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?

In his description of the verse novel as ‘the awkward child of successful parents, destined to disappoint both of them’, Michael Symmons Roberts emphasises the form’s sometimes disjunctive use of literary techniques commonly associated with poetry and prose fiction. While the verse novel has gained popularity since the 1980s, many of its features may be traced to epic poems such The Epic of Gilgamesh and Homer’s The Iliad, and the long narrative poems of the Romantic and Victorian periods. The form was established by Alexander Pushkin’s nineteenth-century verse novel Eugene Onegin, which was divided into stanzas; however, the definition and key features of the verse novel are still hotly debated.

David Malouf turns eighty this month, improbably. To mark his birthday, UQP has published a new poetry collection by Malouf. ABR Poetry Editor reviews Earth Hour in this issue.

It’s not just history that is written by the victors, but the encyclopedias, too. The eighteenth-century encyclopedias, such as Diderot’s Encyclopédie, were the projects of emergent superpowers, evidence of both the Enlightenment dream of universal knowledge and burgeoning colonial impulses ...