“The poet dreams of the classroomI dreamedI stood up in classAnd I said aloud:Teacher, Why is algebra important?Sit down, he said.Then I dreamedI stood upAnd I said:Teacher, I’m weary of the turkeysThat we have to draw every fall.May I draw a fox instead?Sit down, he said.Then I dreamedI stood up once more and said:Teacher, My heart is falling asleepAnd it wants to wake up. It needs to be outside.Sit down, he said.”

“Percy wakes me (fourteen)Percy wakes me and I am not ready.He has slept all night under the covers.Now he’s eager for action: a walk, then breakfast.So I hasten up. He is sitting on the kitchen counter Where he is not supposed to be. How wonderful you are, I say. How clever, if you Needed me, To wake me. He thought he would a lecture and deeply His eyes begin to shine.He tumbles onto the couch for more compliments.He squirms and squeals: he has done something That he needed And now he hears that it is okay. I scratch his ears. I turn him over And touch him everywhere. He isWild with the okayness of it. Then we walk, then He has breakfast, and he is happy.This is a poem about Percy.This is a poem about more than Percy.Think about it.”

“I wanted the past to go away, I wanted to leave it, like another country; I wanted my life to close, and open like a hinge, like a wing, like the part of the song where it falls down over the rocks: an explosion, a discovery; I wanted to hurry into the work of my life; I wanted to know,whoever I was, I wasalive for a little while.”

“The god of dirtcame up to me many times and saidso many wise and delectable things, I layon the grass listeningto his dog voice,frog voice; now,he said, and now,and never once mentioned foreverfrom, One or Two Things”

“The poet must not only write the poem but must scrutinize the world intensely, or anyway that part of the world he or she has taken for subject. If the poem is thin, it is likely so not because the poet does not know enough words, but because he or she has not stood long enough among the flowers--has not seen them in any fresh, exciting, and valid way.”

“DAISIESIt is possible, I suppose that sometimewe will learn everythingthere is to learn: what the world is, for example,and what it means. I think this as I am crossingfrom one field to another, in summer, and themockingbird is mocking me, as one who eitherknows enough already or knows enough to beperfectly content not knowing. Song being bornof quest he knows this: he must turn silentwere he suddenly assaulted with answers. Insteadoh hear his wild, caustic, tender warbling ceaselesslyunanswered. At my feet the white-petalled daisies displaythe small suns of their center piece, their -- if you don'tmind my saying so -- their hearts. Of courseI could be wrong, perhaps their hearts are pale andnarrow and hidden in the roots. What do I know?But this: it is heaven itself to take what is given,to see what is plain; what the sun lights up willingly;for example -- I think thisas I reach down, not to pick but merely to touch --the suitability of the field for the daisies, and thedaisies for the field.”

“I stood willingly and gladly in the characters of everything - other people, trees, clouds. And this is what I learned, that the world's otherness is antidote to confusion - that standing within this otherness - the beauty and the mystery of the world, out in the fields or deep inside books - can re-dignify the worst-stung heart.”