Why Have Schools Stopped Asking Kids to Memorize Poems or Passages?
The question of why schools have stopped asking children to memorize poems or passages is a fascinating one. In the UK, teachers have a great degree of flexibility due to their position. However, the decline in this practice is often attributed to a shift in focus towards more modern and practical forms of expression.
Historical Context and personal Reflection
Recall a passage from a poem by W. E. Henley:
Out of the night that covers men,
Black as the Pit from pole to pole,
I thank whatever gods may be
For my unconquerable soul.
As a 9-year-old, this poem held great appeal to me. I aspired to be the master of my soul. Becoming a teacher, I had the opportunity to write and read poetry for my classes, and they readily engaged with these works. However, engaging with modern poems can sometimes pose challenges. Many modern poems are abstract and may not resonate with the emotional range that younger children grasp. Additionally, teachers also struggle with the form and structure of poetry, as not every poem is about adult emotions.
Acknowledgment of Teachers and Students
To be fair, it is not all teachers who shy away from poetry. Many teachers love and encourage poetry in their classrooms, and I was even recognized as an accepted Scottish poet by the Scottish Arts Council. Nonetheless, there are underlying issues. Teachers and students alike may not fully understand the expressive nature of poetry, just as football is about more than just kicking a ball.
Shift in Educational Focus
Modern education often prioritizes practical, message-driven content over aesthetic considerations. While rhyme is still valued, the depth of emotional and intellectual expression is sometimes overlooked. The modern demand is for clarity and relevance, as poems and passages should communicate effectively.
The current emphasis on prose as a more straightforward form of expression, combined with budget constraints, has led to a reduction in dedicated time for arts and drama classes. Activities that involve creative writing and poetry often find a home in drama classes, where they can be integrated with other theatrical elements to enhance the learning experience.
Conclusion
The decline in memorization of poems and passages in schools reflects broader shifts in educational priorities. While poetry remains a valuable tool for teaching emotion and critical thinking, the modern educational landscape often prioritizes practical outcomes. However, the intrinsic value of poetry and the arts should not be underestimated, and efforts to integrate them into the curriculum continue to be important.
As an educational policy, there is an ongoing discussion about how to best support teachers and students in engaging with poetry and other forms of creative expression. This may involve providing more resources and training for teachers to effectively integrate poetry into their classrooms, and providing better funding for arts programs to ensure their continued relevance.