I thought it was irrelevant to talk about what a wonderful thing poetry was if you didn't teach people to read.

When I applied to Stanford, I applied for graduate work in the PhD program, not to the creative writing program, mostly because though I had some vague ambition of becoming a writer and I was trying to write poems and essays and stories, I didn't feel like I was far enough along to submit work to some place and have it judged.

Imagination runs through the places where we live like water. We need both things-a living knowledge of the land and a live imagination of it and our place in it- if we are going to preserve it.

When I began writing poems, it was in the late 60s and early 70s when the literary and cultural atmosphere was very much affected by what was going on in the world, which was, in succession, the civil rights movement, the antiwar movement, and the women's movement in the 60s, 70s, and into the early 80s. And all of those things affected me and affected my thinking, particularly the Vietnam War.

The ideal of universal literacy, in the West anyway, was first of all a Protestant idea - that everybody had to be able to read to save their soul. That idea got transposed into an idea of the importance of literacy for democratic citizenship.

The thing I learned is that the work is getting done by people who dig in and work on a particular project: the people who spend 20 years sustaining a theater for black teenagers in Chicago; the people who reintroduce sticklebacks into Strawberry Creek in Berkeley and then wait patiently for the first egrets to show up.

Our history doesn't look at our own violence, the violence in our own past, and we go out and repeat it someplace else.