Tillie Olsen Quotes

The great college of motherhood. You learn so much about human development, human capacity. And it doesn't have to do with whether you have wealth and advantage or not. It has to do with the parenting those first few years before the world comes in with its enormous effect. The ecstasy of achievement when you first learn to walk, the passion for language. When children first learn to talk sentences, you usually can't shut them up. When they learn how to climb, for instance, again the ecstasy of achievement, that real hunger to learn, to have experiences, to be on top of something.

I very much dislike the word "race," and I never use it. I use the word "racist." Race is not a fact. There is only one race: human. Skin color is less than 2 percent of the DNA.

women are traditionally trained to place others' needs first, to feel these needs as their own (the "infinite capacity"); their sphere, their satisfaction to be in making it possible for others to use their abilities.

When the youngest of our four was in school, the beginnings struggled toward endings. This was a time, in Kafka's words, "like a squirrel in a cage: bliss of movement, desperation about constriction, craziness of endurance." Bliss of movement. A full extended family life; the world of my job (transcriber in a dairy-equipment company); and the writing, which I was somehow able to carry around within me through work, through home. Time on the bus, even when I had to stand, was enough; the stolen moments at work, enough; the deep night hours for as long as I could stay awake, after the kids were in bed, after the household tasks were done, sometimes during. It is no accident that the first work I considered publishable began: "I stand here ironing, and what you asked me moves tormented back and forth with the iron." In such snatches of time I wrote what I did in those years, but there came a time when this triple life was no longer possible.

I stand here ironing, and what you asked me moves tormented back and forth with the iron.

Yes, of course, the silences go on. The first silencing is the inequality of the educational system. We still have a strong class system in this country. Look at what's happening with most public schools. Think of the future writers who are being lost all along. Future writers. In Yonnondio, the kids really hate school, and their mom wants them to get a good education, but instead they are turned against it. And as I write in there, "For was it not through books they had been taught that they were dumb, dumb, dumb?" That process is exactly what is happening in the public schools now for many children-- the doing in of bilingual programs, for instance. I'm enraged by charter schools. Every school should be a good school. We are just setting up more educational class systems. The second silencing is the workload so many have to carry, the problem of time.

Born a generation earlier, in the circumstances for their class, and/or race, and/or sex, no Chekhov, Brontë sisters, Emily Dickinson, Thomas Hardy, Maxim Gorky, no D. H. Lawrence, Virginia Woolf, Sean O'Casey, no Franz Kafka, Albert Camus-the list comes long now: say, for a sampling, no A. E. Coppard, Charles Olson, Richard Wright, Philip Roth, Cynthia Ozick, Joyce Carol Oates, Toni Morrison, Alice Walker, etc. etc. etc. etc.

What does hope have to do with it? It depends on time, circumstances, whether or not your writing lives the life of being read, taught. Certainly, for years, I wrote of women's lives, working class lives, when few others were. I do know that the two talks printed in Silences had real impact at the time, as did my reading lists--for academics, especially. I haven't published a lot of fiction. I haven't published a lot of anything. But it does go on, it's taught, anthologized. That's very dear to me, and dearest of all are the people whom it has affected. I know that for some people, they feel that it's their life or the life of their mother, or alcoholic relative [that I'm writing about], or they suffer over a daughter and think, "my wisdom came too late" [as the speaker says in "I Stand Here Ironing"].

For forty-seven years they had been married. How deep back the stubborn, gnarled roots of the quarrel reached, no one could say--but only now, when tending to the needs of others no longer shackled them together, the roots swelled up visible, split the earth between them, and the tearing shook even to the children, long since grown.

Because I'm a human being and human beings have a need to express themselves. Also, I stuttered. So I listened a lot, and there was a lot to listen to in my neighborhood. And there was the wonder of the black church, right around the corner. I loved that music so much, sometimes I'd go sit on the stairs. Once one of the women said, "Why don't you come up and sit in a real chair?" So I went in and came every Sunday I could. I also had luck because I was proud of my class--because of growing up with Socialist parents and having sat on Eugene V. Debs's lap and given him red roses. And hearing him. I remember how he said passionately, "You are not heads to them, brains that can think. You are not hearts to them, that can feel. You are hands." And he held up his hands. And he started, you know: "Cowhands, farmhands. . . ." I was impressed again by the power of language.

I buy 100 copies at a time of the Universal Declaration of Human Rights. It was Eleanor Roosevelt's great work...I sometimes, if it's an adult audience, ask how many of them are familiar with the Universal Declaration of Human Rights. Most highly educated people have never read it. It's a tragic erasure of our heritage...It was such a time of hope. The Universal Declaration of Human Rights includes economic rights.

Central High School was where I first learned about the power of circumstances, about economics. I learned about what people of color were like through my neighborhood relationships, and also that there was racist hatred because there was a lynching in our neighborhood...I still have a recurring nightmare--the smell of burning flesh and a boy about my age whose father is trying to put this open pocketknife in his hand, pushing him, and telling him to go up [to the hanged man] and bring back part of his ear.

beginning of the short story "Tell Me a Riddle" (1960), also included in Tell Me a Riddle, Requa I and Other Works (2013)

Public libraries were my sustenance and my college.

The whistles always woke Mazie. They pierced into her sleep like some guttural-voiced metal beast, tearing at her; breathing a terror. During the day if the whistle blew, she knew it meant death-somebody's poppa or brother, perhaps her own-in that fearsome place below the ground, the mine. (first lines)