By the time I started school in 1964, they’d stopped making us memorise poems. I’m not sure if that’s a good thing or bad, or even what the point of it was, but they were debating it on the radio this morning – it being National Poetry Day today – so I’ve been wondering about it. They’d also stopped making us learn our times tables too, but that’s something I definitely regret because having those multiples to hand when doing much bigger calculations would be a very useful thing. But poems? What use are they?
My mother could recite Rossetti’s “Uphill”, which she’d learned at school, in the 1920’s – well she could remember one line of it: “Does the road wind uphill all the way?” It would most often come back to her, when we were walking up a hill, and thus it became fondly remembered by us all, this one line of Rossetti. We had the priest read the full version at her funeral. He read it beautifully, but then it is a deeply spiritual poem.
I would read Blake’s Tyger to my children at bedtimes when we’d run out of stories, and I soon had it off by heart, but then they grew up, and now all I can remember is the first verse:
Tyger Tyger burning bright,
In the forest of the night,
What immortal hand or eye,
Could frame thy fearful symmetry.
My children can’t even remember me reciting it to them!
It was the same with de la Mare’s strange, haunting poem “The Listeners”, the only bit of which I remember now is how the silence surged softly backwards, yet this does not prevent the mood and the mystery of the whole from lingering in the shadows of the unconscious.
More recently I memorised William Henry Davies’ “Leasure” – you know, the one that goes: “What life is this if full of care, we have no time to stand and stare?” That stuck for a bit, but as with Blake and de la Mare, it eventually leaked away as most things do when one no longer has any use for them. Spurious lines still emerge at odd moments – something about squirrels hiding their nuts in grass. Then there’s the beautiful line that speaks of “streams full of stars like skies at night“. I didn’t understand that bit at the time, thought there might be something metaphysical about it. Then I saw a stream, black as midnight and with the sunshine sparkling like little stars in it.
Learning by rote as a child must exercise a less volatile kind of memory. Better to start young then, while the mind is still plastic. Or it could just be that some of us are better at remembering than others. And memory is such a peculiar thing. I can remember the registration numbers of cars I drove thirty years ago, but none from the past decade, including the car I’m driving now. I can recite Pi to nine decimal places, 3.141592654, being used to seeing it, I suppose, on a scientific calculator, and trigonometry being among the tools of my daytime trade. But later attempts, by use of memory tricks, to get it to a hundred places were successful for only a short period, because who needs Pi to a hundred places?
What about poems, then? Do we really need them leaping up at us from every turn? Well, it depends on the poem, I suppose. Judging by the popping up of my own half remembered snippets, there is something beautiful and curiously apposite about their materialisation. I suspect as a child though, I would not have appreciated being hammered over the head with them. If we think of the Bronte’s more funereal verses, it’s only later, and somewhat abraded by life, we come to feel their brooding mystery deep in the gut:
Emily’s “Stanzas”, strikes a deep chord with me, which is perhaps why I can retrieve more of it from memory than other poems:
Often Rebuked, yet always back returning,
To those first feelings that were born in me,
And leaving busy chase of wealth and learning,
For idle dreams of things that cannot be.
Today I shall seek not the shadowy places.
Their unsustaining vastness waxes drear,
And visions rising legion after legion,
Brings the unreal world too strangely near,…
It tends to bubble up when I’m out where the ferny flocks are feeding, also where the wild wind blows on the mountain side. I know what she was feeling when she wrote it, because I’ve felt it too, and we are good friends now, she and I.
Victorian authors were good at plucking lines of poetry from memory to illustrate their prose. The essays in Blackwood’s magazine are peppered with examples. To be sure, a line or two of poetry can capture a flicker of feeling like nothing else, and that’s a useful thing to be able to call upon for emphasis, but one doesn’t come across it very often in today’s media. It may be that it’s considered a little pompous now, displaying one’s cultured learning on the page. And nobody likes a smart arse, or so we’re told. Better to act a bit numb.
For me, poetry is more of a personal journey and it would have devalued it, I think, to have it defined by a handful of poems I was made to memorise at school, because they were considered important at the time. Again it depends on the poem, and the teacher. But more likely I think I would not have seen the point, indeed I might even have been poisoned against the whole idea to have some screaming berserker forcing them upon me, and no doubt turning purple at my lapses of memory upon recitation.
But that’s just me.
It’s better I think to be unafraid to simply read poetry and see what speaks to you. Better also to be unashamed to write a little poetry too. It does not matter if we have not learned at the teacher’s knee, or that we feel naked without the necessary SparkNotes. Let the poetry live and be a part of your life, or it becomes a dead thing. And worthless.
I have only recently discovered Seamus Heaney, and wonder how I could have avoided his work for so long, considering the immediate impact it has had upon me. But in a sense it does not matter when we come to the more influential poets of the age – or even if we come to them at all – and we should of course ignore all the scornful, learned voices pointing out our dearth of knowledge of the bardic arts, for if we are not studying poetry in order to gain a degree, we are most likely exploring it more as the background music to our lives. And that’s a personal journey, none of anyone’s business but one’s own. For that it is not the poems on the prescribed list that are important, the poems we are made to memorise, or the ones to be picked apart like an impaled frog’s innards. The truly important poems are those that are memorable to us, personally – in whole or part – the poems that strike a chord, even though we might not understand them to the satisfaction of an examiner of English Literature.
So I don’t think it was a great loss that I was not made to memorise poetry at school. It certainly has not killed the love of poetry in me now.
Oh, but how I wish I’d been force-fed those times tables!
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