Dixon's Forum Posts from Dixon

Structure and rhyme scheme lend a haunting kind of quality to the words, making them and the concepts brought to fore more memorable, stick-in-your-head kind of like actual melodied Song.

Though I have had snippets of the Free Form stuck in my head sometimes, too, and have come to realize it employs bits of rhythm in its own way too, yes, like good speechwriting.

One thing I wanted to know, when I thought I was a poet, was what are poets really for; why do humans make them?    What do they actually do for us?

Experts dissecting well-respected works sometimes point out keen insights into the Human Condition, a conceptualized construct of constructed concepts, having sects like Love, Power, Philosophy, Justice, Nature, Knowledge, Family, Society, In- and Humanity . . . a well-versed poet walks in all these worlds, observer, recorder, steward of Thought, I thought, when I thought I was a poet, Poetry in essence the conscience of a society.

The poet’s vantage point might illuminate societal innerconnexions, interactions generally unperceived, might inspire talent to open eyes, sway hearts, move mindsets, maybe move a lot of mindsets, an awesome, awesome power . . .

Thinking about Thought, how it schools, and is schooled, old schools, new schools, traditions overturning.    Mysteries clearing, knowledge collecting, developing, coalescing, evolving, reaching, fulfilling, or osmosizing, ossifying, paralyzing, petrifying . . .    Learneds’ learnings lost to History’s horrid hate, always there are those who accept not blindly the conventional wisdom but strive for clearer, truer ways, free thinkers ideas go to free society.

One commonest childhood memory is of the favorite teacher, freeing us to strive; another is the tyrant teacher, strictly limiting where to color, what to draw, how to say, spoiling the fun ln learning.

We can teach a lot and stifle, still, free thought.    But if I help someone learn to write a story, will they learn to write their story or mine?    Those who don’t just accept ideas unexplored, but adventurously think beyond the teachings they learn, are the re-schoolers of Thought.

The great irony on this piece is, when I thought I was a poet, I chose the B’Limerick structure from earlier, and was by definition forced to select between the two subjəblublation rhymes at the end and leave the other one off; the six-line structure stricture struck no room for both so, I was not free in this work to fully express my thoughts on free thought, hoisted by my own petard, one might say, and the piece was diminished as a result.

But then, finally, freed up in the structure stricture room for seven lines, both rhymes; I blossom-bloomed the Limerick yet again (Blossom-bloomed the B’Limerick there, really.    Why didn’t I think of that before?) and intertwined them both.

Intelligentsia already knew that meaning of “free verse”; I had to learn it on my own.