these words, and those that follow, may have a part in showing us what is most thought-provoking: precisely what the assertion about our thought-provoking time attempts to think of. And that assertion, provided only we explain it properly, may throw some little light for us upon the poet's word; Hoelderlin's word, in turn, because it is a word of poesy, may summon us with a larger appeal, and hence greater allure, upon a way of thought that tracks in thought what is most thought-provoking. Even so, it is as yet obscure what purpose this reference to the words of Hoelderlin is supposed to serve. It is still questionable with what right we, by way of an attempt to think, make mention of a poet, this poet in particular. And it is also still unclear upon what ground, and within what limits, our reference to the poetic must remain.

Summary and Transition

By way of this series of lectures, we are attempting to learn thinking. The way is long. We dare take only a few steps. If all goes well, they will take us to the foothills of thought. But they will take us to places which we must explore to reach the point where only the leap will help further. The leap alone takes us into the neighborhood where thinking resides. We therefore shall take a few practice leaps right at the start, though we won't notice it at once, nor need to.

In contrast to a steady progress, where we move unawares from one thing to the next and everything remains alike, the leap takes us abruptly to where everything is different, so different that it strikes us as strange. Abrupt means the sudden sheer descent or rise that marks the chasm's edge. Though we may not founder in such a leap, what the leap takes us to will confound us.

It is quite in order, then, that we receive notice from the very start of what will confound us. But all would not be