“Bridges Made From Junk”

Bridges Made From Junk

a short story by Stephen Page

brookln bridge under constructionAs the glass and metal doors slide open, Jonathan Burns steps outside into the cool October air. Crisp brown leaves scrape across the sidewalk. He rolls up a sheaf of poems, sticks it in his jacket pocket, takes out a pack of cigarettes, lights on, inhales deeply then lifts his face to the sun and feels the nicotine rush wash over his body. First cigarette he has had in weeks. He takes another drag, exhales, and watches the smoke tunnel out of his mouth. When the doors close behind him, he walks down the drive and out the front gates, finds the nearest bar, and orders a beer.

Jonathan is walking down a cobblestone street. Choral music emanates from one of the many churches that line the street. Bells are calling people to prayer. Holy men, their faces dark in the shadows of hooded robes, stand within pointed window frames. Jonathan looks inside one of the churches and notices the ribbed, Gothic-style vault. The masonry is smooth and gray and smells freshly built. He goes in, steals the sacrificial wine, and runs outside into the blaring sun.

He is sitting cross-legged on a tapestry rug, smoking hashish from a water pipe, listening to Jimi Hendrix play If 6 was 9. Jimi wears a multicolored silk shirt and strangles notes from his white Stratocaster within the confines of a black-light poster that hangs upon a wall. The poster melts, swirls, and transforms into a gilt-framed painting. It is Rembrandt’s Self-portrait c. 1667. The paint is glistening. A bowling trophy sits on a table below the Rembrandt. A woman wearing a minute array of transparent veils glides into the room. Her skin is the color of lightly creamed coffee. She is sable-haired, has sweeping cheekbones, wears small jeweled rings, and has thin gold chains adorning her wrists, waist, and ankles. She is carrying a cardboard shoe box. Jonathan wants to reach out and touch her, to place his cheek against the mouth of her belly. She sits in a chair behind the table, pushes the bowling trophy aside, sets the shoe box upon the table, and slowly lifts the lid. From inside the box, she carefully extracts a note pad, a pencil, and a stack of cards. She methodically positions them equally apart in front of her. She sets the empty box near her nude feet. One at a time, she turns over each card, examines it front to back, then stacks it face down into a new pile. When she has gone through the entire deck, she lifts the pencil and writes something in the note pad. She looks up at him. Her eyes are crystal yellow.

Jonathan is in a red-draped room. An early jazz song sung in French begins to play. All around him are women in various stages of undress, and men wearing Nazi uniforms stand near the women. They are all talking, laughing, drinking champagne and smoking cigarettes. A white-gloves hand offers Jonathan an enormous bottle of Dom Pérignon ‘38 and he pours himself a glass. As he sips, the cool bubbles burst inside his nose, releasing small drops of chilled, fragrant air. He peers over the rim of his glass. The harem girl is still at the table in front of him, as are the Rembrandt above her, the bowling trophy near her, the cards, the note pad, the pencil, the rectangular box at her feet. She gazes into his eyes and begins to shuffle the cards.

The jukebox against the wall of the soda shop blasts American pop tunes. Girls in tight sweaters, poodle skirts, bobbysocks, and saddle shoes dance with boys that have their hair slicked back and packs of cigarettes rolled up in their T-shirt sleeves. One of the boys, an old friend of Jonathan who looks exactly the same as he had in high school, hands him an open pint of bourbon that smells like paint thinner. The harem girl is staring intently at him, and she begins to flip the cards face up and lay them out in neat vertical rows.

Jonathan and the harem girl are sitting together at the back of a dark, smoke-filled bar. Musicians on a low stage in the corner play bluesy jazz music with complicated be-bop riffs. Jonathan is squeezing the girl’s thigh. She is cradling the empty shoe box in one arm and pressing a breast into his ribs. They are sipping scotch. A man wearing a long black leather jacket walks up to their table and deposits a small packet of tinfoil. Jonathan pays the man, opens the packet, and puts the brown clump onto a spoon. It is the same color as the girl’s skin. He adds a few drops of water from a dripping ice cube, lights two matches, puts the flame under the spoon, allows the brown liquid to boil, and extracts it into a syringe. While the girl squeezes his biceps with one hand, he inserts the needle into a vein. She releases her hand. He jerks once and the girl drops the box, opens his shirt and frantically runs her fingers through his chest hair. His eyes flip closed. He floats with the girl to a small room in the back of the bar and drifts onto a bed. She removes his clothes, then, swaying to the music, slowly slips off her veils. She lies next to him and pulls him towards her so that his backbone is embedded in her warm spot and his shoulder blades upon her stomach. She turns his head, sets his cheek upon her breasts, wraps her legs around him, and places the soles of her feet upon his flaccid penis. She begins to hum. Her body smells of jasmine and salt. He falls asleep rocked in her arms.

Through the glass of a cracked-paint window frame is a view of the Brooklyn Bridge under construction. Beethoven’s Violin Concerto in D plays on a gramophone on the floor. Jonathan sits comfortably in an old brown chair, the only item of furniture in the flat, and stares at a wet spot on the hardwood floor. he has not changed his clothes nor shaven for a week. Roaches crawl on the walls. He is at peace.

Punk rock music is blaring. Jonathan is screaming. The ground is shaking and the ceiling of a dank basement is falling in chunks upon him. In front of him, the Rembrandt is hanging upside-down, the bowling trophy is smashed, the cards are scattered on the floor, and the girl is gone. Someone is lying in the box.

Brightness knifes into Jonathan’s eyes. The walls are white. Blaringly white. He is lying inert, face-down with his cheek on the cool white fabric of the floor. He pukes and lies there with his nose and cheek in the putrid, lumpy vomit. His throat is burning, his mouth feels sticky, he can feel bile clogged in his nasal passages. His intestines feel wrapped around his stomach and are moving up toward a point at the back of his throat. He pukes again. Attempting to rise, he finds it impossible to move his arms. The room begins to spin. He screams and a blonde, blue-eyed, beautifully pale woman wearing a white gown is standing over him.

this story first published on amphibi.us:

amphibi.us header

Advertisements

walking at sunset

brass bell: a haiku journal

brass japanese wind bell

walking at sunset
a lightning bug lands
upon my T-shirt
– Stephen Page
this poem published on brass bell by editor 
lightning bugs
read more of zee zahava’s selection of night poems here

 

“Flora”, by Stephen Page

Fox Chase Review header

“Flora,” a poem by Stephen Page, as published on  Fox Chase Review

Read the poem here: http://www.thefoxchasereview.org/w15spage.html

fox chase review Coffee cup

The Courts-martial of Lance Corporal Jones

imageAs Published on The Whistling Fire Continue reading “The Courts-martial of Lance Corporal Jones”

Stephen Page reading at the Ernesto Sabato Foundation

Stephen Page reading at the Ernesto Sabato Foundation

firma-ernesto-sabato

The Psychologist and the Foreign Language Teacher By Wilga M. Rivers

ThePsychologistAndTheForeignLanguageTeacherCvrHardcover: 220 pages
Publisher: Univ of Chicago Pr (Tx); 1St Edition edition (June 1964)
Language: English
ISBN-10: 0226720950
ISBN-13: 978-0226720951
.
 .
Review by S. M. Page
 .
Halfway through the second chapter of The Psychologist and the Foreign Language Teacher, I began having flashbacks.  Putting on a coat and tie.  Walking to class on a clear bright day, carrying a briefcase.  Walking to class on a rainy day, whistling, holding an umbrella.  Entering the classroom and being called “Prof” and “Teach.”  The scent of chalk-dust, the sound of books opening and pens scribbling.  The satisfaction I feel when I am helping somebody learn something and I see the look on their face when they realize they have learned something.  The cortical sensation I get from stimulating conversation with my advanced students.  Having students come up to me after a class and saying, “thanks.”  I haven’t taught in two-and-a-half years, but I realize how much I miss it.  The book is intelligently written and the “audio-lingual” method is clearly outlined and explained.  She is correct in believing that the translation method does not work well.  It makes the student lazy and creates too many steps in the neural pathways.  The only comment I would make to the author is that the drilling method is only appropriate for the beginner student.  I taught many methods, Berlitz style drilling, grammar methods, and natural-speaking methods.  The latter seems to work the best, but only on the post-beginner levels.  After the first few months the drilling becomes unnatural and a bore.  She does bring up a lot of clever points, most notably:
Language is speech . . .Language is a set of habits . . . Teach the language, not about the language . . . listening, speaking, reading, and writing.  These four skills must be learned “in that order” (that is the way children learn). . . mastery of the skills must be accompanied by familiarity with the culture the language represents, as well as a larger view of life resulting from the realization that there are many cultures and value systems, some far different from our own . . . Learning to make responses in situations which simulate “real-life” communication situations . . . When language is in action, there is always a speaker.  He is always somewhere, speaking to someone, about something . . . and word-lists pairing foreign-language words with “equivalents” in the native language should not be used for teaching purposes.
The book is a technical but good read, and I would recommend it to anyone teaching a foreign language.
 .
 .
S. M. teaching Engilsh2No one knows where S. M. Page came from or where he is going, but it rumored he likes Motown music, and that he is part Shawnee and part Apache.  It is also reported that he was recently been seen riding his Harley through a mountain pass, wandering a patch of woods with a notebook in his hand, sitting on a beach watching a sunrise, entering a movie theater with his wife, walking his son to school, cheering in the stands of a football match, teaching English to employees in a South American corporate bank, and standing on a stage playing bass in a rock-n-roll band.
originally posted on Fox Chase Review

 

Fox Chase Review

ThePsychologistAndTheForeignLanguageTeacherCvrHardcover: 220 pages
Publisher: Univ of Chicago Pr (Tx); 1St Edition edition (June 1964)
Language: English
ISBN-10: 0226720950
ISBN-13: 978-0226720951
.
 .
Review by S. M. Page
 .
Halfway through the second chapter of The Psychologist and the Foreign Language Teacher, I began having flashbacks.  Putting on a coat and tie.  Walking to class on a clear bright day, carrying a briefcase.  Walking to class on a rainy day, whistling, holding an umbrella.  Entering the classroom and being called “Prof” and “Teach.”  The scent of chalk-dust, the sound of books opening and pens scribbling.  The satisfaction I feel when I am helping somebody learn something and I see the look on their face when they realize they have learned something.  The cortical sensation I get from stimulating conversation with my advanced students.  Having students come up to me after a class and saying, “thanks.”  I haven’t taught in two-and-a-half…

View original post 397 more words

Stephen Page Interviewed by Fox Chase Review

Fox Chase Review header

Read an Stephen Page interview conducted by g emil reutter and  Diane Sahms-Guarnieri at FCR: https://foxchasereview.wordpress.com/2014/06/25/10-questions-for-stephen-page/ Diane Sahms-Guarnieri

10 Questions for Stephen Page

stephen 3

Stephen Page is from Detroit, Michigan. He is the author ofThe Timbre of Sand and Still Dandelions. He holds two AA’s from Palomar College, a BA from Columbia University and an MFA from Bennington College. His critical essays have appeared regularly in the Buenos Aires Herald and the Fox Chase Review. He is the recipient of The Jess Cloud Memorial Prize, a Writer-in-Residence from the Montana Artists Refuge, a Full Fellowship from the Vermont Studio Center, an Imagination Grant from Cleveland State University, and an Arvon Foundation Ltd. Grant. . You can find him at:http://stephenmpage.wordpress.com/.  His poetry appears in The Fox Chase Review at these links: http://www.foxchasereview.org/12SU/StephenPage.html  and http://www.foxchasereview.org/11WS/StephenPage.html

Interview with g emil reutter

The Interview 

stephen-page-ii

GER: So how does a guy from Detroit end up becoming a cattle rancher in Argentina?

SP: Well, I’m not ranching anymore. I was. Loved it. That part of my life is temporarily over.  I will tell you, however, how I came to Argentina.  The story started when I was a child. Some of my earliest happy memories are of my family vacations. Several times, all summer long, my family would pile in the station wagon and head out on the road.  We would take about twenty short vacations a year.  Sometimes just for the weekend.  We would head up north in Michigan, or down to Florida, or Ohio, West Virginia, Kentucky, North Carolina.  Mostly visiting family.  I loved the feeling of being on the road.  Nothing behind you, only that which is ahead of you—Kerouac said something like that.  I loved looking at the scenery as it passed by.  Most of my extended family lived in rural or sparsely populated nature-filled areas. I remember farmland, lakes, rivers, large patches of woodlands. I loved walking for miles on dirt roads, along animal trails, trudging through swamps, crossing rivers, swimming across lakes. My parents were good caretakers, and I feel lucky that they gave me such an adventurous childhood. I also had two good-natured sisters who were easy-going travelling companions.

            When I was fifteen or so, I ran away from home (not to escape anything in particular, at least nothing I could conceive at that age).  I was walking home after visiting a friend’s house and I got this idea in my head to go somewhere, anywhere . . . no definite destination in mind, just go.  As the sun was setting I was standing on the side of I-75, watching the smokestacks of factories turn yellow then orange then red, and I stuck out my thumb.  I didn’t get very far, only down to Cincinnati, when I realized I was hungry.  I crossed the highway divider and hitchhiked back home.  I slipped the key into the lock on the front door of my home as the sun was rising.

StephenOnHarley4

As a young man, with my driver’s license, every Friday when I had my weekly cash pay stuffed in my pocket, I would jump in my car and drive, sometimes to visit family, sometime just to be “out there.” Away.  Gone.  Free.  Traveling is like having wings, even in a car. I really found my wings when I bought my Harley. Riding a Harley has no other feeling like it in this world. It has a distinct vibration and rumble. On an open road, with no traffic, there is just you, the bike, the wind, and the scenery around you. You have a panoramic view of your surroundings—especially if you ride without a helmet (kids, please don’t do that!). 

Once, I had a union job, cutting steel, and after I worked there for one year, the foreman came up to me on a Friday afternoon, and said, “You,” he paused, looking me in the eye, then pointing at me with a greasy finger, “are on vacation.” “What?” I asked, thinking I was fired. “You get a week’s paid vacation for your first year on this job. We need you to take the time now while the work is slow.”  “Thanks,” I muttered, thinking ‘where will I go, what will I do?’  That night I fell asleep watching a movie called Easy Rider. I woke up early the next morning and packed a sleeping bag and some clothes in a sea bag my cousin J had given me, threw the bag over my shoulder, and headed out the door. As I was stepping off the front porch, my cousin T (who was sharing rent with me in an old farm house on the edges of Detroit) asked, “where are you going?”  “To New Orleans.” “How will you get there?” “I don’t know, I guess I’ll hitchhike (I was in-between owning vehicles at the time) . . . Or maybe I’ll go downtown to the bus terminal and take a bus.” She looked at me and smiled, then said, “At least let me drive you to the station.”  So, I ended up hanging out on Bourbon Street for a couple of nights, seeing the Rolling Stones play live, taking a train up to Jackson, Mississippi, then hitchhiking though Arkansas, Texas, north to Colorado, onto North Dakota, then turning east to back towards Detroit.  I arrived home Sunday evening, eight and a half days later, just in time to eat dinner, sleep a bit, wake up early the next morning and go back to work.  I took a lot of trips like that, either hitchhiking, in my car, or on my bike—I was always travelling, going somewhere, anywhere, just away, on my way to “There. There. Somewhere. Anywhere but here.”

After a few years of factory jobs, 7-11 midnight shifts, gas-station jobs, bowling-alley jobs, landscaping jobs, restaurant jobs—I decided I had to leave the Detroit scene.  Get away. Far, far away.  I landed a job that allowed me globe-circling travel. Out of seven years in this occupation, I spent fifty-two months overseas. Man, I saw a lot of the world. I ended up one day in Kenya, on a photo safari, and inside the same tour bus I was in was this exotic green-eyed goddess of a women. I noticed that every time I looked at her, she was looking at me, and every time she looked at me, I was looking at her.  We fell in love. She was, and is, Argentine.  Here I am.

GER: You have said that teaching is a passion of yours. Tell us why and how the interaction with students contributes to your own development as a writer?

SP:  I love teaching because it is a way of sharing, sharing knowledge, a way of helping others.  The best way teaching literature helped my development as a writer was that I was able to restudy the masters, analyze good writing and show others how to read well. To read carefully. To “read,” not just read. To understand the techniques of literature the masters use and/or used well—i.e. foreshadowing, metaphor, symbolism . . . saying something without saying something. 

stephen-out-reading-on-ranchGER: Many have said writing is a lonely art. You have said you have experienced bouts of isolation.  How do you break out from these bouts?

SP:  Most writers write in a room with the door closed, the phone turned off. I do. If a writer has to write in a room with family around, the writer usually has a spouse, family member, friend, or an employee take care of the family while he or she writes. Some writers write in a café. I also do that often. I know a few cafés that have vibrant creative energy and when I sit down at a table and lean over my journal or computer to write, the conversations of the other patrons just become white noise. In a sense, all writing is done in isolation. A writer has to know this, be ready for it, and, in some cases, have a disposition that does not mind being alone with itself for a while. I break out of my bouts of isolation by having an understanding wife, a circle of friends, and an extended family who understand my need to be alone a while and are always there for me when I open my (metaphorical and literal) door to socialize.  

stilldandelionsbookcoverphotosmall-copytimbreGER: You have published two collections,Timbre of Sand and Still Dandelions. Share with us the development of the collections?

SP:  My first collection of poems, The Timbre of Sand, was inspired by the exotic green-eyed woman, and started with my first love letters to her, after the safari was over.  I wrote those letters while I was still traveling around for my employers and she was living in Argentina.  About a year after the safari, I resigned from my travel-required occupation, moved to Argentina, and started to attend college. At university, I realized I loved literature and writing so much I made that my major, and I started to write short stories and poems.  Then, one day, I was skimming over some of the early letters I wrote my wife (by then we were living together and shared rings) and I realized the epistolaries had poetic potential. I started a collection of poems dedicated to her, and as I began it I thought, ‘what better love poem is there than a sonnet.’  So I started a collection of sonnets. But being a bit of an originally minded rebellious person, I decided to contemporize the sonnet. I kept the line relations, the stanzas, the meter, the assonance, alliteration, and internal rhyme that Shakespearian and Petrarchan sonnets have, but I eliminated the end rhyme (or at least freed my self of having to end rhyme).  I had a few of them published separately in small presses, and then a small publisher in NY picked them up and printed them as a book.

My second collection of poems, Still Dandelions, was inspired by my love for nature. Even as a child, on my vacations and short trips with my family, I felt a oneness with nature, a connection to it all, a passageway through nature to the beyond, the Universe, the Everything, the One.  I lived in New York for a while and was lucky enough to live near a park that was spread out over hundreds of square acres. It had trails leading through the trees, up and down hills, down to the Hudson.  There was a garden in the center of the park that was tended year-round by city employees, so if there was a mild winter, some plant or another was in bloom all year round. If there was a harsh winter, something was in bloom at least ten months of the year. The garden attracted bees, other insects, birds.  And the woodland always had some miracle of life happening, even in winter—lichen growing, moss, early tree buds, cardinals and sparrows gathering in groups on the snow, a squirrel leaping about to dig where it hid a nut last autumn, a hawk or eagle gliding around then swooping low, looking for a meal.  There was the bite of the cold, the rush of a snow flurry, the pelting of hail on my face. There was also the singing of birds in spring, the green-skied vortex of an approaching storm, the stinging rain, the wilting heat of summer, the sawing of the cicada, the myriad-color leaves of autumn. I started a collection of poems about nature, the oneness I felt with it, and I thought, ‘what better way to share this oneness I feel than to honor Bash­o and write a collection of haiku.’ I took some liberties with the form to make it my own, but in doing so, as I did with the sonnets, I realized that writing in form is an act of discipline that all writers should learn in order to become original later. A good haiku is not an easy thing to master and takes a bit of practice.  A great haiku is even harder to master.  “A haiku is, or a haiku isn’t,” I think Kerouac or Snyder said.  A haiku is not just a 5-7-5 syllabic poem (the English version of a haiku).  If anyone would like to acquire a better understanding of haiku, I recommend reading Haiku Moment, edited by Bruce Ross.  A haiku captures the Oneness, the feeling of connection to the natural world . . . it could happen while hearing a flap of a birdwing, a bee buzzing by.  A haiku captures this moment of oneness with the world, the loss of the self—and this usually happens in a second, or even less.  The epiphany comes immediately afterwards—and if the experiencer of the Oneness is a writer, he or she writes the experience down in a concise form (to coincide with the briefness of the “moment”) in order to remember it and share it with readers. There again, like my first book, I had many of the poems published separately in lit mags, then another small publisher in NY printed the collection as a book.

GER: Your literary criticisms have appeared in many publications, including here at FCR. What inspired you on this course and what are the benefits to you as a writer?

SP:  That goes back to when I was child again. Another one of my earliest memories is that of reading. I read a lot while I was growing up. I would often share books, Dr. Seuss and such, with friends and family. We would discuss the passages and rhymes and meaning (I didn’t realize this was analysis at the time).  As a teenager I was always deciphering Rock-and-Roll lyrics with friends—what does that object in that song signify, what is the double meaning in this word, how does the title coincide with the content, how many symbols are in that that stanza and why are they there? Then as a literature/writing student at Palomar College, Columbia University, and Bennington College, I was able to employ my love of analysis and set my thoughts on paper. This love of analysis benefited me as a writer because I was again, like in teaching later, able to understand how the great writers used, and use, techniques of literature. 

GER: You have read your poetry at various venues in Argentina. How important is it for you to read your work in public and what affect does it have on your writing?

SP:  I stared a writing group almost as soon as I arrived in Argentina. I thought it would be a good way to help writers help each other. We read our stuff aloud to each other.  Later I started a poetry reading group, as a means of sharing literature with others.  Once I was invited to read my poems aloud at an annual Buenos Aires International Book Fair.  Reading a book alone is a solitary pleasure, a gift from the writer to the reader one book at a time.  Reading aloud to an audience is a public event, a gift shared with more than one person in linear time.  I discovered by reading my own stuff aloud, especially while I practiced reading aloud to myself, I caught the glitches in the lines, the skips in the meter, the loss of the music I thought was there.  Thus, by reading aloud, or preparing to read aloud, I was better able to edit my work.

Stephen Page reading at the Ernesto Sabato Foundation  https://www.youtube.com/watch?v=3b-5YrHXe-U

stephen page 1

GER: Your fiction and poetry have appeared widely in the small and electronic press. How do you deal with the submission process and how important is to you as a writer to be published?

SP:  Writing and submitting are two completely different processes. They use different halves of the brain, different sections of the cortex. Synapses fire differently.  In one process you are a creator—in the other you are a publicist, a promoter, a hand shaker, a delver, a researcher. Every writer should be able to have a secretary edit, another to submit, a publisher, and a promoter to get the work known.  That way the writer could spend all of his or her time on his or her writing.  Use the cerebrum only for creating.  Anyone in any one of the arts may draw parallels with this. Currently, with the revolution of eBooks, many writers need not only to be a creator, they need to be their own editor, their own publicist, and in many cases, their own publisher.  In any event, I handle the submission process by dividing part of my “writing” time each day into parts—part for creating, part for editing, and part for submitting.

Writing is immensely more important to me than publishing. Writing is the part I love, the fun part, the part I want to do—the part I need to do.  Publishing, however, is a pat on my back, and it is one way I can share with others.  I do love sharing.

StephenPage (1)GER: You have said you turn to Gary Snyder for inspiration. Tell us why and what other writers inspire your work?

SP:  Yes, I turn to Gary Snyder because of his love of travel and his love of nature, (which I can relate to). I also admire his ability to write well. Snyder spent years meditating in Asia and studying Oriental forms of poetry. Judging by his writing, I think he felt the Oneness, the losing of the self that I feel. I often turn to Mary Oliver and Louise Glück for that same reason—for their apparent awareness of the Oneness (and for their quality of writing). I also turn to other writers and reread their books once in a while because they write well and capture the drama of human interaction, the strife of life, the struggles of relations and love—like Neruda, Cross, Hemingway, Machado, Vallejo, Borges, Plath.

GER: You have quoted Matthew Arnold, “Life is not having or getting, but of being and becoming”. Why this quote and can you expand upon it?

SP:  It is easy to become a materialist.  Materialism is something innate in all of us and is developed one way or the other depending on our socialization. Historically, we humans—modern Homo sapiens and early humanoids—especially in societies or groups, have almost always measured success by what we own, be it property, possessions, exchange (or even worse, other human beings). What we have or what we are getting—even when we were hunter-gatherers and vying over territory (not just for survival but to feel that a section of land is ours).

Today, we are brought up in a consumeristic world. We are driven, from the time we are children, to want to have things, to get more, to buy a new football, a new jump rope, a new car every year, a superfluous piece of jewelry . . . to be rich, to live in a big house, to own land, to wear new clothes styled in the latest fashion. More often than not we are striving to own more than what we need to survive healthily.  I think Sixto Rodriguez said it best when he sang, “You measure your wealth by the things that you hold . . .”

Very few people are taught to seek spirituality, and not just religion, which is societally subjectivized (and there is nothing wrong with religion)—I mean pureness of the soul (if that is what you want to call it, a “soul”—this experience we all have of existence). Not the egotistical sense of existence—the I—but the Oneness. Not many people are taught too meditate, to walk alone in the woods—or participate in any other method that allows zoning into the Oneness.  We, as adults, should work harder at teaching children how to be One with the Universe (the universe as we currently imagine it).  We need to teach our children respect for land and nature, not only for their spiritual health, but also for their physical health.  We also need to teach the kids how to be better people, how to share, how to be good to others, how to be calm in stressful situations.  We need teach them to be rich in spirit, generosity, and kindness.

As for each of ourselves, we need to make conscious efforts every day to become a better person than we were the day before, a better human being, a more humane entity that functions well in society and becomes one with the One.

StephenPage

GER: What projects are you currently working on?

SP: Oh, I have at least 10 projects I am working on.  Some are stories and some are poems I am compiling or fitting together into meaningful, coherent collections. Some are separate pieces of writing I am editing. Also, I am writing a new book

.

April 12, 2014 007-g emil reutter lives and writes in the Fox Chase neighborhood of Philadelphia, Pa. (USA)

http://gereutter.wordpress.com/

 

 

fox chase review Coffee cup