the text. Among recent books, Fairchild Making of
Poetry and Max Eastman Enjoyment of Poetry are
particularly to be commended for their unconventional
point of view. See also Fairchild pamphlet on Teach-
ing of Poetry in the High School, and John Erskine's
paper on "The Teaching of Poetry" ( Columbia Univer-
sity Quarterly, December, 1915). Alfred Hayes "Re-
lation of Music to Poetry" ( Atlantic, January, 1914) is
pertinent to this chapter. But the student should cer-
tainly familiarize himself with Theodore Watts-Dun-
ton's famous article on "Poetry" in the Encyclopædia
Britannica, now reprinted with additions in his Renas-
ivnce of Wonder. He should also read A. C. Bradley
chapter on "Poetry for its Own Sake" in the Oxford
Lectures on Poetry, Neilson Essentials of Poetry, Stedman's
Nature and Elements of Poetry, as well as the
classic "Defences" of Poetry by Philip Sidney, Shelley,
Leigh Hunt and George E. Woodberry. For advanced
students, R. P. Cowl Theory of Poetry in England is a
useful summary of critical opinions covering almost
every aspect of the art of poetry, as it has been under-
stood by successive generations of Englishmen.

This chapter, like the first, will be difficult for some
students. They may profitably read, in connection with
it, Professor Winchestern's chapter on "Imagination" in
his Literary Criticism, Neilson discussion of "Imagina-
tion" in his Essentials of Poetry, the first four chapters
of Fairchild, chapters 4, 13, 14, and 15 of Coleridge
Biographia Literaria, and Wordsworth's Preface to his
volume of Poems of 1815. See also Stedman chapter
on "Imagination" in his Nature and Elements of Poetry.

Under section 2, some readers may be interested in

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