Old age is the natural season for
introspection and reflection. All lives
are different, but there came a time in my own when serious illness
demonstrated that I was over the hill, or perhaps even the foothills. The road ahead looked steep, as it has proved
to be. The encouragement of well wishers
to the effect that I was “eighty years young” or, even worse, that I was only
as old as I felt (my God, that bad?!) could not by mere good intention
alter mathematics. Reflection can be
dangerous but is more often salubrious.
I have had the opportunity to count my many blessings, as my dear
grandmother instructed me to do in about 1943: an assignment I am at last fully
prepared to undertake with gratitude.
So please allow me to tell you
about my latest blueberry pie, even at the expense of granting me an
exceptional indulgence of prolixity. It
will take me a little time to give an account of the pie, which arrived
mysteriously on at my back door a few days ago.
I have very recently finished it off, but the particularly delicious
memory lives on. A light fluffy crust is
a necessary but insufficient requirement for a pie. The berries and the berry goo are of course
crucial. The mysterious origins of this
one made it a symphony of delight. It
was accompanied by a note, unsigned, saying: “You taught us to think.” So, a real mystery, up to a point. Though I am genuinely in the dark concerning
its donor(s), I do know what it is about, and that is the Augustinian binary
concepts of caritas and cupiditas. And both of those words can be translated by
English “love”
It is always pleasing to a scholar
to find his published work being cited by other scholars. But in my career I have tried to emphasize
the first half of the hackneyed phrase “teacher-scholar,” and on a few
occasions I have been delighted to find my lectures being echoed by
former students. A couple of years ago,
for example, I was reading a classicist’s learned if slightly edgy study of
Ovidian pornography when I encountered a witticism of mine that she must have
absorbed from a lecture I gave in about 1972.
Citing someone else’s written “work” without attribution is
plagiarism. Absorbing some memorable
spoken remark you heard somewhere is a high form of compliment.
Getting back to the topic of love,
I can say that it is complicated. It is
probable that you already knew that. Meaning
is conveyed by words, but many words are to some degree ambiguous. And verbal ambiguity, as philosophers of all
the schools have agreed, is the enemy of intellectual clarity. The Stoic philosophers, for example, were
much vexed with the problem of verbal ambiguity.
So was Saint Augustine. In
Anglophone countries the root of all evil is the love of money. That is because Paul writing to Timothy (I
Tim 6:10) says so in the King James English version. For the love of money is the root of all
evil.
What Paul says in the medieval
Latin version, which is usually the one that counts with me as a medievalist,
is that the root of all evil is cupiditas. Radix
enim omnium malorum est cupiditas Cupidity,
too seldom used today, is a great word, indicating a disordering desire for
material possessions of all sorts as well as for sensual pleasure, especially sexual
gratification. Love of money,
cupidity—two terms for dangerous moral dangers of very wide practical
application. That’s why Chaucer’s
marvelously cupidinous Pardoner, a brilliant preacher, always preaches on the
same text: the love of money is the root of all evil. Some forms of cupidity are, so to speak, age
appropriate. One of the grosser forms
often wanes somewhat with age. I used to
joke in lectures (and, alas, it was but a joke) that the only thing that could
fully inflame my aging cupidity was blueberry pie. The unintended but welcome result of this
pallid witticism has been, over the decades, about fifty blueberry pies! Many of them, including this latest, have
been of mysterious origin. Maybe in my
search for the perfect emblem of cupidity I should have said instead of
blueberry pie “a blue Porsch”? Probably
wouldn’t have worked so well.
The ancient
poet and literary critic Horace famously defined the twin ambitions of poetry as
entertainment and instruction. The best
poets, he says, do both at once. The two
adjectives he used to identify the balancing goals are dulce and utile,
sweet and useful. The medical equivalent
is, I suppose, the sugar-coated pill. It
is true that folksy sayings can be invoked for contradictory arguments. Absence makes the heart grow fonder, but then
again, out of sight, out of mind. Yet my
own experience of teaching, as of many other aspects of life, is that all work and
no play is likely to make Jack not merely a dull boy but a resentful and
restless one.
A phrase
that has become standard in educational circles is “life-long learning”. In some respects this seems a limited cliché. We all know that you live and learn. However the phrase actually denotes something
more specific, the idea that the society’s formal institutions of instruction
should be extended to reach beyond the years of young adulthood, that they
should be sufficiently capacious to be a service to people of all ages. Hence the alumni colleges, the Elderhostels,
the Road Scholars, the Ted Talks, the whole repertory of “continuing
education” opportunities that continue to appear. I think that such organizations have brought
pleasure and profit to a large number of our “mature” or “senior”
citizens. I know for a fact that they
have brought considerable gratification to at least one senior professor,
namely myself.
Augustine
has a little book about teaching and teachers (De magistro in Latin)
which is at once inspiring and daunting for any teacher. That is because it
argues that in a sense it may be impossible actually to teach anything to
anyone. If I tell you that two plus two
makes five, presuming that you have the most basic elements of numeracy, your
mind will reject the “teaching” immediately.
For the same reason you will effortlessly agree that two plus two equals
four. That is, the mind assents to or
balks at propositions proposed for its examination. The mediating power, according to Augustine,
is the “indwelling Christ.” This is a
highly spiritualized theory of knowledge consonant with Augustine’s version of
Plato. Even today many people, perhaps
most, believe that conscience is a natural faculty, universally distributed.
But I am a
teacher, and I cannot so readily dismiss the potency of the profession to which
I dedicated my life. In my own stage of
continuing learning, my most prominent teachers include many of my former
students. This is a most felicitous
situation, and of course it has an appropriate expression in Holy Writ. So far as I have been able to tell,
everything does. Cast thy bread upon
the waters: for thou shalt find it after many days (Eccl. 11:I). The more secular if potentially more
disquieting old saw is: What goes around, comes around. The truth is that one never learns more
felicitously than when trying to teach well.
It pleases me to think of the world of learning in circular form, indeed
as the ever expanding if slowly diminishing circular rings emanating when a
stone is dropped into a placid pool. Or one
can think of the matter in terms of an ever-expanding human community. Intellectuals of the Enlightenment period had
the beautiful phrase “the Republic of Letters”.
This community is exclusive but not exclusionary. It is open to all, and it is the moral duty
of all of us to aid in its extension and expansion.
In this
matter as in so many others there arises the question of the varieties of human
capacity and the unequal distribution of intellectual powers. Some of the medieval theologians, when
speaking about divine grace, developed what might be called the bucket
theory. Though often accused of spending
too much time on how many angels could dance on the head of a pin, many of them
were almost depressingly practical. They
recognized that people had very different capacities for grace even as they had
varying capacities for weight-lifting or long-distance running. People had different sized buckets. As Thomas Aquinas sort of says somewhere, it
doesn’t matter what size of bucket you have.
What matters is whether or not your bucket is full. In modern educationalese, is this or that
student living up to her or his “potential”?
Are you? Am I? These are hard questions, usually more
comfortably evaded than confronted. One
of the most influential teachers of our Western world, the philosopher Plato,
famously ascribed to his own great teacher, Socrates, the opinion usually
rendered in English as “The unexamined life is not worth living.” He didn’t add, but might have, “even if the
examination is too dreadful to bear.”
The
operations of grace are as mysterious but also as powerful as the ocean
tides. My own soggy shards of stale
bread have been returned to me repeatedly in blueberry pies. That is definitely what you would have to
call an upgrade. As to this latest pie
of happy memory I really don’t have the slightest clue as far as who the
mysterious donor(s) could have been. One
or more of them? Male or female? For poetic reasons I will call this(these)
person(s) Mister Pistor. I think pistor
in classical Latin usually meant a miller or a kind of generic baker; but in
the vulgar Latin of the Middle Ages it is definitely the bread guy. (The bread lady would I suppose be panifica.) So I conclude this somewhat quizzical effort
with my sincere expressions of gratitude to Mr/Ms Pistor, whether singular or
plural, in the not absurd hope that (s)he/they, under whatsoever desired pronominal
markers of gender and/or person, might be gracious enough to accept them. And though blueberry pie is my number one
favorite, cherry is a very close second. Just saying….