Classic and Contemporary Poetry: Explained

Galway Kinnell's poem "The Correspondence-School Instructor Says Goodbye to His Poetry Students" is a poignant and reflective farewell that captures the bittersweet experience of teaching poetry through correspondence. Through a series of vignettes, Kinnell paints a vivid picture of his diverse and distant students, exploring themes of connection, creativity, and the struggles inherent in both writing and teaching.

The poem opens with a sequence of goodbyes to various students, each one introduced with a unique characteristic or location. The "lady in Bangor" who hinted at her beauty through snapshots and the "Miami Beach urologist" who sent "Clinical Sonnets" both highlight the personal quirks and distinct backgrounds of the students. These individual portraits underscore the vast range of people drawn to poetry and the unexpected ways in which they attempt to express themselves.

Kinnell's description of the "manufacturer of brassieres on the Coast" who writes eclogues about "the sagging breast motif" blends humor with a touch of absurdity, suggesting the sometimes peculiar subjects that students choose to explore in their work. The farewell to the inmate in San Quentin, who ends his letters with "Being German my hero is Hitler," starkly contrasts with the previous examples, introducing a darker and more troubling element to the mix of correspondents. This wide array of students reflects the diverse and often challenging nature of teaching poetry remotely.

The instructor's internal dialogue reveals his attempts to find solace and amusement in the task of reading and responding to these poems. The game of guessing "which one of you, this time, / had poisoned his glue" conveys a sense of weariness and perhaps cynicism, yet it also hints at the instructor's deep engagement with his students' work. Despite the frustrations, he confesses, "I did care. / I did read each poem entire." This admission highlights the genuine dedication and effort he put into his role, even as he navigated the difficulties of providing constructive feedback.

The poem shifts to a more introspective tone as the instructor reflects on the impact of his teaching. He acknowledges the limitations of his own writing, describing this poem as "no better, / I realize, than those troubled lines / I kept sending back to you." This self-awareness suggests a humility and recognition of the shared struggle between teacher and student in the pursuit of literary expression.

Kinnell's final thoughts express relief that the correspondence is over, coupled with a deep empathy for the students' "urge toward more life" that their poems "kept smothering in words." This line poignantly captures the essence of the students' struggles: their desire to capture and convey the vitality of their experiences, often stifled by the very act of writing. The instructor's pity for this struggle is tinged with a sense of futility, acknowledging the limitations of written expression to fully encapsulate the richness of life.

The closing lines of the poem, with their mention of "imaginary towns" like Xenia, Burnt Cabins, and Hornell, evoke a sense of isolation and longing. These towns, their "solitude given away in poems, only their loneliness kept," symbolize the students' attempts to connect through their writing, even as they remain solitary in their physical realities. The instructor's farewell is thus both a personal and collective lament for the distance and disconnection inherent in the correspondence-school format.

In "The Correspondence-School Instructor Says Goodbye to His Poetry Students," Kinnell masterfully captures the complexities and emotional nuances of teaching poetry from afar. Through vivid character sketches and introspective reflections, he explores the shared human desire for connection, the challenges of creative expression, and the enduring solitude that often accompanies both. The poem stands as a testament to the power of words to bridge distances, even as it acknowledges the inherent limitations of language and the written form.

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