Welcome, aspiring poets and curious minds, to an exploration of Marilyn Nelson’s profound poem, “How I Discovered Poetry.” This piece is a beautiful testament to the power of words, the impact of a dedicated teacher, and the quiet revolution that can happen within a classroom. Prepare to delve into its depths and uncover the layers of meaning that make it a truly unforgettable work.
It was like soul kissing, the way the words filled my mouth as Mrs. Purdy read from her desk.
All the other kids were already thinking about 3:15, but Mrs. Purdy and I wandered lonely as clouds borne by a breeze off Mount Parnassus.
She must have seen the darkest eyes in the room, brimming.
The next day she gave me a poem she had chosen especially for me to read to the rest of the class, who were white.
She smiled when she told me to read it, saying, “Oh yes, I can.” Her smile grew brighter until I stood and opened my mouth to recite the poem.
When I finished, my classmates stared at the floor.
We walked silently to the buses, awed by the power of words.
Unlocking “How I Discovered Poetry”: A Concise Summary
Marilyn Nelson’s “How I Discovered Poetry” beautifully captures a pivotal childhood moment when the narrator experiences a profound connection with poetry, guided by an insightful teacher, Mrs. Purdy. The poem recounts a classroom scene where Mrs. Purdy’s reading of poetry deeply moves the narrator, setting her apart from her classmates. Recognizing this burgeoning passion, Mrs. Purdy empowers the narrator, a student of color in a predominantly white classroom, by selecting a special poem for her to read aloud. The act of recitation, initially met with the teacher’s encouraging smile, culminates in a powerful silence from the classmates, a silence that speaks volumes about the words’ impact. The poem is not merely about finding a love for verse; it is a powerful narrative about discovering one’s voice, the transformative potential of language, and the quiet courage of bridging divides through shared human experience, all facilitated by a teacher’s belief.
An In-Depth Journey Through “How I Discovered Poetry” Analysis
The Genesis of Poetic Connection
The poem opens with an arresting image that immediately conveys the depth of the narrator’s experience:
It was like soul kissing, the way the words filled my mouth as Mrs. Purdy read from her desk.
This striking simile, “soul kissing,” transcends a simple description of hearing words. It suggests an intimate, almost spiritual communion with language, a deeply personal and sensual absorption of the poetry. The words are not just heard; they are felt, tasted, and internalized. This powerful opening establishes the narrator’s unique sensitivity and profound connection to the art form. The contrast with the other students further highlights this special bond:
All the other kids were already thinking about 3:15, but Mrs. Purdy and I wandered lonely as clouds borne by a breeze off Mount Parnassus.
While the other children are preoccupied with the mundane end of the school day, Mrs. Purdy and the narrator are transported. The simile “wandered lonely as clouds” is a clear allusion to William Wordsworth’s famous poem, “I Wandered Lonely as a Cloud,” immediately placing this experience within a rich poetic tradition. The addition of “borne by a breeze off Mount Parnassus” elevates the moment further. Mount Parnassus, in Greek mythology, is the home of the Muses, goddesses of inspiration, particularly poetry. This allusion suggests that their shared moment is one of profound artistic inspiration and intellectual transcendence, a journey into the very heart of poetic creation.
Recognition, Empowerment, and Societal Context
Mrs. Purdy’s astute observation is a pivotal moment in the poem:
She must have seen the darkest eyes in the room, brimming.
The phrase “darkest eyes” subtly yet powerfully acknowledges the narrator’s racial identity. In a classroom described as having “class, who were white,” this detail underscores the societal context of segregation and racial difference prevalent during the time. Mrs. Purdy does not merely see a student; she perceives a soul deeply moved, a potential poet whose emotions are “brimming” with unspoken feeling. This recognition is not just about talent; it is about seeing and valuing a person within a challenging social landscape. The teacher’s subsequent action is an act of profound empowerment:
The next day she gave me a poem she had chosen especially for me to read to the rest of the class, who were white.
This is a deliberate and courageous act. By entrusting the narrator with the task of reading poetry to her peers, Mrs. Purdy validates her voice and places her in a position of authority and expression. The narrator’s initial apprehension is overcome by Mrs. Purdy’s unwavering support:
She smiled when she told me to read it, saying, “Oh yes, I can.” Her smile grew brighter until I stood and opened my mouth to recite the poem.
The teacher’s encouraging smile and confident affirmation, “Oh yes, I can,” are crucial. They provide the narrator with the courage to step forward, transforming potential hesitancy into a moment of self-discovery and public declaration. This interaction highlights the immense power a teacher holds in nurturing a child’s talent and confidence, especially when facing social barriers.
The Transformative Power of Words
The climax of the poem arrives not with applause, but with a profound silence:
When I finished, my classmates stared at the floor.
We walked silently to the buses, awed by the power of words.
The classmates’ reaction, staring at the floor, is not one of hostility or indifference, but rather a testament to the deep impact of the recited poem. This silence is not an absence of sound but a presence of profound thought and emotion. It suggests that the words have resonated deeply, perhaps challenging perspectives, evoking empathy, or simply leaving them stunned by beauty. The poem does not reveal the content of the recited poem, which is a deliberate choice; the focus remains on the *effect* of the words, rather than their specific message. The final line, “We walked silently to the buses, awed by the power of words,” serves as a powerful and resonant conclusion. The shared silence on the walk home underscores the collective, transformative effect of language. It suggests that the poem has created a moment of shared understanding and connection, transcending the racial and social divides that initially marked the classroom. This ending celebrates language as a force for empathy, connection, and quiet revolution.
Exploring Literary and Poetic Devices in “How I Discovered Poetry”
Marilyn Nelson masterfully employs various literary and poetic devices to imbue “How I Discovered Poetry” with its rich meaning and emotional resonance.
Imagery and Simile
Nelson’s use of vivid imagery and striking similes is central to the poem’s impact. The opening line provides a powerful example:
It was like soul kissing, the way the words filled my mouth as Mrs. Purdy read from her desk.
The simile “soul kissing” creates a deeply sensory and emotional image, conveying an intense, intimate connection with the words. It suggests a profound absorption, a feeling of the words becoming a part of the narrator’s very being. Another significant simile is found in the second line:
…Mrs. Purdy and I wandered lonely as clouds borne by a breeze off Mount Parnassus.
This simile not only evokes a sense of shared wonder and detachment from the mundane but also, through its allusion, connects their experience to a higher realm of artistic inspiration. The imagery throughout the poem, such as “darkest eyes in the room, brimming,” paints clear pictures that convey deep emotion and subtle social commentary.
Allusion
Allusion, a reference to another work of literature, person, or event, enriches the poem’s meaning. The most prominent example is:
…wandered lonely as clouds borne by a breeze off Mount Parnassus.
This line contains a dual allusion. “Wandered lonely as clouds” directly references William Wordsworth’s famous Romantic poem, “I Wandered Lonely as a Cloud,” linking the narrator’s experience to a tradition of solitary poetic contemplation and appreciation of nature. “Mount Parnassus” alludes to the mythological home of the Muses, the Greek goddesses of inspiration, particularly poetry. This elevates the classroom experience to a sacred, almost divine encounter with artistic creation, suggesting that the discovery of poetry is a profound, almost mystical event.
Symbolism
Several elements in the poem carry symbolic weight. The “darkest eyes” can be seen as a symbol of the narrator’s racial identity and the unique perspective she brings to the classroom. The “smile” of Mrs. Purdy symbolizes encouragement, belief, and the nurturing power of a teacher. Most powerfully, the “silence” that follows the recitation is deeply symbolic:
When I finished, my classmates stared at the floor.
We walked silently to the buses, awed by the power of words.
This silence symbolizes the profound impact of the poetry, suggesting a moment of shared reflection, perhaps even a breaking down of barriers, as the words resonate deeply within each listener. It represents the transformative potential of art to evoke emotion and understanding beyond spoken words.
Free Verse and Diction
The poem is written in free verse, meaning it does not adhere to a strict rhyme scheme or metrical pattern. This choice allows for a natural, conversational tone that mirrors authentic human experience and emotion. The lines flow organically, emphasizing the narrative and the emotional journey rather than formal constraints. The diction, or word choice, is precise and evocative. Words like “brimming,” “awed,” and “recite” are carefully chosen to convey specific emotions and actions, adding depth and nuance to the poem’s narrative. Nelson’s blend of accessible language with moments of lyrical intensity makes the poem both relatable and profound.
The Enduring Message of “How I Discovered Poetry”
Marilyn Nelson’s “How I Discovered Poetry” is a powerful exploration of the transformative journey of discovering one’s voice through art. It reminds us that poetry is not just words on a page, but a living force capable of forging deep connections, inspiring courage, and quietly challenging the status quo. The poem celebrates the profound impact of a teacher’s belief, the quiet strength of individual expression, and the universal truth that words, when wielded with passion and purpose, possess an extraordinary power to move, to unite, and to awe.