230 notes to chapter 4
schools in England and Wales (well over 1/2 the total) were participating and
the movement continued to expand thereafter (144).- Lootens, “Victorian Poetry and Patriotism.” Lootens relies on Parry’s 1992 The
Poetry of Rudyard Kipling and Papajewski’s 1983 “The Variety of Kipling,” as her
sources. Parry notes that “Recessional” was also performed by some 10,000 British
soldiers in a Boer War victory ceremony outside the Parliament of the Transvall. - Horn, The Victorian and Edwardian Schoolchild, 45.
- Though some reviewers did recognize Kipling’s versification (“No measure is
too intricate for him to master,” said one anonymous reviewer in Blackwoods) most
did not. But Kipling was aware of the national legacy of his versification. In a 1911
letter to Brander Matthews, who had just sent him his new book, Kipling engages with
the prosodist on the subject of his rhymes: “Ever so much thanks for your ‘Study of
Versification.’ It’s useful to me in my job — like the rest of your books. . . . There isn’t
to my knowledge another set of workman’s books like yours. By the way have you got
Hood’s ‘How I taught a youngster to write verse?’ It was written serially ages ago for a
boy’s magazine in England and I remember reading it again and again . . . this yere
poeting is a strange and baffling business. All the same I’m glad I wasn’t born an Alex-
andrine Frenchman” (Kipling The Letters of Rudyard Kipling, 33–34). - Le Gallienne, Rudyard Kipling : A Criticism, 64.
- “Kipling : Richard Le Gallienne’s Volume Devoted to a Severe Criticism of
H i m .” - Horn points out that military drill was first introduced in school curriculum as
early as 1871, but that after the Boer War the Model Course of Physical Training, based
largely on army training methods, was issued by the Board of Education in 1902 with
the aim of “promoting discipline among the pupils” (Victorian and Edwardian School-
child, 56). - John Le Vay, “Kipling’s Recessional,” 153–54.
- Barnett, Teaching and Organisation, 145.
- In 1899, Edmond Holmes wrote that the main goals of National Education
were “preparing children for the battle of life (a battle which will . . . be fought in all
parts of the British Empire). Report of the Board of Education for 1899–1900 vol. ix,
- Newbolt, My World as in My Time, 8.
- Fussell, The Great War and Modern Memory; Eby, The Road to Armageddon.
- Pericles Lewis, Cambridge Introduction to Modernism; Margot Norris, Writing
War in the Twentieth Century. - Michael Cohen, “Whittier, Ballad Reading, and the Culture of Nineteenth-
Century Poetry”; Marsland, The Nation’s Cause: French, English, and German Poetry
of the First World War. - Elkin Mathews review of Admirals All by Henry Newbolt, 324.
- The Scotsman, Poetry section, 3.
- Cf. Eby, Road to Armageddon; Marsland, The Nation’s Cause; Van Wyk Smith,
Drummer Hodge: The Poetry of the Anglo-Boer War (1899–1902). - Most notably in “Tommy”: “it’s ‘Thin red line of ‘eroes when the drums begin to
roll”; “Route Marchin,” in Kipling, Barrack-Room Ballads and Other Verses. - R.K.R. Thornton, Poetry of the 1890s, 6.
- Vanessa Furse Jackson, The Poetry of Henry Newbolt: Patriotism Is Not Enough, 66.