The First Training Course in 1931: a different perspective
I was very curious to try and understand what Erika Whittaker meant when she once said to me that there was essentially no difference between the ‘styles’ of Macdonald, Carrington and Barlow because “…they are all about teaching”.
Some years later I reread what had been written about the first teacher training course by Lulie Westfeldt in particular (F Matthias Alexander: The Man and His Work1 ), Walter Carrington and Marjory Barlow and went back to what Erika had said about FM and the first training course in her Annual Memorial Lecture and other writings. What follows is my personal perspective based on the published material referenced in the footnotes and the conversations I had with Erika over a period of several years.
During the first training course, which began in 1931, some of the students became frustrated that they were not, as they saw it, being ‘taught how to teach’. Although they maintained their respect for FM’s knowledge and abilities, they did not think he was giving them the necessary help to learn how to do what he was doing. This group consisted of Patrick Macdonald, Lulie Westfeldt, Kitty Merrick and Marjory Barlow (née Mechin). They began to observe what Alexander was doing and tried to recreate it themselves by working on each other.
“One of my colleagues (Patrick Macdonald) came out and expressed our problems in words, clearly and forcefully. He said in effect, ‘We have missed the boat. We really do not know what the Primary Control is. We cannot get it at will with our hands. We have got to realize this as we work, and somehow or other pull ourselves up by our own boot straps until we have some solid ground under our feet.’ We had known it in a way, but not with sufficient clarity to be able to express it. WIthout his clear sensing of the problem and his creative thought in helping us solve it, we would have failed as teachers, fourth year or no fourth year.
This colleague, by clearing up a basic point, had resolved our confusion and doubt. This made the greatest difference to us and our work together became increasingly rewarding. We worked as in a laboratory, using each other as guinea pigs, the group mind gradually bringing to light the problems involved in getting the HN & B (head, neck and back) pattern to function. Simultaneously our minds and our hands advanced in knowledge. As I look back upon this time it seems to me that the colleague who expressed our problem was the leading mind in getting us out of the swamp.”2
Marjory Barlow also spoke of this group:
“We were a group: Pat Macdonald, Kitty Merrick, Lulie Westfeldt and me – it was those four out of the twelve. We always worked together…”3
When Walter Carrington joined the course he was largely influenced by key members of this group.
“I thought that Pat Macdonald was an extremely good teacher and was finding out about things; Marjory Barlow also. I didn’t much admire what some of the other teachers were doing, but I thought that things would eventually work out for them.”4
“I think I am right in saying that it was Pat Macdonald who gave me an introduction to ‘hands-on’. He used to sit in a chair while I put my hands on his head, then he told me what I was doing wrong. So the instructions about the hands did not come from FM initially, but from the junior teachers.”5
“Patrick and Walter and I (Marjory Barlow) worked together such a lot in the early days … when he (Walter Carrington) first came onto the training course. We sort of took him under our wing a bit.”6
Then what of the other group? If they did not agree with Macdonald’s assessment of the situation and his way of dealing with it, what did they think they were there to learn and how did they go about it?
This group consisted of George Trevelyan, Erika Whittaker, Gurney and Jean MacInnes, and Irene Stewart. Neither Marj Barstow nor Margaret Goldie were part of either of the student groups: according to Erika, Marj “was in the middle somewhere”7 and Margaret Goldie was ‘part of the inner circle’8 (i.e the Alexander brothers, Irene Tasker and Ethel Webb).
Erika’s attitude to Alexander work was very much conditioned by two factors: one was the influence of her father Hans Schumann9, a German musician who, having lived and worked in China, was steeped in Taoist philosophy – correspondences with which Erika intuited in Alexander; the other was her first exposure to Alexander’s ideas as an 8 year old child, encouraged by her Aunt Ethel Webb to attend to her use whilst doing the things she anyway wanted to do. Years before the first training course Ethel Webb was asked by FM to take his place giving a presentation about his work at a girl’s school. As she was leaving he said to her, “You can do anything you like, but don’t do what I do”. This was the spirit of the work which FM inculcated in his apprentices, Ethel Webb and Irene Tasker, and the one which Erika was ready to explore when the first teacher training course began,
Erika valued highly the application work her group did with Irene Tasker during the training course. This seemed to her a continuation of what she had first learned from her Aunt in 1919 and had tried to put into practice in 1929 and 1930 at Ashley Place, both helping her aunt with administrative work and helping Irene Tasker in the Little School:
“I had learnt that from her in those early days and took that knowledge with me into the training course when it began in 1931”.
“She (Irene Tasker) used to ask us to dinner in her tiny flat and one person would peel potatoes, another do the sprouts, another do something else, but it was all to do with keeping your length in a useful activity, some people sitting on the floor and some on the sofa. And why not sit on the sofa? Be comfortable! Sit right back with the support behind your back and make yourself comfortable. It was all very alive and with the idea that you carry the Alexander work into the things you are doing. You are observing and not just standing around ‘doing Alexander work’.
“On the whole I think I learnt more from my work with Irene Tasker in the school with the children (….) The Alexander work was always connected with the school work that they were doing, and that could be painting, for instance.”10
Years later Marj Barstow was to acknowledge the importance of the work with Irene Tasker:
“I think Irene Tasker was of more value than we could realise at the time we were in training. Now I appreciate what she did for me more and more.”11
So Erika and the others in Trevelyan’s group were not dissatisfied with the training course.
“We knew FM did not believe in telling people what to do, it was up to us to make our own discoveries. We each, in our own way, gradually became aware of the changes in ourselves, our ‘use’, our attitudes and ‘posture’ (as others saw it). The training-to-be-a-teacher was not mentioned until some time later when several of the students felt FM was not teaching us to teach. I do not think FM ever intended teaching us to teach in the usual way that training for a profession is considered correct.”12
In focussing more and more on hands-on teaching, Erika felt that Macdonald’s group were missing the point:
“I began to see more clearly why FM had resisted all attempts to categorise our progress and had such problems answering questions that seemed to him irrelevant and strange, since he put his working principles plainly before us. It was a case of the Chinese saying: ‘There are answers to questions that are never asked’.13
For Erika the training course was primarily a study of one’s own reactivity and use in daily life: a means to an end, not an end in itself. She was of the opinion that the group which began to focus on ‘how to take people up’ were making that the end, thereby leading Alexander’s work in a wholly different direction. If Alexander’s oft repeated injunction “Don’t copy me!” had been heeded, then each person who began to explore and give life to these ideas might, instead of trying to conform to some kind of ideal, discover their own individuality; other forms of teaching could then emerge – rooted in practical self-knowledge developed from the application of the principles to the activities of life, in all its rich variety.14
Visiting training courses after a gap of half a century, Erika saw the consequences of those events in the 1930’s. Many students were struggling to make the link between the kinaesthetic experiences of the hands-on work and daily life.
What to Erika had been a fluid and experimental investigation of the inner content of Alexander’s discoveries had now taken on a definite form – with procedures, checklists and regulations. Now we are all copying Alexander.
Erika’s comment that it was “all about teaching” began to make sense. She always refused to ‘play the role of the teacher’, gently shifting the character of each encounter to sharing moments in time and space; you were simply being with Erika.
All this is not meant to criticise or denigrate all the wonderful teachers who do teach by releasing muscle tension, by ‘taking people up’. On the contrary; thank goodness for them and the pioneering work of the first generation teachers and their dedicated students. But perhaps a whole other discipline, glimpsed by that ‘other group’ all those years ago – less about ‘teaching’ and more about ‘living’ – has yet to evolve.
1. F. Matthias Alexander: the Man and his Work, Lulie Westfeldt, p 135. Published by Centerline Press, California (back to text).
2. Ibid. p 41 (back to text).
3. An Examined Life, Marjory Barlow, p.81, 2002), Publisher: Mornum Time Press; First American Edition edition (October 2002) (back to text).
4. Walter Carrington on the Alexander Technique in discussion with Sean Carey, Sheldrake Press 1986, p13 (back to text).
5. Walter Carrington on the Alexander Technique in discussion with Sean Carey, Sheldrake Press 1986, p13 (back to text).
6. An Examined Life, Marjory Barlow, p.80, 2002), Publisher: Mornum Time Press; First American Edition edition (October 2002) (back to text).
7. Ibid, p.197, 2002), Publisher: Mornum Time Press; First American Edition edition (October 2002) (back to text).
8. In conversation with the author (back to text).
9. Hans Schümann was granted a post at the German Consulate in Shanghai by Kaiser Wilhelm II. He published in 1924 an esoteric text about correspondences between mathematics, music and universal laws; Monozentrik. Eine neue Musiktheorie, Stgt., Grüninger Nachf. Klett 1924. 
(back to text).
10. Alexander’s Way, Erika Whittaker, STAT Journal No 13, Autumn 1993, Editor; Adam Nott (back to text).
11. Memorial Lecture, Erika Whittaker, 1985, STAT (back to text).
12. Alexander’s Way, Erika Whittaker, STAT Journal No 13, Autumn 1993, Editor; Adam Nott (back to text).
13. Memorial Lecture, Erika Whittaker, 1985, STAT (back to text).
14. In Japan, for example there are strong ties between Buddhism and Hitsuzendo (Calligraphy), Ikebana (Flower Arranging) and some martial disciplines. The outer activity is also a medium for inner, spiritual work. Erika sometimes mused about possible links between craftwork Alexander work. (back to text).
© 2013 John S Hunter
Being with Erika: #11, Hands, London 1994
Although she did not express it very much, Erika was concerned about the way that Alexander’s work had developed over the fifty years since she had been at Ashley Place. I will try and put into words in another post what she conveyed to me over a period of several years, but I recall that when on one occasion the subject of “hands” came up. I told her the story Margaret Goldie had told me, about FM saying after the class one day that “They are all in such a hurry to use their hands. I’m waiting for the one who isn’t”.
She was visibly shaken. This was obviously of quite some significance to her.
“Then why didn’t he tell us?” she exclaimed. Of course, I could not answer.
Soon afterwards she had the opportunity to speak to Walter Carrington about it, and asked him if it was indeed true that FM had said that. Walter replied that it was true.
“Then why didn’t he tell us?” she asked.
Walter’s reply was: “FM didn’t believe in telling people what to do”.
This whole incident had particular resonance for Erika because of the division of the students into two groups in the first training course and all that had ensued from that.
© 2013 John S Hunter
Other Posts on Being with Erika:
#01, London 1985 – Annual Memorial Lecture
#02, Brighton 1988 – Key Note Address
#03, Melbourne 1991 – “Come for lunch!”
#04, Melbourne 1991 – Tea Ceremony
#05, Melbourne 1991 – Jean Jacques by the Sea
#06, Back in Melbourne, 1992
#07, “Where did you train?”, London, 1993
#08, “It’s all the same”, London, 1993
#09, “Making the Link”, London, 1993
#10, A Lesson in Stopping, London, 1993
#12, “Yes, but you’re worrying!”, London, 1993
#13, “Nothing special”, London, 1994
Being with Erika: #10, A Lesson in Stopping, London, 1993
Whenever Erika was staying with me I was always keen to get her to talk about her insights into the Alexander Technique and the key individuals involved in its discovery and transmission. Sometimes this became a distraction from actually ‘entering into the moment’.
Erika taught me a lesson, without words and without touch.
After dinner one evening I was washing up. Erika picked up a tea towel and began to dry the dishes. I was impatient to go and sit down and talk about the Alexander Technique. Erika was living it. The more I rushed, the more contrast I sensed between my movements and the freedom with which her arm would appear from somewhere behind me and pick up a plate or bowl or cup. But still I carried on along my furrow of end-gaining.
Then the hand stopped appearing. I turned a little so I could see her in my peripheral vision. She had “stopped”; not ‘frozen’, not ‘paused’ but ‘stopped’. Sometimes when one was with Erika, one became aware of her thought processes. She had stopped, and was giving herself a choice. I felt at that moment that she was perfectly free to put down the tea towel and simply walk out of the kitchen, or to remain quiet and still, or to carry on drying the dishes. She chose to carry on.
By now I had got the message; not only about my own rushing, but more critically about the difference between ‘pausing’ and ‘stopping’. Stopping opens a door into other options.
Even a seemingly mundane activity like ‘doing the washing-up’ could be a medium for teaching.
© 2013 John S Hunter
Other Posts on Being with Erika:
#01, London 1985 – Annual Memorial Lecture
#02, Brighton 1988 – Key Note Address
#03, Melbourne 1991 – “Come for lunch!”
#04, Melbourne 1991 – Tea Ceremony
#05, Melbourne 1991 – Jean Jacques by the Sea
#06, Back in Melbourne, 1992
#07, “Where did you train?”, London, 1993
#08, “It’s all the same”, London, 1993
#09, “Making the Link”, London, 1993
#11, Hands, London 1994
#12, “Yes, but you’re worrying!”, London, 1993
#13, “Nothing special”, London, 1994
Patrick Macdonald: #3, “…at this game for quite a while”, Lewes, 1988
Patrick Macdonald contracted a serious illness whilst teaching in New York in the late ’80’s and retired from running his school in Victoria, London. However, he continued to teach from his home in Swanborough near Lewes, East Sussex and soon attracted visitors from all over the world.
A trip to Swanborough was quite a ritual; meeting two or three colleagues at Victoria Station, a journey of an hour or so to Lewes, then a taxi ride out of the town and into the countryside. Most of the taxi drivers knew where to go if you just said “Mr Macdonald’s in Swanborough”.
His wife Allison would answer the door. Mr Macdonald, if he wasn’t working, and their two large dogs would come and greet you.
Mrs Macdonald liked to chat, but after a minute or so he would say “Come on then, let’s start to work” and lead you into an area of the living room – with a view out into the garden – right beside his aviary, which had a floor-to-ceiling plate glass window through which one could see the birds chirping away. Not that one was there to look at the birds, and if one’s attention got distracted, Mr Macdonald would soon bring you back.
As soon as his hand touched the back of your neck, he knew your level of experience.
“You’ve been at this game for quite a while, haven’t you” he said.
His illness – a viral infection that had got into his brain – had affected him rather like a stroke; some of his mobility was impaired and he did not communicate very much. His hands and his “work attention”, however, had lost none of their force.
It was as well to go with colleagues as otherwise the continuous movement in and out of the chair could become tiring. On one occasion, thinking I might gain some respite, I asked him to do “hands on the back of a chair” with me. “Yes, all right” he said. A colleague brought another chair over, Mr Macdonald quickly placed my hands on the back of it and, with my hands still there, resumed getting me in and out of the chair……
The most rewarding part of the experience, though, was putting hands on each other under his guidance. Then, you were in the crucible ….. and there was no escape.
© 2013 John S Hunter
Being with Erika: #09, “Making the Link”, London, 1993
I can no longer be sure of the chronology of all the following events as, after such a long time, the occasions Erika stayed with me for one or two weeks, spanning a period of some five years, have mostly blended into one.
It is interesting to record, however, the way she addressed some of the difficulties young teachers were having – rarely related to a technical question about ‘hands-on’ or what we normally think of as ‘use’, but something more existential.
To one she suggested taking up a craft, perhaps even getting a loom, recognising this person’s need for a creative outlet.
Another teacher who came told her of his constant planning inside his head from the moment he woke up in the morning. She got him to sit beside her and watch together in silence the planes flying into Heathrow airport in the distance. He told me later how, at some point, he felt the ground appear underneath him and all his tensions and worries just drain out of him; he ‘stopped’ – and came into being.
Some did come with very definite questions about this or that ‘procedure’; not being open to other possibilities, they missed an opportunity for another level of self-discovery.
One came with a question which was to capture very succinctly a problem which many had. “How do I make the link between what I have learnt in my training course – and do with my pupils – and my own ‘everyday’ life?”
I personally felt it important to pursue this theme of “making the link”; it also gave me some insight into Erika’s comment “all about teaching“.
© 2013 John S Hunter
Other Posts on Being with Erika:
#01, London 1985 – Annual Memorial Lecture
#02, Brighton 1988 – Key Note Address
#03, Melbourne 1991 – “Come for lunch!”
#04, Melbourne 1991 – Tea Ceremony
#05, Melbourne 1991 – Jean Jacques by the Sea
#06, Back in Melbourne, 1992
#07, “Where did you train?”, London, 1993
#08, “It’s all the same”, London, 1993
#10, A Lesson in Stopping, London, 1993
#11, Hands, London 1994
#12, “Yes, but you’re worrying!”, London, 1993
#13, “Nothing special”, London, 1994
Upward Thought 
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