The walk back, more loss. When I open the door it’s over, so I set to piddling: tidy end tables, check the mail, draw a bath. The restless energy finally settles as I pass the mirror. I peer into it. My nose touches glass. Not much left, already effaced, not even a cross to speak of. A smudge. A few black soot stains like pinpoints on the forehead. The rest of the blessed ash has vanished to a grey amorphousness, to symbolize . . . not much. Except a wish for those hallowed moments to be followed by sustaining confidence. Except spirit, which means to shun its listless weight for yearning, awkward if not more earnest prayer and fasting in the clear face of dust.
Devotees of children’s literature have received an unexpected lift from the nearly simultaneous release of the new film of Charlotte’s Web, based on the story by E. B. White, and Miss Potter, a biography of Peter Rabbit’s creator, Beatrix Potter. Each in its way is a charmer.
How can children read, with words wobbling any way they feel like? Spelling shows up as speling, and spelin spills to spleen. Stolen bases slide to stollen basis. There’s no Too Far, no leash to keep the feral hound from escape, no property line between ideas, no surveyor to fasten edges.
And if Johnson doesn’t finish soon, words might wander further into wildness, soar like index cards in a hurricane, and scatter like so much litter. Or worse— careen like bullets into meanings, blowing every deal to pieces.
If he finishes, you could be stuck in a poem entirely on spelling, longing for rescue from the strait- jacket they tied us into so we can read and write this. How fragile the guide rope of logic seems between us! How tenuous sweet mutual understanding!
Sam Johnson, in your stained shirt, big as Fleet Street, rehearsing for the thousandth time your smudgy slips of paper, you’ve never finished anything on time, you rarely finish. This is a prayer for you. But shall I bless or curse?
Now forty winters have besieged this brow that bears the mark of ashes once again, its shallow furrows yielding to time’s plow as, on command, I turn and turn again. With every year the mark goes deeper still and stays there longer than the year before, reminding me, despite my flesh’s will, there comes a spring when I’ll be marked no more.
Yet still I bow and part my graying hair to make way for the dust that makes us all, the mortal touch, the cross traced in the air, the voice that tells me to regard the fall that each of us must know before we rise and raise unwrinkled brows to greet God’s eyes.
Psalm 96 issues an invitation repeated throughout the Old Testament: “Sing to the Lord a new song.” Today’s Christian musicians follow that call into vistas that David could never have foreseen, from Celtic folk to speed metal to reggae.
Even after years living with the blind, guide dogs continue gazing into the dead fish of their owner’s eyes. The dogs are not stupid. They simply see what eyes can’t see behind the bloodless husk of facts. And soon enough, their guileless trust awakens something in the blind: not sight, exactly, but the cognizance that they are seen—which is another kind of seeing—call it faith, blind faith.
A professor of the theory and practice of social media, Clay Shirky, doesn’t let his students use electronic devices in his classes. It’s not just that he can’t compete with the hardware or the software. Studies show that multitasking is bad for the kind of cognitive work required in a classroom. It has a negative effect on memory and recall. One study showed that students who multitasked in class scored lower than those who didn’t. The presence of electronic devices also distracts those who aren’t using them. “I’m coming to see student focus as a collaborative process,” Shirky said (Washington Post, September 25).