September 2018 – Page 2

The Danger in “Getting It Over With”

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Once, when taking my daily walk, I strode quickly with the goal of getting it over with. I noticed at night, going to bed, I had the same anxious goal: let’s get this over with, because sleep is boring and, when I wake up, treacherous thanks to the threat of wee-hour insomnia. What’s more, I love waking to new days.

Thus, the checklist mentality of crossing a task off the list: walking, sleeping, working in any way unpleasant.

After reading The Pocket Thich Nhat Hanh, however, I’ve reconsidered and repositioned my point of view on “getting it over with.” I began to see that a series of “getting it over withs” will not only ruin the journey but expedite the journey’s end. The ultimate “getting it over with” awaits us all and will be happy to oblige when the day comes, after all.

And so, while walking, I forced myself to enjoy, until I no longer needed to rely on the use of force. I looked up at pine trees, the way they outline sky, which in turn led me to appreciate clouds and their many incarnations of beauty, how they shift color, position and texture, how they bounce slightly with my stride.

In full Thich Nhat Hanh corny mode, I even smiled at them, thanked them for sharing themselves with me. Uh, silently, of course. You never know when people in a rush (those still “getting things over with”) might be eavesdropping.

This morning, for instance, I took in the poetry of nuthatches scratching treebark in their circumambulations. Chickadees in their eponymous speech from the branches above. The lonely horn of the Ashland train heading to Boston. Like a symphony going rallentando. All together and at once, for me, as a reward for slowing down.

I took in the smell of cut grass on the lawns of suburbia, the wet smell of earth from the edges of a small pond, the long cool storyline of Canadian air coming down from the distant north.

Isn’t this how writers are more likely to find poetry? A rushed mind is of little use to the muses standing by, checking their fingernails, waiting patiently. But a relaxed one—a mind liberated from its monkey—is another story. A story directed by all five senses and nine muses, a story fed in equal portions by wonder, imagination, and possibility.

Buddhism aside, slowing down offers great benefits to the writer. A man can come back from meditative walks where’s he’s completely open to the elements and get to work. Why? Because he’s actually living, wise to the dangers to past and future, embracing instead both here and now.

“The Moment”: Readers Meeting the Just-Right Book

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In the introduction to his and Hannah Liebmann’s translation of selected Rilke poems, The Essential Rilke, the late Vermont poet Galway Kinnell shares a “moment.” You know, one of those moments when reader first meets some wonderful writing.

He writes, “The wish to translate Rilke’s poetry first came to me in 1948, when I read all the way through J.B Leishman and Stephen Spender’s exuberant translation of the Duino Elegies while standing in the poetry section of the old Eighth Street Bookstore in New York. Even in that first spellbound encounter, I thought I sensed under the words of the translation another, truer Rilke struggling to speak.”

We all carry with us such moments. Moments married with certain books. I remember, for instance, being holed up in a warm farmhouse on a mountain in Maine during a November blizzard. I sat by a Franklin stove crackling with firewood, reading Ivan Turgenev’s Sketches from a Hunter’s Album. Forever, that book will be associated with that place. That moment in time.

And once, on vacation in the Bahamas. Outside the hotel poolside. It was the opening section of Hemingway’s Islands in the Stream—the part where the painter Thomas Hudson and his sons are staying in a house “shaded by tall coconut palms that were bent by the trade wind and on the ocean side you could walk out of the door and down the bluff across the white sand and into the Gulf Stream…. It was a safe and fine place to bathe in the day but it was no place to swim at night.” Sharks, of course, which will figure in a dramatic moment with one of Hudson’s sons further down the book.

And once, on a beach chair in Scarborough, Maine. It was the Charterhouse of Parma, of all books, following the adventures of Fabrizio del Dongo during the Napoleonic Wars. I heard cannon and gunfire instead of gulls and ocean surf.

And once, feverish and sick with flu for five days as a grown man, when I decided to reread a copy of Robert Louis Stevenson’s A Child’s Garden of Verses, a dusty copy that had sat on various bookshelves for decades as I moved from house to house through the itinerary of my life. Particularly appropriate? “The Land of Counterpane”:

When I was sick and lay a-bed,
I had two pillows at my my head,
And all my toys beside me lay
To keep me happy all the day.

And sometimes for an hour or so
I watched my leaden soldiers go,
With different uniforms and drills,
Among the bed-clothes, through the hills;

And sometimes sent my ships in fleets
All up and down amount the sheets;
Or brought my trees and houses out,
And planted cities all about.

I was the giant great and still
That sits upon the pillow-hill,
And sees before him, dale and plain,
The pleasant land of counterpane.

I discovered that being sick makes “going back” all the easier when it comes to children’s literature. The “moment” showed me that sickness has a way of encouraging the child in us all, coaxing back that moment when creativity first worked at a feverish heat in our imaginations.

And so it was, reading this introduction, preparing to read Rilke’s Duino Elegies for the first time, that I first enjoyed the moment of picturing Galway Kinnell enjoying his moment.

I saw it all: Kinnell in 1948 at the tender age of 21, reading, reading, and unable to stop reading. Rilke’s prisoner. Caught in the moment.

Finding Your Own Way Up Cold Mountain…

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cold mtn

Reading Kazuaki Tanahashi & Peter Levitt’s new translation of The Complete Poems of Cold Mountain while also being subjected to news of the Supreme Court nomination hearings of Brett Kavanaugh is a telling study in contrasts. One is pointless, the other enduring. One is noise, the other sound.

Where would you be if you didn’t listen to or read a word of this tribal news from Washington, this much ado about nothing? On your way up Cold Mountain, that’s what.

As the first poem demonstrates, “the way” is not so much a path as a state of mind—one that is pure and protected from the clanging cymbals we call power and greed and hate.

Cold Mountain, Poem #1
by the Hermit Hanshan

You ask the way to Cold Mountain,
but the road does not go through.
In summer, the ice is not yet melted,
the morning sun remains hidden in mist.
How can you get here, like I did?
Our minds are not the same.
When your mind becomes like mine,
you will get here, too.

Deep breath in, slowly out….

Walking the Thin Line: Nostalgia vs. Sentimentality

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No matter how long it has been since you sat behind a school desk, you carry that school desk with you throughout life. For better or worse. With memories good and bad.

For teachers, the bittersweet memories consist of two pasts harmonizing fitfully: a student past first and a teacher past second. Perhaps no poems nails the teacher past as nicely as one of Edward Hirsch’s appearing in the September / October issue of The American Poetry Review.

“Days of 1975” treads on tricky territory. We’ve been here before. Some call it sentimentality (negative connotation) and some nostalgia (positive). Totally avoiding the former and going lightly on the latter is one of the tougher tasks a poet can undertake. Take a look at how Hirsch handles it here:

Days of 1975
by Edward Hirsch

It started with the tattered blue secret
of Bashō, that windswept spirit,
riding my back pocket for luck.
It started with a walk
through the woods at dawn,
mud on my new shoes,
high humming in the trees.
I was not prepared for the scent
of freshly turned soil
to pervade the empty classroom
or the morning to commence
with a bell that did not stop
ringing in my head.
So many expectations filed
noisily into the room–
I was ready to begin.
From the tall windows
I could see a storefront church
opening on the other side
of the polluted river.
I remember walking past the rows
and rows of bent heads,
scarred desks,
and gazing up
at the Endless Mountains.
In those hopeful days of 1975
I drove the country roads
in honor of radiance.
O spirit of poetry,
souls of those I have loved,
come back to teach me again.

Starting with an invocation to one of the greatest masters of haiku gives Hirsch immediate leeway. Both the Japanese and the Chinese poets were masters of brevity, imagery, nature, the senses. More still, they were masters of the unstated, which plays no small role in Hirsch’s poem.

Thus, the luck of Bashō in the back pocket of this (probably young) teacher beginning his journey; thus, the walk through the woods before school and the smell of mud under new shoes in the classroom. The spirit has entered!

For teachers, the sad beauty of the poem lies in phrases like “So many expectations filed / noisily into the room” and “I remember walking past the rows / and rows of bent heads, / scarred desks….” Perhaps others don’t know how difficult it is to fulfill the hopes of so many who are at such different levels of skills and who bring into the room so many different metaphorical crosses and satchels from home. But the good teacher must and the good teacher does his best.

The poem’s timelessness is evident when the teacher views the “Endless Mountains” outside those “tall windows” of what no doubt is a huge old brick structure with giant windows of the old style. The endlessness could be interpreted in many ways, whether it is one dealing with nature’s profusion and constant cyclical growth (from Bashō’s time to ours) or with the regenerative nature of students—each year the teacher ages but his students do not. They reappear each September, always in the same grade and always at the same age.

In the end, Hirsch goes where only the ancients and the confident dare tread by using the word (letter?) “O”: “O spirit of poetry, / souls of those I have loved, / come back to teach me again.”

Now the scarred desk is turned. Now the teacher, apparently aged and looking back many years, is pleading for the return of innocence and beauty — the “radiance” — that once filled his being, something he tried to share with his students.

I like how “souls of those I loved” is used as an appositive for “spirit of poetry” here. In that sense, observing beauty and capturing its transient essence in a poem is love. It is also the reason we write.