The Tempest

Two Cat Burglar Poems Compared: Copus and Crucefix

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Here are two poems about climbing in through windows. I’m sure it’s ill-advised to pit something of one’s own against one of the best poems appearing in the Forward Poems of the Decade anthology, but the similarities were so interesting that I decided to lay good sense aside. I hoped also to put aside any spirit of competition and to further that you will find that I have adopted a very impersonal tone towards my own poem. That poem – ’17 Britannia Square’ – was first published in 2004 and it certainly feels remote from me now, as if written by someone else. The following essay zig-zags to compare the two poems as students are asked to do in the Edexcel A level examination (9ETO/03). The text of Julia Copus’s poem can be found here. My poem can be read by scrolling down the page on this link.

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Both poems convey details of the climb into a house which, in each case, is taken to represent something about the progression of individual lives, about developing identity. Copus’s climbing girl is on the brink of womanhood, a journey into “the way of the world” and her poem implies the difficulties ahead, especially, perhaps, for a woman in a patriarchal world. Crucefix’s poem is altogether more male and concentrates more on what has come to divide the two men, the surprising shift (“strangeness”) in identity over time. The forms of the two poems are similar: continuous blocks of unrhymed verse, though Copus uses a more variable line length and flowing syntax that evokes the ‘ease’ of the girl’s passage. In contrast, Crucefix’s verse halts and re-starts on several occasions, suggestive of the disjunction between his two characters.

Julia Copus’s 13 year old girl is repeatedly imaged in border territory, a “halfway” stage, a liminal state of age, sexuality, friendship and her literal broaching/breaching of “the warm flank of the house”. The journey or passage she is taking is into adulthood, a transition presented as exciting, anxious and relatively “easy”, though what awaits her is more uncertain and even forbidding. The opening descriptions emphasise her vulnerability (crouched, trembling, narrow windowsill, sharp drop). Yet she continues to find reassurance in the presence of her (similarly aged) friend, though this is precisely what she is climbing away from. For further reassurance, she dwells on the tangible details of the moment: “the fact of the open window, / the flimsy, hole-punched, aluminium lever”. Crucefix’s ‘17 Britannia Square’ also opens with a concern to keep things “steady” but here it foreshadows the narrator’s growing awareness of changes in personal identity and relationships. The details and onomatopoeia of line 3, quickly settle us into a concrete situation, but the simile of the “coins being scraped together” is the first indication of one of the poem’s divisive elements, material wealth. Given her age, Copus’s girl was not trusted with the keys; Crucefix’s narrator readily accepts responsibility for the lock out (he forgot to pick up the keys) and self-deprecatingly confesses his own inadequacy which is again linked to the material successes of his friend: “I could not manage ten minutes / in charge of your tall, Edwardian house”.

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Copus’s girl’s physical position, perched perilously on the porch roof with its rough asphalt like “a square of petrified beach” is marvellously conveyed. The word “petrified” works physically and psychologically, evoking both stoniness and felt fear simultaneously, but it also foreshadows her eventual dive through the window, mermaid-like, into the ambiguous ocean of her future. The omniscient narrative voice asks, “What can she know / of the way the world admits us less and less / the more we grow?” The narrative voice knows the future as the girl does not and the personal pronoun (“us”) probably implies the voice is female and is making a comment on the patriarchal nature of the world of adulthood into which the girl is moving. It is a world that will “admit” her less and less. The choice of the word “admit” suggests the future will acknowledge the girl’s existence less as well as give her less literal admission to what it might offer. By contrast, watching his friend climb the ladder, it is the past that preoccupies Crucefix’s narrator. It’s interesting that the “cat-burgling high-jinks” are already distanced by being something they “might” have done, though it seems likely they did not in reality. It’s not clear whether this suggests their earlier relationship also had its limits or whether the familiar image of the wall-climbing wayward students is itself being ironised – a cliché that is displaced by the later more painfully honest assessment of their relationship. The elaborate, polysyllabic phrase used to describe what the two students hoped to evade – “vigilant authority” – also suggests the way the poem looks to evade accepted modes of presenting such male friendships.

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This is even more clear when we reach the narrator’s statement about the subject of their earlier, collegiate discussions. They focused on personal identity and the allusion to John Keats points to that poet’s ideas about Negative Capability. Keats records the sensation of feeling annihilated in a crowded room because “the identity of every one in the room begins to press upon me”. Yet this absence of a resolved (what the poem calls “determined”) self, pushing confidently outwards, facilitates delicately perceptive encounters such as catching a glimpse of a “fieldmouse peeping out of the withered grass – the creature hath a purpose and its eyes are bright with it” (229). The resultant freshness and truth, the absence of pre-judgement in such a moment, is what Keats valued and perhaps it is what this poem strives for in its examination of male friendship. The startling simile introduced here (“how a man / could possess no determined self, like a state / that sees no need of a constitution”) also gestures towards an underlying concern about national identity too. This is reinforced by the title of the poem and suggests that the issues of identity and division on a personal level might be reflected more broadly in contemporary Britain and the narrator’s observation that such a view now “looks as much risk as opportunity” indicates he sees subsequent developments (personally or politically) as putting closeness and cohesiveness at risk.

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In ‘An Easy Passage’, lines 19-22, create a dramatic pause or lull in the poem, a briefly “lit”, but still present, paradise of innocence. The statement that “for now the house exists / only for them” pre-empts the most significant change in perspective in Copus’s poem. Their innocence is indicated by the girls’ small scope of vision and the second half of the poem enacts its innocence / experience theme by drawing away to the wider perspectives of the street, the absent mother, the workers and finally the secretary. It is the latter who is said to be “most far” from the girl. The phrase ironically has the effect of associating the two characters, perhaps implying that the girl’s future can be seen in the older woman’s present situation. If so, the portrait is not inspiring with her small plans for an “evening class” or contrastingly improbable plans for the “trip of a lifetime”. The tone adopted about the “stirring omens” in an astrology column comes close to a sarcasm at the secretary’s expense. Growing distance and division are also indicated in lines 19-27 of ‘17 Britannia Square’ via the vivid details of the friend’s climb to the top of the ladder and his awkward tipping in through the bathroom window. The paralleling of the climb up the (social?) ladder and the reflections on identity are made explicit in the yoking together of literal and psychological facts: “I see you pull up the sash, begin to wriggle /into your bathroom and it seems less a truth / to last beyond our teens”. The simile describing the damage caused by the friend’s flailing foot, as he slips through the window (breaking it and making a “white star-burst like a rifle shot”), perhaps implies the demise of the earlier self. This is again reinforced by the forcible linking of immediate, physical events with more personal developmental vocabulary: “you vanish at last, absorbed to your house, / your job, your family”.

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But ‘17 Britannia Square’ is not really a poem about envy. In fact, the narrator waits below, watching his old friend vanish into his house/life, yet remains “in love with mine”. Furthermore, the closing lines of the poem present an act of Keatsian sympathetic imagination as the narrator melds past and present, himself and his friend into a moment of alertness to the possibilities of life, even if the possibilities are of growing alienation. The tone is not dark – the friend will re-appear at his own front door “laughing” – and the explicit birthing image of line 30 is equivocally described with the phrase “bruised and quivering”. The poem leaves the reader with a heightened sense of the unpredictability of individual lives as expressed in the choice of the word “strangeness”. The word implies estrangement but also of the richness of mutability and the unexpected, perhaps reminiscent of Ariel’s song to Ferdinand in The Tempest: “Nothing of him that doth fade, / But doth suffer a sea-change / Into something rich and strange”.

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By contrast, I think the youth and still-retained freedom of Copus’s two girls is described (from the secretary’s perspective now) with some envy (silver, neat, shimmering, flash, gracefully). It’s not clear if this is mere personal envy or that of an older generation viewing the more secure freedoms of younger women. Certainly, Copus loads ambiguity in at the close. The “shimmering- / oyster-painted toenails” re-evoke the beach image of line 16 and the graceful movement of the girl into the house suggests an assured transition into another element/time. Yet the simile of the nails flashing like “armaments” complicates matters. Is the suggestion that she will need not only grace and beauty but also an arsenal of weapons with which to defend herself in the adult world? Does the simile persuade us that the girl does possess such means to defend herself? Or that she lacks it (what use are painted toe-nails)? There is something surely ominous in the very last phrase, as she drops “into the shade of the house”.

So ‘An Easy Passage’ is full of the girls’ grace and beauty on the verge of adulthood. Through predominantly concrete description, the poem conveys complex emotions about their likely transition into the adult world and Copus leaves the nature of their future experiences carefully undefined. Crucefix’s poem is equally honest about what divides his two male figures as they have grown into maturity. It is largely money but also the divergent demands of house, job and family. Yet the poem develops ideas about the fluidity of personal identity from Keats’ thoughts on the matter and concludes that the human heart draws its sustenance as much from distance as closeness, pain as much as pleasure.

Introduction to Laozi’s ‘Daodejing’ – Part 2

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What follows is the second installment taken from the Introduction to my new versions of Laozi’s Daodejing, published by Enitharmon Press. More information and comments on the book can be found here. References to the traditional 81 chapters of this ancient text are accompanied here by the titles I have given them in my versions. The first section (to read it click here) concluded by indicating how the Dao becomes manifest in the individual objects, the actions and creatures of the world we are familiar with.

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Proceeding to consider how such awareness (more commonly the absence of it) impacts on our personal (and hence political) lives is also a primary concern of the Daodejing. It comes as no surprise that our battle against the tyranny of the self, that intense, intoxicating selfishness that Coleridge calls “the alcohol of egotism” is the key (the phrase is from an unassigned lecture note, date unknown, on Milton’s Satan, specifically concerning his preference to reign in hell rather than serve in heaven. See S. T. Coleridge, Collected Works, ed. Foakes (Princeton UP, 1987), Volume 5, Part 1, p. 427). This is where the untranslatable idea of wu-wei arises. The phrase is intended to characterise actions performed in accordance with, in harmony with the Dao; hence they are driven not by the blinkered and shuttered individual self, but by a more open awareness of the expansive, interconnected reality of the Dao. This is the significance of the recurring idea that the follower of the way should attend not to ‘that’ but to ‘this’. The former implies a divided world (self and other – ‘that’ out there) whereas the latter is a gesture of encompassment of both self and other, the whole, the one. Hence, the narrow intentionality, the forcefulness of the self is withdrawn from actions performed in accordance with wu-wei.

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In translating these ideas, I have used the phrase ‘indirect direction’ to suggest the methods of our dealings with others and the ‘unacted deed’ in an attempt to characterise the pursuit of our own intentions. Both phrases are woefully inadequate, but I hope to convey as plainly as possible the paradoxical nature of these ideas. How they are played out in real human behaviours can be glimpsed through the ‘Three treasures’ (Chapter 67). These treasures are: to be compassionate, to be frugal, to lack personal ambition. In each behaviour, egocentricity is diminished through empathy and there is an inclination towards wise passivity. There is a corresponding reduction in the individual’s personally directed desires (‘Wishes’ (Chapter 3)); we are to act ‘Like water’ (Chapter 8), flowing passively, dispassionately towards lower ground in both personal and political spheres (‘Influence’ (Chapter 66)). We are being urged (to switch the metaphor as the Daodejing deliberately does) to work with the grain of the Dao.

This is what the sage pre-eminently promulgates and performs. I have consistently translated this figure as ‘teacher’, often ‘my teacher’ and (though literary Chinese does not mark gender) there is something unmistakably feminine about her behaviours. This is a point the poems declare insistently. The Dao itself has female qualities (‘Valley’ Chapter 6)) and the teacher also reflects this in her quietness, passivity, sensitivity, lack of overt force (‘Raw material’ (Chapter 27)). Stephen Mitchell’s much praised and popular version of the poems carefully uses ‘she’ at least as often as ‘he’ to refer to the teacher figure. (See Stephen Mitchell, Tao Te Ching: a New English Version (Harper and Row, 1988), p. xi). But I wanted to go further and have consistently feminised, even personalised this figure. Early on in the translation process, I felt a need to make this shadowy figure more manifest, to ground her pedagogic statements for our more liberal, democratic age with its absence of deference. As I set about this, it was clear she had to be female and she soon took on a dual role, both as representative or personification of the Dao itself and as its incarnation in actual human form, a mother figure, a female teacher, a friend.

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The ways in which these teachings translate into the world of politics are summed up in the terse, witty, metaphor of ‘Recipe’ (Chapter 60). The art of good governance is like the art of cooking a delicate fish: don’t interfere, don’t force it, be watchful, assist, adapt, proceed only with the lightest of touches. Laozi’s politics are impossible to translate to our modern age but given the proviso that he is determined to preserve the simplicity and frugality of people’s lives, many of his sentiments read as politically anarchic, primitivist, conservative, environmentalist. For those of us from a Western tradition, there is a Rousseauistic quality to his thinking, a belief in the goodness of mankind as noble savage who has for too long been corrupted by interference, too many codes of behaviour imposed from above. This is where the poems’ anti-Confucian elements are most obvious (‘Codes of kindness’ (Chapter 18)). Laozi is certainly vigorously anti-war, the pursuit of which he regards as the quintessence of the over-determined masculine self in action in utter disregard of the Dao.

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Historically, translators have approached these poems in many ways. Benjamin Penny’s recent review of the field shows how many early versions were motivated by a Western cultural imperialism, searching out affirmations of its own monotheistic tradition (See Benjamin Penny, Introduction to Laozi: Daodejing, tr. Edmund Ryden (OUP, 2008)). Later attempts were spurred by a contrasting desire to find something different, to revitalise moribund Western values in search of exoticism, anti-rationalism, the non-Christian. Still others, keeping a firm hold on a wide variety of already settled spiritual/religious beliefs, plumbed the frequent ambiguities and lacunae of the Daodejing to re-affirm those beliefs. More recently, scholars and academics have brought an ever-growing understanding of Chinese history and culture to bear on these delicate texts and it is surely impossible to avoid accusations of Westernisation in any English version of the Daodejing. Even Stephen Mitchell – who had “a fourteen-years-long course of Zen training” to draw on – has since been accused of colonial mis-appropriation (See Mitchell, ibid., translator’s Forward. For the vigorous accusation, see Russell Kirkland and his book Taoism: The Enduring Tradition (Routledge, 2004)).

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In my case, it was as a long-standing teacher, poet and recent translator of Rainer Maria Rilke that I first came to the text. I found myself in astonishing sympathy with many of the things it has to say about language and poetry and especially about the pedagogic process, both formally and in our everyday interactions. Laozi suggests the teacher’s role is to show, facilitate, enthuse, give space, watch and approve. We must be honest, be ourselves, give the tools, give opportunities, do our job well, but then let go, don’t dwell. We need to be someone to emulate, be quiet, still, attentive, be present, not absent, be mindful, be welcoming. Our role is to synthesise and connect (not disconnect or sever), shed light (but without dazzling, even inadvertently), use a delicate touch, be tangential. Laozi knows that our teacherly interventions – whether physical or verbal – must inevitably alter the material we hope to engage with; we set in motion a swinging pendulum. Our actions call forth responses to the fact we act, plan, demand. Students may re-act to this (against this) simply because we are seen to act. Better back off, do not intervene, don’t use imperatives, perhaps use no words at all. It is better to play the female part, be passive, give space, encourage desired behaviours, neglect all else. Laozi believes students come upon discoveries by themselves. So we must work via indirect direction and the unacted deed. Progress will be seen to happen of its own accord. The deed we desire will remain undone; this is the best way of getting it done.

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Idealistic? Of course, as can be seen most vividly in ‘The commonwealth’ (Chapter 80) which is Laozi’s evocation of the contented society adhering to the ways of the Dao. For Western readers, this poem echoes Gonzalo’s speech in Shakespeare’s The Tempest, in its turn lifted from Montaigne’s essay ‘On Cannibals’ (Montaigne, Essays (1580). Shakespeare read and paraphrased John Florio’s 1603 translation into English). Laozi’s original gift to the gatekeeper is not to be read as a handbook, not an instructional scripture, but as inspiration. Bearing that in mind, we ought correspondingly to resist the temptation to approach it with the dismissive cynicism of an Antonio or Sebastian, Shakespeare’s all-too-modern sounding cynical ‘evil men’. I think we ought to listen to these poems open-mindedly, mindfully. We ought to resist following the crowd so vividly portrayed in ‘Adrift’ (Chapter 20) who always say, “Prithee, no more; thou dost talk nothing to me” (The Tempest, Act 2, scene 1, l.169). When the true teacher stands in our house, no matter how detached, untidy, unimpressive, even muddled she may superficially appear, Laozi is reminding us “there are treasures beneath” (‘In your house’ (Chapter 70)).

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