MEDITATION 110

As I sit here by my candle I am recalling an image of a boy standing on a beach, alone and looking out to the sea. It is not a memory of my childhood, although it could be as I was brought up in a seaside town and I loved walking by the sea. The boy’s face is sad. Again it could be a memory as I did spend time walking on my own on the beach in my lonely late teens. But this boy is only 11 years old. And for a moment he has escaped from his daily life in a war zone: Gaza.

One evening last week I happened upon an excerpt from a BBC documentary on the BBC’s News website. I watched it again as the excerpt was repeated on the 10.00 News later. The excerpt was filmed last summer and the cameras followed the daily life of Zakaria, a Palestinian. However, to me he was an archetype representing all children who find themselves living day by day among the rubble and debris thrown up by warfare. And somehow they also find a way of coping, finding a way through their new, unwanted existence.

As I watched Zakaria’s story, my father came to mind who as a boy was a refugee in World War Two, along with his sister, my aunt Barbara. Sadly there are children whose lives are blighted by war in every generation. I count myself fortunate that I have been spared that.

Zakaria spends his time by helping at one of the remaining hospitals in Gaza. The camera crew follows him scurrying around, tidying up here and there; handing equipment to doctors or nurses; helping with stretcher-bearing; assisting the injured to walk along the corridor and cleaning stretchers with bottled water. At night he sleeps in staff areas or in an ambulance or an unused scan area. In his duties he is helpful, cheerful and keen as children can be when being useful.

One of the doctors, when interviewed, worries about him. Useful as he is in the understaffed hospital, he has experienced so much there and has grown up so very quickly as a result. He was concerned how Zakaria will fit into school when schools hopefully reopen and when he becomes a pupil again. As he stands by the seashore he says quietly ‘I have seen so many bodies.’ His childhood has ebbed away like the waves at his feet.

Zakaria’s family live in a refugee camp in Khan Younnis. He stayed behind in Gaza because there was little food or water there. The cameras follow him on his journey to his family by foot one evening through the bombed out streets. Through working at the hospital he has been able to get a little bit of money to buy some food for the family and sweets for his siblings on the way at a roadside stall.

Zakaria’s experiences in the hospital have created in him an ambition to become a paramedic. Obviously he has been inspired by the paramedics he has helped in a small way each day. I sincerely hope that he survives and has the ability to achieve his ambition. He is, perhaps, already acquiring some of the skills he will need as he assists at the hospital. What is amazing is that out of the nightmare he is living, he is succeeding in not only helping his family but also helping others at the hospital. And he now has a dream for the future too.

Apparently Zakaria’s story is one of three featured in a BBC documentary ‘How To Survive in a War Zone’, which I have not had the opportunity to see. Three children including Zakaria were followed by a BBC camera crew in their daily lives in Gaza. The programme was narrated by another young person, who was 13 years old. Several people have commented that they were moved by the whole programme, as much as I was by Zakaria’s story alone. But now the programme has sadly been removed from BBC I player as the programme makers neglected to credit the young narrator as the son of a minister in the Hamas government apparently, which has aroused strong feelings in some quarters and the programme has even been labelled as Palestinian propaganda.

I am unable to comment on the entire programme as I have not had the chance to see it. However, to me, Zakaria’s story on its own appeared genuine and not staged. More importantly it is quite inspiring and, as I mentioned earlier, it is a kind of archetype, reflecting the experience of all children in war zones, regardless of their nationality or whatever conflict they find themselves in, be it the Israeli -Palestinian war or ongoing conflicts in the Congo or the Sudan or in Ukraine, which has sadly reached it’s third anniversary this week.

Tomorrow I am going into my old school to hold an audition for a summer production I have been invited to direct. More of that anon in these pages. The cast will be aged 13-15 and will be all boys. Thankfully they have not had to endure what 11 year old Zakaria has had to bear.

And tonight I think of Zakaria standing on the seashore, reflecting on the horrors he has experienced but looking out to the horizon with some kind of hope.

Ave atque Vale

Neilus Aurelius

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MEDITATION 67

It has been some time since I have sat here beside my candle to write my meditation. Winter is now definitely on its way. The trees are losing their leaves, while swaying in the chill winds.

There has been a break in the blog because my friend Henry Riley, who helped me set it up and who posts each meditation for me, has taken a well-earned holiday. He works for LBC radio and has recently been promoted to producer of Nick Ferrari’s early morning show. This means he arrives at the studio in the middle of the night. He also still hosts a weekend programme on our local radio station – Radio Jackie – as well. So, he is a busy boy.

Henry was one of my Drama students and a good character actor. He studied Politics at Warwick University and now, in his early twenties, he is making his way in a career in broadcasting. I hope that eventually he will have his own chat show and that I will be one of his first guests, engaging in cut and thrust discussion with politicians or chewing the cud with the stars!

Meeting with Henry several weeks ago and discussing his work at LBC, had led me to think about where other ex-students are working now – at least those that I know about.

To my knowledge, two other ex- Drama students work behind the scenes in broadcasting: one for the BBC and subsidiary companies and the other for Sky TV. I also know of one, quite a while ago now, who worked behind the camera on trailers for the James Bond films.

I have often been asked whether any of my students have been successful as an actor or performer. I suppose behind that question is another one: have I taught anyone who went on to be a star?

Well quite a few went on to study Drama or Performance at university and several are currently making their first steps in the theatre profession. Several others are making their way as musicians. It is a struggle and even more so now with so many actors and performers out of work during the pandemic. The entertainment industry is struggling to get back on its feet at the moment.

One, Tommy Rodger, who was a professional child actor while at school and appeared several plays in the West End and The Alienist’ for Netflix, is filming a BBC drama series as I write. Another, Archie Renaux, had a prominent role in the BBC series “Gold Digger’ in 2019 and now has a major role in the Netflix series “Shadow and Bone’. In fact he was filming the series in Budapest in the week of my final Drama tour with the school in February 2020 and came to see our students’ performances.

I know of several who went on to work in lighting or sound or set construction in the Theatre and one, Bryony Relf, is a successful stage manager in the UK and Europe. Another, Chris Kendall, is a voice actor, working for audio books (very profitable during the pandemic) and another Chris – Chris Cunningham – is a successful drag artist. My friend Steven went from acting to a career in HR and management and quite recently went back to work at his old drama school advising graduating students on making a start in the profession.

I am sure there have been others over the years who I do not know about, not to mention those who became professional singers, musicians or dancers rather than actors, like Ben Lake who was in ‘Phantom of the Opera’ and ‘Jerry Springer the Opera’ in the West End quite a while ago and my friend Simon who teaches dance.

Equally gratifying to me are those who went on to become members of the teaching profession at whatever level, and especially those who went on to teach Drama or English or both, including Leigh Norton who has taken over from me as Director of Drama at my school. Quite a few of my ex-students found their way back to the school as teachers or teaching assistants. I used to quip that I could take a register of them all in the staff room and that one or two still owe me homework!

However, I know nothing of the futures of the vast majority of students whom I taught. There were so many over my three decades and more at Richard Challoner School that it would be impossible to keep track of them all. This is true of any teacher with a long career I suppose. It is very pleasing that some have kept in touch.

I hope they have all been successful in their own way. I also hope that, at the very least, studying Drama gave them personal confidence to pursue their chosen career and to make their way in life. Several I know have gone into the legal profession or management and one or two in Whitehall in the Civil Service working for politicians or in administration for political parties. Several have gone into the Police or retail management not to mention some who became doctors and nurses.

I also feel gratified when I discover that ex-students, having participated in the Drama tours to Hungary have returned to Budapest on holiday after they left school. Or those who have developed a theatre-going habit as a result of school theatre visits.

In a way the question I was frequently asked, understandable and well-meaning though it was, is redundant. Studying Drama means more than preparing students for a possible career in theatre, films or TV, though some may progress into the entertainment industry. Arts Education in schools is currently under threat because of this utilitarian attitude. The concept of a broad and balanced curriculum in schools, which incidentally enabled the students mentioned above to flourish, is also under threat.

The word ‘education’ derives from the Latin word educare’ – to lead out. Education, therefore is intended to lead out or bring out the talents, skills and above all potential in the student. This ‘leading out’ necessarily involves nurturing and developing these talents and skills too along with personal qualities such as confidence to successfully use them.

Therefore, it means more than filling students with knowledge. Education at present seems to be veering in the direction of Mr Gradgrind. Gradgrind runs the school in Dickens’ ‘Hard Times’: ‘Now what I want is Facts,’ he says in the opening paragraph of the novel. ‘Teach these boys and girls nothing but facts. Facts alone are wanted in life.’

Now I am not crowing about my former students’ successes and certainly not living through them because I didn’t become a professional actor or director myself. I have little if anything to do with it, though naturally I am proud of them. A school, after all, is a springboard and where students land afterwards is their own business.

However I do hope I have to some small extent, nurtured and developed, and have led out my students’ potential.

I once read somewhere that all we can ask to be in life is a link in a chain. Not the whole chain. Only a link. Therefore not the whole show either!

I hope I have been a link in the chain of their lives.

Ave atque Vale – Hail and Farewell – until the next blog!

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Many thanks

Neilus Aurelius

Meditation 52

Happy New Year, dear reader!

As I sit here writing my first meditation of this year, I am gazing at two candles. One has a steady flame and the other a weak and flickering one. They arouse in me the conflicting emotions we are going through in this third lockdown. The weak and wavering flame brings to my mind the horrific trail of tragedy and suffering caused by the lethal and contagious second virus and all the fears and uncertainties that accompany it. The steady flame reminds me that vaccines have now arrived to combat it accompanied by a solid hope for the future. In these bleak times, mirrored by the gloomy weather, we must remember St Francis’ words: ‘All the darkness in the world cannot extinguish the flame of a single candle’ – the candle of hope.

Since the year began, I have been getting through lockdown by reading books given me by friends at Christmas. A rare instance has occurred in my reading: chapters in a book I am reading have been mirrored by current events. The book is ‘Shakespeare in a Divided America’ by James Shapiro. Shapiro is an English professor at Columbia university and has written several popular books about Shakespeare and his plays as well as fronting his own BBC series. In his book he explores the enduring influence of Shakespeare on his country, and not only on its actors, directors and writers but also on its politicians and different classes of society. It is a fascinating read and shows how productions and approaches to the plays have also been influenced by the events of the day from the early 1800’s to the present.

In his opening chapter, he describes a particular production of ‘Julius Caesar’ at length. The production took place in the summer of 2017 during Donald’ Trump’s first year of office. It was staged in the 1,800 seat open air ‘Delacorte Theater’ in New York’s Central Park. The play was presented in modern costumes and with a modern setting, actually not so much modern as contemporary and totally up to date. Caesar was presented as a thinly veiled Donald Trump and was apparently a meticulously detailed portrayal by Greg Henry, who like Trump is tall and who sported a mane of blond hair. Some of Caesar’s plebeian supporters (like Trump’s) wore red baseball caps. The caps had ‘Make Rome Great Again’ written on them.

In the play Caesar is assassinated in the Senate with only the members of the senate present. The people of Rome are going about their business elsewhere. In this production, apparently the director seated some of them in the audience so when Caesar was murdered, they stood up and shouted out in shock, anger and outrage and mimicking Trump supporters. As you probably know, after the murder, Mark Antony gives an oration over the body of Caesar in the Forum, inciting the people to violence against the conspirators and murderers. The mob runs amok in the streets and in a short but brutal scene they beat an innocent man to death. He is Cinna the poet, whom they mistake for Cinna the conspirator. When he pleads his identity to them, they don’t care anyway and bludgeon him in their bloodlust.

I little imagined that a few days after reading this chapter, similar scenes would be played out in the U.S.A’s own Capitol in Washington. Yet again a mob armed with makeshift (and real) weapons was running amok and storming the Capitol. They were not incited by another Mark Antony but by another Caesar himself, who had not been assassinated himself but his hopes of re-election had (and his ego too, if that is possible). They were making their voices heard in the most destructive and violent way.

The director of the production I have briefly described above was Oskar Eustis. He gave a speech at the curtain call of the first performance. In it he remarked that ‘like Drama, Democracy depends on the conflict of different points of view. Nobody owns the truth. We all own the culture.’

His words greatly affected me. The conflict of different points of view, indeed freedom of speech, is not about who shouts loudest or who clogs the media most effectively with lies and unsubstantiated false information. Our media, as ‘Macbeth’ says ‘is smothered in surmise.’ Fake news, real fake news (not Trump’s version) is another contagion as lethal as the current virus.

Consensus and compromise are now seen to be the weak option and unworthy of a nation’s so called ‘sovereignty’, as has been sadly evident in this country in the last four years of Brexit. Similarly anything other than an entrenched position is seen as weakness. And yet our government has been forced to change their minds and their policies by the onslaught of the virus. Entrenchment and an pandemic do not mix.

In November, I attended an online seminar about the U.S. election results, given by my Oxford college and led by a panel of American alumni who had pursued political careers eventually after graduating. The consensus of the panel was that American politics has become strongly polarised as a result of the Trump years of administration. There was now no room for a middle ground. They felt that hopefully this may change and Politics in the US may become less relentlessly combative if Biden ushers in a quieter and less aggressive (and impulsive) administration.

Trump’s four year tenure of the White House could be summed up by a quote from another Shakespeare play, ‘Measure for Measure’:

‘But man, proud man

Dressed in a little brief authority,

Most ignorant of what he’s most assured,

His glassy essence, like an angry ape

Plays such fantastical tricks before high heaven

As make the angels weep.’

These lines not only apply to Donald Trump, of course. They could apply to other political leaders past and present. They could also apply to any of us who are in a position of authority over others.

How do these ‘fantastical tricks’ by those in authority originate? Perhaps the answer lies back in ‘Julius Caesar.’ In the play, Brutus says of Caesar:

‘The abuse of greatness is when it disjoins

Remorse from power.’

In Brutus’ comment, ‘remorse’ means mercy: if mercy is separated from power then greatness is abused or diminished. In other words, when the gaining and exercise of power is more important than the needs of the people. People should come first. Power should be used to care for and protect the people not to subjugate or exploit them. Or use them to bolster up a monstrous ego trip.

In these last ten months, we have been potently reminded of how fragile human life is. In the last two months since the U.S. Election, we have also been reminded how fragile democracy can be.

Ave atque Vale – Hail and Farewell – until the next blog!

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A selection of previous meditations is also available in audio form as ‘Meditations of Neilus Aurelius’ ASMR on YouTube. I would also value any feedback on nzolad53@gmail.com or my Facebook page or Twitter.

Many thanks

Neilus Aurelius