It's muggy and dim this morning, and the cicadas in the apartment's handkerchief-sized backyard are operatic. The city is warmer than I thought it would be when I was home in autumnal Maine: summery and sticky, not a hint of chill in the air.
Thus far the visit has been relentlessly social, as I knew it would be. So I'm glad to be able to start off today slowly. I will meet Tom at the bus stop around 12:30, but till then the hours are my own. My plan is to get out of this bed whenever I happen to get out of it: shower, go find some coffee and a bagel, and then come back to the apartment and work on poems until I need to leave for Manhattan.
Yesterday's classes in Jersey City were fun--each an entirely different teaching experience, so that was great practice for me. The first was a largish AP Lit class, composed of the kinds of kids who usually sign up for such classes: a few serious literature lovers but mostly students who are pragmatic about its usefulness on college applications. These kids are primed for analysis, and I had only 50 minutes to surprise them into engaging as makers first, examiners second. So I dictated a Celan poem and gave them a writing prompt; then they read aloud a Sexton poem, and I gave them another prompt. After each writing prompt I then had them go back to the poem under discussion and engage with it . . . but asking them to make their own drafts between reading the model and talking about the model--creating a gap that belonged solely to them--felt very exciting. No one shared work. I did give them the opportunity but didn't expect them to take it. Not only was I new to them, but the class itself was unknown territory: they've only been in school for a couple of days. They have no trust-comfort yet, and I wasn't about to push them into that space. But I know they wrote, and I know they thought about what they wrote. I could see that in their eyes; I could hear it in their subsequent responses to the model poems; I could see that they were surprised.
The second class wasn't so much a class as a conversation with three serious student poets who wanted to share their work with me. Again, we only had 50 minutes, but we listened to work, reacted to it, talked about next steps, they asked me questions . . . They were eager and sweet and lovely to spend time with, and their work was strong and exciting.
This is a big urban high school, the city's academic magnet institution. These kids are all college-bound, many for Ivies and Little Ivies. I went to a Little Ivy myself, so I recognize the signs. No matter what worries lie below--about class status, racial discrimination, family situations--these kids understand that they are expected to succeed at a very high level. In that way they are entirely different from my central Mainers, yet young people everywhere are so dear, so obstinate, so open, such liars, such clowns, so fragile, so sturdy, so full of pulsing energy and lethargy. I am endlessly moved and frustrated and entertained by them.
On the train ride back to Brooklyn I was surrounded by a pack of middle school boys who accidentally clanked their water bottles on people's knees and spilled Chex Mix all over the place and had no idea where their feet were. My eyes filled; these children were so . . . themselves. I don't know why I am such a sucker for the awkward, idiotic charm of youth. But I do love it.