Interview with Peggy Williams

pwiIn An interview with Peggy Williams (compiled by Glen Park) one catches a detailed glimpse of what training with F.M. Alexander was like. In addition to the fact that Alexander was likely in the prime of his teaching ability when Peggy trained, Patrick Macdonald and Walter Carrington (arguably the two most influential teacher trainers in the years following Alexander’s death) were assisting.

Ms. Williams relates how her experience in training released many emotional and physical demons from her difficult child & adulthood, listing daily breakdowns into tears, backaches, and fatigue. This went on for an astounding eighteen months before she “let herself be still.” A great example of how we can slow change by trying to hold ourselves together, rather than letting go of control. This “letting go” on her part was intimately tied to her idea of giving direction. “It was only when I stopped giving the orders to myself verbally that I really began to understand what it was all about,” she said.

Peggy tells a story of someone getting offended by her reactions to working with him and refusing to work with her which was a “guilty relief.” Ms.Williams asserts that tight wrists and hands were the cause of her experience, which was a major part of what I experienced in not-so-great turns from trainees. As I became more and more sensitive to the subtleties of direction and already achy from physical changes taking place, being pushed and pulled on- especially in a forward and down direction was very agitating. The possibility for interpersonal difficulties in training is a constant dynamic. Projection, giving/receiving feedback, and being practiced on by people with less refined skills was often uncomfortable.

One trainee in particular preferred to experiment without feedback, putting me in the position of either quietly taking what felt like abuse, or refusing to work in that way. After these experiences I empathized with my trainers more as they get quite a bit of inexperienced hands while the trainees figure things out. All the being said, what I experienced as a horrible Alexander experience would most likely be perceived as decent by the average person because relative to where they are. Patrick Macdonald is quoted as saying that for 30 years he took people down but relative to where they were it was up.

Ms. Williams gave this advice from working with Alexander, “Occasionally he’d stand one of us behind a pupil and put our hands on their shoulders and tell us that we must expect that the more our fingers felt like cotton-wool and useless the better it was.” She also warns against making non-doing an end in itself adding, “I just know what’s needed and I’m allowing for what is needed to happen.” She speaks to the different styles of teaching; stating, “I’ve heard praise for all sorts of people, though I personally wouldn’t want their hands near me. But different people have different things to offer.”

Peggy shares many anecdotal stories of Alexander’s input in relation to an AT concept, “Occasionally FM would come into class and look at us all sitting round and he’d say, “Just look at you all sitting round trying to be right” adding, “You still do see students and teachers doing this sort of thine, sitting up like rigid dummies … It gives then technique a bad name.” More and more I’m realizing how easy a trap this is to fall into. All teachers know that we are not supposed to “do” the directions, but what is it we are doing when our eye glaze over and we start to stiffen?

As for the question of the development of the technique she had this to say, “I’d like to see people if they are teaching the technique definitely teaching the technique and not mixing it with other things, that is for sure. I don’t like experimenting, except if you’re experimenting with your own skills and your own use in the framework of what Alexander taught.” adding, “There are many therapies that are valid in themselves. If you can use this technique to make you better at doing something else, that is absolutely fine, but I don’t like the idea of using part [Alexander] technique and part massage or something different.” This type of sentiment is abundant among the first generations of teachers but is somewhat fading with Alexander yoga, pilates, etc. I am in agreement with Peggy as surely the technique can (and should) be applied to specific activities but trying to learn bits and pieces of several moralities can muddy the water.

Perhaps more than anything else you get a sense of the tremendous difficulties you go through while training and learning the technique from this interview. Ms. Williams even comes right out and says that learning and changing is painful, however she offers the valuable advice that one ought to “Enjoy the hard work and thought.”

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