I should say that, at the time and for many years after, I received almost nothing from this class. I remembered almost nothing, consciously, that Bloom said about all the poems we’d read. My marginalia is incomprehensible and almost worthless; the notebook long since lost in an attic. Only when I’d completely freed myself from academia and abandoned all hope of an academic career, even an academic life, did I return to those poems, again not even consciously, and find not just pleasure in them but meaning, which is also too earnest and defined a word to say what I discovered. And then in those moments I don’t hear Bloom’s voice at all, but I’m aware that the — pleasure is too soft a word — insight I receive from, say, Wallace Stevens’s “Notes Toward a Supreme Fiction” or John Ashbery’s “Soonest Mended” takes place in a Bloomian universe: gnostic, agonistic, a beauty with terror in it, clashing structures and strange cohabitations, a poem as a play in as many acts as the poet needs.

If you got the Bloom experience at the right time of your life, as a poet or a person who loves poetry, then he could be perfect. At a crisis moment for such a person, he might also be terrible. There is something to be said for teaching that has no “deliverables,” for which the only answer to the evaluator’s question about what was learned is: “Ask me in five years, then again in ten, then in twenty.” In 1998, I had vague feelings for poetry that I didn’t know were at odds with the academic persona I was trying to cultivate. I put poems into meaning machines linked to my ambition and ground them into dust. Years later, once I’d relinquished the need to definitively interpret anything in such a way that it could be professionally recognized and circulated, in ways that credited the originality and rigor of my interpretations, the poems came back to me as poetry and I could hear them: sometimes as poems that did not transcend themselves; sometimes as individuals marked, as we are, by others living and dead.