The Hidden Life with McGillicuddy

Last year, my son started taking violin lessons with a local Suzuki teacher.  I was not interested in creating a prodigy, though naturally I believe that proficiency at music, if one has any opportunity at all to gain it, is something that should be encouraged in both children and adults. As for my son, he had been wanting to play the violin since he was two, and used to cry because we didn't have one. Around that time, he ran up to the altar after Mass one Sunday and hollered, "Jesus! Please have a little violin!" So, when he was three, I got him a cheap Chinese 1/16th-size violin, which he promptly named "Cutie."

The local Suzuki teacher kicked us out after four lessons. My son climbed on the furniture and commando-crawled across the floor during lesson times (though, when he practiced at home, it was clear that he had somehow absorbed the content of the lessons).

One of the handful of high-level classical musicians here then told me about V., an old Hungarian violinist who had somehow washed up in our crumbling Rust Belt city many years ago, when there was still a viable living to be made as concertmaster of the local small-town symphony, and when there was still a philanthropic class to support such genteel endeavors. By now, V. is making his living teaching the best violin students in the area out of his crumbling Victorian house in the shadow of the ghetto.

At our first lesson, it was clear that V. "got" my son. V. could see his innate musicality right away (my son could match pitch at two months old, and learned all of my dissertation recital repertoire along with me when he was two, finishing every line of Beethoven's "Adelaide" and "Maigesang" in German with me while I practiced). My son responded especially well to having a male teacher, and has come to love him. And, pace Suzuki purists, V. taught my son to read music, which I realized was the right thing for him.  My son needs and craves discipline, structure, and a formal framework. I could see that learning to read music would open up entire worlds for him, as it had done for me.  He practices diligently every day, and memorizes a piece as soon as he's learned it. The by-rote pedagogical approach of the Suzuki method would be, for him, too intangible and too inchoate.

And my son's lessons with V, for me, are like coming upon a well of fresh water in the desert. As I pieced together his history, I learned that V. had been a member of an acclaimed chamber ensemble which settled in America in the 1960s before splitting up.  We talk about music, about art, about discipline. Occasionally, V. brings out and plays live performance recordings of his ensemble, and the hair on my arms stands on end when I hear the enormous, wide-open, long-phrased sound that the ensemble had in Schubert and Brahms. This group was truly remarkable; I can attest that no American chamber music ensemble today plays like that, which is a great loss.

The problem is that, when I start to talk about music, art, and discipline, I start to get a little crazy, and probably even foam at the mouth a little, because I feel as if I'm stepping into the fresh green world that is a parallel universe to this one, the world of beauty, the world which, once I found it, provided the framework around which, even as a miserable young girl, I was able to heliotrope my life.  Music was the fertile world which gave me food, water, shelter, and air. The daily world, on the other hand -- the world that has no part in it -- is parched and withered, lonely and gray.

When my son plays a wrong note in his lessons or at home, I flinch involuntarily. Part of it is my auditory hypersensitivity, which has only gotten worse without the constant background thrum of New York City; but part of it is because of the heliotroping of my life around that musical framework, a life in which, for so long, all nourishment and all nurturing went towards perfecting a demanding craft, the practice of which costs so much, not only in treasure but also in human relationships. A wrong note causes me pain, because music is the image of perfection.

I suppose I'm something of a Tiger Mother when it comes to practicing. It's entirely non-negotiable with me. In fact, the thought that a day without practicing might, in some circumstances, be permissible is bizarrely taboo (I remember how, when an undergraduate voice major colleague of mine told me that she didn't practice on weekends, I thought she was making it up). I travel often on the Greyhound bus with my little son to spend time with my very ill mother, and his violin (no longer Cutie, but a 1/8th-size instrument inexplicably called McGillicuddy) travels with us. Yes, I know that I'm neurotic. But at the same time -- it is music, which was my oxygen for so long. It is the thing that for so long made me know that God existed.

I still don't know what it might look like to have a life as a musician while living the quotidian life here in northern Appalachia. I've become very interested in and concerned with the lives of the poor mothers I meet here.  My pastor has offered to sponsor me to become the Creighton Model instructor for this region of our sprawling diocese, and it's crossed my mind that to do so might be a way to help some of the women I encounter here, whereas teaching a music-appreciation class might not.

Yet I hate to think that the art that I love -- the holde Kunst -- is a locked fortress to so many in my midst.  As William Carlos Williams wrote:

It is difficult
to get the news from poems
yet men die miserably every day
for lack
of what is found there.