Somewhere among the sodden maples, a  Carolina wren urges birdie, birdie, birdie. Yesterday's on-and-off rain is on pause, but the sky is still freighted with cloud. T and I are hoping to canoe Brownfield Bog today, but the weather looks unsure of itself. Still, I think we'll take the risk because getting rained on will be better than being consumed by blackflies, which is what will happen if we delay our visit.

Yesterday I had a communication with a friend that I've been mulling over ever since. It was probably the first time I've verbalized something I've been thinking about for quite a while now: the urge that so many people feel to be instructional, by which I mean a constant striving to bring other people into one's own lane. People do this in a lot of different ways: by straight-up traditional bossy talk, but also by posting inspirational memes and/or finger-pointing memes and/or warning memes and/or "joke" memes about bad grammar and the like; by urging others to "pray" for something or other; by, in some way, trying to leverage the power of the scold or the wheedle or the charismatic pronouncement to tell others what to do or how to think.

A few years ago, at a White Sox game, I listened to a man behind me explaining, in great detail, how to fill out a baseball scorecard--that is, how to keep track of every single thing that happens in a game. I glanced back to see who he was talking to, and it turned out that his audience was composed only of his preschool-aged son and his infant daughter. 

That guy was pretty deep into the instructional hallucination. But teachers, politicians, preachers, activists: they're all prone to it. I'm a career teacher myself, so you'd think I'd be right up there with the crowd. But I've never been that interested in making others, for instance, toe the English teacher line. I honestly do not care if you use an apostrophe wrong. I know how to follow the rules, and as a copyeditor I'm hired to impose them. I make deliberate choices about how to use punctuation in my own writing, and I encourage my students to also be deliberate. But I feel no desperation about the value of rules.

The instructional urge goes beyond the minutiae of rules. It's also a longing to bring others into line with one's own morality. I think for many people this is closely linked to panic about the state of the world. They are overflowing with dread, with helplessness. They feel responsible. If they instruct others how to behave, maybe they will assuage their own terrors.

I'm a committed teacher, but increasingly I find such a stance not only exhausting but pointless. As I told my friend, more and more often I feel that the best I can do is to open a space and then set up a trigger for a response to and within that space--to give other people the opportunity to frame their own, perhaps unexpected, clarities. I don't know if this is a cop-out. I don't know if it isn't. What I do know is that I don't like sitting on the judge's bench. And flailing in a maelstrom of dread muddies everything.