When I’m reading a joke out loud from a new joke book, I hear my voice start to falter, from laughter, almost to weep, from laughter, the way my sister’s voice did as a child or a woman, especially if somebody made a bathroom joke; and my father’s voice did, when he wasn’t just poking fun at someone, when he found something really funny; slapstick got him laughing that way, sometimes. A laughter beyond words, maybe beyond grief. As I hear myself laughing like them, with them, I say: a laughter beyond death.
I made a weekend visit to an Amish community in northern Indiana just days after the funerals of the Amish schoolgirls shot in a Pennsylvania schoolhouse. I happened to pass a schoolyard outside a one-room schoolhouse where a dozen or so Amish children were playing and staring out through the fence. It gave me chills.
The readiness is all, he says, but I’m not ready, not for this: the bluebird back before her time—that is, if she ever left—the winter soft as summer mist when pink buds swell too soon, surprising. Which should, it seems, be cause for joy, but, yet again, it is not so, for on this fragile island earth, ice fields melt, dark waters rise, and sweeping north in wild flight, swans bear within them seeds of death, not yet in bloom, but it will come when warbler, wood duck, raven, wren drop from the silent sky like stones; and in the green dawn no birds sing.
Television cemented stardom in the 1950s for many celebrities of radio, vaudeville and motion pictures—Lucille Ball, Milton Berle, even Alfred Hitchcock. The first TV star created by the infant medium was George Reeves.
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).