Given this immersion and appreciation, I couldn't resist reading his new memoir, Unpacking the Boxes: A Memoir of a Life in Poetry. The prose of poets is often both curt and intense. Hall's prose exhibits this in flashes, with passages that have the density of poetry, making you wonder whether the paragraphs began with line breaks and pauses. But other long sections are conversational. Hall lacks pretention, even though such would be warranted. This little volume tracks his childhood and his early love of poetry (both reading and writing), through his college years, time in Oxford and at Stanford, and then his longish tenure teaching at the University of Michigan. It then follows him to New Hampshire (though omitting the long illness and death of his wife, Jane Kenyon, which he's addressed elsewhere). Perhaps most poignant, even jarring, is the final chapter on "The Planet Antiquity"--the poet's honest chronicling of what it means to grow old, the body's cricks and creeks and general stubborness resisting desire. It is an account that gives pause to (relatively) young folks like me who continue to think of themselves as invincible.
As the subtitle promises, this memoir focuses on his life as a poet, with reminiscences of poet-friends (including life-long friendships with Robert Bly and Adrienne Rich) and experiences with some of the greats like Dylan Thomas and Robert Graves. (Just this past Saturday at Redux Books, our little treasure here in Eastown, I picked up a first edition of an earlier book of recollections by Hall, Remembering Poets.) Describing his experience as a Rhodes Scholar at Oxford, I could picture all his haunts and movements (he was a fellow at Christ Church) and was once again beset by nostalgia for England.
But Hall also recounts the work of poetry, the disciplines and regimens of a poet (every morning, for two hours--a Herculean feat), including the life-giving regimen of the 20-minute nap ("I have practiced the twenty-minute nap for half a century"). And the wrestlings of the poet with language, including the "spaces" of language--not just the words, but their arrangement and rhythm, the gaps and silences. Consider this reflection on a transitional phase, where he's grappling with form and meter and resisting the temptation to think of poems as "messages":
With my immersion in form, I found myself writing a kind of poem. It wasn't meter's fault; metrical poems can go anywhere and do anything. For me, these forms came to imply a reasonable poem. It sounds crazy now, but at that time I needed to understand what the poem was going to say before I began it. The better poems I wrote in my twenties--like "My Son My Executioner" and "The Sleeping Giant"--concealed a content I was not aware of. [...] As I was finishing the late poems of Exiles, something in me began to feel stifled, dumb, inarticulate. My grand language failed to express or reveal crucial areas of feeling. I flailed about, looking for other ways to make a noise. I had admired Marianne Moore's syllabics--keeping a syllable count, avoiding metrical feet. Holding on to the count of syllables as to a guardrail, I wrote a poem called "Je Suis Une Table." I thought it was a poem of wit exploiting a language error--tables can't talk--but it wasn't; it was an outcry, complaining of habitual limitation or inhibition. This poem began a journey. Eventually, I no longer demanded that my poems explain themselves before they got written; I learned to trust the impetus, to ride the wave. The wave was feeling, expressed largely in long vowels. I worked by accepting an image compelled by rhythm and sound--without requiring that it explain its purpose (pp. 120-121).
For thirteen years Hall taught English at the University of Michigan (he started when he was 28; finished in his early 4os). While he never saw this as his primary vocation, he did see it as a meaningful and passable way to fund what he really wanted to do, which was write. But one has the sense that, despite his ambivalence, Hall was a master teacher. As he rightly notes, the trick is to teach what you don't know. And to live for those glimpses where teaching and learning hit their stride.
Answering questions was the best part. Everyone who loves teaching has the same experience: Someone asks a question; it's something you never thought of, but the moment you hear the question, you know the answer. Ninety percent of what you say is something you didn't know until you said it.(These are my favorite moments of teaching, too: when something emerges in the conversation, in wrestling together with texts and ideas. On the best days, in response to good questions, I can venture into new territory. Chalk flies, and sometimes, on a good day, we all learn something. I then stay in the classroom, after the students have filed out, and take down my own notes, recording what I've just figured out on the board for the first time.)
Mostly what shines through is a love of poetry and the poetic life (and Jane, and New Hampshire), with all its friendships and disappointments and anxities and depressions, with no small number of joys and delights. Here is poetic ambition: "the poet at fifteen wants to be as great as Dante; by twenty-five he wants to be in The New Yorker."