In my thirty years as an academic, the greatest joy and puzzlement I had was in teaching poetry. I agree with T.S. Eliot that ‘genuine poetry can communicate before it is understood’. Our best teaching often involves what we do not fully understand. The scholar D.S. Carne-Ross once argued that, upon hearing poetry spoken in an unfamiliar language, you can tell it is poetry, the language of poetry, which is other than what I do in writing this review. Anyone faced with the problem of teaching poetry in an academic setting will realise that part of the problem is the academic setting itself. Poetry has thrived for millennia everywhere on earth without the benefit of professors, classrooms, and theories of reading. How, then, might we teach it?