Tag Archives: Quotes

Writing on the Right Side of the Brain

I’m really enjoying Betty Edwards’ Drawing on the Right Side of the Brain. I’ve even done some of the exercises, and as far as I can tell, they are extremely effective. I get drawing in a way I never have before. (When I was fourteen or so, a friend told me that the key to drawing was to pretend that what you saw was a flat surface. At the time, I was convinced she was cheating — that real artists were constantly aware of 3D space, but as it turns out, she was right.)

Edwards’ main point is that we use our left brain (logical and verbal) to recognize objects around us without actually seeing them. To do this quickly, we catalogue objects according to certain traits and skip over the details. That’s fine for getting through life, but when we try to reproduce what you see on a piece of paper, we fall back those traits and communicate them symbolically. For example, a stick figure is recognizable as a person, but it doesn’t really look like a person at all. It’s a symbol.

Edwards teaches her students to turn off their left brains and look at objects without mentally categorizing them. (I posted one of her exercises here.) When they get into what she calls “R-mode” (right brain), they experience a sort of altered state of consciousness. Here’s how she describes some of its characteristics:

First, there is a seeming suspension of time. You are not aware of time in the sense of marking time. Second, you pay no attention to spoken words. You may hear the sounds of speech, but you do not decode the sounds into meaningful words. If someone speaks to you, it seems as thought it would take a great effort to cross back, think again in words, and answer. Furthermore, whatever you are doing seems immensely interesting. You are attentive and concentrated and feel “at one” with the thing you are concentrating on. You feel energized but calm, active without anxiety. You feel self-confident and capable of doing the task at hand. Your thinking is not in words but in images and, particularly while drawing, you thinking is “locked on” to the object you are perceiving. On leaving R-mode state, you do not feel tired, but refreshed.

My drawing ability is mediocre, but I do recognize what she’s describing. I’ve experienced it most often when editing video. I would become completely locked in and work for hours, barely moving. I’ve heard coders describe the same thing.

What I find most fascinating about this passage, though, is how it applies to writing. When I’m fully engaged in writing, I lose track of time. When someone talks to me, I pay no attention. (I have strong memories of my dad doing the same thing when I was a child.) I am attentive, concentrated, confident, and capable. The one thing that does not match up with my experience writing is that Edwards describes this state as “not thinking in words.” In fact, that’s one of the hallmarks of R-mode. You put aside verbal processing in order to see things “as they are.”

How is it possible that writing, which is by definition a verbal activity (you’d think), can shift someone into R-mode, which is partially defined by a lack of verbal processing? I don’t know, but, a few pages later, Edwards includes this quote from Orwell’s “Politics and the English Language”:

In prose, the worst thing one can do with words is to surrender to them. When you think of a concrete object, you think wordlessly, and then, if you want to describe the thing you have been visualizing, you probably hunt about till you find the exact words that seem to fit it. When you think of something abstract you are more inclined to use words from the start, and unless you make a conscious effort to prevent it, the existing dialect will come rushing in and do the job for you, at the expense of blurring or even changing your meaning. Probably it is better to put off using words as long as possible and get one’s meaning clear as one can through pictures or sensations.

I have never considered this, but I think Orwell is right. And it occurs to me that this is what poets do all the time. They consider pictures or sensations and, instead of using symbols (Edwards’ term) or the existing dialect (Orwell’s), they hunt for words that communicate as closely as possible what they are actually seeing or perceiving in the world around them.

Worthwhile

Most scholarship is also not going to live forever. Is it therefore not worth doing? I wouldn’t say so. It’s worth it to maintain gardens and repair buildings and restore artworks. No one’s work lives forever on its own. It stays alive because someone keeps it so. Here again, greatness requires humility: other people’s. The task of thinking is worthwhile even if your thoughts prove to be of limited usefulness. The tasks of reading, of appreciation, of interpretation, are worthwhile, even if next year there is a new essay that supersedes yours, or a new book. If we have chosen to live our lives this way, it is because something about it strikes us as the best way we can spend our time.

B. D. McClay

Via Ayjay, in a post, as always, worth reading: https://blog.ayjay.org/dna/

A Different Way of Seeing

One day, on impulse, I asked the students to copy a Picasso drawing upside down. That small experiment, more than anything else I had tried, showed that something very different is going on during the act of drawing. To my surprise, and to the students’ surprise, the finished drawings were so extremely well done that I asked the class, “How come you can draw upside down when you can’t draw right-side up?” The students responded, “Upside down, we didn’t know what we were drawing.” This was the greatest puzzlement of all and left me simply baffled.

Betty Edwards, Drawing on the Right Side of the Brain

Lit as Savior

If one were asked to provide a single explanation for the growth of English studies in the later nineteenth century, one could do worse than reply: “the failure of religion.”

Terry Eagleton, Literary Theory: An Introduction

On the next page Eagleton quotes an English professor named George Gordon (not Byron) saying:

England is sick, and . . . English literature must save it. The Churches (as I understand) having failed, and social remedies being slow, English literature has now a triple function: still, I suppose, to delight and instruct us, but also, and above all, to save our souls and heal the State.

Nothing So Foolish or So Profound

Although it is not always easy to recognize it as such, marriage is the most remarkable and most courageous of all human acts—the promise of two human beings to share life together on all levels, physical, economic, spiritual—a promise made in the face of the certainty of death, the certainty of change, and the uncertainty of everything else. There is nothing else a human being might choose to do that is quite like this act, nothing so foolish or so profound.

Finding God at Home, Ernest Boyer, Jr.

A Few Titles

That I’ve been reading lately.

  • Eothen by A. W. Kinglake – Once upon a time, travel narratives were all the rage, perhaps because, as someone (I forget who) guessed, tourism wasn’t viable for most people. Kinglake traveled to “the Orient,” by which he meant Turkey and Arabia. I came across this book in one of C. S. Lewis’s letters, where he speaks highly of Kinglake’s descriptions of the landscape. To my ear, the descriptions are fine enough, but nothing compared to, say, Mary Austin or John Muir. Maybe the comparison isn’t fair, though, since they were describing different landscapes. Lewis also praised Kinglake’s sense of humor, which I have enjoyed. Some sample quotes:
    • “…as grim as an army of giants with a thousand years’ pay in arrears.”
    • Describing Turkish: “The structure of the language, especially in its more lengthy sentences, is very like to the Latin: the subject matters are slowly and patiently enumerated, without disclosing the purpose of the speaker until he reaches the end of his sentence, and then at last there comes the clenching word, which gives a meaning and connection to all that has gone before. If you listen at all to speaking of this kind your attention, rather than be suffered to flag, must grow more and more lively as the phrase marches on.”
    • On the curmudgeonliness of the Greeks during their fasts: “The number of murders committed during Lent is greater, I am told, than at any other time of their year. A man under the influence of a bean dietary (for this is the principal food of the Greeks during their fasts) will be in an apt humor for enriching the shrine of his saint, and passing a knife through his next-door neighbor.”
  • Leave It to Psmith, P. G. Wodehouse – I realized partway through this book that I may have only ever seen the play. The book more than lived up to it. Psmith is the kind of character who should annoy you, but somehow does not, rather like Innocent Smith from Manalive. Incidentally, Wodehouse said that Psmith was his only character who was drawn from real life—apparently from Richard D’Oyly Carte, the man who brought Gilbert and Sullivan to the admiring masses. [Edit: Psmith was actually based on Richard’s son Rupert.]
  • House, Tracy Kidder – I bought this for my wife thinking a) it was by a woman and b) it was a collection of essays meditating on the significance of different rooms in a house. That would be a great book, but that’s not what this is. For one thing, it was written by a man. It is not a collection of essays. It is, however, about a house. It’s a non-fiction novel (think Capote’s In Cold Blood) chronicling the construction of a large home in New England. Though it’s not what I was expecting, it has been great so far.

A Verse for Teachers

Now we exhort you, brethren, warn those who are unruly, comfort the fainthearted, uphold the weak, be patient with all.

1 Thessalonians 5:14

Drab Utilitarianism

I’m making my way through J. Gresham Machen’s Christianity and Liberalism and will be posting some of my notes here. Describing the woeful tendency of liberalism to quash all higher aspirations in favor of “drab utilitarianism,” Machen gives this example:

In the state of Nebraska, for example, a law is now in force according to which no instruction in any school in the state, public or private, is to be given through the medium of a language other than English, and no language other than English is to be studied even as a language until the child has passed an examination before the county superintendent of education showing that the eighth grade has been passed. In other words, no foreign language, apparently not even Latin or Greek, is to be studied until the child is too old to learn it well. It is in this way that modern collectivism deals with a kind of study which is absolutely essential to all genuine mental advance. The minds of the people of Nebraska, and of any other states where similar laws prevail, are to be kept by the power of the state in a permanent condition of arrested development.

Machen, Christianity and Liberalism

What is curious about this example is that it is the exact opposite of what today’s liberal would advocate. Public school teachers and boards in many states are strong proponents of teaching in multiple languages, especially Spanish, and of striking down English-only laws. I can’t imagine a law being passed that would prevent a school from teaching a non-English language before eighth grade. (In fact, the law Machen refers to was revoked in 1923, the same year Christianity and Liberalism was published.)

How can it be that what Machen saw as an example of liberalism would now be seen as an example of extreme conservatism? My guess is that he would argue that A) is it still utilitarian (bi-lingual education results in higher achieving graduates, which results in higher achieving citizens, etc.) and B) that both banning and requiring multiple languages in school are examples of the state meddling in the private affairs of citizens.