I’m sharing this poem because it came to me at a time when I really needed it. Maybe you feel the same way. Have a great weekend.
I’m sharing this poem because it came to me at a time when I really needed it. Maybe you feel the same way. Have a great weekend.
Thanks to Google Alerts, I found this terrific & timely article by Paula Willey in The Baltimore Sun. Willey does a great job here, writing calmly and directly about the value of “scary books” for (some) young readers.
Personally, I got into scary books late in life, after many school visits where I met young readers who loved that shivery, edge-of-the-seat feeling. This is not just a Halloween thing, btw. An affection for horror goes year round. After raising two boys who never cared for horror — and openly said so, I should add — my sweet Maggie came along and she loves those creepy, crawly feelings. Go figure.
Another reason why I wrote “Scary Tales” in the way that it’s written — short, fast-paced, easy-to-read, series format — was because of all the reluctant readers I’ve met over the years. I’ve had them in my own kitchen, munching Doritos, blithely telling me how they don’t like books. So I challenged myself to write stories that attempted to be so entertaining & enjoyable that even these boys would read to the last page (they are, alas, almost invariably boys). I wanted them to experience that proud, “I just finished a whole book” feeling. And to then realize, “Hey, I kind of liked it. I’ll try another.”
In the old days of publishing, we’d call books in this category “Hi-Lo.” High-interest, low-reading level. My estimation is that “Scary Tales” is written somewhere on the 3rd-grade level, but with stories that appeal all the way up to 6th grade. The look is cool and edgy, so there’s no stigma to reading “baby” books.
Here’s a snip from the article. Thank you for the kind mention, Paula Willey!
Picture, if you will, a smiling, well-adjusted child. She’s tucked into a corner of the couch, reading happily, quiet but for the occasional giggle. Is that an “American Girl” book she’s reading? A silly fractured fairy tale? On the cover, you spy a slime-drenched, bloody snake; the title is spelled out in dripping, neon-bright letters: “The Zombie Chasers: World Zombination!”
Horrors! This child is reading horror!
Many grownups are a little uncomfortable when a kid exhibits a taste for stories of terror and mayhem. They worry that their children will become desensitized to violence or will have nightmares. Some just want their kids reading “better” books. There’s a perception that scary books like the “Goosebumps” series by R. L. Stine are of low literary quality and have no value.
It’s true that “Goosebumps” books, along with series like James Preller’s “Scary Tales,” “Spooksville” by Christopher Pike and P. J. Night’s “Creepover,” are short, formulaic, and written at a fairly low reading level. However, librarians know that these books sometimes play a crucial role in inviting children into reading, or helping a reader bridge the gap between books he is beginning to find “babyish” and longer books with more complexity.
Many people who grew up to be very accomplished readers — and writers — claim to have read nothing but “Goosebumps” for years when they were kids.
In addition, children are very aware of their ability to handle scary stuff. When I help a child pick out a book, I’ll often ask, “How do you do with scary books?” Of all the questions that I ask during the book selection process, this is the one they answer most forthrightly: “No scary books!” or “I can handle medium-scary.” And then there’s the little angel who proclaims, “The scarier the better!”
For the full article, click here.
Paula Willey is a librarian at the Parkville branch of the Baltimore County Public Library. She writes about children’s and teen literature for various national publications and online at unadulterated.us.
Yesterday I reread Crockett Johnson’s Harold and the Purple Crayon.
It was published 60 years ago, btw, in two-color.
Weird format, too.
And, of course, it’s perfect.
But what I keep thinking about these past 24 hours is that throwaway phrase, “a deserving porcupine.”
Do you recall it? Possibly not.
Harold thinks about a picnic, and pies, and being Harold, he goes a little overboard.
“He hated to see so much delicious pie go to waste.”
Here’s what kills me:
“So Harold left a very hungry moose and a deserving porcupine to finish it up.”
That phrase: a deserving porcupine.
How did Crockett Johnson even think of that? Out of all the available adjectives for a porcupine, he deemed this particular one “deserving.”
What did it do to deserve such treatment? I guess we’ll never know, but it feels to me like there’s a story there, somewhere off the page. The deserving porcupine appears on only one page of the book, then off Harold goes, in search of a hill to climb . . .
I should add this postscript:
I really think everybody should buy it. That would be awesome. Thanks!
“Stories can conquer fear, you know.
They can make the heart bigger.”
— Ben Okri, Nigerian poet and novelist
Many years ago, in 1989 in fact, I enjoyed the memorable experience of attending a public reading at Peter Norton Symphony Space in New York. The program was a special evening in Selected Shorts history, created by Roger Angell and A Bartlett Giamatti, who was soon to assume his duties as Commissioner of Baseball. I still remember the evening vividly, the great selections and talented readers. Years later I tracked down the CD compilation and highly recommend it. Some of my favorite stories from that night include John Updike’s, “Hub Fans Bid Kid Adieu,” W.P. Kinsella’s “The Thrill of the Grass,” T.C. Boyle’s hilarious “The Hector Quesadilla Story,” and Giamatti’s classic, “The Green Fields of the Mind.”
I was recently reminded of some musings by Giamatti about the nature of baseball, and specifically how the game relates to the idea — the concept, the notion, the pull — of home. His ideas suddenly seemed vitally important to me, helpful to something I was (and still am) writing. So I found the track in my iTunes Library, listened and listened again while transcribing word for word. Here I offer you that one three-minute preamble — words that struck me, and have stuck with me, for more than 20 years. Now, hopefully, a lasting internet artifact.
Please note that I endeavored to transcribe his words faithfully and accurately. The punctuation is my own, faithful to my own ear and to what I imagine to be, perhaps, Mr. Giamatti’s own predelictions, though I’m sure he would have managed the lineup differently. Any sloppiness to these sentences is entirely, I think, due to context. He was speaking from notes, as I recall, but the expression was primarily oral, not written. Thoughts are not always “complete,” as if were.
“There is no great long poem about baseball. It may be that baseball is itself its own great long poem. This had occurred to me in the course of my wondering why home plate wasn’t called fourth base. And then it came to me: Why not? Meditate on the name for a moment. Home.
Home is an English word virtually impossible to translate into other tongues. No translation catches the associations, the mixture of memory and longing, the sense of security and autonomy, the accessibility, the aroma of inclusiveness, the freedom from wariness, that cling to the word home, that are absent from ‘house’ or even ‘my house.’ Home is a concept, not a place, a state of mind where self-definition starts; it is origins. A mix of time and place and smell and weather wherein one first realizes that one is an original — perhaps like others, especially those one loves, but discreet, distinct, not to be copied. Home is where one first learned to be separate, and it remains in the mind as the place where reunion, if it were ever to occur, would happen.
So of course home drew Odysseus , who then set off again because it isn’t necessary to be in a specific place, in a house or a town, to be one who has gone home. So home is the goal rarely glimpsed, and almost never attained, of all the heroes descended from Odysseus . All literary romance, all Romance Epic, derives from The Odyssey and it is about going home. It is about rejoining, the rejoining of beloved, rejoining of parent to child, the rejoining of land to its rightful owner or rule. Romance is about putting things right after some tragedy has put them asunder. It is about restoration of the right relations among things. And going home is where that restoration occurs because that’s where it matters most.
Baseball is of course entirely about going home. And to that extent, because it is the only game you ever heard of where you want to get back to where you started (all the other games are territorial; you want to get his or her territory), not baseball. Baseball simply wants to get you from here back around to here, and that I think is why baseball is its own long poem, its own endless epic. We’ll come back again to this later. What we’re going to engage in now however is the way in which baseball, while it has never given itself to the literary expression that is as epic as its own unfolding, is clearly, in a game that recommences with every pitch, superbly fitted to the short poem. To the quick burst, for the shot. And we have three distinguished readers and three distinguished poets who have written quite remarkable, both descriptive and analytic, poems about baseball.”
The poems that were read following Giamatti’s introduction were: “Polo Grounds” by Rolfe Humphries, “Pitcher” and “Base Stealer” by Robert Francis, and “Cobb Would Have Caught It” by Robert Fitzgerald.
Robert Fitzgerald, “Cobb Would Have Caught It”
In sunburnt parks where Sundays lie,
Or the wide wastes beyond the cities,
Teams in grey deploy through sunlight.
Talk it up, boys, a little practice.
Coming in stubby and fast, the baseman
Gathers a grounder in fat green grass,
Picks it stinging and clipped as wit
Into the leather: a swinging step
Wings it deadeye down to first.
Smack. Oh, attaboy, attyoldboy.
Catcher reverses his cap, pulls down
Sweaty casque, and squats in the dust:
Pitcher rubs new ball on his pants,
Chewing, puts a jet behind him;
Nods past batter, taking his time.
Batter settles, tugs at his cap:
A spinning ball: step and swing to it,
Caught like a cheek before it ducks
By shivery hickory: socko, baby:
Cleats dig into dust. Outfielder,
On his way, looking over shoulder,
Makes it a triple. A long peg home.
Innings and afternoons. Fly lost in sunset.
Throwing arm gone bad. There’s your old ball game.
Cool reek of the field. Reek of companions.
Also of note: The Poetry Foundation, where I signed up for spectacular email updates, recently provided a link to a sweet collection of baseball poems. Click here and start running around the bases . . . Lots of good poems there, even some home runs.
“Being an artist is not just about what happens
when you are in the studio.
The way you live, the people you choose to love
and the way you love them, the way you vote,
the words that come out of your mouth…
will also become the raw material
for the art you make.” — Teresita Fernandez.
A friend passed along a terrific interview with a sculptor whose name I didn’t recognize, Teresita Fernandez. It turns out that she currently has a show at nearby Mass Moca (see video at bottom), so I’m hoping to experience it. (Road trip, anyone?) Credit for the interview goes to Maria Popova at Brain Pickings; just follow the link, like Dorothy’s yellow brick road, and you’ll get there to read it in full: a wise and thoughtful piece.
At the conclusion of the article, Teresita offers a brief list of practical tips for emerging artists. I think the general wisdom — and moreso, the warm humanity expressed here — makes it worth reading for absolutely anybody. I love that she does not separate her art from her life, or from any life. It is of a piece, a life’s work entire.
Here’s some examples of Teresita’s truly awesome work, sprinkled throughout.
1) Art requires time — there’s a reason it’s called a studiopractice. Contrary to popular belief, moving to Bushwick, Brooklyn, this summer does not make you an artist. If in order to do this you have to share a space with five roommates and wait on tables, you will probably not make much art. What worked for me was spending five years building a body of work in a city where it was cheapest for me to live, and that allowed me the precious time and space I needed after grad school.
2) Learn to write well and get into the habit of systematically applying for every grant you can find. If you don’t get it, keep applying. I lived from grant money for four years when I first graduated.
3) Nobody reads artist’s statements. Learn to tell an interesting story about your work that people can relate to on a personal level.
4) Not every project will survive. Purge regularly, destroying is intimately connected to creating. This will save you time.
5) Edit privately. As much as I believe in stumbling, I also think nobody else needs to watch you do it.
6) When people say your work is good do two things. First, don’t believe them. Second, ask them, “Why”? If they can convince you of why they think your work is good, accept the compliment. If they can’t convince you (and most people can’t) dismiss it as superficial and recognize that most bad consensus is made by people simply repeating that they “like” something.
7) Don’t ever feel like you have to give anything up in order to be an artist. I had babies and made art and traveled and still have a million things I’d like to do.
8) You don’t need a lot of friends or curators or patrons or a huge following, just a few that really believe in you.
9) Remind yourself to be gracious to everyone, whether they can help you or not. It will draw people to you over and over again and help build trust in professional relationships.
10) And lastly, when other things in life get tough, when you’re going through family troubles, when you’re heartbroken, when you’re frustrated with money problems, focus on your work. It has saved me through every single difficult thing I have ever had to do, like a scaffolding that goes far beyond any traditional notions of a career.
I’ve been reading more poetry lately, like returning to an old friend, and this morning want to share two things.
First, from this morning, rereading a poem by W.S. Merwin titled “Berryman.” I’ll give you the last seven lines, you can look up the rest:
I asked how can you ever be sure
that what you write is really
any good at all and he said you can’t
you can’t you can never be sure
you die without knowing
whether anything you wrote was any good
if you have to be sure don’t write
As for me, I hear those words and accept them in my heart as true. Self-doubt seems central to the experience, though it’s nearly impossible to write without wild spasms of self-confidence. It’s why some writers drink, I’m sure, to trick yourself into feeling that way.
You die without knowing, that line, transcends the subject of writing. We can’t ever be sure, but we persist, and we can at times, in fact, think so. We may say, quietly, in bed to our loved one, “I think it’s a good book.” And we might even believe it. But in the next moment, in the silence between our last word and her reply, we can also know that our life has a been a delusion, a failure, and that none of it amounts to much of anything at all, when we had hoped for so much more.
Ah, the writing life.
I’ve had so many books go out of print over the past two years. Just a staggering number, more than 40 books . . . going, going, gone. It’s the business I’m in, there are all sorts of rational reasons, excuses, palliatives I can apply. But still, it cuts deep. It just does. It feels like that photograph in the movie “Back to the Future.” Marty keeps looking at it, panicked, watching the images slowly disappear.
Maybe that’s what alzheimer’s feels like during brief snatches of clarity. You are helplessly aware that it’s all slipping away, and you can’t even be sure that any of it was real.
If you have to be sure don’t write, Berryman tells us, through Merwin. Such is life. You can’t you can never be sure. What can you do? You write some more, and hopefully it will be good.
Two nights ago I stood up at the head of the table — we were hosting friends and family on Christmas Eve, just a lovely evening — and I said a few words in preamble to a poem I wanted to share, Mary Oliver’s “When Death Comes.”
Which is funny, right? The title got a chuckle. Typical Jimmy, to go dark at a time like this. But the truth about darkness is that it gives us an appreciation of light. Poems purportedly “about” death are really about life. At least, that’s certainly the case here. “I want to say all my life/I was a bride married to amazement.”
I hope you like it.
When Death Comes
When death comes
like the hungry bear in autumn;
when death comes and takes all the bright coins from his purse
to buy me, and snaps the purse shut;
when death comes
like the measle-pox
when death comes
like an iceberg between the shoulder blades,
I want to step through the door full of curiosity, wondering:
what is it going to be like, that cottage of darkness?
And therefore I look upon everything
as a brotherhood and a sisterhood,
and I look upon time as no more than an idea,
and I consider eternity as another possibility,
and I think of each life as a flower, as common
as a field daisy, and as singular,
and each name a comfortable music in the mouth,
tending, as all music does, toward silence,
and each body a lion of courage, and something
precious to the earth.
When it’s over, I want to say all my life
I was a bride married to amazement.
I was the bridegroom, taking the world into my arms.
When it’s over, I don’t want to wonder
if I have made of my life something particular, and real.
I don’t want to find myself sighing and frightened,
or full of argument.
I don’t want to end up simply having visited this world.
I’m primarily writing to pass on a link about school libraries. Maybe the article states the obvious. Essential stuff we already know, or certainly sense. I realize that I’m preaching to the choir here. But what I’ve come to believe in life, and politics, is that it’s important to preach to the choir. That’s how we can all open the hymnal to the same page, how we all sing out together, loud and clear. Not a bunch of scattered voices, but a powerful choir.
Here’s the link to a terrific article by Carol Heinsdorf and Debra Kachel, “School Libraries Are Essential to Learning,” along with a copy of the first few paragraphs. Their immediate focus is on Philadelphia public schools, but this represents a national trend:
In 1991, there were 176 certified librarians in Philadelphia public schools. This year there are 11 and only five are known to be actually doing what they were trained to do. Five librarians for the nation’s eighth-largest school district.
Leaving Philadelphia’s public school libraries without professional staffing is a grave mistake. It will have consequences for the students for the rest of their lives. Study after study shows a clear link between school libraries staffed by certified librarians and student achievement.
In 2012, research showed that students who had school library programs and certified librarians were more likely to have advanced reading and writing scores on the Pennsylvania System of School Assessment (PSSA) tests. And they were less likely to have “below basic” scores.
The same study found that school library programs have their greatest impact on students who are economically disadvantaged, black, Hispanic, or have disabilities. African American students in schools with certified librarians are twice as likely to earn advanced writing scores as those in schools without librarians.
A Mansfield University paper that looked at studies done in 23 states verified that schools with a trained librarian – someone who teaches students and works with teachers to develop information and research skills – have a consistent positive effect on student achievement regardless of demographic and economic differences among students.
In my professional life, I’ve been fortunate to walk into hundred of schools around the country as a guest author. Increasingly, I see libraries that are understaffed, and I meet librarians who are tasked to provide full-time services on part-time pay (and hours). On many days, these librarians are simply not in the building. In many schools, the library is increasingly marginalized and treated as non-essential — though, of course, no one on a school board ever admits to that out loud. “We may have cut the job in half,” they will tell anyone who’ll listen, “but it will not effect our children.”
Sorry, folks, but I’m calling bull***t.
This trend is true even in my own supposedly “quality” Bethlehem school district, in a relatively affluent suburb of Albany, NY. Former full-time librarians are now commuting between schools, splitting time and services. It’s a huge problem in New York, since the contract does not mandate a full-time librarian position (as opposed to, say, a P.E. instructor). A library should be the heartbeat of an elementary school. And in great schools, it clearly
serves that central, essential function. The librarian, or Media Specialist (if you prefer),
interacts with every child, in every grade, often across six years of learning. Consider that for a moment, the broad impact of that one person. A librarian works with and supports classroom teachers. And in response to this reality, the political leaders in our educational system can only think to fire those people, or force them to split schools, while they increasingly focus on standardized tests, purchasing more technology, saving pennies and wasting dollars.
It’s so maddening, and so wrong-minded, I could scream. And that’s why we preach to the choir. Because maybe if we all scream together, somebody will hear our cry.
I found this photo tucked away in a file with a large group of promotional shots that were never used. Not sure what we were thinking here.
Of course, yes, The Little Engine That Could is that rarest of things: a perfect book. I should know, I read it to my kids more than a hundred times, I’m sure.
I just knew he’d make it over that mountain.
Watty Piper, forever!