commonplace books and bees

“We should imitate bees”

Seneca

quoted in “Search, Memory”–a chapter in Nicholas Carr’s The Shallows: What the Internet is Doing to Our Brains.

The last several posts contain quotations I want to remember.  These have been slim models for an upcoming student project.  In his chapter, “Search, Memory,” Carr briefly explains “commonplace books.”  Such books have been much less common today, says Carr, than they were during the Renaissance.  I do think, however, that students can use such books to develop their personal, long-term memories.  Many seniors are collecting their final thoughts from high school. Commonplace books can help them see which writings from other authors mean something to them. Today’s digital world places a high value on information per se.  I see these commonplace books as a place to store nectar for future nourishment.

Soon, I will start my own commonplace book, tentatively titled “purplemarble.”  Once I do that, this blog will return to its previous pattern of personal reflection on education, writing instruction and poetry.

Thank you for your indulgence.  Incidentally, I think that today’s digital tools allow students to push an old idea in new directions.  Time will tell.

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the balloon of the mind

Hands, do what you’re bid:
Bring the balloon of the mind
That bellies and drags in the wind
Into its narrow shed.

Yeats
Part of this blog’s title comes from Yeats’s poem. He captures the constant challenge faced by those who write.

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to articulate sweet sounds

“. . . Better go down upon your marrow bones
And scrub a kitchen pavement, or break stones
Like an old pauper in all kinds of weather;
For to articulate sweet sounds together
Is to work harder than all these and yet
Be thought an idler by the noisy set
Of bankers, schoolmasters, and clergymen
The martyrs call the world.”

from W. B. Yeats’s “Adam’s Curse”

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a great song

Ich kreise um Gott, um den uralten Turm,
und ich kreise jahrtausendelang;
und ich weiss noch night: bin ich ein Falke, ein Sturm
oder ein grosser Gesang.

I am circling around God, around the ancient tower,
and I have been circling for a thousand years,
and I still don’t know if I am a falcon, or a storm,
or a great song.

Rainer Rilke, translated by Robert Bly
the poem, like the speaker, lives in growing orbits; the final metaphors move out in order of abstraction

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When you can

When you can, try to experience exercises you give your students.  Below is my draft/sketch of a poem, in response to a question I recently gave students.  Using Rilke’s poem, “I live my life in growing orbits,” I asked them if they were “a falcon, a storm or a great song.”  I asked them to answer in a poem of at least ten lines.  Since they are relatively new to composing their own poems, they only received these instructions.

Later I will tell them that remembering a particular experience can start, or open up a poem.  In this case, instead of choosing one of Rilke’s three images, I combined them–in a poem about an experience I had as a nine year old boy.  This is a draft, remember. Typically, I do not share drafts so soon after they appear, but I did this time.  As with many of my poetic sketches these days, I have the students partly in mind because I want to show them something about a specific assignment, or about poetry in general.  It is hard to disconnect myself from this role, even when I try to write “for myself,” whatever that means.

With the wind and sun at my back,

I spread the bones and feathers

of my dark brown wings, as I pierce

the blue sky like an urgent arrow.

Like lightning, I pedal my young

frame to find my father.

I am a messenger in a storm of fear

that my mother’s mother is dying.

Keening and careening that Saturday morning,

I throw my bike to the ground

and sing my legs faster

than they think they can run.

My mother has sent me to the land

in between, where my grandmother also goes.

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Transtromer, the Transformer

I could not help the fun pun, in honor of the newest Nobel Laureate in Literature, Tomas Transtromer of Sweden.  Eighty years old, with limited speaking and moving abilities due to a stroke twenty years ago, he still produces poetry.

The seniors and I, on “Fun Friday,” explored his life and several of his poems–as much as one can in forty minutes.  I was struck by his response to a New York questioner, as reported in this past Friday’s New York Times.  To the query about how his work as a psychologist has affected his poems, he wondered why few people ask the mirror question:  “How does your poetry influence your work?”

What does this oversight suggest about the questioners’ view of art?  The newest literary laureate implies that making art can affect internal transformation.  Over and again, people–both those with and without developed poetic sensibility–have said that poems tilt the angle of our lens.  They catch the light just right, helping us see not only the Golden Gate Bridge in front of us, but also the moon and city skyline behind us.  By transforming our vision, the poems change us, too.  Hence, “Transtromer, the Transformer.”

On a final note (musical echo intended), here is the first stanza of Transtromer’s “Schubertiana,” from the collection called Truth Barriers, translated by Robert Bly and published by Sierra Books (San Francisco, 1980).  The students and I have been recently studying Keats’s “Ode on a Grecian Urn.”  I told them that the last line of Transtromer’s stanza helps me think about Keats’s idea that “Beauty is truth, truth beauty, that is all / Ye know on earth, and all ye need to know.”  The piano player in Transtromer’s poem understands this, I imagine:

Schubertiana

I

Outside New York, a high place where with one glance

you take in the houses where eight million human

beings live.

The giant city over there is a long flimmery drift,

a spiral galaxy seen from the side.

Inside the galaxy, coffee cups are being pushed across

the desk, department store windows beg, a whirl of

shoes that leave no trace behind.

Fire escapes climbing up, elevator doors that silently

close, behind triple-locked doors a steady swell

of voices.

Slumped-over bodies doze in subway cars, catacombs in

motion.

I know also–statistics to the side–that at this instant

in some room down there Schubert is being played,

and for that person the notes are more real than

all the rest.

_________

So, beauty is truth.  What is more real is more true.  Those notes mean something to the lone piano player.  That resonance is beautiful, Keats might say.  Epistemology has always intrigued me.  What do we really know?  Wendell Berry, in his collection called Leavings, writes, ” . . . a million leaves / alive in the wind, and what do we know?”  What do we “need to know”?  Good questions for people inside or outside of schools.  Especially helpful questions in today’s rapidly revving engines of the “information” age.

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reflection reminder

I want to remind myself and readers of my earlier blog’s subtitle:  planting thoughts about poetry, education and writing instruction (I have re-ordered the three subjects, as of today).  The “About” section of this new site has a link to those earlier posts.

Since moving from San Francisco to Atlanta, I have written next to nothing here.  It’s time to move off the dime, and the reminder above helps me do that.  I started this blog as a way of “returning the gift” to professional colleagues, especially those just starting their teaching career.  By nature I am relatively reflective, and by experience I am positioned to look back and consider what has worked, what has not and what I am trying anew.

The planting metaphor helps move me toward sustainable blogiculture, insofar as I can plant seeds or seedlings–for future harvest.  For now, I tell myself, I can turn the soil in my “scanty plot of ground” (Wordsworth sonnet), then plant a radish seed, swiss chard leaf or a baby head of red leaf lettuce.  It’s OK to just plant for now–without revving up the combine to pour produce into the trailing truck.  Simply plant the dried seeds, returning occasionally to water and weed.  My earlier blog’s title, which refers to an essay I wrote for an in-house professional conference while working in Tulsa, reflects the need for time in learning, as well as learning in (over) time.

Let’s see how this reminder works.  Time will tell.

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Oh, brave new blog

Maroon balloon gratefully acknowledges a children’s book and a Yeats poem.  More details on the horizon.

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