What follows are a few thoughts on why I write…the moments in my life that led me to embrace my passion. It is an incredibly personal story and I hope it doesn’t make anyone uncomfortable, but rather helps them reflect on why they embrace their own passions.
I need to be creative on my terms.
When I was younger, it was all about acquiring knowledge and being recognized for having acquired that knowledge. In hindsight, I’m not exactly sure what I was planning to do with that knowledge.
In some respects, it was about solving a puzzle, which could range from how does this alarm clock work to how does the universe work. On another level, I think it was about control. Knowing how the universe worked meant knowing that there was a broader sense of organization out there; that the laws of physics and mathematics still held even when my own life seemed in constant flux. The subtle irony of entropy only occurred later.
But it was also about control in the sense that I couldn’t be expected to come up with answers, with solutions, until I had all the information I needed to make that decision. The aggravating reality of that method of control is it only works when you’re the one asking the questions. Nobody else is willing to wait until I have all of the info I need.
At the same time, I needed the safety of analysis and knowledge, I’ve also had a need to be creative. A need that has only recently blossomed as a regular part of my life.
When I was young, I was constantly creating new worlds through my stories. First, as play scenarios and then as the written word. I constantly developed short stories that took me in a million directions. Again, this might have been an attempt at control.
When I wrote, I was the master of my universe. I was the one who decided who lived and who died, who was allied and who was the enemy. I was the protagonist and the antagonist.
It was in 1977, as I started high school, that I first noticed the strength of my writing. That summer, my life changed with the release of Star Wars. So deeply effected was I by the characters and the story, that I immediately went home and started working on the sequel. My version took a very different turn than George Lucas’s—although there were some subplot overlaps—but over the next few weeks, I hand wrote 400 pages of dialogue.
I shared the script with my Grade 9 English teacher, who was impressed with the volume if not the content (my words, not hers). It was in her class that I first realized the power of my words to still and disturb an audience.
On day, Ms. Philp gave us a writing assignment that started with the sentence “I couldn’t believe it when I heard that sound.” It was supposed to be an in-class assignment, but I was onto something and asked if I could take it home to finish it. I guess she sensed something—that this was important to me—and she said yes. While I didn’t finish the story, I did hand her several pages the next day.
After reading the story herself, she decided to read it to the class. Whereas most people had written stories about funny sounds, spooky sounds or weird sounds, I had written about a man who comes upon a murder in an alleyway, first by the sound of bone and sinew breaking, and then by sight. I wrote about the fear and indecision in the witness’s heart as the murderer sees him and he flees for his life.
As Ms. Philp read the story aloud, there was silence in the room—a room of 14 and 15 year olds. No one said a word until she was done reading. It was magical for me.
I wish I could say that there was a rousing round of applause at the end and that this was the day that I decided to become a professional writer. There was no round of applause—although my class seemed to appreciate my story—and Ms. Philp continued to be supportive of my efforts, but there was no effort to foster this creative desire in a young boy struggling to define his world.
The opportunity was there. Everything was laid out for someone to recognize, but nobody tapped into it. Writing continued to be a strange little quirk of my life. I guess it was just easier to find ways to support my interest in science and history by buying me more books, taking me to the Science Centre.
What do you do for a budding writer? Get him a pen and a notebook? Buy him a typewriter?
Eventually, someone did buy me a typewriter—a vehicle to do my homework. But it quickly became the vehicle for my creative outlet, much to my mother’s chagrin. The muse hits me when I have time to be alone with my thoughts. When my day isn’t cluttered with requests for attention and responsibilities. Unfortunately, in my childhood home, those times only tended to occur when my family was asleep.
Routinely, my mother would yell down from her bedroom for me to stop wailing away at the keys. Loudly pounding them into submission. Watching the letter hammers get stuck because the thoughts occurred to me and be translated through my fingertips faster than the typewriter could accommodate. She wanted to be supportive, but not at the cost of a good night’s sleep.
It took no time at all before I had an incredible portfolio of work—half-finished thoughts, short stories—but they languished unread by anyone other than me. I had given voice to the creative urges in my soul but no one heard that voice. It was the proverbial tree in a forest. With no one to even acknowledge the existence of my efforts, did they really exist.
Where was my mentor to guide me through this process? Someone to help me hone my voice. To make my stories better. To help me get my voice heard.
To be continued…