Did you ever have to memorize literature for English class?
My luve is like a red, red rose
That’s newly sprung in June
My luve is like the melodie
That’s sweetly played in tune
As fair art thou, my bonnie lass,
So deep in luve am I
And I shall love thee still, my dear
Till a’ the seas gang dry
Till a’ the seas gang dry, my luve
And the rocks melt wi’ the sun
I shall luve thee still, my dear
While the sands o’ life shall run
And fair thee weel, my bonnie luve,
And fair thee weel a while
And I shall come again, my luve
Though it were ten thousand mile.
If you check out Bartleby, which I did after typing this from memory, you will see I don’t have it 100 percent, but I learned it in 1990 — 18 years ago now — in my 12th grade British literature class.
I know it’s considered passé, but I do ask my students to memorize literature. When I initially make the assignment, the reactions are all pretty much along the lines of What’s the point of doing this? This is crazy! This is impossible! I can’t do it… no, you don’t understand, I really can’t do it.
After my students figure out I mean it, they buckle down and start memorizing. My students who read Macbeth last semester memorized “Out, out, brief candle.” My students reading Romeo and Juliet are in the midst of memorizing (some recited today, and others will tomorrow) Mercutio’s Queen Mab speech, and my students studying Hamlet are memorizing “To be or not to be.”
Once they realized it wasn’t going away, I really admired the way my 9th grade students reading R&J attacked the text. They made sure to tell me what they thought of Mercutio’s delivery of their lines when we discussed the play yesterday. One of my favorite moments in the play was when Mercutio paused dramatically on the line “And in this state she gallops night by night / Through lovers’ brains, and then they dream of…” One of my students impulsively called out “love!” The good-humored actor playing Mercutio pointed and nodded at my student and agreed, “Love!”
Years ago when I last taught A Midsummer Night’s Dream, I asked my students to memorize Titania’s “Set your heart at rest.” The next semester, one of my students showed me the speech, written decoratively and inserted in the cover of her binder. She was really proud of having memorized it, and that speech displayed on her binder was her way of saying she owned that piece of literature.
Ultimately, that’s what memorization does. It’s a gift of ownership over literature. It’s being able to say that poem, that speech, that monologue, that soliloquy is mine. I have read and taught Romeo and Juliet so many times that I have many of the lines memorized, and it makes me happy to be able to recite. Please understand I don’t mean that as a boast. I mean that reciting literature, rolling those words around without having to look them up, makes me feel power over them. It makes me love them and understand them. It makes me feel like a part of the literature as much as the literature is a part of me.
And maybe I’m old fashioned (and that’s OK), but that’s a gift I want to give my students. I’m not naive enough to think all of them accept this gift and keep it, the way I did with the literature I have been required to or have chosen to memorize, but if even one student can say in 18 years “That Queen Mab speech? Yeah, I own that,” then I’ll be satisfied. Of course, I hope more than one student will say that.
That Robert Burns poem? Yeah, I own that.