A Compleat Book for the Teaching to Read Poetry

Rob Koehler, Series Contributor

This series examines the first teaching anthology of poetry in English to reflect on teachers’ reasons for directing students to read poetry.

My interest in the poetics of emplacement—in the border(s) between language and place, the written and the lived, the created and the experienced—comes not with the process of composition but rather with the process of instruction, the moment when a poem enters the pedagogical space of the classroom and becomes a part of its unique and contested landscape. More particularly, I am interested in the border between what a teacher believes he or she is teaching and what a student believes he or she is learning.  This is the unruly and ineradicable complexity in any pedagogical situation and can quickly spiral out to encompass all moments of instruction whatever, so, to focus my analysis, I want to reflect specifically on why teachers ask students to read poetry.

Of course, as many beliefs about why students should read poetry exist as there are teachers in the world.  And, were I another kind of scholar, I would spend these next few pieces drawing out the various reasons I have heard discussed and argued.  However, my own bent is historical rather than ethnographic, and I want to turn from the answers we might give in our moment to the answers that another teacher gave in a quite different historical moment.

Teaching poetry is so familiar and widespread a practice to us that it is somewhat surprising that the oldest teaching anthology of poetry in English was published in London in 1717.  To give the educational milieu in brief: early eighteenth-century England had no public school system, no uniform legal mandate requiring formal education, few educational institutions that would educate women, two universities, and a uniform recognized language of scholarship and learning, Latin.  Thus, the publication of [The Virgin Muse] in August of that year was not business as usual.  Up to the publication of this textbook, the teaching of English in schools extended to teaching basic reading; once students could read their Bibles, they started learning Latin or stopped learning to read at school.

What I want to consider in this and the other pieces in this series is how an examination of this textbook can offer a productive perspective on why teachers believe students should read poetry.  I will use the work of James Greenwood, the compiler of The Virgin Muse, to consider in turn what was being taught by reading poetry, what poetry was to be taught, and what students were perceived as needing to use this textbook.  Through a nuanced examination of how one teacher answered these questions in the past, I hope to provoke us to think again about what benefits we see in the present and how those benefits relate to our actual classroom practices.

To return to The Virgin Muse again, I want to give some brief background on its compiler, James Greenwood;  Relatively little of his life has survived down to the present, most important in this context is that teaching was his lifelong vocation and that his career culminated with his appointment as Surmaster of St. Paul’s School in London in 1721, a post he held until his death in 1737.  Despite the lack of biographical details, Greenwood left us interesting evidence of his thinking in his preface to The Virgin Muse.  I have posted the entire preface elsewhere, but I want to focus here on Greenwood’s articulation of what his students would learn from reading poetry.  He writes,”I have endeavoured to make it [The Virgin Muse] a compleat [sic] book for the Teaching to Read Poetry: The Poems consisting of Verses of different Measures, you have all the chief sorts of English Versification”.

To Greenwood, then, to teach students to read poetry was to teach them prosody and poetic forms, to help them understand the structures of poetry rather than its meaning.  In short, students should be taught to understand and recognize the technical system of arrangement and organization from which, in Greenwood’s moment, all poetry was built.  A teacher could measure students’ success in learning to read poetry by asking them to scan a poem, give its meter, and identify its form.  Questions of interpretation, of affective response, of criticism generally were not the teacher’s responsibility or the student’s .

Of course, Greenwood does not disregard interpretation or criticism; he addresses those concerns quite clearly in his preface when he says, “I have therefore had great Regard to introduce nothing here, but what is strictly Modest, and truly Poetical; and as for the difficult Places, they are made very easie [sic] and intelligible, by the Help of Notes, and a Large Index, explaining every hard Word”.  Criticism, then, is removed to a pre-pedagogical moment, in which the teacher reads and selects only appropriate pieces based on moral criteria of Greenwood’s own devising, a process to which students are not made privy. The process of interpretation is also removed to a pre-pedagogical moment, with Greenwood giving glosses that interpret “difficult” passages for students an definitions of “hard” words for them to use, those passages and words that are left unexplained must, implicitly, be understandable to any student.

Greenwood’s understanding of what a teacher should teach his students is an early articulation of a position that argues that the teaching of poetry is concerned with the technical and empirical aspects of poetic form.  The implicit goal seems to be to teach students to focus on those aspects and to avoid questions of interpretation and criticism that have no immediately discernible answer.  Those questions are left outside the space of the classroom, questions for the teacher but not for the students.  Yet, and here we come again to the question of a poetics of emplacement, the landscape of the classroom relies on more than what the teacher states as his or her pedagogical objectives. My next piece will turn from Greenwood’s objectives in teaching to the poetry that he chose to include in his anthology, offering an examination of whether Greenwood, in fact, created a “compleat book for the teaching to read poetry” by his own criteria and also what other implicit pedagogical objectives he seems to be pursuing that might undermine his stated goals.

Rob Koehler is a second year doctoral student in English at New York University and has an abiding interest in the processes and peculiarities of teaching reading, especially reading literature of all sorts, in the classroom. He blogs at Reading.Text.Book.History. on all things related to education, textbooks, and reading.

Six Micro Essays on the Tenuous Public Body

Toby Altman, Series Contributor

Toby’s series “Bodies in Space” is about sustained thinking of the physicality of the body and its relation to poetry. Here, critical essay fractures, moves like poetry.

1.

Let’s be real (though the injunction already admits a failure of reality which is the condition of our discourse): everyone likes looking at bodies. I choose that word—likes—with a certain care, certain as I am that ‘liking’ something is both the most generic libidinal act, and fretted with corporate power. Capitalism is engined by like(s): as Facebook reminds us, metaphor is money gone wild. And so the libido is a kind of economy, or the economy is a kind of libido. Not that the ‘or’ matters for those of us down here in it, who have it the American way, that is, both ways at once. Capitalism is the surveillance we delight in. Delight is surveillance itself. To watch and be watched, to like and be liked: this is the consummation for which a body is trained and shaped.

2.

I am flexing my critical muscles here—a bad habit, but nonetheless revealing: of the thing that flexes; this body, in its critical acts, slouched at a desk in insatiable winter; swollen at the waist; irredeemably white and male, and therefore capable of disappearing into its language. Or, rather, appearing as its language: on Facebook, a major symptom of privilege will be the ability to appear as fossilized language, to delete the material and historical facticity of one’s particular flesh. A material and a history which is otherwise intractable and carnivorous, dismantling language, reducing authorship to the circulation of the body.

3.

Leigh Stein, in her trenchant and necessary open letter to HTMLGiant, documents the casual violence through which women’s writing is reduced to the circulation of a body:

In the summer of 2011, I met with a team of Random House sales reps who would be responsible for bringing my novel and poetry collection to bookstores and libraries around the country. One asked me what kind of cover image I wanted for my novel.
“I only know I don’t want a headless woman on the cover,” I said. “I don’t want my book cover to exclude men from picking it up.”
“Do you really think a man would read your work?”
“Well, a lot of men like my poetry,” I said.
“Only because you’re cute,” I was told. By my editor.
I didn’t know what to say. I like to think that out of the 37 people in the world who read poetry, the men who read mine are finding some merit there, and not just jacking off to my author photo.

Such misogyny limits the female body to itself; it denies access to the means of literary production and circulation. Or (this or again an and), it seeks to reduce literary production to the traffic in women: the distribution of female bodies for specular pleasure.

Such misogyny, in its stupidity, its virulence, its violence, may be understood as a vigorous defense of the actual. If it seems hysterical, in (paradoxically) the pathological sense of the word, it’s because the mechanisms of literary production and distribution already organize bodies in rigid and misogynist logics—lending some the capacity to recede into text, and forcing most writing to circulate instead as the body of its author.

4.

The mechanisms of literary community and circulation are structured by an underlying misogynist logic: the logic of liking and circulating bodies; of specularity, surveillance, and digital capital. Take, as an example, the poetry reading—a form which offers the display and specular consumption of bodies as one of its major pleasures, adjacent and often superior to its literary allure. To be an audience member at a poetry reading is simultaneously to engage in voyeurism and disciplinary violence: the pleasure we take in looking at bodies is, partially, the pleasure of limiting and shaping them with our gaze. In such a setting, the capacity to disappear into one’s text, to delete the body, is the capacity to evade discipline: which, in our country, is both the image and prime symptom of race and gender privilege. (Just ask William Zantzinger).

5.

Let us therefore build better institutions, and critique the ones we have with a generous and collective care. And let’s celebrate the improvisatory and ephemeral practices of poets who critique the interpolation and discipline of their bodies with their bodies. In that spirit I turn to a recent example from a ‘reading’ given by the poet Emily Barton at the Red Rover Series in Chicago—in the belief that such interventions dizzyingly exceed this lame, safe act of internet, institutional critique, in both subversive potential and bravery.

I use scare quotes here because Barton refused to read or, indeed, to engage in any of the ritual pleasantries of the poetry reading. Instead, she sat on a stool at the front of the room and quietly read the New York Review of Books (a publication which has become notorious recently for excluding women from its pages). In the background, from a small iPhone speaker, a male voice (ok, full disclosure, my male voice) read her poems in a dreary monotone. It was a precise parody of the gendered dynamics of the poetry reading. Surrendering her voice, offering her body purely as a thing to be seen, Barton reenacted the reduction of female writing to the female body. (It matters too that it was my voice, since at the time of the reading, Emily and I had been engaged some three weeks: under critique is marital heterosexuality which, even with the best intentions, remains a ritual of patriarchy, not a form of but the traffic in women).

Barton’s performance, precise as it was in capturing the gendered dynamics of the poetry reading, was not a capitulation to their disciplinary force. The poetry reading is a scrupulous and decorous space—so scrupulous that its implicit regulations are rarely felt because rarely violated. The poet is expected, indeed compelled to participate in the ritual. To refuse to engage, as Barton did, is to express hostility to the ritual itself. This hostility was richly registered in the room: which became suddenly possessed by a physical sense of discomfort, accompanied by the special and diligent silence reserved for painful and awkward public situations. Here, I think, lies the full brilliance of Barton’s performance. It is one thing to parody the strictures of gender. It is quite another to make a room feel the critique as a loss: of certainty, of the grid through which (gendered) (aesthetic) experience is rendered intelligible. Barton’s reading did not point toward a solution to the gendered imperatives of the reading series—that would be simple utopianism, which we all should learn to avoid (desiring). Rather, she showed us—a fecund demonstration, open for imitation and critique—how the logics of the poetry reading might decompose itself.

6.

Over the holidays, I spent a few languorous and pleasurable days reading about the history of the poetry reading—a mechanism of literary distribution which is really only fifty years old but, like gender, masquerades as the natural. I was disappointed to find that, despite the recent ‘performative turn’ in poetics, the poetry readings have only been very tentatively theorized. Peter Middelton, for instance, writes compellingly about the role of space in the aesthetics of the reading, but has little to say about its politics. As a card carrying member of the devil’s party, I believe it is better to know—however little knowledge actually helps us negotiate the rough imperatives of power. I think it is time, therefore, that we collectively come to grips with the politics of the poetry reading—rather, with the way that the reading inflicts politics unevenly across (our) bodies.

Ideally, such an account would be mobile and intersectional: a diffracted and kaleidoscopic model, which registers the way poetic power acts differently on different bodies. At a panel on “The Politics of Poetry in Performance” at MLA this year, for example, Kate Zambreno lamented the cultural injunction against women expressing anger—and posed her own angry language as a form of resistance. In a subsequent talk, Douglas Kearney noted that, as a black male poet, anger acts as an automatic generic demand on his writing: radically limiting its possibilities to a stereotypical form of racial experience. For him, the question becomes how to subvert that expectation without blunting the force of his anger. Poetry readings produce contradictory demands on different bodies. And so, any theory of the poetry reading must be supple enough to accommodate those contradictions. As an initial gesture toward such a theory, this little essay falls woefully short. Neither intersectional nor particularly supple, it risks (with much feminist work—especially by white critics) positing a universal white subject. I end with that failure, in hope of correction.

Toby Altman is a conceptual poet. His poems have appeared. He is the author of and the recipient of. He currently lives in, where he works as and serves on the editorial board for. For more of his, please visit his and follow him on.

SRPR Lucia Getsi Reading Series

We are happy to announce the second annual reading event in our SRPR Lucia Getsi Reading Series, happening on Thursday, April 10th, from 7-10PM. The series is named for SRPR’s long-time editor and benefactor, Lucia Getsi, and is co-sponsored by WGLT’s Poetry Radio, ISU’s Creative Writing Program, and ISU’s Department of English. This event will take place at the historic Ewing Manor in Bloomington and will feature a poetry reading by award-winning SRPR poets and a reception with wine and appetizers. The event is free and open to the public. Donations are welcome, but not required. Please save the date, spread the word, and bring a friend!