Badulescu, Dana Teaching literature through the arts: a few notes on teaching Aldous Huxley’s Point Counter Point through Beethoven’s music CEPS Journal 5 (2015) 3, S. 95-110 Quellenangabe/ Reference: Badulescu, Dana: Teaching literature through the arts: a few notes on teaching Aldous Huxley’s Point Counter Point through Beethoven’s music - In: CEPS Journal 5 (2015) 3, S. 95-110 - URN: urn:nbn:de:0111-pedocs-114079 - DOI: 10.25656/01:11407 https://nbn-resolving.org/urn:nbn:de:0111-pedocs-114079 https://doi.org/10.25656/01:11407 in Kooperation mit / in cooperation with: http://www.pef.uni-lj.si Nutzungsbedingungen Terms of use Dieses Dokument steht unter folgender Creative Commons-Lizenz: This document is published under following Creative Commons-License: http://creativecommons.org/licenses/by/3.0/de/deed - Sie dürfen das Werk http://creativecommons.org/licenses/by/3.0/de/deed.en - You may copy, bzw. den Inhalt vervielfältigen, verbreiten und öffentlich zugänglich distribute and render this document accessible, make adaptations of this work machen sowie Abwandlungen und Bearbeitungen des Werkes bzw. Inhaltes or its contents accessible to the public as long as you attribute the work in the anfertigen, solange Sie den Namen des Autors/Rechteinhabers in der von ihm manner specified by the author or licensor. festgelegten Weise nennen. Mit der Verwendung dieses Dokuments erkennen Sie die By using this particular document, you accept the above-stated conditions of Nutzungsbedingungen an. use. Kontakt / Contact: peDOCS DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation Informationszentrum (IZ) Bildung E-Mail: [email protected] Internet: www.pedocs.de c e psJ ournal | Vol.5 | No3 | Year 2015 95 Teaching Literature through the Arts: A Few Notes on Teaching Aldous Huxley’s Point Counter Point through Beethoven’s Music Dana BĂdulescu1 “The world, transformed by industry’s bold hand, The human heart, by new-born instincts moved, That have in burning fights been fully proved, Your circle of creation now expand. Advancing man bears on his soaring pinions, In gratitude, art with him in his flight, And out of Nature’s now-enriched dominions New worlds of beauty issue forth to light.” Friedrich Schiller, The Artists • The present article examines a teaching experiment undertaken by the au- thor in order to point out not only the importance of the arts and aesthet- ics, but also their limitations. It also argues that, despite these limitations, the spirit of the arts opens us up to freedom and flexibility. Their purpose is not to give answers or solutions, but to make us question the most trou- bling aspects of our existence. The last chapter of Aldous Huxley’s novel Point Counter Point invites an approach that should do justice to its musi- cal qualities. Apart from borrowing the counterpoint technique from mu- sic, it also references music, therefore lending itself to performance, which renders its dramatic force with a strong impact upon readers. Keywords: aesthetic education, intermediality, the “musicalisation of fiction”, intellectualism, science, performance 1 Alexandru Ioan Cuza University of Iaşi, Romania; [email protected] 96 teaching literature through the arts Poučevanje književnosti prek umetnosti: nekaj zapisov o poučevanju romana Kontrapunkt življenja avtorja Aldousa Huxleyja prek Beethovnove glasbe Dana BĂdulescu • V prispevku je predstavljena analiza eksperimenta, ki ga je izvedla avto- rica; ta je želela poudariti ne samo pomembnost umetnosti in estetike, ampak tudi njune omejitve. Zagovarja, da kljub tem omejitvam duh ume- tnosti spodbuja fleksibilnost in svobodo. Njun namen ni dajati odgovorov ali rešitev, ampak spodbujati lastno spraševanje o najbolj skrb vzbujajočih vidikih obstajanja. V zadnjem poglavju novele Point Counter Point [Kon- trapunkt življenja] Aldousa Huxleyja je uporabljen pristop, ki izstopa s svojimi glasbenimi kvalitetami. Poleg tega, da si sposodi tehniko kontra- punkta iz glasbe, se ustrezno sklicuje na glasbo in si jo sposoja pri izvedbi, kar z njeno dramatično močjo naredi močen vtis na bralce. Ključne besede: estetska vzgoja, intermedialnost, »muzikalizacija fikcije«, intelektualnost, znanost, izvedba c e psJ ournal | Vol.5 | No3 | Year 2015 97 The importance of aesthetic education from Schiller’s times to the present day At the end of the 18th century, in a plea for what he called “the aesthetic education of man”, Friedrich Schiller stated in his Second Letter: The course of events has given a direction to the genius of the time that threatens to remove it continually further from the ideal of art. For art has to leave reality, it has to raise itself bodily above necessity and needi- ness; for art is the daughter of freedom, and it requires its prescriptions and rules to be furnished by the necessity of spirits and not by that of matter. But in our day it is necessity, neediness, that prevails, and bends a degraded humanity under its iron yoke. Utility is the great idol of the time, to which all powers do homage and all subjects are subservient. In this great balance of utility, the spiritual service of art has no weight, and, deprived of all encouragement, it vanishes from the noisy Vanity Fair of our time. The very spirit of philosophical inquiry itself robs the imagina- tion of one promise after another, and the frontiers of art are narrowed, in proportion as the limits of science are enlarged. (http://www.bartleby. com/32/502.html) More than two centuries have passed since Schiller alerted his contem- poraries to the perils of “the genius of the time”, which exalted utilitarianism to the detriment of the spiritual values inherent in art. The whole of the 19th century triumphantly marched along this path, guided by the genius that Schiller and other intellectuals of his time abhorred. In England, Jeremy Bentham, the father of utilitarianism, followed by John Stuart Mill, a proponent of utilitarianism who developed the theory of scientific method, set the frameworks of a system that grew oppressively and ruthlessly mechanical, coldly scientific and sterile. Thus, Schiller’s alarmed and alarming remarks did not lose relevance; on the contrary, they were confirmed by a new century that sealed the import of this genius. The artists of the 20th century felt largely divided between fascination towards the new Zeitgeist, which was essentially modern, and disinclination towards its stifling materialism and mercantilism. They either embraced aes- thetics that related their art to science, technology and progress, or rejected and resented their flux and terror. In the 21st century, we have inherited Schiller’s modernity, which has un- dergone several stages in which it has sharpened or, more recently, has become liquid, as Zygmunt Bauman would put it. Is Schiller’s sense of alienation and apprehension still relevant today? 98 teaching literature through the arts Schiller concludes his Second Letter on a persuasive note, whose mean- ing endures: I hope that I shall succeed in convincing you that this matter of art is less foreign to the needs than to the tastes of our age; nay, that, to arrive at a solution even in the political problem, the road of aesthetics must be pursued, because it is through beauty that we arrive at freedom. (http:// www.bartleby.com/32/502.html) Werner Wolf’s theory of “intermediality” In his book The Musicalization of Fiction. A Study in the Theory and His- tory of Intermediality, Werner Wolf (1999) defines “intermediality” as participa- tion, that is, “the participation of more than one medium of expression in the signification of a human artefact” (p. 1). According to Wolf’s explanation, the concept grew out of the interest in intertextuality, and both are the offshoots of a tendency in our contemporary culture towards opening out and exploring pluralities in interdisciplinary endeavours. Although he argues that intermediality is a major characteristic of post- modernism, where medial boundaries are transgressed in order to create an illusion of reality in multi-media cyberspace, and where “installations” that ex- periment with a sense of synthesis of the arts and electronic media challenge our expectations of “closure”, Wolf states at the same time that intermediality has a long history. The idea that the arts borrow techniques from one another can be traced back to Aristotle and to Horace’s ut pictura poesis, continuing with Lessing’s Laocoön, the Baroque trompe l’oeil techniques and the sense most modernist works of art give that the arts cannot be seen as separate media. Huxley’s interest in the arts and in the sciences originated in his desire to access some essential truth, and it found a favourable context in the culture of his time. Wolf points out that the relationship between literature and the other arts is very old. Ekphrasis is an illustration of how words can picture objects or works of art, appealing to our imagination, while staged drama and opera have always crossed medial boundaries. As old as it may be, intermediality has always been questioned, sometimes even by those who practise it. Despite en- titling his novel Point Counter Point in order to suggest its intermedial nature, Huxley threw the very principle that underpins the novel, the “musicalisation of fiction”, into serious doubt by including the figure of a novelist whose raison d’être is to render it problematic. Long before the term was invented, Huxley wrote with intermediality at the back of his mind, reflecting upon it in essays as well as in his metamedially c e psJ ournal | Vol.5 | No3 | Year 2015 99 self-reflexive novels. In “And Wanton Optics”, he stated that: The artist can, if he so desires, break down the bulkheads between the compartments and so give us a simultaneous view of two or more of them at a time. So seen, reality looks exceedingly queer. Which is how the ironist and the perplexed questioner desire it to look. (Huxley quot- ed in Birnbaum, 2009, p. 70) Huxley and music Born to a family with a solid intellectual tradition, Huxley became one of the most outstanding intellectuals of his time. He received an education that paid equal due to the sciences and the arts. During World War I, he frequented the Bloomsbury Group, an extremely arty circle of friends, and in its aftermath he and his family lived in Italy, where he would visit his friend D. H. Lawrence, who served as the model of the type of intellectual that grew into the figure of Mark Rampion in Point Counter Point. Being of these two minds, Huxley could assess their worth and their follies from within. Like Lawrence, alias Mark Rampion, Huxley, who put a lot of himself in Philip Quarles, the novelist in the novel, found that the pursuit of science was a path leading to the sterility of the soul. In “Aldous Huxley as Music Critic”, Basil Hogarth (1935), Huxley’s con- temporary, argues that “Aldous Huxley is, in some respects, the most remark- able literary man who has ever written on musical subjects” (p. 1079). For a while, the writer was the accredited music critic of a weekly journal. Judging Huxley’s competence and skills as a music critic, Hogarth (1935) points to the unique coexistence within his mind of the sciences and the arts, which actually enabled him to look at one in the light of the other: He stands indeed alone, not only amongst men of letters, but amongst musical critics, by reason of his unique method of thinking, the product of a strictly scientific method pursued to its ultimate logical conclusion, allied to a fundamental aesthetic philosophy that enable him to classify the musical experiences swiftly and succinctly. (p. 1079) “Huxley’s devout regard for Beethoven” and “the musi- calisation of fiction” In writing Point Counter Point, Huxley (1994) aspired to the purity of music through what Philip Quarles calls in his Notebook “the musicalisation of fiction”: 100 teaching literature through the arts The musicalisation of fiction. Not in the symbolist way, by subordi- nating sense to sound. (Pleuvent les bleus blaisers des astres taciturnes. Mere glossolalia.) But on a large scale, in the construction. Meditate on Beethoven. The changes of moods, the abrupt transitions. (p. 384) Of all musicians, Beethoven provided Huxley with a large-scale ap- proach to the purity that Quarles – and through Quarles, Huxley himself – wanted to achieve in the novel. Chapter XXII of Point Counter Point consists of Philip’s notebook entries, which reinforce the novel’s self-reflexive nature. Wolf (1999) contends that “in works in which intermediality appears repeatedly or in a conspicuous way”, which Huxley’s novel makes obvious in the very title, “intermediality here is coupled with a tendency towards meta-reflection on problems of mediality or fictionality and related questions (just as prominent intertextuality may well be found in texts which at the same time are highly metatextual)” (p. 49). Hogarth (1935) remarks upon “Huxley’s devout regard for Beethoven” (p. 1080). Quoting the music critic’s glosses on Beethoven, Hogarth explains that he was aware of the passion in Beethoven’s music, which is also to be found in primitive music, with the significant difference that Beethoven’s passion was “transmuted”. So ethereal and spiritual did Beethoven’s music become to Hux- ley’s mind that, In such works as the “Hammerklavier” Sonata Beethoven passed into the transcendental region of pure art. (Huxley quoted in Hogarth, p. 1080) In Point Counter Point, Philip Quarles meditates on the harmonious transition from “majesty” to its extreme (“a joke”), comedy not simply being followed by, but “hinting at prodigious and tragic solemnities in the scherzo of the C sharp minor quartet,” not mere variations but almost a Möbius strip where “a theme is stated, then developed, pushed out of shape, imperceptibly deformed, until, though still recognizably the same, it has become quite differ- ent” (Huxley, 1994, p. 384). After pondering Beethoven’s masterful achievement of this in music, Quarles wonders: “Get this into a novel. How?” (Huxley, 1994, p. 384). Quarles believes that abrupt transitions are achievable in the novel pro- vided there are sufficient characters and “parallel, contrapuntal plots. While Jones is murdering a wife, Smith is wheeling the perambulator in the park” (Huxley, 1994, p. 384). This may be a solution to the simultaneity that can be suggested both in music and in verbal art by what Wolf (1999) calls “the jux- taposition of ‘contrapuntal’ elements in rapid succession in order to simulate a c e psJ ournal | Vol.5 | No3 | Year 2015 101 (polyphonic) simultaneity of parts, though in reality only one chain of signifiers is present at a time” (p. 21). Quarles continues to describe the effects of alternat- ing themes and modulating “by reduplicating situations and characters” (Hux- ley, 1994, p. 384), which is similar to variations in music. Yet another technique Quarles considers if musicalisation of fiction is desired on a large scale is the “god-like” way of modulating aspects: He will modulate from one to the other – as from the aesthetic to the psycho-chemical aspect of things, from the religious to the physiological or financial. (Huxley, 1994, p. 385) What is the musicalisation of fiction? Whereas Huxley, through his fic- tionalised persona Philip Quarles, meditates on how to achieve it, Wolf (1999) defines it in the broader context of intermediality: It consists in an (in most cases) intentional shaping of the discours (af- fecting, e.g., the linguistic material, the formal arrangement or structure of the narrative, and the imagery used) and sometimes also of the his- toire (the content structure of the narrative) so that verifiable or at least convincingly identifiable ‘iconic’ similarities or analogies to (a work of) music or to effects produced by it emerge in the fictional text. As a result, the reader has the impression that music is involved in the signifying process of the narrative not only as a general signified or a specific – real or imaginary – referent but also that the presence of music can indirectly be experienced while reading. (p. 52) A Romanian philosopher’s school Constantin Noica (2002), Romanian philosopher, essayist and poet, a political prisoner during the communist regime, wrote in his Philosophical Diary: A book that you take from the book case, a Prelude by Bach that you play in the evening when everything is quiet, or an example of intellectual serenity are much more instructive than a lesson. Those young people see that you want to embody an idea and they also start embodying one. (Maybe the ‘one and only thought’ that Pârvan spoke about.) I think this school must be established.2 (p. 10) Noica’s idea of a school may seem like the dream of an incurable dream- er, but it is a projection of what should ideally be the primary goal of education: 2 All of the passages from Noica’s Philosophical Diary are the author’s translation. 102 teaching literature through the arts an activity aimed at leading disciples towards self-discovery in a way that allows their freedom. It should not stiffly and discouragingly “teach” them through some inhibiting “authority” and authoritarian methods; it should be an open- ing out, thereby encouraging empathy: The thought of the school, of that school where nothing should actually be taught, is my obsession. States of mind, that is what the others must be given; not content, not advice, not lectures. That is why lessons are not needed. (Noica, 2002, pp. 9-10) Playing Beethoven to make a point In the last chapter of Point Counter Point, Spandrell, a Baudelairean character whose blasé attitude has reached a climax, wants Mark Rampion to hear Beethoven’s minor quartet heilige Dankgesang eines genesenen an die Got- thed, in dir lydischen Tonart, which proves “all kinds of things – God, the soul, goodness – unescapably” (Huxley, 1994, p. 560). Rampion is rather surprised by Spandrell’s concern, but Spandrell explains his wish in terms of communion and empathy: “Because I believe in you and, if you confirm, I shall believe in myself” (Huxley, 1994, p. 560). Spandrell is the director of the scenario in this episode of the novel. He has coldly calculated his own assassination, writing a note to the Secretary Gen- eral of the Brotherhood of British Freemen in order to inform him where the murderer of Everard Webley will be able to be found the next day. He adds that Webley’s killer “will probably answer the bell in person”, carefully planning to do it himself, and – for a surplus of effect – that “He is armed and desperate” (Huxley, 1994, p. 563). Robert Baker (1974) argues that “Spandrell is, for Huxley (and Rampi- on), the ‘modern aesthete’, the product of an excessive intellectual and aesthetic refinement that has rendered him sexually and socially sterile” (p. 132). He is the epitome of Lawrence’s “sex in the head”, by which he means excessive cer- ebration. In his novels, Lawrence put this idea in the mouth of Rupert Birkin, a spokesman for his own theories in Women in Love, while in Huxley’s novel Lawrence’s abhorrence of it is voiced by Rampion. Baker (1974) speaks about the “Gothic intensity” (p. 132) with which Spandrell actually stages his own death against the background of Beethoven’s string quartet. After loitering along the river bank of the Thames, while whis- tling “the opening phrases of the Lydian melody from the heilige Danksgesang” (Huxley, 1994, p. 562), he writes the note, puts it in an envelope and posts it. By using the word “phrases” in this context, Huxley subtly reinforces the similitude c e psJ ournal | Vol.5 | No3 | Year 2015 103 between music and text, both of which rely on what Wolf (1999) calls “discrete signifying units” (p. 15). Although it is not easy to find the exact correlatives of these units in the two arts, what actually matters in this particular chapter of Point Counter Point is Huxley’s clear intention to establish intermediality, which he planned for the novel on a large scale. The walk reveals to Spandrell the filth of civilization – his attention fo- cuses upon the refuse hurried by a tiny stream into the gutter – counterpointed, in his head, by Beethoven’s music, which, Spandrell says to himself, is a proof of God’s existence, but only so long as the music is there. In his despair, Spandrell wonders: When the bows were lifted from the strings, what then? Garbage and stupidity, the pitiless drought. (Huxley, 1994, p. 562) Spandrell’s eyes behold a city, which stands for the whole of Europe of those times, described with an imagery that is redolent of T. S. Eliot’s The Waste Land. Spandrell and the voice in Eliot’s poem strike notes of anguish at the sight of the arid cityscape, which is suggestive of the sterility of modern civilisation and of their own mind cast. Spandrell turns his argument into the spectacle that he plays out in front of Rampion the next day: he starts by saying that “the heilige Dankgesang is the crucial part” (Huxley, 1994, p. 564), and while saying it he starts playing the music. For one more page, Spandrell is silent, letting the music speak, but this is where Huxley the music critic carries on, through the narrative voice, which uses words to evoke the music and to shed light upon it. After thirty bars that have built up heaven, “the character of the music suddenly changed” (Huxley, 1994, p. 564). This is a transition that Huxley the music critic praised so much. At this point in the show, Spandrell intervenes and comments: “He’s feeling stronger; but it’s not so heavenly” (Huxley, 1994, p. 564). Playing for his life, which he knows will end shortly, Spandrell desperately needs to prove God’s existence in his last act, and his interrogation carries overtones of despair. He asks: “Isn’t it a proof?” (Huxley, 1994, p. 565). Rampion, who is an advocate of the balance between body and spirit, cannot see in this pure music the same thing that stirs Spandrell’s elation. For Rampion‚ “It’s the art of a man who’s lost his body,” while Spandrell, counterpointing his argument, hurries to add in a dramatic tone: “But discovered his soul” (Huxley, 1994, p. 565). The man who knows he has lost his soul pines for it, and although Rampion seems to jump to conclusions before the movement is over, Spandrell insists that he should lis- ten to it through before judging. The tension between their radically opposing views accumulates as the music plays in the background.