Memories

Carved In Stone

Carved in Stone

Brief Introduction

“Poetry explains itself. If it doesn’t, it’s inexplicable.” Pedro Salinas.

I entered this collection of poems for the Alfred G. Bailey Awad (poetry manuscript), WFNB, 2025. Alas, it did not win an award, but the judge, Kathy Mac, made some excellent suggestions as to how I might improve the manuscript. I have followed her advice to the best of my ability.

Carved in Stone is the second dialog (Chronotopos II) in my Bakhtinian Dialogs with my time and my place. Clepsydra, Chronotopos I, won third place in the Bailey Award (2025) and has already been published. I have one, possibly two, more Dialogs planned.

Reception Theory – I write, you read. Any meaning that you extract from my poetry will depend on your own culture and background. Tolle, Lege – Take and read. Read slowly, and with care.

I am a poet, a dreamer, if you will. These are my dreams. When you enter my world, you mingle your dreams with mine. The result, I hope, will be an interesting intellectual blend of new creativity. Pax amorque.

1

Behold me here,
filled with a sort of shallow,
hollowed-out wisdom
accumulated over decades
while listening with my eyes
to the words and thoughts
of writers, long-dead.

Imprisoned in book pages,
do they bang their heads
against walls that bind,
or hammer with their fists
at the barred lines
of their printed cages?

These spirits long to break free,
but they choke on library dust
and pollen from verbal flowers
that bloom unseen.

Those old ones avoided
the traps of temporal power,
or, once trapped,
gnawed off a precious limb
to limp into freedom.

Comment:
The cover painting, painted for me by my friend Moo when he read the manuscript of this book, is called Coal Face. It refers to the young Welsh boys in the Rhondda coal fields, aged 8-12 years old, who went down the mines to work at the coal face. This happened when the coal seams grew thin and only small children had the ability to work at the coal face and carve and mine the coal. Here are the relevant verses (44 – 45).

44

The old man, withered,
last house on the left,
leaning on his garden wall,
coughing, spitting up
coal dust and blood.

He’s not old, when you get close,
just grown old, underground,
where emphysema
and pneumoconiosis
devour men and boys.

He spits on the side walk.
Mining souvenirs,
Max Boyce calls them,
and they appear
every time the young man,
turned suddenly old,
starts to cough.

He can’t walk far,
wearing carpet slippers,
soft and furry,
just leans on the wall.

He fell, or was pushed,
into the trap at an early age,
when the coal seams
had grown so thin,
that only a small boy
could kneel at the coal face
before the black altar
of the underground god.

There, with a pick and shovel
he learned to carve and shape
those seams.

45

No candles burned at that altar.
A single match, let alone
a candle flame,
would spell the end,
if gas leaked from the seam.

Only the canaries,
confined in their cages,
sang songs.

Doomed,
like the blind pit ponies,
never to see the light of day,
they lived out their lives
down there.

So many died underground,
unable to get out,
buried alive,
before they were even dead.

Clepsydra

Clepsydra

WFNB 2025 BAILEY PRIZE: 3rd Place
Citation

Clepsydra relates a process of identity loss, as time’s passing removes the people closest to the eroding narrator. Its consistent form – the manuscript is one long poem made up of 48 sections of varying length, each of which begins and ends with an ellipsis – provides a framework in which the narrator strives to describe how their sense of self drains away, drop by drop, the way the liquid in a clepsydra (a water clock) marks the passing of time. Amazingly, the poems convey existential dread through remarkably vivid and grounded images of things like “seals basking in sunshine, / knowing themselves, being themselves, / thinking themselves safe, / kings and queens of their seal-dom, / never questioning” (19) and “…an osprey, sudden, the swoop, / turned into a stoop, water shattered, total immersion, then emerging, / lusty thrust of wings, claws clasping, / prey imprisoned” (20). Sense slides in and around the sounds of the words as well as in their dictionary meanings. In Clepsydra the author rigorously plumbs a difficult subject: the loss of subjectivity.

Exhortation

Thank you for the privilege of reading your poetry manuscript, Clepsydra. I was quite taken with all of its virtues: a meaningful concept, carried out in an impressive form which is followed both rigorously and nimbly in each section.

Introduction

     The National Museum of Wales, in Cardiff, had a working Clepsydra that fascinated me. School children could enter free, and every week day, during the school holidays, I would visit the museum and also the Clepsydra.

     I have built the structure of the Clepsydra into the verses of this book. The words flow down, from left to right, just like the waters of the Clepsydra. Sometimes they overflow the line, and sometimes they hold back, just a little. This visual construction fortifies the idea of the ebb and flow of time, water, and memories.

     I first met the poetic image of the Clepsydra in the poetry of Antonio Machado – No temas. Tú no verás caer la última gota que en la clepsidra tiembla. / Never fear. You will not see the fall of the last waterdrop that trembles in the clepsydra. I have, for better or for worse, repeated this theme throughout the poetic dialog.

     I would like to thank the judge, the poet Kathy Mac, for her comments and her excellent suggestions. I have followed most of them in this revision of the original manuscript. My thanks go to all who have read Clepsydra at one time or another.

Clepsydra

1

… time, and my own place
     not this dry museum
          filled with dust

its ghosts, running rampant,
     raging silent
          over ancient artefacts

the clepsydra dreaming
     time like its liquid
          slipping
               through clay fingers
 
runnels of water
     ebbing flowing
          continually running down

earthen-throated
     its hour glass structure
         
each terracotta bowl
     lower than the one before
   
a mini-cataract
      a constant waterfall
            second by second
                    time dwindling away…

Great White Egret

Great White Egret

            The Great White Egret is Yolande Essiembre’s first chapbook of poetry. The title poem offers an image, a white egret, that is central to the whole collection. Summarized in this one poem are the concepts of pantheism, mindfulness, self-questioning, and receiving lessons and inspiration from the natural world that surrounds the narrator and her poetic voice.

            Pantheists often consider the universe, or nature, to be identical to the divinity. In simpler terms, it’s the old Greek idea of Gaia, the world spirit – spiritus mundi, in the Latin of Moncton’s Northrop Frye – that links nature and the divinity. Pantheism can be found in both religious and philosophical contexts, with some branches of pantheism rooted in traditional religious beliefs and others stemming from poetic perspectives. In the case of The Great White Egret, the narrative voice sees nature as an all-embracing poetic concept that makes possible a life, both physical and spiritual, in the immediate present.

            The lessons the narrator receives in the course of observing The Great White Egret are (1) to take one step at a time, (2) to be still, and (3) to be one’s own reflection. This third lesson reaches out to include the cover photograph. Verbal and visual blend when the egret, reflected in the water, parallels the reflection of the poet in the stillness of nature. This is further complicated by the double meaning of reflection as mirror image and of the thought process involved during the observation of the bird. The visual and mental images become reminiscent of the hymn “on the wings of a snow-white dove.”

Part of the beauty of Yolande Essiembre’s poetic meditations lies in the extension of image and metaphor beyond the page and into the mind of the reader where they create a mirror universe of reciprocal reminiscence and creativity. Other poems that reach out in similar fashion to explore the deity manifest within the natural world include A Force of Love in Our Universe, Breath of Life, Glimpses, and In the Sanctuary. This last poem works on the basis of repeated images that stand strong and clear, for example, “Life pressing through a blade of grass. / Leaves shimmering, dancing, waving. / Light flickering, casting shadows.” Life and movement, especially movement – pressing, shimmering, dancing, flickering, casting – create a sense of wonder in the natural setting where the poet finds sanctuary.

            Mindfulness is a mental state achieved by focusing one’s awareness on the present moment, while calmly acknowledging and accepting one’s feelings, thoughts, and bodily sensations. It is often used as a therapeutic technique and can be compared with the yoga techniques which our poet practices. This yoga technique is compounded in the poems where breathing is emphasized, as in Breath of Life, for example, where we read “Who are you breath of life / Who fills my lungs with air”. It can also be found in the poem In Your Presence “In the stillness of the morning / I breathe / I listen / I breathe”.         

This chapbook is more than a mere collection of poems. It is a compendium of personal feelings, inner thoughtfulness, and natural observations. It is the work of a thinker and feeler, in tune with the universe and continually seeking answers to some of life’s most important questions. Reading The Great White Egret, you too may start asking similar questions. More important, you may even find some meaningful answers.

The Great White Egret
Sitting, rocking, gazing upon a lake,
Pondering, reflecting, wondering.
How one can choose purpose over comfort?
How does one remain true to oneself?

On a wing span comes an answer.
A bird, a Great White Egret
Lands at the edge of the water.
Tall, magnificent, breathtaking.

Steps in slow motion, into the lake,
Advances one long leg at a time.
Proud, confident, in no hurry.
My first lesson: “Take one step at a time.”

The bird stops, remains still,
Listens, stretches its long neck,
So still that I hold my breath.
We wait.
Second lesson: “Be still.”

The majestic bird gracefully glides
In the calm clear water.
Its reflection a thing of beauty.
Like a mirror, reflects divinity.
Third lesson: “Be my own reflection.”             

Nightmares

Nightmares

The jaws that bite,
the claws that snatch,
the hands grasping you
through the railings
as you scuttle upstairs.

Those same hands descending,
beating, shaking you,
back and forth, a rag doll,
then thrusting you into
that cold, dark cupboard
beneath the stairs, no story,
your childhood reality.

And now, those dreams come back
and you lie awake watching
as the grey revenants return
and the nightmares repeat
themselves, again and again.

And return they will, until
that final curtain call,
when the stage turns black,
and you’ll never be taunted,
haunted, and hunted ever again.

Comment:
On Thursday night we discussed the difference between poetry of play and poetry that expresses the authenticity of being. Into which category does this poem fall. Intertextuality – the idea of texts talking to texts. How many different texts can you count, talking to each other in this poem that may even be a Jackpine Sonnet?





Poppy Day

Poppy Day

Remembrance Day
11 November 2024

I wasn’t there
I never saw the gas clouds
            rolling over our positions
            never felt the barbed wire’s bite
            nor the bayonet’s jab

I never hung out my washing
            on the Siegfreid Line
            (“Have you any dirty washing, mother dear?”)
            never broke out of barracks
            never did spud bashing
            nor feasted on bread and water
            nor heard the rifle’s rapid rattle

I wasn’t there
            to see them carried away in carts
            coughing spluttering vomiting
            or bandages over their eyes
            walking slowly to triage a hand on
            the shoulder of the man ahead
            the sighted leading the blind

I wasn’t there
            but both my grandfathers were
            both decorated
            one mentioned in dispatches
            signed by Winston Churchill
            that one uninjured
            the other one gassed
            coughing up his lungs
            bit by bit for forty years

I am here now
    to remember
    and to honor them
           though so much
    has been lost

Comment:
My friend, the painter known as Moo, painted this poppy today. My generation, unless they served voluntarily, as many have done, was never conscripted. As a result, the horrors and tragedies of combat were never known to us, except as seen through they eyes of other people. I think of Wilfred Owen and his magnificent, heart-rending poems from WWI.
Today, I pay tribute to those members of my family who served in the armed forces by land, sea, and air. I also pay tribute to the veterans who survived, and to those who gave their lives in the defense of our country.

What’s your favorite word?

Daily writing prompt
What’s your favorite word?
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What’s your favorite word?
Seems like a daft question to me. Just one word?

Llanfairpwllgwyngylldrawbwlchllantisilioggogogoch – how’s that for a single word? And what’s wrong with married ones anyway. Or should I go for something like – home, health, morning (good or bad), night, how? -as in How! And what about the vast quantity of expletives that are found in so many languages? Many of them are single words, although many others are found in fertile and creative compound structures.

Of course, wrth gwrs, we are thinking of how many single words in how many languages? Or are we? I personally think that phrases might be more important than single words. Thank you becomes gracias (in Spanish) or te / se lo agradezco (more formally). It changes to merci (in French) or merci bien, or merci beaucoup, or grand merci, or merci mille fois, or je vous remercie. Then, in Welsh it becomes diolch, though many prefer diolch yn fawr.

Mind you, when living in Mexico, especially in some of the more isolated villages where food and water are not always the cleanest, bathroom may be a key word. Quick is also an important one. Put them together and you get bathroom quick! Help is also very useful when travelling alone and lost. As is Please! Por favor, in Spanish – two words of course!

Single words, in isolation, can be very dangerous. Especially when using a second language that one doesn’t dominate. Examples of embarrassing mistakes are multiple in the language-learning text-books. Speaking of which, it is interesting how infrequently they offer phrases like “Where is the bathroom?” or “I need the toilet. Now.” Alas, they also avoid the inevitable consequences like – “Too late!” “Sorry!” “Where is the nearest dry cleaners?”

A funny thing, language. And other people’s languages are equally funny. By funny, I mean weird, strange, and unpredictable, especially without a sharp cultural knowledge to permit the speaker to actually understand what he or she wants to say and how to phrase it correctly. Simple example – embarazada, in Spanish, does not mean embarrassed, it means pregnant. You would be surprised at how many young ladies, learning Spanish in Spain, have amazed their hosts and teachers by the simple announcement, often in class, that ‘estoy embarazada’ – ‘I am pregnant’ – and I have seen the looks of amazement adorning the sympathetic faces of the families gathered round the table or the looks on the faces of the classes being so addressed.

So, a little knowledge is a dangerous thing. I can think of very few words, single words, that I would use on their own. But I can think of many, many phrases, most short, that I would be happy to use, and many more that I would avoid at all costs. As the students in the lower grades of Spanish used to say – “Buenas Nachos” and “I only want to be able to ask for a beer.” “Can’t we watch the Smurfs?” Have you ever tried to understand humor in another language, another culture? It is one of the hardest things to master, especially when it depends on the double-meaning of words, words which, all too often, only have one meaning in the pocket dictionaries people carry around with them. Caveat emptor. Buyer beware. And tread carefully, for you may not know just whose toes you are treading on, nor why, nor how they will react – the people, not the toes. Dangerous things those pronouns.

On the other hand, we can always go religious and turn to the Bible for advice. There we find “Faith, hope, and charity, and the greatest of these is charity.” So. Problem solved. I have found my one word – Charity. That said, I do like the painting Moo offered me for this prompt. He calls it Hope. And remember, you can’t go wrong with any of those three words – Faith, Hope, and Charity. Tolle lege. Amen.

Solitary 1 & 2

Solitary 1 & 2

1

They drove me there,
passed through the gates,
unpacked my trunk,
chatted with the head,
shook my hand,
then drove away.

The metallic clang
of the closing gates
still lives with me.

How old was I?
Six? Seven?
I no longer know
and there’s nobody
left alive to tell me.

I remember so well
the woodgrain on the desk,
the carved initials,
the loneliness that bit,
the barred windows
of that empty classroom.

2

An only child,
taken away,
left among strangers?

Why, why, why?
Doubt’s pinball
bounces round
my empty skull.

What am I?
Who am I?
Why am I?

How did I become
whatever it is
that I became? 

mea culpa
mea culpa
mea maxima culpa

Was I the one to blame?

Comment:
I prefer it as two poems, rather than a poem and a commentary. It may even be better written in the third person. I’ll have to think about that! It’s always a good way to work. Thank you to all who commented, by email or otherwise! Your comments always help me think, and re-think.

Solitary

Solitary

They drove me there,
passed through the gates,
unpacked my trunk,
chatted with the head,
shook my hand,
then drove away.

The metallic clang
of the closing gates
still lives with me.

How old was I?
Six? Seven?
I no longer know
and there’s nobody
left alive to tell me.

I remember so well
the woodgrain on the desk,
the carved initials,
the loneliness that bit,
the barred windows
of that empty classroom.

Comment:
Looking back, I wonder just how and why I ended up in a series of boarding schools, starting when I was only six years old. What does that abandonment do to an only child, taken away, and left among strangers? I still have nightmares and wake up screaming, from time to time.

Why, why, why? The pinball of doubt bounces round the interior of my head as I struggle to plot different paths, different ways, how life could have, might have, been so different.

I guess that schooling, force fed, made me what I am. But then the pin ball starts again – what am I? Who am I? Why am I? And how did I become whatever it is that I became? Mea culpa, mea culpa, mea maxima culpa – was I then the one to blame?

And then there’s the nights – KTJ

Then There’s The Nights … KTJ                

As a child my days were good.
Full of wonder and being misunderstood.
Growing and learning without knowing love.
But always guided by the Lord up above.
The days were filled with hope in my sights.

Then there’s the nights.

Trying to make sense of my life in a bed I did not own.
Fighting demons no child should ever fight alone.
Dreams of monsters under the bed.
Thoughts of not belonging filling my head.
Longing for a normal Mom and Dad.
Crying myself to sleep and feeling sad.

At 14, I thought I was grown.
Stealing my food and living alone.
Leaving behind a brief life with my dad.
Street life was hard, but it was all that I had.
The days seemed to pass by all right.

Then there’s the nights.

Fear of passing by where the dead lay to rest.
I’d stand with my thumb out and hope for the best.
I was told it was the living I should fear.
But my mind was confused
and my thoughts were unclear.
Sleeping in ditches and dreaming of a home.
No one to care for me, I was alone.

Years passed by as if in slow motion.
People came and went, playing on my emotions.
More than one marriage, with hopes of a happy home.
Each time I was sure I was done being alone.
I kept telling myself life was sunny and bright.

Then there’s the nights.

Sleeping once again in a bed I didn’t own.
Waiting for a husband who does not come home.
Anger and confusion running through my head
Wondering if he was sleeping in another woman’s bed.
I wanted to scream and demand he be true.
But you don’t have that option if someone’s abusing you.

I’ve finally made it to the last quarter of my life.
I no longer desire to be anyone’s wife.
I have my independence and a loving heart.
I want love, but I also need time apart.
To grow and learn and miss the ones I love.
I have been truly blessed by God above.

Then there’s the nights

Sometimes sleeping in a bed, I don’t care if I own.
Nights full of contentment for me and me alone.
I’ve let go of the dream of two hearts and souls
intertwined as one.
Finally, my worries and grief are done.
The rest of my journey will be full of peace and love.

Once again, I thank the good Lord above.

Comments
Yesterday, I posted a painting that KTJ associated with one of her poems, Addiction. Last night, my friend, Moo, painted this painting which accords with one of KTJ’s poems entitled And then there’s the nights. This is the lead poem in her first poetry collection, I am my tattoos. This linking of the verbal (poetry) with the visual (a painting) has been a technique I have used before. The movement between visual and verbal often generating a shifting pattern of colors and images in the reader’s / viewer’s mind. These collaborations between artists are very productive. Long may they continue.

NB If you, dear reader, would be interested in writing for one of Moo’s paintings, just drop me a line, or leave a note in the comments section.

What are you doing this evening?

Daily writing prompt
What are you doing this evening?
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What are you doing this evening?

This evening, I am thinking about how September is the month in which academics, thinkers, and philosophers, as well as everyday people, can be reborn. I wrote this article 25 years ago. Re-reading it now, I am amazed by its clairvoyance. Here are my thoughts from way back then.

“September Renaissance: The Annual Adventure of (Re)Creating the Individual.”

This address was delivered to faculty at MOUNT ALLISON UNIVERSITY on 07 September 1999. It is a revision (and an extension) of the adress I delivered to students at St. Thomas University during the inaugural speech delivered to the incoming class of students by the winner of the St. Thomas University Excellence in Teaching Award.

Tomorrow, 08 September, 1999, is a very special day for me, and I would like to share my Special Day with all of you.

“A Special Day?” you think. “It must be his birthday.”

But no, it’s not my birthday. Could it be my Saint’s Day then? If we were in class, and you were all students, I would see some puzzled faces. A hand would be raised: “Please Dr. Moore, what’s a Saint’s Day?”

I would smile at the student brave enough to ask that question. “Good question!” I would say. “When one person asks a question, class, there are twenty people in the room, perhaps more, who wanted to ask that question, but did not raise their hands because they were afraid to do so. Never be afraid to ask questions. Question everything. Question everyone. Ask questions all the time. That, in part, is what you are here for: to ask questions and to learn to ask the right questions.”

So: what is a Saint’s Day? Well, in Spain, people often have two celebrations a year: their birth day and their Saint’s Day. Their birthday is, of course, the day they are born; their Saint’s Day is the Feast Day of the Saint after whom they are named. That was a good question, class, and you have gained a little knowledge! But No! It is not my Saint’s Day.

Why is today such a special occasion for me? Again, if this were a classroom I might, at this stage, do one of several things:

  • I might divide you into groups and ask you to discuss the question;
  • I might turn on a video;
  • I might access the classroom computer and show you a multi-media presentation;
  • I might give you a lecture or a talk or a question and answer session, much as I am now doing;
  • I might send you to the library to find out the answer for yourselves;
  • I might send you to the computer room to surf the net in search of an answer;
  • I might ask you to work together on an interactive listserve and let others help you access the information;
  • I might send you home early with reading material for the next class;
  • I might send you home to watch a specific television program;
  • I might set you the question as a Problem Based Learning Group Research Project (written answers on my desk, tomorrow, by 3:15 pm!);
  • I might ask you to write your essay in a journal page or in a researched essay (due in six weeks time, with annotated bibliography!);
  • I might ask you to tap in to your subconscious and freewrite around the question for fifteen minutes;
  • I might tell you to do some thinking and asking around, because that specific question will be on the final examination;
  • I might ask you to design a poster or your own multi-media presentation demonstrating the meaning of the question and several possible answers …


… Clearly, there is no right or wrong approach and there are many ways of dealing with what is, on the surface, a relatively simple question. You are using many of these approaches in your own classes here at Mount Allison University and I do not presume to tell you that one way is right and another wrong. So much depends on the shifting relationships between teacher, learner, class size, class maturity, work capacity, research resources, and subject matter. At Mount Allison you have a national reputation for the excellence of your students and of your faculty. You have proved over a long period of time your ability to distinguish between the more important questions and the correct research and investigation procedures; above all, you know how to choose those that are most suitable to you and to your own students.

Since this is NOT a classroom, since you are not my students, and since I would have great difficulty in dividing you up into small groups so that you could discuss why tomorrow is such an important day for me, I will provide you with the required answer: TOMORROW, September 8, 1999, is my RE-BIRTH-Day! Tomorrow, I celebrate the day of my RE-BIRTH. Thirty-three years ago tomorrow, I was RE-BORN.

Permit me to share with you the matter of my RE-BIRTH!

It came about like this: On September 8, 1966, I got up at 4:00 am, ate a light breakfast, packed my suitcases into my father’s car, and headed for Heathrow Airport, London. There I boarded BOAC Flight 1040 and at 3:00 pm that afternoon I landed in Toronto, Ontario, Canada. By 3:15 pm, I was passing through Canadian Customs and Immigration and by 3:30 pm, I was RE-BORN as a Canadian.

This RE-BIRTH was not an easy process. It took me a long time to learn to act, think, and speak like a Canadian. It also took me a long time to realize that while the Canadian within me was growing stronger every day, other parts of me, even when they were rigorously maintained, were beginning to die. Thus, at the same time as I celebrate my RE-BIRTH as a Canadian, I mourn the gradual passing away of my Welshness, the slow disappearance of my Welsh family, the fading of my Welsh friends, some of whom I have not seen in more than thirty years.

Yes! I was RE-BORN 33 years ago tomorrow. But this is not the only RE-BIRTH that I have undertaken. There have been many other rebirths:

  • 28 years ago, I emigrated from Ontario and was RE-BORN as a New Brunswicker;
  • 27 years ago, I left the University of New Brunswick and was RE-BORN as a St. Thomas University professor;
  • 24 years ago, I was RE-BORN when I graduated with my PhD and was officially no longer a student;
  • 5 years ago, when I visited the Dominican Republic, I was RE-BORN as a conscious critic of certain neo-colonial policies and attitudes towards Developing Countries; in the DR, incidentally, I was also held up at gun-point — and surviving THAT little incident certainly guaranteed an instant RE-BIRTH which I celebrated in the closest bar!
  • 4 years ago, in December 1995, I was RE-BORN as a pseudo Professor of Education when I visited Oaxaca, Mexico, as part of what was later to be called the St. Thomas University – University of New Brunswick – Universidad Autónoma Benito Juárez de Oaxaca Faculty Exchange Program;
  • And tomorrow, on September 8, 1999, as I celebrate the 33rd anniversary of my being RE-BORN as a Canadian, I am in fact in the process of being RE-BORN yet again.


I will explain how in a moment. Meanwhile let me say that along with the pain and struggle for RE-BIRTH come various things:

  • PRIDE: in the fact that I, along with everyone else in this room, can achieve RE-BIRTH;
  • HUMILITY: in the knowledge of how fortunate I am, together with all of you gathered here in this room today, to be counted among those who are still capable of RECREATING their lives and of being RE-BORN;
  • RESPONSIBILITY: in the knowledge that when we are RE-BORN a new set of duties falls upon our shoulders;
  • ENERGY AND ENTHUSIASM: in the knowledge that I, like every one of you, am capable of sharing the secret of my RE-BIRTH with the students who come to my office and my class almost every day in search of the new selves which they wish to create for themselves.


This summer, to prepare myself for this Fall’s RE-BIRTH, I did the following:

• I revised all my courses;
• I attended the University of New Brunswick Multi-Media Institute for three weeks and completed my Certificate of Multi-Media Studies;
• I reconstructed, with the aid of Clare (without whom I would not be here today, but perhaps I’ll tell you more about that later), my web page;
• I (re)commenced my annual summer reading program to update my thinking.

I say all this to assure you that I know as well as you do that knowledge is not a solitary, self-contained unit which, once attained, stays with us forever. Knowledge is an ongoing process; learning is a lifetime commitment; you, as faculty, teach at Mount Allison University, as I teach at St. Thomas University, not just to earn a salary, but to continue a life-long commitment to teaching and learning. If you are like me, you love the sheer process of teaching and learning; you love the contact with young, developing minds.

I try always, as I am sure you do, to encourage my students to start their life studies with us at St. Thomas and to continue their life studies when they leave university. We do not say “Learn for four years and then you can stop learning for you will have all the knowledge you will need for the rest of your lives.” At least, I hope we don’t.

And it is the same thing for us, as faculty. For we, as faculty, are actively involved in our own ongoing research and scholarship, some of which we publish and some of which we use in our classes; research moreover, without which the knowledge we share with our students would be a dead package, taken from our notes, and handed over without thought or revision, or consideration, to the next generation, much as certain forms of knowledge were handed to me when I was an undergraduate by some of the teachers de cuyos nombres no quiero acordarme / by teachers whose names I do not wish to recall, to borrow the famous words with which Cervantes opened perhaps the world’s greatest novel: Don Quijote de la Mancha.


So what did I read this summer?

Amongst other things, I read about the RENAISSANCE — the RE-BIRTH of Western Civilization in the 15th and 16th Centuries; I also read about the REFORMATION that came about as a direct result of the challenges and questions posed by the RENAISSANCE; and I read about the COUNTER-REFORMATION that sprang up as a reaction to and dialogue with that first REFORMATION.

I also realized, not for the first time, the similarities between our own age and that of the RENAISSANCE. The RENAISSANCE, as Marshall MacLuhan pointed out in The Gutenberg Galaxy, was a time of new ideas and new technology; in addition, a radical change occurred in the paradigm of man’s learning and thinking. The known world was expanding with the voyages of discovery that set out to East and to West. Man’s view of the universe changed with the various discoveries in optics that allowed us to see objects in space larger and in more detail than ever before. This led, of course, to the concept of the heliocentric universe, where human beings were displaced, away from the centre of creation; a new concept for the Church, and one that they fought against bitterly at the time.

In the same period the printing press had an enormous influence on the dissemination of knowledge, and totally changed peoples’ ways of disseminating, creating, receiving and perceiving written information. It is very difficult for us to understand, even today — perhaps especially today — the impact of the printed word on a semi-literate society in which, again according to Cervantes, groups of people would gather in the evenings to have books read out loud to them by the one or two people in the village who could read. Walter Ong has described this process to us in Orality and Literacy, another book which I (re)read this summer. Suffice to say, that for us, as a television generation, it is difficult to understand the initial impact of radio upon our parents and grandparents. For the new generations of students emerging today, it is difficult to imagine life without the instant communication of television, telephone, email, and computer.

In many ways, the impact of print must have been similar to the impact of the electronic technological revolution which we are going through today. And one thing I know for certain, after completing my Certificate in MultiMedia Studies: none of us are aware, nor will we be fully aware for a long time yet, of the full impact of the electronic technological revolution upon the hearts, souls, intelligence, and minds (not to speak of the wrists and eyes) of those who use it and of those who are now growing up, many of whom know no other way of accessing information.

The paradigm of knowledge and technical skill is still changing and developing explosively; as a result, we are still unaware of exactly what can be achieved by the new media. Take computer chess, for example. Chessmaster 2000 had approximately 150 games programmed into its chess library; Chessmaster 4000 not only has 1500 games programmed in, but also presents us with games in which Karpov commentates in digital audio his own moves in his own matches!

Yet, in spite of this tremendous rate of progress, few of us who follow Chess would have dreamed that Deep Blue, programmed by a gentleman from Clare’s home town of Bournemouth, would thrash Karpov, the world chess champion from the Soviet Union, only a year or two down the road. Nor can we understand the extremely rapid progress that leads us in a matter of months, to see the memory banks in a pc clone expand from 1 gig of memory to 4 gigs of memory, to 6 gigs of memory, to the 10.6 gigs of memory that Dell is advertising in its latest computer sales. In some ways, it is like the 10, or 12, or 14 zeros that are now following the initial figures in the MEXICAN FOBAPROA SCANDAL: so many zeros that the concept of the magnitude of the debt is beyond the understanding of most of us.

In our day, then, as in the Renaissance, the paradigm of knowledge is expanding explosively. Knowledge in the Renaissance evolved so quickly that few individuals were capable of grasping the full meaning of the REVOLUTION, the RENAISSANCE, the REBIRTH which they were observing and in which they were involved. In fact, the RENAISSANCE BATTLE OF THE BOOKS or the continuing discussions between the ANCIENTS AND MODERNS were very similar in many regards to some of the discussions regarding the FUTURE OF EDUCATION that we are holding in all the Atlantic Provinces Universities right now. Authority or Innovation? The old ways or the new? Technology or Tradition? Whatever side we come down upon, these discussions are good for us all for they mean we are alive and thinking and that our knowledge is not a dead but a living thing.

This summer, I also (re)read Mikhail Bakhtin; I believe with him, that human beings can live in a DIALOGISTIC RELATIONSHIP WITH THEIR CHRONOTOPOS — that is to say, in less Bakhtinian language, that people can hold a dialogue with their time and their space, a dialogue which can bring about change, new directions, new commitments, in short, a RE-BIRTH.

And now, from Dialogue to Drama: Wayne C. Booth, in Freedom and the Individual (the Oxford University Amnesty International Lectures of 1992) wrote that we are all individuals, writing the drama of our own lives; each student’s entrance to Mount Allison University, in Wayne Boothian Theory, is a chance for that student to begin his or her play again; all students can rewrite their roles and their characters; as we can rewrite our lives and our roles. In short, each one of you can, like me, be RE-BORN. And believe me: September is the month in which this ANNUAL REBIRTH can and should take place.

I also read several books on the THEORY OF TIME: sidereal time, atomic time, linear time, instantaneous or contemporaneous time … many of the courses I teach at St. Thomas University are based on linear time: each term, they progress steadily from Day 1 to Day 36; however, our lives as teachers and learners are also based on seasonal or cyclical time. For teacher and student, the learning and teaching cycle begins anew every September; this is the time of the SEPTEMBER RENAISSANCE or RE-BIRTH. September then is the month for us ALL to be RE-BORN.

In some ways, the most important books I read this summer were all written on or about don Francisco de Quevedo. These books no longer have a single author. We are no longer dealing with one person’s ideas. Thus, although Pablo Jauraldo Pou’s name adorns the edition of the latest and best biography of don Francisco de Quevedo, Quevedo’s life has actually been researched by an extensive team of scholars, students, and friends, so large, that only the most important dozen or so can be acknowledged. The same is true of James O. Crosby’s edition of the Sueños, or of Ignacio Arellano and Lia Schwartz Lerner’s edition of the metaphysical poetry, or of Crosby and Jauralde’s edition of Quevedo y su familia en setecientos documentos notoriales, a compendium of legal documents concerning the Quevedo family which runs from 1572 to 1724.

In fact, when a single author, not a member of a team, writes on Quevedo nowadays, it is to offer a study of just a small portion of the author’s work. In this fashion, Josette Riandière de la Roche’s Nouveaux documents quévédiens: Une famille à Madrid au temps de Philippe II deals with a very short time period and only a selected aspect of the life of the poet. In similar fashion, Santiago Fernández Mosquera’s La poesía amorosa de Quevedo: disposición y estilo desde CANTA SOLA A LISI deals with only one aspect of Quevedo’s poetry, that of the love poems seen in the light of the sonnet sequence to Lisi.

TEAMWORK: it is becoming more and more necessary to work as a member of a team in order to keep up with the knowledge explosion with which we are confronted. I once said, tongue in cheek, that a TIER 2 CIDA GRANT APPLICATION demands the construction of a team. You need

  • a reader who specializes in how to read the AUCC / CIDA guidelines as they change from year to year;
  • an interpreter who specializes in what the current buzzwords are in government circles actually mean and how to use them in your documents;
  • an accountant who specializes in cash flow, international money transfer, and book balancing;
  • a manager who specializes in Results Based Management or whatever form of management system is the current government buzz word;
  • this manager must also have organizational skills to link the various parts of the application to the Results Based Management that is currently demanded by AUCC/CIDA.

Further, the manager must have people skills in order to hold the team together when things are going badly or well, for triumph and disaster, as we well know although both impostors are ever present when applying for Grants from Government Sources; you also need

  • a writer who specializes in writing up the final text so that it will convince the granting authorities that you, the applicant, another often forgotten member of the team, actually knows what you are doing;
  • finally you need what I call a people person or a wheeler – dealer who will get out there and make the appropriate contacts and find out who are the current movers and shakers and who will actually give you the internal promotion that your CIDA GRANT needs if the application is to be successful.

I would also suggest, perhaps not totally tongue in cheek, that a similar team approach to the writing of SSHRCC GRANTS FOR THE HUMANITIES would not be a bad idea.

TEAMWORK: As I said earlier, I completed my Certificate in MultiMedia Studies at the University of New Brunswick this summer. One of the things that I learned was the importance of teamwork in computing.

In our first SCENARIO FOR A CASE STUDY this summer, for example, we were required to design and build a commercial web site. Of course one person can build a website, and a pretty good one at that. But the studio team which we were given consisted of

  • a graphic artist,
  • a sound engineer,
  • a creative director,
  • a computer tech,
  • a multimedia specialist,
  • a photographer,
  • a specialist in digital photography,
  • a graphics designer, and
  • a colour specialist.

We did not have digital video capacity and were forced to contract digital video out. Costing was also a major part of the exercise: how many people, how many tasks, what order for the tasks, how many hours, how much time, how much money! I repeat: the new paradigms of knowledge that are developing around us will be demanding more and more teamwork from us.

I will end this brief presentation by reminding you that this fall, on Saturday October the Sixteenth, 1999, to be precise, the Atlantic Teaching Showcase will be coming to St. Thomas University, Fredericton. I hope to see some of you in St. Thomas, at that meeting. I am, as many of you know, the Chair of the Atlantic Association of Universities Teaching Showcase for this year.

However, I have not arranged the Showcase on my own. On the contrary: I have gathered a team of faculty and together we are working towards the Teaching Showcase. In fact, I have one person looking after finances, another looking after registration, another building a website, another looking after catering, another looking after audio visual equipment, another booking rooms, another organizing the program, another recruiting and organizing student help. We have planned and arranged the program between about eight of us.

An exercise in teamwork, no less.

I know that in all that I have said so far today, here at Mount Allison University, I am talking to people who know as much as I do, or more, about all these things: REBIRTH, RENAISSANCE, TEAM WORK, COLLABORATION. For a very long time, I have been impressed by the quality of Mount Allison’s teachers and by the quality of Mount Allison’s students.

In five weeks’ time, at the Atlantic Association of Universities Teaching Showcase, there will be a session entitled “WORKING TOGETHER: MODELS OF COLLABORATION INSIDE AND OUTSIDE THE CLASSROOM.” This particular session is a perfect example of the type of teamwork I have been talking about today. The session was presented to me in its entirety as a proposal for a single session incorporating 4 papers and some interactive discussion. The session will have a 90 minute slot and I very much hope to be present for what promises to be an exciting time. The session currently consists of a series of four papers, as follows:

  • “Mixing media: High Theory, Low Culture (or Inviting Popular Culture into the Classroom”;
  • “Collaborating with Students: Sharing Power over Syllabus Design”;
  • “Interdisciplinary Collaborative Project: A Model”;
  • “Beyond Discipline: Facilitating Collaborative Student Research”.

The session organizers are all associated with Mount Allison University and I would like to congratulate Professors Pat Saunders-Evans, Deborah Wills, Robert Lapp, Jeff and Ausra Burns on the hard work they have put in to an excellent integrated proposal.

Imitation, they say, is the best form of flattery. I have stood here today and spoken to you and you have kindly listened to my words. Tomorrow, I will spend part of my RE-BIRTH-DAY with you, here at Mount Allison. I have been invited to attend your Learning and Teaching Development Workshops, and I hope to take back to St. Thomas University some of the excellent ideas on which you are working here on campus. You are nationally and internationally recognized leaders in your field. Tomorrow, it will be my turn to listen to, and learn from, you!

Thank you for inviting me here.
And thank you for listening.