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March 6, 2023  

Lessons With Miss G: #2, Decisions.

In I think my second lesson with Margaret Goldie she said, “Now I am going to ask you to make a decision, and it will be the first decision you’ve ever made.”

At the time I found this a very strange thing for her to say.  Had I not been making decisions all my life?  Had I not decided that very day to get out of bed, to get on the tube and to come and have a lesson with her?

We assume that because we end up taking one course of action rather than another that we have made a decision.  But is that the case?  Perhaps we have merely acquiesced to impulses following the path of least resistance. The evidence was that I could not decide to not get out of a chair, in fact decide not to do, so what decisions could I make about my life…….?

Miss G’s assertion opened a question for me about what decisions really are, a subject to which Erika attached a great deal of importance (see Tips4Teachers – “…not to do…”).

© 2013 John S Hunter

Legacy Project

The Trustees of the Charity for the F Matthias Alexander Technique are piloting what we call a “legacy project” with the aim of recording and storing material about first-generation teachers trained by F M Alexander. The first subject of the project will be Margaret Goldie (1905-1997).Anyone who knew Miss Goldie, either in a personal capacity or as a pupil, is invited to contact the Charity with a view to participating in the project: https://www.fmatcharity.org/legacy-project.htmlEmail us on enquiries@atfriends.org

March 5, 2023  

Lessons With Miss G: #1, The Beginning.

About a year after qualifying I began to have lessons with Margaret Goldie.  Friends who were already her pupils had spoken highly of this lady, who had her first lessons with the Alexander brothers in around 1927.

For quite some time the question of whether or not to go to her (let alone whether or not she would accept to see me) hovered in the air. In many ways I was rather comfortable with what I already knew; I was assisting on two London training courses and my work seemed to be appreciated; I was teaching at the Royal Academy of Music; I had a private practice and was a member of the STAT ‘think-tank’ that was advising Council on future policy. My new career seemed to be blooming. Nevertheless I knew in some part of myself that there was a very significant gap between what I was attempting to put into practice, for myself and for my teaching, and what Alexander had written about in his books. I didn’t know how to cross that gap. I was already familiar enough with what was going on in the other London training courses to know that, however positive and good it might be, it was not what I was looking for.

What I had learned was extremely subtle, skillful and helpful – both for myself and for others, but it was not connecting with my daily life in the way that I believed it could. I was told by a colleague from Switzerland that some of the trainees on the course where she trained had even left the school after having lessons with Goldie, claiming that what they were doing in their training course was no more than a game. For sure, part of me did not want to be challenged in a way that might expose me as a fraud. Were those fears irrational? All of this was going on at a more or less sub-conscious level until one night I dreamt that I was having a lesson with Margaret Goldie. I had no idea what she actually looked like (nothing like the woman in my dream, as it turned out), nor do I remember anything much about the ‘dream-lesson’ – except that it was definitely with Margaret Goldie and that something quite different was going on. I don’t hold much store by dreams so I did not think that this was some great message from the beyond, but I did think there must be some reason for it. In any event, it was the prompt I needed to ring her up and try to get an appointment to see her.

I half expected to find her in some sort of ‘guardian of the gate’ role when I rang, but as I was able to say that a friend, already a pupil of hers, had recommended I contact her, she readily agreed to see me. A week or so later, off I went to her premises in Soho Square.

The room was at the top of a five storey office block in one corner of the Square.  The lift went up only as far as the fourth floor, which meant that you, and she, had to use the stairs for the last flight; if you were lucky, you might catch a glimpse of her seeming to float effortlessly up them– despite her eighty-odd years of age.

I had been warned not to adopt a wide ‘MacDonald’ stance in front of the chair, but even so I was immediately asked to put my feet closer together. I fell straight into the trap of moving my feet as if the end were what mattered and not the means; it was clear right from the start that everything that happened in her teaching room was grist for the mill, and that I would not get away with any ‘unconscious’ activity.

At the end of the lesson I asked what I owed her. Sitting at her little bureau she looked at me with her extraordinary blue eyes and said that I should think about what the lesson meant to me and how I valued it, then I could tell her what I wished to pay.

“I used to have a fixed fee” she said. “But some people don’t have two stones to rub together and can’t even afford the bus fare; and rich people –  well, they don’t appreciate anything unless they pay through the nose for it.”

I suggested a fee which felt right to me and she said that would do fine. One couldn’t help wondering what she might have said if one had offered her an amount too little. Some years later I found out – but that story belongs elsewhere.

Thus began my twelve year journey of discoveries with Miss G.

© 2013 John S Hunter

Legacy Project

The Trustees of the Charity for the F Matthias Alexander Technique are piloting what we call a “legacy project” with the aim of recording and storing material about first-generation teachers trained by F M Alexander. The first subject of the project will be Margaret Goldie (1905-1997).

Anyone who knew Miss Goldie, either in a personal capacity or as a pupil, is invited to contact the Charity with a view to participating in the project: https://www.fmatcharity.org/legacy-project.html

Email us on enquiries@atfriends.org

April 22, 2020  

Being With Erika and Marjory Barlow, London 1998 #16

I forget the exact sequence of events, but I think it was at the Manchester STAT Conference that Marjory Barlow invited Erika to come and visit her when she was next going to be in London. When that time came Erika was staying with me, so I drove her to Marjory’s apartment near Swiss Cottage and joined them for tea.

After my spell of lessons with Marjory in the mid-eighties I had only intermittent contact with her at various STAT meetings. On one occasion, when I was still Chair of STAT, I asked Marjory to host a meeting of senior representatives of the different “streams” of the Technique at which the question of what to do about a school that was considered by some to have “gone rogue” would be addressed. Marjory had to play the role of “the authority”; the representative of the dharma, so to speak. Whilst the discussion about the various “goings-on” at the school in question was progressing, Marjory at one point gave me a dig in my ribs with her elbow and whispered, “Well you know what old Gurdjieff said don’t you; that sooner or later everything turns into its opposite, and this is an example of just that.” 1

With this in mind, and already by then being quite familiar with Erika’s views on a number of Alexander-related matters, I was anticipating another fascinating encounter. I had seen them together before of course; at Erika’s Memorial Lecture in 1985 (when they had a different recollection about the role of table-work during the Ashley Place training course), at the Brighton Congress in 1988 and more recently at the Manchester STAT Conference, but this was something more intimate. How were they going to interact? Given all that Erika and, to a lesser extent, Margaret Goldie had told me about the development of Alexander’s work and the split between the two groups of students at Ashley Place (see The First Training Course in 1931: a different perspective), I felt that here was an opportunity to gain some insight into the fruits of their different understanding and focus.

Most of the conversation was very light – chit-chatting about people they knew or had known. It was, in fact, at this tea party that I heard Marjory’s story about Margaret Goldie and FM’s ashes (see Lessons With Miss G, 10: Some Meaningful Tittle-tattle). At some point Marjory began to talk about the need to keep Alexander’s teaching just as it had been taught to them. I knew that Erika had a different perspective on this issue, and wondered how she might deal with it. But Erika could always find an angle from which to respond which neither complied with nor contradicted what another person was saying. She just moved the conversation seamlessly along – something at which she was a master. “Well” she would often say, “one has to get along with people.” What I witnessed in her, however, evidenced an inner freedom from reaction. She could allow another person to have their own opinion without it disturbing her equanimity.

Somehow the interaction reminded me of Hermann Hesse’s novel Narcissus and Goldmund 2; not by any means in the personal details of their lives – the parallel does not stand up to scrutiny as Erika could not at all be described as Dionysian any more than Marjory could be described as Apollonian. No! It was the fact that Marjory, despite the quarrel with FM in the 1950’s, had – like Narcissus in Hesse’s novel – stayed, as it were, “in the monastery” and risen to be the “abbot”, whereas Erika had, like Goldmund, gone out into the world in search of adventure and knowledge, and had a different understanding of Alexander, his ideas and life itself. Marjory had a mission; to look after the Technique and to transmit it in its purity; to not change a thing. Erika chose to put it and herself to the test in the maelstrom of Life, and thereby to hone her understanding on the wheel of experience. Both of these octogenarian “living treasures” were indubitably evolved human beings; not only did they have the wisdom which comes from a long life, but also they were replete with the palpable energies which ensue from several decades of work on oneself. I had and have tremendous respect for both of them.

My personal impression was that whereas Marjory was a very big fish in the Alexander pond, Erika swam free in the sea of life.

1. G I Gurdjieff (1866-1949). In his theory of Octaves, Gurdjieff states that “…we can observe how the line of development of forces deviates from its original direction and goes, after a time, in a diametrically opposed direction, still preserving its former name.”: In Search of the Miraculous, P D Ouspensky; published by Routledge & Kegan Paul Ltd., London 1950. See also www.gurdjieff.org.uk

2. See: https://www.penguin.co.uk/books/299/299707/narcissus-and-goldmund/9780141984612.html

© 2020 John S Hunter

April 9, 2020  

The Giving and Withholding of Consent: the Secret of “Letting Do”

So you’ve learnt how to direct – and perhaps you experience some expansion, integration and a flow of energy when you “give your orders”.

You can inhibit some of your reactions and enter into a more quiet state. Maybe you can let your head lead as you go into activity. Then now it’s time to explore the world of giving and withholding of consent: the secret of “letting do”.

I had my first real experience of this in a lesson with Margaret Goldie. I was sitting with my hands resting palms-up on the tops of my legs. She took one arm, moved it around – up and down and rotating it in a particular way that she had – and let it rest at my side. Then the brain work!

“Not you doing it!” she quietly insisted.

“You are going to give consent to letting your hand come back up onto the top of your leg, but you are not going to do it.”

I had already been having lessons with her for some years so I was not distracted by “unbeliever” thoughts. I just listened to her and followed her instructions as exactly as I could.

“Not you doing it! You are going to give consent to allowing your hand to move. Give consent and let it do it!”

Then suddenly, effortlessly – my hand floats up onto the top of my leg. How? Not, evidently, by using the familiar pathways I associated with such a movement.

It’s all there in one of Alexander’s Teaching Aphorisms:

“The reason you people won’t give consent is because none of you will give consent to anything but what you feel.

F M Alexander 1

This approach gave me new insights into Alexander’s work, in particular the similarity with aspects of Taoism.  2

Withholding consent – inhibition – is the doorway. Pass through it and experiment with giving consent to what you wish to do – volition – and then “letting do”! Allowing activity to take place using unfamiliar pathways, given that so many of our “identity habits” are embodied, challenges our sense of who we think we are, opening a door to a world which seems to operate under different laws.

 …the Alexander Technique, like Zen, tries to unlock the power of the unknown force in man.

Patrick Macdonald 3

Your early experiments might be simple physical activities – like the one Miss Goldie showed me; giving consent to a very basic movement of some part of the body, getting out of a chair, moving around from A to B or even (and this takes patient practice) making a cup of tea. As you become more at home in this new medium, you could experiment with interacting with other people. Give consent, for example, to chatting with your neighbour about the weather.4

You must learn to get out of the teacher’s way, learn to get out of your own way, then learn to get out of ITS way.

Patrick Macdonald 5

What do you find? Do you become more the watcher than the doer?

If you wish, share your experiences in the comments section or write to me.

1. Teaching Aphorisms: The Alexander Journal No 7, 1972, published by the Society of Teachers of the Alexander Technique. Also published in Articles and Lectures by Mouritz (1995).
2. The concept of non-doing in Taoism – Wu Wei – has been understood in different ways throughout its long history. See en.wikipedia.org/wiki/Wu_wei
3. The Alexander Technique As I See It, Patrick MacDonald; Notebook Jottings. Published by Rahula Books, 1989
4. At the time of writing we are all practising social distancing so interacting with others may have to wait.
5. The Alexander Technique As I See It, Patrick MacDonald; Notebook Jottings. Published by Rahula Books, 1989

© John Hunter 2020

August 2, 2015  

Patrick Macdonald: #5, “It’s Just Happening”, Lewes, 1990

Patrick Macdonald did not, in those later years, speak very much when teaching, but he knew the moment when a few words could help to either induce helpful self-questioning or make something clear.

I recall two such incidents which took place during my last period of study with him.

I was working on one of my colleagues. Mr Macdonald was watching and reminding me with a gesture of his thumb to “take her up!”. Then something shifted; that recognisable change in state occurred in which everything begins to flow. Mr Macdonald leant over towards me, looked me in the eyes and said, very simply and very directly in a quiet but firm voice– as if confiding something both important and personal:

“That’s right! Never mind about her! You look after yourself!”

Then the moment was over. He changed, stood back again and in his usual voice said,

“Go on then, take her up! Your job is to take her up.”

But I wasn’t fooled. Something that I had already at certain moments tasted was now understood; that experience will always stay with me.

In my last lesson with him I remember asking him, when I felt myself moving freely in and out of the chair,

“Who is doing this, Mr Macdonald? You or me?”

“Who do you think is doing it?” he replied.

“I don’t know”, I said.

A minute or so later, when something had really got out of the way and a finer energy was flowing, he asked:

“Who is doing it now?”

“Nobody is doing it,” I replied. “It’s just happening.”

“That’s right,” he said. “It’s just happening.”

And again, at that moment – something was understood.

© John Hunter 2015

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