It would be very nice if the selected poems were by people who actually could write, as opposed to having glittering ideas. Ideas are even cheaper than images, and images, well, they're needful, but not enough by any measure.

[Andrew] "Write a blistering essay on why poetry is useless and over. Then have them write essays in response."

I have often used a variation of this with 4th graders (I make an annual visit to local 4th grade classes during April, and have always found them an enthusiastic, responsive, and enlightening bunch), and it works well. After discussing a few poems with them to get them going, I offer an excellent (simple yet complex) poem accessible to their level, and play role reversal: "You be the teacher, and I'll be the student. Here is a poem that I think is pretty bad . . ." and I ask them pointed questions about how silly it is, but they are quick to argue back, making discoveries about metaphor, the difference between literal and figurative language, how details create character, the relationship between form and meaning . . . learning and loving it every step of the way.

Of course the technique works with older students, too, and with general audiences. I've used a similar approach with many different audiences, almost always with surprisingly constructive and insightful responses.

It occurs to me now to say that it might also be important to cut to the chase and consider that poetry might not be all that important, at least to everyone, currently.

Also, how could Tony Hoagland leave Shel Silverstein and Robert Service out of his list?

Poetry is very important indeed. What is more important, pray? Unless you are Jeremy Bentham and he was mad.