Louis Menand in The New Yorker:
The funny thing about the resistance all these writers put up to the idea that poems can change people’s lives is that every one of them had his life changed by a poem. I did, too. When I was fourteen or fifteen, I found a copy of “Immortal Poems of the English Language” in a book closet in my school. It was a mass-market paperback, and the editor, Oscar Williams, had judged several of his own poems sufficiently deathless to merit inclusion. But he was an excellent anthologist, and I wore that book out. It changed my life. It made me want to become a writer.
I had an almost identical experience, with an anthology put together by XJ Kennedy, a poet, essayist, translator, and all around man of letters. That’s my copy pictured here. In sophomore year of high school my old Latin teacher Mrs. Montgomery (gone, now, but never forgotten) had wanted to share a poem with me, and had dug around in her closet to find this old, little-loved and forgotten literature collection. It was divided into three sections: fiction, poetry, and drama. In time I would read the whole thing cover to cover, but at the time I obsessed over the poetry section. Growing up in a arts- and literature-obsessed home, I had gotten plenty of exposure to poetry, but this was the first time I really felt like I had the time and inclination to truly explore the form on my own. I got a real poetry education from that book, and learned not just Keats and Housman but Linda Pastan’s “Ethics” and Chesterton’s “The Donkey” and Amiri Baraka’s “Preface to a Twenty Volume Suicide Note.” I read it under my desk during algebra class and in the cafeteria and on the bus rides home from cross country meets, and today the cover is held on with masking tape, because I wore the damn thing out. When high school was over, I stole it.
I am, as you know, skeptical of the degree to which quantitative educational metrics like test scores can be changed by teachers and schools. But this carries with it the essential qualification: that test scores are not the measure of education’s value. Because I read and talk about quantitative research, and because I acknowledge that these tools are broadly predictive of all manner of eventual academic outcomes, I am often in agreement with those who view education in a reductive light. But my objections to that reductive thinking are as real and important as my objections to those who think that all individual students can be brought to the same levels of achievement on standardized tests. Indeed, precisely because differences in academic ability are real, we must take seriously all the things that education can do which are not expressible in a test score. I doubt that this book made the slightest difference to my SAT scores. Yet like Menand’s, my life was forever changed.
To the Muse
by XJ Kennedy
Give me leave, Muse, in plan view to array
Your shift and bodice by the light of day.
I would have brought an epic. Be not vexed
Instead to grace a niggling schoolroom text;
Let down your sanction, help me to oblige
Him who would leash fresh devots to your liege,
And at your altar, grant that in a flash
They, he, and I know incense from dead ash.