rojs Rozentāls is licensed under CC BY-SA 2.0