Tag: Theodore Roethke

Wake Up

Roethke writes, “I learn by going where I have to go,” which is the story of writing—which is also to say the story of life. For the moment, lets stick to writing. There is no book, no instruction manual, and no teacher who can replace the hours of work you will spend at the work. You will learn to write by writing—by going where you have to go. The going is, of course, the writing. The “have to” is the need you do the work—perhaps the need to tell a story, but in the end, the need—compulsion, obsession—to to put words on the page.

You can redirect that need—turn it into a need to teach, a need to organize buttons in a jewelry box by size, color, and the number of holes drilled through their centers, or even the need to make a living. You can track your paychecks, note the yearly fluctuations in tax deductions and insurance payments, allot funds to various savings accounts, investments, and because you are not a pre-reformation Scrooge, charities. You will know where every cent ends up, and although you have plenty, there will always be a deficit—a shoe that pinches your toes together just a bit too snuggly, a pair of jeans that fits but is a shade away from the right color, a partner who looks at you as if you smell a little too much like their childhood doctor’s office.

Which is to say, no matter the wealth of lapis lazuli buttons with three holes bored into what must be the vertices of an isosceles triangle—should the sharp end point down or up when sewn onto the back of a blouse?—you will feel unnameably dissatisfied.

Writing will not solve the problem of dissatisfaction. You will be frustrated in a thousand and one new ways. You will complain about your inconsistent use of semi-colons—complaining to anyone who will listen, but mainly, and with a tone bordering on abusive, to yourself. You will natter on about story shapes, query letters, and the predominance of Latinate words, but your feet will slide into your shoes, into every pair of shoes, with an ease you forget to notice because you are working. And you must work.

Perhaps not. Sublimation—damned Latin—is a powerful force, a whirlpool that can suck you into something like a normal life. Writing is not normal—not the way she does it, or he does it, or you do it. You may have snuck it in, adding unnecessary flourishes to your annual report (your supervisor redlined that entire paragraph), but you never did it because you “liked to write.” You may not like to write. You might rather binge the entire run of Buster Crabbe’s Flash Gordon serials, or sew, or take your dog for interminable walks. Writing may make you fundamentally unhappy, but, to be honest, you are fundamentally and essentially unhappy, so writing was never the problem.

You have to write. You don’t like it, as a date once said to me as an offer of amnesty—red, not white, flag. If you have given into the work, it pursues you the way the bottle chases the alcoholic, or the tulip chases the sun—logotropically. You may choose some attendant activity that grants you the release of completion—all those pick-up basketball games that end when one side score 21 points, poker tournaments, or clean plate after clean plate—but until you learn that completion is a grift as glittering as accolades, you have not learned that writing is where you have to go. The ticket is sewn into the lining of your coat, with any luck you will know when it is time to rip it out and show it to the conductor.

This train is for you and you alone, and you will never arrive anywhere but here. And before you know it, you will be the conductor, the engineer, the porter, and the signalman. The train will shake as it crosses the trestle over what—a ravine, an ocean, a galaxy, just a street in Tokyo?—but the shaking will help settle and steady you on your way. You have already arrived.

Writer at play

I was in my classroom one morning in April of 2021, but later in the month, so no fooling. and Mike Hughes, the director of my school’s theater program, stopped by. “I have an idea,” he said and asked whether I had been on the stage or sang. “We’re putting on Oliver! next spring, and I think you would be a good fit for Fagin.”

Here’s the skinny: I had a small part in a school play in the 6th grade and again in the 8th grade (King Ferdinand in a historical pageant). My mother made my costume—a cape—by ironing brown stripes onto a cheap yellow beach towel. In high school, I sang in the choir—we sang four days a week, and I could read the music for about a year. There was a play in Philadelphia—an avant-garde piece about the French Revolution; I was recruited by regular customers at my restaurant in Manayunk for this strange one-night venture. The congregation I served might remember me singing “Jingle Bells” during a holiday service and when a minister asked me to mime a juggler while she read Robert Fulghum’s “The Juggler.” Another holiday performance. That’s my resume.

Maybe you’ll argue that teachers are always on stage, and up to a point, that’s true. But one of the reasons we teach is to have our own meager fiefdom to direct what we will. Whether you do it, either as a sage on the stage or facilitator par excellence, your class is your own. Every class reflects its teacher, and even Bibliographic Methods could have been a lively and engaging experience (it wasn’t). Putting yourself in the hands of a director and in service to someone else’s vision—all those words, all that music—requires an entirely different discipline.

The closest I ever came was reading my work in front of a live audience. I recall the first time at a Friday night graduate school event. I was anxious, and the poet Ruth Stone told me that anxiety was an appropriate emotion any time you do something meaningful. Later, when I read for a panel of judges, I admitted my nerves—I am always too honest about such things—and was counseled by them to treat them like my students. I was a young teacher at the time but already a classroom performer. I once swam across a run of tables to demonstrate the difference between simile and metaphor. Either one does, or one does not do—there is no “like.”

The short of it—I have virtually no experience on the stage. Did I tell Mike Hughes that? Yes. I visited him in his office to confirm that the only time I sang in front of people and actually made an effort was when I sang “Angel from Montgomery” with two students at an open mic event. His colleague, who had heard me, commented that I could good relative pitch. As if I knew what that was.

However, a teacher’s job is to get out of the way and let our students succeed or fail on their own terms. When I mentioned that I had been “recruited” to take part in the school musical, someone I had just met suggested that I should let a student take the part. Even if I had been invited, even if I knew that my school was currently short on depth, was I extinguishing a nascent flame? Nonetheless, I asked my colleagues, and they trusted that the request came from a place of need and respect.

But, what was I thinking? How much I can possibly suck crosses my mind at every rehearsal. If I haven’t performed, I have watched my share of excellent and delightful performances. And star turns that should have been eclipsed. We all have. This is not simply “imposter syndrome” run wild. I have done nothing like this before.

Daring and humility are uncommon psychic partners, and I am often genuinely ambivalent. People who almost know me make the mistake of either seeing my geysers of chutzpah or my lakes of self-doubt. In “The Waking,” Roethke writes, “This shaking keeps me steady”; my two minds do that dance. If only there were just two. In the second of his thirteen ways, Wallace Stevens offers this:

I was of three minds

Like a tree

In which there are three blackbirds.

A writer must learn to inhabit at least two minds—the writer’s mind and the reader’s mind. A fiction writer is even more fractured. We are, as often as possible, out of our minds. I was going to write, “Perhaps I embraced this too late in life, but better late than, well, you know.” I spent years in the maelstrom of one, then the other, then the other. And then, and then, and then. I have learned how to push the storm forward or in some direction. I won’t get stuck swirling on one spot, a dervish without purpose.

What does this have to do with playing Fagin? Taking a risk and facing doubt expands the mind. And learning to do something new—working at it and, possibly, finding success—opens the world. I could claim that I took on the part of Fagin—leader of a band of thieves—because he has something to do with the characters I am writing about (thieves). While this is true, doing something I had never done before—committing to a process and seeing it through to its end—drove my choice.

A writer must explore possibilities—this is the heart of Socrates’s dictum about the unexamined life. Too often, people quote “the unexamined life is not worth living” to justify the attitude that life is like a buffet and every morsel must be piled onto one’s plate. “I tried it” is not the same as “I examined it.”

And so, I played. I will continue to play. As should you, dear reader—and dear writer. There are worlds to examine and lives to live.