Friday, May 27, 2011

Tanagas

Passage
Wisteria weeps walkway.

I immerse in its perfume,

fragrance of my loneliness.
There was little left to say.



Life Epilobium

Fireweed souls spindle skyward.
Brilliance faded, glory gone.
Once aflame, now dull swords.
Come springtime, they’ll blaze again.

Friday, May 20, 2011

Nature

Outcast Star Escapes Galaxy

No longer gravity-gripped,
you escape,

fleeing the sucking black-hole

and our Cepheid duet. 

We waltzed the universe,

circling and twirling in deluded dance, 

oblivious to time,
ignoring our impending doom. 

I have disappeared,
 light extinguished.

While you, you move 

beyond the Milky Way and reach,
whirling on your outcast orbit

to who knows what.

Wednesday, May 18, 2011

The Teachers

                                                  THE TEACHERS


                                                     CHARACTERS

CHRISTINE AZUL   -   22 YEAR OLD STUDENT TEACHER

EVE FAIR                   -   54 YEAR OLD, ELEMENTARY SCHOOL TEACHER

SUSAN SHARPE       -  FEMALE VOICE ONLY



                                                                 ACT I

(THE SCENE TAKES PLACE IN A 5TH GRADE CLASS ROOM.  IT'S EARLY MORNING BEFORE THE CHILDREN HAVE ARRIVED.   CHRIS AZUL, A YOUNG 22 YEAR OLD WOMAN, IS BUSILY WRITING ON THE CHALKBOARD.  SHE IS AN INTERNING STUDENT TEACHER IN THE FINAL YEAR OF HER STUDIES.  SHE IS ASSIGNED TO EVE FAIR, AN EXPERIENCED 54 YEAR OLD, TEACHER.  BOTH DRESS PROFESSIONALLY.  EVE WEARS A BUSINESS SUIT.  CHRIS A SWEATER, BLOUSE AND PRESSED SKIRT. EVE ENTERS FROM THE RIGHT.  CHRIS WRITES ON THE CHALKBOARD.)

                              EVE   
GOOD MORNING, CHRIS!   MY, YOU'RE EARLY.

                             CHRIS  
GOOD MORNING, EVE!  I THOUGHT I'D COME IN AND PUT TODAY'S WRITING EXERCISE ON THE BOARD.   IT'S THE FIRST LESSON TODAY.

                              EVE
THAT'S AMBITIOUS AND SHOWS GOOD ORGANIZATION.  I'M PLEASED.

                             CHRIS
I'M EXCITED ABOUT BECOMING A TEACHER.   I'VE LEARNED SO MUCH FROM WATCHING YOU THESE PAST THREE WEEKS.
   
                              EVE
THE COLLEGE HAS DONE A GOOD JOB IN PREPARING YOU.  YOU'LL BE A SUCCESS.

                             CHRIS
WHY, THANKS, EVE.   I AM THRILLED.   NEXT YEAR, I'LL GRADUATE; BE CERTIFIED AND BEGIN MY CAREER.

                             EVE
LET’S LOOK AT WHAT YOU'VE WRITTEN ON THE BOARD.  IS THIS THE LANGUAGE LESSON?

                             CHRIS
YES.  I'LL BE TEACHING THEM VERB TENSES… MAKING SURE THEIR SENTENCES HAVE NOUNS AND VERBS THAT MATCH.   I’VE INCLUDED A BRIEF WRITING EXERCISE TO SEE IF THEY CAN WRITE A SMALL PARAGRAPH. 

                             EVE    
(WALKS OVER AND SCANS THE LESSON.)

                             CHRIS    
I'D APPRECIATE YOUR COMMENTS AND THOUGHTS.

                             EVE
THE EXERCISE LOOKS GREAT.   IT'LL CHALLENGE THESE STUDENTS.   BUT, THERE IS ONE THING –

                             CHRIS
YES?

                            
                              EVE
YOU WASTED BOARD SPACE.   YOU BEGAN THE SENTENCE EXERCISE A FOOT FROM THE END OF THE BOARD.   I NOTICED THIS LAST WEEK.  IT’S A BAD HABIT.

                              CHRIS
I'VE ALMOST COMPLETED THE ENTIRE EXERCISE.   I DON'T SEE HOW STARTING A FOOT FROM THE END OF THE BOARD WOULD MAKE MUCH DIFFERENCE.

                              EVE  
YOUNG TEACHERS FREQUENTLY MISS THESE THINGS.   IT SETS A BAD EXAMPLE.

                              CHRIS
STARTING A FOOT FROM THE END OF THE BOARD SETS A BAD EXAMPLE? I DON’T UNDERSTAND.

                              EVE
UNFORTUNATELY, YES.   WHEN CHILDREN WRITE, THEY MIMIC WHAT YOU DO.  THE RESULT, THEY WASTE PAPER BY INDENTING TOO FAR.

                              CHRIS
I SEE WHAT YOU MEAN.  I’LL JUST TELL THEM NOT TO LEAVE TOO MUCH MARGIN.   

                               EVE
THAT COULD HELP, BUT YOU REALLY SHOULD ERASE YOUR WORK AND BEGIN OVER.  THERE'S PLENTY OF TIME.   THE CHILDREN WON'T BE ARRIVING FOR ANOTHER 30 MINUTES.

                              CHRIS
YOU REALLY BELIEVE THAT’LL MAKE A DIFFERENCE?


                              EVE   
BELIEVE ME.  I'VE BEEN A TEACHER A LONG TIME.  I KNOW HOW CHILDREN LEARN.

                              CHRIS
ANYTHING ELSE?

                               EVE 
I NEED TO DISCUSS DISCIPLINE WITH YOU.  THIS IS SOMETHING THAT CAN'T BE LEARNED IN COLLEGE.

                              CHRIS 
I REALLY APPRECIATE THAT.

                               EVE
THE FIRST THING IS TO ESTABLISH GOOD RAPPORT.  LET THEM KNOW YOU'RE IN A GOOD MOOD, EVEN THOUGH YOU MIGHT NOT BE.   I LIKE TO START WITH A WELCOME EACH MORNING.  LIKE THIS:  (IN A HIGH LILTING VOICE.)  “GOOD MORNING, BOYS AND GIRLS!”   NOW, YOU TRY.

                              CHRIS
OKAY.  (IN A LOWER VOICE.)  “GOOD MORNING, BOYS AND GIRLS.”

                               EVE
NOT BAD.  TRY TO BE A LITTLE CHEERIER.  LOOK OUT OVER THE CLASSROOM.  ONCE MORE.

                              CHRIS
(LIFTS VOICE.)  “GOOD MORNING, BOYS AND GIRLS!”

                               EVE
GREAT! MUCH, MUCH BETTER.  YOU'LL GET THE HANG OF IT WITH PRACTICE.

                              CHRIS
I'LL KEEP THAT IN MIND.  I NOTICED SOME GIRLS TALKING DURING MY LESSON LAST WEEK.

                               EVE
I NOTICED THEM TOO.  A CLIQUE HAS FORMED.  YOU’LL HAVE TO TAKE CHARGE.

                              CHRIS
WHAT WOULD YOU SUGGEST?


                               EVE
IF IT WAS JUST ONE CHILD, I’D ASK THEM TO QUIET DOWN.  IF THEY DIDN'T,  I’D MAKE THEM SIT IN “MR. TIMEOUT” FOR 30 MINUTES.  (POINTS TO A CHAIR IN THE CORNER THAT FACES THE WALL.)  IF THEY WERE REALLY UNRULLY,  I’D TAKE THEM OUT IN THE HALL FOR A TALK OR SEND THEM TO THE PRINCIPAL.  THIS IS A JUDGMENT CALL.  YOU DON'T WANT TO DO THIS TOO OFTEN BECAUSE IT’D LOOK LIKE YOU CAN'T CONTROL THE CLASS.

                               CHRIS
BUT, THIS GROUP AFFECTED THE REST OF THE CLASS.

                               EVE
YES.  THEIR TALKING INCREASED AND IT SPREAD.  THERE WAS MORE WHISPERING AND ONLY A FEW PAID ATTENTION.   I HAVE A TECHNIQUE.

                              CHRIS
A TECHNIQUE?
                
                              EVE
IT'S CLASSIC.  I HAD TO LEARN FROM EXPERIENCE.  YOU STOP TEACHING…GO COMPLETELY SILENT AND WAIT.  DON'T SAY A WORD.  JUST LOOK OUT OVER THE CLASS.  A PIERCING LOOK HELPS.

                             CHRIS
WHAT HAPPENS?

                             EVE
IT DOESN'T TAKE LONG.  THE CLASS NOTICES THAT NOTHING IS GOING ON…THAT YOU HAVE STOPPED.  THEY QUIET WHEN THEY REALIZE THAT YOU ARE WATCHING AND WAITING.  SILENCE IS VERY POWERFUL.

                             CHRIS
I'LL HAVE TO TRY IT.

                             EVE
NOT ONLY IS IT POWERFUL; IT SAVES YOUR VOICE.
 
                             CHRIS
WHAT ABOUT THOSE GIRLS?   WHAT IF THEY DON'T STOP?

                            EVE
THERE ARE OTHER THINGS. GET TO KNOW THEIR PARENTS DURING THE YEAR.   I HOLD PARENT CONFERENCES… ESTABLISH FACE-TO-FACE RELATIONSHIPS.  LET THEM KNOW I MEAN BUSINESS AND THIS IS A LEARNING PARTNERSHIP.  I EXPECT THEIR HELP.
                           CHRIS 
YOU VISIT THEIR HOMES?

                            EVE
I HAVE JUST SO MUCH TIME.  I USUALLY DON'T THINK OF ASIANS AS PROBLEMS.  I DON'T KNOW WHAT TO MAKE OF THESE GIRLS.

                           CHRIS
I'VE HEARD THAT HMONG AND VIETNAMESE STUDENTS PREFER LEARNING IN GROUPS.   MAYBE, THEY FIND IT DIFFICULT TO RESIST HELPING EACH OTHER.  WE COULD FIND OUT WHAT THEY ARE TALKING ABOUT.

                            EVE
LIKE I SAID…JUST SO MUCH TIME.

                           CHRIS
I’D LIKE YOUR THOUGHTS ON INCLUDING CULTURALLY SENSITIVE MATERIALS.  YOU KNOW… THINGS THAT MIGHT INTEREST STUDENTS.

                            EVE
WELL, I TRIED THAT WITH THE BLACK STUDENTS.  I SUFFERED THROUGH THOSE “SENSITIVITY CLASSES” IF YOU KNOW WHAT I MEAN.   I THOUGHT IT MIGHT DO SOME GOOD BUT IT DIDN'T.  I TRIED.  THE STUDENTS ASKED QUESTIONS THAT CHALLENGED MY AUTHORITY.  THEY ALREADY KNEW THE ANSWERS.  TOO “P.C.”...A WASTE OF TIME IF YOU ASK ME.

                           CHRIS
WHAT HAPPENED?

                            EVE
I'D ANSWER AND THEY’D JUST LAUGH.  IT WAS FRUSTRATING.

                           CHRIS
MUST HAVE BEEN UPSETTING.

                           EVE
I PLAYED ALONG.  THEY WEREN'T INTERESTED IN LEARNING.  I EXPECT THEM TO LISTEN WHEN I SPEAK.    I USED LOTS OF HANDS ON REAL-LIFE STUFF.  I INVITED SPEAKERS.  IT'S HARD TO HAVE PEOPLE IN YOUR ROOM WHEN THE KIDS DON'T SHOW RESPECT.

                          CHRIS
YOU DIDN'T HAVE ANY EXPECTATIONS?


                           EVE
INITIALLY, BUT IT GOT A BIT WEARING.   I BEGAN TO FOCUS ON THE STUDENTS THAT WANTED TO LEARN.  YOU DO THE BEST YOU CAN.

                          CHRIS
THANKS YOUR IDEAS.  WHAT ABOUT THE BOY IN THE BACK?

                           EVE
MIGUEL.

                          CHRIS
YES THE LATINO BOY.  HE LOOKS SULLEN AND LOST.

                            EVE
HE’S FROM A BAD PART OF MEXICO, AND IS DISRESPECTFUL. ONCE, HE PRETENDED TO READ SOMETHING.  I ASKED HIM TO TELL ME WHAT IT WAS ABOUT.  HE SAID ANGRILY… "YOU READ".  THERE ARE SOME CHILDREN YOU IGNORE.  THEY CAN'T BE HELPED.  HE'S ONE.

                            CHRIS
THAT SEEMS HARSH.

                            EVE
IT'S NOT.  WE GET KIDS WHO ARE DIFFICULT.  HIS PARENTS PROBABLY DON'T SPEAK ENGLISH AND DON'T CARE. THEY’RE PROBABLY ILLEGALS.  HIS LANGUAGE SKILLS AREN'T GOOD.   I TRIED TALKING TO HIM.  HE CALLED ME SOMETHING LIKE “ASSHOLE.”
 
                           CHRIS
I HEAR A LOT OF ASSUMPTIONS.  MAYBE, HE SAID “ANTEOJOS”…HIS EYEGLASSES.

                             EVE
WHO CAN SAY?  IT'S NOT MY FAULT.  HE'S TROUBLE TO BE AVOIDED.   I GAVE UP ASSIGNING HIM ANY HOMEWORK.  HE WOULDN'T DO ANYTHING.  I HEARD THE TEACHERS AT HIS LAST SCHOOL DIDN'T ASK ANYTHING OF HIM.  WHY SHOULD I?

                            CHRIS
HE COULD BE TRYING TO NEGOTIATE ON HOW MUCH WORK HE’LL HAVE TO DO. YOU SHOULD TELL HIM WE HAVE HIGH EXPECTATIONS OF HIM. END OF TRANSACTION.  IT’S OUR RESPONSIBILITY TO SEE THAT EVERY CHILD RECEIVES THE BEST EDUCATION WE CAN PROVIDE.  


              
                            EVE
YOUR IDEALISM TALKING, DEAR.  IT ISN'T REALITY.  I'M NOT AN ESL TEACHER. ENGLISH SHOULD BE SPOKEN BEFORE THEY’RE ALLOWED IN THE CLASSROOM.

                           CHRIS
BUT –

                            EVE
NOW LISTEN.  WE HAVE LIMITED HOURS AND RESOURCES.   WE CAN SPEND MOST OF OUR TIME ON KIDS WHO ARE ABLE TO LEARN OR WE CAN WASTE OUR TIME ON A FEW PROBLEMS.  IT’S MORE PRODUCTIVE TO WORK WITH THOSE WHO ARE INTERESTED.  THE OTHERS CAN FEND FOR THEMSELVES.  IT'S A DIFFICULT CHOICE.

                            CHRIS
THAT DOESN’T SEEM FAIR.  THERE MUST BE WAYS.

                            EVE
YOU'RE A STUDENT TEACHER WITH MUCH TO LEARN.  YOU'LL CHANGE YOUR MIND ONCE YOU’VE TAUGHT A FEW YEARS.  EXPERIENCE COUNTS, YOU KNOW.

                            CHRIS
WE HAVE A RESPONSIBILITY TO ALL THE CHILDREN.

                             EVE
YOU'LL LEARN TO DO THE BEST YOU CAN WITH WHAT YOU'RE GIVEN.  AS I SAID “EXPERIENCE”.

                             CHRIS
IT MUST BE FRUSTRATING.  SCHOOL MUST SEEM LIKE A WASTE OF TIME. SEEMS LIKE THIS WILL LEAD TO MORE DISCIPLINE PROBLEMS.

                             EVE
POSSIBLY, BUT THAT'S THE NEXT TEACHER'S PROBLEM.

                             CHRIS
BUT, WHAT IF EVERY TEACHER DOES THE SAME THING?  SEEMS LIKE WE’RE JUST PASSING MORE AND MORE STUDENTS ALONG…AVOIDING RESPONSIBILITY.

                             EVE
I HAVE OTHER WAYS.


                            CHRIS
YOU DO?

                             EVE
SOMETIMES I TAKE AWAY RECESS FOR THE ENTIRE CLASS.

                            CHRIS
HOW DO YOU DECIDE?

                             EVE
WHEN I WANT TO TURN THE CLASS AGAINST SOMEONE, I PUNISH EVERYONE UNTIL THEY TURN AGAINST THE OFFENDER.  IT'S A PEER GROUP STRATEGY.

                             CHRIS
I SEE… PUNISH THE GROUP FOR THE ACT OF ONE INDIVIDUAL.

                              EVE
IT'S EFFECTIVE BUT AS I SAID, THERE ARE OTHER WAYS.

                             CHRIS  
REALLY!

                              EVE 
ABSOLUTELY. (SHE PULLS OUT A THREE FOOT LONG RULER.) I CALL HER “THE TEACHER.” 

                             CHRIS
THE “TEACHER”?

                               EVE
YES.  SEE I INSCRIBED HER WITH “THE TEACHER”. (EVE SHOWS HER THE INSCRIBED RULER.  THEN SHE SLAMS LOUSLY IT AGAINST THE DESK.) SEE WHAT I MEAN?  SHE SPEAKS TO YOU.

                              CHRIS
I SEE.  SEEMS INTIMIDATING.

                               EVE
IT KEEPS ORDER.  I DON'T BELIEVE ANYONE CAN LEARN WHEN THERE ISN'T ORDER.  THERE'S NO LEARNING WITHOUT DISCIPLINE. UNDERSTAND?

                               CHRIS
I THINK SO.  BUT YOU DON'T ACTUALLY HIT CHILDREN.

                               EVE
ON RARE OCCASIONS.  I KNOW THE SCHOOL DISTRICT AND THE COURTS FROWN ON CORPORAL PUNISHMENT BUT THEY AREN'T IN THE CLASSROOM. IT’S “P.C.” RUN WILD.  THEY DON'T DEAL WITH THE MIGUELS OF THE WORLD.  THEY DON'T KNOW –

                               CHRIS 
...HOW DIFFICULT YOUR JOB IS.

                               EVE
“SHE” MAY SEEM DRASTIC BUT WHAT CAN YOU DO?

                               CHRIS
HAVE YOU USED “HER” IN THE CLASSROOM?

                               EVE
(PAUSE.)  JUST BETWEEN YOU AND ME…ONCE OR TWICE ON MIGUEL.  JUST TO SCARE HIM.  I TOLD HIM ONCE TO “LOOK ME IN THE EYE.”  HE WOULDN'T.  I HAD TO USE THE TEACHER TO KEEP HIM IN LINE, IF YOU KNOW WHAT I MEAN.  HIS PARENTS WOULD APPRECIATE IT.
                           
                              CHRIS
I DON'T THINK SO.  SOME LATINO CHILDREN AVOID EYE CONTACT WITH ADULTS.  THEY'RE NOT TO QUESTION ADULTS, LIKE TEACHERS.  IT’S CONSIDERED DISRESPECTFUL.

                               EVE
IT'S DIFFICULT BEING A TEACHER THESE DAYS.  EVERYONE WANTS SO MUCH.  THERE ARE SO MANY DIFFERENT KIDS…SO MANY DIFFERENT CULTURES…AFRICANS, ASIANS…LATINOS.   WHO KNOWS WHAT'S RIGHT OR WRONG?  NOT LIKE THE GOOD OLD DAYS.  TEACHERS HAVE TO DEAL WITH GROWING NUMBERS OF CULTURALLY DISADVANTAGED KIDS.

                              CHRIS
THERE ARE MORE CULTURALLY DIFFERENT STUDENTS.   YOU'VE GOT TO DO YOUR BEST TO TEACH AND ENCOURAGE THEM.  AND, YOU HAVE TO FOLLOWING THE LAW.

                               EVE  
YOUR IDEALS SPEAKING.

                              CHRIS
THAT’S TRUE.   I'M ACTUALLY WITH THE SCHOOL DISTRICT OFFICE.  WE RECEIVED A COMPLAINT FROM MIGUEL'S PARENTS.  I'M INVESTIGATING.
(PAUSE AS EVE CONTEMPLATES THIS REVELATION.)

                              EVE
WHAT I TOLD YOU IS CONFIDENTIAL.

                              CHRIS
NO. WHAT YOU TOLD ME SUPPORTS HIS PARENTS' COMPLAINT.

                              EVE
WILL THEY SUE?

                              CHRIS 
THEY'RE HIRING AN ATTORNEY.  YOU’RE TO REPORT TO THE PRINCIPAL'S OFFICE.  YOU'LL BE SUSPENDED UNTIL I COMPLETE MY INVESTIGATION.

                             EVE   
THIS ISN’T  FAIR.

                             CHRIS
YOU MAY HAVE BROKEN THE LAW.

                            EVE
YOU INGRATE.   I TRIED TO HELP YOU.   I'LL SUE YOU AND THE DISTRICT.

                            CHRIS
THAT'S YOUR RIGHT

                            EVE
MY UNION -

                            CHRIS
YOU MAY BE REPRESENTED BY YOUR UNION OR A PERSONAL ATTORNEY. YOU'LL RECEIVE DUE PROCESS.

                           EVE
IT'S MY WORD –

                          CHRIS
YOUR “WORDS” HAVE BEEN OVERHEARD AND RECORDED.  (POINTS TO THE INTERCOM.

(A FEMALE VOICE SPEAKS OVER THE INTERCOM.)

                           PRINCIPAL SHARPE  
MS. FAIR, THIS IS PRINCIPAL SHARPE.  PLEASE REPORT IMMEDIATELY TO MY OFFICE.


                          EVE
I WANTED THE BEST FOR THE CHILDREN.

                         CHRIS
I SUSPECT SO BUT …SELECTIVELY.   YOU NEED TO REPORT NOW.  THE CHILDREN WILL BE ARRIVING.

                          EVE
WHO WILL TEACH MY CLASS?

                         CHRIS 
I WILL FOR NOW.  MS. SHARPE IS WAITING FOR YOU.  I WILL KEEP “THE TEACHER” AS EVIDENCE(SETS ASIDE THE RULER.)

(EVE LEAVES THE CLASSROOM.  THE CHILDREN FILE IN AND TAKE THEIR SEATS. CHRIS WATCHES HER LEAVE. SHE  LOOKS AT THE STUDENTS.  IN A HIGH LILTING VOICE, SHE GREETS THEM.)  

GOOD MORNING, BOYS AND GIRLS!

                      THE END 



Thursday, May 12, 2011

beneath our feet

obscure
ubiquitous
unnoticed
one vanished
on 3rd avenue.
replaced,
i took heed...
of their patterns,
functions,
urban caparisons.
manhole machinations,
capillaries
and synapses
course below
our streets.

we live
and work
in skyscraper
straddled streets
oblivious
and unmindful
of the conduits
beneath
the city's
concrete skin.

Wednesday, May 11, 2011

The Neighborhood (continued)

Cooking Stew

Scouts in Troop 7 were required to demonstrate survival skills.  We practiced tying knots, fishing, first aid, building fires and cooking...all things that would help us in emergencies.    Through a system of demonstrations, we could earn merit badges.   Tom Kobayashi, our scoutmaster, would arrange weekend forays to lake and mountain campgrounds where we could test ourselves.

James Pipkin, the caretaker at Maryknoll, frequently accompanied us on one trip to Denny Creek near Snoqualmie Falls.   Every scout carried tents, sleeping bags, first aid kits, extra clothes and food as we hiked up the trail to the campgrounds.   All inner-city kids, we didn't have much experience with wilderness survival.  One of our tests on this trip was to cook stew from scratch.

We pitched tents, gathered wood and water.   Before dinner, Tom and Mr. Pipkin had us peel potatoes, dice up meat and vegetables.  We broke out our cooking kits and placed the ingredients over the fire.  We stirred, watched and waited as the stew boiled...the smells beckoning our hunger.  Impatient, I spooned mine into my plate and dived in.   The meat was chewy... the potatoes hard as the rocks I sat on.   Starvation awaited.  

Mr. Pipkin came over and tested my concoction.   "It needs to cook a little longer." he explained taking my plate and returning the makings to the pot.   He stirred it calmly and slowly, adding a little salt and pepper.  "Stew takes time.  There's no hurry."   An hour later, I dished up a plate of the best stew ever and never forgot his kindness.

Tuesday, May 10, 2011

Nature

Nocturne

I toss and turn the sheets listening.
Overhead, aircraft strum a night overture.
In the background, my furnace hums.
And, I can hear the icemaker clink time.
A heavy downpour drums the windows
while winds snare the cedar and
whistle through the high branch.
A speeding motorcycle riffs the roadway.
The cat's claws castanet the wooden
floors in a feline flamenco.  In the far
distance, a train trumpets.  Below the
bluff, a ferry trombones it's response.
I writhe the dark to a bedspring obo
and close my tired eyes.

Friday, May 6, 2011

Chinese Apothecary

A flu-inspired cough, I languish in a hospital
waiting for an x-ray.Wellness formulas,
honey-lemon lozenges,and self-devised solutions
bring no relief.
Dr. Young, physician prescribes Hydrocod-Homatr
to no avail.

Auntie Florida advises Chinese medicine.
I wander the International District
to dim-sum and chow-mein aromas.
Herb and medicinal stores nest
among the tenements and restaurants.
Ginger and ginseng glut interiors
along with cardboard cartons full with dried
mushrooms and mangoes, transparent
bottles, lotus seeds and hong zao.

An ancient Manchu's slender-finger
motions me toward a Chinese pharmacist
who points to shelves of Asian magic.

"You need Loquat.  All loquat."


I seek restored Qi.
Settle for a box decorated with
hanzi, sampan, steam locomotive
and two elderly herbalists.
Surely, it is contained within.

Thursday, May 5, 2011

Hard Hat Dance

I cross construction site in early morning.
A foreman orders dungaree workers,
"Raise your hands."
Their muscled arms thrust the air...
a calculated choreography.
They flex, tandum paz de deux,
pirouette, then elevate in demi-point.
Brogans romp, stomp, bend
and twist in dusty asphalt
Stretched and warmed, the dancers pass
the chain-link barrier.  Rise
on balance beams above the city sky.

Carpenter Ants

Deck dry-rots.
Water seeps ceiling,
drips and puddles foyer.
Carpenter ants burrow beams.
Undermine like insurgents.
Cost protract in disproportion
to rationale.  Failing foresight,
we entangle in Cassandra tongues.
No exodus exists
from crumbling edifice.
In arrogance, we descend
to sawdust.

Dust Bunnies

Dust Bunnies wisp in stealthy
silence across our floors.
Pious puffs skitter behind
doors, convene under beds.
Monastic mites quietly
elude broom and vacuum,
lurk dark vents, whisper
in silent sanctuaries.
Other tufts drift theocratically
as windblown dandelions
or parasites seeding the world.

Monday, May 2, 2011

Family (continued)

Pepper - My Wonder Dog (1999-2008)

We wander forest filtered ligth.
You dash ahead
make your own path.
Climb the occasional rise.
You pause, look back
on Ami and me,
not wanting to lose sight of us
as we saunter behind.

We wander pine, maples and cedar.
You smile,
happy for companionship...
and running off-leash.
Look!  A rabbit to chase
into the blackberries.


Night falls.
You gasp for breath.
I do not know how
many more walks
we'll share.


Last Walk


We circle round Roxburg Bog.
Pepper struggles, makes it half-way.
In shaded garden at home,
bleeding-hearts bloom where he lay.
Lost Letters

Clearing my basement,
 I discover Claude’s letter.  

He enlist to fly.


“…you rave about the Australian women,

they must be unreal. I can hardly wait to go there.”


I smile. 



“…afraid I’m no longer 
a virgin.
Had a great time
 and paid for it.  
Didn’t  study.  

Blew the navigation quiz.”



Over beers, we'd spoke of girls,

laughed as college boys 
with lives ahead.



“See you for sure at Christmas 
around the 21st.”



Then, my unread response, 
sadly returned and kept.

The real price of war

* Claude Dennison and I became friends while studying at Seattle University.  Following graduation, he enlisted in the Naval Air while I served aboard the USS McMorris (DE-1036).  We kept in communication.   I was coming off active duty and he was planning leave in 1968.  We planned to grab a Christmas drink and relive old times.  He was killed when his plane crashed.   

Sunday, May 1, 2011

The Neighborhood (continued)


Wild Blackberries

Wild blackberries ran the block behind the homes on 16th Avenue.  They’d grown so tall secret passages formed beneath their canopy.  Under the thickness, caves shaped where we convened as kids and pretended we were Zorro.  We tucked our wood swords, masks and capes in small boxes for safe keeping and wore them when we ventured forth on a mission.

In 5th grade, Vincent Matsudiara and I rolled maple leaf and newspaper cigarettes that we smoked in the backyard of our house.  Unintentionally, we started a small grass fire that we fortunately doused with the garden hose.   This left conspicuous evidence of our foolishness.

Mom returned from work in the afternoon and was visibly angry.  I caught the bitter end of a cherry switch.   Upset, I bolted from home traveling a secret passage to a blackberry cave that Joe Caasi and I used.  It was behind the haunted house at the end of the block.

Joe came out when I signaled him that I was in hiding.  I informed him I was planning on leaving the neighborhood but was hungry and needed money.  He left for a few minutes, returning shortly with a cheese sandwich.  He wanted to know where I was going.

Gobbling it down.  I replied.  “Back home.  I’m still hungry.  This isn’t gonna work.”