That time I thought I could not go any closer to grief without dying
I went closer, and I did not die. Surely God had His hand in this,
as well as friends. Still, I was bent, and my laughter, as the poets said,
was nowhere to be found. Then said my friend Daniel (brave even among lions), “It’s not the weight you carry
but how you carry it— books, bricks, grief— it’s all in the way you embrace it, balance it, carry it
when you cannot, and would not, put it down.” So I went practicing. Have you noticed?
Have you heard the laughter that comes, now and again, out of my startled mouth?
How I linger to admire, admire, admire the things of this world that are kind, and maybe
also troubled— roses in the wind, the sea geese on the steep waves, a love to which there is no reply?
Coming to God: First days
Lord, what shall I do that I can’t quiet myself? Here is the bread, and here is the cup, and I can’t quiet myself.
To enter the language of transformation! To learn the importance of stillness, with one’s hands folded!
When will my eyes of rejoicing turn peaceful? When will my joyful feet grow still? When will my heart stop its prancing as over the summer grass?
Lord, I would run for you, loving the miles for your sake. I would climb the highest tree to be that much closer.
Lord, I will learn also to kneel down into the world of the invisible, the inscrutable and the everlasting. Then I will move no more than the leaves of a tree on a day of no wind, bathed in light, like the wanderer who has come home at last and kneels in peace, done with all unnecessary things; every motion; even words.
All afternoon the sea was a muddle of birds black and spiky, long-necked, slippery.
Down they went into the waters for the poor blunt-headed silver they live on, for a little while.
God, how did it ever come to you to invent Time?
I dream at night of the birds, of the beautiful, dark seas they push through.
These poems are excerpted from Mary Oliver's book Thirst (Houghton Mifflin), used wth permission of the publisher and the author.
I occasionally hear parents complain that their elementary school children have ended up studying dinosaurs for several years in a row. A few grades go by and suddenly it seems like the only specialized knowledge their child has picked up is how to tell a Pachycephalosaurus from a Pentaceratops. As for teachers, they know that kids love studying dinosaurs.
No nesting. You are the nest. No wind, no earthquake, no fire; Only still small stirring within. More motion, no fledgling— Only slippery sharp shards shattered below. Quiet. Only stillness will bear you To the fullness of time.
In Homer’s Odyssey the Sirens’ song was an enchanting tune, impossible to resist, that lured lonely sailors toward a perilous shoreline, where they would die when their ships crashed against the jagged rocks. In the mesmerizing documentary The Bridge, the Sirens’ song is the strange allure of San Francisco’s magnificent Golden Gate Bridge.
They warned us, like innocents, not to name our goat, to exercise good sense, refuse to see him as a pet or even, oops, as him. Just do whatever all it takes to tame the thing toward that appointed time when goat and fate should meet, when the dull drawn blade would withdraw blood from funny, fuzzy throat.
For days or weeks, we avoided eyes, made it a point to see the animal as meat. Through open window, so relieved, I heard you say to our neighbor, “No, you do it.”
And kindly, our neighbor did—spared you, and me too. But I will never forgive myself the rare deliciousness of the stew.
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).