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When The Child Was A Child

Messengers 

In Wings Over Berlin, two angels, invisible to humans, softly, silently offer comfort, sometimes, but not always, lifting the spell of isolation and despair from suffering human souls.

They touch humans lightly, tenderly. Through their empathic presence an opening, where there had been none, would suddenly appear, a way to go forward now lay before them.

from Wings Over Berlin

from Wings Over Berlin

In Hebrew malach means both messenger and angel. In Greek too, aggelos means messenger and angel.

Messengers send messages. A message is a communication through writing, speech, or signals of some sort. A little like the angels in Wings Over Berlin, we Alexander teachers convey messages through touch. A message can be an underlying idea. It can also be an inspiring or sacred communication.

Now I am no angel. I am hopelessly human. I am not always at peace. I sometimes butt heads with people. I am not a spiritual being. I have no wings. I live on the ground. But I think we can and do serve as messengers for one another. Sometimes, unbeknownst to us, we do something, say something or write something that helps someone. Others sometimes unbeknownst to them, do, say, or write something that helps us, that may even change our lives. We may not be angels, but sometimes we perform our angelic function as messengers.    

from Wings Over Berlin

from Wings Over Berlin

In our Alexander community we refer to teaching through “procedures.” How do we “proceed” to impart the principles underlying Alexander’s work? Some of us use the procedures Alexander developed. Some of us also use procedures other teachers have developed, like Walter Carrington’s saddle work, or Raymond Dart’s developmental movements, or Marjorie Barstow’s working in activity. Others of us use procedures we ourselves have developed. To my surprise, I seem to have evolved a procedure, a way to proceed, that enables people to make use of the principles underlying Alexander’s work under trying conditions and when coping with harsh realities. I call it Working Situationally.

When The Child Was A Child

When the child was a child, it walked with its arms swinging. It wanted the stream to be a river, the river a torrent, and this puddle to be the sea. When the child was a child, it didn’t know it was a child. Everything was full of life, and all life was one. When the child was a child, it had no opinion about anything, no habits. It often sat cross-legged, took off running, had a cowlick in its hair, and didn’t make faces when photographed. – from Wings Over Berlin by Wim Wender and Peter Hendke

It’s not easy growing up. We have all known times when our arms stopped swinging, when the puddle was just a puddle. Times when we’ve felt exhausted, empty, our world shattered. Times when nothing was new under the sun, when we were unable to pick ourselves up from the ground, let alone take off running, when we put on yet another smiling face for yet another silly photo.

“When have you experienced yourself lost, without support, helpless and afraid,” I ask a group of fairly new Alexander teachers? “Can you see where you are, the situation you’re in; can you see what’s going on?”

Michiko, a small, middle aged woman in the back of the room says,“I’m going through a divorce. I have yet another session in court next week where I have to plea for the custody of my children. I am terrified of losing them.”

All eyes in the room lower at once.

“Thank you.” Let’s see if there is a way, through Alexander’s work to help ourselves when we really need it, when we’re feeling threatened, when our life’s hanging in the balance. How can we develop the wherewithal to be how we want to be in these situations, how not only to survive them, but to meet them?”

When The Master Is Home

“Michiko. Look around and see who can help you set up your scenario. Look and see who can help you, and how you can arrange the space.” Everyone springs into action. Seriously playful commotion fills the room. I sit back and watch as the space is transformed into a courtroom.

In the front of the room sits a judge. Michiko’s husband and his lawyer sit to the judge’s left, Michiko and her lawyer to the right. I’ve got a translator behind me, ready to whisper into my ear.

The judge begins. “We are here today to determine who is most deserving of the privilege of caring for your children. As you know I do not approve of divorce. I believe children should grow up with a mother and a father in the same house. But for whatever reasons, both of you seem incapable of doing this. Michiko, what do you have to say for yourself?”

“Judge, I am the parent who has spent the most time with my children. I am the one who cooks for them, who packs their lunches, who takes them and picks them up from school, who helps them with their homework. I am the one who does their laundry and who takes them shopping for sneakers and who gets out of bed at night when they have nightmares. I’m their mom.”

Yamato, Michiko’s husband blurts out, “And I am the breadwinner in this family. I’m the one that pays for the food you cook, who bought the nice car you drive to that top notch private school that I also pay for, not to mention the designer sneakers. I’m the guy that pays for the roof over your very head.” By the end, Yamato’s face is beet red.

It’s working. The scene’s been set up well enough that Michiko’s beginning to cringe from the sound of Yamato’s voice. But I don’t intervene. I want to see where this is going.

“Judge, Michiko says, right now I have 32 private piano students who I see every week. I earn enough money to take care of my own children. My children have already told you they want to live with me, that they don’t want to move to Tokyo, leave their school, and live with their father.”

“And I, the judge says, don’t appreciate your telling me again. I am well aware of what your children want, but they are children and have no idea as to what is, in the long run, best for them. The decision is up to me, not up to them, and not up to you.”

“They have also told you they are terrified of their father,” Michiko adds cowering.

“You liar! You total and complete liar, Yamato yells standing up and throwing his pen across the room, almost hitting Michiko in the face.

Terror. There it is, Michiko’s eyes frozen in fear. As she sits there, glued to her chair, her body looks weak and hopeless.

I quietly enter,  kneel down beside her, place my right hand softly over her shoulders and my left hand over her clenched hands that sit on her lap. “Michiko, let’s just freeze the frame here. Stay exactly as you are in your body and from the bottom up describe to me what you are sensing.” 

Michiko says, “I’m pulling my feet almost off the ground. My knees are touching and I feel like I’m jamming my thighs back into my hip sockets. My stomach is tight. I’m not breathing. The middle of my back is pressing against the back of the chair. My hands hurt. My shoulder blades are hunched up toward my ears, and my head is pressed down between them.” “Michiko, can you see the exact shape your whole body is taking, as if you were looking at a puppet?” “Yes, I can see it,” Michiko says. “Let me ask you, do you want to be like this?” “No, I don’t.” “You are now about a third of the way home.”

“Okay Michiko. If you are the one holding yourself in this position, then you are the one who can let go of holding yourself in this position. Let’s begin by letting your feet come back to the ground. What happens as you do that?” “My legs come down and my knees begin to separate a little.” I place the hand that was over her hands onto her left knee and then over to her right knee suggesting that her knees could release slightly away from her hip joints. I watch more air enter her lungs but say nothing about it. I quietly stand up behind Michiko, place my hands along the sides of her ribs and ask her to let the entire surface of her back spread out against the back of the chair. I feel more air coming into her lungs. I reach around and gently place my index finger onto the top of her sternum and from there gently guide her head back on top of her spine. Her eyelids flutter for a few seconds, followed by two slow blinks. Her eyes appear to settle back into their eye sockets. She’s calm.

“Okay Michiko. Now you are two-thirds of the way home. This next part I can’t help you with. Only you can do it. I want you to find out what would happen it you decided not to fight, not to flee, not to freeze, and not to fidget. Can you make the decision not to fight…not to flee…not to freeze…and not to fidget?” I wait and watch Michiko as she becomes deeply and quietly strong. “Can you sense what happens when you make that decision?”  “Yes I can.” “Good. Now be that decision.” 

I ask Yamato to continue.

Yamato looks at the judge and says. “Judge, my wife is lying to you. She’s a compulsive liar. That is what she does best. My kids don’t hate me.” Yamato turns toward Michiko, glares at her and says, “You wait. You just wait.”

Michiko’s body remains strong and open, her face calm. She’s breathing.“Quietly Michiko stands up, looks at the judge, and says, “Your honor, I’d like to submit for your judgement the evidence just set before you. Thank you for considering it.”

The judge turns, looks at Yamato, then at Michiko, and says nothing.  He appears to be reconsidering, reevaluating the situation.

“Michiko, I say. That is what it feels like when the master is home.”

Teaching Moments

In the Alexander Alliance, when we want to direct our student’s attention to pedagogy, to why we did what we did, or to why what we did worked or didn’t work, we make a T shape with our two hands, as if we were a referee at a football game. This means we are going to stop and step out of what we are doing and move into commentary.

“Okay class, what was Michiko’s goal?” “Not to lose custody of her kids.” “That’s right. That’s what she told us.”

“You can’t practice “the means whereby” unless you’ve got an end. Our work is about ends and means, about how we are being as we move toward our end, whatever that end may be. The idea is not to compromise the means for the end, not to sacrifice our integrity, no matter what happens. That’s the practice. That’s why I don’t like thinking about Alexander’s work as a technique. I think of it as a practice, because it’s hard, and I fail a lot. And sometimes I don’t. It takes practice.”

So let’s see if we can find the means whereby inside of what just happened. Where does it begin?” 

“You stopped everything.” “That’s true, and what is also true is that in real life you can’t stop a situation like that. You can’t say, “Okay judge. This is getting too intense. Let’s just take a pause here so I can calm down.” Here is an idea I want you to understand. Alexandrian inhibition does not necessarily happen just because you stop an action. It only happens when you succeed in stopping your habitual holding pattern within the action. So when I froze the frame, I only stopped the action. Stopping the action, freezing the frame, pausing, is a teaching device allowing me to slow everything down. So, what happened after I froze the frame?”

“You asked her what she was sensing.” “Right. Michiko shifts from being kinesthetically unconscious, to being kinesthetically conscious, which means she can now begin to sense how she is doing what she is doing. Once Michiko knows what she’s doing to herself, she has the chance of undoing it. As Marj Barstow used to tell us, “You have to know where you are before you can make a change.” So because she knew where she was, and because Michiko has had a good bit of training, she could pretty much come out of this pattern with only a little guidance from me.”

“I was sending her messages, I was fulfilling my angelic duty. Alexander called messages, directions. I think of messages as messages in a bottle that drift to the edge of the shore. You pick up the bottle, reach in and read the message. My first message to Michiko was, you are not alone, and then, Michiko, become aware of yourself, and then, come to your senses, and then, you’re one-third of the way home, and then, do you want to be this way, and so on. Messages were being communicated not only through my words, but though how I was in my own body and being, through the quality of my voice, and of course through touch, through her knees, and ribs, and sternum.  I was sending her messages and she made good use of them.

“And next?” “Well, all along you could actually begin to see Michiko’s primary movement emerging. As soon as her legs began to let go I could see her neck begin to free and her head poise returning, and I could see her whole body opening up and the air filling her lungs. But the most impressive change was her face, how the fear fell away.”

So far we have,

One, the goal, the end.

(the employment of freezing the frame, a pedagogical device and not necessarily part of the means whereby.)

Two, kinesthetic consciousness.

Three/Four/Five, Alexandrian Inhibition/Direction/Primary Movement.

In actual time, it’s virtually impossible to separate these. My words, my voice, and my touch helped Michiko let go, that is, neurologically inhibit. Within that letting go, though she likely did not think the words, ‘neck free, head forward and up, back to lengthen and widen, immediately direction was happening, because I was embodying and passing on, to the best of my ability, those directions through touch to Michiko, and because Michiko has had so much training, those directions were wordlessly operating within her primary movement. 

“And then?” You asked her to make a decision not to fight or flee or freeze or fidget. “Right. This is me preparing Michiko for the critical moment, for that moment when she’s going to want to go back to her old way of reacting to Yamato and to the judge. Michiko’s decision is going to have to be incredibly strong. Walt Whitman says it perfectly in Song Of The Open Road when he writes, Gently, but with undeniable will divesting myself of the holds that would hold me.  You can’t say it better than that. Erika Whittaker, when I asked her what Alexandrian inhibition was  answered me in one word. She said, “Inhibition is decision. It’s sticking to your decision against your habit of life.”

“So I’m watching to make sure Michiko is accessing tremendous inhibitory power within herself, and then I tell her, I send her a message, and that message is?”  To be that decision.  “Yes, because Alexandrian Inhibition is not something we can do. It’s only a way we can be.” 

Six, passing through the critical moment.

And then what happened?

Michiko responded to Yamato and to the judge the way she wanted. “And what do we call that in the Alexander world?” Choice? “That’s a good answer.” Freedom. “Another good answer. I have something else in mind.”

“We could call it Primary Control. For me Alexander’s Primary Control is the Great Protector. Imagine babies and toddlers. They are not well coordinated, but more often than not, they don’t get hurt. They scream, but they don’t hurt their voices. They fall, but rarely bang their heads. There is a force at work within them continually integrating them, keeping them whole as they gradually figure out how to coordinate themselves.”

“But as adults we lose touch with this integrative, protective force within us. When Michiko adhered to the means whereby she was protected. She didn’t disintegrate. She could function. She could say what she wanted to say the way she wanted to say it, without hurting herself, without fighting, without withdrawing, and with less fear. She could think on her feet. She could take care of herself, and to the best of her ability, her children.”

“Will she get custody of her children? Will she achieve her end? We don’t know. But we do know she was her best self in that courtroom. We watched her find her integrity, her dignity. We can’t entirely control how our lives unfold, nor the lives of our children. But with training, we can learn to attend to our integrity. And we can let our children see that. 

When the child was a child, it walked with its arms swinging. It wanted the stream to be a river, the river a torrent, and this puddle to be the sea. When the child was a child, it didn’t know it was a child. Everything was full of life, and all life was one. When the child was a child, it had no opinion about anything, no habits. It often sat cross-legged, took off running, had a cowlick in its hair, and didn’t make faces when photographed.

          

from Wings Over Berlin

from Wings Over Berlin

 

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