John Egbert, BEARINGS

BEARINGS, John Egbert. Bellingham, WA, 2024, 102 pages, $15.99, paper.

LANDMARKS, Robert Macfarlane. Penguin, UK, 2016, 448 pages, $18.00, paper, penguin.co.uk.

Landmarks is about language, specifically it is about language that describes land. “It is a field guide to literature I love,” Macfarlane writes, “and it is a word-hoard of the astonishing lexis of landscape that exists in the comprision of islands, rivers, strands, fells, lochs, cities, towns, corries, hedgerows, fields and edgelands uneasily known as Britain and Ireland” (p. 1). I love this book, and, likewise, feel immensely lucky to have been gifted a copy of Bearings, poems by Bellingham writer, naturalist, world-traveler, and teacher John Egbert.

I am one of the people thanked in the acknowledgments in Bearings, and I know this book well. Even so, sitting down and reading it all at once, cover-to-cover, wholly engaged me. Egbert is someone who understands the importance of getting one’s bearings in unfamiliar territory, and he helps his readers get their bearings. The  poems are—mostly—set in Bellingham and the southwest United States, but he shares Macfarlane’s dizzy romance with exploration, and with precise words, populating his lines with yellow-breasted meadowlarks, river trout, plant names both Latin and common, a carillon of finches, the great horned owl. All the way through—even when the territory is wholly unfamiliar—the reader is in the hands of a sure-footed guide.

Consider this stanza from a poem set in South America, in Brazil, where I’ve never been:

A yellow-breasted flycatcher
sallies from the bridge,
snags a big black beetle.
Crook-necked egrets,
like white-tied Brazilian buskers,
cruise by on hyacinth islets
ripped loose from the Pantanal.

—from “Barge Fishing”

Reading these lines, I’m immersed in the scene. The words themselves (as Macfarlane insists) are poems.

The urgency of such naming—how it should and must matter more to all of us—is heightened in Macfarlane’s Landmarks. In chapter one, Macfarlane talks about a peat glossary (which he will later discuss at length), and contextualizes his discovery with this paragraph:

The same year I first saw the Peat Glossary, a new edition of the Oxford Junior Dictionary was published. A sharp-eyed reader noticed that there had been a culling of words concerning nature. Under pressure, Oxford University Press revealed a list of entries it no longer felt to be relevant to a modern-day childhood. The deletions included acorn, adder, ash, beech, bluebell, buttercup, catkin, conker, cowslip, cygnet, dandelion, fern, hazel, heather, heron, ivy, kingfisher, lark, mistletoe, nectar, newt, otter, pasture, and willow. The words introduced to the new edition included attachment, block-graph, broadband, bullet-point, celebrity, chatroom, committee…. (p. 3)

Egbert’s poems—which span from his childhood in the 1950s to now—encompass practically every one of these deleted words. The poems are nature poems, fishing poems, and sometimes nonsense poems meant to tickle a grandchild, but in every poem we encounter a poet in love with precise, specific language.

Arroyo Cairns

I walk this arroyo cut down
below stuccoed walls
baring roots of junipers and pines.
I love this slice of nature pie,
sluice of feldspar grays and pinks,
green epidote and white quartz,
a bull snake skin curling through
camel humps of sand,
a Scrub Jay begging me to disappear.

You, the artist arrive
like some ancient Native initiate,
some finger-painting kindergarten kid,
come to stack stones
as if to sanctify reparations for all of us
who have carved or cast this earth.

August’s flood sweeps away
rabbit pellets, pinon hulls,
a towhee’s white tail feather.
Footprints vanish.
Cairns survive.

Santa Fe, New Mexico, 2015

              —John Egbert

“’The hardest thing of all to see is what is really there,’” Macfarlane reminds us, quoting from The Peregrine by J. A. Baker. In Bearings we are reminded that seeing what’s there is worth the effort. The poems were written over many years, but, as Egbert writes in his introduction, “Paying attention is its own trip,” and: “Reading my own work has helped deepen my past and, I hope, be open to more people and to nature’s surprising complexity” (p. vii).

Landmarks has been around for awhile; I found a copy at my local library, and ordered my own copy (to mark up) from Thriftbooks.com.

Bearings is brand new (and also features gorgeous drawings by Laurie Egbert); you can find a copy via Village Books, at this link: https://www.villagebooks.com/book/9798218412616.

Molly Tenenbaum, THE ARBORISTS

THE ARBORISTS, Molly Tenenbaum. MoonPath Press, P.O. Box 445, Tillamook, OR 27142, 2023, 98 pages, $16.99, paper, http://MoonPathPress.com.

Eleven days down on the Sealey Challenge, twenty days to go. My brain is bursting, and though I’m making notes for future blogposts, there’s a tendency for everything to begin blurring together. Then (honestly, almost every day), something stands out.

In Molly Tenenbaum’s The Arborists, for me, it’s sound. As she is also, besides a poet, a gifted musician, a teacher of the art of banjo, of course it is. Not always euphony, often cacophony, baskets of sizzling s’s, explosions of repetition—in “Banjo, Banjo on the Wall,” this stanza:

I have seen a cat’s ass banjo, Pleiades banjo,
banjo overgrown with vines.
Never no more lighthouse banjo, never
no more poppy, paintbrush,
coastal wildflower banjo.

You could study this book for how to make your poems jangle and twang (and sing). I’m pretty sure that Tenenbaum is one of those people who, when she walks into a room, you never know what will happen. And when she picks up a banjo? Well!

Well, She Died with Them Under Her Own Bed,

died with a thousand single-stroke circles
in a newsprint stack, died with ten pages
of not-quite ducks, their backs a press
with the fat of the brush, their bellies
bare eggshell paper. Died with two red-wattled
black and white chickens, their foreground,
gray chickenwire hints, a few yellow grasses—
a masterpiece mashed under stacks
of calligraphy grids, story of when she wailed
she never would get it, her teacher
cheerily, Don’t worry, do a hundred tonight,
bring me the best one tomorrow.
Which page was tomorrow’s? She died with the great
Western mountains on scrolls in the dark
in cardboard tubes, her foam bed
on a plywood plank above bleeding
magenta beets and fiercely gold-veined chard.
We will all die and pass our beds on, next person
lie dreaming on a flat in a frame
above our packets, starting up midnights
to label trees or animals in black marker
on the brown paper, returning
to slide between thin cottons and under
thick wools back to sleep.

—Molly Tenenbaum

To read more (and find banjo classes!) go to https://mollytenenbaum.com. To see a video of Tennenbaum reading with fellow MoonPath author Ronda Piszk Broatch, visit this page: http://moonpathpress.com/MollyTenenbaum.htm.

Elder Voices Project

Just letting you know about a submission opportunity for Whatcom County poets and writers. The workshops (notice mine is TOMORROW!) are open to all ages. Registration is NOT required, and the workshops are free to all.  Writing Workshop Flyer Elder Voices Project.pdf

Random thoughts about daughters

Alternate title: the writer with children. This started out as one sort of reflection, and turned into another.

My older two daughters turn 31 today, which I find completely unbelievable. Their baby sister turns 25 in 10 days.

I was never a young mom. I was 37 when we adopted Annie and Pearl, and 43 when Emma came along.

Thinking about it, I’ve always been a late bloomer. Which is why, at age 37, I was in graduate school, post-classes, pre-exams. I was also teaching one class each quarter, which paid my tuition and a stipend.

Maybe my friends should have warned me that I’d lost my mind. Instead everyone was astonished and supportive. I’m immensely grateful.

But I did kind of lose my mind, or at least my way. I spent the first six months avoiding my graduate work and being a crap teacher, too. I got away with it for a while, until I didn’t. One memorable (ugh) quarter, I was so wrung out and sleep-deprived that I had the absolute worst student evaluations of my life. It was humiliating. I wanted to hide under a rock until it all went away.

Instead, because of that class, I completely overhauled my strategy. Or strategies. Because of the brutal honesty of those students, I learned to be all in when I was prepping for teaching, when reading their papers, and — especially — while in the classroom or in conference with them.

Much of the time, I was all in with my daughters, too. Some of my best memories are of lying on the floor with them while they played, taking them for walks, blowing bubbles on the front porch, reading books. Going to see their grandparents. In time, I figured out how to do a version of parallel play, and while they were busy doing their thing, I veered off into my own books.

Because of my daughters, I completely restructured my Ph.D. I chose advisors who were parents (two of them women who had children while in graduate school). I was in 19th century American literature studies; the centerpiece of my dissertation was Nathaniel Hawthorne, but other chapters included two women authors who remained childless, a woman author who abandoned her children, and a woman author whose only child died young. Realizing this, I added an introductory chapter on Anne Bradstreet — if AB could get up early in the morning, given her eight children, “stealing the hours from household duties,” and write, then surely I, with my paltry two, could get up early and write. For years a version of “shehad8” was my computer password.

When did I write? I have a vivid memory of sitting in an outdoor cafe with two babies asleep in the stroller beside me while I worked on my Bradstreet chapter. I discovered that if I took them for a drive they would fall asleep and I could pull the car over and write. Early mornings were best. 4:30-6:00 — after which it was time to shower, dress, and race to the park-n-ride. (Riding the bus to the U district gave me an extra half hour of prep time.) Around then, I was awarded a 2/3 adjunct position, contingent on finishing my dissertation. This persuaded my husband (always freaked out about money) that we could put the girls in part-time daycare.

It wasn’t as efficient as I’m making it sound. I was a complete nut for taking photographs and scrapbooking (for a relatively short time, I promise you) — and writing about my daughters. I documented their every step. I signed the girls up for a twin study about language; I wrote an article about it for Twins magazine. I wrote about our adoption for Roots & Wings. I read every book I could find about twins, about parenting very young children, etc.

I’m getting things all muddled and in the wrong order. The summer the girls turned two, I remember I was so behind in my studies that I had to “read” — I am using the term loosely — one book on 19th century American literature each day. I would take the girls into the back yard where we had a little inflatable wading pool with a whale spout and they would leap in and out of the pool, squealing, while I frantically skimmed pages and jotted notes.

I started my full-time, tenure-track job the year Annie and Pearl began kindergarten. The following June, we adopted Emma. (At that point, friends did tell me I had lost my mind. They weren’t wrong.)

Maybe I need to write a “real” essay about all of this. Maybe I can stop scribbling for now.

It was a wild ride — I didn’t even get to the teenage years, did I? I’m sometimes upset that my daughters turned out so “different” from me, their values, their passions — not a poem in sight! I have been known to threaten moving to a stone cottage on the west coast of Ireland and throwing away my cell phone. But they keep coming around, they keep talking to me, and I keep being (unreasonably) happy when they do. I spoke with my pastor recently about some upsetting thing or other, and he recommended that I read You and Your Adult Child. He was reading it, he disclosed, “And it’s helping.” Finding other parents (writers, especially) has turned out to be crucial. 

This morning I decided to reread Rose Cook’s poems (I’m lending the book to a friend). And I found this poem:

On Bringing Up Girls

Aren’t you going to clip her wings?
they said, That’s usual for a girl her age, isn’t it? 
We said we didn’t want to clip her wings
and they watched our little daughter grow
bright and strong, then they said

Aren’t you going to tie her feet? That’s 
advisable for young girl, isn’t it? 
We said we didn’t want to tie her feet,
so they saw a young woman growing
clear and brave. Before they could say anything else
we said, Now it is time to teach her to fly. 
They fell back.

They are teaching her to fly, they repeated,
teaching her to fly.
How wonderful,
murmured their daughters,
and how interesting. 

Rose Cook, from Notes from a Bright Field (Cultured Llama Publishing, 2013)

I once read this little meme — the girls were probably 12, 12, and 6 — that went, “If humans had wings, we’d consider flying to be exercise and never do it.” I read this aloud, and my daughter Pearl turned to me with wide eyes and said, “If I had wings, I would fly!”

And — in their way — I’m sure they do.