Dress Rehearsal, strings of The Cheltenham Performance Circle . . . (If you are
not by chance a string player, notice the triangle of left hands . . .) The serious
and sustained study of Classical music is, in my view, the way par excellence to awaken intelligence
as a whole in the student of any age. This is in part because the music itself, of Bach, of Vivaldi,
of Stravinsky, or of Berio or Ligeti, demands a kind of life-long devotion and diligence in the
perfection of one's technique, and one's sensitivity to sound and rhythm, and to—and this is of
crucial importance—one's awareness of the multiple social contexts in which the music-making
takes place, from string quartet, to concert hall, to the culture at large, to the ecology of world
musical cultures as a whole. (To explore these ideas in more depth, see my Circle in the Square
project.) On the road in the American Northwest.

The first mistake in education

is to separate learning from

the body of the Earth;


The second mistake in education

is to separate learning from

the body of the student;


The third and most serious mistake in education

is to separate learning from

the nature of the mind which learns.


To learn

is to learn the numbers, the flowers,

to sing and dance, and most importantly,

to learn

—by life-long observation—the nature

and the formative workings of the mind itself

as it learns to learn.

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