Poetry is something that many teachers find problematical, and many pupils are not interested in reading and discussing. This book aims to explain how these prejudices, antipathies, and genuine difficulties have arisen, and suggests ways in which they can be tackled. It argues that the problem of making poetry accessible to children is far from insurmountable, and that building bridges between the written and oral forms is one strategy that may be employed fruitfully. It also contends that many children can derive considerable benefit from writing their own poetry. Throughout the book, the importance of rhythm is stresses.