Tag Archives: Language

Ancestor Yearnings

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My great grandmother Claudia Tremblay

Today, September 29, is my great grandmother Claudia’s birthday–she was born in 1865. I never got to meet her, but I was named for her (my middle name) and so I have felt a connection to her for quite a while. This week I was once again caught in the throes of this strange yearning obsession to try to understand the lives of my matrilineal forbears. I happened to be looking at a document about Claudia that I compiled a few years ago, and it mentioned a resource–the “General Catalogue of the Entire Montagnais Nation.” [Except the title was in Latin and the book was in French. Denis Brassard, Catalogus generalis totius Montanensium Gentis of Father Jean-Joseph Roy, 1785-1795 ]

It was a record of baptisms and other religious rites at the King’s Posts (Postes du Roi) in the Saguenay River area and North Shore of the St. Lawrence River of Quebec, in the 18th century. The Postes du Roi were the site of trading between the Innu/Montagnais and the French/British. They were also the site of missionary priests coming round to offer religious instruction and ceremonies to the Innu people. (The French called the Indigenous people of this region Montagnais, but since then, the people have reclaimed their own word, Innu.)

Claudia’s mother was Angele McLeod, and her mother was Marie-Madeleine, who was identified as “Montagnaise” in any records I had been able to find. But I had been unable to go any further back in her family, and only had estimates of her birth to be about 1789, perhaps linked to a Post du Roi. So I went looking for that book, which was available in a digital format for not so much expense. And it had a built-in translation function, which helped a lot since my French is shaky. The first half of the book was a description of how things were at the Postes du Roi. The Innu generally spent fall/winter/spring in the inland forests, hunting and gathering, and then came to the shores of the Saguenay or St. Lawrence in the summer, to fish and gather with each other. The Posts were built at these established summer gathering places to foster the fur trade, and the conversion of Innu people to Catholicism by the priests.

By searching record by record through the hundreds in the chart, I was able to find two Marie-Madeleines (Maria Magdalena) whose births were within 10 years of 1789: 1795, 1797. The Innu people did not use surnames, but rather single descriptive names, so each record included a Christian name (in Latin) and a personal name for the child in the Innu language. I found Marie Madeleine Katshisheiskueit (record #1065), and Marie Madeleine Manitukueu (record #1079). I don’t know that I will ever be able to establish a definite link between one of them and my Marie Madeleine, but one of them could be related to me. My Marie Madeleine eventually was married to Peter McLeod who worked for the King’s Posts in many places. And she was identified as Catholic, so it would be likely for her to be in these records.

Finding these names is touching a deep place in my spirit. I can’t even describe it. And deeper still, was searching out the meanings of the Innu names in the language. I was able to determine that Katshisheiskueit likely means “Hard-working/female” and her parents’ names were Antonius/ Tshinusheu which means “Northern Pike”, and Anna/ Kukuminau, which means “old woman” or “wife.” (Now the parents were only about 16 then, so likely it was an endearment, or Tshinusheu just said–“that’s my wife.”)

Manitukueu has something to do with Spirit–Manitu is the Innu word for Spirit. But I couldn’t find an exact reference. Manitushiu means someone who uses spiritual or mental power. “kueu” seems to be a common verb ending signifying something being or having. It is like detective work–and I wouldn’t be able to do any of it if I hadn’t been studying Passamaquoddy, which is related to the Innu language. Words are formed polysynthetically, with smaller parts joined together to create long descriptive concepts in one word. So I search the online Innu dictionary, with my framework of Passamaquoddy, and try to recreate what they might mean.

Manitukueu’s parent’s names were also challenging. Her father was Simeon Tshinapesuan, and the closest word I could find was something meaning “slips on a rock”, or “slippery.” Her mother was Marie Madeleine Tshuamiskuskueu, part of which meant “finding it by detecting it with body or feet.” But then I lucked out because her own birth record called it Iskamiskuskueu–which means “from Jeremy Islets,” and she was from Jeremy Islets. According to another source, this Innu name of that place meant “where you can see polar bears.” (Where you can find polar bears?) I guess I was rather far off.

So, it’s hard to trace “family trees” without surnames, but each child was listed with their parents, and by going through again searching for the parents’ names, I could find their parents too. And in fact, there were a few generations in each of their families to be found in the charts, with a lot of holding a magnifying glass over my computer screen so I could read the small letters in the charts. Much more still to do.

It is a whole world uncovered to me. And whether or not one of these women is my actual relation, this is the world she lived in, the world she came out from to enter a path that eventually would lead her daughters and granddaughters into other worlds. I never imagined that I might learn the Innu name of my great, great, great grandmother… and now there are all these names dancing in my mind, trying to form in my mouth, bringing much depth to my heart. I feel such gratitude and curiosity.

Yellow sunflower planted by squirrels, with a bee inside.
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Language Roots

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Some presenters at Healing Turtle Island this summer suggested that we all, colonizers included, should seek to uncover our own distant Indigenous languages. I had the idea then to learn to introduce myself in the Innu language, the language of my matrilineal ancestors, and then to mark their transitions to other languages. (Three of my grandparents have Germanic roots, but in this exercise, I limited myself to my matrilineal line.)

I want to thank Roger Paul, my teacher of Passamaquoddy/Wolastaqey, because I could not have approached the Innu language without having learned so much about Passamaquoddy. From what I can tell, the structures of these languages are the same, the grammar, the animacy, even some of the words are cognates. So with this foundation, I was able to use the Innu dictionary online to shape sentences that might bear some resemblance to how the language is spoken, though no doubt I have made errors.

After I was deep into it, I laughed at myself, because to whom could I speak these words, since I am not in touch with any Innu people right now? But then it seemed that perhaps they were for my ancestors in the spirit world. And so this is dedicated to them. I also want to acknowledge that though I have studied French, Google translate was my helper in the French language parts of this exercise, and unfortunately there is no Quebecois French in that translation program, so some subtleties have not been included. I have heard it said that Quebec French is closer to ancient French ways of speaking. I begin with a photo of my great-grandmother, since she is at the heart of the story.

Claudia Tremblay

My great-grandmother Claudia Tremblay.

Mishen Claudia nitishinikashun.
My name is Mykel Claudia.

Claudia iapit nitanishkutapanukum ishinikashu.
Claudia is also the name of my great grandmother.

Shekutimit utshiu, ińnu-assit.
She is from Chicoutimi, in Innu territory.

Ukuma ińnushkueuńua, Mańi-Matińin ishinikashuńua.
Her grandmother is an Innu woman, whose name is Marie-Madeleine.

Ińnu-aimińua.
She speaks the Innu language.

Eukuannu nui ińnu-aimin.
That is why I want to speak the Innu language.

Mańi-Matińin uitshimeu Pień McLeod, kie mitshetusheu.
Marie-Madeleine marries Peter McLeod and she has many children.

Utanishu, Anisheń ishinikashuńua.
She has a daughter, named Angele.

Ashku Anisheń kutuńnuepipuneshit ashu nishtᵘ, ukauia Mańi-Matińin nipińua.
When Angele is thirteen years old, her mother Marie-Madeleine dies.

Natshe uitshimeu Anisheń kakussesht. Shushep Tremblay, kie mitshetusheu.
Later, Angele marries a French-Canadian, Joseph Tremblay, and she has many children.

Anisheń utanishu Claudia, nitanishkutapanukum an.
Angele has a daughter Claudia, that’s my great-grandmother.

Kakusseshiu-aimu.
She speaks the French-Canadian language.

Mon arrière-grand-mère Claudia parle la langue canadienne-française, comme son père Joseph Tremblay.
My great-grandmother Claudia speaks the French-Canadian language, like her father Joseph Tremblay.

Très probablement, Marie-Madeleine et Angele parlaient aussi la langue canadienne-française, ainsi que leur langue maternelle.
Most likely Marie-Madeleine and Angele also spoke the French-Canadian language, along with their mother tongue.

Mes ancêtres canadiens-français sont au Canada depuis le début de la colonisation, depuis l’an seize vingt.
My French-Canadian ancestors have been in Canada from the beginning of colonization, since the year 1620.

Je ne peux pas compter le nombre d’ancêtres français qui se sont installés au Québec, atteignant onze générations en arrière.
I cannot count the number of French ancestors who settled in Quebec, reaching eleven generations back.

Ils ont abattu de très nombreux arbres et cultivé la terre dans un climat difficile.
They cut down many, many trees and farmed the land in the difficult climate.

Malheureusement, leur arrivée a entraîné la maladie et la mort de nombreux Innus.
Sadly, their arrival brought disease and death to many Innu people.

Les Innus vivent dans leur terre depuis des temps immémoriaux, et y vivent encore aujourd’hui.
The Innu have lived in their land since time immemorial, and still live there today.

Claudia a une fille Yvonne, c’est ma grand-mère.
Claudia utanishu Ipuan, nukum an.
Claudia has a daughter Yvonne, that’s my grandmother.

Par ma grand-mère Yvonne, j’ai l’héritage des colonisateurs mais aussi, dans ma descendance matrilinéaire, l’héritage des colonisés.
Through my grandmother Yvonne, I have the heritage of the colonizers but also, in my matrilineal descent, the heritage of the colonized.

Yvonne a déménagé aux États-Unis à l’âge de dix-huit ans, où elle parlait anglais.
Yvonne moved to the United States when she was eighteen, where she spoke English.
Ipuan atutsheu Upashtuneu-assit ashku kutuńnuepipuneshit ashu nishuaush, tanite akańeshau-aimit.

Yvonne has a daughter Carol, that’s my mother.
Yvonne a une fille Carol, c’est ma mère.
Ipuan utanishu Kańań, nikaui an.

English is my first language.
L’anglais est ma première langue.
Nitakańeshau-aimin ńishtam.

The Flowing

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Orchard August 2019

The other morning I woke from a dream, in which I was thinking about Wabanaki languages. Wabanaki languages are a flowing. Everything is moving. Verbs are central. Verbs change shape to fit who is acting, who is moving, how many, and who or what their object might be. For example, Wiku is a verb for identifying where someone dwells. (The k is pronounced like g.) As in, Wiku Portland, meaning, “He/or/she lives in Portland.” But to say, “I live in Portland,” would be Nwik Portland.  “Where do you live?”  Tama kwik?

Even many nouns are flowing, changing, shapeshifting. Like the word for home. The noun, Wik, means a home. But “my home” is nik. “At our home” is nikonuk. “At your home” is kikonuk. The words flow depending on who lives there, or if you are going there. And the words for “mother” are related to the words for home. Wikuwossol, nikuwoss, kikuwoss. “His/or/her mother, my mother, your mother.” Flowing. Shapeshifting. Full of relationship.

English, on the other hand, is filled with many more nouns than verbs. Since contact with the colonizers, Wabanaki languages have had to add more nouns to the lexicon, to translate from English or French. Some of these nouns were created from verbs by adding an ending that, by itself, means “bait.” For example, koselomol, means “I love you.”  But to turn the verb “love” into a noun, you must say kseltomuwakon. Wakon means “bait.” So perhaps to make these nouns we must capture the verb, trap it with our bait, to stop its movement for a moment.

We colonizers live in solid houses with lots of things/nouns in them. The Indigenous peoples of northern places used to live in easily movable homes, with fewer things, to follow the hunt in winter, to fish the shores in summer. Everything was a movement, a dance, a shape-shifting. (Of course, many southern Indigenous peoples were/are farmers, stayed in one place. I don’t have any exposure to how their languages work.) But I notice the tendency in me to look for solid things, to struggle with the endless flow.  To try to put things in their places, get organized.  Make vocabulary flash cards to capture the words into my brain. (Even though the Wabanaki Languages class I am taking is on summer break, I have been listening to the recordings from the class, and continuing to study.)

Still, the garden in this place, at our home, nikonuk, also tries to teach me about flow, if I can be open to it. Every week is filled with different patterns and growing and shapeshifting. This week, no more snap peas or raspberries. But the basil has come back again after I harvested most of its leaves a while ago. The young fruit trees are wild and leafy. The bee balm is dying, and prone to powdery mildew. My nephew and his girlfriend helped me put wood chips on the paths during their visit a couple weeks ago. It rained during the night last night. Every day is different. There is no way to get the garden in shape, in form, once and for all. It demands relationship, interaction, flowing, it demands the verb “gardening.”

In Passamaquoddy, kihke means “He/she gardens or plants,” and kihkan is a garden. It is also another form of the verb.

 

 

Wolasuweltom

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“When you think in Passamaquoddy, your whole life revolves around being thankful for everything that’s around you,” says Roger Paul, our Wabanaki Languages teacher.  “Everything about what you look at, or what somebody tells you, you think gratitude.” The root verb for giving thanks is wolasuweltom (he or she gives thanks, is grateful). To say “thank you” to someone you say “Woliwon.”  

He went on to comment, “…in other cultures I’ve noticed it’s about, ‘What am I to gain from this?’, …or ‘What’s my goal?'”  He told a story about a woman he met in Washington, DC, who wondered why Indigenous people didn’t come to testify in Congress about why they needed certain funding–they might send lawyers or other non-Native employees to explain–but she had never seen an actual Indigenous person explain why they needed this funding.

Roger said, “It took me a while, but I figured it out. …The reason, I told her, was because we’re not about going to demand what we deserve. We’re about being thankful for what we already have… So… we’re not good at going up to say, ‘Hey, we deserve this–we have an entitlement to this–you owe us this.’ …We’re more at, ‘Oh, this is all we get? But, you know what, I can use this. Thank you.'”  He said, “It’s that attitude, that almost every word in our language surrounds that concept of gratitude.”

All this was during a conversation among a few of us before class last month.  Ironically, earlier that morning I had been thinking about my final presentation, in which we were supposed to introduce ourselves in the language.  I had thought to myself that perhaps I should try to say something about why, as a non-Wabanaki person, I wanted to learn to speak Passamaquoddy.  What was my purpose or goal in doing this?  In English, I have said, I wanted to “decolonize my mind and learn to think in a new way.”  But I couldn’t figure out how to express what I meant in the language, even with the help of the online dictionary.

So when Roger spoke of how the language itself was not so much about expressing goals, as it was about giving thanks, I was struck by the irony of it all.  Here I was, even in my attempts to speak the language, thinking exactly like a white person.  And maybe, the goals and purposes didn’t matter as much as I thought they did.  Maybe I should try to say, instead, what I am thankful for.

Later, I asked Roger if it would be okay to quote him for the blog, and he gave me a generous yes.  I am thankful for all of these conversations, more than I can say.  These days, I am less and less sure of the purpose of anything I am doing.  I am less and less sure of my goals.  But I am reminded, each morning, to give thanks for everything around me.

Ducks in Spring

Anishinaabe Land

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Anishinabe Treaty ConferenceIn an earlier post, I began to explore which Indigenous people belonged to the land where my East Frisian ancestors had settled in the 1850s.  But I had not done that for the land where I was born, in Detroit, Michigan. I wasn’t surprised to read that it was Anishanaabe land, the land of the people of the three fires, Ojibwe (Chippewa), Odawa (Ottawa), and Potawatomi.  Significantly, I didn’t learn about them while I was growing up. Nothing. But as a young adult, that changed as I became an activist. I remember participating in an Anishanaabe gathering in Muskegon, Michigan. I found the button I still have from that gathering, the “Great Lakes Anishinabe Treaty Conference,” in 1982.

The Anishinaabek were really the first Indigenous peoples that I learned about. It has been so long since I lived in Michigan (I left in 1983), that it is hard to remember too many details about what I learned at that time, rather than later.  I remember a children’s book written by Edward Benton-Banai, in which I learned the word for grandmother was Nokomis.  I remember that sovereignty was important, and treaties had historically been tools for taking land away from the people, but they also preserved certain rights to hunting and fishing.  Louise Erdrich is a brilliant Anishinaabe novelist from whom I learned much more of the people’s lives in the context of colonization.

The Anishinaabek lived in the area of the Great Lakes before any Europeans arrived.  I learned from Roger Paul, in my Wabanaki Languages class, that the Anishinaabek were related to the Wabanaki many generations ago, and lived on the east coast.  About a thousand years ago, they were led to move west, and they were guided to stop in the Great Lakes. The Anishinaabe languages are in the same language family as the Wabanaki, (and the Innu as well), called Algonquian by linguists. The word for “my grandmother” in Passamaquoddy is Nuhkomoss.  The Innu would say, Nukum.

The first Europeans who interacted with the Anishinaabek in the Great Lakes region were the French.  When Michigan later became a territory of the new United States, the majority of people living in Michigan were Native people.  You can find out many more details of the history of the people from that time forward on the website of the Ziibiwing Center of the Saginaw Chippewa Indian Tribe of Michigan.  Michigan still has twelve federally recognized tribes today.

I think the first step in the process of making right relationship between Indigenous and non-Indigenous peoples is to learn the history of our peoples’ interactions with each other, to understand the traumatic process of colonization that occurred on these lands. Only if we know the history can we begin to make sense of the present.  With the mixed blessing of the internet, it isn’t so hard to find out these things if we look.  Do you know what Indigenous people lived on the land which you now occupy?

Angela Andrew

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angela-andrew

Photo by John Gaudi/CBC

I just learned today that Angela Andrew, an Innu artist in what is now Labrador, best known for her crafting of traditional Innu tea dolls, died February 5th at the age of 72. I posted earlier about the Innu tea doll that my friend Wells gave me, which was created by her. I found this article in the CBC News from Canada.  I am so glad I learned about her and her tea dolls before she died.  The article said she was also instrumental in teaching the Innu-Aimun language to young people, and she had an infectious smile. If you can hear me in the spirit world, Angela, thank you for your beautiful work! her daughters plan to continue making the dolls.

Wabanaki Languages 102

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I wanted to study Wabanaki languages with Roger Paul as a way of decolonizing my mind.  Yesterday we began the second semester and already I am experiencing two challenges which seem directly related to this very decolonization process.

Wabanaki languages were spoken for thousands of years, and only more recently have been written, usually with the aid of outside linguists who were sent to each tribe and devised writing systems that differed from each other.  These writing systems are still in flux.  There is an “official” writing system for Passamaquoddy for example, exemplified in the online dictionary, but there are also phonetic systems that spell words more closely based on how they sound.  Roger really doesn’t care how we spell the words.  He grew up speaking the language, but only learned to write it as an adult.  He cares about how we pronounce and speak. So this is a shift from my own ingrained habit of learning more by seeing a word written, than by hearing it spoken. (Though of course, all babies learn to listen and speak before we learn to write. And we do learn to write the words as well.)

The second challenge is that Wabanaki words do not exist as fixed isolated units, but change form in relationship to the context and meaning. In the first semester, we studied lists of words (and a few phrases), beginning to create a basic vocabulary.  But in this semester, we will be studying sentences.  Words in relationship to each other.  And words as sentences–because a sentence might be expressed in one “word.”

As I think about it, I realize how much this may reflect underlying differences between Euro-centric culture and Indigenous culture here on this land.  Euro-centric culture is object oriented–taking things apart, categorizing them, defining them.  Indigenous culture is relational–nothing exists except in relation to everything else. Likewise, English words are more fixed in form, while Wabanaki words are relational.

Last semester, I gradually created a huge set of flash cards with all the words presented, so I could practice and learn them.  I created recorded excerpts of the words and their meanings, so I could listen to them (especially in the car) and get the pronunciations into my head. But now, we are stepping into a different sort of process. The change goes deeper.

Kuskicinuwatu?  (or) Gooskeejinuwadoo? (or) Do you speak a Native language?

Robins in berry tree

Robins hidden within the branches of a winter tree.

 

 

Going Back to School

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USM IDI have a feeling of glee because I am taking a class at the University of Southern Maine.  Well, actually I am auditing it.  I discovered that anyone 65 and over can audit classes almost for free (compared to actual tuition costs).  I had to pay a $55 “transportation” fee, and then learned that with my student ID (I have a student ID!) I can take the metro bus for free.  So many new things, and it reminds me of my excited feelings of going back to school when I was a kid.

But I am especially excited about this class, Wabanaki Languages, taught by Roger Paul, whom I got to know through the Decolonizing Faith project in which I am involved.  Roger is really fun and funny and is a native speaker of the language, and a fountain of history and understanding. We’ll be learning “oral history of Wabanaki languages and stories of Wabanaki elders passed from generation to generation,” along with vocabulary and pronunciation and the like.

For those who are not from this area, the Wabanaki peoples are the Indigenous people of Maine, and there are four distinct modern tribal communities, but as Roger tells us, they are not really so distinct.  It was Europeans who thought of them as different from each other.  The people lived in villages where the food supply would support them (mostly hunting, fishing and gathering) and when the group grew too large for that system, they would start a new village down river or at the next river.  So the languages are variations of the same tongue, and the people were identified by the places they lived, or by characteristics of those places.

Most of the students in the class are Wabanaki tribal members learning to speak their own language, as much was lost during the era of boarding schools.  Now there are efforts among children and adults to revitalize the language while there are still Native speakers.  Roger has been involved in teaching children on the reservation.  But why am I interested, as a white person, to learn this language?  Years ago, when I was first learning about the challenges that face Indigenous people, I got involved in the issue of cultural appropriation–the theft of Native spiritual practices by non-Native peoples, especially in New Age settings. (See more on that at Wanting to Be Indian.)

I remember one Indigenous writer saying, “If you really want to learn about our spirituality, learn our language.” I’ve learned a lot from Native authors such as Robin Wall Kimmerer talking about some of the key differences between Indigenous language and English.  Particularly, Kimmerer speaks about the idea of animacy and inanimacy as embedded in the syntax.  Trees, animals, plants, rivers are never referred to as “objects” or as “it” in her language.  They are alive, animate.  All the verbs and pronouns are organized around whether you are referring to something alive, or inanimate.  The language we speak affects how we think about our world.  The English language has colonized this place, made the land and water and creatures into “its.”

I want to learn Wabanaki Languages to better understand Wabanaki people and culture, and this place in which I live, the language native to this place.  I want to help decolonize my mind, and learn to think in a new way.

Rune Carvings

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Beech Tree Markings 133650002When I sat in the old copper beech tree, surrounded by the hopeful carvings of many human persons, I was reminded of the runes, the early carved alphabet of the Germanic languages. I had earlier taken up the study of runes, because I was curious about the culture and spirituality of my ancient Germanic ancestors. The traditional way of making runes is to carve them into small staves of wood cut from the branch of a fruit bearing tree. The rune letters themselves are sharp and angular, revealing their origins in the markings that blades can make in wood. Each of the rune letters is a symbol of some sacred power in the German understanding of the universe.

Runes were used for magic, for divination, and for communicating with sacred forces. According to some German and Norse myths, the runes were given to the God Odin, after he hung suspended for nine days and nine nights on the sacred tree of the world, Yggdrasil. Odin then shared the runes with humankind. The runes were a gift from a holy tree.

Runes DSC01305Two of the runes are specifically linked to trees. Eiwaz represents the yew tree and Berkana, the birch tree. The yew tree is a symbol for Yggdrasil and is linked to death and the everlasting realm beyond death. The tree is poisonous and its wood was used to make long bows for hunting and war. It lives to be perhaps the oldest tree we know. There is a yew tree called the Fortingall yew, which is situated in a churchyard in Perthshire, Scotland. It is believed to be the most ancient tree in Europe, between two and five thousand years old.

The birch tree, on the other hand, is linked to birth and beginnings. It is one of the first trees to grow in an area after a fire has destroyed its vegetation. Birch branches were used in cheerful springtime rituals, a symbol of new life and the fruitfulness of spring. When Margy and I were looking for a home in Maine, we were feeling discouraged after May and June had passed without our finding anything. We did a reading of the runes, and pulled out Berkana—the birch tree rune. It could be read as a great indicator of prosperous new beginnings coming into our life. But we also decided to take it more literally.

We began to look for houses that had anything to do with birch trees. We noticed an ad for a house on Birchwood Road, and saw another house described as having birch cabinets, and a few others like that. So we came up the last weekend in July to check them out, and then found another house in the newspaper on the last day. The backyard turned out to be full of birch trees. It was also just what we were looking for.

Some people believe that the runes communicate magic messages. But what strikes me most powerfully about the runes is the magic of written language itself. What an uncanny ability it must have been at first—to communicate across distance or time in a way that talking could never match. The root of the word “rune” implies secret or hidden. A message could be carved out by one who knew the runes, and—sent via a messenger who did not know the message—it could be understood by another person far away. The ability of rune readers to communicate in silence with each other would have appeared magical to anyone who witnessed it. These messages could even endure beyond the death of their creators, to be received by those who came after. We have forgotten to be in awe of that power.

A Finger Pointing to the Moon

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Moon in branches DSC02496The Zen Buddhists tell this story:

The nun Wu Jincang said to the Sixth Patriarch Huineng, “I have studied the Mahapari-nirvana sutra for many years, yet there are many areas I do not quite understand. Please enlighten me.”

The patriarch responded, “I am illiterate. Please read out the characters to me and perhaps I will be able to explain the meaning.”

Said the nun, “You cannot even recognize the characters. How are you able then to understand the meaning?”

“Truth has nothing to do with words. Truth can be likened to the bright moon in the sky. Words, in this case, can be likened to a finger. The finger can point to the moon’s location. However, the finger is not the moon. To look at the moon, it is necessary to gaze beyond the finger…”

I want to call us to a deeper appreciation of truth—that we not be attached to any ideology in a way that becomes a kind of idolatry of the mind. Words and ideas about spirituality are not meant to be literal. They are like the finger pointing to the moon. If we spend a lot of energy debating the nature of the finger—what good will that do for us? If we defend the finger, or try to ridicule the finger, or argue about the finger—we’re missing the point. The point is that the finger is pointing to the moon. I hope that we might learn to shift our gaze, and discover that beauty and mystery!