The most serious question for the future of American culture is whether the arts will continue to exist in isolation and decline into subsidized academic specialties or whether some possibility of rapprochement with the educated public remains. Each of the arts must face the challenge separately, and no art faces more towering obstacles than poetry. Given the decline of literacy, the proliferation of other media, the crisis in humanities education, the collapse of critical standards, and the sheer weight of past failures, how can poets possibly succeed in being heard? Wouldn't it take a miracle?
Toward the end of her life Marianne Moore wrote a short poem called "O To Be a Dragon." This poem recalled the biblical dream in which the Lord appeared to King Solomon and said, "Ask what I shall give thee." Solomon wished for a wise and understanding heart. Moore's wish is harder to summarize. Her poem reads,
If I, like Solomon, . . .
could have my wish—
my wish . . . O to be a dragon,
a symbol of the power of Heaven—of silkworm
size or immense; at times invisible.
Moore got her wish. She became, as all genuine poets do, "a symbol of the power of Heaven." She succeeded in what Robert Frost called "the utmost of ambition"—namely "to lodge a few poems where they will be hard to get rid of." She is permanently part of the "felicitous phenomenon" of American literature.
So wishes can come true—even extravagant ones. If I, like Marianne Moore, could have my wish, and I, like Solomon, could have the self-control not to wish for myself, I would wish that poetry could again become a part of American public culture. I don't think this is impossible. All it would require is that poets and poetry teachers take more responsibility for bringing their art to the public. I will close with six modest proposals for how this dream might come true.
1. When poets give public readings, they should spend part of every program reciting other people's work—preferably poems they admire by writers they do not know personally. Readings should be celebrations of poetry in general, not merely of the featured author's work.
2. When arts administrators plan public readings, they should avoid the standard subculture format of poetry only. Mix poetry with the other arts, especially music. Plan evenings honoring dead or foreign writers. Combine short critical lectures with poetry performances. Such combinations would attract an audience from beyond the poetry world without compromising quality.
3. Poets need to write prose about poetry more often, more candidly, and more effectively. Poets must recapture the attention of the broader intellectual community by writing for nonspecialist publications. They must also avoid the jargon of contemporary academic criticism and write in a public idiom. Finally, poets must regain the reader's trust by candidly admitting what they don't like as well as promoting what they like. Professional courtesy has no place in literary journalism.
4. Poets who compile anthologies—or even reading lists—should be scrupulously honest in including only poems they genuinely admire. Anthologies are poetry's gateway to the general culture. They should not be used as pork barrels for the creative-writing trade. An art expands its audience by presenting masterpieces, not mediocrity. Anthologies should be compiled to move, delight, and instruct readers, not to flatter the writing teachers who assign books. Poet-anthologists must never trade the Muse's property for professional favors.
5. Poetry teachers especially at the high school and undergraduate levels, should spend less time on analysis and more on performance. Poetry needs to be liberated from literary criticism. Poems should be memorized, recited, and performed. The sheer joy of the art must be emphasized. The pleasure of performance is what first attracts children to poetry, the sensual excitement of speaking and hearing the words of the poem. Performance was also the teaching technique that kept poetry vital for centuries. Maybe it also holds the key to poetry's future.
6. Finally poets and arts administrators should use radio to expand the art's audience. Poetry is an aural medium, and thus ideally suited to radio. A little imaginative programming at the hundreds of college and public-supported radio stations could bring poetry to millions of listeners. Some programming exists, but it is stuck mostly in the standard subculture format of living poets' reading their own work. Mixing poetry with music on classical and jazz stations or creating innovative talk-radio formats could re-establish a direct relationship between poetry and the general audience.
The history of art tells the same story over and over. As art forms develop, they establish conventions that guide creation, performance, instruction, even analysis. But eventually these conventions grow stale. They begin to stand between the art and its audience. Although much wonderful poetry is being written, the American poetry establishment is locked into a series of exhausted conventions—outmoded ways of presenting, discussing, editing, and teaching poetry. Educational institutions have codified them into a stifling bureaucratic etiquette that enervates the art. These conventions may once have made sense, but today they imprison poetry in an intellectual ghetto.
It is time to experiment, time to leave the well-ordered but stuffy classroom, time to restore a vulgar vitality to poetry and unleash the energy now trapped in the subculture. There is nothing to lose. Society has already told us that poetry is dead. Let's build a funeral pyre out of the dessicated conventions piled around us and watch the ancient, spangle-feathered, unkillable phoenix rise from the ashes.