Lessons with Miss G: #10, Some Meaningful Tittle-tattle
Stories about Miss G abound. They are interesting, often humorous and give some insight into her individuality. Sometimes they demonstrate her capacity to lay bare something in the person with whom she was interacting. Here are a few that I heard, first or second hand, over the years.
A newly qualified young teacher from Israel came to have a lesson with Miss G. As was her wont, she spoke throughout about the need to “stop and be quiet; pay particular attention to the head, neck and back”.
The young teacher, not knowing Miss Goldie’s ways and probably thinking that she was holding out on him, could only take so much of this before interrupting her and saying:
“Miss Goldie! You do realize that I have just completed three years of full-time teacher training, so I think I know the basics.”
“Oh!” said Miss Goldie. “Three years! I see. Well I have completed sixty-three years of training, and I still have to remind myself. So where does that put you and your three years?”
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I heard one story from Marjory Barlow.
A pupil of Marjory’s said to her one day that, having benefited so much from his lessons, he felt a deep appreciation for Alexander and his work and he wanted to know where he was buried so that he could take some flowers to the grave as a token of his gratitude.
Marjory told him that Alexander had in fact been cremated and that she did not know what had happened to the ashes but, thinking that Margaret Goldie would certainly know, she would try and find out.
Another of Marjory’s pupils, an Alexander teacher, was also having lessons with Miss G, so Marjory asked this person if she would, next time she saw Goldie, ask her if she could shed any light on the fate of Alexander’s ashes – adding that it was best not to mention Marjory’s name.
Sure enough, the next time this person was having her lesson with Miss G, she said that “a friend” had been curious about Alexander’s ashes and wanted to know what had happened to them.
“Well!” replied Miss G in a minimalist and dismissive manner, “There are lots of people who want to know all sorts of things!”
Several years later another of Miss G’s pupils was able to supply the missing end to this story. It seems that she had her lesson directly after the pupil who had asked about the ashes, and Miss G had made some comments to her about the incident. She, Miss Goldie, with one other person – most probably Irene Stewart – had scattered the ashes in a place which she said she would never reveal.
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A friend of mine from Mexico would visit London regularly to have lessons with Miss G – sometimes seeing her twice a day. One year she was staying with me while Erika was visiting, and told us a lovely story when she got back from her lesson. By that time Miss Goldie had stopped teaching at the Bloomsbury Alexander Centre and was seeing just a few pupils at her home in Richmond.
I wanted to take her something nice as a treat and went into a delicatessen that was just round the corner from Goldie’s house. It seemed like such an intimate local area that I felt certain that the staff would know who Goldie was and what she liked, so I went in and asked a man who was serving what he could recommend for Miss Goldie.
“Miss Goldie?” he said. “You know Miss Goldie? Wait a minute!”
The shopkeeper then went to the door, put up the ‘closed’ sign, locked the door, pulled the blinds down and invited me into the back room for tea and biscuits. I was a bit worried but he seemed harmless so I agreed. He then interrogated me for half an hour about Miss Goldie, this mysterious woman who had been coming into his shop for years and about whom he knew nothing at all. I told him what I knew and then went off for my lesson. Of course, I told Miss Goldie all about the incident, and she roared with laughter.
When my friend got back to my apartment she could not wait to tell Erika and me this wonderful story.
“It was all so surrealistic!” she said. “I felt like I was back home in Mexico. I can’t believe that such a thing could happen in England.”
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Miss G usually did not have a fixed fee and asked new pupils to consider how much they valued what they were learning before deciding what they wished to pay for their lessons. She had apparently been known to tell some people that they needed to pay more, whilst from others she would refuse to take any payment at all. The issue really was one of valuation rather than money. One story I heard examples a never-to-be-forgotten lesson given to a young man.
Young Mr X was asked, after his first lesson to give some thought to what he wanted to pay. He made the mistake of “trying it on”, however, and said he wanted to pay her her five pounds.
At his next lesson he was told, as soon as he arrived, to remove his shoes and lie on the table.
Miss Goldie arranged his head on some books and then left the room to go and have a cup of tea.
After half an hour she came back and told him to get up and go because the lesson was over.
“But you haven’t done anything” protested the young man.
“Well” she replied, “you wanted to pay five pounds, so you have had five pounds worth. Good day!”
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© 2014 John S Hunter