Memorizing poetry.

The article focuses on the decline of memorization and public recitation of poetry in American education since World War II and presents an alternative pedagogical approach used in an undergraduate course at Cornell University. The course "Major Poets," taught by Jonathan Culler, required students to engage with poetry through memorization, imitation, and other exercises, emphasizing poetry as a performative and repeatable discourse rather than solely an object of interpretation. Historically, memorization was a common practice in schools, fostering lifelong appreciation and identity, but postwar shifts favored analytical interpretation, which may have reduced students' enjoyment of poetry. Culler's experience suggests that memorization and performance can enhance engagement and understanding, aligning with views like those of critic Helen Vendler, who advocates learning poems by heart to deepen insight.